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

Strengthening your workforce with talent from disadvantaged groups

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Document

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Strengthening your workforce with talent from disadvantaged groups

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English

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english

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skpEng

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Employers' organizations

Employers invest in training in order to improve productivity, innovate and adopt new technologies, and compete in changing markets. Case studies and research from individual employers and associations of employers on the Global KSP deal with apprenticeship and workplace skills provision, quality assurance and governance of training institutions, and employers’ roles in anticipating skill needs and in influencing national and sector policies on skills development.

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skpEmp

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employers-organizations

Governments

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skpGov

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governments

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Promotional material

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

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skpAIM

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promotional-material

Publication Date:

19 Jul 2017

Open

wcmstest4_191497.pdf

One of the most powerful ways employers can support their local communities and improve their business, is by making their jobs accessible to all. Greater diversity of life experiences brings with it a stronger workforce and a distinct competitive edge.

The Department for Work & Pension’s new toolkit, written in partnership with Business in the Community, is designed to help employers across all sectors review their recruitment practices to ensure they are open and fair for all candidates, including those from disadvantaged groups.

By following the steps in this simple guide, businesses can gain access to a largely untapped pool of potential talent, including long-term unemployed, ex-offenders, care leavers, recovering addicts, homeless people, single parents and military veterans.

The toolkit has been produced in support of the Government's See Potential campaign, which encourages employers to think differently about how they recruit and recognise the potential within people from disadvantaged groups.

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Disadvantaged youth

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disadvantaged-youth

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663

Inclusion

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inclusion

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665

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Evaluation of UK Futures Programme: conclusions and guidance

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Document

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Evaluation of UK Futures Programme: conclusions and guidance

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English

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english

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skpEng

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Governments

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skpGov

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governments

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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.

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skpPolPer

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monitoring-and-evaluation

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Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.

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skpRPS

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research-papers

Publication Date:

18 Jul 2017

Open

wcmstest4_191495.pdf

This report presents the evaluation of the UK Futures Programme (UKFP), including the learning for policy in the areas covered, plus guidance on implementing such an ‘innovation lab’ type project by other partners. Productivity growth in the UK is sluggish. Productivity relies on a dynamic economy where good ideas spread rapidly, workers are well matched to jobs, firms can scale up, and where people move into jobs that use their skills. The UK Futures Programme is a novel approach to tackling the causes of low productivity within businesses, offering small scale, public co-investment to employers and industry, to design and test their own solutions.

Over the period April 2014 to July 2016, 32 partnerships tested innovative solutions through five Productivity Challenges, covering areas of improving pay and progression opportunities for low paid workers; enhancing management and leadership through supply chains; and enhancing leadership in small firms through anchor institutions.

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Productivity

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productivity

Identifier

188

Skills and training policy

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skills-and-training-policy

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666

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Greening TVET in Viet Nam: Sustainable development, green economy and the role of greening TVET

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Document

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															Greening TVET in Viet Nam: Sustainable development, green economy and the role of greening TVET
													

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English

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english

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skpEng

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Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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skpBiOrg

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bilateral-organizations

Governments

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skpGov

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governments

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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

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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skpNatPol

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national-policies-and-initiatives

Publication Date:

29 Mar 2017

Open

wcmstest4_188296.pdf

Technical and vocational education and training (TVET) is the master key for sustainable development and one of the priority areas of Viet Nam’s government to achieve the National Green Growth Strategy for the period 2011 to 2020 with vision to 2050 (VGGS) and the National Action Plan on Green Growth (GGAP) for the period 2014 to 2020. In the context of a greening economy and society, TVET provides workers with skills needed to be able to work well in the workplace. Additionally TVET promotes knowledge and competences necessary to face current and future social, economic and ecological challenges and contributes to sustainable development of the country.

This publication was developed in cooperation between GIZ and the National Institute for Vocational Training (NIVT), which serves as the ground for further activities on Greening TVET in Viet Nam. It is intended to provide insights into the concept, good practices, practical examples and the implementation of Greening TVET in an international context in general and in Viet Nam in particular as well as information useful for policy makers to generate suitable concepts and procedure for greening TVET and thus improving the quality of TVET.

