Access to training

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

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

Identifier

skpATSU

Slug

access-to-training

Malawi: TEVET Authority Strategic Plan 2013-2018

Type:

Document

Content Type:

Malawi: TEVET Authority Strategic Plan 2013-2018

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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

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Identifier

skpGov

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governments

TVET institutions

Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.

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Identifier

skpTVET

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tvet-institutions

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Knowledge Products:

National policies and initiatives

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

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Identifier

skpNatPol

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national-policies-and-initiatives

Publication Date:

30 Apr 2015

Open

wcmstest4_140853.pdf

The TEVET Authority Strategic Plan for the 2013-2018 period is an initiative undertaken in order to reinforce the transformation of the Technical, Entrepreneurial and Vocational Education and Training (TEVET) so TEVET can effectively respond to new realities and opportunities prevailing in the country and beyond. It maps a commitment towards the provision of high quality TEVET programmes that are demand-driven and relevant to the development needs of Malawi.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Regions:

Africa

Region Image

Countries and territories:

Malawi

Transforming futures: 2013-2016 TAFE SA strategic plan

Type:

Document

Content Type:

Transforming futures: 2013-2016 TAFE SA strategic plan

Language:

English

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english

Identifier

skpEng

Sources:

TVET institutions

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Identifier

skpTVET

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tvet-institutions

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Anticipating and matching skills needs

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

Identifier

skpAFSN

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anticipating-and-matching-skills-needs

Career guidance and employment services

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

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

Identifier

skpLMIES

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career-guidance-and-employment-services

Knowledge Products:

National policies and initiatives

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

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Identifier

skpNatPol

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national-policies-and-initiatives

Publication Date:

24 Apr 2015

Open

wcmstest4_140254.pdf

Tafe South Australia is one of the largest vocational education institutions in Australia. It is widely regarded as an innovative and successful teaching organisation. Education and training is flexible, innovative and designed to meet the needs of students, the community and industry.

Delivery methods are diverse and adaptable and include using the traditional classroom format, correspondence, online delivery using the Internet, and intensive delivery. The Institute also includes a quality endorsed centre for the development and production of learning materials. In this brochure, they introduce their strategic plan for the years 2013-2018.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Skills anticipation

Slug

skills-anticipation

Identifier

677

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Youth

Slug

youth

Identifier

319

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Australia

Educación técnica y formación profesional en América Latina: El reto de la productividad

Type:

Document

Content Type:

															Educación técnica y formación profesional en América Latina: El reto de la productividad
													

Language:

Spanish

Slug

spanish

Identifier

skpEsp

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.

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Identifier

skpOSource

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other-sources

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

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.

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Identifier

skpRPS

Slug

research-papers

Publication Date:

23 Apr 2015

Open

wcmstest4_140065.pdf

Serie Políticas Públicas y Transformación Productiva N°13 / 2014

Para incrementar la productividad y competitividad de las economías y de las empresas es imprescindible disponer de un capital humano en cantidad y calidad adecuadas, que haga posible la introducción de innovaciones que lleven a esas mejoras de productividad.

El presente documento es una revisión de los sistemas de educación y capacitación vocacional y técnica, o Formación Profesional y Técnica (FPT) de América Latina y el impacto que tienen en la capacidad de innovación empresarial de América Latina, enfatizando aquellos aspectos de diagnóstico, de buenas prácticas y de recomendaciones de política que tienen como objeto la mejora de la competitividad empresarial.

Subject Tags:

Apprenticeships

Slug

apprenticeships

Identifier

639

Employability

Slug

employability

Identifier

643

School-to-work transition

Slug

school-to-work-transition

Identifier

652

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Youth

Slug

youth

Identifier

319

Regions:

Americas

Region Image

Sustaining the working poor in Kabul informal settlements: An evaluation of Solidarités International’s vocational training programme

Type:

Document

Content Type:

															Sustaining the working poor in Kabul informal settlements: An evaluation of Solidarités International’s vocational training programme
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

Slug

other-sources

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Anticipating and matching skills needs

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Identifier

skpAFSN

Slug

anticipating-and-matching-skills-needs

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Evaluation reports

Analytical assessments of technical cooperation programmes and national skills and employment policies, identifying success factors of different interventions in response to particular challenges in different circumstances.

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Identifier

skpEvalRep

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evaluation-reports

Publication Date:

22 Apr 2015

Open

wcmstest4_140054.pdf

Internal displacement and the development of informal settlements in Afghanistan are key humanitarian and development challenges for policy makers to address, and growing concerns in an uncertain context of transition. This third research study by Samuel Hall on the living conditions and protection concerns of internally displaced persons (IDPs) contributes to the knowledge base required to mainstream protection in humanitarian and development priorities and interventions.

There are over 50 informal settlements in Kabul (KIS) where mainly returnee and IDP households live in extreme poverty and vulnerability. The working population in KIS can be identified as low-skilled and economically disadvantaged workers. In such a context, skills upgrading can be an effective policy intervention to strengthen the local integration of the working poor and can lead to poverty reduction in KIS. Thus, vocational training may lead to increased productivity and higher income next to the working poor in KIS, if it is designed based on the realities of the labour market in Kabul.

Subject Tags:

Low skilled workers

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low-skilled-workers

Identifier

650

Poverty

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poverty

Identifier

148

Poverty alleviation

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poverty-alleviation

Identifier

149

Skills anticipation

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skills-anticipation

Identifier

677

Social protection

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social-protection

Identifier

101

TVET systems

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tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Afghanistan

Education for all regional report 2014 for the Arab states

Type:

Document

Content Type:

Education for all regional report 2014 for the Arab states

Language:

English

Slug

english

Identifier

skpEng

Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier

skpIntOrg

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international-organizations

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

21 Apr 2015

Open

wcmstest4_139862.pdf

Education stands at a critical juncture in the Arab States – more than three years after the eruption of the Arab Spring sparked by young people of the region, and one year before the deadline for the realisation of the six Education for All (EFA) goals, the future role and direction of education hang in the balance. The enthusiasms and tensions of the Arab Spring were fuelled in part by growing demand for education and for the benefits it is purported to bring, as well as by frustrations with its low quality and inability to deliver work opportunities. Fully one in five people is aged 15-24 – a total of 85 million – and one in four of these is out of work. In some countries of the region, unemployment among university graduates is higher than among those with nothing more than primary schooling.

The Arab Spring has highlighted the role of youth, of women, and of information and communication technologies (ICTs). EFA is of course all about what opportunities young people have to develop their potential and contribute to society. It is also worth noting that the EFA agenda set goals for gender parity and gender equality in education, and stressed the need to integrate ICTs into educational processes. This report reviews the status of progress towards the EFA goals and then presents a number of examples of recent activities designed to accelerate progress. It also reviews the status of the 2015 EFA final review process and of discussions on the post-2015 education agenda.

Subject Tags:

School-to-work transition

Slug

school-to-work-transition

Identifier

652

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Social policy

Slug

social-policy

Identifier

300

Regions:

Arab States

Region Image

Bangladesh: National Strategy for promotion of gender equality in technical and vocational education and training (TVET) 2012

Type:

Document

Content Type:

															Bangladesh: National Strategy for promotion of gender equality in technical and vocational education and training (TVET) 2012
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

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governments

ILO

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

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Identifier

skpILO

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ilo

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

National policies and initiatives

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

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Identifier

skpNatPol

Slug

national-policies-and-initiatives

Publication Date:

21 Apr 2015

Open

wcmstest4_139860.pdf

The National Strategy for Promotion of Gender Equality in TVET in Bangladesh transfers the recommendations of the National Skills Development Policy into a realistic framework of clear priorities and targets. It was developed by a Gender Working Group, comprising of 15 representatives from key governments ministries and departments, employers, workers and civil society organizations, with the support of ILO TVET Project and the National Skills Development Council Secretariat. The strategy is the first policy initiative of its kind in the TVET sector in Bangladesh, an important milestone towards women taking a greater role in the skills development system and a fundamental step forward towards Bangladesh becoming a middle-income country by 2021. This publication provides an overview of the current status and nature of gender inequalities in TVET, highlights the priority areas for action, discusses a number of steps to promote equal participation of women in TVET, seeks to break gender stereotypes, and outlines the way forward.

Subject Tags:

Gender

Slug

294

Identifier

294

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Women

Slug

women

Identifier

318

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty. A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds.

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3).

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market. Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups.

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020. Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level.

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.

Sources

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

OECD economic surveys: France 2015

Type:

Document

Content Type:

OECD economic surveys: France 2015

Language:

English

Slug

english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Statistical information

Data produced by the international organizations and countries on trends in skills provision, demand, and employment outcomes to help inform policy-making and monitoring processes.

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Identifier

skpStatInfo

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statistical-information

Publication Date:

20 Apr 2015

Open

wcmstest4_139853.pdf

France devotes a great deal of resources to vocational training for youths and especially adults, but the system is unduly complex and yields rather poor returns. The basic literacy and numeracy skills of many French adults remain weak in international comparison, with harmful effects on employment opportunities, wages and well-being. Access to basic skills training is poor for those who need it most, many of whom come from disadvantaged socio-economic backgrounds. Secondary vocational education and apprenticeship training still suffer from a serious image problem in the minds of French families, even though the latter have a good track record. The government has succeeded in ensuring that the number of apprenticeships is growing, but that is mostly due to those studying at the tertiary level or at least for a higher secondary diploma. The labour market outcomes of those with only shorter vocational qualifications are not good, and quality in that stream needs to improve.

This report analyses Vocational training and adult learning and provides insights to strengthen education and training as well as to ensure more equitable access to it all this in order to improve the living standards of the population in France.

DOI: 10.1787/eco_surveys-fra-2015-en

Subject Tags:

Apprenticeships

Slug

apprenticeships

Identifier

639

School-to-work transition

Slug

school-to-work-transition

Identifier

652

Skills mismatch

Slug

skills-mismatch

Identifier

654

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Europe and Central Asia

Region Image

Countries and territories:

France

Skills development: Vocational education & training and labour market insertion

Type:

Document

Content Type:

Skills development: Vocational education & training and labour market insertion

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

Slug

other-sources

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

17 Apr 2015

Open

wcmstest4_139652.pdf

In the last 50 years Swisscontact has acquired extensive experience in the development and implementation of skills development programmes around the world. They range from training for young people with no basic education to professional training of technical specialists.

This publication describes the work of Swisscontact and underlines the successes and challenges of their previous and current projects on Skills development.

Subject Tags:

Economic and social development

Slug

economic-and-social-development

Identifier

125

Inclusion

Slug

inclusion

Identifier

665

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Youth

Slug

youth

Identifier

319

Regions:

Global

Lao development report 2014: Expanding productive employment for broad-based growth

Type:

Document

Content Type:

															Lao development report 2014: Expanding productive employment for broad-based growth
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

Slug

international-organizations

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

14 Apr 2015

Open

wcmstest4_139053.pdf

Alarming media coverage of rising wages and complaints among firms of a shortage of skilled workers has raised concerns over whether Lao workers are equipped with the skills sought by firms. The Government and other partners have responded by channeling more resources to skills development, for example with investments in vocational training facilities to train more workers. This report argues that the workforce problems which Lao PDR faces do not only stem from problems in the education sector. Looking only to skills development as a solution would not address the fundamental problems constraining economic growth, employment creation, and poverty reduction. Creating an environment conducive for farm and non-farm businesses to make investments and grow remains an essential first step for skills development. As World Bank (2004) states, Training does not create jobs. Skills are a derived demand and that demand depends on policies for growth and employment creation.

Subject Tags:

Agricultural development

Slug

agricultural-development

Identifier

224

Agriculture

Slug

agriculture

Identifier

225

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Social policy

Slug

social-policy

Identifier

300

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Lao People's Democratic Republic

Situación de la Formación Profesional en Centroamérica y República Dominicana: 1998-2013

Type:

Document

Content Type:

															Situación de la Formación Profesional en Centroamérica y República Dominicana: 1998-2013
													

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

01 Apr 2015

Open

wcmstest4_137853.pdf

Los Institutos de Formación Profesional (IFPs) son instituciones clave para el desarrollo nacional y regional, ya que son los organismos especializados en la formación y capacitación para el trabajo de las personas que entran por primera vez al mercado laboral y para la población trabajadora que requiere perfeccionar sus competencias. Estas instituciones ejercen el rol de rectores de los sistemas nacionales de formación profesional y brindan asesoría al Estado en el tema.

Las IFPs, como se les designa abreviadamente en este estudio, han ido diversificando y ampliando sus funciones para responder a los requerimientos de las economías actuales, sin embargo hay poca información documentada al respecto. Esta investigación busca contribuir a llenar esos vacíos, a identificar cuáles son las características principales de la formación profesional en Centroamérica y República Dominicana y a definir lineamientos y recomendaciones para el diseño e implementación de un plan de acción subregional que permita mejorar la calidad de la formación profesional en los países de la región.

Subject Tags: