International organizations

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

Egyptian Youth Speak their Minds in Essays: We Need Better Skills for More Jobs

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Document

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Egyptian Youth Speak their Minds in Essays: We Need Better Skills for More Jobs

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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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international-organizations

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Knowledge Products:

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:

22 Feb 2017

Open

wcmstest4_187301.htm

Feature story. Story highlights:

- 40 per cent of Egyptians aged 15-29 are “NEET”— Not in Employment, Education or Training.

-The Egypt Youth Essay Competition asked young Egyptians about their take on employment.

-Young participants identified the development of skills as key, and support for entrepreneurship.

Click on the link below for the full story.

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Employability

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employability

Identifier

643

Youth

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youth

Identifier

319

Regions:

Africa

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Countries and territories:

Egypt

Getting Skills Right: Sweden

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Document

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Getting Skills Right: Sweden

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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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international-organizations

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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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Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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case-studies-and-good-practices

Publication Date:

20 Feb 2017

Open

wcmstest4_187294.pdf

The costs of a persistent misalignment between the supply and demand for skills are substantial, ranging from lost wages for workers to lower productivity for firms and countries. Addressing skills imbalances has become even more of a concern as OECD governments reflect on the implications of technological progress, digitisation, demographic change and globalisation for jobs and work organisation. In light of these challenges, OECD has undertaken new research to shed light on how countries measure changing skill needs while ensuring that employment, training and migration institutions are responsive to the emergence of new skill requirements. The Getting Skills Right in Sweden review offers an in-depth analysis of the key areas where policy action is required to spur the development of an efficient system for skills assessment and anticipation to inform policy in the country. The report provides an assessment of practices in the following areas: i) the collection of information on existing and future skill needs; ii) the use of skill needs information to guide policy development in the areas of labour, education and migration; and iii) the existence of effective governance arrangements to ensure good co-ordination among the key stakeholders in the collection and use of skill needs information.

DOI: 10.1787/9789264265479-en

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Skills anticipation

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skills-anticipation

Identifier

677

Technology

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technology

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345

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Countries and territories:

Sweden

Finance in TVET Virtual Conference 16 to 22 January 2017

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Document

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Finance in TVET Virtual Conference 16 to 22 January 2017

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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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international-organizations

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Knowledge Products:

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:

13 Jan 2017

Open

wcmstest4_186495.htm

The UNESCO-UNEVOC online conference will discuss diversifying sources of funding for technical vocational education and training (TVET). It will be hosted on the TVET Forum discussion board.

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Conferencia virtual en el Foro UNESCO-UNEVOC del 16 al 22 de enero

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Document

Content Type:

Conferencia virtual en el Foro UNESCO-UNEVOC del 16 al 22 de enero

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Spanish

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spanish

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skpEsp

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International organizations

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skpIntOrg

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international-organizations

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Knowledge Products:

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:

13 Jan 2017

Open

Conferencia virtual en el Foro UNESCO-UNEVOC del 16 al 22 de enero

Diversificación de las fuentes para el financiamiento de la Educación y Formación Técnica y Profesional (EFTP). Movilizando medios para cumplir la Agenda 2030 para el Desarrollo Sostenible.

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G20 Innovation Report

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Document

Content Type:

G20 Innovation Report

Language:

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

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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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skpRPS

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research-papers

Publication Date:

12 Dec 2016

Open

wcmstest4_186096.pdf

Report prepared for the G20 Science, Technology and Innovation Ministers Meeting, Beijing, China, November 4, 2016 The indicators presented here of science and innovation in the global economy highlight G20 economies’ performance in a selection of areas, and track discussions and comments made by the G20 Innovation Task Force. They are mainly based on indicators contained in the OECD Science, Technology and Industry Scoreboard 2015. The next OECD STI Scoreboard publication will be released in 2017. Indicators are presented for the following topics:

- Emerging players in the science landscape

- Monitoring STI performance and progress

- Funding long-term, higher-risk research

- Innovation for global challenges

- Enabling the Next Industrial Revolution

- Addressing common challenges through international co-operation in science and innovation

- Raising the quality of science

- Promoting excellence

- Nurturing talent and skills

- Investing in scientists and engineers

- Promoting student exchanges

- Facilitating researcher mobility

- Promoting collaboration in innovation among firms

- Supporting business innovation

- Fostering entrepreneurship

- Empowering society with science and technology

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Employability

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employability

Identifier

643

Entrepreneurship

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entrepreneurship

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182

G20

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g20

Identifier

669

Public private partnerships

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public-private-partnerships

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138

Technology

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technology

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345

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Education in China: A Snapshot

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Document

Content Type:

Education in China: A Snapshot

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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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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:

12 Dec 2016

Open

wcmstest4_186095.pdf

What do we know about the largest education system in the world? A system that is educating 260 million young people, and that employs 15 million teachers? This report provides a broad overview of how China’s education system is organised and operates, and how reforms, both past and current, have reshaped education in China over time. The report then examines in greater detail education in the four economies within China that participated in the OECD Programme for International Student Assessment (PISA) 2015. PISA is a triennial international survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.

