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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policy-and-strategy

National Strategic Framework for Technical and Vocational Education and Training (TVET) 2018–2022

Type:

Document

Content Type:

Publication

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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

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skpGov

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governments

Topics:

Skills policies and strategies

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

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skpPolConv

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skills-policies-and-strategies

Knowledge Products:

National policies and initiatives

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

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skpNatPol

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national-policies-and-initiatives

Policy and strategy

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skpPolOp

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policy-and-strategy

Publication Date:

05 Oct 2021

Open

wcms_633487.pdf

In 2018, the government of Lebanon launched the National Strategic Framework for Technical and Vocational Training (NSF 2018-2022) with the support of UNICEF and ILO, which aims to expand access to TVET, enhance its quality and relevance, and improve TVET governance.

The NSF introduced strategic priorities for the reform of the TVET sector over the 5 years (2018-2022) reflected in 8 building blocks: i) inclusiveness of the TVET system, ii) improved HR management system, iii) National Qualification System centred on a competency-based approach, iv) functional quality assurance system, v) mainstreaming life skills and entrepreneurship education, vi) provision of up-to-date job-related equipment and materials, vii) involvement of employers’ and workers’ representatives, and viii) diversified financing framework.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Regions:

Arab States

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Countries and territories:

Lebanon

Investing in Career Guidance - Interagency Booklet

Type:

Document

Content Type:

Article

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

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skpILO

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ilo

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:

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

Core skills and literacy

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Core employability skills build upon and strengthen the skills developed through basic education; the technical skills needed for specific occupations or to perform specific tasks or duties (such as nursing, accounting, using technology or driving a forklift); and professional/personal attributes such as honesty, reliability, punctuality and loyalty.
Core work skills enable individuals to constantly acquire and apply new knowledge and skills; they are also critical to lifelong learning. Various agencies and organizations have given different labels to these skills, ranging from “key competencies” to “soft skills”, “transferable skills” or “essential skills”.

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skpCore

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core-skills-and-literacy

Skills policies and strategies

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Identifier

skpPolConv

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skills-policies-and-strategies

Knowledge Products:

National policies and initiatives

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

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Identifier

skpNatPol

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national-policies-and-initiatives

Other knowledge products

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skpOProduct

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other-knowledge-products

Policy and strategy

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skpPolOp

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policy-and-strategy

Promotional material

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

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skpAIM

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promotional-material

Publication Date:

30 Aug 2021

Open

Investing in Career Guidance - Interagency Booklet

This leaflet, authored by six international agencies, reflects on the crucial role of career guidance in supporting youth and adults in skilling, re-skilling and securing successful careers and livelihoods during economic recovery. Effective career guidance helps individuals to reach their potential, economies to become more efficient and societies to become fairer. It is critical to the smooth transitions of people as they make choices about education and training and to mobility within the labour market. Today’s labour market has become more turbulent. Covid-19 has deeply disrupted demand for workers and accelerated patterns of automation and digital transformation. Globalisation, demographic trends and growing efforts to create greener economies are changing the character of demand for skills around the world. Career guidance has an essential part to play in recovery plans and in helping people of all ages and backgrounds to navigate such disruption. Evidence shows that investment in guidance provides positive economic, educational and social returns, however, in too many countries access to guidance is insufficient, particularly for those who are in greatest need.

Disclaimer: this leaflet replaces the previous IAG leaflet, published in 2019.

Subject Tags:

Career guidance

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career-guidance

Identifier

640

Employability

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employability

Identifier

643

Vocational counseling

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vocational-counseling

Identifier

662

Vocational guidance

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vocational-guidance

Identifier

123

Regions:

Global

Tripartite Sector Skills Bodies

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:

Policy and strategy

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Identifier

skpPolOp

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policy-and-strategy

Publication Date:

20 Aug 2021

Open

Policy Brief Tripartite Sector Skills Bodies WEB.pdf

ILO Policy Brief

Sector Skills Bodies (SSBs) aim to increase and strengthen the involvement of industry in the way skill systems are governed and operate. This policy brief outlines some of the issues that need to be addressed when establishing and operating tripartite SSBs, examines the different mandates and structures that have been adopted internationally and presents a number of key actions that will improve the likelihood of sustainable SSBs being established. The brief presents the findings of existing research on SSBs and draws on the experience from ongoing ILO country level support to constituents involved in establishing or reviewing sector skills bodies. SSBs have a long history in many countries and are now attracting renewed attention as more countries adopt a sectoral approach to skills development.

