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Towards a model apprenticeship framework: A comparative analysis of national apprenticeship systems

Towards a model apprenticeship framework: A comparative analysis of national apprenticeship systems

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Document
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Towards a model apprenticeship framework: A comparative analysis of national apprenticeship systems
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English

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english
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skpEng
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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

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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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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skpCaseStdy
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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:
13 Feb 2014
Open
wcmstest4_108253.pdf
This report contains case studies on eleven countries’ apprenticeship systems, a cross-case analysis and the development of a framework for a model apprenticeship system. The countries chosen, (Australia, Canada, Egypt, France, Germany, India, Indonesia, South Africa, Turkey and United States), reflect a mix of developed and developing countries, with apprenticeship systems of differing stages of maturity.

The country case studies further confirm that better and more broadly available apprenticeships can reduce youth unemployment and poverty when combined with national efforts to spur job growth. The evidence and lessons drawn from their experience provide both motivation and practical recommendations for making apprenticeship a more attractive and a more efficient pathway to productive and decent jobs for more young people.
Subject Tags:

Apprenticeships

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apprenticeships
Identifier
639
Regions:

Africa

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Americas

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Countries and territories:

Comparative analysis of national skills development policies: A guide for policy makers

Comparative analysis of national skills development policies: A guide for policy makers

Type:
Document
Content Type:
Comparative analysis of national skills development policies: A guide for policy makers
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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skpILO
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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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skpATSU
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access-to-training

Financing of training

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Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

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skpFinanT
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financing-training

Training quality and relevance

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skpTrainQR
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training-quality-and-relevance
Knowledge Products:

International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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Identifier
skpISSP
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international-standards

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:
29 Aug 2013
Open
wcmstest4_070845.pdf
The paper presents a comparative analysis of national skills development policies of 12 countries from Africa, Asia and the Pacific. These countries represent a mix of developed, developing and the least developed countries.The analysis covers issues such as: core challenge or motivation for developing national skills development policy; socio- economic context and problem analysis; vision, mission and policy objectives; policy areas and policy statements. The objective of the study is to strengthen the capacity of national stakeholders on international labour standards as well as on policies and experiences of other countries in the area of skills development. The paper is also intended to encourage the exchange of ideas and to stimulate debate and enable policy makers in developing effective, relevant and equitable skills development policies suitable for their country’s context.
Subject Tags:

Financing training

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financing-training
Identifier
673

Human resources development

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human-resources-development
Identifier
118

Lifelong learning

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lifelong-learning
Identifier
400

Skills and training policy

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skills-and-training-policy
Identifier
666

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

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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_

South Africa: National Qualifications Framework Act, 2008

South Africa: National Qualifications Framework Act, 2008

Type:
Document
Content Type:
South Africa: National Qualifications Framework Act, 2008
Language:

English

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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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skpGov
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governments
Topics:

Training quality and relevance

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Identifier
skpTrainQR
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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:
01 Aug 2013
Open
wcmstest4_062045.pdf
The objectives of the NQF are as follows:

To create a single integrated national framework for learning achievements;
Facilitate access to, and mobility and progression within, education, training and career paths;
Enhance the quality of education and training;
Accelerate the redress of past unfair discrimination in education, training and employment opportunities.

The objectives of the NQF are designed to contribute to the full personal development of each learner and the social and economic development of the nation at large.
Subject Tags:
Regions:

Africa

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Countries and territories:

Recognition of prior learning policy and practice for skills learned at work: Australia, Canada, New Zealand, South Africa, United States

Recognition of prior learning policy and practice for skills learned at work: Australia, Canada, New Zealand, South Africa, United States

Type:
Document
Content Type:
Recognition of prior learning policy and practice for skills learned at work: Australia, Canada, New Zealand, South Africa, United States
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:

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

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:
13 May 2013
Open
wcmstest4_045438.pdf
The paper describes ways and issues of recognizing skills learned in the workplace or through non-formal activities, as opposed to learning at formal educational and training institutions. It examines policies and practices carried out in five English-speaking countries.
Subject Tags:

