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Access to training

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

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

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skpATSU
Slug
access-to-training

Education policy outlook 2015

Education policy outlook 2015

Type:
Document
Content Type:
Education policy outlook 2015
Language:

English

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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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skpIntOrg
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international-organizations
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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

Skills policies and strategies

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

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skpPolConv
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skills-policies-and-strategies

Training quality and relevance

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Identifier
skpTrainQR
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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
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research-papers
Publication Date:
30 Mar 2015
Open
wcmstest4_137453.pdf
Part of The Education Policy Outlook series Across OECD countries, more than 12% of public spending is invested in education. Yet as international surveys like the OECD Programme for International Student Assessment (PISA) show, there is considerable variation in how that money is spent and the outcomes it produces. This first edition of the Education Policy Outlook 2015: Making Reforms Happen aims to help policy makers and other stakeholders in education learn how their peers in other countries respond to common challenges, from teaching diverse student populations to instituting measures that render schools accountable for the quality of the education they provide.

The report offers a detailed look at some 450 education reforms that were adopted across OECD countries between 2008 and 2014. While these policies were developed in specific contexts, they can serve as inspiration for policy makers who are looking for effective ways to improve their own education systems. Chapter 3 of this report focuses on “Preparing students for the future” touching upon topics such as the facilitation of transitions across education pathways and the labour market and vocational education among others.

DOI : 10.1787/9789264225442-en
Subject Tags:

Employability

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employability
Identifier
643

Policy convergence

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policy-convergence
Identifier
674

Public private partnerships

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public-private-partnerships
Identifier
138
Regions:

Developing Skills for Employability with German Partners

Developing Skills for Employability with German Partners

Type:
Document
Content Type:
Developing Skills for Employability with German Partners
Language:

English

Slug
english
Identifier
skpEng
Sources:

Governments

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

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skpGov
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governments
Topics:

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

Training quality and relevance

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Identifier
skpTrainQR
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training-quality-and-relevance
Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice. 

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Identifier
skpCaseStdy
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case-studies-and-good-practices
Publication Date:
12 Mar 2015
Open
wcmstest4_135261.htm

Vocational education and training established the direction of travel for companies, regions and entire countries. The availability of skilled workers determines the level of performance and the ability to innovate within a globally competitive environment. This has an effect both on the economic power of a country and on the kind of social stability which is able to offer the foundations of prosperity for broad sections of the population.

Each of the ‘Developing Skills for Employability with German Partners’ brochures presents eight vocational education and training success stories of German and international partners. With its wide range of training offers and its strong emphasis on employability, ‘Training – Made in Germany’ has the potential to successfully support and promote on-going transformation processes of training systems in these regions through transnational cooperation projects.

Subject Tags:

TVET systems

Slug
tvet-systems
Identifier
661

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Skills development in Sub-Saharan Africa

Skills development in Sub-Saharan Africa

Type:
Document
Content Type:
Skills development in Sub-Saharan Africa
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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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

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:
10 Mar 2015
Open
wcmstest4_135054.pdf
At the close of the 1980s, considerable doubts had begun to emerge among international donor agencies regarding the cost-effectiveness of publicly owned and managed technical and vocational education and training (TVET). Based on extensive analysis, a 1991 World Bank Policy Paper on TVET found a diverse market for skills development globally with national training systems consisting of public training, private training, and enterprise-based training. The paper’s recommendations called for a strategic policy role for governments, the opening of markets to private provision of TVET, and the diversification of sources of training finance. The study found weaknesses in public provision of TVET, but it also found that such provision could be cost-effective when accompanied by new forms of organization, management, and financing.

A decade later, this review of TVET in Sub-Saharan Africa in the 1990s reinforces many of the findings of the 1991 policy paper. It comes at a critical time in African development. Economies are weak. Wage employment in the modern sector is largely stagnant, and unemployment among educated youth is substantial and increasing. The impact of HIV/AIDS on the work force, although yet to be documented, is huge, with much of the impact falling on the ranks of the educated and skilled work force. In this context, what can African governments do to ensure that the skills required for growth and equity are developed in a cost-effective way?

This study provides new documentation of the extensive scope and characteristics of, and the constraints upon, private TVET. The finding that African enterprises provide a substantial amount of formal and informal training in patterns similar to those found in middle-income and developed countries could provide comfort to African leaders faced with opportunities to change government’s role in training, focusing more on policy and less on provision. Private TVET is not without problems, however, as the study shows, drawing attention to issues of promoting equity and quality in private training. Addressing these issues and building on the potential of the private sector as a partner is recommended as part of a more strategic role for the public sector in the provision and financing of TVET.
Subject Tags:

TVET systems

Slug
tvet-systems
Identifier
661

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image

Technical and vocational teachers and trainers in the Arab region – a review of policies and practices on continuous professional development

Technical and vocational teachers and trainers in the Arab region – a review of policies and practices on continuous professional development

Type:
Document
Content Type:
Technical and vocational teachers and trainers in the Arab region – a review of policies and practices on continuous professional development
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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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. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
06 Mar 2015
Open
wcmstest4_134460.pdf
This research was commissioned by UNESCO and the International Task Force on Teachers for Education for All (EFA). It focuses on the role of teachers and instructors in technical and vocational education and training (TVET) within the Arab region. It builds on international research and the outcomes of the Third International Congress on TVET organized by UNESCO in Shanghai (China) in May 2012 and the TVET Regional Expert Meeting held in Muscat, Oman (17-19 March 2012) which have drawn attention to the importance of the quality of teaching and training as a necessary condition for TVET achieving its social, economic and educational goals. Given that good quality teaching and training are crucial to the achievement of TVET goals, it is important to clarify what is currently known about the quality of teaching and training. Further, it is valuable to understand the factors that determine quality. Pre-service and in-service training are obviously important, but other factors also matter: recruitment, deployment, supervision, wages, career structure and management, performance assessment, qualification and leadership.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Training of trainers

Slug
training-of-trainers
Identifier
122

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Arab States

Region Image

Education at a glance interim report: Update of employment and educational attainment indicators

Education at a glance interim report: Update of employment and educational attainment indicators

Type:
Document
Content Type:
Education at a glance interim report: Update of employment and educational attainment indicators
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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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. 

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Identifier
skpRPS
Slug
research-papers
Publication Date:
02 Mar 2015
Open
wcmstest4_133658.pdf
This publication is based on the latest data collection from the OECD-INES Network on Labour Market, Economic and Social Outcomes of Learning, collected in the first half of 2014. It features data on education from the 34 OECD member countries, as well as for Brazil, the Russian Federation, Argentina, China, Colombia, India, Indonesia, Latvia, Saudi Arabia and South Africa.

This report presents updated data on three major topics: Educational attainment (Chapter 1), Labour market outcomes (Chapter 2), and the transition from school to work (Chapter 3).
Subject Tags:

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Youth

Slug
youth
Identifier
319
Regions:

Education and training monitor 2014. Volume II

Education and training monitor 2014. Volume II

Type:
Document
Content Type:
Education and training monitor 2014. Volume II
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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Identifier
skpOSource
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other-sources
Topics:

Access to training

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

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

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:
02 Mar 2015
Open
wcmstest4_133657.htm

The Education and Training Monitor is an annual series that reports on the evolution of education and training systems across Europe, bringing together the latest quantitative and qualitative data, recent technical reports and studies, plus policy documents and developments.

This report consists of two separate volumes. Volume II can be found on the website of the Education and Training Monitor. It consists of twenty-eight individual country reports that provide a more in-depth analysis of each Member State’s specific situation.

Subject Tags:

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Education and training monitor 2014. Volume I

Education and training monitor 2014. Volume I

Type:
Document
Content Type:
Education and training monitor 2014. Volume I
Language:

English

Slug
english
Identifier
skpEng
Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:

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
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:
02 Mar 2015
Open
wcmstest4_133653.pdf
The Education and Training Monitor is an annual series that reports on the evolution of education and training systems across Europe, bringing together the latest quantitative and qualitative data, recent technical reports and studies, plus policy documents and developments.