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Industry skills councils

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industry-skills-councils

Identifier

646

Regions:

Global

Pathways to Employment: What works, what does not, and how can we innovate?

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:

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

Knowledge Products:

Policy and strategy

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skpPolOp

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policy-and-strategy

Publication Date:

16 Aug 2021

Open

EG_T4E_KSA.pdf

ILO Policy Brief The ILO-Egypt Youth Employment (EYE) project, funded by the the Norwegian Ministry of Foreign Affairs, has
organized “Pathways to Employment: What works, what does not, and how can we innovate?” workshop on
March 2, 2020. The event included national stakeholders and partners working on employment programmes
for young people in Egypt. The workshop aimed at raising the awareness of stakeholders and ensuring the
effectiveness and efficiency of employment programmes and interventions through sharing of experiences and
best practices, and addressing challenges facing the ecosystem. The workshop addressed certain gaps in
the labour market policies that address macroeconomic and sectoral growth policies but overlook the lack of
decent and sustainable work opportunities and the rising unemployment amongst Egypt’s youth. The
brief will emphasize the challenges that hinder the effectiveness and impact of a number of employment
programmes in terms of absence of coherent policies, strategies frameworks, synergies and coordination
schemes.

This policy brief will provide an overview of the workshop activities as well as provide a concise summary of presented recommendations and action plans shared by the participants. It will start by highlighting the mandate and role of the ILO in actualizing decent employment opportunities for the Egyptian youth and workshop objectives. It will then provide an overview of the employment scene in Egypt as it was presented by ILO and key stakeholders. The brief will emphasize the policy issues facing employment in Egypt and the outcomes of the three working groups held during the workshop which tackled major employability schemes including ‘Training for Employment (TfE)’, ‘Job Fairs, Job Search Clubs and Online Platforms’ and ‘Wage Subsidies and Apprenticeship’. Finally, it will provide policy and programme-related recommendations to help promote and achieve sustainable employment in Egypt.

Subject Tags:

Employability

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employability

Identifier

643

Regions:

Africa

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Проведення трейсерних досліджень випускників закладів освіти (Tracer Studies). Посібник із передбачення/прогнозування та забезпечення збалансування навичок і робочих місць. Випуск 6

Type:

Document

Content Type:

Publication

Language:

Ukrainian

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ukrainian

Identifier

skpuk

Sources:

ILO

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Identifier

skpILO

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ilo

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Identifier

skpIntOrg

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international-organizations

Topics:

Anticipating and matching skills needs

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

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skpAFSN

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anticipating-and-matching-skills-needs

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

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

Youth employability

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skpYoEmp

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youth-employability

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.

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skpCaseStdy

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case-studies-and-good-practices

Policy and strategy

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skpPolOp

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policy-and-strategy

Tools and guidance

The platform includes a variety of practical tools and guidance materials developed by the ILO at global and national levels. The resources include guides, case studies, cheklist, visual materials and more, and they cover a wide range of topics. Some are specifically aimed at certain groups of stakeholders, for example employers, workers or governments, and some are designed to support specific groups of beneficiaries.

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skpTag

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tools-and-guidance

Publication Date:

26 Jul 2021

Open

UKR_Tracer studies_(ukr).pdf

Цей посібник є частиною серії розробленої Європейським фондом освіти (ETF), Європейським центром розвитку професійного навчання (Cedefop) та Міжнародним бюро праці (МБП). Цей посібник охоплює питання розробки та проведення трейсерних досліджень та має на меті сприяти поліпшенню рівня професійної підготовки у професійно-технічній та вищій освіті завдяки проведенню високоякісних опитувань випускників. Головною метою таких досліджень є виявлення актуальності рівня освіти/підготовки кадрів для переходу на роботу та подальшої професійного зростання в перші роки після закінчення навчання.