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Environment

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environment

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339

Green jobs

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green-jobs

Identifier

623

Green skills

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green-skills

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645

TVET systems

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tvet-systems

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661

Regions:

Asia and the Pacific

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Countries and territories:

Viet Nam

Engaging Employers in Work Integrated Learning: Current State and Future Priorities

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Document

Content Type:

															Engaging Employers in Work Integrated Learning: Current State and Future Priorities
													

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English

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english

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skpEng

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Governments

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skpGov

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governments

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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skpOSource

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other-sources

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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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Research papers

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skpRPS

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research-papers

Publication Date:

23 Feb 2017

Open

wcmstest4_187310.pdf

This study, commissioned by the Australian Workforce and Productivity Agency prior to its amalgamation with the Australian Government Department of Industry, surveyed a stratified sample of 4,500 Australian businesses in August 2014. The survey collected a total of 264 responses from employers to a wide range of questions on the factors that influence their engagement, or lack of it, in Work Integrated Learning (WIL). The data includes highly informative qualitative comments on critical contextual issues.

The key findings to emerge from the analysis generally confirm much of what is known about the profile of organisations participating in WIL and the nature of the experiences they offer. However, the findings raise some important policy issues, challenges and opportunities that require consideration. Key findings include:

• Employers typically first participated in WIL after being approached by a university or student. Only 30 organisations took the initiative in approaching a university..

• A clear majority (88 per cent) of organisations participating in WIL plan to continue engaging university students over the next two years.

• Just one in five organisations not participating in WIL have thought about or attempted to engage a student.

• While the umbrella term ‘Work Integrated Learning’ is established among key stakeholders, almost half of the organisations surveyed are not familiar with term.

• Organisations most likely to be active in providing students with WIL experiences are those that have been in operation around 20 years and/or have more than 15 employees.

• For smaller organisations, ensuring the quality of the WIL experience is particularly challenging given their limited resources.

• The two main barriers for organisations currently providing WIL opportunities are lack of resources and time for supervision of the university student.

• The strongest factors encouraging ongoing employer engagement in WIL are support from universities, good personal links with universities, and effective university coordination of students.

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Employability

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employability

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643

Private sector

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private-sector

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229

School-to-work transition

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school-to-work-transition

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652

Skills and training policy

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skills-and-training-policy

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666

Regions:

Asia and the Pacific

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Countries and territories:

Australia

Pakistan Employment Trends 2011

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Document

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Pakistan Employment Trends 2011

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English

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english

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skpEng

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Governments

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skpGov

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governments

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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

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Research papers

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skpRPS

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research-papers

Publication Date:

22 Nov 2016

Open

wcmstest4_185293.pdf

Full, productive and decent employment for all is a priority area for the government of Pakistan. The availability of relevant and up- to- date information is a pre-requisite to promote opportunities for women and men to obtain decent and productive employment in conditions of freedom, equity, security and human dignity.

Pakistan Employment Trends 2011 is a comprehensive report regarding progress towards achieving Millennium Development Goals target 1b “full and productive employment and decent work for all”. In this report, both quantitative and qualitative aspects of existing employment in the country have been analyzed as well as its comparability in the region. This report provides information for making necessary national policies for the creation of quality employment to perform decent work in Pakistan.

Efforts have been made to make this report a comprehensive, informative and useful document for decision-makers, researchers, planners, economists and other beneficiaries at large. Suggestions are, however, welcome for its further improvement.

