Other knowledge products

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other-knowledge-products

Guidelines on Rapid Assessment of reskilling and upskilling needs in response to the COVID-19 crisis

Type:

Document

Content Type:

															Guidelines on Rapid Assessment of reskilling and upskilling needs in response to the COVID-19 crisis
													

Language:

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

Topics:

Lifelong learning

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

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skpPSLLL

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lifelong-learning

Knowledge Products:

Other knowledge products

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skpOProduct

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other-knowledge-products

Publication Date:

07 Aug 2020

Open

edmsp1_265826.pdf

Skills development has an important role to play in the immediate effort to lessen the impact of COVID-19 while the pandemic is active, in building the resilience of workers and firms, and in preparing for recovery. Time is of the essence in this response, to help speed recovery from recession, to get people back to work safely, to limit the career scarring effects of prolonged unemployment and skills mismatch, and to take advantage of opportunities that may otherwise dissipate over time. These Rapid Assessment guidelines aim to inform timely and practical action within the constraints of public health and workplace OSH policies. The guidelines focus on three broad types of impact on the labour market, and hence on demand for skills and opportunities for workers, with implications for reskilling and upskilling needs.

Subject Tags:

Skills re-training

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skills-re-training

Identifier

655

Skills upgrading

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skills-upgrading

Identifier

657

Regions:

Global

ILO Toolkit for Quality Apprenticeships, Volume 2: Guide for Practitioners

Type:

Document

Content Type:

ILO Toolkit for Quality Apprenticeships, Volume 2: Guide for Practitioners

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English

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english

Identifier

skpEng

Sources:

ILO

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skpILO

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ilo

Topics:

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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Other knowledge products

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skpOProduct

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other-knowledge-products

Publication Date:

15 Jul 2020

Open

edmsp1_263233.pdf

This volume offers comprehensive, practical guidance to developing and implementing apprenticeship programmes.

This Toolkit combines diverse national good practices with ILO experience, it includes over 125 tools and guides from more than 40 countries and institutions worldwide. Each tool can be adapted to fit national and local contexts and applied in different countries. Besides apprenticeship programmes, this Toolkit can also be used for other TVET programmes. For example, it contains tools for identifying skills needs, preparing occupational profiles and curricula, and developing instructional and learning materials and post-training transitions and evaluations.

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Apprenticeships

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apprenticeships

Identifier

639

Internet

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internet

Identifier

347

Skills anticipation

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skills-anticipation

Identifier

677

Regions:

Global

Annonce des résultats: Résultats de l'Appel à solutions de l’OIT - Compétences et Innovation - 15 juillet 2020

Type:

Document

Content Type:

															Annonce des résultats: Résultats de l'Appel à solutions de l’OIT - Compétences et Innovation - 15 juillet 2020
													

Language:

Spanish

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spanish

Identifier

skpEsp

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Youth employability

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Identifier

skpYoEmp

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youth-employability

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

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other-knowledge-products

Publication Date:

15 Jul 2020

Open

Annonce des résultats: Résultats de l'Appel à solutions de l’OIT - Compétences et Innovation - 15 juillet 2020

On connaît désormais le vainqueur du premier « Appel à solutions de l’OIT : innovation et compétences ». Il s’agit du Centre du travail domestique (en anglais, Domestic Worker Centre), un projet à l’initiative de l’Association des travailleuses et des travailleurs domestiques du Zimbabwe (DWAZ). Cette proposition consiste en une formation moderne en matière de compétences destinée aux travailleuses et aux travailleurs domestiques ayant pour but d’améliorer leur capacité d’insertion professionnelle.

Le vainqueur recevra une aide de 50 000 dollars des Etats-Unis ainsi que six mois de participation dans un « laboratoire d’innovation » ayant pour but de fournir un appui technique et un tutorat afin d’aider à la mise en place du projet.

Le Centre du travail domestique a pour projet la création d’un organisme de formation destiné à améliorer les compétences des travailleuses et des travailleurs domestiques du Zimbabwe grâce à des cours sur place ou par internet.

L’annonce du vainqueur a été faite par le Directeur général de l’OIT, Guy Ryder, lors la cérémonie annuelle qui a eu lieu à l’occasion de la Journée mondiale des compétences des jeunes. Cette année, le thème retenu pour cette journée est « Des compétences pour renforcer la résilience chez les jeunes à l’ère du COVID-19, et au-delà ».

Outre le vainqueur, dix autres projets qui se sont qualifiés pour les demi-finales (deux pour chaque région du monde) deviendront membres de l’Initiative Connexions compétences-innovation de l’OIT , qui met en relation les innovateurs, les gouvernements, les organisations d’employeurs et de travailleurs, les institutions chargées de l'enseignement et de la formation techniques et professionnels (EFTP), les universitaires et les praticiens du développement pour leur permettre d’échanger des idées, de mettre en commun leurs expériences et d’encourager l’innovation en matière de développement des compétences.

« L’Appel à solutions de l’OIT : innovation et de compétences » a reçu 473 projets en provenance de 96 pays, venant de participants très divers, que ce soit d’institutions d’EFTP, d’organisations de travailleurs et d'employeurs, de start-ups, d’ONG, d’organismes de recherche et de jeunes.

Pour plus d'informations sur le gagnant et les démi-finalistes, cliquez sur le lien ci-dessous:

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Skills mismatch

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skills-mismatch

Identifier

654

Youth

Slug

youth

Identifier

319

Regions:

Global

Anuncio del ganador: Resultados de la Convocatoria sobre innovación y competencias de la OIT - 15 julio 2020

Type:

Document

Content Type:

															Anuncio del ganador: Resultados de la Convocatoria sobre innovación y competencias de la OIT - 15 julio 2020
													

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Youth employability

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Identifier

skpYoEmp

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youth-employability

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

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other-knowledge-products

Publication Date:

15 Jul 2020

Open

Anuncio del ganador: Resultados de la Convocatoria sobre innovación y competencias de la OIT - 15 julio 2020

El Centro de Trabajadores Domésticos, una iniciativa de la Asociación de Trabajadores Domésticos de Zimbabue, ganó la primera convocatoria sobre innovación y competencias . El proyecto propuesto se basa en proporcionar formación especializada en habilidades domésticas modernas para mejorar la empleabilidad de los trabajadores.

La iniciativa recibirá una subvención de 50.000 dólares y seis meses de afiliación a un “laboratorio de innovación” que ofrece apoyo técnico y orientación para ayudar a poner en práctica el proyecto.

El Centro de Trabajadores Domésticos propone la creación de un servicio de formación para reforzar las competencias de los trabajadores domésticos zimbabuenses a través de cursos presenciales y en línea.

Así lo anunció el Director General de la OIT, Guy Ryder, durante la ceremonia anual para celebrar el Día Mundial de las Habilidades de la Juventud. El Día Mundial de este año tuvo por tema “El talento de una juventud resiliente en la era del COVID-19 y más allá”.

Además del proyecto ganador, otros 10 que llegaron a los semifinales (dos por cada región) tendrán la oportunidad de ser miembros de la Red para la Innovación en competencias de la OIT , que reúne a innovadores, gobiernos, organizaciones de trabajadores y de empleadores, instituciones de la EFTP, el mundo académico y profesionales del desarrollo a fin de compartir ideas y experiencias y de fomentar la innovación en el desarrollo de competencias.

La convocatoria sobre innovación y competencias de la OIT recibió 473 propuestas provenientes de 96 países, en representación de una gran variedad de participantes, como instituciones de la EFTP, organizaciones de trabajadores y empleadores, nuevas empresas, ONG, instituciones de investigación y jóvenes.

Para obtener más información sobre el ganador y los semifinalistas, haga clic en el siguiente enlace:

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Skills mismatch

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skills-mismatch

Identifier

654

Youth

Slug

youth

Identifier

319

Regions:

Global

Manual for developing intercultural competencies: Story circles

Type:

Document

Content Type:

Manual for developing intercultural competencies: Story circles

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.

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skpIntOrg

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international-organizations

Topics:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.

Identifier

skpATSU

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access-to-training

Other knowledge products

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skpOProduct

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other-knowledge-products

Publication Date:

01 Jul 2020

Open

edmsp1_263440.pdf

This book presents a structured yet fl exible methodology for developing intercultural competence in a variety of contexts, both formal and informal. Piloted around the world by UNESCO, this methodology has proven to be effective in a range of different contexts and focused on a variety of different issues. It, therefore, can be considered an important resource for anyone concerned with effectively managing the growing cultural diversity within our societies to ensure inclusive and sustainable development.

Intercultural competence refers to the skills, attitudes, and behaviors needed to improve interactions across difference, whether within a society (differences due to age, gender, religion, socio-economic status, political affiliation, ethnicity, and so on) or across borders. The book serves as a tool to develop those competences, presenting an innovative adaptation of what could be considered an ancient tradition of storytelling found in many cultures. Through engaging in the methodology, participants develop key elements of intercultural competence, including greater self-awareness, openness, respect, reflexivity, empathy, increased awareness of others, and in the end, greater cultural humility.
This book will be of great interest to intercultural trainers, policy-makers, development practitioners, educators, community organizers, civil society leaders, university lecturers, and students – all who are interested in developing intercultural competence as a means to understand and appreciate difference, develop relationships with those across difference, engage in intercultural dialogue, and bridge societal divides.

Subject Tags:

Soft skills

Slug

soft-skills

Identifier

678

Transferable skills

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transferable-skills

Identifier

660

Regions:

Global

I'd blush if I could: Closing gender divides in digital skills through education

Type:

Document

Content Type:

															I'd blush if I could: Closing gender divides in digital skills through education 
													

Language:

English

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english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

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international-organizations

Topics:

Gender equality

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Women represent both half of the world's population – and half the world's economic potential. Their participation in the labour market reduces poverty because they often invest 90 per cent of their income in the well-being, education and nutrition of their families. Yet labour force participation by women has stagnated at about 55 per cent globally since 2010. Moreover, women are disproportionately represented in precarious work – low-paid, low-skilled and insecure jobs.

Training plays an important role in the pursuit of equality of opportunity and treatment for women and men in the world of work. Yet women often lack access to technical and vocational education and training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. Overcoming this challenge requires the adoption of a life-cycle approach. This includes improving girls’ access to basic education; overcoming logistic, economic and cultural barriers to apprenticeships and to secondary and vocational training for young women; and meeting the training needs of women re-entering the labour market and of older women who have not had equal access to opportunities for lifelong learning.

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skpGenEqul

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gender-equality

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Other knowledge products

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skpOProduct

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other-knowledge-products

Policy and strategy

Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work. Concise syntheses of experience from the international organizations.

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Identifier

skpPolOp

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policy-and-strategy

Publication Date:

01 Jul 2020

Open

edmsp1_263434.pdf

The publication explains the role gender-responsive education can play to help reset gendered views of technology and ensure equality for women and girls. The publication has three parts: a policy paper and two think pieces.

The POLICY PAPER outlines the persistence and severity of the digital skills gender gap, provides a rationale for interventions, and makes recommendations to help women and girls develop strong digital skills through education.
THINK PIECE 1 explains the ICT gender equality paradox, UNESCO’s finding that countries with the highest levels of gender equality such as those in Europe also have the lowest proportions of women pursuing advanced degrees in computer science and related subjects. Conversely, countries with low levels of gender equality such as those in the Arab region have the highest proportions of women completing advanced technology degrees.

THINK PIECE 2 examines how AI voice assistants projected as young women perpetuate harmful gender biases. It offers recommendations to ensure that the continued proliferation of digital assistants does not widen gender divides. The think pieces are intended to complement the policy brief, but also function as stand-alone products.

The EQUALS Skills Coalition hopes that the three outputs, considered collectively, shine new light on the persistence of digital gender divides and, more importantly, inform education interventions to help women and girls cultivate the digital skills they need to thrive in life, learning and work.

Subject Tags:

Globalization

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globalization

Identifier

267

Skills and training policy

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skills-and-training-policy

Identifier

666

Technology

Slug

technology

Identifier

345

Regions:

Global

Manuel de développement des compétences interculturelles

Type:

Document

Content Type:

Manuel de développement des compétences interculturelles

Language:

French

Slug

french

Identifier

skpFrn

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Lifelong learning

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Identifier

skpPSLLL

Slug

lifelong-learning

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Publication Date:

01 Jul 2020

Open

edmsp1_263441.pdf

Les cercles d’histoires

Le présent ouvrage propose une méthode structurée mais flexible de développement des compétences interculturelles qui pourra être utilisée dans les contextes les plus divers, formels ou informels. Mise en œuvre à titre expérimental par l’UNESCO dans plusieurs pays du monde, cette méthode, qui aborde une grande diversité de thèmes, a apporté la preuve de son efficacité dans des situations très variées. Elle constitue donc un outil capital pour tous ceux qui ont à cœur d’appréhender efficacement la diversité culturelle grandissante qui est devenue la marque de nos sociétés, et ce afin de parvenir à un développement inclusif et durable.

Subject Tags:

Soft skills

Slug

soft-skills

Identifier

678

Transferable skills

Slug

transferable-skills

Identifier

660

Regions:

Global

Observatoire de l’OIT: le COVID‑19 et le monde du travail. 5e édition

Type:

Document

Content Type:

Observatoire de l’OIT: le COVID‑19 et le monde du travail. 5e édition

Language:

French

Slug

french

Identifier

skpFrn

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Career guidance and employment services

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

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

Identifier

skpLMIES

Slug

career-guidance-and-employment-services

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Publication Date:

01 Jul 2020

Open

edmsp1_263428.pdf

Estimations actualisées et analyses

Le cinquième Observatoire présente trois scénarios de reprise au second semestre 2020: de référence, pessimiste et optimiste. Il met en évidence le fait que les résultats à long terme dépendront de la trajectoire future de la pandémie et des choix politiques des pouvoirs publics. L’Observatoire constate par ailleurs que les travailleuses ont été particulièrement touchées par la pandémie, ce qui crée le risque de voir anéantis certains des modestes progrès accomplis au cours des dernières décennies en matière d’égalité entre hommes et femmes, et s’aggraver les inégalités entre les sexes.

Subject Tags:

Globalization

Slug

globalization

Identifier

267

Informal economy

Slug

informal-economy

Identifier

187

Regions:

ILO Monitor: COVID-19 and the world of work. 5th edition

Type:

Document

Content Type:

ILO Monitor: COVID-19 and the world of work. 5th edition

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Career guidance and employment services

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Identifier

skpLMIES

Slug

career-guidance-and-employment-services

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Publication Date:

01 Jul 2020

Open

edmsp1_263427.pdf

Updated estimates and analysis

The fifth monitor presents three scenarios for recovery in the second half of 2020: baseline, pessimistic and optimistic. It stresses that the long-term outcome will depend on the future trajectory of the pandemic and government policy choices. The Monitor also finds that women workers have been disproportionately affected by the pandemic, creating a risk that some of the modest progress on gender equality made in recent decades will be lost, and that work-related gender inequalities will be exacerbated.

Subject Tags:

Globalization

Slug

globalization

Identifier

267

Informal economy

Slug

informal-economy

Identifier

187

Regions:

Global

Assessing governance and financing of vocational education strategies: A methodology

Type:

Document

Content Type:

															Assessing governance and financing of vocational education strategies: A methodology
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

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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Identifier

skpTVET

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tvet-institutions

Topics:

Financing of training

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Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

Identifier

skpFinanT

Slug

financing-training

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Publication Date:

11 Jun 2020

Open

edmsp1_262227.pdf

The methodology presented in this paper offers an approach for assessing the robustness of a country’s vocational education strategy from the governance and financing standpoints. The analysis may serve as an input for decisions on financial assistance.

Developed on the basis of the European Commission’s Budget Support Guidelines 2017 – Annex 3, which focuses on assessing the credibility of sector policies, and tailored to vocational education, this methodology can be used to identify strengths, risks and areas for improvement in governance and financing, as well as an input to policy dialogue between the European Union and partner countries. It may also be used as a method for measuring policy progress over time in these two areas.

Subject Tags: