Skip to main content

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products

Guide to Policy Analysis

Guide to Policy Analysis

Type:
Document
Content Type:
Guide to Policy Analysis
Language:

English

Slug
english
Identifier
skpEng
Sources:

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.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Skills policies and strategies

Thumbnail

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
Slug
skills-policies-and-strategies
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
11 Apr 2018
This guide summarises ETF experience in policy analysis and provides operational guidance to ETF partner countries on policy analysis techniques and their use at different stages of the policy cycle. The first part of the guide outlines the key notions and conceptual framework of policy analysis and the basics of its application. The second part describes selected ETF projects and their methodology to demonstrate how policy analysis can be applied in support of decision making at key stages of the policy cycle: agenda setting, policy formulation, policy implementation, and policy evaluation.
Subject Tags:

Policy convergence

Slug
policy-convergence
Identifier
674
Regions:

Getting organised for better qualifications: A toolkit

Getting organised for better qualifications: A toolkit

Type:
Document
Content Type:
Getting organised for better qualifications: A toolkit
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.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Skills policies and strategies

Thumbnail

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
Slug
skills-policies-and-strategies
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
10 Jul 2017
Most of the ETF’s 29 partner countries have national qualifications frameworks (NQFs) but these mainly exist only on paper or are only partially implemented. This toolkit examines why countries are blocked and proposes solutions to speed up implementation. We go wider than the NQFs themselves. It is not about NQFs per se, but about qualification systems. To tackle problems in implementing an NQF requires us to address the four key elements in a qualification system: laws, stakeholders, institutions and quality assurance. So our focus is on the qualification system reform and making it work.

Subject Tags:

Qualification frameworks

Slug
qualification-frameworks
Identifier
651
Regions:

To close the skills gap, start by closing the gender gap

To close the skills gap, start by closing the gender gap

Type:
Document
Content Type:
To close the skills gap, start by closing the gender gap
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.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Gender equality

Thumbnail

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
Slug
gender-equality

Lifelong learning

Thumbnail

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

Identifier
skpPSLLL
Slug
lifelong-learning
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
02 Apr 2018
Analysis of the OECD's most recent PISA test - which measures the skills and knowledge of 15-year-olds in 72 countries - has found that girls are better at collaborative problem-solving than boys. These results have implication for the workforce of the future, which will rely on 'non technical' skills. This article suggests that in order to achieve a fulfilled, prosperous and diverse labour market, we need to close the gender gap in the tech sector, where women with in-demand soft- and technical- skills are grossly underrepresented.
Subject Tags:

Gender

Slug
294
Identifier
294

Skills mismatch

Slug
skills-mismatch
Identifier
654

Soft skills

Slug
soft-skills
Identifier
678
Regions:

Retraining labour force for innovation is ‘challenge of our times’

Retraining labour force for innovation is ‘challenge of our times’

Type:
Document
Content Type:
Retraining labour force for innovation is ‘challenge of our times’
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.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

Anticipating and matching skills needs

Thumbnail

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. 

Identifier
skpAFSN
Slug
anticipating-and-matching-skills-needs

Lifelong learning

Thumbnail

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

Identifier
skpPSLLL
Slug
lifelong-learning
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
23 Jan 2018
Financial Times Special Report Investing in Innovation. This article highlights how acquiring new skills for a changing employment market is becoming essential.
Subject Tags:

Lifelong learning

Slug
lifelong-learning
Identifier
400

Older workers

Slug
older-workers
Identifier
682

Skills upgrading

Slug
skills-upgrading
Identifier
657
Regions:

Guidance Note for TVeT Forum discussion: Policy assessment and guidance for developing green human capital – Are countries on track?

Guidance Note for TVeT Forum discussion: Policy assessment and guidance for developing green human capital – Are countries on track?

Type:
Document
Content Type:
Guidance Note for TVeT Forum discussion: Policy assessment and guidance for developing green human capital – Are countries on track?
Language:

English

Slug
english
Identifier
skpEng
Sources:

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.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Anticipating and matching skills needs

Thumbnail

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. 

Identifier
skpAFSN
Slug
anticipating-and-matching-skills-needs

Sectoral approaches

Thumbnail

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.

Identifier
skpSectApr
Slug
sectoral-approaches

Other topic

Thumbnail
Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
30 Nov 2017

Background note about the discussion to be hosted on the UNEVOC TVET Forum from 1st December 2017 to 30 January 2018. The discussion is going to be led by Ms Isabelle Richaud from the French Ministry of Ecological and Inclusive Transition to moderate the flow of knowledge and information during this period.

Subject Tags:

Green jobs

Slug
green-jobs
Identifier
623

Green skills

Slug
green-skills
Identifier
645

Sectoral approaches

Slug
sectoral-approaches
Identifier
676

Skills anticipation

Slug
skills-anticipation
Identifier
677

Technology

Slug
technology
Identifier
345
Regions:

ILO Toolkit for Quality Apprenticeships, Vol. 1: Guide for Policy Makers

ILO Toolkit for Quality Apprenticeships, Vol. 1: Guide for Policy Makers

Type:
Document
Content Type:
ILO Toolkit for Quality Apprenticeships, Vol. 1: Guide for Policy Makers
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:
Knowledge Products:

Case studies and good practices

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

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
30 Nov 2017
This Guide is designed for policy-makers – governments and their training agencies, employers and their associations, trade unions and also training providers – who are involved in designing and developing such systems. It will enable them to gain a better understanding of the ways in which policy-makers in other countries have constructed their own apprenticeship systems. The ILO Toolkit for Quality Apprenticeships is a resource to improve the design and implementation of apprenticeship systems and programmes. It provides a comprehensive but concise set of key information, guidance and practical tools for policy-makers and practitioners who are engaged in designing and implementing Quality Apprenticeships.

The ILO Toolkit presents examples of good practice from ILO constituents around the world, and demonstrates how Quality Apprenticeship systems and programmes can be developed in practical terms. It consists of two volumes: Guide for Policy Makers (Volume 1, this publication); and Guide for Practitioners (Volume II).

This first volume, the Guide for Policy Makers, presents the defining features of the ILO approach to Quality Apprenticeship systems and aims to support policy-makers in their design and further development of these systems. The second volume, to be published later, focuses on the practicalities of developing Quality Apprenticeship programmes, and is intended to enable practitioners – human resource managers, trade union representatives, teachers and trainers from technical and vocational education and training (TVET) institutions and employees of local/sectoral coordination support services – to design, implement and monitor these programmes.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Skills and training policy

Slug
skills-and-training-policy
Identifier
666
Regions:

TVeT Forum discussion: Policy assessment and guidance for developing green human capital – Are countries on track?

TVeT Forum discussion: Policy assessment and guidance for developing green human capital – Are countries on track?

Kind:
Event
Start Date:
01 Dec 2017
End Date:
17 Jun 2026
Event Location:
Global
EventType:
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
Sources:

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.

Thumbnail
Identifier
skpIntOrg
Slug
international-organizations
Topics:

Anticipating and matching skills needs

Thumbnail

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. 

Identifier
skpAFSN
Slug
anticipating-and-matching-skills-needs

Sectoral approaches

Thumbnail

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.

Identifier
skpSectApr
Slug
sectoral-approaches

Other topic

Thumbnail
Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products

Join the UNESCO-UNEVOC online discussion around the recently developed framework called ‘Advancing Green Human Capital - A framework for policy analysis and guidance’ from 1 December 2017 to 30 January 2018.

UNESCO-UNEVOC is hosting an online discussion around the recently developed framework called ‘Advancing Green Human Capital - A framework for policy analysis and guidance’, see link to publication located on right-hand margin of this page. The framework was developed jointly by UNESCO, UNEVOC, the ILO and French partners--- Ministry of Ecological and Inclusive Transition and the French Development Agency - to help guide the process of setting up a roadmap for the necessary adaptation of skills to the demands of the green economy and sustainable development. The discussion will take place on the UNESCO-UNEVOC TVeT Forum.

The discussion is going to be led by Ms Isabelle Richaud from the French Ministry of Ecological and Inclusive Transition to moderate the flow of knowledge and information during this period.

The Platform for Advancing Green Human Capital invites all policy representatives and other relevant stakeholders to join the discussion. The aims of this discussion are:

• to raise awareness on the potential of strategically-linked policies to the development of a green human capital;
• to collect feedback on the usefulness of the developed framework in the context of (i) pushing or inspiring new policy considerations in the country; or (ii) enhancing present TVET and skills development policies;
• to improve understanding of the evidences of practice, policies at play, lessons and challenges surrounding implementation of such a framework at the country-level; and,
• to gather concrete suggestions on measures and potential contexts of use of the framework, based on the policy action areas, phases of implementation and trigger points identified in the draft framework.

Subject Tags:

Green skills

Slug
green-skills
Identifier
645

Inclusion

Slug
inclusion
Identifier
665

Sectoral approaches

Slug
sectoral-approaches
Identifier
676

Skills anticipation

Slug
skills-anticipation
Identifier
677
Regions:
Countries and territories:
Economic groups:
--

Summary report: E-Discussion on Recognition of Prior Learning

Summary report: E-Discussion on Recognition of Prior Learning

Type:
Document
Content Type:
Summary report: E-Discussion on Recognition of Prior Learning
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Lifelong learning

Thumbnail

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

Identifier
skpPSLLL
Slug
lifelong-learning

Other topic

Thumbnail
Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
21 Nov 2017
Hosted on the Global Skills for Employment Knowledge Sharing Platform from 24 to 30 September 2017.
Subject Tags:

Lifelong learning

Slug
lifelong-learning
Identifier
400

Recognition of prior learning

Slug
recognition-of-prior-learning
Identifier
675

Skills recognition

Slug
skills-recognition
Identifier
656

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:

Vocational education and training institutions: A management handbook and CD-ROM

Vocational education and training institutions: A management handbook and CD-ROM

Type:
Document
Content Type:
Vocational education and training institutions: A management handbook and CD-ROM
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

Thumbnail
Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
13 Nov 2017
This Handbook has been produced under the aegis of the International Labour Organization (ILO) and the Asia and Pacific Skill Development Programme (APSDEP) with the aim of increasing the professionalism of managers and administrators in the vocational education and training (VET) sector. For this purpose, the Handbook provides general benchmarks for the management practices of responsive, flexible and efficient vocational education and training (VET) institutions. The countries and institutions willing to bring about management reform in their VET sectors will find in this instructional material a considerable knowledge base.
Subject Tags:

Productivity

Slug
productivity
Identifier
188

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:

Guide for Business on the Rights of Persons with Disabilities

Guide for Business on the Rights of Persons with Disabilities

Type:
Document
Content Type:
Guide for Business on the Rights of Persons with Disabilities
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

Thumbnail
Identifier
skpILO
Slug
ilo

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.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

People with disabilities

Thumbnail

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.

Identifier
skpPeoDis
Slug
people-with-disabilities
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products

Promotional material

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

Thumbnail
Identifier
skpAIM
Slug
promotional-material
Publication Date:
24 Aug 2017
A guide to help improve business’ understanding of the rights of people with disabilities, including how to respect, support and give them an opportunity to improve their competitiveness and sustainability in alignment with relevant United Nations (UN) conventions and frameworks. Developed jointly by the UN Global Compact and the ILO, the Guide suggests concrete actions and measures companies can take to implement good practices that are inclusive of persons with disabilities in the workplace, marketplace and in the community - in alignment with relevant UN conventions and frameworks.

Chapter 1 presents the rights of persons with disabilities and explains how businesses may impact them, negatively or positively, in the workplace, marketplace and community. It also highlights the positive impact that including persons with disabilities can have on companies’ performance and sustainability.

Chapter 2 suggests concrete actions and measures companies can take to implement good practices that are inclusive of persons with disabilities in the workplace, marketplace and in the community. Examples from companies around the globe are included for illustrative purposes.

The primary audience for this publication is business professionals working in a variety of functions within companies such as: human resources, procurement, sustainability, marketing, IT, and facilities management. Some companies also have Chief Diversity and Inclusion Officers and Chief Accessibility Officers and this publication is intended for them as well.
Subject Tags:

Employers

Slug
employers
Identifier
672

Inclusion

Slug
inclusion
Identifier
665

People with disabilities

Slug
people-with-disabilities
Identifier
323

Private sector

Slug
private-sector
Identifier
229
Regions: