Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Meeting the skills gap: Lessons from the private sector

Type:

Document

Content Type:

Meeting the skills gap: Lessons from the private sector

Language:

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

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:

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:

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:

07 Apr 2016

Open

wcmstest4_171057.pdf

The World Business Council for Sustainable Development (WBCSD) and the International Finance Corporation (IFC) have identified skills mismatches as one of the major constraints for the private sector to create more and better jobs. These are some of the numbers underpinning this reasoning: with over 45 million job seekers entering the labor force every year, their chances of finding a job will depend on acquiring the right skills. By 2020, it is estimated that there will be a global surplus of 90 to 95 million low-skilled workers and a global shortage of 83 to 85 million high and mid-skilled workers.

To address this key challenge, some large companies operating in emerging markets have taken proactive steps and initiated training programs that empower not only their workforce, but also their suppliers, retailers, and the surrounding communities. This booklet presents these business solutions: five programs initiated and currently scaled up by ITC, SABMiller, and Vale, three WBCSD member companies with a significant presence in emerging markets. The case studies depicted below demonstrate that companies, in collaboration with the public sector and educational institutions, can play a significant role toward successfully increasing the skills and employability of thousands of people.

Subject Tags:

Employability

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employability

Identifier

643

Employers

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employers

Identifier

672

Enterprises

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enterprises

Identifier

175

Entrepreneurship

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entrepreneurship

Identifier

182

Job matching

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job-matching

Identifier

649

Private sector

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private-sector

Identifier

229

Skills mismatch

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skills-mismatch

Identifier

654

Skills recognition

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skills-recognition

Identifier

656

Regions:

Global

Education 2030: Incheon Declaration and Framework for Action - Towards inclusive and equitable quality education and lifelong learning for all

Type:

Document

Content Type:

															Education 2030: Incheon Declaration and Framework for Action - Towards inclusive and equitable quality education and lifelong learning for all
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

International organizations

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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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:

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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Identifier

skpISSP

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international-standards

Publication Date:

06 Apr 2016

Open

wcmstest4_170873.pdf

The Education 2030 Framework for Action provides guidance for implementing Education 2030, this framework was discussed at WEF 2015, and its essential elements were agreed upon in the Incheon Declaration. It was finalized by the Drafting Group for the Education 2030 Framework for Action and adopted by 184 Member States and the education community during a high-level meeting at UNESCO, Paris on 4 November 2015.

The Framework for Action outlines how to translate into practice, at country/national, regional and global level, the commitment made in Incheon. It aims at mobilizing all countries and partners around the Sustainable Development Goal (SDG) on education and its targets, and proposes ways of implementing, coordinating, financing and monitoring Education 2030 to ensure inclusive and equitable quality education and lifelong learning opportunities for all. It also proposes indicative strategies which countries may wish to draw upon in developing contextualized plans and strategies, taking into account different national realities, capacities and levels of development and respecting national policies and priorities.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Global

Recently adopted: Recommendation on adult learning and education and the Recommendation concerning technical and vocational education and training

Type:

Document

Content Type:

															Recently adopted: Recommendation on adult learning and education and the Recommendation concerning technical and vocational education and training 
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Older workers

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Identifier

skpOldwor

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older-workers

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

International standards

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Identifier

skpISSP

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international-standards

Publication Date:

06 Apr 2016

Open

wcmstest4_170863.htm

Two key international Recommendations on education reflect new global trends and support the Education 2030 Framework for Action. The revision of these key international instruments responds to the request of Member States to adapt them to reflect new educational, social, economic, cultural and political trends. The Recommendations were enthusiastically adopted by Member States at the 38th session of the General Conference held in Paris, in November 2015. They are the most up-to-date and comprehensive tools for decision-makers, practitioners, social partners, civil society and other stakeholders in these two complementary areas. They will be used around the world to guide the transformation and expansion of equitable learning opportunities for youth and adults.

In particular, the adoption of the Recommendation on Adult Learning and Education (ALE) gives momentum to strengthening ALE as it lays out guiding principles and a comprehensive, inter-sectoral approach to its promotion and development worldwide. The Recommendation concerning Technical and Vocational Education and Training (TVET) reflects new trends in TVET as it provides an integrated and holistic approach to education and training that ensures the promotion of a broad spectrum of knowledge, skills and competencies for work and life.

