Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

OECD Skills Outlook 2017: Skills and global value chains

Type:

Document

Content Type:

OECD Skills Outlook 2017: Skills and global value chains

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:

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

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Policy and strategy

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

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skpPolOp

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policy-and-strategy

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:

15 May 2017

Open

wcmstest4_189297.pdf

The report shows how countries can make the most of global value chains, socially and economically, by investing in the skills of their populations. Applying a “whole of government” approach is crucial. Countries need to develop a consistent set of skills-related policies such as education, employment protection legislation, and migration policies, in coordination with trade and innovation policies. This report presents new analyses based on the Survey of Adult Skills and the Trade in Value Added Database. It also explains what countries would need to do to specialise in technologically advanced industries.

DOI:10.1787/9789264273351-en

Subject Tags:

Gender equality

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gender-equality

Identifier

144

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills anticipation

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skills-anticipation

Identifier

677

Regions:

Europe and Central Asia

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How useful is the concept of skills mismatch?

Type:

Document

Content Type:

How useful is the concept of skills mismatch?

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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skpILO

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ilo

Topics:

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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Identifier

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:

05 May 2017

Open

wcmstest4_188896.pdf

This paper was prepared as a background note for the International Conference on Jobs and Skills Mismatch held in Geneva on May 11-12, 2017. The term skill mismatch is very broad and can relate to many forms of labour market friction, including vertical mismatch, skill gaps, skill shortages, field of study (horizontal) mismatch and skill obsolescence.

In this paper the authors provide a clear overview of each concept and discuss the measurement and inter-relatedness of different forms of mismatch. They present a comprehensive analysis of the current position of the literature on skills mismatch and highlight areas which are relatively underdeveloped and may warrant further research.

Using data from the European Skills and Jobs Survey, they examine in detail the incidence of various combinations of skills mismatch across the EU and review the European Commission’s country specific recommendations and find that skills mismatch, when referring to underutilised human capital in the form of overeducation and skills underutilisation, receives little policy attention.

They argue that in cases where skills mismatch it is specifically addressed by policy recommendations, the policy advice is either vague or addresses the areas of mismatch for which there is the least available evidence.

Subject Tags:

Economic and social development

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economic-and-social-development

Identifier

125

Employability

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employability

Identifier

643

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

Regions:

Europe and Central Asia

Region Image

Global

Diagnóstico de la OCDE sobre la estrategia de competencias, destrezas y habilidades de México (Resumen ejecutivo)

Type:

Document

Content Type:

															Diagnóstico de la OCDE sobre la estrategia de competencias, destrezas y habilidades de México (Resumen ejecutivo)
													

Language:

Spanish

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spanish

Identifier

skpEsp

Sources:

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Identifier

skpIntOrg

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international-organizations

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

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

10 Apr 2017

Open

wcmstest4_188507.pdf

Según el diagnóstico, 26 por ciento de los trabajadores del país están “sobreeducados” para el trabajo que realizan, mientras 31 por ciento no fueron educados para el puesto que tienen actualmente.

Subject Tags:

Employability

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employability

Identifier

643

Job matching

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job-matching

Identifier

649

Labour market information

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labour-market-information

Identifier

684

Skills mismatch

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skills-mismatch

Identifier

654

Skills utilization

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skills-utilization

Identifier

685

Regions:

Countries and territories:

Mexico

Enhancing skills to boost growth in Hungary

Type:

Document

Content Type:

Enhancing skills to boost growth in Hungary

Language:

English

Slug

english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

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international-organizations

Topics:

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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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

07 Apr 2017

Open

wcmstest4_188501.pdf

OECD Economics Department Working Papers, No. 1364. Skill requirements in the labour market have significantly changed over the past two decades. The restructuring of the economy is making the labour market increasingly knowledge-based. The education system has reacted to this structural change, but as the pace has been relatively slow, many graduates remain without adequate skills and insufficiently prepared to apply knowledge in unfamiliar settings. Moreover, strong selectivity early in the education system reinforces student’s socio-economic background, leading to an excess of low skilled workers with poor labour market prospects. This contributes to persistently low employment rates and low productivity gains, slowing down the income convergence process. The education system needs to improve learning outcomes by better aligning student qualifications with labour market needs. Improving overall educational outcomes would also make the education system more equitable and inclusive. Bolstering the supply of skills requires lifelong learning and improving the access to labour market to those who have left the education system without proper skills. In return, this will also increase “on-the-job” training, which is a key driver of acquiring competences after graduation. In addition, mobilising untapped skill resources, particular educated younger women, would raise employment, which is needed to confront the labour market problem arising from population ageing.

DOI: 10.1787/ba9ac297-en

Subject Tags:

Employability

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employability

Identifier

643

Labour market information

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labour-market-information

Identifier

684

Vocational training

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vocational-training

Identifier

124

Youth

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youth

Identifier

319

Regions:

Countries and territories:

Policy learning forum: On vocational training for the long-term unemployed

Kind:

Event

Start Date:

15 Jun 2017

End Date:

18 Jun 2026

Event Location:

Thessaloniki, Greece

EventType:

Language:

English

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english

Identifier

skpEng

Language Version:

Sources:

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

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

The aim of the forum is to inform approaches to VET and skills matching within activation measures that target the long-term unemployed.

Few places are still available for Cedefop’s forthcoming policy learning forum on vocational training for the long-term unemployed: learning from inspiring practices in Thessaloniki on 15-16 June.

Are you a ministry official, public or private employment service adviser, vocational education and training (VET) provider or practitioner involved in the design and implementation of recent national/regional policy programmes focused on VET provision and skills matching of the long-term unemployed?

Cedefop’s forthcoming policy learning forum will provide the right setting for you to interact, learn and exchange experiences with colleagues from other EU countries.

The aim of the forum is to inform approaches to VET and skills matching within activation measures that target the long-term unemployed. It will seek to ‘put policy into practice’ by moving beyond theory and empirical analysis and towards a deeper understanding of features, mechanisms and triggers underpinning effectiveness of innovative examples from across the European Union (EU).

The forum will serve as a platform for debate and mutual learning for key stakeholders involved in the design and delivery of VET and skill matching programmes as part of activation policies.

Keynote speakers will include John P. Martin (UCG Geary Institute for Public Policy), John McGrath (SOLAS), Seamus McGuinness (ESRI) and a representative of the European Commission. Several examples of policy initiatives focused on VET and skills matching of the long-term unemployed will also be presented from representatives of more than 10 EU countries.

The event will build on Cedefop’s recent publication on Tackling unemployment while addressing skill mismatch: lessons from policy and practice in EU countries.

Policy learning forum: On vocational training for the long-term unemployed

Subject Tags:

Banking

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banking

Identifier

602

Regions:

Countries and territories:

Economic groups:

Greening TVET in Viet Nam: Sustainable development, green economy and the role of greening TVET

Type:

Document

Content Type:

															Greening TVET in Viet Nam: Sustainable development, green economy and the role of greening TVET
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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skpBiOrg

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bilateral-organizations

Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

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Identifier

skpGov

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governments

Topics:

Training quality and relevance

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Identifier

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

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:

29 Mar 2017

Open

wcmstest4_188296.pdf

Technical and vocational education and training (TVET) is the master key for sustainable development and one of the priority areas of Viet Nam’s government to achieve the National Green Growth Strategy for the period 2011 to 2020 with vision to 2050 (VGGS) and the National Action Plan on Green Growth (GGAP) for the period 2014 to 2020. In the context of a greening economy and society, TVET provides workers with skills needed to be able to work well in the workplace. Additionally TVET promotes knowledge and competences necessary to face current and future social, economic and ecological challenges and contributes to sustainable development of the country.

This publication was developed in cooperation between GIZ and the National Institute for Vocational Training (NIVT), which serves as the ground for further activities on Greening TVET in Viet Nam. It is intended to provide insights into the concept, good practices, practical examples and the implementation of Greening TVET in an international context in general and in Viet Nam in particular as well as information useful for policy makers to generate suitable concepts and procedure for greening TVET and thus improving the quality of TVET.

Subject Tags:

Environment

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environment

Identifier

339

Green jobs

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green-jobs

Identifier

623

Green skills

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green-skills

Identifier

645

TVET systems

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tvet-systems

Identifier

661

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Viet Nam

Engaging Employers in Work Integrated Learning: Current State and Future Priorities

Type:

Document

Content Type:

															Engaging Employers in Work Integrated Learning: Current State and Future Priorities
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

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governments

Other sources

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Identifier

skpOSource

Slug

other-sources

Topics:

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.

Identifier

skpPSP

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participation-of-employers-and-workers-organizations

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

23 Feb 2017

Open

wcmstest4_187310.pdf

This study, commissioned by the Australian Workforce and Productivity Agency prior to its amalgamation with the Australian Government Department of Industry, surveyed a stratified sample of 4,500 Australian businesses in August 2014. The survey collected a total of 264 responses from employers to a wide range of questions on the factors that influence their engagement, or lack of it, in Work Integrated Learning (WIL). The data includes highly informative qualitative comments on critical contextual issues.

The key findings to emerge from the analysis generally confirm much of what is known about the profile of organisations participating in WIL and the nature of the experiences they offer. However, the findings raise some important policy issues, challenges and opportunities that require consideration. Key findings include:

• Employers typically first participated in WIL after being approached by a university or student. Only 30 organisations took the initiative in approaching a university..

• A clear majority (88 per cent) of organisations participating in WIL plan to continue engaging university students over the next two years.

• Just one in five organisations not participating in WIL have thought about or attempted to engage a student.

• While the umbrella term ‘Work Integrated Learning’ is established among key stakeholders, almost half of the organisations surveyed are not familiar with term.

• Organisations most likely to be active in providing students with WIL experiences are those that have been in operation around 20 years and/or have more than 15 employees.

• For smaller organisations, ensuring the quality of the WIL experience is particularly challenging given their limited resources.

• The two main barriers for organisations currently providing WIL opportunities are lack of resources and time for supervision of the university student.

• The strongest factors encouraging ongoing employer engagement in WIL are support from universities, good personal links with universities, and effective university coordination of students.

Subject Tags:

Employability

Slug

employability

Identifier

643

Private sector

Slug

private-sector

Identifier

229

School-to-work transition

Slug

school-to-work-transition

Identifier

652

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Australia

In Viet Nam, Government and Farmers Find New Ways to Manage Climate Change (case study)

Type:

Document

Content Type:

															In Viet Nam, Government and Farmers Find New Ways to Manage Climate Change (case study)
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

Slug

other-sources

Topics:

Rural employment

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

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

Identifier

skpREmpl

Slug

rural-employment

Training quality and relevance

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Identifier

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

Slug

case-studies-and-good-practices

Publication Date:

23 Feb 2017

Open

wcmstest4_187303.pdf

Strengthening Water Management and Irrigation Systems Rehabilitation Project New laws, policies, training centers—and plenty of infrastructure upgrades like water pumps and irrigation systems—are helping Vietnamese farmers deal with the challenges of weather, geography, and climate change.

Subject Tags:

Access to training

Slug

access-to-training

Identifier

683

Agriculture

Slug

agriculture

Identifier

225

Poverty alleviation

Slug

poverty-alleviation

Identifier

149

Rural development

Slug

rural-development

Identifier

152

Rural workers

Slug

rural-workers

Identifier

637

Sustainable development

Slug

sustainable-development

Identifier

658

Technology

Slug

technology

Identifier

345

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Viet Nam

Summary report - E-Discussion on Unlocking the potential of TVET and skills systems: What does reform look like?

Type:

Document

Content Type:

															Summary report - E-Discussion on Unlocking the potential of TVET and skills systems: What does reform look like?
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Publication Date:

14 Feb 2017

Open

wcmstest4_186497.pdf

This document summarizes of the E-Discussion on 'Unlocking the potential of TVET and skills systems: What does reform look like?' hosted on the Global Skills for Employment Knowledge Sharing Platform (Global KSP) from 21 November to 2 December 2016.

Subject Tags:

Employability

Slug

employability

Identifier

643

Financing training

Slug

financing-training

Identifier

673

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Global

Bridge the gap: Rebuilding America’s middle skills

Type:

Document

Content Type:

Bridge the gap: Rebuilding America’s middle skills

Language:

English

Slug

english

Identifier

skpEng

Sources:

Academic institutions

Research papers, synthesis reports, country and programme studies are collected from many academic institutions and national, regional and international professional associations.

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Identifier

skpAcaInst

Slug

academic-institutions

Employers' organizations

Employers invest in training in order to improve productivity, innovate and adopt new technologies, and compete in changing markets. Case studies and research from individual employers and associations of employers on the Global KSP deal with apprenticeship and workplace skills provision, quality assurance and governance of training institutions, and employers’ roles in anticipating skill needs and in influencing national and sector policies on skills development.

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Identifier

skpEmp

Slug

employers-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

20 Jan 2017

Open

wcmstest4_186695.pdf

Report, U.S. Competitiveness Project, Harvard Business School, November 2014. (This report was authored jointly by Accenture, Burning Glass Technologies, and Harvard Business School.) The market for middle-skills jobs—those that require more education and training than a high school diploma but less than a four-year college degree—is consistently failing to clear. That failure is inflicting a grievous cost on the competitiveness of American firms and on the standard of living of American workers. This report explores how business can lead the charge to close the gap.

Subject Tags: