Training quality and relevance

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training-quality-and-relevance

Vocational education and training in Luxembourg: Short description

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Document

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Vocational education and training in Luxembourg: Short description

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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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other-sources

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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:

24 Oct 2015

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wcmstest4_154854.pdf

Luxembourg’s vocational education and training (VET) is highly differentiated. Apprenticeships and school-based VET coexist. While some features may seem similar to those in other countries, taking a closer look is important to understand national concepts and terms. Luxembourg’s education and training system reflects its geographic and socioeconomic context: its small size, the close ties with its neighbours, its multilingual nature and high share of foreign nationals, and the well-established cooperation with social partners. Recently implemented reform has strengthened the links to the labour market and brought about a shift towards competence-based and modular vocational programmes. The implementation of this reform has also revealed weaknesses in the system; evaluation of the reform will provide stakeholders with evidence of a need for further changes.

By providing an insight into its main features and highlighting related policy developments and challenges, this short description contributes to better understanding of VET in Luxembourg.

Cedefop information series. http://dx.doi.org/10.2801/741212

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Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Countries and territories:

Luxembourg

Strategies for sectoral training and employability in India: Case studies of the IT/ITES and automotive sectors

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Document

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															Strategies for sectoral training and employability in India: Case studies of the IT/ITES and automotive sectors
													

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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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ilo

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Participation of employers' and workers' organizations

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The world of learning and the world of work are separate but linked. While one involves learning, the other produces goods and services. Neither can thrive without the other. Strong partnerships between government, employers and workers help ensure the relevance of training to the changing needs of enterprises and labour markets.

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skpPSP

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participation-of-employers-and-workers-organizations

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.

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skpSectApr

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sectoral-approaches

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

Research papers

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research-papers

Publication Date:

12 Oct 2015

Open

wcmstest4_154057.pdf

The paper discusses the TVET system in the information technology and automotive sectors in India, including challenges to improving TVET in India. It examines the role of the National Skill Development Corporation and sector skills councils, and looks at the salaries, working conditions and job satisfaction of teachers and trainers.

The study underlines the importance of social partner involvement in the elaboration of sectoral skills strategies and ever evolving changes in skill needs. It also emphasizes the importance of sound recruitment and training practices, training strategies, and decent working conditions for TVET personnel.

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Information and communication technologies

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information-and-communication-technologies

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346

Public private partnerships

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public-private-partnerships

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138

Sectoral approaches

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sectoral-approaches

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676

TVET systems

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tvet-systems

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661

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Asia and the Pacific

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Countries and territories:

India

Innovative strategies in technical and vocational education and training for accelerated human resource development in South Asia: Bangladesh

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Document

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															Innovative strategies in technical and vocational education and training for accelerated human resource development in South Asia: Bangladesh 
													

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research-papers

Publication Date:

12 Oct 2015

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wcmstest4_154055.pdf

This publication is part of a series of six country reports on technical and vocational education and training (TVET) and higher education in Bangladesh, Nepal, and Sri Lanka. Each report presents current arrangements and initiatives in the respective country’s skills development strategies. These are complemented by critical analyses to determine key issues, challenges, and opportunities for innovative strategies toward global competitiveness, increased productivity, and inclusive growth. The emphasis is to make skills training more relevant, efficient, and responsive to emerging domestic and international labor markets.

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Human resources development

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human-resources-development

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118

Skills and training policy

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skills-and-training-policy

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666

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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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_

OECD Skills Strategy Diagnostic Report: Spain

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Document

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OECD Skills Strategy Diagnostic Report: Spain

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English

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english

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skpEng

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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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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

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skpRPS

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research-papers

Publication Date:

12 Oct 2015

Open

wcmstest4_154053.pdf

The OECD Skills Strategy provides a useful framework for countries to build effective and integrated skills policies that develop relevant skills, activate skills supply and make effective use of skills.

This diagnostic report identifies 12 skills challenges for Spain based on analysis of OECD, European Commission and national data, as well as input received from the national and regional governments and a wide range of stakeholders, including individuals, employers, employer associations, trade unions and education providers.

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School-to-work transition

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school-to-work-transition

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652

Skills and training policy

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skills-and-training-policy

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666

Skills upgrading

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skills-upgrading

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657

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Europe and Central Asia

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Countries and territories:

Spain

OECD Skills Strategy Diagnostic Report: Spain

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Document

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OECD Skills Strategy Diagnostic Report: Spain

National legislation, policies and initiatives on the issue of training and skills development and the world of work.

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skpNatPol

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national-policies-and-initiatives

Publication Date:

11 Aug 2015

Open

OECD Skills Strategy Diagnostic Report: Spain

L'Italia si è posta com obiettivo strategico quello di rafforzare l'IFP, riconoscendo alla stessa un ruolo essenziale to sustaine la crescita di aziende e persone. It is recent policy policy if it is based on the government's guarantee system (the “youth guarantee scheme”) and it is intended to lead the way in which the bureaucracy supports and promotes cooperation through the imprese. This policy is based on relationship training and training in the labor market, expanding and learning systems based on the labor market, guaranteeing professional training and training and strengthening professional orientation. Innovate and finalize the program to offer professional models for professional learning at universities that are traditionally understood as academics and generalists. The European Union contest for professional apprentices will be important to observe and discuss how to initiate if it is written in the following format, studenti ed imprese.

This connection offers panoramic information on the Italian IFP system. Present and present the relevant characteristics and current sviluppi, it proponiamo di contributorire ad a migliore understanding of the IFP in Italia, of the problematic he confronts and of the political misure mass at point.

doi:10.2801/81609

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Regions:

Europe and Central Asia

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Countries and territories:

Italy

Key issues in employer engagement in education: Why it makes a difference and how to deliver at scale

Type:

Document

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															Key issues in employer engagement in education: Why it makes a difference and how to deliver at scale
													

Language:

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

Topics:

Participation of employers' and workers' organizations

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skpPSP

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participation-of-employers-and-workers-organizations

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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research-papers

Publication Date:

06 Oct 2015

Open

wcmstest4_153854.pdf

Drawing on evidence from the UK and worldwide, this paper identifies the tangible benefits of links between employers and young people in education; looks at some of the reasons such links have not (yet) become deep rooted; and suggests ways of increasing the variety, frequency and quality of future links.

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Employability

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employability

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643

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Vocational pedagogy: what it is, why it matters and how to put it into practice

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Document

Content Type:

Vocational pedagogy: what it is, why it matters and how to put it into practice

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:

06 Oct 2015

Open

wcmstest4_153853.pdf

Report of the UNESCO-UNEVOC online conference, 12-26 May 2014 The report summarizes the discussions that were held during a virtual conference on the UNEVOC e-Forum in May 2014. Moderated by Professor Bill Lucas, Director of the Centre for Real-World Learning, Professor of Learning at the University of Winchester (UK) and co-creator of the Expansive Education Network, this virtual conference explored what vocational pedagogy is, why it matters and how teachers can put it into practice. The two-week virtual conference attracted 197 participants from 65 different countries, representing policy makers, researchers, practitioners and most importantly, teachers and students. They came together to deepen their understanding of vocational pedagogy and comprehend its complexity. The contributions and experiences shared illustrated the importance of vocational pedagogy in improving learner outcomes in TVET, as well its role as a catalyst for raising the status and quality of TVET.

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Vocational training

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vocational-training

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124

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Transversal skills in TVET: Policy implications

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Document

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Transversal skills in TVET: Policy implications

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research-papers

Publication Date:

05 Oct 2015

Open

wcmstest4_153653.pdf

Asia-Pacific Education System Review Series, 8 This booklet explores the extent to which transversal skills are being promoted and integrated in TVET policies and practices in the Asia-Pacific region. The booklet is the synthesis of a collaborative research on the topic and is primarily based on 13 country studies. Published as a part of the “Asia-Pacific Education System Review Series”, the document is the result of cooperation between UNESCO Bangkok and the Regional Cooperation Platform.

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Skills recognition

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skills-recognition

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656

Transferable skills

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transferable-skills

Identifier

660

TVET systems

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tvet-systems

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661

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Asia and the Pacific

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Regional model competency standards: Welding services

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Document

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Regional model competency standards: Welding services

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skpOProduct

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other-knowledge-products

Publication Date:

30 Sep 2015

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wcmstest4_153057.pdf

These Regional Model Competency Standards for Welding Services have been developed by the ILO Regional Office for Asia and the Pacific. They constitute a set of benchmarks that define the skills, knowledge and attributes required to perform welding work. The standards are designed to be used as a basis for developing national standards and as a regional reference point.

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