The simultaneous adoption of both instruments is a reflection of the high priority placed by the international community on the development of lifelong learning. The instruments stress the importance of opportunities for lifelong learning, adult learning and education, and skills development for inclusive economic growth, employment and decent work, the alleviation of poverty, social well-being, gender equality and sustainable learning societies.

Click link below for Recommendation on adult learning and education.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills re-training

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skills-re-training

Identifier

655

Skills upgrading

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skills-upgrading

Identifier

657

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Global

Nouvelles Recommandations: la Recommandation sur l’apprentissage et l’éducation des adultes et la Recommandation sur l'enseignement et à la formation techniques et professionnels.

Type:

Document

Content Type:

															Nouvelles Recommandations: la Recommandation sur l’apprentissage et l’éducation des adultes et la Recommandation sur l'enseignement et à la formation techniques et professionnels.
													

Language:

French

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french

Identifier

skpFrn

Sources:

International organizations

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Identifier

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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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

International standards

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Identifier

skpISSP

Slug

international-standards

Publication Date:

06 Apr 2016

Open

Nouvelles Recommandations: la Recommandation sur l’apprentissage et l’éducation des adultes et la Recommandation sur l'enseignement et à la formation techniques et professionnels.

Deux nouvelles Recommandations internationales essentielles sur l'éducation qui reflètent les nouvelles tendances mondiales et viennent appuyer le Cadre d’action Éducation 2030.

Ces instruments internationaux essentiels ont été révisés à la demande des États membres qui souhaitaient qu’ils soient adaptés à la lumière des nouvelles tendances éducatives, sociales, économiques, culturelles et politiques. Les Recommandations ont été adoptées avec enthousiasme par les États membres lors de la 38ème session de la Conférence générale tenue à Paris en novembre 2015. Ils représentent les outils les plus récents et les plus complets pour les décideurs, les praticiens, les partenaires sociaux, la société civile et les autres parties prenantes dans ces deux domaines complémentaires. Partout dans le monde, ils serviront à guider la transformation et la multiplication des opportunités d'apprentissage équitables en faveur des jeunes et des adultes.

En particulier, l'adoption de la Recommandation sur l’apprentissage et l’éducation des adultes (ALE) imprime un élan au renforcement de ce domaine, grâce à la définition de principes directeurs et d’une approche complète, intersectorielle en vue de sa promotion et de son développement dans le monde entier. La Recommandation sur l’enseignement et la formation techniques et professionnels (EFTP) reflète les nouvelles tendances en matière d’EFTP grâce à une approche intégrée et holistique de l'éducation et de la formation, assurant ainsi la promotion d'un large éventail de connaissances, d’aptitudes et de compétences nécessaires pour le travail et la vie courante.

L'adoption simultanée de ces deux instruments montre qu’une forte priorité est accordée par la communauté internationale au développement de l’apprentissage tout au long de la vie. Les instruments soulignent l'importance des opportunités d’apprentissage tout au long de la vie, de l’apprentissage et de l’éducation des adultes et du développement des compétences pour assurer une croissance économique inclusive, l'emploi et le travail décent, la réduction de la pauvreté, le bien-être social, l’égalité des sexes et des sociétés apprenantes durables.

Cliquez ici pour la Recommandation sur l’apprentissage et l’éducation des adultes (ALE).

Subject Tags:

School-to-work transition

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school-to-work-transition

Identifier

652

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Global

Nuevas Recomendaciones: Recomendación sobre el aprendizaje y la educación de adultos y la Recomendación relativa a la enseñanza y formación técnica y profesional

Type:

Document

Content Type:

															Nuevas Recomendaciones: Recomendación sobre el aprendizaje y la educación de adultos y la Recomendación relativa a la enseñanza y formación técnica y profesional
													

Language:

Spanish

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spanish

Identifier

skpEsp

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

International standards

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Identifier

skpISSP

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international-standards

Publication Date:

06 Apr 2016

Open

Nuevas Recomendaciones: Recomendación sobre el aprendizaje y la educación de adultos y la Recomendación relativa a la enseñanza y formación técnica y profesional

Dos nuevas Recomendaciones internacionales relativas a la educación reflejan las nuevas tendencias mundiales y apoyan el Marco de Acción de la Agenda Educación 2030.

