International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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international-standards

Seoul multi-year action plan on development

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Document

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Seoul multi-year action plan on development

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English

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english

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skpEng

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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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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

International standards

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skpISSP

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international-standards

Publication Date:

17 Oct 2016

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wcmstest4_183888.pdf

This plan sets out concrete actions and outcomes to be delivered and developed over the medium term. The plan includes developing human capital as a critical component of any country’s growth and poverty reduction strategy. Adding to education initiatives related to the Millennium Development Goals (MDGs), it is important for developing countries, in particular Low Income Countries, to continue to develop employment- related skills that are better matched to employer and market needs in order to attract investment and decent jobs.

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Development policy

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development-policy

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136

G20

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g20

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669

Human resources development

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human-resources-development

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118

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Global

Regional model competency standards: Garment work

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Document

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Regional model competency standards: Garment 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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skpILO

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ilo

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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

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International standards

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international-standards

Publication Date:

29 Sep 2016

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wcmstest4_182481.pdf

Garment production is an important source of income for Asian economies. Figures for Bangladesh, Cambodia, Sri Lanka, Pakistan and Vietnam show the garment industries contributes respectively 79 per cent, 52 per cent, 43 per cent, 17 per cent, 12 per cent of total exports. Significantly the garment industry also offers low-skilled jobs for many women in the lower-income countries of the region.

Increasingly, industry buyers are seeking to purchase a full service, from design to stock delivery, to shorten lead times and lower costs for customers. Countries where workers are mainly low skilled are unable to meet these demands. As the garment industry continues to achieve higher productivity, it is likely that many of the traditional, low-skill jobs held mostly by women will be lost. There will be a need for either new opportunities for employment or up-skilling of workers to meet changing requirements.

To help accelerate the improvement of training systems and the mutual recognition of skills, the ILO has developed – in consultation with employers, governments, and workers – the Regional Model Competency Standards (RMCS). These have been developed in identified priority areas, and are in a simplified format.

The RMCS are intended to be a regional reference for developing competency standards for thosecountries that are in the process of creating standards, or reviewing existing national standards. The RMCS can provide the basis for developing national competency standards so that certain countries can avoid having to develop standards from scratch.

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Competency based training

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competency-based-training

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671

Competency standards

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competency-standards

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642

Sectoral approaches

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sectoral-approaches

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676

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Asia and the Pacific

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Saint Petersburg G20 development outlook

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Document

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Saint Petersburg G20 development outlook

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English

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english

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skpEng

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other-sources

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International standards

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international-standards

Publication Date:

22 Aug 2016

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wcmstest4_180485.pdf

This document refines the G20 development approach and reinforces its commitment to shared growth.

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Development policy

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development-policy

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136

Economic growth

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economic-growth

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166

G20

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g20

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669

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Stratégie pour l’enseignement et la formation techniques et professionnels (EFTP) 2016-2021

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Document

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															Stratégie pour l’enseignement et la formation techniques et professionnels (EFTP) 2016-2021
													

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French

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french

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skpFrn

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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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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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International standards

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skpISSP

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international-standards

Publication Date:

15 Aug 2016

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wcmstest4_180459.pdf

La Stratégie définit des domaines et des actions politiques clés pour la période allant de 2016 à 2021, dans le cadre de la Stratégie à moyen terme de l’UNESCO. Elle contribue aux objectifs stratégiques de l’UNESCO, aux priorités globales de l’Organisation pour l’égalité des genres et l’Afrique, au Programme d’action global pour l’éducation en vue du développement durable et à la Stratégie opérationnelle pour la jeunesse.

Dans ce contexte, et en pleine conformité avec l’ODD 4 visant à « Assurer l’accès de tous à une éducation de qualité, sur un pied d’égalité, et promouvoir les possibilités d’apprentissage tout au long de la vie », la Stratégie a pour but d’appuyer les États membres dans leurs efforts pour améliorer la pertinence de leurs systèmes d’EFTP et équiper tous les jeunes et tous les adultes des compétences nécessaires à l’emploi, à l’obtention d’un travail décent, à l’entreprenariat et à l’apprentissage tout au long de la vie, et de contribuer à la mise en œuvre du Programme de développement durable à l’horizon 2030 dans son ensemble.