This report is organised into six chapters. The first outlines China’s national education system and how it works, including the organisation of the system, and how the government deals with educational development, reform and quality improvement, teachers, students, curriculum and teaching. The second chapter introduces current education reforms and relevant nationwide policies, including the challenge of balancing educational development in rural and urban areas, and reforms of the examinations. The remaining four chapters are each devoted to the four participating provinces and municipalities in PISA 2015.

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Access to training

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access-to-training

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683

Rural development

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rural-development

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152

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:

China

Greening Technical Vocational Education and Training and Skills Development for the World of Work

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Document

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															Greening Technical Vocational Education and Training and Skills Development for the World of Work
													

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English

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english

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skpEng

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ILO

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

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ilo

International organizations

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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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skpOSource

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other-sources

Topics:

Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

Promotional material

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

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Identifier

skpAIM

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promotional-material

Publication Date:

09 Dec 2016

Open

wcmstest4_186094.pdf

This brochure presents an overview of the Interagency Cooperation for Greening TVET and Skills Development.

Subject Tags:

Green jobs

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green-jobs

Identifier

623

Skills anticipation

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skills-anticipation

Identifier

677

Regions:

Global

Community-Based Lifelong Learning and Adult Education: Situations of Community Learning Centres in 7 Asian Countries

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Document

Content Type:

															Community-Based Lifelong Learning and Adult Education: Situations of Community Learning Centres in 7 Asian Countries
													

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International organizations

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skpIntOrg

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international-organizations

Topics:

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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skpCaseStdy

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case-studies-and-good-practices

Research papers

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skpRPS

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research-papers

Publication Date:

07 Dec 2016

Open

wcmstest4_185928.pdf

This publication focuses on the role of Community Learning Centres (CLC) to investigate how the concept of lifelong learning is being implemented at community level in a country, including recommendations and policy suggestions for developing national strategies for lifelong learning towards lifelong learning society.

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Employability

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employability

Identifier

643

Lifelong learning

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lifelong-learning

Identifier

400

Older workers

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older-workers

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682

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Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty. A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds.

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3).

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market. Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups.

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020. Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level.

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.

Sources

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

China

Japan

Nepal

Republic of Korea

Thailand

Viet Nam

Growth, Poverty and Inequality Interactions in Africa: An Overview of Key Issues

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Document

Content Type:

															Growth, Poverty and Inequality Interactions in Africa: An Overview of Key Issues
													

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English

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english

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skpEng

Sources:

International organizations

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international-organizations

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

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

16 Nov 2016

Open

wcmstest4_184908.pdf

UNDP Regional Bureau for Africa’s (RBA) Working Paper Series Volume 1, No.1 The specific objectives of the research project are to: (i)Provide a comparative analysis of inequality and examine several forms of elasticity of poverty and inequality across African countries and sub-regions;

(ii)Identify key factors responsible for the inequality and poverty changes observed in Sub-Saharan Africa during the last twenty years, so as to orient future policies towards inclusive growth. An important objective is to identify best practice policies and programs in countries that have experienced favourable progress on inequality trends over the past decade;

(iii)Examine empirically whether the countries which experienced a transition to democracy and the election of more accountable governments experienced improvements in growth and or inequality, and assess whether trade-offs (if any) between these two are unavoidable or can lead to win-win situations;

(iv)Analyze the relative importance of various economic, social and political factors in the observed changes in inequality and poverty in different clusters of economies; and

(v)Identify existing bottlenecks still impeding rapid progress such as dependence on commodity exports, weak industrial policy, reliance on volatile foreign savings, as well as other impediments that could hinder progress in sustaining an inclusive pro-poor growth in the future.

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Regions:

Africa

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Why is growth less poverty reducing in Africa?

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Document

Content Type:

Why is growth less poverty reducing in Africa?

Language:

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

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Research papers

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skpRPS

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research-papers

Publication Date:

16 Nov 2016

Open

wcmstest4_184907.pdf

Paper presented at the 2016 Jobs & Development Conference, 2- 3 November. This paper analyses the economic impacts of growth on poverty in Sub-Saharan Africa, exploiting a rich and unique dataset covering 56 countries between 1990 and 2012. Albeit the high economic growth rates of the last decades, there have been increasing concerns that growth is not benefiting African population at large. In line with the view that certain sectors are more poverty reducing than others, we find that during the period 1990-2012 productivity gains in agriculture played a smaller role in Africa than elsewhere. At the same time, employment shifts out of agriculture have contributed only half as much to poverty reduction than in the rest of the world, and especially there has been no impact of movements into manufacturing employment, which instead have been at the basis of the poverty reducing strategies of South and East Asia in the past decades. Forecasted projections for the years to come suggest that African governments would need to double their efforts towards structural transformations in order to achieve sustained poverty reduction.

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Agriculture

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agriculture

Identifier

225

Economic growth

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economic-growth

Identifier

166

Poverty

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poverty

Identifier

148

Regions:

Africa

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