TVET institutions

Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.

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skpTVET

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tvet-institutions

Field assessment -Apprenticeship in Indonesia

Type:

Document

Content Type:

Field assessment -Apprenticeship in Indonesia

Language:

English

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english

Identifier

skpEng

Sources:

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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Identifier

skpEmp

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employers-organizations

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

TVET institutions

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Identifier

skpTVET

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tvet-institutions

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

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:

03 Jul 2015

Open

wcmstest4_147453.pdf

Report on visits to companies in Balikpapan and Greater Jakarta This book is a survey report concerning the apprenticeship practices conducted by the companies in Jabodetabek (Jakarta-Bogor-Depok-Tangerang-Bekasi) area and Balikpapan. The survey was conducted by a consultant selected by APINDO, the Employers’ Association of Indonesia, and ILO. It uses in-depth interviews with a number of companies, employing a qualitative methodology. It does not focus on the number of companies being surveyed but rather on the variety of business types and the size of the company to capture a number of apprenticeship practices. This report reflected various aspects in apprenticeship such as recruitment of apprentices, program and duration of apprenticeship, organization of apprenticeship, certification, recruitment of the worker from the result of apprenticeship, etc.

The result of the survey showed that there are common and different implementation of apprenticeship schemes among the companies. Common practices include: getting workers with the qualified skills needed by the company; and, written agreements between the company and the apprentice, as well as an allowance for the apprentice. Meanwhile, differences include the duration of apprenticeship, where in labour intensive companies this period is shorter than in the capital intensive companies. It is also interesting to note that there are some companies that give opportunities to workers with disabilities to participate in the apprenticeship program.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Employers

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employers

Identifier

672

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills upgrading

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skills-upgrading

Identifier

657

Vocational training

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vocational-training

Identifier

124

Youth

Slug

youth

Identifier

319

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Indonesia

National training agency strategic development plan

Type:

Document

Content Type:

National training agency strategic development plan

Language:

English

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english

Identifier

skpEng

Sources:

Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

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skpGov

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governments

TVET institutions

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Identifier

skpTVET

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tvet-institutions

Topics:

Skills policies and strategies

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Skills and employment policies should be viewed together. The full value of one policy set is realized when it supports the objectives of the other. For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

Identifier

skpPolConv

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skills-policies-and-strategies

Knowledge Products:

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work.

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Identifier

skpNatPol

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national-policies-and-initiatives

Publication Date:

30 Jun 2015

Open

wcmstest4_146858.pdf

This strategic plan charts the priorities to be addressed and the associated implementation agenda of the Grenada National Training Agency (NTA) for the period 2014 – 2016. The plan was derived from a combination of 1) a review of international, regional and national documentation on education and on the development of TVET implementation systems and priorities; 2) meetings, using a questionnaire format, to solicit feedback from 15 private and public sector entities involved in training and in technical and vocational work in Grenada; 3) repeat meetings with the NTA to seek clarification on their role and key functions and meetings with the Ministry of Education (MOE) to develop an understanding of their role in TVET education in the secondary school system; and 4) the hosting of a two-day strategy planning workshop with the private sector, NTA, TAMCC, MOE and other stakeholders held on 4th and 5th September 2013.

Subject Tags:

Policy convergence

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policy-convergence

Identifier

674

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Countries and territories:

Grenada

Making initial vocational education and training (IVET) more attractive

Type:

Document

Content Type:

Making initial vocational education and training (IVET) more attractive

Language:

English

Slug

english

Identifier

skpEng

Sources:

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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Identifier

skpOSource

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other-sources

TVET institutions

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Identifier

skpTVET

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tvet-institutions

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

24 Jun 2015

Open

wcmstest4_145455.pdf

In some countries vocational education and training (VET) suffers from an image problem. Lack of investment, limited quality management and “dead ends” in terms of progression pathways have contributed to a negative perception of the sector and a reticence from learners to choose a VET programme. Current EU education and training policy recognises this issue and improving the quality and attractiveness of VET is therefore a key priority.

This brochure provides an overview of the actions and conditions that make initial vocational education and training (IVET) more attractive to learners. Key characteristics of attractive IVET pathways and programmes are also presented.

These findings are the results of the ENQA-VET thematic group on making VET more attractive for learners. The outcomes of the thematic group’s deliberations are intended to feed into and add value to the debate on the attractiveness of VET and inform approaches to the implementation of the European Quality Assurance Reference Framework for VET (EQARF).

Subject Tags:

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Youth

Slug

youth

Identifier

319

Regions:

Europe and Central Asia

Region Image

Gender analysis of the technical and vocational education and training (TVET) policy in Rwanda

Type:

Document

Content Type:

															Gender analysis of the technical and vocational education and training (TVET) policy in Rwanda
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

TVET institutions

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Identifier

skpTVET

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tvet-institutions

Topics:

Access to training

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Identifier

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.

