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

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access-to-training

Entrepreneurship education and training: Insights from Ghana, Kenya, and Mozambique

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Document

Content Type:

															Entrepreneurship education and training: Insights from Ghana, Kenya, and Mozambique
													

Language:

English

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english

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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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skpATSU

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access-to-training

Training quality and relevance

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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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skpCaseStdy

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case-studies-and-good-practices

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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skpRPS

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research-papers

Publication Date:

02 Jul 2014

Open

wcmstest4_115855.pdf

This report summarizes the key themes and findings from three in-depth case studies of entrepreneurship education and training (EET) programs in Ghana, Kenya, and Mozambique. Each case study produced rich information on the programs context, the landscape of programs in each country, and the qualitative insights from local EET stakeholders. This report synthesizes information from across the case studies to analyze the extent to which these countries programs are meeting the needs of local entrepreneurs. It also introduces findings from global EET research to show how programs in the case-study countries relate to what is known about global practice in EET. From this synthesis, the report presents a set of key findings intended to illuminate how EET programs can be better aligned with local needs and promising EET practices globally.

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Economic and social development

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economic-and-social-development

Identifier

125

Entrepreneurship

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entrepreneurship

Identifier

182

Transferable skills

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transferable-skills

Identifier

660

Regions:

Africa

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Countries and territories:

Ghana

Kenya

Entrepreneurship education and training programs around the world: Dimensions for success

Type:

Document

Content Type:

															Entrepreneurship education and training programs around the world: Dimensions for success
													

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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skpIntOrg

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international-organizations

Topics:

Access to training

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skpATSU

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access-to-training

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

02 Jul 2014

Open

wcmstest4_115853.pdf

Entrepreneurship has attracted global interest for its potential to catalyze economic and social development. Research suggesting that certain entrepreneurial mindsets and skills can be learned has given rise to the field of entrepreneurship education and training (EET). Despite the growth of EET, global knowledge about these programs and their impact remains thin. In response, this study surveys the available literature and program evaluations to propose a Conceptual Framework for understanding the EET program landscape.

The study finds that EET today consists of a heterogeneous mix of programs that can be broken into two groups: entrepreneurship education and entrepreneurship training. These programs target a range of participants: secondary and post-secondary education students, as well as potential and practicing entrepreneurs. The outcomes measured by program evaluations are equally diverse but generally fall under the domains of entrepreneurial mindsets and capabilities, entrepreneurial status, and entrepreneurial performance.

The dimensions of EET programs vary according the particular target group. Programs targeting secondary education students focus on the development of foundational skills linked to entrepreneurship, while post-secondary education programs emphasize skills related to strategic business planning. Programs targeting potential entrepreneurs generally are embedded within broader support programs and tend to target vulnerable populations for whom employment alternatives may be limited. While programs serving practicing entrepreneurs focus on strengthening entrepreneurs’ knowledge, skills and business practices, which while unlikely to transform an enterprise in the near term, may accrue benefits to entrepreneurs over time.

The study also offers implications for policy and program implementation, emphasizing the importance of clarity about target groups and desired outcomes when making program choices, and sound understanding of extent to which publicly-supported programs offer a broader public good, and compare favorably to policy alternatives for supporting the targeted individuals as well as the overall economic and social objectives.

Subject Tags:

Economic and social development

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economic-and-social-development

Identifier

125

Entrepreneurship

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entrepreneurship

Identifier

182

Productivity

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productivity

Identifier

188

Regions:

Global

Learning and earning: Overcoming low education levels through skill development

Type:

Document

Content Type:

Learning and earning: Overcoming low education levels through skill development

Language:

English

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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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skpILO

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ilo

Topics:

Access to training

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skpATSU

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access-to-training

Participation of employers' and workers' organizations

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

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skpPSP

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participation-of-employers-and-workers-organizations

Sectoral approaches

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Matching skills to labour market demand requires reliable sectoral and occupational information and institutions that connect employers with training providers. Sector based strategies and institutions have proved effective in engaging all stakeholders in promoting both pre-employment training and life-long learning.

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skpSectApr

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sectoral-approaches

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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skpCaseStdy

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case-studies-and-good-practices

Promotional material

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

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skpAIM

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promotional-material

Publication Date:

27 Jun 2014

Open

wcmstest4_115650.pdf

The TVET Reform Project is an initiative of the Government of Bangladesh, executed by the ILO and funded by the European Union. This booklet, developed under the project, presents a Bangladeshi example of how to integrate people from underprivileged groups into nationally recognised skills development programmes and jobs. It describes, step-by-step, how training organisations and employers can work together to achieve this.

Subject Tags:

Employability

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employability

Identifier

643

Gender

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294

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294

Inclusion

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inclusion

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665

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motor-vehicle-industry

Identifier

601

Sectoral approaches

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sectoral-approaches

Identifier

676

Skills upgrading

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skills-upgrading

Identifier

657

Vocational training

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vocational-training

Identifier

124

Regions:

Asia and the Pacific

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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_

Enhancing skills and employability: Facilitating access to the formal economy

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Document

Content Type:

Enhancing skills and employability: Facilitating access to the formal economy

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English

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english

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skpEng

Sources:

ILO

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skpILO

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ilo

Topics:

Access to training

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skpATSU

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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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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Policy and strategy

Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work. Concise syntheses of experience from the international organizations.

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skpPolOp

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policy-and-strategy

Publication Date:

24 Jul 2013

Open

wcmstest4_058645.pdf

The brief is part of the section on entrepreneurship, skills development and finance in 'The informal economy and decent work: A policy resource guide supporting transitions to formality' This brief examines the impediments to skills upgrading in the informal economy: ranging from lack of policy coherence at the macro level, institutional weaknesses in training providers at the meso level through to inappropriate and inflexible delivery at the micro level. It highlights a range of policy innovations from around the world which have opened up entry points for integration with the mainstream economy. These include strengthening the capacity of existing service providers to reach the informal economy; recognising skills gained in the informal economy; policy coherence between human resource policies and other macro- policies to ensure better alignment of supply and demand; as well as improving the quality, delivery and relevance of skills to meet the needs of those currently in the informal economy.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Informal economy

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informal-economy

Identifier

187

Policy convergence

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policy-convergence

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674

Skills mismatch

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skills-mismatch

Identifier

654

Skills recognition

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skills-recognition

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656

Skills upgrading

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skills-upgrading

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657

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Skills at work: How skills and their use matter in the labour market

Type:

Document

Content Type:

Skills at work: How skills and their use matter in the labour market

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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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

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

25 Jun 2014

Open

wcmstest4_115453.pdf

Skills form the bedrock of every country’s economy. They are not only linked to aggregate economic performance but also to each individual’s success in the labour market. However, having skills is not enough; to achieve growth, both for a country and for an individual, skills must be put to productive use at work. The Survey of Adult Skills (PIAAC) measures both adults’ proficiency in key information processing skills and how those skills are used in the workplace. It also assesses the use of a variety of generic competencies at work.

This paper explores the role played in the labour market by skills proficiency in the areas of literacy, numeracy and problem solving in technology-rich environments. It also shows how skills use, not only proficiency, affects a number of key labour market phenomena, such as the gender wage gap. Finally, this paper combines information on skills proficiency, educational attainment, skills use, and qualification requirements to construct indicators of qualification and skills mismatches and to explore their causes and consequences.

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Skills mismatch

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skills-mismatch

Identifier

654

Transferable skills

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transferable-skills

Identifier

660

Regions:

Policy brief: Skills for rural employment and development

Type:

Document

Content Type:

Policy brief: Skills for rural employment and development

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Rural employment

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Eight out of 10 of the world’s working poor who live on US $1.25 per day live in rural areas, where many are caught in vulnerable employment, especially in agriculture.Flourishing rural areas are vital to regional and national development. Yet, rural economies tend to face a wide range of challenges that urban areas are more likely to overcome. These include access to transportation, sanitation and health services, and a consumer base in close proximity to support small and medium enterprise development. Women and men working in rural areas also face difficulties associated with a paucity of economic opportunities, under investment, poor infrastructure and public services, including education, and, in many cases, weak governance and underdeveloped markets.

Education, entrepreneurship, and physical and social infrastructure all play an important role in developing rural regions. Skills are central to improving employability and livelihood opportunities, reducing poverty, enhancing productivity and promoting environmentally sustainable development.

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skpREmpl

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rural-employment

Knowledge Products:

Policy and strategy

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skpPolOp

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policy-and-strategy

Publication Date:

13 Oct 2016

Open

wcmstest4_109048.pdf

Part of the Policy Brief series produced by ILO Skills and Employability This policy brief explains why action is needed to improve rural skills development in the context of the broader development challenges faced by rural communities. It outlines some of the key characteristics of education and training in rural communities, and sets out a range of policy options open to governments and social partners seeking to improve rural skills and employment opportunities. It is illustrated with examples of good practice, and concludes with a review of the support provided by the ILO for training in rural communities.

Subject Tags:

Rural development

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rural-development

Identifier

152

Rural employment

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rural-employment

Identifier

670

Rural workers

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rural-workers

Identifier

637

Vocational training

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vocational-training

Identifier

124

Regions:

Global

The Coca-Cola Company's 5by20 Initiative

Kind:

Event

Start Date:

02 Jun 2014

End Date:

19 Jun 2026

Event Location:

Global

EventType:

Language:

English

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english

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skpEng

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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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skpEmp

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employers-organizations

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

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

Women's empowerment initiative launched in 2010.

5by20 is The Coca-Cola Company's global commitment to enable the economic empowerment of 5 million women entrepreneurs across the company's value chain by 2020. This initiative aims to help women across the Coca-Cola value chain—producers, suppliers, distributors, retailers, recyclers and artisans—overcome barriers to business success by providing them with access to business skills, financial services, assets and support networks of peers and mentors. Launched in 2010, in just three years the initiative has reached more than 550,000 women entrepreneurs.There are 5by20 programs in 44 countries.

The Coca-Cola Company's 5by20 Initiative

Subject Tags:

Entrepreneurship

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entrepreneurship

Identifier

182

Women

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women

Identifier

318

Regions:

Global

Countries and territories:

Economic groups:

The Coca-Cola Company's 5by20 Initiative

Kind:

Event

Start Date:

02 Jun 2014

End Date:

19 Jun 2026

Event Location:

Global

EventType:

Language:

English

Slug

english

Identifier

skpEng

Language Version:

Sources:

Employers' organizations

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Identifier

skpEmp

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employers-organizations

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

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

Women's empowerment initiative launched in 2010.

The Coca-Cola Company's 5by20 Initiative

Subject Tags:

Entrepreneurship

Slug

entrepreneurship

Identifier

182

Women

Slug

women

Identifier

318

Regions:

Global

Countries and territories:

Economic groups:

Strengthening Local Skills Strategies

Type:

Document

Content Type:

Strengthening Local Skills Strategies

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

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access-to-training

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

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other-knowledge-products

Publication Date:

09 Apr 2014

Open

wcmstest4_112259.htm

OECD Skills Strategy Spotlight No.5 This OECD Skills Strategy Spotlight presents a series of principles which governments and communities can follow when developing local skills strategies.

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