Цільовою аудиторією цього посібника є представники закладів освіти, які планують організовувати та проводити власні трейсерні дослідження. Він також орієнтований на різні категорії користувачів: особи, відповідальні за прийняття рішень та формування політики; дослідницькі центри та експертні мережі, що беруть участь у проведенні трейсерних досліджень; а також асоціації та мережі, що цікавляться результатами цих досліджень. Читач отримає докладні вказівки щодо того, як розробити трейсерне дослідження, підготувати опитувальник та провести аналіз даних, за відсутності спеціальних знань експерта у методології обстеження.

(English)

"Carrying out tracer studies: Guide to anticipating and matching skills and jobs (Vol. 6)".

This guide is a part of the ETF, ILO and Cedefop series of guides on skills anticipation and matching.

It covers development and carrying out of tracer studies and aims to contribute to the improvement of education in TVET and higher education through high quality graduate surveys or tracer studies. The key objective of such studies is to identify the relevance of education/training for transition to a job and further vocational career in the first years after graduating.

The main audience for this guide is those in education institutions who are going to organize and implement their own tracer studies (institutional tracer studies). It is also targeted at users in various categories: policy and decision-makers; research centers and expert networks involved/engaged in carrying out tracer studies for clients; and associations and networks with interest in evidence offered by tracer studies.

Subject Tags:

Skills anticipation

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skills-anticipation

Identifier

677

TVET systems

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tvet-systems

Identifier

661

Work-based learning

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work-based-learning

Identifier

679

Youth employment

Slug

youth-employment

Identifier

Regions:

Europe and Central Asia

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Countries and territories:

Ukraine

Financing and incentives for skills development: making lifelong learning a reality?

Type:

Document

Content Type:

Speech

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Access to training

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

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

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skpATSU

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access-to-training

Anticipating and matching skills needs

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Identifier

skpAFSN

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anticipating-and-matching-skills-needs

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:

Policy and strategy

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Identifier

skpPolOp

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policy-and-strategy

Publication Date:

28 Jun 2021

Open

wcms_807524.pdf

ILO SKILLS Policy Brief

Despite the many documented benefits of lifelong learning for individuals, enterprises and societies, its levels still remain lower than needed, due to significant funding gaps. Ensuring stable funding and establishing appropriate incentives for training providers, individuals and enterprises is a pressing need. This policy brief discusses options for funding and incentivising LLL, analysing the benefits and challenges of available options. Continuing vocational training (CVET) and adult learning are particularly in focus, due to their lower and inconsistent funding and frequent lack of policy attention.

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Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Global

Ghana's Construction Sector Skills Strategy

Type:

Document

Content Type:

Publication

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Skills policies and strategies

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Identifier

skpPolConv

Slug

skills-policies-and-strategies

Knowledge Products:

Policy and strategy

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Identifier

skpPolOp

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policy-and-strategy

Publication Date:

11 Jun 2021

Open

Construction Sector_WEB_20.08.2020.pdf

ILO’s Skill Up Ghana project, funded by the Ministry of Foreign Affairs of Norway, in collaboration the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH supported the Ghanaian Council for Technical and Vocational Education and Training (COTVET) in the establishment of Sector Skills Bodies (SSBs) for the construction, agriculture and tourism and hospitality sectors.

This skills strategy for the construction sector has been devised by the members of the Construction Sector Skills Body (SSB) and outlines the current and future skills and labour needs for the sector. It sets out a comprehensive action plan to ensure that the supply of skills and labour meets those needs.