Identifier

skpGenEqul

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gender-equality

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

19 Jun 2015

Open

wcmstest4_144854.pdf

Rwanda is one of the countries in Sub-Saharan Africa that has made great strides in promoting gender equality and women’s empowerment, The country has for example registered great success politically (having the highest number of women parliamentarians in the world, at 56%), and within the education sector, Rwanda has managed to close the gender gap in gross and net enrolments in primary education. Despite these great achievements, however, the challenge remains in applying appropriate strategies to replicate this success in achieving gender parity and equality at other levels of education and skills development and in particular the Technical and Vocational Education and Training (TVET) sub-sector. The TVET sub-sector is usually characterised by gender inequalities and stereotyping; girls and boys are channelled or channel themselves into different paths. The different paths usually result in different outcomes and in particular different earnings. This report provides a gender analysis of the 2008 TVET Policy in Rwanda and outlines gender and education related interventions for the policy with emphasis on girls and young women.

Subject Tags:

Gender

Slug

294

Identifier

294

Gender and development

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gender-and-development

Globalization

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globalization

Identifier

267

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Women

Slug

women

Identifier

318

Regions:

Africa

Region Image

Countries and territories:

Rwanda

Anticipating changing skill needs: A master class

Type:

Document

Content Type:

Anticipating changing skill needs: A master class

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

TVET institutions

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Identifier

skpTVET

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tvet-institutions

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

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

13 May 2015

Open

wcmstest4_141868.pdf

Technical reference document to support the New Skills Network event held in Budapest on the 9th & 10th of June 2011 Europe has seen dramatic changes in its employment structure over the past 60 years. While primary industries (including agriculture) and manufacturing are still important in economic terms, they account for an increasingly small part of total employment. Knowledge based activities and the application of intellectual and professional capacities are crucial for economic success, while caring for the environment and for an ageing population are becoming the most significant areas for new employment activities. The document summarises what this means for the future of education and work.

Subject Tags:

Lifelong learning

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lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills anticipation

Slug

skills-anticipation

Identifier

677

Skills mismatch

Slug

skills-mismatch

Identifier

654

Skills re-training

Slug

skills-re-training

Identifier

655

Skills upgrading

Slug

skills-upgrading

Identifier

657

Regions:

Europe and Central Asia

Region Image

National skilled human resource projection in health and engineering profession

Type:

Document

Content Type:

National skilled human resource projection in health and engineering profession

Language:

English

Slug

english

Identifier

skpEng

Sources:

TVET institutions

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Identifier

skpTVET

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tvet-institutions

Topics:

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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Identifier

skpRPS

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research-papers

Publication Date:

30 Apr 2015

Open

wcmstest4_140855.pdf

Availability of skilled human resource is one of the main prerequisites for the economic development of any country. Comparative study of the status of various countries reveals that higher the level of education and skill of the citizen, higher the level of development of the country and vice versa. This fact is even more justifiable in the case of technical human resources. Furthermore, present situation of Nepal has epitomized these facts since lack of skilled human resource is felt as a major bottleneck both to enhance the industrial development as well as modernize the agriculture sector. On the one hand, economic development of Nepal is being adversely affected by the lack of skilled human resources in various sectors and regions. On the other hand, the mismatch between demand and supply of HR not only misuse the scare resources of the country but also creates serious repercussion due to educational unemployment. This study therefore is an attempt to quantify the actual need of middle level technical human resources and thereby helps to adjust the supply system accordingly.

Subject Tags:

Engineering

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engineering

Identifier

212

Lifelong learning

Slug

lifelong-learning

Identifier

400

Sectoral approaches

Slug

sectoral-approaches

Identifier

676

Skills mismatch

Slug

skills-mismatch

Identifier

654

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Nepal

Namibia: Health and social services Sector Skills Plan

Type:

Document

Content Type:

Namibia: Health and social services Sector Skills Plan

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

Slug

governments

TVET institutions

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Identifier

skpTVET

Slug

tvet-institutions

Topics:

Sectoral approaches

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Identifier

skpSectApr

Slug

sectoral-approaches

Knowledge Products:

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work.

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Identifier

skpNatPol

Slug

national-policies-and-initiatives

Publication Date:

30 Apr 2015

Open

wcmstest4_140854.pdf

The health and social services sector skills plan is a “roadmap” to address skills development priorities in the sector. It focuses on profiling the sector, identifying skills in demand, analysing supply side education and training provision, determining skills priorities and putting together an action plan for improving the skills profile of the workforce. The SSP serves as a guiding framework for the NTA, employers, trade unions, training providers, public entities, civil society, international partners and local communities to spell out the priorities for up skilling workers in the H&SS sector.

Subject Tags:

Industry skills councils

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industry-skills-councils

Identifier

646

Sectoral approaches

Slug

sectoral-approaches

Identifier

676

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills indicators

Slug

skills-indicators

Identifier

653

Skills mismatch

Slug

skills-mismatch

Identifier

654

Social services

Slug

social-services

Identifier

405

Regions:

Africa

Region Image

Countries and territories:

Namibia

Malawi: TEVET Authority Strategic Plan 2013-2018

Type:

Document

Content Type:

Malawi: TEVET Authority Strategic Plan 2013-2018

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

Slug

governments

TVET institutions

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Identifier

skpTVET

Slug

tvet-institutions

Topics:

Access to training

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Identifier

skpATSU

Slug

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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Identifier

skpNatPol

Slug

national-policies-and-initiatives

Publication Date:

30 Apr 2015

Open

wcmstest4_140853.pdf

The TEVET Authority Strategic Plan for the 2013-2018 period is an initiative undertaken in order to reinforce the transformation of the Technical, Entrepreneurial and Vocational Education and Training (TEVET) so TEVET can effectively respond to new realities and opportunities prevailing in the country and beyond. It maps a commitment towards the provision of high quality TEVET programmes that are demand-driven and relevant to the development needs of Malawi.

Subject Tags:

Apprenticeships

Slug

apprenticeships

Identifier

639

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Africa

Region Image

Countries and territories:

Malawi

Marktstudie Polen für den export beruflicher aus und weiterbildung

Type:

Document

Content Type:

Marktstudie Polen für den export beruflicher aus und weiterbildung

Language:

Sources:

Governments

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Identifier

skpGov

Slug

governments

TVET institutions

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Identifier

skpTVET

Slug

tvet-institutions

Topics:

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.

Identifier

skpLMIES

Slug

career-guidance-and-employment-services

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

29 Apr 2015

Open

wcmstest4_140654.pdf

Ausgehend von wirtschaftlichen und politischen Rahmenbedingungen beleuchtet die iMOVE-Marktstudie das polnische Bildungssystem. Dabei konzentriert sie sich auf die berufliche Bildung, den Aus- und Weiterbildungsmarkt und Exportmöglichkeiten für Anbieter aus Deutschland.

Inhalt der Studie:
• Sozioökonomische, politische und gesellschaftlich-kulturelle Rahmenbedingungen
• Bildungssystem
• Aus- und Weiterbildungsmarkt und Exportmöglichkeiten
• Informationsangebote, Kontakt- und Marketingmöglichkeiten

Subject Tags:

Apprenticeships

Slug

apprenticeships

Identifier

639

Economic policy

Slug

economic-policy

Identifier

171

Education and training

Slug

education-and-training

Identifier

116

Migration policy

Slug

migration-policy

Identifier

309

School-to-work transition

Slug

school-to-work-transition

Identifier

652

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Poland

Upgrading plan for technical education Brunei Darussalam 2013-2018

Type:

Document

Content Type:

Upgrading plan for technical education Brunei Darussalam 2013-2018

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

Thumbnail

Identifier

skpGov

Slug

governments

TVET institutions

Thumbnail

Identifier

skpTVET

Slug

tvet-institutions

Topics:

Skills policies and strategies

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Identifier

skpPolConv

Slug

skills-policies-and-strategies

Knowledge Products:

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work.

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Identifier

skpNatPol

Slug

national-policies-and-initiatives

Publication Date:

27 Apr 2015

Open

wcmstest4_140455.pdf

Today’s globalised and highly competitive environment calls for a productive workforce that is skilful, efficient (doing things right), effective (doing right things) and innovative. This is imperative for any nation that seeks to build a knowledge-based economy via highly competent, well-educated human resource capital. According to a report by APEC Economic Committee (November 2000), "...in a knowledge based economy, there is a high proportion of people who have completed secondary ed-ucation (to exit, 'year 12' level), who have post-secondary qualifications, and (most characteristically) who are engaged in continuing education". Technical and Vocational Education and Training (TVET) which is increasingly considered as part of mainstream education, creates important pathways towards enhancing competencies for honing employability skills necessary for creating a highly successful economy.

Policy makers, administrators and educators in various fields of TVET have all agreed that TVET plays an important role in the economic and social development of a nation. To become more effective in managing its human resources and develop an integrated approach to skills development, there is a need to re-think the current position of TVET system in Brunei Darussalam.

Plans of actions which are presented in this 5-year Strategic Plan (2013 –2018) required for the modernisation of TVET in Brunei falls under 6 broad themes: (i) course restructuring; (ii) expanding apprenticeship options; (iii) progression opportunities; (iv) upgrading the training environment; (v) scheme of service; and finally (vi) renaming DTE and vocational institutes. In conclusion, this report purposes to apply the proposals mentioned with a view to achieving the objectives, goals and way forward.

Subject Tags: