Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Turkey: Evaluating the impact of İŞKUR’s vocational training programs

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Document

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Turkey: Evaluating the impact of İŞKUR’s vocational training programs

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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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Evaluation reports

Analytical assessments of technical cooperation programmes and national skills and employment policies, identifying success factors of different interventions in response to particular challenges in different circumstances.

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skpEvalRep

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evaluation-reports

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:

13 Mar 2015

Open

wcmstest4_135452.pdf

Upgrading the skills of the current labor force is crucial for creating more and better jobs. The Turkish Employment Agency (ISKUR) plays a leading role in upgrading the skills of jobseekers and facilitating their access to productive employment by providing vocational training and other employment support services. The increasing importance of ISKUR vocational training prompted the government to commission the present study to evaluate its impact and to identify ways to enhance it.

This report is structured as follows: section one gives the context on jobs, skills upgrading, and ISKUR; section two presents evaluation of ISKUR training programs: design, data, and methods; section three presents evaluation of ISKUR training programs: results; and section four gives strengthening the impact of ISKUR training and services.

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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

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124

Regions:

Europe and Central Asia

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Countries and territories:

Türkiye

Technical vocational education and training in Xinjiang

Type:

Document

Content Type:

Technical vocational education and training in Xinjiang

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English

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english

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skpEng

Sources:

International organizations

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skpIntOrg

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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

Knowledge Products:

Other knowledge products

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skpOProduct

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other-knowledge-products

Research papers

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skpRPS

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research-papers

Publication Date:

12 Mar 2015

Open

wcmstest4_135262.pdf

The mismatch between labor supply and demand for higher workforce skills provision has constrained Xinjiang’s economic development. So skill development and TVET policies are at the center of the response required to promote continuing development. This report documents progress, analyzes strengths and weaknesses of the Xinjiang Technical and Vocational Education and Training system, and proposes recommendations that can be used to enrich policy dialogue and open opportunities for future cooperation between Xinjiang and the World Bank.

The first section provides a brief overview and analysis of the Xinjiang setting, including economic trends, status of the workforce and TVET system. This is followed by a summary of the Systems Approach for Better Education Results (SABER)-Workforce Development (WfD) results including three dimensions, nine policy goals and 27 policy actions. Lastly, a brief policy analysis along with recommendations reflect upon the results of the SABER-WfD study by addressing key challenges and weaknesses of the Xinjiang TVET system in the context of Xinjiang's medium to long-term education and talent development plans.

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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

Identifier

124

Regions:

Asia and the Pacific

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Countries and territories:

China

Developing Skills for Employability with German Partners

Type:

Document

Content Type:

Developing Skills for Employability with German Partners

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English

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english

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skpEng

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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

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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:

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:

12 Mar 2015

Open

wcmstest4_135261.htm

Vocational education and training established the direction of travel for companies, regions and entire countries. The availability of skilled workers determines the level of performance and the ability to innovate within a globally competitive environment. This has an effect both on the economic power of a country and on the kind of social stability which is able to offer the foundations of prosperity for broad sections of the population.

Each of the ‘Developing Skills for Employability with German Partners’ brochures presents eight vocational education and training success stories of German and international partners. With its wide range of training offers and its strong emphasis on employability, ‘Training – Made in Germany’ has the potential to successfully support and promote on-going transformation processes of training systems in these regions through transnational cooperation projects.

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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

Identifier

124

Regions:

Skills development in Sub-Saharan Africa

Type:

Document

Content Type:

Skills development in Sub-Saharan Africa

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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skpIntOrg

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international-organizations

Topics:

Access to training

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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:

Research papers

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skpRPS

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research-papers

Publication Date:

10 Mar 2015

Open

wcmstest4_135054.pdf

At the close of the 1980s, considerable doubts had begun to emerge among international donor agencies regarding the cost-effectiveness of publicly owned and managed technical and vocational education and training (TVET). Based on extensive analysis, a 1991 World Bank Policy Paper on TVET found a diverse market for skills development globally with national training systems consisting of public training, private training, and enterprise-based training. The paper’s recommendations called for a strategic policy role for governments, the opening of markets to private provision of TVET, and the diversification of sources of training finance. The study found weaknesses in public provision of TVET, but it also found that such provision could be cost-effective when accompanied by new forms of organization, management, and financing.

A decade later, this review of TVET in Sub-Saharan Africa in the 1990s reinforces many of the findings of the 1991 policy paper. It comes at a critical time in African development. Economies are weak. Wage employment in the modern sector is largely stagnant, and unemployment among educated youth is substantial and increasing. The impact of HIV/AIDS on the work force, although yet to be documented, is huge, with much of the impact falling on the ranks of the educated and skilled work force. In this context, what can African governments do to ensure that the skills required for growth and equity are developed in a cost-effective way?

This study provides new documentation of the extensive scope and characteristics of, and the constraints upon, private TVET. The finding that African enterprises provide a substantial amount of formal and informal training in patterns similar to those found in middle-income and developed countries could provide comfort to African leaders faced with opportunities to change government’s role in training, focusing more on policy and less on provision. Private TVET is not without problems, however, as the study shows, drawing attention to issues of promoting equity and quality in private training. Addressing these issues and building on the potential of the private sector as a partner is recommended as part of a more strategic role for the public sector in the provision and financing of TVET.

Subject Tags:

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Regions:

Africa

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13th UKFIET International Conference on Education and Development, “Learning for Sustainable Futures – Making the Connections”

Kind:

Event

Start Date:

16 Sep 2015

End Date:

19 Jun 2026

Event Location:

Oxford, UK

EventType:

Conference

Language:

French

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french

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skpFrn

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Sources:

International organizations

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international-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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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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The conference’s sub-theme "Decent and Sustainable Work" will be co-convened by UNESCO-UNEVOC and the Centre for International Education Research, University of Nottingham

The Sustainable Development Goals represent an important step forward in development thinking by bringing together sustainable development with poverty alleviation, inequality and technological change in a holistic account of how people’s lives can be enhanced. This vision reemphasises the central importance of work to development in a way that was lost in the MDGs. Such work should be decent and sustainable. It should contribute to incomes, productivity and competitiveness but also help in addressing issues of environmental degradation, safe sanitation and community development. However, work also contributes to human development, integrating people into society and furthering the development of their identities.

A return to the development centre stage of work means also a renewed appreciation of the importance of skills. Here, the SDGs are working in parallel with UNESCO’s development of a new global vision of skills for work and life, as expressed in the Shanghai Consensus of 2012 and the Revised Recommendation on Technical and Vocational Education and Training, which is due for approval in late 2015.

The Shanghai Consensus coined a new notion of transformative TVET; radically changed internally but also acting as a catalyst for wider sustainable development. However, work is required to develop the new concept further. As well as such theoretical work, there is a need for further exploration of promising practices that develop one or more aspect of a transformative vision for TVET. It will also be important to develop new models of evaluating TVET against the transformative agenda.

This sub-theme will be co-convened by UNESCO-UNEVOC and the Centre for International Education Research, University of Nottingham. It will be concerned with matters of theory, policy, practice and evaluation and will include policymakers, practitioners and researchers.

13th UKFIET International Conference on Education and Development, “Learning for Sustainable Futures – Making the Connections”

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ILO Asia-Pacific regional workshop: Strengthening quality assurance mechanism through capacity building and knowledge sharing

Kind:

Event

Start Date:

18 Mar 2015

End Date:

19 Jun 2026

Event Location:

Bangkok, Thailand

EventType:

Workshop

Language:

English

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english

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skpEng

Language Version:

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

Knowledge Products:

This workshop is designed to provide opportunities for discussion on the challenges of implementing quality assurance mechanisms and strengthening quality assurance systems across the East and South-East Asia and the Pacific region. Good practices will be identified and shared among the participating countries. Recommendations and lessons learned from this regional workshop will feed into on-going national activities and follow-up by ILO offices in the region.

ILO Asia-Pacific regional workshop: Strengthening quality assurance mechanism through capacity building and knowledge sharing

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Skills and training policy

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skills-and-training-policy

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666

Regions:

Asia and the Pacific

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Countries and territories:

Economic groups:

Closing the skills gap: Companies and colleges collaborating for change

Type:

Document

Content Type:

Closing the skills gap: Companies and colleges collaborating for change

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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

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:

Research papers

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skpRPS

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research-papers

Publication Date:

04 Mar 2015

Open

wcmstest4_134061.pdf

Few topics have preoccupied US employers more in recent years than what they perceive as a growing gulf between the knowledge, skills and abilities of young people entering the workforce and the knowledge, skills and abilities that they believe to be crucial to the success of their enterprises.

This research shows that, although the desire for collaboration with higher education is almost universal, there is a lack of coherence in how companies approach such partnerships, the kinds of institutions they seek to partner with and the benefits they expect to derive from such collaborations. The survey, in particular, reveals a pervasive concern and need among companies to better understand the tangible returns on the investments they make in institutions, in educating students or in training employees. If we want to expand and improve these collaborations, finding ways to better measure outcomes seems to be a key first step.

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Enterprises

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enterprises

Identifier

175

School-to-work transition

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school-to-work-transition

Identifier

652

Skills mismatch

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skills-mismatch

Identifier

654

Survey

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survey

Identifier

611

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Skills development in Sudan: The Formal and the Informal Reality

Type:

Document

Content Type:

Skills development in Sudan: The Formal and the Informal Reality

Language:

English

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english

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skpEng

Sources:

ILO

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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:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

03 Mar 2015

Open

wcmstest4_133854.pdf

The development challenges facing Sudan are enormous, but at the heart of the problem is how to continue and accelerate economic growth, and translate this into improved employment opportunities for the vast majority of the country’s population. Employment creation and investments in skills represent one of the most efficient means of distributing incomes equitably in developing countries, and one of the most sustainable ways of fighting poverty. However, the process of human capital formation in Sudan is alarmingly low by regional and international standards, and provision of technical and vocational education and training (TVET) plays a marginal role compared to general and academic education.

This report provides the baseline information required to understand how young women and men, the unemployed and other vulnerable groups gain the skills needed for productive employment, leading to improved standards of living and ultimately decent work. It is paramount to understand the processes, institutions, and approaches that underpin skills development both in formal TVET and in the informal economy, in order to develop and improve systems in place, particularly in a relatively new nation.

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Apprenticeships

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apprenticeships

Identifier

639

Skills mismatch

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skills-mismatch

Identifier

654

Vocational training

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vocational-training

Identifier

124

Regions:

Countries and territories:

Sudan

Technical and vocational education and training in the Socialist Republic of Viet Nam: an assessment

Type:

Document

Content Type:

															Technical and vocational education and training in the Socialist Republic of Viet Nam: an assessment
													

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:

25 Feb 2015

Open

wcmstest4_132857.pdf

This publication is an assessment of major trends, strengths, and issues in the technical and vocational education and training subsector, focusing on formal skills development programs operated by the General Department of Vocational Training of the Ministry of Labor, Invalids and Social Affairs of the Socialist Republic of Viet Nam. It analyzes the country’s technical and vocational training system as well as subsector policies and strategies.

Subject Tags:

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

Region Image

Countries and territories:

Viet Nam

Indonesia's higher education system: How responsive is it to the labor market?

Type:

Document

Content Type:

Indonesia's higher education system: How responsive is it to the labor market?

Language:

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

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:

23 Feb 2015

Open

wcmstest4_132455.pdf

Indonesia is at a development crossroads. It successfully weathered the 2008 international financial crisis, and it has shown resilience in the current turbulent times. Its economy is now one of the largest 20 economies in the world and it has ambitious plans to achieve high-income status and join the G-7 by 2030. Yet the challenges it faces are daunting.

This paper presents a framework to look at incentives and argues that without the right system in place, the tendency of the education sector will not necessarily be to align its supply with the demands of the labour market. Section 2 discusses some key features of the system in Indonesia. Section 3 looks at the performance of higher education graduates in the labour market, their labour force participation, unemployment rates, the types of jobs they obtain and trends in the returns to higher education. Section 4 takes patterns in employment and returns to education, as well as employer surveys, to find signs of misalignment between supply and demand in the types of degrees of graduates, the sectors where they are employed and the skills they bring with them. Finally, section 5 concludes with some suggested policy directions and future research.

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