La Stratégie englobe trois domaines prioritaires :
(1) favoriser l’emploi des jeunes et l’entreprenariat ;
(2) promouvoir l’équité et l’égalité des genres ;
(3) faciliter la transition vers des économies vertes et des sociétés durables.

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Education and training

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education-and-training

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116

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:

Global

Promotion of rural employment for poverty reduction

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Document

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Promotion of rural employment for poverty reduction

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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Rural employment

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Eight out of 10 of the world’s working poor who live on US $1.25 per day live in rural areas, where many are caught in vulnerable employment, especially in agriculture.Flourishing rural areas are vital to regional and national development. Yet, rural economies tend to face a wide range of challenges that urban areas are more likely to overcome. These include access to transportation, sanitation and health services, and a consumer base in close proximity to support small and medium enterprise development. Women and men working in rural areas also face difficulties associated with a paucity of economic opportunities, under investment, poor infrastructure and public services, including education, and, in many cases, weak governance and underdeveloped markets.

Education, entrepreneurship, and physical and social infrastructure all play an important role in developing rural regions. Skills are central to improving employability and livelihood opportunities, reducing poverty, enhancing productivity and promoting environmentally sustainable development.

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rural-employment

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International standards

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international-standards

Publication Date:

21 Jul 2016

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wcmstest4_179456.pdf

Report IV of the International Labour Conference, 97th Session, 2008 This report adopts an integrated decent work perspective to address the challenges of productive employment and poverty reduction in rural areas. It maintains that rural skills development, including extension services and promoting technological change in rural areas, is vital for enhancing food security and protecting the environment.

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Rural development

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rural-development

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152

Rural employment

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rural-employment

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670

Skills and training policy

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skills-and-training-policy

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666

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Global

Regional model competency standards: Mechanical services

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Document

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Regional model competency standards: Mechanical services

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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Sectoral approaches

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skpSectApr

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sectoral-approaches

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International standards

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skpISSP

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international-standards

Publication Date:

01 Jul 2016

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wcmstest4_177671.pdf

National competency standards play an important and increasing role in skills development and recognition in the Asia-Pacific region as they do in many other parts of the world. They are a guide to the scope of skills and knowledge required for an industry and can be flexibly combined into jobs and occupations. Competency standards are the common basis for training programmes, skills assessment and certification in many countries.

This publication presents the Regional Model Competency Standards for Mechanical Services developed by the ILO Regional Office for Asia and the Pacific. They constitute a set of benchmarks that define the skills, knowledge and attributes required to perform a work role. The RMCS for Mechanical Services have largely been modeled on Standards owned by the Commonwealth of Australia; namely those developed for: Automotive industry by Auto Skills Australia- AUR12 The Automotive Industry Retail, Service and Repair Training Package; and Electrotechnology industry by the Electrocomms and Energy Utilities Industry Skills Council, E-Oz Training Standards, UEE11-Electrotechnology Training Package.

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Competency

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competency

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641

Competency standards

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competency-standards

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642

Sectoral approaches

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sectoral-approaches

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676

Regions:

Asia and the Pacific

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The future of work: Skills and resilience for a world of change

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Document

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The future of work: Skills and resilience for a world of change

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English

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english

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skpEng

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other-sources

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Anticipating and matching skills needs

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Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions.

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anticipating-and-matching-skills-needs

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International standards

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international-standards

Publication Date:

15 Jun 2016

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wcmstest4_176856.pdf

European Political Strategy Centre Strategic Notes -Issue 13/2016 The world of work is part-and-parcel of the changing economy, heavily influenced by globalisation, international value and supply chains, more division of labour, and digital disruption. Work is no longer a static concept but an umbrella term for roles performed in a different manner and under different legal arrangements. Public policy needs to adapt to this new situation and benefit from the agility that comes with it while mitigating the downsides. Europe has a strong manufacturing base, a diverse and talented workforce and a large creative economy that offer a rich backdrop for a future of work with creative and fulfilling jobs. By orchestrating more tailor-made, customised interventions, based on granular insights provided by big data sources, it can achieve better results and foster the context within which both individuals and firms can thrive. This Strategic Note states that Governments need to find more innovative ways to offer life-long and personalised support for employment, skills and welfare, adapted to the needs of individuals.

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Gender equality

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gender-equality

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144

Information and communication technologies

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information-and-communication-technologies

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346

Skills anticipation

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skills-anticipation

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677

Skills mismatch

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skills-mismatch

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654

Regions:

Europe and Central Asia

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The global jobs pact promoting jobs, protecting people

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Document

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The global jobs pact promoting jobs, protecting people

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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Youth employability

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

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

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skpYoEmp

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youth-employability

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International standards

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international-standards

Publication Date:

11 Apr 2016

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wcmstest4_171455.pdf

The Global Jobs Pact is a set of balanced and realistic policy measures that countries, with the support of regional and multilateral institutions, can adopt to ease the impact of the crisis and accelerate recovery in employment. Adopted in June 2009 by the International Labour Organization, it calls on its member States to put decent work opportunities at the core of their crisis responses. It addresses the social impact of the global crisis on employment and proposes job-centred policies for countries to adapt according to their national needs. Guided by the Decent Work Agenda and commitments made by the ILO constituents in the 2008 Declaration on Social Justice for a Fair Globalization, the Pact recalls that that respecting fundamental principles and rights at work, strengthening social protection, promoting gender equality and encouraging voice, participation and social dialogue are critical to recovery and development. It proposes a portfolio of policies aimed at:

- Generating employment;
- Extending social protection;
- Respecting labour standards;
- Promoting social dialogue;
- Shaping fair globalization.

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Employability

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employability

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643

Youth

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youth

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319

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Global

Education 2030: Incheon Declaration and Framework for Action - Towards inclusive and equitable quality education and lifelong learning for all

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Document

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															Education 2030: Incheon Declaration and Framework for Action - Towards inclusive and equitable quality education and lifelong learning for all
													

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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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International standards

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skpISSP

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international-standards

Publication Date:

06 Apr 2016

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wcmstest4_170873.pdf

The Education 2030 Framework for Action provides guidance for implementing Education 2030, this framework was discussed at WEF 2015, and its essential elements were agreed upon in the Incheon Declaration. It was finalized by the Drafting Group for the Education 2030 Framework for Action and adopted by 184 Member States and the education community during a high-level meeting at UNESCO, Paris on 4 November 2015.

The Framework for Action outlines how to translate into practice, at country/national, regional and global level, the commitment made in Incheon. It aims at mobilizing all countries and partners around the Sustainable Development Goal (SDG) on education and its targets, and proposes ways of implementing, coordinating, financing and monitoring Education 2030 to ensure inclusive and equitable quality education and lifelong learning opportunities for all. It also proposes indicative strategies which countries may wish to draw upon in developing contextualized plans and strategies, taking into account different national realities, capacities and levels of development and respecting national policies and priorities.

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Skills and training policy

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skills-and-training-policy

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666

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

Identifier

124

Regions:

Global

Recently adopted: Recommendation on adult learning and education and the Recommendation concerning technical and vocational education and training

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Document

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															Recently adopted: Recommendation on adult learning and education and the Recommendation concerning technical and vocational education and training 
													

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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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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

Older workers

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skpOldwor

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older-workers

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

International standards

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skpISSP

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international-standards

Publication Date:

06 Apr 2016

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wcmstest4_170863.htm

Two key international Recommendations on education reflect new global trends and support the Education 2030 Framework for Action. The revision of these key international instruments responds to the request of Member States to adapt them to reflect new educational, social, economic, cultural and political trends. The Recommendations were enthusiastically adopted by Member States at the 38th session of the General Conference held in Paris, in November 2015. They are the most up-to-date and comprehensive tools for decision-makers, practitioners, social partners, civil society and other stakeholders in these two complementary areas. They will be used around the world to guide the transformation and expansion of equitable learning opportunities for youth and adults.

In particular, the adoption of the Recommendation on Adult Learning and Education (ALE) gives momentum to strengthening ALE as it lays out guiding principles and a comprehensive, inter-sectoral approach to its promotion and development worldwide. The Recommendation concerning Technical and Vocational Education and Training (TVET) reflects new trends in TVET as it provides an integrated and holistic approach to education and training that ensures the promotion of a broad spectrum of knowledge, skills and competencies for work and life.

The simultaneous adoption of both instruments is a reflection of the high priority placed by the international community on the development of lifelong learning. The instruments stress the importance of opportunities for lifelong learning, adult learning and education, and skills development for inclusive economic growth, employment and decent work, the alleviation of poverty, social well-being, gender equality and sustainable learning societies.

Click link below for Recommendation on adult learning and education.

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