This report consists of two separate Volumes, of which this is Volume I. This Volume features the cross-national analysis and is divided into three parts. Part 1: ‘The case for education’ discusses the most prominent reasons why Member States should invest in their education and training systems. Part 2: ‘Qualifications and competences’ covers the key outcomes of education and training systems. Part 3: ‘Education policy leavers for building growth’ presents the evidence on policy drivers that can transform education investments into stronger impact by focussing on specific areas to improve the efficiency and effectiveness of European education and training systems.

Volume II consists of twenty-eight individual country reports that provide a more in-depth analysis of each Member State’s specific situation.
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Resource guide on gender mainstreaming into TVET in Bangladesh

Resource guide on gender mainstreaming into TVET in Bangladesh

Type:
Document
Content Type:
Resource guide on gender mainstreaming into TVET in Bangladesh
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

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

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Identifier
skpILO
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ilo
Topics:

Access to training

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

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

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:
25 Feb 2015
Open
wcmstest4_132853.pdf
The TVET Reform Project is an initiative of the Government of Bangladesh, executed by the ILO and funded by the European Union. The guide, developed under this project, provides guidance and practical tools on how to tackle the challenges and barriers to female participation in training and provides information on available technical resources.

This Guide focuses on three objectives:

-To facilitate a clear understanding of key barriers to female participation from a gender perspective and analyze their implications in women’s employment and economic empowerment;
-To provide practical tools and guidance on how to mainstream gender effectively into the TVET institutional structures, systems, programmes and activities; and
- To provide information on available technical resources to strengthen the capacity of TVET gender focal points in mainstreaming gender equality concerns.
Subject Tags:

Gender

Slug
294
Identifier
294

Gender and development

Slug
gender-and-development

Vocational training

Slug
vocational-training
Identifier
124
Regions:
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_

Impact: Education

Impact: Education

Type:
Document
Content Type:
Impact: Education
Language:

English

Slug
english
Identifier
skpEng
Sources:

Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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Identifier
skpBiOrg
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bilateral-organizations
Topics:

Access to training

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

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

Identifier
skpATSU
Slug
access-to-training
Knowledge Products:

Other knowledge products

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Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
24 Feb 2015
Open
wcmstest4_132653.pdf
Thematic magazine of BTC - the Belgian Development Agency The January 2015 issue contains, among other items, articles about education and training in Uganda; technical and vocational education and training in Congo; and, Belgian efforts targeting technical and vocational education in Rwanda.
Subject Tags:

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Vocational training

Slug
vocational-training
Identifier
124
Regions:
Countries and territories:

Progressing STEM Skills in Australia

Progressing STEM Skills in Australia

Type:
Document
Content Type:
Progressing STEM Skills in Australia
Language:

English

Slug
english
Identifier
skpEng
Sources:

Employers' organizations

Employers invest in training in order to improve productivity, innovate and adopt new technologies, and compete in changing markets. Case studies and research from individual employers and associations of employers on the Global KSP deal with apprenticeship and workplace skills provision, quality assurance and governance of training institutions, and employers’ roles in anticipating skill needs and in influencing national and sector policies on skills development.

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Identifier
skpEmp
Slug
employers-organizations
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

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
Slug
anticipating-and-matching-skills-needs
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:
18 Feb 2015
Open
wcmstest4_132059.pdf
The importance of STEM (science, technology, engineering and mathematics) disciplines for the future economic and social well-being of Australia cannot be underestimated. International research indicates that 75 per cent of the fastest growing occupations require STEM skills and knowledge. In the US STEM employment grew three times more than non-STEM employment over the past twelve years and is expected to grow twice as fast by 2018. In Europe there are predictions of a shortage of between 380,000 and 700,000 ICT workers. The basic contributors to healthy STEM are research, international engagement and education. Specifically, education prepares a skilled and dynamic STEM workforce and sets the foundation for lifelong STEM literacy in the community. This report highlights the current situation of STEM skills development in Australia making international comparisons and provides policy recommendations.
Subject Tags:

Employers

Slug
employers
Identifier
672

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills anticipation

Slug
skills-anticipation
Identifier
677

Skills mismatch

Slug
skills-mismatch
Identifier
654
Regions:
Countries and territories:
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