Skip to main content

Skills assessment in India: A discussion paper on policy, practice and capacity

Skills assessment in India: A discussion paper on policy, practice and capacity

Type:
Document
Content Type:
Skills assessment in India: A discussion paper on policy, practice and capacity
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Access to training

Thumbnail

Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.  

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business. 
 

Identifier
skpATSU
Slug
access-to-training

Participation of employers' and workers' organizations

Thumbnail

The world of learning and the world of work are separate but linked. While one involves learning, the other produces goods and services. Neither can thrive without the other. Strong partnerships between government, employers and workers help ensure the relevance of training to the changing needs of enterprises and labour markets. 

Identifier
skpPSP
Slug
participation-of-employers-and-workers-organizations
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
12 Oct 2017
Open
wcmstest4_193709.pdf
This discussion paper, prepared jointly by the British Council, India and the ILO, provides an overview of the successes and challenges facing the rapidly emerging third party skills assessment sector in India. The paper offers a starting point from which to analyse the skills assessment sector, with a particular focus on three states: Haryana, Maharashtra and Odisha. The discussion paper also focuses primarily on aspects of third party assessment, including funding; assessor recruitment and resourcing; skills gaps in the assessor workforce; assessment processes; quality assurance; and certification and placement. Finally, the discussion paper makes recommendations for further development of the Indian skills assessment sector.
Subject Tags:

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:
Countries and territories:

India skills report 2017

India skills report 2017

Type:
Document
Content Type:
India skills report 2017
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Anticipating and matching skills needs

Thumbnail

Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions. 

Identifier
skpAFSN
Slug
anticipating-and-matching-skills-needs

Youth employability

Thumbnail

Globally, nearly 68 million young women and men are looking for and available for work,  and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market. 

Identifier
skpYoEmp
Slug
youth-employability
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
15 Aug 2017
Open
wcmstest4_192295.pdf
India Skills Report 2017 presents a quantitative and qualitative analysis of demand and supply in the labour market. The report takes stock of the talent landscape by analysing the employability of youth and the needs and expectations of employers. Currently in its fourth edition, it also captures various initiatives taken by the government and its impact on economic growth. The report is a joint initiative by Confederation of Indian Industry, PeopleStrong, Wheebox, UNDP and AICTE (All India Council for Technical Education).
Subject Tags:

Gender

Slug
294
Identifier
294

Job matching

Slug
job-matching
Identifier
649
Slug
labour-market-information
Identifier
684

Skills mismatch

Slug
skills-mismatch
Identifier
654

Youth

Slug
youth
Identifier
319
Regions:
Countries and territories:

Engaging employers in apprenticeship opportunities

Engaging employers in apprenticeship opportunities

Type:
Document
Content Type:
Engaging employers in apprenticeship opportunities
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

Thumbnail
Identifier
skpILO
Slug
ilo

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Access to training

Thumbnail

Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.  

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business. 
 

Identifier
skpATSU
Slug
access-to-training
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
10 Jul 2017
Open
wcmstest4_191293.pdf
This joint OECD-ILO publication provides guidance on how local and regional governments can foster business-education partnerships in apprenticeship programmes and other types of work-based learning, drawing on case studies across nine countries. There has been increasing interest in apprenticeships which combine on the job training with classroom-based study, providing a smooth transition from school to work. There are benefits to both individuals and employers from participating in apprenticeships, including increased productivity and job quality. Successful implementation is contingent on having a high level of employer engagement at the local level, notably in the design, development and delivery of programmes.

DOI: http://dx.doi.org/10.1787/9789264266681-en
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Youth

Slug
youth
Identifier
319
Regions:
Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty.  A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds. 

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).  

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3). 

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.  

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market.  Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups. 

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020.  Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level. 

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.    

 

Sources 

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

Moving out of the bottom of the economy? Constraints to firm transition in the Indian informal manufacturing sector

Moving out of the bottom of the economy? Constraints to firm transition in the Indian informal manufacturing sector

Type:
Document
Content Type:
Moving out of the bottom of the economy? Constraints to firm transition in the Indian informal manufacturing sector
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Other topic

Thumbnail
Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

Thumbnail
Identifier
skpAIM
Slug
promotional-material
Publication Date:
18 Nov 2016
Open
wcmstest4_185093.pdf
The predominant type of firms in developing countries is small family firms and the self-employed in the informal sector. Very few family firms make the transition to larger firms employing non-family labour. In this paper, we examine the reasons for the low presence of firms employing non-family labour in the informal sector, using a firm-level data set drawn from nationally representative repeated cross-sectional surveys of the Indian informal manufacturing sector. We find that the key constraint to firm transition is firm capabilities, followed by the level of urbanisation, access to electricity and roads, and human capital, with financial constraints playing a lesser role.

