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

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access-to-training

Botswana: Skills for competitiveness and economic growth

Type:

Document

Content Type:

Botswana: Skills for competitiveness and economic growth

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

Topics:

Access to training

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Identifier

skpATSU

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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

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

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:

05 Feb 2015

Open

wcmstest4_130457.pdf

Summary report

Human development is one of the pillars of Botswana’s Country Partnership Strategy with the World Bank (2009–13). The Country Partnership Strategy (CPS) is in line with Botswana’s 'Vision 2016', which, in terms of human development, envisions the transformation of Botswana to 'an educated and informed nation' and to 'a prosperous, productive and innovative nation' as two key cornerstones of the strategy. In line with these objectives, the World Bank with support from the Ministry of Education and Skills Development (MoESD) embarked on analytical study entitled 'Skills for Economic Growth and Diversification in Botswana'. The work is informed by Botswana’s need to diversify its economy to facilitate stronger, more sustainable economic and employment growth and, concurrently, equip its workforce with a variety of skill sets that meet employer needs.

The objective of the exercise is to provide the government of Botswana with concrete suggestions for policy interventions that strengthen the skills base of the workforce and thus facilitate economic growth, diversification, and employment. The recommendations offered are based on analyses of available data and international best practices. Four policy notes were developed, each of which touches on crucial aspects of strengthening the country’s skills base. They include: Raising Botswana Human Resource Profile to Facilitate Economic Diversification and Growth; Labor Market Signals on the Demand for Skills; Skills Needs of the Private Sector; and, Skills Implications of Botswana Diamond Beneficiation Strategy.

The key findings and recommendations of these four notes are summarized in the Executive Summary.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills anticipation

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skills-anticipation

Identifier

677

Regions:

Africa

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Countries and territories:

Botswana

Demand and supply of skills in Ghana: How can training programs improve employment and productivity?

Type:

Document

Content Type:

															Demand and supply of skills in Ghana: How can training programs improve employment and productivity?
													

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

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

15 Jan 2015

Open

wcmstest4_129256.pdf

Ghana has a youthful population of 24 million and has shown impressive gains in economic growth and in poverty reduction over the last two decades. The necessary sustained growth requires three critical steps: (1) increase productivity in the strategic economic sectors, (2) diversify the economy, and (3) expand employment. Raising the level and range of skills in the country provides a key contribution to these core drivers of sustained growth.

This report focuses on one segment of Ghana’s skills development system: formal and informal technical and vocational education and training (TVET) at the pre-tertiary level. Although TVET alone does not guarantee productivity gains or job creation, it is generally agreed that a blend of cognitive, non-cognitive, intermediate, and higher technical skills is crucial to enhance the country’s competitiveness and contribute to social inclusion, acceptable employment, and the alleviation of poverty. The report assesses the economic and social demand for vocational skills and the scope and scale of supply. Special attention is placed on vocational training for those working in the informal economy, and on non-formal (private) training providers.

Subject Tags:

Economic growth

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economic-growth

Identifier

166

Human resources development

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human-resources-development

Identifier

118

Lifelong learning

Slug

lifelong-learning

Identifier

400

Low skilled workers

Slug

low-skilled-workers

Identifier

650

Poverty alleviation

Slug

poverty-alleviation

Identifier

149

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Transferable skills

Slug

transferable-skills

Identifier

660

TVET systems

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tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Africa

Region Image

Countries and territories:

Ghana

Resource guide: Gender mainstreaming into technical and vocational education and training in Bangladesh

Type:

Document

Content Type:

															Resource guide: Gender mainstreaming into technical and vocational education and training in Bangladesh
													

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

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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skpILO

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ilo

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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Identifier

skpAIM

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promotional-material

Publication Date:

26 Nov 2014

Open

wcmstest4_126252.pdf

An initiative of the Government of Bangladesh with assistance by the International Labour Organisation and funding by the European Union. The main purpose of this Resource Guide is to provide guidance, practical how-to tools and available information on technical resources to support the task of operationalizing the National Strategy for Promoting Gender Equality within technical and vocational education and training (TVET) institutions. More specifically, the Guide focuses on three objectives:
1. To facilitate a clear understanding of key barriers to female participation from a gender perspective and analyse their implications in women’s employment and economic empowerment;
2. To provide practical tools and guidance on how to mainstream gender effectively into the TVET institutional structures, systems, programmes and activities; and
3. To provide information on available technical resources to strengthen the capacity of TVET gender focal points in mainstreaming gender equality concerns.

Subject Tags:

Employability

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employability

Identifier

643

Gender

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294

Identifier

294

Human resources development

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human-resources-development

Identifier

118

Inclusion

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inclusion

Identifier

665

TVET systems

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tvet-systems

Identifier

661

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_

Bangladesh: Skills vision 2016

Type:

Document

Content Type:

Bangladesh: Skills vision 2016

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

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governments

ILO

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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

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

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

Slug

national-policies-and-initiatives

Publication Date:

26 Nov 2014

Open

wcmstest4_126251.pdf

An initiative of the Government of Bangladesh with assistance by the International Labour Organisation and funding by the European Union. Bangladesh is the eighth most populous country in the world which presents an immense opportunity in terms of the use of its labour force. Quality technical and vocational education and training (TVET) is essential to ensuring the country’s competitiveness in the global labour market, and ensuring decent work for all. This Vision for skills development in Bangladesh is a roadmap that could help Bangladesh in the development of a flexible, responsive and market-oriented training system.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Gender

Slug

294

Identifier

294

Human resources development

Slug

human-resources-development

Identifier

118

Inclusion

Slug

inclusion

Identifier

665

People with disabilities

Slug

people-with-disabilities

Identifier

323

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Bangladesh

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_

Strategic framework for European cooperation in education and training (ET 2020)

Type:

Document

Content Type:

															Strategic framework for European cooperation in education and training (ET 2020)
													

Language:

English

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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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Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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Identifier

skpISSP

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international-standards

Publication Date:

07 Nov 2014

Open

wcmstest4_124865.pdf

Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training. (‘ET 2020’) These Conclusions provide for a strategic framework for European cooperation in education and training up until 2020. This framework builds on the achievements of the “Education and Training 2010” (ET 2010) work programme, with a view to responding to the challenges that remain in creating a knowledge-based Europe and making lifelong learning a reality for all.

The main aim of the framework is to support Member States in further developing their educational and training systems. These systems should better provide the means for all citizens to realise their potential, as well as ensure sustainable economic prosperity and employability. The framework should take into consideration the whole spectrum of education and training systems from a lifelong learning perspective, covering all levels and contexts (including non-formal and informal learning).

The conclusions set out four strategic objectives for the framework:
•making lifelong learning and mobility a reality;
•improving the quality and efficiency of education and training;
•promoting equity, social cohesion and active citizenship; and
•enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.

Subject Tags:

Economic and social development

Slug

economic-and-social-development

Identifier

125

Employability

Slug

employability

Identifier

643

Entrepreneurship

Slug

entrepreneurship

Identifier

182

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Europe and Central Asia

Region Image

Un marco estratégico para la cooperación europea en el ámbito de la educación y la formación («ET 2020»)

Type:

Document

Content Type:

															Un marco estratégico para la cooperación europea en el ámbito de la educación y la formación («ET 2020»)
													

Language:

Spanish

Slug

spanish

Identifier

skpEsp

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

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

International standards

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Identifier

skpISSP

Slug

international-standards

Publication Date:

07 Nov 2014

Open

wcmstest4_124867.pdf

Conclusiones del Consejo de 12 de mayo de 2009 sobre un marco estratégico para la cooperación europea en el ámbito de la educación y la formación («ET 2020»)

Estas conclusiones constituyen un marco estratégico para la cooperación europea en el ámbito de la educación y la formación hasta 2020. Dicho marco se basa en los logros del programa de trabajo “Educación y Formación 2010” (ET 2010), y tiene como objetivo responder a los retos pendientes para crear una Europa basada en el conocimiento y hacer del aprendizaje permanente una realidad para todos.

El objetivo primordial del marco es seguir apoyando el desarrollo de los sistemas de educación y formación en los Estados miembros. Estos sistemas deben proporcionar a todos los ciudadanos los medios para que exploten su potencial, y garantizar la prosperidad económica sostenible y la empleabilidad. El marco debe abarcar la totalidad de los sistemas de educación y de formación dentro de una perspectiva de aprendizaje permanente, en todos los niveles y contextos (incluidos los aprendizajes no formal e informal).

Las conclusiones establecen cuatro objetivos estratégicos para el marco:
i. Hacer realidad el aprendizaje permanente y la movilidad;
ii. Mejorar la calidad y la eficacia de la educación y la formación;
iii. Promover la equidad, la cohesión social y la ciudadanía activa;
iv. Incrementar la creatividad y la innovación, incluido el espíritu empresarial, en todos los niveles de la educación y la formación.

Subject Tags:

Economic and social development

Slug

economic-and-social-development

Identifier

125

Education and training

Slug

education-and-training

Identifier

116

Employability

Slug

employability

Identifier

643

Entrepreneurship

Slug

entrepreneurship

Identifier

182

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Europe and Central Asia

Region Image

Education and Skills 2.0: New Targets and Innovative Approaches

Type:

Document

Content Type:

Education and Skills 2.0: New Targets and Innovative Approaches

Language:

French

Slug

french

Identifier

skpFrn

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

Training quality and relevance

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Identifier

skpTrainQR

Slug

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

Slug

case-studies-and-good-practices

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

07 Nov 2014

Open

wcmstest4_124868.pdf

As the global community weighs next steps on the education and skills front, this book aims to provide the latest thinking on the critical importance of education and highlights what can be done to ensure that all people around the world can benefit. To this end, it critically reviews existing and new ideas, perspectives and frameworks on education through relevant analyses and case studies. The book explores the full array of social benefits of different programmes and interventions and related evidence of return on investment.

The real value-added of the publication is on conceptualizing and describing innovative, plausible, scalable, compelling and high-impact solutions that will improve access to education, strengthen educational quality, improve workers’ skills and increase equity – across income level, gender and other demographic subgroups. At the same time, the book tries to shine a light on the relevance of education and training to the labour market and the need to facilitate school-to-work transitions. In pursuing these goals, it takes a lifecycle approach, examining the full range of educational experiences – from pre-primary education to post-graduate training to worker education and training to mature worker reskilling. This vast educational experience can occur in both formal educational settings and informal systems.

This book also hopes to contribute to decision-making and research by presenting an accessible and up-to-date compilation of quantitative and qualitative education data across countries.

Subject Tags:

Economic and social development

Slug

economic-and-social-development

Identifier

125

Employability

Slug

employability

Identifier

643

Human resources development

Slug

human-resources-development

Identifier

118

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Regions:

Global

Skills mismatch in Europe: Statistics brief

Type:

Document

Content Type:

Skills mismatch in Europe: Statistics brief

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

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

Slug

career-guidance-and-employment-services

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

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

Slug

statistical-information

Publication Date:

29 Oct 2014

Open

wcmstest4_124248.pdf

This Statistics Brief analyzes the incidence of over-education and under-education (skills mismatch) in a sample of European economies. Mismatch patterns are shown to depend strongly on the measure of mismatch that is adopted, but over-education is increasing and under-education is decreasing on at least one measure in at least half of the countries for which such trends can be assessed. Differences in skills mismatch risk between age groups and sexes are discussed, and country-specific trends are identified.

Subject Tags:

Low skilled workers

Slug

low-skilled-workers

Identifier

650

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills indicators

Slug

skills-indicators

Identifier

653

Skills mismatch

Slug

skills-mismatch

Identifier

654

Regions:

Europe and Central Asia

Region Image

OECD Skills strategy action report: Norway

Type:

Document

Content Type:

OECD Skills strategy action report: Norway

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

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.

Identifier

skpPolConv

Slug

skills-policies-and-strategies

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:

23 Oct 2014

Open

wcmstest4_123848.pdf

Since January 2013, the OECD has been working closely with Norway to successfully use inclusive and innovative processes to strengthen Norway’s skills system. The process was conducted in two phases. The diagnostic phase, completed over the course of 2013, served to build a shared understanding of the issues at stake and to identify twelve skills challenges for Norway. In the action phase, as described in this report, stakeholders generated innovative approaches and solutions to specific skills challenges in an effort to contribute to the development and implementation of government skills policies. Stakeholders chose to focus on three interlinked Priority Areas for action, which incorporate the twelve skills challenges identified in the Diagnostic Report: improving the effectiveness of Norway’s skills system, tackling skills imbalances, and strengthening education and training for low skilled adults. The five key actions identified to address Norway’s skills challenges constitute a strong and coherent platform for new policy development and better implementation of existing skills policies.

This Action Report would have served its purpose if it contributes to fostering a common understanding of the actions Norway needs to take to strengthen its skills system. It would have accomplished an even greater goal if it stimulates policy makers and stakeholders to work together to ensure successful implementation. Maximising Norway’s skills potential is everyone’s business, and will require a shared commitment across ministries, county and local governments as well as social partners to deliver better skills outcomes today and in the future.

Subject Tags:

Career guidance

Slug

career-guidance

Identifier

640

Economic growth

Slug

economic-growth

Identifier

166

Employability

Slug

employability

Identifier

643

Inclusion

Slug

inclusion

Identifier

665

Lifelong learning

Slug

lifelong-learning

Identifier

400

Policy convergence

Slug

policy-convergence

Identifier

674

Skills mismatch

Slug

skills-mismatch

Identifier

654

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Norway

Skilled for life? Key findings from the survey of adult skills

Type:

Document

Content Type:

Skilled for life? Key findings from the survey of adult skills

Language:

English

Slug

english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

Slug

international-organizations

Topics:

Access to training

Thumbnail

Identifier

skpATSU

Slug

access-to-training

Older workers

Thumbnail

Identifier

skpOldwor

Slug

older-workers

Training quality and relevance

Thumbnail

Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

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01 Oct 2014

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wcmstest4_122448.pdf

This inaugural edition of the OECD Skills Outlook is devoted to reporting the results of the first round of the Survey of Adult Skills, a product of the Programme for the International Assessment of Adult Competencies (PIAAC). The survey provides a rich source of data on adults’ proficiency in literacy, numeracy and problem solving in technology-rich environments – the key information-processing skills that are invaluable in 21st-century economies – and in various “generic” skills, such as co-operation, communication, and organising one’s time. One core message emerging from the Survey is that what people know and what they do with what they know has a major impact on their life chances.

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