Other knowledge products | Skills and lifelong learning knowledge sharing platform

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skpOProduct

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other-knowledge-products

17thmay test

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Event

Start Date:

17 May 2024

End Date:

01 Jun 2025

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Aragonese

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aragonese

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skpan

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Academic institutions

Research papers, synthesis reports, country and programme studies are collected from many academic institutions and national, regional and international professional associations.

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skpAcaInst

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academic-institutions

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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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skpREmpl

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rural-employment

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skpOProduct

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other-knowledge-products

New Microsoft Word Document.docx

Subject Tags:

Access to training

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access-to-training

Identifier

683

Regions:

Africa

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Countries and territories:

Algeria

Economic groups:

Observatoire de l’OIT: le COVID 19 et le monde du travail. 4ème édition

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Document

Content Type:

Observatoire de l’OIT: le COVID 19 et le monde du travail. 4ème édition

Language:

French

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french

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skpFrn

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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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Career guidance and employment services

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

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

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skpLMIES

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career-guidance-and-employment-services

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skpOProduct

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other-knowledge-products

Publication Date:

31 Jan 2024

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edmsp1_261428.pdf

Estimations et analyses actualisées

La 4ème édition de l'Observatoire de l'OIT : Covid et le monde du travail, montre comment les jeunes sont touchés de manière disproportionnée par la pandémie, et l'augmentation substantielle et rapide du chômage des jeunes observée depuis février touche davantage les jeunes femmes que les jeunes hommes. L'Observatoire appelle à des réponses politiques urgentes, à grande échelle et ciblées pour soutenir la jeunesse, notamment des programmes de garantie d'emploi/de formation à grande échelle dans les pays développés, et des programmes et garanties à forte intensité d'emploi dans les économies à faible et moyen revenu. Cette note d'information examine également les mesures visant à créer un environnement sûr pour le retour au travail.

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Globalization

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globalization

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267

Informal economy

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informal-economy

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187

Youth unemployment

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youth-unemployment

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622

Regions:

Global

Cours en ligne sur l'implication des partenaires sociaux dans le développement des compétences

Kind:

Event

Start Date:

31 May 2021

End Date:

01 Jun 2025

Event Location:

En ligne

EventType:

Course

Language:

French

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french

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skpFrn

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Sources:

ILO

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skpILO

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ilo

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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.

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skpPolConv

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skills-policies-and-strategies

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skpOProduct

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other-knowledge-products

Présentation du cours

Ce cours, organisé en étroite coopération avec les bureaux des activités pour les employeurs et les travailleurs , ainsi qu'avec le Service des compétences et de l'employabilité du BIT, s'adresse aux représentants des partenaires sociaux souhaitant réfléchir et discuter de leur implication dans les systèmes de développement des compétences, en s'appuyant sur les pratiques d'excellence rencontrées à traves le monde. Leur contribution aux niveaux national, sectoriel et de l'entreprise est essentielle pour garantir la pertinence et la qualité des programmes de formation et minimiser l'inadéquation des compétences en vue d'améliorer la durabilité des entreprises et de renforcer les possibilités de travail décent. Cette offre de formation en ligne fait partie du portefeuille de développement des compétences du Centre, qui vise à répondre aux besoins mondiaux en matière de renforcement des capacités pour soutenir la mise en œuvre de l'enseignement et de la formation techniques et professionnels et des programmes de développement des compétences.

Groupes cibles

Membres du personnel des organisations d'employeurs ou de travailleurs intéressés par le développement des compétences, tels que: - représentants des conseils de compétences, des autorités nationales de l'EFTP, des agences de qualification ou d'institutions similaires ; - représentants des employeurs ou des travailleurs travaillant en étroite collaboration avec les centres d'EFTP; - responsables des ressources humaines et représentants syndicaux impliqués dans les accords relatifs aux compétences; - représentants des employeurs ou des travailleurs impliqués dans l'apprentissage et la formation en milieu professionnel.

Pour en savoir plus et pour s'inscrire cliquer ici.

Cours en ligne sur l'implication des partenaires sociaux dans le développement des compétences

Subject Tags:

Economic and social development

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economic-and-social-development

Identifier

125

Skills upgrading

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skills-upgrading

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657

Regions:

Global

Countries and territories:

Switzerland

Economic groups:

Lorem Ipsum is simply dummy text of the printing and typesetting

Type:

Blog

Language:

Arabic

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arabic

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skpArb

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Academic institutions

Research papers, synthesis reports, country and programme studies are collected from many academic institutions and national, regional and international professional associations.

