Training quality and relevance

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training-quality-and-relevance

Enquête de l’OIT-UNESCO-Banque Mondiale auprès des prestataires d’EFTP, des décideurs politiques et des partenaires sociaux sur la réponse face à la pandémie de COVID-19

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Event

Start Date:

03 Apr 2020

End Date:

17 Jun 2026

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French

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french

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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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ilo

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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international-organizations

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Training quality and relevance

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training-quality-and-relevance

Knowledge Products:

Le but de l’enquête est de rassembler des informations sur les bonnes pratiques et de permettre le partage des connaissances pour aider les pays du monde entier à limiter les effets de la pandémie de COVID-19 dans les domaines de l’éducation et de la formation.

Contexte
La pandémie de COVID-19 est en train de bouleverser nos modes de vie. Elle constitue non seulement une menace pour la santé de millions de personnes dans le monde, mais entraînera également des perturbations sociales et économiques majeures. La crise a un impact sur nos façons de travailler et d’apprendre d’une manière sans précédent. Chacun d’entre nous ressent ses répercussions de différentes manières. Nous avons donc urgemment besoin de réponses face à cette crise et à son impact. Dans le cadre de l’enseignement et formation professionnels et techniques (EFTP), les prestataires de formation et les décideurs politiques sont à la recherche de solutions rapides, pratiques et innovatrices pour s’attaquer à ce problème. Il est donc extrêmement important de définir une réponse efficace dans les plus brefs délais, ainsi que d’identifier et de relever les défis auxquels les institutions de formation sont confrontées, afin d’essayer d’atténuer l’impact négatif de la crise dans la mesure du possible.

Objectifs
Le but de l’enquête préparée par l’Organisation Internationale du Travail (OIT) et l’Organisation des Nations Unies pour l’éducation, la science et la culture (UNESCO) et la Banque Mondiale, est de rassembler des informations sur les bonnes pratiques et de permettre le partage des connaissances pour aider les pays du monde entier à limiter les effets de la pandémie de COVID-19 dans les domaines de l’éducation et de la formation. L’enquête vise:
• les organismes d’enseignement et formation techniques et professionnels (EFTP) initiaux ou continus,
• les décideurs politiques (tels que les Ministères du Travail et de l’Éducation)
• les partenaires sociaux

Les informations recueillies par le biais de cette enquête contribueront à faire le point et à partager les connaissances sur les expériences et les bonnes pratiques, les stratégies et les outils, lesquels peuvent aider d’autres apprenants et formateurs d’EFTP, les décideurs politiques, les partenaires sociaux et d’autres parties prenantes à atténuer l’impact, gérer efficacement le processus d’apprentissage et de formation et augmenter la résilience pendant la période difficile que présente la pandémie.

Pour consulter les premiers résultats de l'enquête, cliquez sur le lien ci-dessous.

Résultats de l'enquête OIT-UNESCO-Banque mondiale.

Enquête de l’OIT-UNESCO-Banque Mondiale auprès des prestataires d’EFTP, des décideurs politiques et des partenaires sociaux sur la réponse face à la pandémie de COVID-19

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TVET systems

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tvet-systems

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661

Regions:

Global

Countries and territories:

Economic groups:

ILO-UNESCO-World Bank survey for TVET providers, policy-makers and social partners on addressing the COVID-19 pandemic

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Event

Start Date:

03 Apr 2020

End Date:

17 Jun 2026

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English

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english

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skpEng

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Sources:

ILO

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skpILO

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ilo

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skpIntOrg

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international-organizations

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

The purpose of this survey was to gather information on good practices and to allow knowledge sharing, with the aim of helping countries around the world mitigate the effects of the COVID-19 pandemic in the areas of education and training.

Background
The COVID-19 pandemic is disrupting our way of living. It not only poses a threat to the health of millions of people around the world but will also cause major social and economic disruption. The crisis is affecting the way we work and learn in an unprecedented manner. Each of us is feeling its repercussions in different ways. What is urgently needed are responses to address the crisis and its impact.

Within the context of Technical and Vocational Education and Training (TVET), training providers and policy-makers are looking for quick, practical and innovative solutions to tackle the issue. It is of utmost importance to define an efficient response in a timely manner, and identify and address the challenges faced by training institutions in order to attempt to counter the negative impact of the crisis, to the extent possible.