La revisión de estos importantes instrumentos internacionales responde a las peticiones de los Estados Miembros de que se adapten para reflejar las nuevas tendencias educativas, sociales, económicas, culturales y políticas. Las Recomendaciones fueron aprobadas con entusiasmo por los Estados Miembros en la 38ª reunión de la Conferencia General, que tuvo lugar en París, en noviembre de 2015. Son los instrumentos más actualizados y de amplio espectro a disposición de los responsables políticos, expertos, interlocutores sociales, miembros de la sociedad civil y otros interesados en esos dos ámbitos complementarios. Las Recomendaciones se aplicarán en el mundo entero para orientar la transformación y ampliación equitativa de las oportunidades de aprendizaje para jóvenes y adultos.

En particular, la aprobación de la Recomendación sobre el aprendizaje de jóvenes y adultos impulsa el fortalecimiento de esta labor, ya que estipula los principios que la rigen y ofrece un enfoque amplio y transversal para su promoción y desarrollo en el mundo entero. La Recomendación relativa a la enseñanza formación técnica y profesional (EFTP) refleja una nueva tendencia en la materia, en la medida en que proporciona un enfoque integrado y holístico de la enseñanza y la formación que asegura la promoción de conocimientos, destrezas y competencias de amplio espectro para el trabajo y la vida práctica.

La aprobación simultánea de ambos instrumentos refleja la alta prioridad asignada por la comunidad internacional al desarrollo del aprendizaje a lo largo de toda la vida. Los dos instrumentos insisten en la importancia de las oportunidades de aprendizaje a lo largo de toda la vida, el aprendizaje y la educación de adultos y la adquisición de competencias para el desarrollo económico inclusivo, el empleo y el trabajo decoroso, la mitigación de la pobreza, el bienestar social, la igualdad de género y la creación de sociedades del conocimiento sostenibles.

Click en el enlace siguiente para ver la Recomendación sobre el aprendizaje de jóvenes y adultos.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Global

UKCES Employer Skills Survey 2015: Scotland toolkit

Type:

Document

Content Type:

UKCES Employer Skills Survey 2015: Scotland toolkit

Language:

English

Slug

english

Identifier

skpEng

Sources:

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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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:

Statistical information

Data produced by the international organizations and countries on trends in skills provision, demand, and employment outcomes to help inform policy-making and monitoring processes.

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Identifier

skpStatInfo

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statistical-information

Publication Date:

04 Apr 2016

Open

wcmstest4_170256.pdf

This document presents the results from the UK Commission for Employment and Skills’ (UKCES) Employer Skills Survey 2015 for Scotland.

The survey provides a comprehensive picture of skills needs and training investment, including vacancies and skills shortages, employee skill gaps and the recruitment of education leavers and young people.

The data tables break the data by region, establishment size, and sector, along with other breaks.

Subject Tags:

Skills indicators

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skills-indicators

Identifier

653

Skills mismatch

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skills-mismatch

Identifier

654

Survey

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survey

Identifier

611

Regions:

Europe and Central Asia

Region Image

Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Fragmented systems: Connecting players in Canada’s skills challenge

Type:

Document

Content Type:

Fragmented systems: Connecting players in Canada’s skills challenge

Language:

English

Slug

english

Identifier

skpEng

Sources:

Employers' organizations

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Identifier

skpEmp

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employers-organizations

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.

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skpPSP

Slug

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

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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Identifier

skpRPS

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research-papers

Publication Date:

01 Apr 2016

Open

wcmstest4_170056.pdf

A highly educated and skilled population is fundamental to the success of an advanced economy and society. Every year, Canada invests billions of dollars in its post-secondary education systems— in systems that are not measured in outcomes. As a country, Canada achieves the highest proportion of post-secondary educational attainment among the member countries of the Organisation for Economic Cooperation and Development. Yet “the actual skills attainment is underwhelming,” according to the Conference Board of Canada. Narrowing the gap between education and skills, by exploring the relationship between employers’ needs and Canada’s post-secondary education systems, is the focus of this report.

Subject Tags:

Employers

Slug

employers

Identifier

672

Enterprises

Slug

enterprises

Identifier

175

Private sector

Slug

private-sector

Identifier

229

School-to-work transition

Slug

school-to-work-transition

Identifier

652

Skills mismatch

Slug

skills-mismatch

Identifier

654

Regions:

Americas

Region Image

Countries and territories:

Canada

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

Slug

governments

Topics:

Participation of employers' and workers' organizations

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Identifier

skpPSP

Slug

participation-of-employers-and-workers-organizations

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:

01 Apr 2016

Open

wcmstest4_170055.pdf

Work Integrated Learning (WIL)—an umbrella term for work-based activities undertaken by university students as part of their learning experience—is viewed by both industry and universities as a key means for increasing graduate work readiness. However, while employers question the work readiness of Australian graduates WIL is currently underutilised in Australia across many disciplines and industry sectors. Employers are particularly critical of the inability of graduates to link the theoretical aspects of their degree with the practical realities of work.

Within that context, this report provides new information on WIL from the perspective of employers. It identifies: the extent to which employers participate in WIL; the industries in which it is most common; the conditions that support their participation; and the value they attach to the WIL experiences of those they employ. The report also provides evidence of the barriers, benefits and enablers to employer participation in WIL.

Subject Tags:

Employability

Slug

employability

Identifier

643

Enterprises

Slug

enterprises

Identifier

175

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

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Australia

Questions and answers: On the role of skills in the 2030 Agenda for Sustainable Development

Type:

Document

Content Type:

															Questions and answers: On the role of skills in the 2030 Agenda for Sustainable Development
													

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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Identifier

skpILO

Slug

ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

Slug

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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Identifier

skpAIM

Slug

promotional-material

Publication Date:

31 Mar 2016

Open

wcmstest4_169859.htm

The United Nations has adopted the 2030 Agenda for Sustainable Development aimed at transforming our world in the next 15 years. Within the context of this agenda, many of the topics addressed on the Global Skills for Employment Knowledge Sharing Platform (Global KSP) such as training quality and relevance, achieving gender equality in skills training, youth employability, and lifelong learning, among others, are at the centre of the development process.

Against this backdrop, the ILO’s Global KSP has become a key resource contributing to decent work and reducing inequalities. To talk more about this issue and the role of skills development in efforts to achieve the Sustainable Development Goals (SDGs), the Global KSP Team interviewed ILO Senior Skills Specialist Mr Paul Comyn. Click on the following link to read the complete interview.

Subject Tags:

Development policy

Slug

development-policy

Identifier

136

Gender

Slug

294

Identifier

294

Inclusion

Slug

inclusion

Identifier

665

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Sustainable development

Slug

sustainable-development

Identifier

658

Regions:

Global

Food processing & beverage sector: Jordan

Type:

Document

Content Type:

Food processing & beverage sector: Jordan

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

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.

Identifier

skpAFSN

Slug

anticipating-and-matching-skills-needs

Sectoral approaches

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Matching skills to labour market demand requires reliable sectoral and occupational information and institutions that connect employers with training providers. Sector based strategies and institutions have proved effective in engaging all stakeholders in promoting both pre-employment training and life-long learning.

Identifier

skpSectApr

Slug

sectoral-approaches

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:

31 Mar 2016

Open

wcmstest4_169856.pdf

Skills for Trade & Economic Diversification (STED) This report on the Skills Needs of the Food Processing and Beverage sector in Jordan was prepared under the ILO’s Skills for Trade and Employment project, which is the Jordanian component of the global Applying the G20 Training Strategy project. It reports on the findings of a forward-looking study of the sector’s skills needs based on the International Labour Organization’s (ILO) Skills for Trade and Economic Diversification (STED) methodology. The methodology combines sector level technical research and consultation with the social partners and other stakeholders to develop a shared analysis of the trade and skills challenges facing the sector, and proposals as to what should be done on skills to meet these challenges and secure a positive future for the sector.

This report sheds light on the situation of the Jordanian Food Processing and Beverage sector from a skills and labour market perspective. It reflects on Jordan’s exports within the region and to other international markets, examining the challenges that affect this sector in improving its competitive position, especially in comparison with competitors in regional markets - from within the region and from Europe and Asia. The report summarises key findings of the research and stakeholder consultations, and sets out the main recommendations.

Subject Tags: