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Shaping What's Next: Building Bold Careers in a Changing World

Shaping What's Next: Building Bold Careers in a Changing World

Kind:
Event
Start Date:
20 Nov 2025
End Date:
04 Jun 2026
Event Location:
Kuala Lumpur/Putrajaya/Selangor, Malaysia
EventType:
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
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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academic-institutions
Topics:

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.
 

Identifier
skpLMIES
Slug
career-guidance-and-employment-services

Lifelong learning

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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.

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skpPSLLL
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lifelong-learning

Other topic

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skpOIssue
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other-topic
Knowledge Products:

Join us at Heriot-Watt University in Putrajaya, for “Shaping What’s Next: Building Bold Careers in a Changing World” - a high-impact programme focused on career growth and personal development. Open to students, staff, industry partners and alumni, this event offers engaging sessions and meaningful conversations designed to help you navigate today’s evolving career landscape with purpose, resilience, and curiosity.

Time: 20 November 2025 at 17:00-21:30 MYT

Place: Heriot-Watt University Malaysia, No 1, Jalan Venna P5/2 Precinct 5, 62200 Putrajaya, Malaysia

More information: https://www.hw.ac.uk/news/events/2025/shaping-whats-next-building-bold-careers-in-a-changing-world

 

Shaping What's Next: Building Bold Careers in a Changing World
Subject Tags:
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Countries and territories:
Economic groups:
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Strengthening Career Development in the Asia Pacific and Beyond

Strengthening Career Development in the Asia Pacific and Beyond

Kind:
Event
Start Date:
21 Nov 2025
End Date:
04 Jun 2026
Event Location:
Online
EventType:
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
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
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other-sources

Think tanks, foundations and consultancy services

The platform also contains information and resources developed by Think tanks, foundations and consultancy services.

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Identifier
skpttfcs
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think-tanks-foundations-and-consultancy-services
Topics:

Lifelong learning

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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

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

Skills policies and strategies

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Skills and employment policies should be viewed together.  The full value of one policy set is realized when it supports the objectives of the other.  For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

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skpPolConv
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skills-policies-and-strategies

Other topic

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skpOIssue
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other-topic
Knowledge Products:

The panel will address issues pertaining to the four focus areas ICW has identified as key priorities to strengthen careers in the Asia-Pacific region and beyond, namely:
- promoting the value of and advocating for career development as a powerful tool for economic, social, human and environmentally sustainable development,
- strengthening professionalization of career development and guidance practitioners,
- accelerating upskilling and reskilling of workforce and
- highlighting the intersection of career development with mental health as an important dimension of the services offered.
In a ending this webinar, APCDA Professional Members will be updated on their skills in the

APCDA Career Service Competencies:
- Performance Improvement and Lifelong Learning
Topics covered will address the latest thinking about labor market trends and their impact on our field.

Time: 21 November 2025 at 10 -11:30 AM (GMT+8)

Place: Online, please register at https://asiapacificcda.member365.org/public/event/details/793ea952477d00e44fb59130eb2d6b86540a9cd7/1

More information: https://asiapacificcda.member365.org/public/event/details/793ea952477d00e44fb59130eb2d6b86540a9cd7/1

APCDA_Strenghtening_career_development.pdf
Subject Tags:
Regions:

Americas

Region Image
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_

Economic groups:
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Advocacy Without Borders: Elevating Career Development Together

Advocacy Without Borders: Elevating Career Development Together

Kind:
Event
Start Date:
07 Nov 2025
End Date:
04 Jun 2026
Event Location:
Online
EventType:
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
Sources:

Think tanks, foundations and consultancy services

The platform also contains information and resources developed by Think tanks, foundations and consultancy services.

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Identifier
skpttfcs
Slug
think-tanks-foundations-and-consultancy-services
Topics:

Other topic

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Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

A Global Career Development Month event of APCDA

Careers are shaped locally, yet our profession is undeniably global. Framed by megatrends shaping work toward 2040 (AI and automation, climate realities, demographic and geopolitical shifts, hybrid work, and mental health), this session explores how career professionals across the Asia Pacific and beyond elevate the value of career development. Drawing on case studies and inviting participant examples, we’ll surface practical ways to pair stories with evidence, build cross-sector partnerships, and position our work within education, workforce, and community priorities. You’ll leave with adaptable ideas to champion career development in your setting and connect to a worldwide movement.
In attending this webinar, APCDA Professional Members will be updated on this skill in the APCDA Career Service Competencies:
2. Client Service Delivery
2d. Use enterprise skills
• Advocate on behalf of the career development profession

Time: 7 November 2025 at 10 -11:30 AM (GMT+8)

Place: Online, please register at https://asiapacificcda.member365.org/public/event/details/aa8023dad804698468646f4cdc90c4d8c814f6c0/1

More information: https://asiapacificcda.member365.org/public/event/details/aa8023dad804698468646f4cdc90c4d8c814f6c0/1

 

 

APCDA_Advocacy_Without_Borders.pdf
Subject Tags:
Regions:

Americas

Region Image
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_

Economic groups:
--

Counselling in the Digital Era – Emotional Harmony and Human Well-being

Counselling in the Digital Era – Emotional Harmony and Human Well-being

Kind:
Event
Start Date:
14 Oct 2025
End Date:
04 Jun 2026
Event Location:
Online
EventType:
Language:

Malay

Slug
malay
Identifier
skpms
Language Version:
--
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:

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

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.
 

Identifier
skpLMIES
Slug
career-guidance-and-employment-services

Digital skills

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The world of work is undergoing a substantial transformation due to new forces. In particular, technological advances, such as AI, automation and robotics, have produced numerous new opportunities, but also given rise to urgent challenges. While new jobs are constantly being created with the emergence of the digital economy, many jobs are at risk of becoming obsolete. Digital innovations will rapidly change the demand for skills, thereby creating a wider skills gap that has the potential to hold back economic growth. Equipping people with basic or advanced digital skills promises to prepare them for unprecedented job opportunities in the digital economy. This will lead to innovation, higher productivity and competitiveness, as well as expanding markets, access to work and entrepreneurship opportunities. 

Identifier
skpdigskills
Slug
digital-skills

Training quality and relevance

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

In conjunction with National Counseling Month 2025, the Malaysia Board of Counsellors organised a two-part webinar series themed “Counselling in the Digital Era: Emotional Harmony and Human Well-being.” The event will be held as a regional contribution to Global Careers Month 2025, aligning with its global mission to promote lifelong guidance, well-being, and employability in rapidly evolving work and learning environments.

The webinars will highlight the intersection between mental health, emotional intelligence, and career adaptability, particularly in a post-pandemic digital landscape. Discussions will focus on how technology is transforming counselling practices and the critical role of counsellors in supporting individuals’ career resilience and emotional stability amid global change.

Key Highlights:
1. Explore digital transformation in counselling and guidance services.
2. Emphasise emotional well-being as a foundation for lifelong career development.
3. Encourage regional collaboration among counsellor educators and practitioners.

Date: 14 -17 Nov

Time: 10:00 UTC/GMT (+8 hours)

Languages: English and Bahasa Malaysia (national language of Malaysia)

More information: https://www.linkedin.com/feed/update/urn:li:activity:7383360547192279040/

Access: Online event - link will be given during registration

Counselling in the Digital Era – Emotional Harmony and Human Well-being
Subject Tags:
Regions:
Countries and territories:
Economic groups:
--

The digitization of TVET and skills systems

The digitization of TVET and skills systems

Type:
Document
Content Type:
The digitization of TVET and skills systems
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

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:

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:
21 Aug 2020
Open
edmsp1_265426.pdf
This joint ILO-UNESCO report provides a global, high-level overview of how digitalization is affecting TVET and skills systems. It draws on consultations with key stakeholders in a set of countries and international organizations to provide insights into the nature and scope of digitalisation and how it is likely to affect the management, delivery, assessment and certification of technical and vocational education and training. The study draws on developments in Brazil, Ghana, India, Kenya, Malaysia, Malta, Mauritius, New Zealand, Slovenia, Turkey and the United States.
Subject Tags:

Internet

Slug
internet
Identifier
347

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Technology

Slug
technology
Identifier
345

TVET systems

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

Accelerating human capital development for an advanced nation

Accelerating human capital development for an advanced nation

Type:
Document
Content Type:
Accelerating human capital development for an advanced nation
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:

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. 

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Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
26 Aug 2016
Open
wcmstest4_180691.pdf
Chapter 5 of the eleventh Malaysia plan, 2016-2020 The development of highly skilled human capital is essential to helping Malaysia make the shift towards higher-value and knowledge intensive activities which are the hallmarks of an advanced nation. Investments in human capital are also vital to the improvement of personal wellbeing due to its many socio-economic benefits. To that end, under the Eleventh Plan, the Government will improve the efficiency of the labour market to accelerate economic growth, enable industry-led TVET to meet industry demands, expand lifelong learning for continuous upskilling, and improve the quality of the education system for better student outcomes. This document highlights Malaysia’s strategy to accelerate human capital development.
Subject Tags:

Human resources development

Slug
human-resources-development
Identifier
118

Industrial development

Slug
industrial-development
Identifier
214

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:

Americas

Region Image
Countries and territories:

A complex formula: Girls and women in science, technology, engineering and mathematics in Asia

A complex formula: Girls and women in science, technology, engineering and mathematics in Asia

Type:
Document
Content Type:
A complex formula: Girls and women in science, technology, engineering and mathematics in Asia
Language:

English

Slug
english
Identifier
skpEng
Sources:

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:

Other topic

Thumbnail
Identifier
skpOIssue
Slug
other-topic
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:
18 Sep 2015
Open
wcmstest4_151693.pdf
The report looks at gender differences in participation in science, technology, engineering and mathematics (STEM) education. It analyzes female participation in these fields and examines factors that influence their choices to study STEM subjects. The report is based on seven country studies in Cambodia, Indonesia, Malaysia, Mongolia, Nepal, the Republic of Korea and Viet Nam.
Subject Tags:

Gender

Slug
294
Identifier
294
Regions:
Countries and territories:

Blueprint on enculturation of lifelong learning for Malaysia 2011-2020

Blueprint on enculturation of lifelong learning for Malaysia 2011-2020

Type:
Document
Content Type:
Blueprint on enculturation of lifelong learning for Malaysia 2011-2020
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:

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:

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:
28 May 2015
Open
wcmstest4_143660.pdf
Lifelong learning expands life choices and enhances people’s quality of life. Thus, it is a critical thrust in ensuring the success of the nation’s economic development. In our desire to achieve Vision 2020, it is imperative that lifelong learning be adopted as a New National Agenda in achieving the nation’s human capital development. Like primary and secondary schooling and tertiary education, lifelong learning should be in the mainstream of our education system; thus becoming the “third pillar” to propel human capital development in this country. This blueprint provides a list of initiatives to be undertaken for the enculturation of lifelong learning in Malaysia.
Subject Tags:

Lifelong learning

Slug
lifelong-learning
Identifier
400

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Skills and training policy

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

Labor Migration, Skills, and Student Mobility in Asia

Labor Migration, Skills, and Student Mobility in Asia

Type:
Document
Content Type:
Labor Migration, Skills, and Student Mobility in Asia
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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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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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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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.

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skpMigWor
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migrant-workers
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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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research-papers
Publication Date:
16 Apr 2014
Open
wcmstest4_112452.pdf
This report is a summary of the major policy issues raised at discussions among experts and practitioners from various international organizations and several Asian countries at the “Third Roundtable on Labor Migration: Assessing Labor Market Requirements for Foreign Workers and Policies for Regional Skills Mobility.” The roundtable was co-organized by the Asian Development Bank Institute (ADBI), the Organisation for Economic Co-operation and Development (OECD), and the International Labour Organization (ILO) in Bangkok from 23 to 25 January 2013.

The report highlights the trends and outlook for labor migration in Asia and assesses the labor market requirements for foreign workers. It also focuses on building a mobility area for skills to help create a “free flow of skilled labor” among the Association of Southeast Asian Nations (ASEAN) member states, gaining from skills portability and links between education and migration, as well as managing low-skilled migration and promoting decent work opportunities for labor migrants.

The annex of the report includes a compilation of updated data on the international migration flows within and from Asia to provide a better understanding of the labor migration trends in the region
Subject Tags:

Migrant workers

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migrant-workers
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681

Migration policy

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migration-policy
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309

Skills recognition

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skills-recognition
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656

Talent mobility

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talent-mobility
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659
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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_

Expanding TVET at the secondary education level

Expanding TVET at the secondary education level

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Document
Content Type:
Expanding TVET at the secondary education level
Language:
Sources:

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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international-organizations
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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

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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skpRPS
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research-papers
Publication Date:
30 Jan 2014
Open
wcmstest4_106248.pdf

Asia-Pacific Education System Review Series No. 7

This booklet focuses on making TVET accessible to more young people in Asia and the Pacific. It gives an overview of vocationalisation as a concept and introduces ways of integrating TVET at secondary level. The study also considers the question of whether vocationalisation of secondary education is a valid policy option at all.

Given the diversity of the region, there is a range of ways in which vocationalisation is taking place in practice. Drawing on the experiences from five countries in the Asia-Pacific region (China, Malaysia, Republic of Korea, Thailand, Republic of Uzbekistan), the booklet paints a picture of vocationalisation strategies within the region and, by discussing them critically, provides valuable policy advice.

The main purpose of this booklet is to be a useful resource document for policymakers and practitioners, enabling them to make informed decisions on policies which could allow their countries to benefit from TVET at secondary level, and thereby permit young people to develop their full potential and lead productive and fulfilled lives.

Subject Tags:

TVET systems

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tvet-systems
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661
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Countries and territories:
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