Type:

Discussion

Start Date:

03 Oct 2016

End Date:

14 Oct 2016

Language:

French

Slug

french

Identifier

skpFrn

Language Version:

--

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:

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. 

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skpAFSN

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anticipating-and-matching-skills-needs

Sectoral approaches

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

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skpSectApr

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sectoral-approaches

Knowledge Products:

Other knowledge products

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skpOProduct

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other-knowledge-products

Cette discussion sera modérée par des Spécialistes de l'OIT. La fonction de discussion fonctionne mieux quand on y accède par les navigateurs suivants: Chrome ou Firefox.

Les actions menées pour aider les entreprises à trouver une main d’œuvre dotée des bonnes compétences et permettre aux travailleurs d’acquérir ces dernières ouvrent la voie à la prospérité économique et la construction de sociétés plus inclusives.

La Global KSP canalisera cette discussion sur les approches sectorielles d’enrichissement des compétences. La discussion en ligne se fera en deux temps. Pendant la première semaine, la plateforme s'intéressera aux difficultés actuelles auxquelles font face l’industrie et le marché du travail en matière de compétences. Au cours de la deuxième semaine, les participants seront invités à dialoguer et à partager leurs expériences et bonnes pratiques concernant la mise en œuvre d’approches sectorielles de renforcement des compétences.

Voir note explicative complète à la fin de la page.

Question pour la deuxième semaine : les initiatives et les actions qui donnent des résultats:
-Les démarches sectorielles de développement des compétences se sont révélées utiles pour faire participer les employeurs, même si elles prennent des formes différentes dans des contextes nationaux différents. Selon vos constats lors de l’étude des approches sectorielles de renforcement des compétences, quels sont les modèles de participation des employeurs qui sont efficaces ?

-Quel rôle jouent les comités tripartites sectoriels dans l’anticipation des besoins d’un secteur en formations actuelles et futures, dans l’évaluation de la qualité des programmes de formation et leur pertinence et dans l’amélioration de cette dernière ?

-Avez-vous quelques exemples de mesures d’anticipation visant à renforcer les compétences d’un secteur donné afin d'améliorer les performances des entreprises et d’actualiser les compétences des travailleurs ?

-Dans quelle mesure les pays prennent-ils en compte les besoins spécifiques de leurs secteurs principaux lorsqu’ils définissent politiques et orientations en matière d’EFTP et de formation ?

Type:

Discussion

Start Date:

21 Nov 2016

End Date:

02 Dec 2016

Language:

French

Slug

french

Identifier

skpFrn

Language Version:

--

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

Youth employability

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

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

Identifier

skpYoEmp

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youth-employability

Knowledge Products:

Other knowledge products

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skpOProduct

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other-knowledge-products

Les modérateurs de la discussion seront Paul Comyn et Akiko Sakamoto, spécialistes en compétences et employabilité à l’OIT. La fonction de discussion fonctionne mieux quand on y accède par les navigateurs suivants: Chrome ou Firefox.

En renforçant la capacité des travailleurs à s’adapter à l’évolution des exigences du marché et à tirer parti de l’innovation et des investissements dans les domaines des nouvelles technologies, de l’énergie propre, de l’environnement, de la santé et de l’infrastructure, les nations peuvent devenir plus compétitives dans le contexte économique mondial et mieux répondre aux défis posés de façon croissante par le marché du travail. Mais accroître l’investissement en compétences pour satisfaire les besoins actuels et mieux répondre aux tendances qui touchent toutes les régions du monde appelle la réforme des orientations, des institutions et des méthodes de formation.

Dans la lutte contre la crise mondiale actuelle de l’emploi des jeunes – caractérisée par un taux élevé de chômage et des emplois médiocres et mal rémunérés - l'EFTP peut aider à réduire l’inadéquation des compétences qui touche à un degré disproportionné les jeunes des pays en développement. De plus le fait que l’EFTP est tourné vers le monde du travail peut faciliter la transition entre le milieu scolaire et celui de l’emploi.

Voir note explicative complète à la fin de la page.

Questions pour la deuxième semaine :
5. Quels sont les facteurs clés permettant de déterminer la nature et le type des compétences nécessaires pour l’avenir et en quoi le secteur de l’EFTP peut-il améliorer sa capacité à répondre à l’évolution de la demande en compétences ?

6. Dans quelle mesure l’action des établissements d’EFTP de votre pays s’appuie-t-elle sur des analyses régulières et continues des tendances sur le marché du travail et de l'évolution du secteur industriel ?

7. Quel est le rôle des partenariats publics-privés pour que la formation dispensée par les établissements réponde mieux aux besoins des employeurs et travailleurs individuels ?

Type:

Discussion

Start Date:

24 Sep 2017

End Date:

27 Sep 2017

Language:

French

Slug

french

Identifier

skpFrn

Language Version:

--

Sources:

ILO

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

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skpILO

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ilo

Topics:

Other topic

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Identifier

skpOIssue

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other-topic

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

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other-knowledge-products

En l’absence de qualifications reconnues, un grand nombre de personnes est gravement désavantagé lorsqu’il s’agit d’obtenir un emploi décent, de migrer vers d’autres régions et d’acquérir une formation supplémentaire, même lorsqu’elles possèdent les connaissances et les aptitudes nécessaires. La validation des acquis de l’expérience (VAE) peut leur permettre d’acquérir une qualification reconnue correspondant à leurs connaissances et à leurs aptitudes qui peut ainsi améliorer leur employabilité, leur mobilité, l’apprentissage tout au long de la vie, ainsi que leur intégration sociale et leur confiance en soi. La discussion en ligne mettra en exergue l’importance de la VAE et soulignera en quoi elle aide à lutter contre la pauvreté et à créer du travail et des emplois.

Les modérateurs de la discussion seront Ashwani Aggarwal et Albert William Okal, spécialistes en compétences et employabilité à l’OIT.

Il est préférable d’accéder à cette discussion par les navigateurs Chrome ou Firefox.

Alors que la mondialisation s’étend à une allure rapide, le monde d’aujourd’hui est marqué par la diversité et la flexibilité accrues des modes de travail, les moyens d’effectuer le travail; la régularité de l’emploi et la mobilité professionnelle. En raison de ces différentes évolutions, les travailleurs ont pu acquérir des compétences et un savoir auprès de sources et selon des modalités diverses, au sein d’un pays ou dans des pays développés, en développement et émergents. Il est important de bien cerner l’ensemble des compétences acquises au cours d’une vie, quel que soit le lieu ou les moyens de leur acquisition, pour que les travailleurs concernés puissent en faire la démonstration. Posséder la preuve des compétences acquises facilite aussi le transfert entre différents postes et peut éliminer les obstacles à la progression des salaires.

Dans les pays en développement, où le taux d’abandon de la scolarité est élevé, nombreux sont les travailleurs qui acquièrent des compétences professionnelles de façon informelle. Pour cette raison, ils rencontrent des difficultés substantielles à obtenir un emploi décent et à poursuivre leur éducation en l’absence de systèmes permettant de reconnaître les connaissances, les aptitudes et les compétences acquises par des moyens non formels et informels. Dans ce contexte, l’accès des travailleurs à des dispositifs qui leur permettent de concrétiser la valeur de leurs acquis pour s’en servir sur le marché du travail revêt une importance croissante. Comme, au niveau mondial, la moitié de la population active travaille et exerce des activités de production dans le secteur informel (et que l’informalité progresse ....

Voir note explicative complète à la fin de la page.

Questions pour la discussion:

1. De quelle façon votre pays utilise-t-il les systèmes de VAE et quels sont les résultats et les enseignements tirés de cette expérience ?

2. Quelles difficultés votre pays a-t-il rencontrées dans la mise en place du dispositif de VAE ?

Type:

Discussion

Start Date:

14 May 2018

End Date:

25 May 2018

Language:

French

Slug

french

Identifier

skpFrn

Language Version:

--

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:

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Organisée par l’OIT avec l’appui d’organismes partenaires tels que la Commission européenne, l’OCDE, l’UNESCO et le Réseau mondial pour l’apprentissage (GAN).

Voir note explicative complète à la fin de la page.

Il est préférable d’accéder à cette discussion par les navigateurs Chrome ou Firefox.

Le chômage des jeunes à travers le monde reste un problème majeur pour le développement, car près de 70,9 millions d’entre eux sont sans emploi en 2017. En outre, les jeunes sont trois fois plus susceptibles de connaitre le chômage que les adultes. Faire face au problème du chômage des jeunes (et par extension à celui des adultes) est un sujet de préoccupation majeur qui demande de faire une place prioritaire à des politiques modernes d’enrichissement des compétences et d’emploi capables de favoriser la création d’emplois décents et d’éviter les décalages entre les compétences proposées et celles qui sont recherchées.
Le chômage des jeunes à une telle échelle représente un paradoxe de société : alors que de nombreux jeunes recherchent un emploi, bien des employeurs n’arrivent pas à trouver les travailleurs ayant les compétences dont ils ont besoin. Ce type de décalage est fortement accentué par les transformations profondes qui bouleversent le monde du travail comme l’innovation technique, la mondialisation, le changement climatique et les évolutions dans l’organisation du travail dans des secteurs d’activité qui fonctionnent sur plate-forme informatique.

Ces profondes transformations ont des incidences marquées sur les dispositifs d’éducation et de formation qui doivent trouver les bonnes politiques et les bons programmes à mettre en œuvre. De plus, les systèmes traditionnels où la formation et l’éducation professionnelles sont dispensées à l’école affrontent de façon croissante la nécessité de faire preuve de plus de souplesse et de réactivité pour que les jeunes soient équipés en compétences leur permettant mieux d’assumer les nouveaux emplois aujourd’hui et à l’avenir. Dans ce contexte, les apprentissages de qualité et autres programmes de formation en entreprise ont un rôle essentiel à jouer pour relever les défis du futur monde du travail.

Au cours des deux prochaines semaines, la discussion portera sur les questions suivantes :

1. Quels sont les aspects positifs des apprentissages pour les différents intéressés, comme les employeurs, les syndicats de travailleurs, les gouvernements et les apprentis ? Existe-t-il dans votre pays des institutions chargées de recueillir et de diffuser des informations sur ces aspects positifs ?

2. Étant donné la rapide évolution du marché du travail qui intensifie le décalage entre l’offre et la demande en compétences, dans quelle mesure l’apprentissage peut-il aider à aligner les compétences offertes sur les emplois de demain ?

3. Dans votre pays, existe-t-il une position claire et commune sur les différences entre apprentissages, stages professionnels, stages en entreprise, stages emploi-formation et autres formes d’acquisition de connaissances sur le lieu de travail ?

4. Malgré leurs avantages largement reconnus, pourquoi est-il difficile dans de nombreux pays d’établir, de développer et de maintenir des apprentissages de haute qualité ? Quelles sont les difficultés particulières rencontrées dans votre pays pour les mettre en œuvre et les développer ?

5. Quelles innovations faut-il prévoir pour rendre l’apprentissage plus attrayant tant pour les jeunes que les employeurs, notamment pour les petites et moyennes entreprises (PME) ?
 

Type:

Discussion

Start Date:

06 Mar 2017

End Date:

17 Mar 2017

Language:

English

Slug

english

Identifier

skpEng

Language Version:

--

Sources:

ILO

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

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Identifier

skpILO

Slug

ilo

Topics:

Access to training

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

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

Identifier

skpATSU

Slug

access-to-training

Gender equality

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

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

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skpGenEqul

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gender-equality

Knowledge Products:

Other knowledge products

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skpOProduct

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other-knowledge-products

Drawing inspiration from this year’s International Women’s Day, this E-Discussion aims to explore and share innovative programmes and good practices that can contribute to the building of a better working world for present and future development—especially for women and other disadvantaged groups. Share your experiences now! Some contributions may also eventually be featured in an ILO publication on the subject.

Many of the global drivers of transformational change will have major implications for skills development. For example, technological advances will fundamentally alter the way we live, work and relate to one another. Referred to by many as The Fourth Industrial Revolution, evolution in robotics, nanotechnology, 3D printing and biotechnology will require enormous changes in the skill sets needed to thrive in the new landscape. This revolution is also expected to result in significant job creation and displacement, heightened labour productivity and widening skills gaps.

The pledge that “no one will be left behind” in the 2030 Agenda for Sustainable Development and its accompanying Sustainable Development Goals (SDGs), commits member States to plan to end poverty, combat climate change and fight injustice and inequality.

A number of SDGs are particularly relevant in tackling these transformational drivers of change in the world of work:

- SDG 4 on quality education and lifelong learning;

- SDG 5 on gender equality; and,

- SDG 8 on decent work and economic growth.

Bold changes are needed to stimulate hope and drive for the inclusion of all individuals in present and future development processes. Yet, ensuring that inclusion is equitable is not automatic.

Please read full Guidance Note below.
Week two questions include, among others:
4. Different countries have taken different approaches to promoting inclusive growth through skills development. Yet, is it about broadening access to formal training institutions? Is it about improving the quality and perception of TVET? Is it about specific skills that could promote disadvantaged groups in gaining decent and productive jobs? What is your view and experience?

5. What are unique and innovative programmes in your country that reach out and address specific skills needs of disadvantaged groups?

6. Increased automation will change the nature of jobs and low-skilled workers are likely to face highest employment risks. What kind of skills or skills-plus programmes can assist in enhancing their employability and career prospects?

7. We all know that skills alone may not be sufficient for realizing inclusive growth. How do your country’s skills development initiatives connect to broader programmes that promote inclusive employment and equality of opportunities?

Type:

Discussion

Start Date:

27 Mar 2020

End Date:

17 Mar 2020

Language:

English

Slug

english

Identifier

skpEng

Language Version:

--

Sources:

ILO

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

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Identifier

skpILO

Slug

ilo

Topics:

Access to training

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

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

Identifier

skpATSU

Slug

access-to-training

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:

Other knowledge products

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Identifier

skpOProduct

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other-knowledge-products

This discussion invites government representatives, employers’ and workers’ organizations, education and training providers, NGOs, and individuals, among others, to share and discuss how to maintain continued learning and skills building for students and workers in times of crisis, such as the COVID-19 pandemic which we all now face. It also aims to explore relevant and timely innovative practices in distance and online education and training.

The world of work is being profoundly affected by the global COVID-19 pandemic. Not only is the health of millions of people at risk; also at stake are their long-term livelihoods and wellbeing. Over the past weeks the Coronavirus (COVID-19) pandemic has presented unique challenges to all types and levels of learning, including schooling, TVET, apprenticeships and skills development. What’s more, it has also stimulated discussion on the need for accelerated innovation in on-line learning, and the delivery of TVET and skills training. For those of you interested in the wider impact of COVID-19 on employment and jobs and possible mitigation measures, please download the ILO briefing note from the link at the bottom of the page.

In this context, we have an opportunity to explore the concept of “learning and training anywhere, anytime”, an idea central to the concept of lifelong learning. This in turn requires examination of a range of issues such as how technically prepared we are to support new ways of working in the face of disruptors like a pandemic, and how quickly we can organize digital education and training and mobilize teachers and trainers to maintain services to learners. We also need to explore innovative learning methodologies for apprentices and workers who primarily acquire or upgrade skills at the workplace.

This E-discussion seeks to glean insights into innovative practices in education and training, particularly those that are embracing technology to promote skills development. The E-discussion will also allow us to consider the new challenges emerging in the current context as we move to online forms of learning and skills development, including how we ensure that no one is excluded from new forms of learning and training.

To begin the discussion, we invite you to provide your inputs on the following:

Week one questions:
1. How has the current situation linked to COVID-19 disrupted the provision of training where you are (including apprenticeships, full time programs and short courses)?
2. What resources are being used or referred to maintain training services remotely and via e-learning platforms? Could you share some examples?
3. What technical hurdles have you observed in delivering online training and skills development?
4. What challenges do learners face in accessing / using e-learning?
5. How can individuals and learning providers ensure that the effects of the disruption are minimized and that wherever possible, apprentices and learners are not negatively impacted in the long-term?
6. How have government policies affected the operation of education and training providers?

Week two questions:
7. What new and innovative approaches to learning and skills development have you observed in your surroundings since the start of the pandemic?
8. How adaptable are learners to these new and evolving forms of training and learning?
9. What measures are being taken in order to assure that potential learners are aware of existing learning solutions and can access and use them autonomously?
10. Do you foresee the current situation having an impact on the concept of lifelong learning?
11. What new forms of partnerships, for example, public-private partnerships and collaboration are emerging during this crisis period?

Type:

Discussion

Start Date:

06 Mar 2017

End Date:

17 Mar 2017

Language:

Spanish

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spanish

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skpEsp

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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

Gender equality

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

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

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skpGenEqul

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gender-equality

Knowledge Products:

Other knowledge products

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skpOProduct

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other-knowledge-products

nspirándose en el Día Internacional de la Mujer de este año, esta discusión electrónica tiene por objeto analizar y compartir programas innovadores y buenas prácticas que pueden contribuir a la construcción de un mundo laboral mejor de cara al desarrollo actual y futuro — en particular para las mujeres y otros grupos desfavorecidos.

Muchos de los motores mundiales de la transformación actual tendrán importantes repercusiones en el desarrollo de las competencias. Por ejemplo, los avances tecnológicos cambiarán fundamentalmente la manera en que vivimos, trabajamos y nos relacionamos con los demás. También se prevé que estos avances tecnológicos conducirá a la creación de un número considerable de empleos y a grandes desplazamientos, a una mayor productividad laboral y a deficiencias cada vez mayores en materia de competencias.

La promesa de que “nadie se quedará atrás” formulada en la Agenda 2030 para el Desarrollo Sostenible y los Objetivos de Desarrollo Sostenible (ODS) que la acompañan, compromete a los Estados Miembros a tomar medidas para poner fin a la pobreza, hacer frente al cambio climático, y luchar contra la injusticia y la desigualdad.

Se necesitan cambios fundamentales para infundir la esperanza de que se incluya a todas las personas en este nuevo entorno e impulsar dicha inclusión.

Ver la nota de orientación al fin.

Preguntas de la semana:
4. Diferentes países han adoptado distintos enfoques para promover un crecimiento incluyente a través del desarrollo de las competencias. Sin embargo, ¿Se trata de ampliar el acceso a las instituciones de formación formal? ¿Consiste en mejorar la percepción de la EFTP? ¿Se trata de competencias específicas que podrían promover los grupos desfavorecidos al obtener empleos decentes y productivos?

5. ¿Qué programas únicos e innovadores existen en su país para llegar a los grupos desfavorecidos y atender sus necesidades específicas en materia de competencias?

6. La mayor automatización cambiará la naturaleza de los empleos, y los trabajadores poco calificados probablemente se enfrenten a mayores riesgos profesionales. ¿Qué tipo de programas de formación o para la adquisición de competencias adicionales pueden ayudar a mejorar su empleabilidad y sus perspectivas profesionales?