Skip to main content

Access to training

Thumbnail

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
Slug
access-to-training

Le modèle d’apprentissage de qualité de l’OIT – Six éléments clés nécessaires au succès

Le modèle d’apprentissage de qualité de l’OIT – Six éléments clés nécessaires au succès

Type:
Document
Content Type:
Publication
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:

Access to training

Thumbnail

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
Slug
access-to-training

Apprenticeships

Thumbnail

Quality apprenticeships based on robust social dialogue and public-private partnerships can improve employment prospects for young people while developing high level skills identified by employers as necessary for growth and increased productivity. Both informal and regulated apprenticeship systems are important learning resources enabling young people to overcome the work-inexperience trap, gain new and enhanced skills and recognized qualifications.

Upgrading informal apprenticeships and expanding regulated ones is a cost-effective way to invest in a country’s skills base, promote economic growth and enhance the employability of youth.

Identifier
skpAppren
Slug
apprenticeships

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:

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:
29 Apr 2021
Open
Le modèle d’apprentissage de qualité de l’OIT – Six éléments clés nécessaires au succès

Six études spécifiques au contexte burkinabé.

Les systèmes d’apprentissage de qualité selon l’OIT reposent sur six éléments essentiels et interdépendants : 1) un dialogue social constructif ; 2) des rôles et responsabilités clairs des différentes parties prenantes; 3) un cadre réglementaire solide ; 4) des mécanismes de financement équitables ; 5) une forte adéquation du système au marché du travail ; et 6) le caractère inclusif du système. Pour renforcer l’appropriation du concept d’apprentissage de qualité au Burkina Faso, le Bureau international du Travail (BIT) a entrepris des actions complémentaires liées aux six éléments ci-dessus énumérés.

Une étude sur chaque élément essentiel a été élaboré avec l’objectif d’analyser l’état de l’apprentissage de qualité dans le pays et de proposer des recommandations pour l’améliorer. Chaque étude a été réalisée avec des objectifs et des méthodologies propres par des consultants nationaux et internationaux. Le secteur du BTP (Bâtiment Travaux Publics) est central pour le projet d’appui à l’Initiative mondiale pour l’emploi décent des jeunes au Burkina Faso. Ce secteur est donc central pour les études, lesquelles ont impliqué une grande diversité d’acteurs nationaux. Les résultats des six études sont étroitement liés et visent à apporter un soutien aux décideurs politiques et à une grande variété d’acteurs nationaux et internationaux qui travaillent sur l’apprentissage de qualité au Burkina Faso.

Chaque étude est le résultat du travail de consultants nationaux et internationaux, qui ont de leur côté bénéficié de la collaboration de différentes Ministères, structures du système burkinabé de l’enseignement et de la formation technique et professionnelle, des représentants des partenaires techniques et financiers, des organisations professionnelles, des syndicats, des chambres consulaires, d’entreprises, des centres de formation, ainsi que d’apprentis et leurs familles.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Apprenticeships

Slug
apprenticeships
Identifier
639

Youth employment

Slug
youth-employment
Identifier
15
Regions:

Africa

Region Image
Countries and territories:

Étude pour l’élaboration d’un modèle d’apprentissage de qualité pour le Burkina Faso

Étude pour l’élaboration d’un modèle d’apprentissage de qualité pour le Burkina Faso

Type:
Document
Content Type:
Publication
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:

Access to training

Thumbnail

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
Slug
access-to-training

Apprenticeships

Thumbnail

Quality apprenticeships based on robust social dialogue and public-private partnerships can improve employment prospects for young people while developing high level skills identified by employers as necessary for growth and increased productivity. Both informal and regulated apprenticeship systems are important learning resources enabling young people to overcome the work-inexperience trap, gain new and enhanced skills and recognized qualifications.

Upgrading informal apprenticeships and expanding regulated ones is a cost-effective way to invest in a country’s skills base, promote economic growth and enhance the employability of youth.

Identifier
skpAppren
Slug
apprenticeships

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:

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:
29 Apr 2021
Open
wcms_768741.pdf

À travers cette étude, le BIT souhaite faire connaître davantage le système d’apprentissage de qualité pour promouvoir une meilleure adéquation au marché du travail pour améliorer l’emploi décent des jeunes.

Au Burkina Faso, le projet se concentre sur la promotion d’un apprentissage de qualité caractérisé par la formation de type dual dans les centres de formation et en entreprises. Les systèmes d’apprentissage de qualité selon l’OIT reposent sur six éléments essentiels et interdépendants: 1) un dialogue social constructif; 2) un cadre réglementaire solide; 3) des mécanismes de financement équitables; 4) des rôles et responsabilités clairs des différentes parties prenantes; 5) une forte adéquation du système au marché du travail; et 6) le caractère inclusif du système.

