Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Understanding decent rural employment

Type:

Document

Content Type:

Understanding decent rural employment

Language:

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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skpIntOrg

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international-organizations

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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.

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skpREmpl

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rural-employment

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Promotional material

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

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skpAIM

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promotional-material

Publication Date:

19 Feb 2016

Open

wcmstest4_166876.pdf

This information note presents the core labour standards for decent rural employment as defined by International Labour Organization Conventions. The four categories covered by the labour conventions are: freedom of association and the effective recognition of the right to collective bargaining, the elimination of forced or compulsory labour, the abolition of child labour and the elimination of discrimination in respect of employment and occupation.

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Agricultural development

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agricultural-development

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224

Agriculture

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agriculture

Identifier

225

Food

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food

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603

Rural development

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rural-development

Identifier

152

Rural employment

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rural-employment

Identifier

670

Rural workers

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rural-workers

Identifier

637

Regions:

Global

School-to-work-transitions in Mongolia

Type:

Document

Content Type:

School-to-work-transitions in Mongolia

Language:

English

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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

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Youth employability

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

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

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skpYoEmp

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youth-employability

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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:

19 Feb 2016

Open

wcmstest4_166875.pdf

To assist member States in building a knowledge base on youth employment that helps better and informed policy-making, the ILO has designed a methodology referred to as a “School-to-Work Transition Survey” (SWTS). The SWTS is developed to quantify the relative ease or difficulty faced by young people in “transiting” to a job that meets the basic criteria of “decency”, namely a job that provides the worker with a sense of permanency, security and personal satisfaction.

This paper presents the results of the SWTS conducted in Mongolia between October and December 2006. It seeks to measure the quality of the transition to decent work. It captures the labour market status of young people, the different types of transitions leading to work and provides information on both quantity and quality of employment. The study also incorporates the results of an employers’ survey that enriches the analysis with data concerning labour demand.

Subject Tags:

Employability

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employability

Identifier

643

School-to-work transition

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school-to-work-transition

Identifier

652

Youth

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youth

Identifier

319

Regions:

Asia and the Pacific

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Countries and territories:

Mongolia

Career development at work: A review of career guidance to support people in employment

Type:

Document

Content Type:

															Career development at work: A review of career guidance to support people in employment
													

Language:

English

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english

Identifier

skpEng

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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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:

18 Feb 2016

Open

wcmstest4_166871.pdf

This report presents the findings from a research study that set out to review the range of career guidance provision that supports workforce development across the EU-25 Member States and to identify innovative or ‘best practice’ provisions. The report includes 35 case studies and these provide accounts of practice by employers, trade unions and the public sector as well as other intermediary organisations, such as outplacement consultancies, professional associations and industry sector bodies.

This research builds on the series of studies carried out by the European Centre for the Development of Vocational Training (Cedefop), the Organisation for Economic Cooperation and Development (OECD), the World Bank and the European Training Foundation which identified employed people as one of the groups in the population least likely to have access to guidance provision.

Subject Tags:

Employability

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employability

Identifier

643

Private sector

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private-sector

Identifier

229

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

Vocational training

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vocational-training

Identifier

124

Regions:

Europe and Central Asia

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Engaging low skilled employees in workplace learning

Type:

Document

Content Type:

Engaging low skilled employees in workplace learning

Language:

English

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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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skpAcaInst

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academic-institutions

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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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 Feb 2016

Open

wcmstest4_166870.pdf

The report presents the results of a survey of both employee and employer views on participation in workplace learning in the care sector in north east England and the hotel sector in Yorkshire and the Humber region. The hotels and catering sector has the highest relative and absolute skill gaps in low skilled occupations, with some 63 per cent of staff suffering skills gaps. In contrast, the care sector has an apparent strong training culture, with care staff expected to progress to NVQ level 3 and only five per cent of low skilled staff suffered a skills gap.

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Catering

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catering

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232

Hotel industry

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hotel-industry

Identifier

236

Low skilled workers

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low-skilled-workers

Identifier

650

Skills mismatch

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skills-mismatch

Identifier

654

Survey

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survey

Identifier

611

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Work-based learning

Type:

Document

Content Type:

Work-based learning

Language:

English

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english

Identifier

skpEng

Sources:

Other sources

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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:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

18 Feb 2016

Open

wcmstest4_166868.pdf

A handbook for policy makers and social partners in ETF partner countries All of us learn when we work. We watch our fellow workers and imitate them. We make mistakes and do better the next time. More experienced workers show us how to do things. Much of this learning is not systematic, and it is not formally organised. It often occurs randomly or by chance, and so some workers benefit while others do not. Sometimes it is useful, and sometimes it is not.

This handbook has been written to help policy makers and social partners organisations that represent employers and employees – to understand some of the ways in which learning in the workplace can be encouraged and how its quality can be improved. It is also intended to help them to understand some of the ways that such learning can be organised in a structured way so that it benefits learners, enterprises and employees, and so that it provides wider benefits for the labour market and the economy as a whole.