DOI 10.1186/s40175-016-0056-8
Subject Tags:

Enterprises

Slug
enterprises
Identifier
175

Informal economy

Slug
informal-economy
Identifier
187
Regions:
Countries and territories:

Soft Skills to Pay the Bills: Evidence from Female Garment Workers

Soft Skills to Pay the Bills: Evidence from Female Garment Workers

Type:
Document
Content Type:
Soft Skills to Pay the Bills: Evidence from Female Garment Workers
Language:

English

Slug
english
Identifier
skpEng
Sources:

Academic institutions

Research papers, synthesis reports, country and programme studies are collected from many academic institutions and national, regional and international professional associations.

Thumbnail
Identifier
skpAcaInst
Slug
academic-institutions
Topics:

Other topic

Thumbnail
Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
16 Nov 2016
Open
wcmstest4_184906.pdf
Paper presented at the 2016 Jobs & Development Conference, 2- 3 November. Non-cognitive (“soft”) skills – allocating time and money effectively, teamwork, leadership, relationship management, acquiring and assimilating information – account as much for long-term economic success as cognitive ability and educational attainment. But these skills may be very difficult to teach in adulthood, especially to those with low baseline skill sets. Moreover, firms may be reluctant to invest in workers’ skills if attrition rates are high, which is particularly the case for frontline workers. We carried out a randomized experiment with female garment workers in Bengaluru, India to test whether it is possible to impart soft skills to frontline workers, and evaluate the labor productivity, retention, and profitability consequences for firms. Treated workers are less likely to leave during the program, and exhibit substantially higher productivity up to nine months after program completion. This leads to being assigned to more complex tasks and a greater likelihood of promotion. Treated workers are also more likely to enroll in workplace skill development and production incentive programs. Survey evidence supports the hypothesis that the stocks of soft skills improved in key dimensions. Two-stage randomization allows us to estimate spillovers within production teams; spillovers in productivity are substantial and persistent. Using actual costing data we find that the program pays for itself several times over by the end of the evaluation period, implying that teaching soft skills in the workplace can be profitable for firms even in high-turnover environments.
Subject Tags:

Soft skills

Slug
soft-skills
Identifier
678
Regions:
Countries and territories:

National policy on skill development and entrepreneurship 2015

National policy on skill development and entrepreneurship 2015

Type:
Document
Content Type:
National policy on skill development and entrepreneurship 2015
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

Thumbnail
Identifier
skpGov
Slug
governments
Topics:

Access to training

Thumbnail

Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.  

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business. 
 

Identifier
skpATSU
Slug
access-to-training
Knowledge Products:

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work. 

Thumbnail
Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
15 Sep 2016
Open
wcmstest4_181698.pdf
The National Policy for Skill Development and Entrepreneurship 2015 supersedes the policy of 2009. This policy aims to meet the challenge of skilling at scale with speed, standard (quality) and sustainability. It aims to provide an umbrella framework to all skilling activities being carried out within India, to align them to common standards and link skilling with demand centres. In addition to laying down the objectives and expected outcomes, the policy also identifies the overall institutional framework which will act as a vehicle to reach the expected outcomes. The policy links skills development to improved employability and productivity in paving the way forward for inclusive growth in the country. The skill strategy is complemented by specific efforts to promote entrepreneurship in order to create ample opportunities for the skilled workforce.
Subject Tags:

Entrepreneurship

Slug
entrepreneurship
Identifier
182

Financing training

Slug
financing-training
Identifier
673

Skills and training policy

Slug
skills-and-training-policy
Identifier
666
Regions:
Countries and territories:

Learning from catalysts of rural transformation

Learning from catalysts of rural transformation

Type:
Document
Content Type:
Learning from catalysts of rural transformation
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Rural employment

Thumbnail

Eight out of 10 of the world’s working poor who live on US $1.25 per day live in rural areas, where many are caught in vulnerable employment, especially in agriculture.Flourishing rural areas are vital to regional and national development. Yet, rural economies tend to face a wide range of challenges that urban areas are more likely to overcome. These include access to transportation, sanitation and health services, and a consumer base in close proximity to support small and medium enterprise development. Women and men working in rural areas also face difficulties associated with a paucity of economic opportunities, under investment, poor infrastructure and public services, including education, and, in many cases, weak governance and underdeveloped markets.

Education, entrepreneurship, and physical and social infrastructure all play an important role in developing rural regions. Skills are central to improving employability and livelihood opportunities, reducing poverty, enhancing productivity and promoting environmentally sustainable development.

Identifier
skpREmpl
Slug
rural-employment
Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice. 

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
16 May 2016
Open
wcmstest4_174857.pdf
This publication reviews 8 cases of 'Catalyst' of rural transformation from different countries. It extracts lessons that remind us of the economic and development potential of rural areas, and most important, the central role of rural men and women, young people, indigenous populations and other groups to unleash that potential.
Subject Tags:

Rural development

Slug
rural-development
Identifier
152

Rural employment

Slug
rural-employment
Identifier
670
Regions:
Countries and territories:

Possible futures for the Indian apprenticeship system: Options paper for India

Possible futures for the Indian apprenticeship system: Options paper for India

Type:
Document
Content Type:
Possible futures for the Indian apprenticeship system: Options paper for India
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

Thumbnail
Identifier
skpILO
Slug
ilo

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
12 May 2016
Open
wcmstest4_174659.pdf
The purpose of this report is to use ideas gained from other national apprenticeship systems to put forward options for the Indian system. These countries are Turkey, Indonesia, Egypt, South Africa, Australia, Canada, USA, England, Germany and France. While this report attempts to evaluate the applicability of the proposed options, it is acknowledged that the suitability of the options is best determined by those with detailed experience and knowledge of the Indian system. Moreover, it needs to be stated that a complete new framework for the system has not been proposed. Experience in other countries has shown clearly that systems cannot be transplanted from one national culture to another; however, individual features of national systems can be introduced or adapted with considerable utility at particular points in time.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Vocational training

Slug
vocational-training
Identifier
124
Regions:
Countries and territories:

Youth and employment among the BRICS

Youth and employment among the BRICS

Type:
Document
Content Type:
Youth and employment among the BRICS
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Youth employability

Thumbnail

Globally, nearly 68 million young women and men are looking for and available for work,  and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market. 

Identifier
skpYoEmp
Slug
youth-employability
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
11 May 2016
Open
wcmstest4_174463.pdf
This report is dedicated to the analysis of the usage of social programmes to promote youth employment in the BRICS (Brazil, Russia, India, China and South Africa) countries. The special issue commences with a comparative article, followed by an article by UNICEF on adolescence. The issue then proceeds to introduce specific sections dedicated to each BRICS country. The opening articles of each section provide a general overview of social programmes and the creation of jobs for young people, while the closing articles from each section provide studies focused on the promotion of youth employment through more specific social programmes.
Subject Tags:

Employability

Slug
employability
Identifier
643

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Youth

Slug
youth
Identifier
319
Regions:
Countries and territories:

Measuring the economic gain of investing in girls: The girl effect dividend

Measuring the economic gain of investing in girls: The girl effect dividend

Type:
Document
Content Type:
Measuring the economic gain of investing in girls: The girl effect dividend
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Gender equality

Thumbnail

Women represent both half of the world's population – and half the world's economic potential. Their participation in the labour market reduces poverty because they often invest 90 per cent of their income in the well-being, education and nutrition of their families. Yet labour force participation by women has stagnated at about 55 per cent globally since 2010. Moreover, women are disproportionately represented in precarious work – low-paid, low-skilled and insecure jobs.

Training plays an important role in the pursuit of equality of opportunity and treatment for women and men in the world of work. Yet women often lack access to technical and vocational education and training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. Overcoming this challenge requires the adoption of a life-cycle approach. This includes improving girls’ access to basic education; overcoming logistic, economic and cultural barriers to apprenticeships and to secondary and vocational training for young women; and meeting the training needs of women re-entering the labour market and of older women who have not had equal access to opportunities for lifelong learning.

Identifier
skpGenEqul
Slug
gender-equality
Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
05 May 2016
Open
wcmstest4_174066.pdf
This paper explores the linkages between investing in girls and potential increases in national income by examining three widely prevalent aspects of adolescent girls’ lives: early school dropout, teenage pregnancy and joblessness. The countries included in the analysis are: Bangladesh, Brazil, Burundi, China, Ethiopia, India, Kenya, Malawi, Nigeria, Paraguay, Senegal, South Africa, Tanzania, and Uganda.
Subject Tags:

Employability

Slug
employability
Identifier
643

Gender

Slug
294
Identifier
294

Gender and development

Slug
gender-and-development

Globalization

Slug
globalization
Identifier
267

Women

Slug
women
Identifier
318
Regions:
Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty.  A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds. 

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).  

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3). 

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.  

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market.  Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups. 

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020.  Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level. 

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.    

 

Sources 

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

Subscribe to India