Ces éléments caractérisant les systèmes d’apprentissage de qualité ont déjà fait l’objet de six études distinctes qui ont porté sur le cas du Burkina Faso. Ces études ont permis, d’une part, de faire un état des lieux en dégageant les forces et les faiblesses et, d’autre part, de formuler des recommandations et des conclusions pour une prise en compte des éléments de l’apprentissage de qualité dans le système de formation professionnelle au Burkina Faso.

À la lumière des résultats issus des six études, le BIT a réalisé une synthèse intitulée Étude pour l’élaboration d’un modèle d’apprentissage de qualité pour le Burkina Faso. Son objectif est de développer un modèle d’apprentissage de qualité qui fonctionne pour le Burkina Faso, basé sur les recommandations et les conclusions des études, ainsi que sur les leçons apprises du projet pilote d’apprentissage de qualité dans le secteur du bâtiment et des travaux publics.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Apprenticeships

Slug
apprenticeships
Identifier
639

Youth employment

Slug
youth-employment
Identifier
15
Regions:

Africa

Region Image
Countries and territories:

Rapport de l’enquête sur la transition vers la vie active (ETVA) au Burkina Faso - 2019

Rapport de l’enquête sur la transition vers la vie active (ETVA) au Burkina Faso - 2019

Type:
Document
Content Type:
Rapport de l’enquête sur la transition vers la vie active (ETVA) au Burkina Faso - 2019
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:

Access to training

Thumbnail

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
Slug
access-to-training
Knowledge Products:

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:
29 Apr 2021
Open
wcms_758279.pdf

Au Burkina Faso, le problème de l’emploi des jeunes constitue un véritable défi à relever. Il se caractérise particulièrement par le chômage élevé des jeunes diplômés, la vulnérabilité des femmes sur le marché du travail, le sous-emploi élevé en milieu rural, la forte proportion des jeunes et des femmes dans l’économie informelle, et le faible développement des compétences des jeunes et des femmes.

Dans le cadre du projet « Appui à l’Initiative mondiale pour l’emploi décent des jeunes dans la région du Sahel », l’OIT, a mis en œuvre l’Enquête sur la transition vers la vie active (ETVA) au Burkina Faso. Cette étude a déjà été réalisée dans vingt-huit pays entre 2012 et 2016. Au Burkina Faso, l’étude á été conduite par l’Institut national de la statistique et de la démographique (INSD). L’ETVA donne des informations importantes sur le cheminement des jeunes burkinabè qui quittent l’école pour s’insérer sur le marché du travail ainsi que des pistes de recommandations politiques en faveur de l’emploi des jeunes.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683
Regions:
Countries and territories:

Rapid STED: A practical guide

Rapid STED: A practical guide

Type:
Document
Content Type:
Publication
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Access to training

Thumbnail

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
Slug
access-to-training
Knowledge Products:

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:
28 Apr 2021
Open
edmsp1_265027.pdf

The Rapid STED guide aims to help countries in carrying out this strategic skills anticipation, including
selection of priority sectors for policy attention, analysis of a sector’s position and prospects, what it
must strengthen to achieve that vision for the future, how skills can contribute to this, and what the
choice of strategy and plan of action should be.

This new guide provides advice on implementing an updated approach to STED that has been piloted in a number of countries over the last two years in collaboration with national partners. It aims to speed the process, to deepen collaboration, to build capacity among national and sector partners, to improve their skills strategies, and to help move more effectively from diagnosis of skills needs to implementation of the skills development responses required.

It differs from full STED in that it does not rely on primary survey research, and in that the process centres on a substantial Technical and Policy Foresight workshop involving industry, national and sector partners, and providers of education and training. Its focus on collaboration and consultation with partners throughout the process is more comprehensive than that set out for full STED in the original STED Practical Guide.

Subject Tags:

Development policy

Slug
development-policy
Identifier
136

Gender equality

Slug
gender-equality
Identifier
144

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:

Technical meeting on the future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda

Technical meeting on the future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda

Kind:
Event
Start Date:
17 May 2021
End Date:
17 Jun 2026
Event Location:
Online
EventType:
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
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:

Access to training

Thumbnail

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
Slug
access-to-training

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

Skills policies and strategies

Thumbnail

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

Identifier
skpPolConv
Slug
skills-policies-and-strategies
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products

The technical meeting on the future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda will be held from 17 to 21 May 2021 virtually.

The meeting will discuss labour and professional issues concerning education personnel in the context of lifelong learning for all, skills, and the Decent Work Agenda with the aim of adopting conclusions, including recommendations for future action. Specific focus will be on the impact of technology, labour market demands, and global trends in the work of persons in the education sector.

To learn more about the event click here.

