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Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

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skpPolPer
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monitoring-and-evaluation

From education to working life

From education to working life

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Document
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From education to working life
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English

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english
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skpEng
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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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skpOSource
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other-sources
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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. 

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skpAFSN
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anticipating-and-matching-skills-needs

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

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skpPolPer
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monitoring-and-evaluation

Training quality and relevance

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Identifier
skpTrainQR
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training-quality-and-relevance
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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:
09 Feb 2015
Open
wcmstest4_130859.pdf
We know much about the effectiveness of education in general, but less about how the various types of education play out in the labour market. If we compare a graduate of vocational education with a graduate of general education, which of them is more likely to get a good job on graduation? Which of them is more likely to get a stable job, or get a job quickly? Will their wages rise in step, or does one fall behind?

In this new report, Cedefop looks at labour market outcomes for young people in Europe and across countries. Using data from the EU Labour Force Survey (2009), it examines how the various levels and orientations of education affect employment prospects, the transition to work, job quality and wages. The findings of the report should be placed within a larger picture, taking into account the structural changes in EU labour markets and how they are expected to affect the demand for occupations in different sectors.
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Apprenticeships

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apprenticeships
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639

Gender

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294
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294

Skills anticipation

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skills-anticipation
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677

Vocational training

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vocational-training
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124
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The Skills Road: Skills for Employability in Tajikistan

The Skills Road: Skills for Employability in Tajikistan

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Document
Content Type:
The Skills Road: Skills for Employability in Tajikistan
Language:

English

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english
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skpEng
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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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Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
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monitoring-and-evaluation
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:
04 Feb 2015
Open
wcmstest4_130252.pdf
This report addresses a fundamental question facing policy makers in Tajikistan: is the current level of worker skills hindering employment outcomes? Using a unique household survey, the study finds that skills are valued in Tajikistan’s labor market, yet skills gaps persist.

Jobs have been created in more knowledge-intensive occupations and in the service sector as opposed to the more traditional manual jobs, and employment outcomes are stronger for workers with better skills. Analysis of worker skills shows that workers with better cognitive and non-cognitive skills are typically more likely to have the highly sought-after formal sector jobs; and in fact make more frequent and intense use of mathematics and reading skills on the job. Furthermore, workers with better non-cognitive skills tend to become supervisors.

The study finds that there are large variations in observed skills among those with the same level of educational attainment, indicating that formal education is failing too many people even though skills are developed during different stages in the life cycle and a host of actors are involved—families, for example, play a central role.

The report’s conclusion is that the government could shift the focus from providing access to educational institutions and instead focus on providing the skills (cognitive, non-cognitive, and technical) students need to succeed as adults. The government can also do more to get children off to the right start by investing in early childhood development programs, where rates of return to investment are generally very high and important soft skills are learned.

Finally, more can be done to match worker skills with employer demand by improving the use of information in matching skills to jobs in the labor market.
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Entrepreneurship

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entrepreneurship
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182

Skills and training policy

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skills-and-training-policy
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666

Skills upgrading

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skills-upgrading
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657
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Countries and territories:

Research brief: Lessons from the implementation of training and retraining programmes in response to the Great Recession

Research brief: Lessons from the implementation of training and retraining programmes in response to the Great Recession

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Document
Content Type:
Research brief: Lessons from the implementation of training and retraining programmes in response to the Great Recession
Language:

English

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english
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skpEng
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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
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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.
 

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skpLMIES
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career-guidance-and-employment-services

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
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monitoring-and-evaluation
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:
03 Jul 2014
Open
wcmstest4_116049.pdf

This research brief examines what countries have learned from the implementation of training and retraining programmes as part of their recovery strategies in response to the global economic crisis of 2008–09. The brief summarizes the findings of studies of experience in nine countries – Belgium, Canada, Germany, Republic of Korea, Peru, the Philippines, South Africa, the United Kingdom and the United States (Hansen, 2012). The findings presented here show how training and retraining can form an integral part of effective crisis response strategies; although, in the absence of impact evaluations, these findings must be considered provisional, they nevertheless offer useful indications of the factors behind both success and difficulty in implementing such measures

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Economic recovery

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economic-recovery
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667

Employability

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employability
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643

Inclusion

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inclusion
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665

Skills and training policy

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skills-and-training-policy
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666

Skills re-training

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skills-re-training
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655
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Countries and territories:

Revisión de políticas en educación y formación técnica y profesional de El Salvador

Revisión de políticas en educación y formación técnica y profesional de El Salvador

Type:
Document
Content Type:
Revisión de políticas en educación y formación técnica y profesional de El Salvador
Language:

Spanish

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spanish
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skpEsp
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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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Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
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monitoring-and-evaluation
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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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skpNatPol
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national-policies-and-initiatives
Publication Date:
09 May 2014
Open
wcmstest4_113451.pdf

La estrategia EFPT pretende contribuir activamente al logro de los Objetivos de la Educación para Todos (EPT) y a los Objetivos de Desarrollo del Milenio (ODM) dando prioridad a la mejora en el acceso, la inclusión y la equidad en la educación, para alcanzar en último término un desarrollo sostenible y una cultura de paz. Este informe presenta las conclusiones de la revisión de estas políticas realizada en El Salvador.

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Education and training

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education-and-training
Identifier
116

TVET systems

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tvet-systems
Identifier
661
Regions:

Americas

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Countries and territories:

EFA Goal 3:Life Skills and Lifelong Learning

EFA Goal 3:Life Skills and Lifelong Learning

Type:
Document
Content Type:
EFA Goal 3:Life Skills and Lifelong Learning
Language:

English

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english
Identifier
skpEng
Sources:

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:

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
Slug
monitoring-and-evaluation
Knowledge Products:

National policies and initiatives

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

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Identifier
skpNatPol
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national-policies-and-initiatives
Publication Date:
09 May 2014
Open
wcmstest4_113454.pdf
Asia-Pacific End of Decade Notes on Education for All This End of Decade Note presents the progress achieved by Asia-Pacific countries towards meeting Education for All Goal 3, ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes. The Note identifies the key issues and challenges that countries have encountered in their efforts to achieve the Goal, and makes recommendations for improvements.
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Lifelong learning

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lifelong-learning
Identifier
400
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Status of TVET in the SADC region

Status of TVET in the SADC region

Type:
Document
Content Type:
Status of TVET in the SADC region
Language:

English

Slug
english
Identifier
skpEng
Sources:

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:

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
Slug
monitoring-and-evaluation
Knowledge Products:

National policies and initiatives

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

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Identifier
skpNatPol
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national-policies-and-initiatives
Publication Date:
09 May 2014
Open
wcmstest4_113449.pdf
Assessment and review of technical and vocational education and training (TVET) in the Southern African Development Community Region and of the development of a regional strategy for the revitalisation of TVET In spite of the importance of Technical and Vocational Education and Training (TVET) for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led the Southern African Development Community (SADC) Secretariat and UNESCO to intervene through the commissioning of a regional review of the state of TVET and a pilot TVET monitoring tool, with a view to developing a new strategic programme of action for regional cooperation in TVET. This report presents the findings of this exercise.
Subject Tags:

TVET systems

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tvet-systems
Identifier
661
Regions:

Africa

Region Image

Entrepreneurship Education in the Arab States

Entrepreneurship Education in the Arab States

Type:
Document
Content Type:
Entrepreneurship Education in the Arab States
Language:

English

Slug
english
Identifier
skpEng
Sources:

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:

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
Slug
monitoring-and-evaluation
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:
09 May 2014
Open
wcmstest4_113448.pdf
A joint project of UNESCO and the StratREAL Foundation, UK; Component II: Regional synthesis report This regional synthesis report presents a comprehensive review of the achievements of the participating countries in the entrepreneurship education project – Component II (2011-2012) in its two phases, and identifies lessons learned from the implementation phases and a number of recommendations to contribute to raising awareness of the achievements and contributions of the participating countries.
Subject Tags:

TVET systems

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tvet-systems
Identifier
661
Regions:

Arab States

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Countries and territories:

Revue de politiques de formation technique et professionnelle au Bénin

Revue de politiques de formation technique et professionnelle au Bénin

Type:
Document
Content Type:
Revue de politiques de formation technique et professionnelle au Bénin
Language:

French

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french
Identifier
skpFrn
Sources:

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:

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
Slug
monitoring-and-evaluation
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:
09 May 2014
Open
wcmstest4_113450.pdf

Faisant suite à la demande du Gouvernement béninois, l’UNESCO, en partenariat avec le BIT, a mené la Revue des politiques d’EFTP au Bénin en 2011 et engagé un dialogue avec les acteurs nationaux à propos des défis auxquels l’EFPT est confronté. Il a également examiné les réponses appropriées afin de parvenir à une meilleure compréhension de la contribution de l’EFTP au développement socio-économique du Bénin et à endiguer le chômage des jeunes. Ce rapport présente les conclusions de la Revue des politiques

Subject Tags:

Education and training

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education-and-training
Identifier
116

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Africa

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Countries and territories:

TVET Policy review Zanzibar

TVET Policy review Zanzibar

Type:
Document
Content Type:
TVET Policy review Zanzibar
Language:

English

Slug
english
Identifier
skpEng
Sources:

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:

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
Slug
monitoring-and-evaluation
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

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
Slug
international-standards

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:
08 May 2014
Open
wcmstest4_113264.pdf
With particular focus on reform the 2005 VET policy; this policy review identifies policy options and strategies for enhancing TVET relevance, efficiency and effectiveness in Zanzibar. The report highlights important developments in the TVET sector already underway, as well as key enabling factors needed to be in place to support the reform process.
Subject Tags:
Regions:

Africa

Region Image

Nordic skills policies

Nordic skills policies

Type:
Document
Content Type:
Nordic skills policies
Language:

English

Slug
english
Identifier
skpEng
Sources:

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
Slug
international-organizations
Topics:

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
Slug
monitoring-and-evaluation
Knowledge Products:

Other knowledge products

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Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
08 Apr 2014
Open
wcmstest4_112249.htm
OECD Skills Strategy Spotlight Series No.1 This OECD Skills Strategy spotlight sets what previous skills policies in Denmark, Estonia, Finland, Norway and Sweden have delivered. This document is the fruit of a seminar on “OECD Survey of Adult Skills (PIAAC): a foundation for reform?” that was held in October 2012 and brought together experts from governments and academia from over 10 countries.
Subject Tags:

Economic recovery

Slug
economic-recovery
Identifier
667

Lifelong learning

Slug
lifelong-learning
Identifier
400
Regions:
Countries and territories:
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