Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

A multi-year framework for policy coherence and coordination on human resource development between the development working group and the employment working group of the G20

Type:

Document

Content Type:

															A multi-year framework for policy coherence and coordination on human resource development between the development working group and the employment working group of the G20
													

Language:

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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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

Publication Date:

22 Aug 2016

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wcmstest4_180486.pdf

This Multi-Year Framework seeks to: (i) identify common areas of work on skills development and employment between the Development Working Group and the Employment Working Group that are key priorities for both groups; and (ii) suggest ways in which the two groups can work together in support of human resource development in both G20 and low income and developing countries during subsequent G20 Presidencies.

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Development policy

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development-policy

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136

G20

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g20

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669

Skills and training policy

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skills-and-training-policy

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666

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Labour market mismatch and labour productivity

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Document

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Labour market mismatch and labour productivity

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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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international-organizations

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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:

22 Aug 2016

Open

wcmstest4_180482.pdf

This paper explores the link between skill and qualification mismatch and labour productivity using cross-country industry data for 19 OECD countries. Utilising mismatch indicators aggregated from micro-data sourced from the OECD Survey of Adult Skills (PIAAC), the main results suggest that higher skill and qualification mismatch is associated with lower labour productivity, with over-skilling and under-qualification accounting for most of these impacts. A novel result is that higher skill mismatch is associated with lower labour productivity through a less efficient allocation of resources, presumably because when the share of over-skilled workers is higher, more productive firms find it more difficult to attract skilled labour and gain market shares at the expense of less productive firms. At the same time, a higher share of under-qualified workers is associated with both lower allocative efficiency and within-firm productivity – i.e. a lower ratio of high productivity to low productivity firms. While differences in managerial quality can potentially account for the relationship between mismatch and within-firm productivity, the paper offers some preliminary insights into the policy factors that might explain the link between skill mismatch and resource allocation.

DOI: 10.1787/5js1pzx1r2kb-en

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Enterprises

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enterprises

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175

Productivity

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productivity

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188

Skills mismatch

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skills-mismatch

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654

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Global

5th World Congress on Technical Vocational Education and Training

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Event

Start Date:

01 Nov 2016

End Date:

18 Jun 2026

Event Location:

Johor, Malaysia

EventType:

Conference

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English

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english

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skpEng

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TVET institutions

Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.

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skpTVET

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tvet-institutions

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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The world congress aims to serve as a platform for discussion, dissemination and sharing of contemporary research and scientific knowledge and information in the field of teacher education for TVET.

5th World Congress on Technical Vocational Education and Training

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TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

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Countries and territories:

Economic groups:

A roadmap to vocational education and training systems around the world

Type:

Document

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A roadmap to vocational education and training systems around the world

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English

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english

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skpEng

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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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skpAcaInst

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academic-institutions

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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:

18 Aug 2016

Open

wcmstest4_180474.pdf

With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.

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Informal economy

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informal-economy

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187

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

Regions:

Global

Skills, access to finance, regulatory reform, and ASEAN regional integration: Challenges and policy directions for enterprises

Type:

Document

Content Type:

															Skills, access to finance, regulatory reform, and ASEAN regional integration: Challenges and policy directions for enterprises
													

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English

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english

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skpEng

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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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skpEmp

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employers-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

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

17 Aug 2016

Open

wcmstest4_180468.pdf

Recent studies indicate that a variety of challenges in the business environment hinder further inflow of investment in the Lao People’s Democratic Republic. Lack of skills and limited human resources, limited access to financial services and a discouraging regulatory environment, along with anticipated challenges related to regional economic integration place critical constraints on businesses.

This report summarizes the results of a national enterprise survey; desk reviews on issues which concern enterprises in the Lao People’s Democratic Republic; and findings from consultations with the private sector and key stakeholders. Issues under review include the following:
-skills education and training;
-access to finance;
-the legal and regulatory environment;
-anticipated challenges related to the AEC, or Association of Southeast Asian Nations (ASEAN) Economic Community 2015.

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Employers

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employers

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672

Enterprises

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enterprises

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175

Private sector

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private-sector

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229

Skills anticipation

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skills-anticipation

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677

Skills mismatch

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skills-mismatch

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654

Regions:

Asia and the Pacific

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Countries and territories:

Lao People's Democratic Republic

TVET teacher education in Africa

Type:

Document

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TVET teacher education in Africa

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English

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english

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skpEng

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Other sources

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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:

Research papers

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skpRPS

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research-papers

Publication Date:

15 Aug 2016

Open

wcmstest4_180461.pdf

This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa – EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system.

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Training of trainers

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training-of-trainers

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122

TVET systems

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tvet-systems

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661

Regions:

Africa

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Countries and territories:

Cameroon

Egypt

Ghana

South Africa

United Republic of Tanzania

Stratégie pour l’enseignement et la formation techniques et professionnels (EFTP) 2016-2021

Type:

Document

Content Type:

															Stratégie pour l’enseignement et la formation techniques et professionnels (EFTP) 2016-2021
													

Language:

French

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french

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skpFrn

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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:

International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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skpISSP

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international-standards

Publication Date:

15 Aug 2016

Open

wcmstest4_180459.pdf

La Stratégie définit des domaines et des actions politiques clés pour la période allant de 2016 à 2021, dans le cadre de la Stratégie à moyen terme de l’UNESCO. Elle contribue aux objectifs stratégiques de l’UNESCO, aux priorités globales de l’Organisation pour l’égalité des genres et l’Afrique, au Programme d’action global pour l’éducation en vue du développement durable et à la Stratégie opérationnelle pour la jeunesse.

Dans ce contexte, et en pleine conformité avec l’ODD 4 visant à « Assurer l’accès de tous à une éducation de qualité, sur un pied d’égalité, et promouvoir les possibilités d’apprentissage tout au long de la vie », la Stratégie a pour but d’appuyer les États membres dans leurs efforts pour améliorer la pertinence de leurs systèmes d’EFTP et équiper tous les jeunes et tous les adultes des compétences nécessaires à l’emploi, à l’obtention d’un travail décent, à l’entreprenariat et à l’apprentissage tout au long de la vie, et de contribuer à la mise en œuvre du Programme de développement durable à l’horizon 2030 dans son ensemble.

La Stratégie englobe trois domaines prioritaires :
(1) favoriser l’emploi des jeunes et l’entreprenariat ;
(2) promouvoir l’équité et l’égalité des genres ;
(3) faciliter la transition vers des économies vertes et des sociétés durables.

Subject Tags:

Education and training

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education-and-training

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116

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

Identifier

124

Regions:

Global

Transforming and scaling up health professionals’ education and training: WHO education guidelines 2013

Type:

Document

Content Type:

															Transforming and scaling up health professionals’ education and training: WHO education guidelines 2013
													

Language:

English

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english

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skpEng

Sources:

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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:

Research papers

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skpRPS

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research-papers

Publication Date:

11 Aug 2016

Open

wcmstest4_180257.pdf

These guidelines call for new approaches in health professionals’ education. Approaches are needed that transform systems and encourage the move away from the traditional focus on tertiary care hospitals to initiatives that foster community engagement. The guidelines recommendations support and advocate for implementation considerations in efforts to involve communities and countries collectively for this transformational change in health professionals’ education. It is the intent of the Guidelines to encourage educational and training institutions to foster and enhance the relational activity and the interaction and planning between education, health and other sectors.

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Human resources development

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human-resources-development

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118

Regions:

Global

The national skills development system in Bangladesh 2015

Type:

Document

Content Type:

The national skills development system in Bangladesh 2015

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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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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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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

Research papers

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skpRPS

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research-papers

Publication Date:

10 Aug 2016

Open

wcmstest4_180060.pdf

The EU-funded ‘Technical and Vocational Education and Training Reform in Bangladesh (TVETR)’ project implemented by ILO helped develop strategies, tools and procedures envisioned in the National Skills Development Policy. This publication presents the main elements of this work that provide a foundation upon which future skills initiatives for Bangladesh will be built.

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Apprenticeships

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apprenticeships

Identifier

639

Skills and training policy

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skills-and-training-policy

Identifier

666

Vocational training

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vocational-training

Identifier

124

Regions:

Asia and the Pacific

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Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty. A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds.

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3).

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market. Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups.

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020. Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level.

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.

Sources

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

Closing the skills gap for global tourism jobs

Type:

Document

Content Type:

Closing the skills gap for global tourism jobs

Language:

English

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english

Identifier

skpEng

Sources:

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skpIntOrg

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international-organizations

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

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:

10 Aug 2016

Open

wcmstest4_180256.pdf

Center for Culinary Arts, Manila (CCA) and the Asian School of Hospitality Arts (ASHA): Empowering culinary and hospitality leaders in the Philippines. Expanding access to quality and affordable education is a central element to eliminating extreme poverty and promoting shared prosperity. In developing countries, private education providers play a critical role in the delivery of education, skills, and training that is affordable and relevant to the needs of the labor markets. This case study showcases success stories in the International Finance Corporation (IFC) education portfolio around scale, skills, affordability, and innovation. The case study highlights how IFC clients have contributed to meeting IFC’s strategic goals in education of (1) developing skills and enhancing employability of graduates and trainees, and (2) increasing reach and impact at all levels of education.

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