Technical meeting on the future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Lifelong learning

Slug
lifelong-learning
Identifier
400

Skills and training policy

Slug
skills-and-training-policy
Identifier
666
Regions:
Countries and territories:
Economic groups:
--

Technical meeting on the future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda

Technical meeting on the future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda

Kind:
Event
Start Date:
17 May 2021
End Date:
17 Jun 2026
Event Location:
Online
EventType:
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
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:

Access to training

Thumbnail

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
Slug
access-to-training

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

Skills policies and strategies

Thumbnail

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

Identifier
skpPolConv
Slug
skills-policies-and-strategies
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products

The meeting will discuss labour and professional issues concerning education personnel in the context of lifelong learning for all, skills and the Decent Work Agenda with the aim of adopting conclusions, including recommendations for future action. Specific focus will be on the impact of technology, labour market demands, and global trends in the work of persons in the education sector.

To learn more about the event click here.

Technical meeting on the future of work in the education sector in the context of lifelong learning for all, skills and the Decent Work Agenda
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Lifelong learning

Slug
lifelong-learning
Identifier
400

Skills and training policy

Slug
skills-and-training-policy
Identifier
666
Regions:
Countries and territories:
Economic groups:
--

Dix ans d’interventions en faveur de l’emploi des jeunes au Burkina Faso: Quels enseignements?

Dix ans d’interventions en faveur de l’emploi des jeunes au Burkina Faso: Quels enseignements?

Type:
Document
Content Type:
Generic document
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:

Access to training

Thumbnail

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
Slug
access-to-training

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:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
24 Apr 2021
Open
Dix ans d’interventions en faveur de l’emploi des jeunes au Burkina Faso: Quels enseignements?

Projet: Emplois des jeunes dans la région du Sahel

L’inventaire des interventions du Burkina Faso est une base de données composée de 77 programmes menés par des ONG et par des structures publiques de 2009 à 2019 ayant comme objectif de faire le bilan des interventions dans le domaine de la politique de l’emploi en faveur des jeunes au Burkina Faso.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Apprenticeships

Slug
apprenticeships
Identifier
639

Youth employment

Slug
youth-employment
Identifier
15
Regions:

Africa

Region Image
Countries and territories:

Continuar el aprendizaje y el desarrollo de competencias en línea en tiempos de la crisis del COVID-19. 27 Marzo - 17 Abril.

Continuar el aprendizaje y el desarrollo de competencias en línea en tiempos de la crisis del COVID-19. 27 Marzo - 17 Abril.

Type:
Discussion
Start Date:
27 Mar 2020
End Date:
17 Apr 2020
Language:

Spanish

Slug
spanish
Identifier
skpEsp
Language Version:
--
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:

Access to training

Thumbnail

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
Slug
access-to-training

Lifelong learning

Thumbnail

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

Identifier
skpPSLLL
Slug
lifelong-learning

Other topic

Thumbnail
Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products

Moderators

 

Esta discusión invita a los representantes de los gobiernos, a las organizaciones de empleadores y de trabajadores, a los profesionales de la educación y formación técnica y a los instructores, a las ONG y a las personas, entre otros, a compartir y discutir cómo mantener el aprendizaje continuo y el desarrollo de competencias entre aquéllos que se incorporan a la fuerza de trabajo, los aprendices y los trabajadores en tiempos de crisis. También tiene por objeto analizar prácticas innovadoras pertinentes y oportunas en materia de aprendizaje y educación.

El mundo del trabajo está viéndose profundamente afectado por el COVID-19. No sólo corre peligro la salud de millones de personas, sino que también están en juego sus medios de sustento y su bienestar a largo plazo. En las últimas semanas, la pandemia del coronavirus (COVID-19) ha planteado retos únicos para todos los tipos y niveles de aprendizaje, incluida la escolarización, la EFTP, los aprendizajes y el desarrollo de competencias. Además, también ha estimulado la discusión sobre la necesidad de acelerar la innovación en el aprendizaje en línea, y la facilitación de EFTP y de formación para la adquisición de competencias. Para más información sobre el impacto más amplio de COVID-19 en el empleo y los trabajos, y sobre las posibles medidas de mitigación, descargue la nota informativa de la OIT que figura más abajo.

En este contexto, tenemos la oportunidad de analizar el concepto de “aprendizaje y formación en cualquier lugar, en cualquier momento”, que se trata de una idea central para el concepto de aprendizaje permanente.

 

Debemos explorar asimismo metodologías de aprendizaje innovadoras para los aprendices y los trabajadores que adquieren o mejoran sus competencias fundamentalmente en el lugar de trabajo.

Esta discusión electrónica pretende aumentar los conocimientos sobre prácticas innovadoras en materia de educación y formación, en particular las que están utilizando la tecnología para promover el desarrollo de competencias. La discusión electrónica también nos permitirá considerar los nuevos retos que se plantean en el contexto actual a medida que avanzamos hacia formas en línea de aprendizaje y de desarrollo de competencias, en particular cómo asegurarnos de que nadie quede excluido de las nuevas formas de aprendizaje y formación.

Para comenzar la discusión, le invitamos a que formule comentarios sobre los siguientes temas:

Preguntas de la segunda semana
1. ¿Qué enfoques nuevos e innovadores del aprendizaje y el desarrollo de competencias ha observado en su entorno desde el inicio de la pandemia?

2. ¿En qué medida pueden adaptarse los educandos a estas formas nuevas y cambiantes de formación y aprendizaje?

3. ¿Qué medidas se están adoptando a fin de asegurar que los educandos potenciales conozcan las soluciones de aprendizaje existentes y puedan acceder a ellas y utilizarlas de manera autónoma?

4. ¿Prevé que la situación actual tendrá un impacto en el concepto de aprendizaje permanente?

5. ¿Qué nuevas formas de alianzas, por ejemplo, alianzas público-privadas y colaboraciones, están surgiendo durante este período de crisis?

Continuar el aprendizaje y el desarrollo de competencias en línea en tiempos de la crisis del COVID-19. 27 Marzo - 17 Abril.
Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Apprenticeships

Slug
apprenticeships
Identifier
639

Employability

Slug
employability
Identifier
643
Regions:
Countries and territories:
Economic groups:
--

Gender Equality in the World of Work. Getting to equal by 2030: The future is now

Gender Equality in the World of Work. Getting to equal by 2030: The future is now

Type:
Discussion
Start Date:
03 Mar 2016
End Date:
29 Mar 2016
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
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:

Access to training

Thumbnail

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
Slug
access-to-training

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:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products

Moderators

E-discussion now extended to 28 March.
 

Women in the workplace
Women make up more than half of the world’s population and half of the world’s potential. Yet, women and girls often lack access to vocational education and skills training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. The effective participation of women in education and training is a particularly powerful tool for alleviating poverty and promoting economic and social empowerment. Skills for employment not only equips women with the competencies they require for specific jobs, but allows them to improve their employability and develop their social skills. They also learn to actively participate in civil society and politics.

The UN 2030 Sustainable Development Agenda provides, among others, a roadmap for accelerating gender equality and empowering all women and girls. It aims to end discrimination against women, by ensuring equal access to quality technical training and skills development, and promoting full and productive employment and decent work for all women and men, and equal pay for work of equal value. Indicators established for each of the sustainable development goals provide the means for tracking and measuring progress.

Discussion questions for consideration:
-What are some of the ways to increase gender equality in the workplace?

-What can be done at the country-level to ensure access to skills training for young women and girls?

-What are some of the barriers to their participation?

-How do existing laws and policies in your country help or hinder the increase in participation of women at all levels in the workforce?

-How can the public and private sectors promote gender equality?

-What role does entrepreneurship play in terms of women’s economic empowerment?

Gender Equality in the World of Work. Getting to equal by 2030: The future is now
Subject Tags:

Discrimination

Slug
discrimination
Identifier
260

Globalization

Slug
globalization
Identifier
267

Women

Slug
women
Identifier
318
Regions:
Countries and territories:
Economic groups:
--

Formación profesional en la respuesta a la crisis y en las estrategias de recuperación y transformación productiva post COVID-19

Formación profesional en la respuesta a la crisis y en las estrategias de recuperación y transformación productiva post COVID-19

Type:
Document
Content Type:
Formación profesional en la respuesta a la crisis y en las estrategias de recuperación y transformación productiva post COVID-19
Language:

Spanish

Slug
spanish
Identifier
skpEsp
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:

Access to training

Thumbnail

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
Slug
access-to-training
Knowledge Products:

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:
05 Apr 2021
Open
edmsp1_268231.pdf

La formación profesional, al igual que las demás actividades educativas, ha recibido los impactos de la crisis COVID-19. Durante la peor parte, cerca de un 85% de los participantes en cursos y programas debieron continuar su formación a distancia. Ello significó un enorme reto también para la gestión de los programas, para los docentes y para facilitar el acceso a conexión, medios y equipos digitales. Pero más allá de las consecuencias inmediatas y de la ágil respuesta de las instituciones de formación en la región, se vislumbran ya las nuevas configuraciones en el mundo del trabajo y de la formación.

Subject Tags:

Development policy

Slug
development-policy
Identifier
136

Economic recovery

Slug
economic-recovery
Identifier
667

Education and training

Slug
education-and-training
Identifier
116

Productivity

Slug
productivity
Identifier
188
Regions:

Americas

Region Image
Subscribe to Access to training