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. 

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.

At the heart of any skills system are the managers and staff of training institutions who face considerable challenges to deliver quality programmes at a time of fiscal constraint. As the expectations placed on institutions continue to grow, managers and trainers are increasingly expected to deliver flexible, responsive and current programmes based on strong partnerships with local employers that provide good employment outcomes. Because of this, there is a need for constituents to build the capacity of their institutional workforce to meet the expectations placed upon them by demand driven systems.

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. 

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.

At the heart of any skills system are the managers and staff of training institutions who face considerable challenges to deliver quality programmes at a time of fiscal constraint. As the expectations placed on institutions continue to grow, managers and trainers are increasingly expected to deliver flexible, responsive and current programmes based on strong partnerships with local employers that provide good employment outcomes. Because of this, there is a need for constituents to build the capacity of their institutional workforce to meet the expectations placed upon them by demand driven systems.

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. 

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.

At the heart of any skills system are the managers and staff of training institutions who face considerable challenges to deliver quality programmes at a time of fiscal constraint. As the expectations placed on institutions continue to grow, managers and trainers are increasingly expected to deliver flexible, responsive and current programmes based on strong partnerships with local employers that provide good employment outcomes. Because of this, there is a need for constituents to build the capacity of their institutional workforce to meet the expectations placed upon them by demand driven systems.

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. 

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.

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. 

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

Effective governance and coordination are key elements of successful skill systems. Whilst coordination is an important factor, it needs to operate alongside other key conditions to strengthen governance. When multi-level governance is supported by effective communication, sustainable financing and effective coordination, it has the best chance of supporting the establishment of a lifelong learning ecosystem that enables individuals and enterprises to more effectively navigate the world of work and learning.

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. 

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. 

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. 

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. 

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.

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.

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.