Subject Tags:

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:

Europe and Central Asia

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The learning workplace – The swedish way

Type:

Document

Content Type:

The learning workplace – The swedish way

Language:

English

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english

Identifier

skpEng

Sources:

Other sources

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skpOSource

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other-sources

Workers' organizations

Learning new skills and upgrading existing ones help workers maintain their employability and improve their standard of living. Trade unions play a key role in increasing workplace-based training opportunities. The Global KSP shares, among other resource items, case studies, good practices and research provided by trade unions that highlight their involvement in promoting training at individual workplaces, social dialogue and collective bargaining on skills issues, and participating in developing skills policies and strengthening training institutions.

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skpWork

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workers-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

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participation-of-employers-and-workers-organizations

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

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case-studies-and-good-practices

Publication Date:

18 Feb 2016

Open

wcmstest4_166867.pdf

This publication aims to provide a picture of some interesting projects within workplace learning and a more general picture of the challenges and conditions for competence development in the workplace in Sweden.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills upgrading

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skills-upgrading

Identifier

657

Regions:

Europe and Central Asia

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Countries and territories:

Sweden

Improving workplace learning and technical and vocational education and training quality assurance in Asia and the Pacific

Type:

Document

Content Type:

															 Improving workplace learning and technical and vocational education and training quality assurance in Asia and the Pacific
													

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Training quality and relevance

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Identifier

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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Identifier

skpAIM

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promotional-material

Publication Date:

17 Feb 2016

Open

wcmstest4_166864.pdf

This report presents the outcomes of the Regional Workshop on Improving Workplace Learning and TVET Quality Assurance in Asia and the Pacific. This workshop was designed to assist countries in the region to deal with the challenge of improving productivity and employment growth through workplace learning and to review options for improving the quality of technical and vocational education and training (TVET). The specific objectives of this workshop were to:

• increase the knowledge base and understanding of member States on workplace learning and quality assurance,
• strengthen existing initiatives in workplace learning and quality assurance, and
• provide a forum for participating countries to share their experiences and to develop tripartite action plans.

The discussions during the workshop are summarized in this document.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Regions:

Asia and the Pacific

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Jobs, training and skills: Urban and rural differences

Type:

Document

Content Type:

Jobs, training and skills: Urban and rural differences

Language:

English

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english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

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governments

Topics:

Rural employment

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skpREmpl

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rural-employment

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:

17 Feb 2016

Open

wcmstest4_166863.pdf

This report draws on the Employer Skills Survey 2011 and Employer Perspectives Survey 2010 undertaken by the UK Commission for Employment and Skills (UKCES). The data is analysed to examine skills gaps, training behaviour, and skills shortages in urban and rural areas. The report looks at the size and types of businesses to see if there are particular characteristics and behaviours in skills and training patterns.

Subject Tags:

Green skills

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green-skills

Identifier

645

Rural development

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rural-development

Identifier

152

Rural employment

Slug

rural-employment

Identifier

670

Rural workers

Slug

rural-workers

Identifier

637

Survey

Slug

survey

Identifier

611

Regions:

Europe and Central Asia

Region Image

Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Supply and demand for higher-level skills

Type:

Document

Content Type:

Supply and demand for higher-level skills

Language:

English

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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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skpAcaInst

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academic-institutions

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:

16 Feb 2016

Open

wcmstest4_166857.pdf

As the UK economy edges out of recession and employment levels begin to rise, attention has increasingly shifted towards the supply of higher-level skills, with several commentators arguing that there are not only too many graduates but that too few of them are prepared for the world of work.

This report provides a general analysis of the supply and demand for higher-level skills, asking whether there are indeed too many or too few graduates, whether their subject choice is suited to future labour market requirements, and to what extent they are lacking the general employability, practical and technical skills required by a modern knowledge economy. The report analyses the supply and demand for higher-level skills through three prisms:

- Qualification levels,
- Subject knowledge, and
- Core and employability skills.

Subject Tags:

Employability

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employability

Identifier

643

Job matching

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job-matching

Identifier

649

Youth

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youth

Identifier

319

Regions:

Europe and Central Asia

Region Image

Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Good practice workforce strategies: Case studies

Type:

Document

Content Type:

Good practice workforce strategies: Case studies

Language:

English

Slug

english

Identifier

skpEng

Sources:

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

Governments

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Identifier

skpGov

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governments

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:

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:

12 Feb 2016

Open

wcmstest4_166458.pdf

Australia‘s economy is booming and with the job market saturated with unfilled vacancies, many companies are experiencing the effects of not planning for their workforce needs. For those companies that have put in place effective workforce development plans, getting and retaining the skilled people they need is much easier. These companies have adopted a wide range of strategies to maximise their access to the staff they need to keep growing during a time of extraordinary economic growth. The greatest challenge facing businesses today is a shortage of skilled personnel, in particular in the trades and technical occupations. Innovative recruitment and retention initiatives are critical to businesses in competing for and retaining that labour.

This guide draws on good practice case studies and examples of workforce development strategies both in Australia and internationally. The case studies were chosen on the basis of their successful strategies in tackling the important workforce development issues.

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