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Integrating core work skills into TVET systems: Six country case studies

Integrating core work skills into TVET systems: Six country case studies

Type:
Document
Content Type:
Integrating core work skills into TVET systems: Six country case studies
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

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Identifier
skpILO
Slug
ilo
Topics:

Access to training

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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

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance
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. 

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Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
03 May 2016
Open
wcmstest4_173856.pdf
This report assesses the extent to which six diverse countries have embedded core skills for employability in their TVET and skills systems: Australia; Chile; India; Jamaica; Malawi; and the Philippines. These six case studies have demonstrated that in both developed and developing countries, much remains to be done to ensure that TVET and skills systems adequately and systematically take steps to develop the core skills that so profoundly enhance the employability of learners, jobseekers and workers.
Subject Tags:

Employability

Slug
employability
Identifier
643

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

TVET systems

Slug
tvet-systems
Identifier
661

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image

Americas

Region Image
Countries and territories:

Estimating the skill gap on a realistic basis for 2022

Estimating the skill gap on a realistic basis for 2022

Type:
Document
Content Type:
Estimating the skill gap on a realistic basis for 2022
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.

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Identifier
skpAcaInst
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academic-institutions

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

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Identifier
skpGov
Slug
governments
Topics:

Anticipating and matching skills needs

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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
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. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
16 Mar 2016
Open
wcmstest4_168262.pdf
The window of opportunity called the Demographic Dividend is available to India only till 2040. Realizing the demographic dividend brings to the fore the serious challenge of skilling the labour force. But before devising the skill development strategy for these coming years, a task of greater importance is to estimate the magnitude of the challenge and to assess the skill gap. Against this backdrop, this paper tries to estimate the skilling requirements, sector-wise, in different scenarios to arrive at a realistic and desirable target.
Subject Tags:

Agricultural development

Slug
agricultural-development
Identifier
224

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677

TVET systems

Slug
tvet-systems
Identifier
661

Vocational training

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

Country experiences on quality apprenticeships

Country experiences on quality apprenticeships

Type:
Document
Content Type:
Country experiences on quality apprenticeships
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.

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Identifier
skpOSource
Slug
other-sources
Topics:
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. 

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Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
10 Mar 2016
Open
wcmstest4_167679.pdf
This document summarizes country experiences with apprenticeship and on the job training programs. The information in this document was provided directly by the countries covered to the G20 Task Force on employment.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Career guidance

Slug
career-guidance
Identifier
640

G20

Slug
g20
Identifier
669

Private sector

Slug
private-sector
Identifier
229

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Vocational training

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

Why is female labour force participation declining so sharply in India?

Why is female labour force participation declining so sharply in India?

Type:
Document
Content Type:
Why is female labour force participation declining so sharply in 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
Topics:

Access to training

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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

Gender equality

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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

Other topic

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Identifier
skpOIssue
Slug
other-topic

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance
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. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
26 Jan 2016
Open
wcmstest4_163855.pdf
ILO Research Paper No. 10 This paper attempts to shed light on the causes behind the recent sharp decline in female labour force participation in India and to identify factors underpinning the long-term stagnation in female participation. Through an examination of labour market trends, a series of scenario exercises, and econometric analysis, we analyse four prominent hypotheses of the root causes of declining female participation. The findings in this paper indicate that a number of factors were responsible for the recent sharp decline in estimated labour force participation rates among working-age women. Some factors, such as increased attendance in education and higher household income levels, are no doubt a positive reflection of rapid economic development. Additionally, it was found that evidence that changes in measurement methodology across survey rounds is likely to have contributed to the estimated decline in female participation, due to the difficulty of differentiating between domestic duties and contributing family work. However, the key long-run issue is the lack of employment opportunities for India’s women, owing to factors such as occupational segregation.
Subject Tags:

Gender

Slug
294
Identifier
294

Gender and development

Slug
gender-and-development

Globalization

Slug
globalization
Identifier
267

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Women

Slug
women
Identifier
318
Regions:
Countries and territories:

Human capital development in the People’s Republic of China and India: Achievements, prospects, and policy challenges

Human capital development in the People’s Republic of China and India: Achievements, prospects, and policy challenges

Type:
Document
Content Type:
Human capital development in the People’s Republic of China and India: Achievements, prospects, and policy challenges
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:

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

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance
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:
17 Jan 2016
Open
wcmstest4_162259.pdf
This report compares the achievements of the People’s Republic of China (PRC) and India in human capital development in the past 5 decades (1960-2010) and identifies the factors behind the similarities and differences between them. It highlights the high-level policy lessons and insights that are crucial in addressing the remaining gaps between the PRC and India, and in shaping their future human and economic developments. The human capital development lessons that can be learned through this assessment of the past experience of these two countries are not only critical for improving their productivity and innovation for continued development but are also valuable for other developing economies as well.

While human capital is a multidimensional concept covering a set of health- and education-related characteristics that contribute to worker productivity, this report focuses largely on the quantity and quality of education, training, and skills of the labor force in the PRC and India at the national level, and to some extent at the regional level. Health and other important aspects of human capital are beyond the scope of this report.

Representing around 40% of the working-age population of the world and 37% of the total population of the world, the issues related to human capital development within the PRC and India are numerous and diverse. Many of these issues are best tackled in country specific contexts. This comparative report only tackles major human capital development achievements and broad-based challenges that are common to both countries, and presents policy options for addressing these challenges.
Subject Tags:

Development policy

Slug
development-policy
Identifier
136

Economic growth

Slug
economic-growth
Identifier
166

Economic policy

Slug
economic-policy
Identifier
171

Employability

Slug
employability
Identifier
643

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Youth

Slug
youth
Identifier
319
Regions:
Countries and territories:

From India to the Gulf region: Exploring links between labour markets, skills and the migration cycle

From India to the Gulf region: Exploring links between labour markets, skills and the migration cycle

Type:
Document
Content Type:
From India to the Gulf region: Exploring links between labour markets, skills and the migration cycle
Language:

English

Slug
english
Identifier
skpEng
Sources:

Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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Identifier
skpBiOrg
Slug
bilateral-organizations

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

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.

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Identifier
skpOSource
Slug
other-sources
Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017. 

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

Identifier
skpMigWor
Slug
migrant-workers
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:
07 Dec 2015
Open
wcmstest4_159455.pdf
Temporary labour migration is often touted as a triple-win: a win for labour migrant-receiving countries that can support a level of economic activity that would be impossible without foreign labourers; a win for labour migrant-sending countries because it lowers unemployment and brings in remittances and skills; and a win for the labour migrants, who can earn more income and ultimately move out of poverty. However, governments have yet to develop a system that ensures that the triple-win delivers benefits equally to all three spheres. And it is the migrants who are ending up short-changed. This publication discusses temporary labour migration looking specifically at labour demand, its relationship to skills and the impact of the recruitment process on demand and skill development. It focuses on the role of skills in India, including skills training, certification, skills matching and recruitment practices.
Subject Tags:

Labour migration

Slug
labour-migration
Identifier
609

Migrant workers

Slug
migrant-workers
Identifier
681

Migration policy

Slug
migration-policy
Identifier
309

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills mismatch

Slug
skills-mismatch
Identifier
654

Talent mobility

Slug
talent-mobility
Identifier
659
Regions:
Countries and territories:

Strategies for sectoral training and employability in India: Case studies of the IT/ITES and automotive sectors

Strategies for sectoral training and employability in India: Case studies of the IT/ITES and automotive sectors

Type:
Document
Content Type:
Strategies for sectoral training and employability in India: Case studies of the IT/ITES and automotive sectors
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

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Identifier
skpILO
Slug
ilo
Topics:

Participation of employers' and workers' organizations

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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

Sectoral approaches

Thumbnail

Matching skills to labour market demand requires reliable sectoral and occupational information and institutions that connect employers with training providers.  Sector based strategies and institutions have proved effective in engaging all stakeholders in promoting both pre-employment training and life-long learning.

Identifier
skpSectApr
Slug
sectoral-approaches

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance
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

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 2015
Open
wcmstest4_154057.pdf
The paper discusses the TVET system in the information technology and automotive sectors in India, including challenges to improving TVET in India. It examines the role of the National Skill Development Corporation and sector skills councils, and looks at the salaries, working conditions and job satisfaction of teachers and trainers.

The study underlines the importance of social partner involvement in the elaboration of sectoral skills strategies and ever evolving changes in skill needs. It also emphasizes the importance of sound recruitment and training practices, training strategies, and decent working conditions for TVET personnel.
Subject Tags:

Information and communication technologies

Slug
information-and-communication-technologies
Identifier
346

Public private partnerships

Slug
public-private-partnerships
Identifier
138

Sectoral approaches

Slug
sectoral-approaches
Identifier
676

TVET systems

Slug
tvet-systems
Identifier
661
Regions:
Countries and territories:

India: National Policy for Skill Development and Entrepreneurship 2015

India: National Policy for Skill Development and Entrepreneurship 2015

Type:
Document
Content Type:
India: National Policy for 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

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Identifier
skpGov
Slug
governments
Topics:

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
Slug
monitoring-and-evaluation

Other topic

Thumbnail
Identifier
skpOIssue
Slug
other-topic

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

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance
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:
30 Sep 2015
Open
wcmstest4_153053.pdf
This document supersedes National Skill Development Policy of 2009. The policy aims to provide an umbrella framework to all skilling activities being carried out in 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

Human resources development

Slug
human-resources-development
Identifier
118

Skills and training policy

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

Case studies on skills assessments in the informal economy conducted by small industry and community organizations

Case studies on skills assessments in the informal economy conducted by small industry and community organizations

Type:
Document
Content Type:
Case studies on skills assessments in the informal economy conducted by small industry and community organizations
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

Lifelong learning

Thumbnail

There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

Identifier
skpPSLLL
Slug
lifelong-learning
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:
10 Jul 2015
Open
wcmstest4_148453.pdf

Annex to assessing skills in the informal economy: A resource guide for small industry and community organizations

This publication provides case studies from nine countries globally on skills assessment in the informal economy.

Subject Tags:

Skills and training policy

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

Africa

Region Image

Americas

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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_

Skills development in South Asia: Trends in Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka

Skills development in South Asia: Trends in Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka

Type:
Document
Content Type:
Skills development in South Asia: Trends in Afghanistan, Bangladesh, India, Nepal, Pakistan and Sri Lanka
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

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Identifier
skpGov
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governments

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.

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Identifier
skpOSource
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other-sources
Topics:

Anticipating and matching skills needs

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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
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. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
22 Jun 2015
Open
wcmstest4_145057.pdf
A custom research report for British Council by The Economist Intelligence Unit One of the biggest challenges for South Asian countries in coming years is to unlock the latent potential of the millions of young people entering the workforce. The region is poised to benefit from a “demographic dividend”, which could lead to great gains in poverty reduction, employment generation and economic growth. Yet the other possible result is widespread youth unemployment.

In this context, the importance of skills development as a driver of socio-economic development is paramount. Governments have recognised the importance of education and training in this process. There have been notable successes in improved participation rates for primary and secondary education across the region. But youth unemployment and underemployment remain pervasive, despite a growing cohort of educated young workers joining the workforce. As a result, policymakers are now placing greater emphasis on understanding skill gaps in labour markets and developing skills systems geared to address these.

This publication maintains that the potential economic rewards of greater public-sector focus on skills could be immense, though the complexity of the challenge and other competing priorities suggest that such efforts must be targeted, guided by data and evidence, and done in collaboration with the private sector.
Subject Tags:

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677
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_

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