Training quality and relevance

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training-quality-and-relevance

Greening TVET in Latin America: Virtual conference synthesis report

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Document

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Greening TVET in Latin America: Virtual conference synthesis report

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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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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

Training quality and relevance

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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:

29 Sep 2017

Open

wcmstest4_193504.pdf

UNESCO-UNEVOC TVET Forum, 5 to 11 June 2017. (The Spanish version of the report will come out in due course.) The report gives an overview how participants discussed, for example: (i) the links between economic, social and environmental factors to sustainable development; (ii) climate-change strategies in Latin America; and (iii) labour market changes in Latin America, and what the future skills requirements means for education and training institutions.

A hundred and twenty-one participants from 24 countries participated in the virtual conference.

Subject Tags:

Green jobs

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green-jobs

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623

Green skills

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green-skills

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645

TVET systems

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tvet-systems

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661

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Americas

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What Matters Most for Engaging the Private Sector in Education: A Framework Paper

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Document

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															What Matters Most for Engaging the Private Sector in Education: A Framework Paper
													

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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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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

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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skpRPS

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research-papers

Publication Date:

21 Sep 2017

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wcmstest4_193302.pdf

SABER Working Paper Series, Number 8 July 2014 S This paper provides an overview of what matters most for engaging the private sector in basic education. In many countries, private schools educate a substantial and growing share of the student population. The goal of this paper is not to advocate for private schooling, but to outline the most effective evidence-based policies that governments can use to orient these non-state providers toward promoting learning for all children and youth. The paper grounds the program, the World Bank’s Systems Approach for Better Education Results – Engaging the Private Sector (SABER-EPS), in the global evidence base and discusses the guiding principles and tools for analyzing country policy choices in light of this evidence.

SABER-Engaging the Private Sector (EPS) builds upon the framework for effective service delivery outlined in the World Bank’s World Development Report 2004, Making Services Work for the Poor, as well as in the World Bank’s Education Sector Strategy 2020, Learning for All. An education system is composed of all the learning opportunities that are available in a society—not only those provided by government schools, but also those offered by a diverse range of providers (government, communities, faith-based organizations, for-profit organizations, private institutions, non-governmental organizations) and funders (public and non-public). Because education is a human right and because it has social benefit beyond its private returns, governments must take responsibility for the outcomes of the entire education system, not only for the publicly provided services. SABER-EPS is a guide for governments that are committed to improving service delivery for all children and youth and have determined that non-state education providers have a role to play in achieving these efforts.

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Global

Article: Mismatch of talent and job market demand at the centre of debate at WorldSkills Conference 2017

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Document

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															Article: Mismatch of talent and job market demand at the centre of debate at  WorldSkills Conference 2017
													

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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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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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skpAIM

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promotional-material

Publication Date:

14 Sep 2017

Open

wcmstest4_193093.htm

At WorldSkills Abu Dhabi 2017 - to be held in the UAE capital 14-19 October - the International Labour Organization (ILO) – a Conference Coalition Partner of WorldSkills International – will host a session on ‘Jobs and Skills Mismatch’. The panel discussion will be moderated by Paul Comyn, Senior Vocational Skills and Development Specialist in the ILO’s Skills branch. In this article, Paul talks about the skills mismatch phenomenon and the focus of the discussion session. (To access the article, click on the link below.)

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The skills development challenge in Latin America: diagnosing the problems and identifying public policy solutions.

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Document

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															The skills development challenge in Latin America: diagnosing the problems and identifying public policy solutions.
													

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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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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

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

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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

Research papers

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skpRPS

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research-papers

Publication Date:

24 Aug 2017

Open

wcmstest4_192498.pdf

Latin America’s history has been characterized by fluctuating rates of economic growth, insufficient development of human capital, and high levels of income inequality. The end of a decade-long cycle of growth driven by high commodity prices signals that countries in Latin America must now face the challenge of improving productivity as a source of sustainable and equitable long-term growth. This requires tackling the challenge of skills development throughout the region. This paper argues that in spite of the striking increase in the years of schooling attained by adults in Latin American countries, there is consistent and compelling evidence of inadequate basic, technical, and socio-emotional skills development across the region. These gaps represent a bottleneck to productivity growth and to the ability of Latin American workers to obtain gainful employment. Our analysis also shows that relevance, quality, and efficiency limitations in secondary and tertiary education are key drivers of the skills development problem.

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School-to-work transition

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school-to-work-transition

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652

Skills and training policy

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skills-and-training-policy

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666

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Americas

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Mozambique: Story from the field: Tina, a Master from Katapua

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Document

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Mozambique: Story from the field: Tina, a Master from Katapua

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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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Gender equality

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Women represent both half of the world's population – and half the world's economic potential. Their participation in the labour market reduces poverty because they often invest 90 per cent of their income in the well-being, education and nutrition of their families. Yet labour force participation by women has stagnated at about 55 per cent globally since 2010. Moreover, women are disproportionately represented in precarious work – low-paid, low-skilled and insecure jobs.

Training plays an important role in the pursuit of equality of opportunity and treatment for women and men in the world of work. Yet women often lack access to technical and vocational education and training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. Overcoming this challenge requires the adoption of a life-cycle approach. This includes improving girls’ access to basic education; overcoming logistic, economic and cultural barriers to apprenticeships and to secondary and vocational training for young women; and meeting the training needs of women re-entering the labour market and of older women who have not had equal access to opportunities for lifelong learning.

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skpGenEqul

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gender-equality

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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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

Publication Date:

23 Aug 2017

Open

wcmstest4_192495.pdf

In the north of Mozambique, the Norway–ILO partnership is active in Cabo Delgado Province, the third poorest province in the country. It is here where the partnership helps unemployed and underemployed young women and men from rural communities to acquire the skills needed to obtain decent and productive work. The use of “Mestres”, experienced technical professionals/entrepreneurs from the rural communities, as trainers has emerged as a fundamental strategy to achieve the results set out by the partnership programme.

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Access to training

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access-to-training

Identifier

683

Agriculture

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agriculture

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225

Globalization

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globalization

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267

Rural employment

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rural-employment

Identifier

670

Regions:

Africa

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Countries and territories:

Mozambique

Norway-ILO Programme Cooperation Agreement 2016-17

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Document

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Norway-ILO Programme Cooperation Agreement 2016-17

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Youth employability

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Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.

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skpYoEmp

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youth-employability

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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:

15 Aug 2017

Open

wcmstest4_192301.pdf

Progress Report 2016 This report provides an overview of the ILO programmes supported by the Norway-ILO Programme Cooperation Agreement 2016-17, as well as an update on progress made in 2016 towards the achievement of ILO’s biennial goals. In 2016–17, Norway provided a contribution of NOK 80 million through a combination of different funding modalities, including unearmarked core contributions and lightly earmarked thematic funding with a focus on skills development, including the provision of vocational and professional training and education. Specific sections highlighting results achieved in Malawi, Mozambique and Tanzania are also included.

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Disadvantaged youth

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disadvantaged-youth

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663

Employability

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employability

Identifier

643

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Regions:

Africa

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Countries and territories:

Malawi

Mozambique

United Republic of Tanzania

Malawi: Work-integrated Learning helps to improve efficiency and market access for Eden Farm

Type:

Document

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															Malawi: Work-integrated Learning helps to improve efficiency and market access for Eden Farm
													

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English

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english

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skpEng

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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:

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:

15 Aug 2017

Open

wcmstest4_192298.pdf

In Malawi, the Work-integrated Learning training programme is being implemented jointly by the Department of TVET in the Ministry of Labour, TEVETA and the Employers’ Consultative Association of Malawi, with technical support from the ILO.

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Agriculture

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agriculture

Identifier

225

Productivity

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productivity

Identifier

188

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Regions:

Africa

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Countries and territories:

Malawi

The future of vocational training in Latin America and the Caribbean – Overview and strengthening guidelines

Type:

Document

Content Type:

															The future of vocational training in Latin America and the Caribbean – Overview and strengthening guidelines
													

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

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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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:

10 Aug 2017

Open

wcmstest4_192112.pdf

Contains long-term and future perspectives based on present realities about the world of training and its connections with the productive development and employment strategies in the region. This document brings together two large spheres: one that comprises changes and new productive scenarios, and another that comprises the training capacity and knowledge accumulated by Latin America and the Caribbean over the past 70 years. It describes achievements, gaps and challenges through an institutional arrangement designed for skills development, all expressed in the concept of vocational training.

Section 4 of Part 1 includes 10 Guidelines for promoting and strengthening vocational training systems for work and for life in Latin America and the Caribbean.

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Employability

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employability

Identifier

643

Vocational training

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vocational-training

Identifier

124

Regions:

Americas

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La brecha de habilidades para el trabajo en América Latina: Revisión y análisis en la región

Type:

Document

Content Type:

															La brecha de habilidades para el trabajo en América Latina: Revisión y análisis en la región
													

Language:

Spanish

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spanish

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skpEsp

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

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

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

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Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

09 Aug 2017

Open

wcmstest4_192106.pdf

Este documento de trabajo ha sido preparado por OIT/Cinterfor como un insumo para la reunión ‘International Conference on Jobs and Skills Mismatch’ organizada por el Servicio de Conocimientos Teóricos y Prácticos y Empleabilidad (SKILLS branch) en la sede de OIT en Ginebra (mayo 11 y 12 de 2017). Se ha estructurado en tres partes. En la primera se mencionan las características principales de la oferta de trabajo en la región, enfocando su evolución en términos de cualificaciones. En la segunda se analizan las manifestaciones de la brecha de habilidades desde la perspectiva de la demanda de trabajo a partir de diferentes fuentes y encuestas. Finalmente se enuncian algunas conclusiones y desafíos de política que la región debería encarar.

Subject Tags:

Employability

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employability

Identifier

643

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills mismatch

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skills-mismatch

Identifier

654

Regions:

Americas

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Greening Technical and Vocational Education and Training – A practical guide for institutions

Type:

Document

Content Type:

															Greening Technical and Vocational Education and Training – A practical guide for institutions
													

Language:

English

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english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

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international-organizations

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:

07 Aug 2017

Open

wcmstest4_192102.pdf

This Guide is designed to help leaders and practitioners of technical and vocational education and training (TVET) in improving their understanding and implementation of education for sustainable development (ESD) using a whole-institution approach to greening their institutions. The Guide reflects the objective of the UNESCO-UNEVOC International Centre for TVET to assist TVET institutions in their journey towards transformation. This is consistent with its advocacy since 2011 of initiating reforms that meet the twin challenges of youth unemployment and low capacities in the field of sustainability across the TVET sector. These reforms should be based on holistic and coherent transformations of institutions, rather than broken paths to institutional change that are lacking in long-term vision.

Subject Tags:

Green skills

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green-skills

Identifier

645

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Regions:

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