Objectives
The purpose of this survey prepared by the International Labour Organization (ILO) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank Group (WBG), was to gather information on good practices and to allow knowledge sharing, with the aim of helping countries around the world mitigate the effects of the COVID-19 pandemic in the areas of education and training. The survey targets:
• providers of initial and continuing technical and vocational education and training;
• policy makers (such as Ministries of Labour and Education);
• social partners.

The information gathered through this survey will contribute to stocktaking and sharing knowledge about experiences and good practices, strategies and tools that can help other TVET learners and trainers, policy-makers, social partners and other stakeholders mitigate impact, manage the learning and training process effectively and increase resilience during the difficult period presented by the pandemic.

To check the early results of the survey, click on the link provided below.

Early results of the ILO-UNESCO-World Bank survey

ILO-UNESCO-World Bank survey for TVET providers, policy-makers and social partners on addressing the COVID-19 pandemic

Subject Tags:

TVET systems

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tvet-systems

Identifier

661

Regions:

Global

Countries and territories:

Economic groups:

Call for papers: Public governance for climate action conference

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Event

Start Date:

27 Feb 2020

End Date:

17 Jun 2026

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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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other-sources

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

The European Training Foundation (ETF) invites practitioners, experts, researchers, social partners, authorities, civil society to submit papers for the Public Governance for Climate Action Conference.

The European Training Foundation (ETF) invites practitioners, experts, researchers, social partners, authorities, civil society to submit abstracts for papers. The call for papers is part of the IIAS 2020 conference on Public Governance for Climate Action to be held in Brussels on 24-26 June, 2020.

In particular, papers on VET-skills development should focus in one or more of the following topics:

· Institutional subsidiarity in a new economic and social context: Actions and actors at a local level for addressing environment related challenges;
· Inclusive lifelong learning in the context of a sustainable economy;
· Co-managing the transitions. Interacting strategies for businesses, people and places;
· Public-private partnerships for skills development;
· Bridging urban, rural, maritime, and coastal economies; and,
· Financing and budgeting human capital development.

The deadline for the submission of papers is 15th March 2020.

Call for papers: Public governance for climate action conference

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills upgrading

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skills-upgrading

Identifier

657

TVET systems

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tvet-systems

Identifier

661

Regions:

Global

Countries and territories:

Economic groups:

Manual for developing qualification and occupational standards, Bosnia and Herzegovina

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Document

Content Type:

															Manual for developing qualification and occupational standards, Bosnia and Herzegovina
													

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English

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english

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skpEng

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skpIntOrg

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international-organizations

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Training quality and relevance

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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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research-papers

Publication Date:

30 Jan 2020

Open

edmsp1_254628.pdf

The manual is designed to explain and facilitate the development of multiple qualifications standards and OSs in Bosnia and Herzegovina. It clarifies the role of occupational and qualifications standards and how to gain maximum benefit from them at the individual, institutional and country level. Among other things, the manual advises and supports higher education institutions in the development of innovative, high-quality study programmes.

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Regions:

Europe and Central Asia

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Countries and territories:

Bosnia and Herzegovina

Unrealised potential: The role of the independent training providers in meeting skills needs

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Document

Content Type:

															Unrealised potential: The role of the independent training providers in meeting skills needs 
													

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English

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english

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skpEng

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skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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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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case-studies-and-good-practices

Research papers

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research-papers

Publication Date:

30 Jan 2020

Open

edmsp1_254625.pdf

Independent Training Providers (ITPs) are an integral part of the TVET landscape. They play an increasingly important role in delivering government policy priorities in the development of TVET systems, however their role is often under-researched and their significance overlooked. The first research in the series, conducted in partnership with the Association of Employment and Learning Providers (AELP), puts the ITP sector in the spotlight.

The research begins by outlining the distinctive characteristics of the ITPs in the UK which enable them to respond to government priorities. Examples of the successes and challenges that UK ITPs face are presented through mini case studies. Further on, the research examines the role of the ITPs in six countries – Botswana, South Africa, Uganda, India, Nepal and Sri Lanka and the different models they operate within.

This research aims to prompt national policy makers to consider whether they are making the best use of ITPs by highlighting their distinct characteristics that make them suitable and effective in delivering government skills objectives. It also aims to raise awareness among ITPs about the work undertaken by counterpart organisations in other countries and to encourage international collaboration.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Online skills development and COVID-19

Type:

Discussion

Start Date:

27 Mar 2020

End Date:

17 Mar 2020

Language:

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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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

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

Training quality and relevance

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training-quality-and-relevance

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Other knowledge products

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other-knowledge-products

Moderators

This discussion invites government representatives, employers’ and workers’ organizations, education and training providers, NGOs, and individuals, among others, to share and discuss how to maintain continued learning and skills building for students and workers in times of crisis, such as the COVID-19 pandemic which we all now face. It also aims to explore relevant and timely innovative practices in distance and online education and training.

The world of work is being profoundly affected by the global COVID-19 pandemic. Not only is the health of millions of people at risk; also at stake are their long-term livelihoods and wellbeing. Over the past weeks the Coronavirus (COVID-19) pandemic has presented unique challenges to all types and levels of learning, including schooling, TVET, apprenticeships and skills development. What’s more, it has also stimulated discussion on the need for accelerated innovation in on-line learning, and the delivery of TVET and skills training. For those of you interested in the wider impact of COVID-19 on employment and jobs and possible mitigation measures, please download the ILO briefing note from the link at the bottom of the page.

In this context, we have an opportunity to explore the concept of “learning and training anywhere, anytime”, an idea central to the concept of lifelong learning. This in turn requires examination of a range of issues such as how technically prepared we are to support new ways of working in the face of disruptors like a pandemic, and how quickly we can organize digital education and training and mobilize teachers and trainers to maintain services to learners. We also need to explore innovative learning methodologies for apprentices and workers who primarily acquire or upgrade skills at the workplace.

This E-discussion seeks to glean insights into innovative practices in education and training, particularly those that are embracing technology to promote skills development. The E-discussion will also allow us to consider the new challenges emerging in the current context as we move to online forms of learning and skills development, including how we ensure that no one is excluded from new forms of learning and training.

To begin the discussion, we invite you to provide your inputs on the following:

Week one questions:
1. How has the current situation linked to COVID-19 disrupted the provision of training where you are (including apprenticeships, full time programs and short courses)?
2. What resources are being used or referred to maintain training services remotely and via e-learning platforms? Could you share some examples?
3. What technical hurdles have you observed in delivering online training and skills development?
4. What challenges do learners face in accessing / using e-learning?
5. How can individuals and learning providers ensure that the effects of the disruption are minimized and that wherever possible, apprentices and learners are not negatively impacted in the long-term?
6. How have government policies affected the operation of education and training providers?

Week two questions:
7. What new and innovative approaches to learning and skills development have you observed in your surroundings since the start of the pandemic?
8. How adaptable are learners to these new and evolving forms of training and learning?
9. What measures are being taken in order to assure that potential learners are aware of existing learning solutions and can access and use them autonomously?
10. Do you foresee the current situation having an impact on the concept of lifelong learning?
11. What new forms of partnerships, for example, public-private partnerships and collaboration are emerging during this crisis period?

Online skills development and COVID-19

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Apprenticeships

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apprenticeships

Identifier

639

Youth employment

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youth-employment

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Regions:

Global

Countries and territories:

Switzerland

Economic groups:

Investing in career guidance

Type:

Document

Content Type:

Publication

Language:

English

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english

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skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Other sources

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skpOSource

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other-sources

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Promotional material

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

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promotional-material

Publication Date:

21 Dec 2019

Open

Investing_in_career_guidance_2021_762841.pdf

Effective career guidance helps individuals to reach their potential, economies to become more efficient and societies to become fairer. It is critical to the smooth transitions of people as they make choices about education and training and to mobility within the labour market. Today’s labour market has become more turbulent. Covid-19 has deeply disrupted demand for workers and accelerated patterns of automation and digital transformation. Globalisation, demographic trends and growing efforts to create greener economies are changing the character of demand for skills around the world. Career guidance has an essential part to play in recovery plans and in helping people of all ages and backgrounds to navigate such disruption. Evidence shows that investment in guidance provides positive economic, educational and social returns, however, in too many countries access to guidance is insufficient, particularly for those who are in greatest need.

Disclaimer: this leaflet replaces the previous IAG leaflet, published in 2019.

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Skills and training policy

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skills-and-training-policy

Identifier

666

Skills utilization

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skills-utilization

Identifier

685

Regions:

Global

Coordinating guidance and validation

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Document

Content Type:

Coordinating guidance and validation

Language:

English

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english

Identifier

skpEng

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Other sources

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skpOSource

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other-sources

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

21 Dec 2019

Open

edmsp1_253624.pdf

Building on Cedefop’s expertise in the two areas, this study – based on analysis of 13 practices from 12 countries – explores how coordination between career guidance and validation of non-formal and informal learning can be improved. Results point to three factors:

- Comprehensiveness: provision of adequate information and guidance before a decision to undergo validation is taken, throughout the entire validation process, as well as after it;
- Coherence: use of common qualifications or competence standards, occupational standards or other reference frameworks in all the stages of the practice to identify, document and assess skills;
- Quality of staff, resources, competences, and tools used.

The study concludes with policy recommendations on how to improve the link between guidance and validation.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

Vocational counseling

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vocational-counseling

Identifier

662

Regions:

Global

Mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.

Type:

Document

Content Type:

															Mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Other knowledge products

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other-knowledge-products

Publication Date:

17 Dec 2019

Open

edmsp1_253426.pdf

Forestry and wood production sector

The global Project “Building a Generation of Safe and Healthy Workers -- Safe Youth@Work Project”, executed by the ILO and funded by the US Department of Labor, pursues among its main components: mainstreaming OSH in vocational training programmes, awareness raising of vulnerability of young workers and enhancing the technical capacities of labour inspectors to better identify the occupational risks faced by youth at work.

In this framework, ILO/Cinterfor is responsible for implementing the Project component related to OSH in vocational training in Uruguay and as a learning outcome of the implementation of the Project in the country, this guide was defined with the purpose of being a valuable tool for the entire region.

The objective of this guide is to offer some practical guidelines to teachers to make their work in the field of OSH easier. The guidelines and suggestions that are presented here to trainers and institutions aim at mainstreaming the prevention of risks at work, the protection and the promotion of health into the forestry and wood production sector, while also taking into account the particular features of young participants. The guidelines and suggestions that are here systematized aim at mainstreaming the prevention of risks at work, the protection and the promotion of health into the forestry and wood production sector, while also taking into account the particular features of the target audience: young people who are participating in educational processes.

Subject Tags:

Access to training

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access-to-training

Identifier

683

Skills and training policy

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skills-and-training-policy

Identifier

666

Vocational training

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vocational-training

Identifier

124

Youth

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youth

Identifier

319

Regions:

Global

Guide for the mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.

Type:

Document

Content Type:

															Guide for the mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

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other-knowledge-products

Publication Date:

17 Dec 2019

Open

edmsp1_253425.pdf

Culinary arts

The global Project “Building a Generation of Safe and Healthy Workers -- Safe Youth@Work Project”, executed by the ILO and funded by the US Department of Labor, pursues among its main components: mainstreaming OSH in vocational training programmes, awareness raising of vulnerability of young workers and enhancing the technical capacities of labour inspectors to better identify the occupational risks faced by youth at work.

In this framework, ILO/Cinterfor is responsible for implementing the Project component related to OSH in vocational training in Uruguay and as a learning outcome of the implementation of the Project in the country, this guide was defined with the purpose of being a valuable tool for the entire region.

The guidelines and solutions that are presented here are the result of observation, analysis and reflection upon the experience carried out by the training institution, FISE, in the culinary field. It is actually a cooking training course that was selected by INEFOP to implement this pilot experience within the Project. It is a training proposal aimed at workers under unemployment insurance benefits (both men and women), who have completed primary education, which may include young people over 18, although it is not an exclusive requirement. The proposal is oriented to the culinary sector in general and, in particular, at healthy food, that is, for those who must follow a certain nutritional regimen due to suffering pathologies such as hypertension, diabetes, cholesterol, obesity, celiac disease, etc.

The course was selected based on successful criteria in terms of results (good performance in general of the training institution) and the demand by the labour market and the young audience. Indeed, although this training institution also offers bakery and confectionery courses, priority was given to the culinary course since it is the most demanded by the market and by young people.

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