Construction is a critical sector for the Ghanaian economy; in terms of the number of people employed
in the sector, its role to meet local demand and its export potential. If it is to maximize its potential it is critical that it has a skilled and productive workforce. However, evidence suggests that it lacks essential skills in a variety of occupational areas.
Skills mismatch and shortages are a common challenge in many countries, where applicants and the
existing workforce do not have the skills to meet organizational and sectoral requirements. In response to this challenge, countries have been adopting a demand-driven skills development approach that aims to provide individuals with the current and future skills required by the labour market through more effective linkages between technical and vocational education and training (TVET) institutions and employers.
The Council for Technical and Vocational Education and Training (COTVET) in collaboration with
the International Labour Organization (ILO) and the Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) GmbH has established Sector Skills Bodies (SSBs) for the construction, agriculture
and tourism and hospitality sectors with the aim of establishing a demand-led TVET system in
these sectors.
To support their establishment, the ILO worked with the SSBs to develop sector skills strategies through
applying ILO’s Skills for Trade and Economic Diversification (STED) approach in order to better align
skills development to labour market needs. This document sets out that strategy and outlines a range
of proposed actions to address the skill needs of the construction sector identified through the process
by the SSB members.

Subject Tags:

Construction industry

Slug

construction-industry

Identifier

208

Regions:

Africa

Region Image

Countries and territories:

Ghana

Ghana's Agriculture Sector Skills Strategy

Type:

Document

Content Type:

Publication

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Skills policies and strategies

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Identifier

skpPolConv

Slug

skills-policies-and-strategies

Knowledge Products:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

11 Jun 2021

Open

Agriculture Sector_WEB_20.08.2020.pdf

ILO’s Skill Up Ghana project, funded by the Ministry of Foreign Affairs of Norway, in collaboration the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH supported the Ghanaian Council for Technical and Vocational Education and Training (COTVET) in the establishment of Sector Skills Bodies (SSBs) for the Agriculture, agriculture and tourism and hospitality sectors.

This skills strategy for the Agriculture sector has been devised by the members of the Agriculture Sector Skills Body (SSB) and outlines the current and future skills and labour needs for the sector. It sets out a comprehensive action plan to ensure that the supply of skills and labour meets those needs.

Agriculture is a critical sector for the Ghanaian economy; in terms of the number of people employed in the sector, its role to meet local demand and its export potential. If it is to maximize its potential it is critical that it has a skilled and productive workforce. However, evidence suggests that it lacks essential skills in a variety of occupational areas.
Skills mismatch and shortages are a common challenge in many countries, where applicants and the
existing workforce do not have the skills to meet organizational and sectoral requirements. In response to this challenge, countries have been adopting a demand-driven skills development approach that aims to provide individuals with the current and future skills required by the labour market through more effective linkages between technical and vocational education and training (TVET) institutions and employers.
The Council for Technical and Vocational Education and Training (COTVET) in collaboration with
the International Labour Organization (ILO) and the Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) GmbH has established Sector Skills Bodies (SSBs) for the agriculture, construction and tourism and hospitality sectors with the aim of establishing a demand-led TVET system in these sectors.
To support their establishment, the ILO worked with the SSBs to develop sector skills strategies through applying ILO’s Skills for Trade and Economic Diversification (STED) approach in order to better align skills development to labour market needs. This document sets out that strategy and outlines a range of proposed actions to address the skill needs of the agriculture sector identified through the process by the SSB members.

Subject Tags:

Agriculture

Slug

agriculture

Identifier

225

Regions:

Africa

Region Image

Countries and territories:

Ghana

Ghana's Tourism and Hospitality Sector Skills Strategy

Type:

Document

Content Type:

Publication

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Skills policies and strategies

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Identifier

skpPolConv

Slug

skills-policies-and-strategies

Knowledge Products:

Policy and strategy

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Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

11 Jun 2021

Open

Tourism Sector_WEB_20.08.2020.pdf

ILO’s Skill Up Ghana project, funded by the Ministry of Foreign Affairs of Norway, in collaboration the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH supported the Ghanaian Council for Technical and Vocational Education and Training (COTVET) in the establishment of Sector Skills Bodies (SSBs) for the agriculture, construction and tourism and hospitality sectors.

This skills strategy for the tourism and hospitality sector has been devised by the members of the Tourism and Hospitality Sector Skills Body (SSB) and outlines the current and future skills and labour needs for the sector. It sets out a comprehensive action plan to ensure that the supply of skills and labour meets those needs.

Tourism and Hospitality is a critical sector for the Ghanaian economy; in terms of the number of people employed in the sector, its role to meet local demand and its export potential. If it is to maximize its potential, it is critical that it has a skilled and productive workforce. However, evidence suggests that it lacks essential skills in a variety of occupational areas.
Skills mismatch and shortages are a common challenge in many countries, where applicants and the
existing workforce do not have the skills to meet organizational and sectoral requirements. In response to this challenge, countries have been adopting a demand-driven skills development approach that aims to provide individuals with the current and future skills required by the labour market through more effective linkages between technical and vocational education and training (TVET) institutions and employers.
The Council for Technical and Vocational Education and Training (COTVET) in collaboration with
the International Labour Organization (ILO) and the Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) GmbH has established Sector Skills Bodies (SSBs) for the agriculture, construction and tourism and hospitality sectors with the aim of establishing a demand-led TVET system in these sectors.
To support their establishment, the ILO worked with the SSBs to develop sector skills strategies through applying ILO’s Skills for Trade and Economic Diversification (STED) approach in order to better align skills development to labour market needs. This document sets out that strategy and outlines a range of proposed actions to address the skill needs of the tourism and hospitality sector identified through the process by the SSB members.

Subject Tags:

Tourism

Slug

tourism

Identifier

243

Regions:

Africa

Region Image

Countries and territories:

Ghana

Stratégie de développement numérique dans la formation professionnelle et technique

Type:

Document

Content Type:

															Stratégie de développement numérique dans la formation professionnelle et technique
													

Language:

French

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french

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skpFrn

Sources:

Governments

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Identifier

skpGov

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governments

ILO

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skpILO

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ilo

Topics:

Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

Digital skills

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The world of work is undergoing a substantial transformation due to new forces. In particular, technological advances, such as AI, automation and robotics, have produced numerous new opportunities, but also given rise to urgent challenges. While new jobs are constantly being created with the emergence of the digital economy, many jobs are at risk of becoming obsolete. Digital innovations will rapidly change the demand for skills, thereby creating a wider skills gap that has the potential to hold back economic growth. Equipping people with basic or advanced digital skills promises to prepare them for unprecedented job opportunities in the digital economy. This will lead to innovation, higher productivity and competitiveness, as well as expanding markets, access to work and entrepreneurship opportunities.

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skpdigskills

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digital-skills

Online and distance learning

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In view of the rapid socio-economic and technological changes, jobs and the skills required to perform them continue to evolve. Many jobs in labour intensive sectors, which tend to be occupied by economically vulnerable groups of people (such as women and the poorly educated), are at high risk of being automated. In this light, delivering job-relevant skills at a reasonable cost, especially for workers whose jobs are at risk, is important. If well implemented, ICTs in TVET have the potential to improve access to learning, to improve quality while decreasing costs, to make teaching and learning more relevant to people’s work and lives, and to encourage individuals to become lifelong learners.

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skpOnlDist

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online-and-distance-learning

Skills policies and strategies

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skpPolConv

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skills-policies-and-strategies

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.

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skpCaseStdy

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case-studies-and-good-practices

Policy and strategy

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skpPolOp

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policy-and-strategy

Publication Date:

09 Jun 2021

Open

wcms_775643.pdf

La stratégie de développement du numérique dans la formation professionnelle et technique articule les éléments fondamentaux du développement des compétences et spécifie les éléments constitutifs essentiels d'une stratégie de formation solide pour l’économie digital.

La stratégie de développement du numérique dans la formation professionnelle et technique du Ministère de l'Emploi, de la Formation Professionnelle, de l'Apprentissage et de l'Insertion (MEFPAI) a été développé par l’OIT dans le cadre du projet SKILL-UP, financé par le Gouvernement de la Norvège.

Cette stratégie se concentre sur la construction de liens entre le monde de l'éducation et de la formation technique et professionnelle et le monde du travail et est un document de base de toutes les initiatives allant dans le sens du perfectionnement des ressources humaines nécessaires au développement de l’économie numérique au Sénégal.

Subject Tags:

Skills anticipation

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skills-anticipation

Identifier

677

Regions:

Africa

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Countries and territories:

Senegal

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