Uzbekistan | Skills and lifelong learning knowledge sharing platform

The Skills Road: Skills for Employability in Uzbekistan

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Document

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The Skills Road: Skills for Employability in Uzbekistan

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Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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international-organizations

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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other-sources

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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

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.

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skpLMIES

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career-guidance-and-employment-services

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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research-papers

Publication Date:

04 Feb 2015

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wcmstest4_130254.pdf

This report contributes to Uzbekistan’s Vision 2030 Strategy by offering a policy-relevant assessment of the impact that skills gaps have on employment outcomes. The report presents findings of a multi-year project involving a large World Bank team and a group of researchers in Uzbekistan. This report builds on existing labor market studies and makes an additional contribution by measuring and analyzing various types of skills in the working-age population.

The main finding of the report is that worker skills gaps are hindering employment outcomes in Uzbekistan. In fact, beyond worker characteristics and educational attainment, Uzbek employers—particularly formal sector employers—seek workers who possess both cognitive and non-cognitive skills. The higher employability and higher wage rates among higher skilled workers is mostly explained by the use of those skills in the workplaces. But, despite the higher employability and higher wage rates among higher skilled workers, skills gaps persist in Uzbekistan. Inactive and discouraged individuals have significantly lower cognitive and non-cognitive skills than employed individuals. And, a large share of employers report shortages of high-skilled workers.

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Skills and training policy

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skills-and-training-policy

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666

Skills anticipation

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skills-anticipation

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677

Skills upgrading

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skills-upgrading

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657

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Europe and Central Asia

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Expanding TVET at the secondary education level

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Document

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Expanding TVET at the secondary education level

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International organizations

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international-organizations

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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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

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skpRPS

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research-papers

Publication Date:

30 Jan 2014

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wcmstest4_106248.pdf

Asia-Pacific Education System Review Series No. 7

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

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

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

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TVET systems

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tvet-systems

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661

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Asia and the Pacific

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Countries and territories:

China

Malaysia

Republic of Korea

Thailand

Private sector development policy handbook: Developing skills in Central Asia through better vocational education and training systems

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Document

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															Private sector development policy handbook: Developing skills in Central Asia through better vocational education and training systems
													

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English

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english

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skpEng

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International organizations

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skpIntOrg

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international-organizations

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Participation of employers' and workers' organizations

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The world of learning and the world of work are separate but linked. While one involves learning, the other produces goods and services. Neither can thrive without the other. Strong partnerships between government, employers and workers help ensure the relevance of training to the changing needs of enterprises and labour markets.

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skpPSP

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participation-of-employers-and-workers-organizations

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Policy and strategy

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

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skpPolOp

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policy-and-strategy

Publication Date:

05 Aug 2013

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wcmstest4_063045.pdf

This policy handbook offers country-specific recommendations on how to improve human capital and close the skills gap by supporting vocational education and training (VET) systems and make them relevant to the labour markets in the Central Asia region.

It builds on the key findings with regards to Human Capital Development in Central Asia of the Central Asia Competitiveness Outlook, which was published by the OECD in July 2011. The Outlook notes that Central Asian economies can boost their competitiveness by building on the strengths of their education systems, which in most parts of the region include high literacy rates, high primary and secondary enrolment for both sexes and an above-average enrolment in tertiary education. The publication contains the conclusions related to human capital development and provides guidance for policy makers on implementing VET systems in order to better equip graduates with skills they need to get jobs. While VET systems in Central Asia differ in their respective levels of development, all suffer from a misalignment between worker skills and job market requirements. Overcoming these challenges would result in significant progress for all countries in the Central Asia region.

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Private sector

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private-sector

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229

Qualification frameworks

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qualification-frameworks

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651

Skills mismatch

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skills-mismatch

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654

TVET systems

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tvet-systems

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661

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Europe and Central Asia

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Countries and territories:

Afghanistan

Kazakhstan

Kyrgyzstan

Mongolia

Tajikistan

Turkmenistan

Promotion of the use of information and communication technologies in technical and vocational education and training in CIS countries: Analytical report

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Document

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															Promotion of the use of information and communication technologies in technical and vocational education and training in CIS countries: Analytical report
													

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English

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english

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skpEng

Sources:

International organizations

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skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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skpRPS

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research-papers

Publication Date:

07 May 2013

Open

wcmstest4_037426.pdf

The present analytical report is prepared by the UNESCO Institute for Information Technologies in Education (UNESCO IITE) in cooperation with national experts from Armenia, Azerbaijan, Belarus, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Ukraine and Uzbekistan in the framework of the joint project with the Intergovernmental Foundation for Educational, Scientific and Cultural Cooperation (IFESCCO). The report contains information on the current situation and main tendencies in ICT use in TVET in CIS countries, as well as recommendations on its further development, taking into consideration international experience, national priorities and contemporary socio-economic situation.

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Information and communication technologies

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information-and-communication-technologies

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346

Lifelong learning

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lifelong-learning

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400

TVET systems

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tvet-systems

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661

Regions:

Europe and Central Asia

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Countries and territories:

Armenia

Azerbaijan

Belarus

Kazakhstan

Kyrgyzstan

Republic of Moldova

Russian Federation

Tajikistan

Ukraine

Продвижение использования информационных и коммуникационных технологий

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Document

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															Продвижение использования информационных и коммуникационных технологий
													

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Russian

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russian

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skpRus

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International organizations

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skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

07 May 2013

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wcmstest4_037428.pdf

Аналитический отчет

Настоящий сводный аналитический отчет подготовлен Институтом ЮНЕСКО по информационным технологиям в образовании в сотрудничестве с экспертами из Азербайджана, Армении, Беларуси, Казахстана, Кыргызстана, Молдовы, России, Узбекистана и Украины в рамках совместного проекта с Межгосударственным фондом гуманитарного сотрудничества государств-участников СНГ (МФГС). Отчет содержит анализ текущего состояния и основных тенденций использования информационных и коммуникационных технологий (ИКТ) в профессионально-техническом образовании (ПТО) в странах СНГ, а также рекомендации по совершенствованию и развитию практики применения ИКТ в ПТО с учетом международного опыта, национальных приоритетов и текущей социально-экономической ситуации.

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Information and communication technologies

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information-and-communication-technologies

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346

Lifelong learning

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lifelong-learning

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400

TVET systems

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tvet-systems

Identifier

661

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Armenia

Azerbaijan

Belarus

Kazakhstan

Kyrgyzstan

Republic of Moldova

Russian Federation

Tajikistan

Ukraine

Labour market institutions and policies in the CIS: Post-transition outcomes

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Document

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Labour market institutions and policies in the CIS: Post-transition outcomes

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English

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english

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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:

Career guidance and employment services

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skpLMIES

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career-guidance-and-employment-services

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

15 Apr 2013

Open

wcmstest4_040427.pdf

This paper describes the development of labour market institutions and policies in seven Commonwealth of Independent States (CIS) countries and Georgia during the transition period up to the year 2007, thus characterizing the condition of these institutions at the eve of economic crisis. It shows that in many CIS countries, public employment services lost resources, staff, and authority during the transition period, which reduced their capacity to replace lost income for unemployed workers, or to redirect them to new or better jobs. This attrition of the PESs was mainly due to policy choices made early on in the transition process with respect to their source of funding and the overall design of labour market institutions. In the early 1990s with rapidly rising unemployment and job destruction accompanied by large-scale informalization of work, these countries adopted models from well-functioning developed economies, which were ill-fitted to the national environments. After almost two decades of transition, the typical outcomes in CIS include liquidation of insurance-based employment funds and shifting of expenditures to the state or local budgets, abolition or mergers of labour market institutions, and a partial replacement of unemployment insurance with targeted social assistance. The paper argues that an essential first step to alleviating the impact of recession-related unemployment in CIS countries is loosening eligibility criteria and improving funding for existing labour market programmes, followed by increasing the capacity of the existing national public employment services and establishing a regulatory framework for the proper functioning of private employment agencies.

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