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.

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

TVET Governance: The Role of Institutional Leaders

Type:

Document

Content Type:

TVET Governance: The Role of Institutional Leaders

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

Training quality and relevance

Thumbnail

Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

12 Apr 2018

Open

edmsp1_212225.pdf

The research explores how institutional leaders in TVET interact with different levels of governance in a broad range of different systems. It identifies the benefits and challenges associated with the different models of governance and the relevance of any country context. The report analyses results of a survey with representatives from Columbia, England, India, Kazakhstan, Morocco, Nigeria, Pakistan, South Africa and Vietnam; and delivers a set of recommendations on how governing agencies can and should interact with institutional leaders in different contexts. Separate analyses for each of these countries are included in the form of infographics within Chapter 6.

Subject Tags:

Policy convergence

Slug

policy-convergence

Identifier

674

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Global

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:

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:

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:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.

Thumbnail

Identifier

skpRPS

Slug

research-papers

Publication Date:

11 Apr 2018

Open

edmsp1_212027.pdf

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:

Policy convergence

Slug

policy-convergence

Identifier

674

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Regions:

Europe and Central Asia

Region Image

Apprenticeships Policy in England: 2017

Type:

Document

Content Type:

Apprenticeships Policy in England: 2017

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

Thumbnail

Identifier

skpGov

Slug

governments

Topics:

Knowledge Products:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

27 Mar 2018

Open

edmsp1_211024.pdf

Skills and training are devolved policy areas. This Briefing Paper covers apprenticeships in England. The brief focuses on the current apprenticeship system, the Apprenticeship Levy and other changes to apprenticeship funding in the United Kingdom.

Subject Tags:

Apprenticeships

Slug

apprenticeships

Identifier

639

Regions:

Europe and Central Asia

Region Image

Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Systèmes et politiques de développement des compétences pour la main-d’œuvre de demain

Type:

Document

Content Type:

															Systèmes et politiques de développement des compétences pour la main-d’œuvre de demain 
													

Language:

French

Slug

french

Identifier

skpFrn

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:

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

Knowledge Products:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

20 Mar 2018

Open

edmsp1_210626.pdf

Note d’information 8

On estime que les changements technologiques, climatiques et démographiques auront, de pair avec d’autres facteurs déterminants, des incidences notables et diverses sur la demande de compétences (voir les Notes d’information nos 2, 6 et 10). Il va donc falloir procéder à un double aménagement des systèmes de développement des compétences pour façonner l’avenir du travail. Tout d’abord, ces systèmes vont devoir fournir les compétences de base qui habiliteront les citoyens à saisir les nouveaux créneaux technologiques. Et, deuxièmement, ils devront promouvoir un apprentissage dynamique tout au long du cycle de vie pour s’assurer que les individus restent en phase avec la numérisation et autres facteurs de changement.

Cette note d’information donne un aperçu des compétences professionnelles qui seront requises à l’avenir et examine comment modifier les systèmes de développement des compétences pour satisfaire à ces demandes. Elle soulève aussi les questions du financement de l’apprentissage tout au long de la vie ainsi que des responsabilités qui incombent respectivement aux gouvernements, aux entreprises et aux travailleurs.

Subject Tags:

Education and training

Slug

education-and-training

Identifier

116

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills anticipation

Slug

skills-anticipation

Identifier

677

Soft skills

Slug

soft-skills

Identifier

678

Technology

Slug

technology

Identifier

345

Regions:

Global

Políticas y sistemas de fomento de las capacidades profesionales para la futura fuerza de trabajo

Type:

Document

Content Type:

															Políticas y sistemas de fomento de las capacidades profesionales para la futura fuerza de trabajo
													

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Anticipating and matching skills needs

Thumbnail

Identifier

skpAFSN

Slug

anticipating-and-matching-skills-needs

Knowledge Products:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

20 Mar 2018

Open

Políticas y sistemas de fomento de las capacidades profesionales para la futura fuerza de trabajo

Nota informativa 8

Se considera que los cambios tecnológicos, climáticos y demográficos, junto con otros factores determinantes, repercuten considerable y diversamente sobre la demanda de capacidades básicas (véanse las notas informativas núms. 2, 6 y 10). El futuro del trabajo requerirá un doble ajuste de los sistemas de desarrollo de las capacidades. En primer lugar, esos sistemas deberán proporcionar las capacidades básicas que permitan a las personas aprovechar las oportunidades tecnológicas cambiantes. En segundo lugar, deberán facilitar la formación dinámica a lo largo del ciclo de vida, para garantizar que las personas sigan el ritmo de la digitalización y otros factores de cambio.

Esta nota informativa ofrece una visión general de las capacidades profesionales necesarias para el futuro del trabajo y considera cómo podría llevarse a cabo la transformación de los sistemas de desarrollo de capacidades para satisfacer estas necesidades. También plantea cuestiones sobre la financiación de la formación permanente y sobre las responsabilidades respectivas de los gobiernos, las empresas y los trabajadores.

