The world of work is undergoing a substantial transformation due to new forces. In particular, technological advances, such as AI, automation and robotics, have produced numerous new opportunities, but also given rise to urgent challenges. While new jobs are constantly being created with the emergence of the digital economy, many jobs are at risk of becoming obsolete. Digital innovations will rapidly change the demand for skills, thereby creating a wider skills gap that has the potential to hold back economic growth. Equipping people with basic or advanced digital skills promises to prepare them for unprecedented job opportunities in the digital economy. This will lead to innovation, higher productivity and competitiveness, as well as expanding markets, access to work and entrepreneurship opportunities. 

Skills development can be viewed from a life-cycle perspective of building, maintaining and improving competencies and skills. A holistic approach to skills development encompasses the following features: access to good basic education; development of cognitive and core skills, including literacy, numeracy, communication, problem-solving and learning ability; and, availability of continuous training opportunities targeting adult and older workers.  Systems to improve recognition of attained skills across occupations, industries and countries improve the employability of workers, reduce labour shortages, and promote good working conditions for migrant workers. 

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. 

Skills development can be viewed from a life-cycle perspective of building, maintaining and improving competencies and skills. A holistic approach to skills development encompasses the following features: access to good basic education; development of cognitive and core skills, including literacy, numeracy, communication, problem-solving and learning ability; and, availability of continuous training opportunities targeting adult and older workers.  Systems to improve recognition of attained skills across occupations, industries and countries improve the employability of workers, reduce labour shortages, and promote good working conditions for migrant workers. 

Skills development can be viewed from a life-cycle perspective of building, maintaining and improving competencies and skills. A holistic approach to skills development encompasses the following features: access to good basic education; development of cognitive and core skills, including literacy, numeracy, communication, problem-solving and learning ability; and, availability of continuous training opportunities targeting adult and older workers.  Systems to improve recognition of attained skills across occupations, industries and countries improve the employability of workers, reduce labour shortages, and promote good working conditions for migrant workers. 

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.

According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017. 

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

Skills development can be viewed from a life-cycle perspective of building, maintaining and improving competencies and skills. A holistic approach to skills development encompasses the following features: access to good basic education; development of cognitive and core skills, including literacy, numeracy, communication, problem-solving and learning ability; and, availability of continuous training opportunities targeting adult and older workers.  Systems to improve recognition of attained skills across occupations, industries and countries improve the employability of workers, reduce labour shortages, and promote good working conditions for migrant workers. 

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.