Employability

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employability
Identifier
643

Lifelong learning

Slug
lifelong-learning
Identifier
400

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656
Regions:

Africa

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Americas

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Countries and territories:

Skills development for industrial clusters: A preliminary review

Skills development for industrial clusters: A preliminary review

Type:
Document
Content Type:
Skills development for industrial clusters: A preliminary review
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:

Other topic

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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. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
13 May 2013
Open
wcmstest4_045435.pdf
Employment Working Paper No. 8 The current paper provides a basic conceptual framework for understanding the role of skills in cluster development. The framework was developed by analyzing the skills aspect of a number of well-researched cluster case studies (knitwear in India, surgical instruments in Pakistan, shoes in Brazil, fishing in Kenya and garment in South Africa).

The study highlights the significant role of skills in cluster development, both as a precondition for cluster emergence and as a catalyst for developing a skilled workforce and generating knowledge spillovers. A variety of approaches to skills upgrading are presented and the paper argues that different types of clusters benefit from different skills interventions. Appropriate interventions can range from strengthening the public training system in supplying technical skills, consolidating local apprenticeship, establishing cluster-specific training centres based on public-private partnerships, providing basic and strategic management skills, promoting research and links with academia, and encouraging specific training to promote compliance with international standards (e.g. health and safety, child labour, environment).

The findings of this paper also indicate that the enhancement of technical training needs to be combined with the broader technological improvement of local enterprises, particularly in underperforming clusters. In this regard, the paper stresses that skills development interventions must be implemented hand-in-hand with efforts for product and process upgrading, thus increasing the demand for higher skills (e.g. by promoting linkages with quality markets). The paper argues that cluster development can support economic and social development and that skills development is a key ingredient in achieving those twin objectives.
Subject Tags:

Enterprises

Slug
enterprises
Identifier
175

Productivity

Slug
productivity
Identifier
188

Skills upgrading

Slug
skills-upgrading
Identifier
657

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image

Americas

Region Image
Countries and territories:

Conceptual evolution and policy developments in lifelong learning

Conceptual evolution and policy developments in lifelong learning

Type:
Document
Content Type:
Conceptual evolution and policy developments in lifelong learning
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.

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Identifier
skpIntOrg
Slug
international-organizations
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
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:
04 Apr 2013
Open
wcmstest4_037226.pdf
This book is a collection of 24 papers that document the debates and discussions in the Shanghai International Forum on Lifelong Learning (May 2010). The aim of the Forum was twofold: to reinforce the momentum for lifelong learning engendered by the Sixth International Conference on Adult Education (CONFINTEA VI), held in Brazil in December 2009; and to share Member States’ best practice in harnessing the lifelong learning discourse as a comprehensive course of action for establishing learning systems and societies. The Forum offered a unique opportunity for practitioners, policy-makers, advocates and academics alike to share experience and achievements, and to debate the crucial issues facing education today in a series of plenary sessions, thematic debates and visits to World Expo and lifelong learning institutions in Shanghai.
Subject Tags:

Economic recovery

Slug
economic-recovery
Identifier
667

Lifelong learning

Slug
lifelong-learning
Identifier
400
Regions:

Africa

Region Image

Americas

Region Image
Countries and territories:

The changing faces of the South African national qualifications framework

The changing faces of the South African national qualifications framework

Type:
Document
Content Type:
The changing faces of the South African national qualifications framework
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. 

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices
Publication Date:
22 Mar 2013
Open
wcmstest4_034830.pdf
In 2009, the ILO launched a research programme on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research produced empirical evidence and analysis of countries' experiences as a basis for advising countries on whether and, if so, then how to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals. In partnership with the European Training Foundation, a dozen country studies examined the extent to which qualifications frameworks are achieving policy objectives and which types of qualifications frameworks may be appropriate in which contexts. This paper is one of the case studies conducted as part of the research and appears as a chapter in Employment Working Paper No. 45 done in 2009, ‘Learning from the first qualifications frameworks’.
Subject Tags:

Industry skills councils

Slug
industry-skills-councils
Identifier
646

Occupational qualification

Slug
occupational-qualification
Identifier
409

Qualification frameworks

Slug
qualification-frameworks
Identifier
651

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image
Countries and territories:

Preliminary assessment of training and retraining programmes implemented in response to the Great Recession

Preliminary assessment of training and retraining programmes implemented in response to the Great Recession

Type:
Document
Content Type:
Preliminary assessment of training and retraining programmes implemented in response to the Great Recession
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:

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

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
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:
26 Feb 2013
Open
wcmstest4_030226.pdf
Employment Working Paper No. 122 This study carries out a preliminary assessment of the job training and retraining programmes implemented by a representative sample of crisis-affected countries. The review looks at how these programmes are re-connecting displaced workers and the long-term unemployed to the labour market, and how they help prepare workers for the types of jobs created by stimulus packages, including green jobs.

The findings of this paper are based on the analysis of real-time evidence drawn from rigorous reviews of programme implementation, if not yet impact assessments, carried out by national government agencies. Views from employer’s organizations, trade units, bilateral agencies, international organizations and academic institutions complement this analysis.

The review shows that in the midst of the economic crisis the operational factors contributing to an effective intervention depended on policy coordination, good communication among stakeholders, flexible training delivery mechanisms and institutional capabilities.
Subject Tags:

Economic recovery

Slug
economic-recovery
Identifier
667

Employability

Slug
employability
Identifier
643

Green jobs

Slug
green-jobs
Identifier
623

Lifelong learning

Slug
lifelong-learning
Identifier
400

Skills re-training

Slug
skills-re-training
Identifier
655
Regions:

Africa

Region Image

Americas

Region Image
Countries and territories:

The implementation and impact of National Qualifications Frameworks: Report of a study in 16 countries

The implementation and impact of National Qualifications Frameworks: Report of a study in 16 countries

Type:
Document
Content Type:
The implementation and impact of National Qualifications Frameworks: Report of a study in 16 countries
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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skpILO
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ilo
Topics:

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
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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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Identifier
skpRPS
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research-papers
Publication Date:
21 Feb 2013
Open
wcmstest4_029226.pdf
This is the report of an international research project conducted by the ILO on the implementation of National Qualifications Frameworks (NQFs) and their use and impact. The research aimed to produce empirical evidence and analysis of countries’ experiences as a basis for advising countries on whether, and if so, then how, to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals.
Subject Tags:

Competency standards

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competency-standards
Identifier
642

Occupational qualification

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occupational-qualification
Identifier
409

Skills recognition

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skills-recognition
Identifier
656

Vocational training

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vocational-training
Identifier
124
Regions:

Africa

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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_

Learning from the first qualifications frameworks

Learning from the first qualifications frameworks

Type:
Document
Content Type:
Learning from the first qualifications frameworks
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:

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:
21 Feb 2013
Open
wcmstest4_029027.pdf
Employment Working Paper No. 45 The paper comprises five case studies conducted as part of the Qualifications Framework Research Project of the ILO to explore the impact and implementation of national qualification frameworks (NQFs). Five countries that are included in this paper (the UK, Scotland, New Zealand, Australia and South Africa) have been in the forefront of the development of NQFs. They are variously referred to as ‘first generation NQFs’, or ‘early starters’. This working paper brings together case studies of these five countries, in the hope that it will assist policy-makers and researchers to learn from other experiences. The case studies offer insights into the nature of the qualifications frameworks in the countries, the processes of implementation, and the successes, failures, and problems experienced.
Subject Tags:

Competency

Slug
competency
Identifier
641

Occupational qualification

Slug
occupational-qualification
Identifier
409

Skills recognition

Slug
skills-recognition
Identifier
656
Regions:

Africa

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Countries and territories:
Subscribe to South Africa