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Regions:

Asia and the Pacific

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Countries and territories:

Pakistan

VET data report Germany 2015: Facts and analyses accompanying the Federal report on vocational education and training – Selected findings

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Document

Content Type:

															VET data report Germany 2015: Facts and analyses accompanying the Federal report on vocational education and training – Selected findings
													

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English

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english

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skpEng

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Governments

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skpGov

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governments

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Access to training

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

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

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skpATSU

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access-to-training

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

21 Oct 2016

Open

wcmstest4_183900.pdf

The development of the German vocational education and training system and more specifically of the dual system relies on regular data collection. Statistical analysis and surveys are continuously informing policy decisions and supporting practices. Traditional aspects of apprenticeship in terms of indicators on apprentices, companies or occupations are provided in this document. The report delivers in-depth data on matching relationship between training system and labour market needs and oversights on future shortages of skilled workers in Germany. It is also a selection of the most relevant and actual data on the German Vocational Education and Training system.

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Apprenticeships

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apprenticeships

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639

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Countries and territories:

Germany

Digital skills for the UK economy

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Document

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Digital skills for the UK economy

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English

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english

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skpEng

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Governments

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skpGov

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governments

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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

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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:

11 Oct 2016

Open

wcmstest4_183282.pdf

This study examines the demand and supply of digital skills in the UK and reviews the risks for the UK if the digital skills needs of the population and businesses are not addressed. The findings of the study aim to inform the government’s digital strategy, as a key element of the Productivity Plan.

The study addressed four key questions:

1. What is the current demand for digital skills across the economy and what are the different types of digital skills requirements?
2. What barriers and market failures to the development of digital skills have emerged during the last decade?
3. What are the areas of shortage or mismatch (skill mismatch is defined as the gap between an individual's job skills and the demands of the job market) of digital skills in the workforce?
4. How can the supply of digital skills meet the demand of the labour market?

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Information and communication technologies

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information-and-communication-technologies

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346

Technology

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technology

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345

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

English apprenticeships: Vision for 2020

Type:

Document

Content Type:

English apprenticeships: Vision for 2020

Language:

English

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english

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skpEng

Sources:

Governments

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skpGov

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governments

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Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

07 Oct 2016

Open

wcmstest4_183083.pdf

This publication outlines the English government’s plan for increasing the quality and quantity of apprenticeships and achieving 3 million apprenticeships by 2020. The publication also sets out what is expected of all main stakeholders, employers, education and training providers and government working together.

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Apprenticeships

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apprenticeships

Identifier

639

Private sector

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private-sector

Identifier

229

Skills and training policy

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skills-and-training-policy

Identifier

666

Vocational training

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vocational-training

Identifier

124

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

National policy on skill development and entrepreneurship 2015

Type:

Document

Content Type:

National policy on skill development and entrepreneurship 2015

Language:

English

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english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

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governments

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

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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skpNatPol

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national-policies-and-initiatives

Publication Date:

15 Sep 2016

Open

wcmstest4_181698.pdf

The National Policy for Skill Development and Entrepreneurship 2015 supersedes the policy of 2009. This policy aims to meet the challenge of skilling at scale with speed, standard (quality) and sustainability. It aims to provide an umbrella framework to all skilling activities being carried out within India, to align them to common standards and link skilling with demand centres. In addition to laying down the objectives and expected outcomes, the policy also identifies the overall institutional framework which will act as a vehicle to reach the expected outcomes. The policy links skills development to improved employability and productivity in paving the way forward for inclusive growth in the country. The skill strategy is complemented by specific efforts to promote entrepreneurship in order to create ample opportunities for the skilled workforce.

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Entrepreneurship

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entrepreneurship

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182

Financing training

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financing-training

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673

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Asia and the Pacific

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Countries and territories:

India

Strategic skills needs in the financial services sector

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Document

Content Type:

Strategic skills needs in the financial services sector

Language:

English

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english

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skpEng

Sources:

Governments

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skpGov

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governments

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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:

Research papers

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skpRPS

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research-papers

Publication Date:

14 Sep 2016

Open

wcmstest4_181692.pdf

A report for the national strategic skills audit for England 2010. This study provides an assessment of the skills needs in the financial services sector to 2020 in support of the National Strategic Skills Audit for England 2010, undertaken by the UK Commission for Employment and Skills.

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