Subject Tags:

Education and training

Slug

education-and-training

Identifier

116

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills anticipation

Slug

skills-anticipation

Identifier

677

Soft skills

Slug

soft-skills

Identifier

678

Technology

Slug

technology

Identifier

345

Regions:

Global

Issue brief: Skills policies and systems for a future workforce

Type:

Document

Content Type:

Issue brief: Skills policies and systems for a future workforce

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Anticipating and matching skills needs

Thumbnail

Identifier

skpAFSN

Slug

anticipating-and-matching-skills-needs

Knowledge Products:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

02 Mar 2018

Open

edmsp1_209624.pdf

Part of the Future of Work Issue Briefs prepared by the ILO. Issue Brief 8. Alongside other determining factors, technological, climate and demographic change are thought to have profound and diverse impacts on the demand for skills. The future of work will require a twofold adjustment of the skills development systems. First, these systems will need to deliver the foundational skills that allow people to embrace changing technological opportunities. And second, they will need to facilitate dynamic learning over the life cycle to ensure that people keep pace with digitalization and other factors of change.

This Issue Brief provides an overview of skills requirements for the future of work and considers how skills development systems might be transformed to meet these needs. It also raises questions about the financing of lifelong learning, as well as about the respective responsibilities of governments, enterprises and workers.

Subject Tags:

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills anticipation

Slug

skills-anticipation

Identifier

677

Soft skills

Slug

soft-skills

Identifier

678

Technology

Slug

technology

Identifier

345

Regions:

Global

Policy brief: The new way of addressing gender equality issues in trade agreements: Is it a true revolution?

Type:

Document

Content Type:

															Policy brief: The new way of addressing gender equality issues in trade agreements: Is it a true revolution?
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

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

Knowledge Products:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

12 Feb 2018

Open

Policy brief: The new way of addressing gender equality issues in trade agreements: Is it a true revolution?

UNCTAD Policy Brief No. 53. October 2017

As the nexus between trade policy, gender equality and development becomes increasing clear, a new generation of free trade agreements includes trade and gender chapters, signalling a remarkable shift from past practice. This policy brief attempts to show whether this can be regarded as a completely new approach in the way the trade community addresses gender equality issues.

Subject Tags:

Globalization

Slug

globalization

Identifier

267

Trade

Slug

trade

Identifier

250

Regions:

Global

Briefing note: Qualifications frameworks in Europe

Type:

Document

Content Type:

Briefing note: Qualifications frameworks in Europe

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

Thumbnail

Identifier

skpOSource

Slug

other-sources

Topics:

Lifelong learning

Thumbnail

Identifier

skpPSLLL

Slug

lifelong-learning

Knowledge Products:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

02 Feb 2018

Open

edmsp1_208221.pdf

Developments 2016 The European qualifications framework (EQF): Status

By December 2016, the following countries had linked their national qualifications frameworks to the EQF: Austria, Belgium (Flanders and Wallonia), Bulgaria, Croatia, the Czech Republic, Denmark, Estonia, France, Germany, Greece, Hungary Iceland, Ireland, Italy, Latvia, Lichtenstein, Lithuania, Luxembourg, Malta, Montenegro, the Netherlands, Norway, Poland, Portugal, Slovenia, Sweden, Switzerland and the United Kingdom (England, Scotland and Wales). Three additional countries (Cyprus, Slovakia and Romania) are currently discussing their referencing reports with the EQF advisory group. The remaining countries are expected to follow in 2017-18, which means that the first stage of EQF referencing is nearly finished. Completion of this first stage will be followed by regular updates in the event of major changes by the countries, which shows that EQF implementation is a continuing process. Estonia and Malta presented updates in 2015, starting this phase: for Malta, this was the fourth update since 2009.

Subject Tags:

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Regions:

Europe and Central Asia

Region Image

Policy brief on activation strategies for youth employment

Type:

Document

Content Type:

Policy brief on activation strategies for youth employment

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Other sources

Thumbnail

Identifier

skpOSource

Slug

other-sources

Topics:

Career guidance and employment services

Thumbnail

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

Youth employability

Thumbnail

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.

Identifier

skpYoEmp

Slug

youth-employability

Knowledge Products:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

07 Dec 2017

Open

wcmstest4_195105.pdf

This brief is part of the EC-ILO Action on Youth Employment in Europe. This brief reviews the strategies to support unemployed young people in finding work. It is based on the analysis of evidence of similar strategies that have been put in place by EU countries over the past two decades.

Subject Tags:

Employment services

Slug

employment-services

Identifier

680

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Regions:

Europe and Central Asia

Region Image

Disability gaps in educational attainment and literacy

Type:

Document

Content Type:

Disability gaps in educational attainment and literacy

Language:

English

Slug

english

Identifier

skpEng

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

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:

Policy and strategy

Thumbnail

Identifier

skpPolOp

Slug

policy-and-strategy

Publication Date:

05 Dec 2017

Open

wcmstest4_195095.pdf

The price of exclusion: disability and education This note provides an analysis of gaps in educational opportunities for children with disabilities. It also measures the impact at the margin of exclusion related to various types of disabilities on education outcomes for children. Four main outcomes are considered: whether children ever enroll in school, whether they complete their primary education, whether they complete their secondary education, and whether they are literate. The analysis is implemented using the most recent census data available for a total of 19 countries.

The countries included in the report are: Bangladesh, Burkina Faso, Cambodia, Costa Rica, Dominican Republic, Ethiopia, Ghana, Indonesia, Kenya, Liberia, Mali, Malawi, Mexico, Mozambique, Peru, South Africa, South Sudan, Vietnam, and Zambia.

Subject Tags:

Discrimination

Slug

discrimination

Identifier

260

People with disabilities

Slug

people-with-disabilities

Identifier

323

Regions:

Global

Subscribe to Policy and strategy