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skpAcaInst

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academic-institutions

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

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

Workers' organizations

Learning new skills and upgrading existing ones help workers maintain their employability and improve their standard of living. Trade unions play a key role in increasing workplace-based training opportunities. The Global KSP shares, among other resource items, case studies, good practices and research provided by trade unions that highlight their involvement in promoting training at individual workplaces, social dialogue and collective bargaining on skills issues, and participating in developing skills policies and strengthening training institutions.

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skpWork

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workers-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

Participation of employers' and workers' organizations

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

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skpPSP

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participation-of-employers-and-workers-organizations

People with disabilities

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Of an estimated 1 billion people with disabilities in the world today, some 785 million are of working age. While many are successfully employed and fully integrated into society, most face a disproportionate level of poverty and unemployment. This is a massive loss both to them and their countries. A strategy of including people with disabilities in training and employment promotion policies, combined with targeted supports to ensure their participation, can help disabled persons obtain productive mainstream employment.

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skpPeoDis

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people-with-disabilities

Standards, curriculum and learning resources

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The standard or outcome-based approach to curriculum development is a worldwide trend which reflects a paradigm shift from input to outcome-based provision, from teaching to learning, from content to process focused/performance-oriented learning experience. In this new paradigm the learner is expected to demonstrate what he/she knows and is able to do against the standards established at national level. Adopting an outcome-based approach for curriculum development is an effective way to address potential mismatches between technical and vocational education and training (TVET) provision and the needs of the labour market; between irrelevant/ obsolete training programmes, and employers’ and learners’ needs and expectations.

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skpStndrd

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standards-curriculum-and-learning-resources

Publication Date:

06 Jan 2024

Lorem Ipsum is simply dummy text of the printing and typesetting industry. Lorem Ipsum has been the industry's standard dummy text ever since the 1500s, when an unknown printer took a galley of type and scrambled it to make a type specimen book. It has survived not only five centuries, but also the leap into electronic typesetting, remaining essentially unchanged. It was popularised in the 1960s with the release of Letraset sheets containing Lorem Ipsum passages, and more recently with desktop publishing software like Aldus PageMaker including versions of Lorem Ipsum.

Lorem Ipsum is simply dummy text of the printing and typesetting

Subject Tags:

Access to training

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access-to-training

Identifier

683

Agribusiness

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agribusiness

Identifier

223

Regions:

Arab States

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Countries and territories:

Australia

Economic groups:

Harmonized minimum occupational standards for assistant masons and masons

Type:

Document

Content Type:

Publication

Language:

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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Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

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skpMigWor

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migrant-workers

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skpOProduct

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other-knowledge-products

Publication Date:

04 Sep 2023

Open

Harmonized minimum occupational standards for assistant masons and masons

The following occupational standards were developed by tripartite technical committees in Ghana Nigeria and Togo with the support of the ILO during the period 2021–2022 as part of the SKILL-UP Project financed by the Norwegian Agency for Development Cooperation in an effort to promote skills partnerships on migration in the West African region. The harmonized occupational minimal standards for assistant masons and masons have been developed based on the national occupational standards of the three countries, with a target of achieving 70 to 80 per cent commonality with existing national standards. The harmonized occupational minimal standard can help countries that are developing standards or reviewing existing national standards through comparison and consideration of similar standards available in the region. It can also be used in technical vocational education and training for the development of standards-based curricula, and assessments. The standards can also support skills partnerships on migration in the region by being used in mechanisms of recognition of prior learning of migrant workers.

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Competency standards

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competency-standards

Identifier

642

Labour migration

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labour-migration

Identifier

609

Occupational classification

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occupational-classification

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Regions:

Africa

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Countries and territories:

Ghana

Nigeria

Togo

Harmonized minimum occupational standards for plumbing

Type:

Document

Content Type:

Publication

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

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skpMigWor

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migrant-workers

Knowledge Products:

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Identifier

skpOProduct

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other-knowledge-products

Publication Date:

04 Sep 2023

Open

Harmonized minimum occupational standards for plumbing

The following occupational standards were developed by tripartite technical committees in Ghana Nigeria and Togo with the support of the ILO during the period 2021–2022 as part of the SKILL-UP Project financed by the Norwegian Agency for Development Cooperation in an effort to promote skills partnerships on migration in the West African region. The harmonized occupational minimal standards for plumbing have been developed based on the national occupational standards of the three countries, with a target of achieving 70 to 80 per cent commonality with existing national standards. The harmonized occupational minimal standard can help countries that are developing standards or reviewing existing national standards through comparison and consideration of similar standards available in the region. It can also be used in technical vocational education and training for the development of standards-based curricula, and assessments. The standards can also support skills partnerships on migration in the region by being used in mechanisms of recognition of prior learning of migrant workers.

Subject Tags:

Competency standards

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competency-standards

Identifier

642

Labour migration

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labour-migration

Identifier

609

Occupational classification

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occupational-classification

Identifier

Regions:

Africa

Region Image

Countries and territories:

Ghana

Nigeria

Togo

Harmonized minimum occupational standards for poultry farming

Type:

Document

Content Type:

Publication

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

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skpMigWor

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migrant-workers

Knowledge Products:

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Identifier

skpOProduct

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other-knowledge-products

Publication Date:

04 Sep 2023

Open

Harmonized minimum occupational standards for poultry farming

The harmonized occupational minimal standards for poultry farming have been developed based on the national occupational standards of the three countries, with a target of achieving 70 to 80 per cent commonality with existing national standards. The harmonized occupational minimal standard can help countries that are developing standards or reviewing existing national standards through comparison and consideration of similar standards available in the region. It can also be used in technical vocational education and training for the development of standards-based curricula, and assessments. The standards can also support skills partnerships on migration in the region by being used in mechanisms of recognition of prior learning of migrant workers.

Subject Tags:

Competency standards

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competency-standards

Identifier

642

Labour migration

Slug

labour-migration

Identifier

609

Occupational classification

Slug

occupational-classification

Identifier

Skills recognition

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skills-recognition

Identifier

656

Regions:

Africa

Region Image

Countries and territories:

Ghana

Nigeria

Togo

Skills Development for Increased Employability Programme (SDEP)

Type:

Document

Content Type:

Project

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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skpILO

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ilo

Topics:

Skills for green transition/climate action

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The growing importance of sustainable development and the shift to a low-carbon and climateresilient economy will require new skills and qualifications, offering great potential for the creation of green jobs but also implying structural changes and a transformation of existing jobs. The transition to a low-carbon and greener economy will generate millions of new jobs, negatively affect some high-emitting sectors, and alter most existing occupations in terms of task compositions and skills requirements.

Ensuring the right skills for green jobs is a prerequisite to make the transition to a greener economy happen. Today, skills gaps are already recognised as a major bottleneck in a number of sectors, such as renewable energy, energy and resource efficiency, green building or environmental services. The adoption and dissemination of clean technologies require skills in technology application, adaptation and maintenance. Skills are also crucial for economies and
businesses, workers and entrepreneurs to rapidly adapt to changes deriving from climate change and environmental policies.

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skpGreen

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skills-for-green-transition-climate-action

Skills for transition to formality

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Most young people around the world do not have the chance to attend formal institutions of learning. The capacity of formal education and training systems is often limited due to inadequate training infrastructures and the relatively high costs of full-time, centre-based training. Consequently, large numbers of youth are learning and then working in the informal economy.

Informal apprenticeship systems that transmit the skills of a trade to a young person in a micro- or small enterprise have operated for generations in many countries. They are considered by far the most important source of skills training in Africa and South Asia.

Women and men in the informal economy often do not possess a formal proof of their skills. Skills acquired informally are not visible and hence are often not recognized by employers. Transitions to the formal labour market can also be facilitated if skills are assessed and recognized. Systems of Recognition of Prior Learning are being introduced by countries to offer access to further learning or to formal labour markets.

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skpTrnForm

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skills-for-transition-to-formality

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Work-based learning and skills utilization

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Increasingly, countries around the world, at all levels of development are putting work-based learning, particularly apprenticeships, high on their policy agenda, recognizing its potential for reducing skills mismatch, meeting skills demand of a fast changing labour market, providing cost-effective training, promoting private sector development and smoothing transitions to the world of work.

Moreover, the issue of how skills are used in the workplace and how businesses engage with the local skills ecosystem are getting greater attention. It is increasingly recognized that workers who better use their skills are more likely to have greater job satisfaction, earn better wages and are more prepared to adapt to changes in the nature of work, while employers benefit from a more productive and innovative workforce, enabling them to maximise business performance and profitability.

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skpWrkLrn

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work-based-learning-and-skills-utilization

Knowledge Products:

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skpOProduct

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other-knowledge-products

Publication Date:

30 Mar 2023

Open

Skills Development for Increased Employability Programme (SDEP)

The four-year Skills Development for Increased Employability Programme (SDEP), launched in 2023, strengthens the relevance, quality and governance of the TEVET system, and encourages greater participation of the private sector in skills development initiatives that respond to the needs of industry, in a greener economy. Funded through a partnership agreement with the European Union (EU), the International Labour Organization (ILO) in Zambia is working to support the Government and private actors to focus on the governance and management structures of Zambia’s Technical Education, Vocational and Entrepreneurship Training (TEVET) system and to support the upgrading and maintenance of training facilities and curriculum development. Private sector involvement plays an important role in updating curricula and for the promotion of Work Based Learning (WBL) interventions. The overall objective is to contribute towards improving employability of the labour force for both women and men in Zambia and supporting the TEVET system towards producing relevant skills that match the needs of the industry by the year 2026.

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