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A review of skills levy systems in countries of the Southern African Development Community

A review of skills levy systems in countries of the Southern African Development Community

Type:
Document
Content Type:
A review of skills levy systems in countries of the Southern African Development Community
Language:

English

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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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skpILO
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ilo
Topics:

Other topic

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skpOIssue
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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. 

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Identifier
skpRPS
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research-papers
Publication Date:
14 Aug 2020
Open
edmsp1_266224.pdf
This report details the findings of research into national training funds linked to employer levies in eight countries of the Southern African Development Community (SADC): Botswana, Malawi, Mauritius, Namibia, South Africa, United Republic of Tanzania, Zambia and Zimbabwe. The report includes an international literature review of levy systems globally to inform the country research which involved secondary data analysis, an online survey, and in-depth interviews with key stakeholders in the eight countries involved. The research drew on the views of representatives from government, the organizations managing the training funds, workers’ organizations and employers’ organizations. The report makes high level recommendations on levy based training funds in general as well as for the eight national training funds reviewed which are documented through country briefs in Part B of this report.

The report was developed through a partnership between the ILO Skills & Employability Branch and the ILO Decent Work Team for Eastern and Southern Africa.
Subject Tags:

Employers

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employers
Identifier
672

Skills and training policy

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skills-and-training-policy
Identifier
666
Regions:

Africa

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Countries and territories:

Learning forum: Challenges, solutions, and lessons learned in delivery of non-formal skills training in Malawi

Learning forum: Challenges, solutions, and lessons learned in delivery of non-formal skills training in Malawi

Type:
Document
Content Type:
Learning forum: Challenges, solutions, and lessons learned in delivery of non-formal skills training in Malawi
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.

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skpIntOrg
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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.

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Identifier
skpOSource
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other-sources
Topics:

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

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:
01 Jul 2020
Open
edmsp1_263438.pdf
In October 2019 a two-day learning Forum for non-formal Technical, Entrepreneurial and Vocational Education and Training (TEVET) service providers was held in Lilongwe. The Learning Forum was organised and facilitated by the European Union (EU) funded Strengthening Technical Education Programme (STEP). Fourteen TEVET training centers attended the Learning Forum to collaborate and share their experience of working in non-formal TEVET sector in Malawi. The objectives of the Learning Forum were:

1. To facilitate learning among TEVET service providers to improve training centers operations and results.
2. To capture and document best practices and results of STEP supported bursary and grant programmes.

This paper outlines the key findings from the Learning Forum; the challenges, solutions, and lessons learnt.
Subject Tags:

Apprenticeships

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apprenticeships
Identifier
639
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technical-cooperation
Identifier
133

Training of trainers

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training-of-trainers
Identifier
122

TVET systems

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tvet-systems
Identifier
661
Regions:

Africa

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Countries and territories:

TEVET codes of conduct and trainee orientation programme impact report

TEVET codes of conduct and trainee orientation programme impact report

Type:
Document
Content Type:
Publication
Language:

English

Slug
english
Identifier
skpEng
Sources:

TVET institutions

Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.

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skpTVET
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tvet-institutions
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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
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access-to-training

Training quality and relevance

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Identifier
skpTrainQR
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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

Other knowledge products

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Identifier
skpOProduct
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other-knowledge-products
Publication Date:
29 Jul 2019
Open
edmsp1_245825.pdf

Part of the European Union funded Skills and Technical Education Programme (STEP) in Malawi.

As part of STEP’s objective of supporting an equitable and gender balanced TEVET system and to improve the quality and relevance of the training, new Codes of Conduct (CoCs) were developed for TEVET Instructors and Administration Staff, and for TEVET Trainees. In addition, a comprehensive trainee orientation programme was designed as a way to create a positive learning environment, where all trainees feel well supported by their college and motivated to complete their course. Instructions on how to run the orientation programme were outlined in an Orientation Programme guide booklet (OP) and principals and instructors from the TEVET institutions were trained in the new Codes of Conduct and in delivering the orientation programme. An orientation pack was developed for new TEVET trainees, which included a Trainee Orientation Manual (OM), along with a set of pamphlets communicating the information from the CoC, OP and OM in accessible formats. Finally, a set of posters was developed with the same information.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

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Countries and territories:

Step manual series 2 - Gender responsive and inclusive TEVET training course

Step manual series 2 - Gender responsive and inclusive TEVET training course

Type:
Document
Content Type:
Step manual series 2 - Gender responsive and inclusive TEVET training course
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:

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

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

Other knowledge products

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Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
29 Jul 2019
Open
edmsp1_245824.pdf
Part of the European Union funded Skills and Technical Education Programme (STEP) in Malawi. The Gender Responsive and Inclusive TEVET Training Curriculum: Instructors’ Handbook is designed to help you understand gender concepts; appreciate the gender equality situation at present in Malawi and the role of TEVET in improving equality among women and men in Malawi. Further, the handbook aims at equipping TEVET instructors with knowledge and skills in gender-responsive pedagogy which can be used to improve the quality of learning for men and women alike. It is expected that the handbook can support instructors to create classroom and workshop environments that accommodate men and women and provide them with conditions that promote equal opportunities for learning.
Subject Tags:
Regions:

Africa

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Countries and territories:

Norway-ILO Programme Cooperation Agreement 2016-17

Norway-ILO Programme Cooperation Agreement 2016-17

Type:
Document
Content Type:
Norway-ILO Programme Cooperation Agreement 2016-17
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:

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance

Youth employability

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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:

Promotional material

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

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Identifier
skpAIM
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promotional-material
Publication Date:
15 Aug 2017
Open
wcmstest4_192301.pdf
Progress Report 2016 This report provides an overview of the ILO programmes supported by the Norway-ILO Programme Cooperation Agreement 2016-17, as well as an update on progress made in 2016 towards the achievement of ILO’s biennial goals. In 2016–17, Norway provided a contribution of NOK 80 million through a combination of different funding modalities, including unearmarked core contributions and lightly earmarked thematic funding with a focus on skills development, including the provision of vocational and professional training and education. Specific sections highlighting results achieved in Malawi, Mozambique and Tanzania are also included.
Subject Tags:

Disadvantaged youth

Slug
disadvantaged-youth
Identifier
663

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
Countries and territories:

Malawi: Work-integrated Learning helps to improve efficiency and market access for Eden Farm

Malawi: Work-integrated Learning helps to improve efficiency and market access for Eden Farm

Type:
Document
Content Type:
Malawi: Work-integrated Learning helps to improve efficiency and market access for Eden Farm
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:

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:
15 Aug 2017
Open
wcmstest4_192298.pdf
In Malawi, the Work-integrated Learning training programme is being implemented jointly by the Department of TVET in the Ministry of Labour, TEVETA and the Employers’ Consultative Association of Malawi, with technical support from the ILO.
Subject Tags:

Agriculture

Slug
agriculture
Identifier
225

Productivity

Slug
productivity
Identifier
188

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Africa

Region Image
Countries and territories:

Skills for Trade and Economic Diversification: Malawi's Oilseed and Horticulture Sectors

Skills for Trade and Economic Diversification: Malawi's Oilseed and Horticulture Sectors

Type:
Document
Content Type:
Skills for Trade and Economic Diversification: Malawi's Oilseed and Horticulture 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:

Sectoral approaches

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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
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:
27 Apr 2017
Open
wcmstest4_188710.pdf
The Skills for Trade and Economic Diversification (STED) methodology takes a forward-looking perspective, asking not just what skills are in demand today, but what skills will be in demand in the future, in order to match skills demand with skills supply in the labour market. STED also builds upon the ILO’s unique tripartite structure and its ability to bring together governments, workers, and employers to work together for more and better jobs.

In the Malawian context, the STED methodology was applied as a response to the recommendations of the Malawi National Export Strategy (GoM, 2012) which identified three export sectors in which country has a comparative advantage: (i) the oilseeds and oilseed products sector, covering the sunflower, soybean, groundnut and cotton subsectors, (ii) the sugarcane and sugarcane products sector, and (iii) the manufacturing sector, including the agro-processing subsector (dairy, horticulture, wheat, maize pulses), the beverages subsector, the plastics and packaging subsector and the assembly subsector. While the STED methodology could be applied to all these sectors and/or clusters, this report focuses on the oilseed and horticulture sectors prioritized by stakeholders. The purpose of the STED analysis is to help identify and anticipate the skills needed to improve productivity, trade performance and employability in the two sectors, as well as to provide a demonstration that will inspire similar analytic work in other sectors.
Subject Tags:

Agricultural development

Slug
agricultural-development
Identifier
224

Employability

Slug
employability
Identifier
643

Sectoral approaches

Slug
sectoral-approaches
Identifier
676

Trade

Slug
trade
Identifier
250
Regions:

Africa

Region Image
Countries and territories:

Policy Brief: Malawi - Providing out-of-school adolescent girls with skills: A review of the global evidence

Policy Brief: Malawi - Providing out-of-school adolescent girls with skills: A review of the global evidence

Type:
Document
Content Type:
Policy Brief: Malawi - Providing out-of-school adolescent girls with skills: A review of the global evidence
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.

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Identifier
skpIntOrg
Slug
international-organizations
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:

Policy and strategy

Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work.  Concise syntheses of experience from the international organizations.

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Identifier
skpPolOp
Slug
policy-and-strategy
Publication Date:
28 Oct 2016
Open
wcmstest4_184295.pdf
Skills development offers a range of benefits to out-of-school adolescent girls and alleviates a key obstacle to youth employment in developing countries. This policy brief reviews recent rigorous evidence on skills development programs for adolescent girls and examines the potential for such interventions to delay marriage and pregnancy.
Subject Tags:

Vocational training

Slug
vocational-training
Identifier
124

Women

Slug
women
Identifier
318
Regions:

Africa

Region Image
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. 

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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
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_

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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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. 
 

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access-to-training

Training quality and relevance

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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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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

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employability
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643

Skills and training policy

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skills-and-training-policy
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666

TVET systems

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tvet-systems
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661

Vocational training

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vocational-training
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124
Regions:

Africa

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Americas

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Countries and territories:
Subscribe to Malawi