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Training quality and relevance

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A skills beyond school review of the Netherlands

A skills beyond school review of the Netherlands

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Document
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A skills beyond school review of the Netherlands
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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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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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research-papers
Publication Date:
13 Feb 2015
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wcmstest4_131654.pdf
Part of the OECD Reviews of Vocational Education and Training Series In the Netherlands VET training is offered at upper secondary as well as postsecondary levels. There are different access routes to VET: students in upper secondary VET usually have a lower secondary diploma at prevocational level, while postsecondary VET is accessible to every student with a vocational or academic high school leaving certificate.

The first chapter of this report places the review of the Netherlands in the context of the OECD policy study, presents the structure of the report, describes the main features of VET system in the Netherlands, compares it with other systems internationally, explores some key international indicators bearing on the system and examines its strengths and challenges. The following chapters advance policy recommendations.

DOI : 10.1787/9789264221840-en
Subject Tags:

Qualification frameworks

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qualification-frameworks
Identifier
651
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Countries and territories:

A skills beyond school review of South Africa

A skills beyond school review of South Africa

Type:
Document
Content Type:
A skills beyond school review of South Africa
Language:

English

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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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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:

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:
13 Feb 2015
Open
wcmstest4_131652.pdf
Part of the OECD Reviews of Vocational Education and Training Series Many countries are currently implementing qualification frameworks, or have done so recently. Such frameworks can make TVET systems more transparent, so that the value of different qualifications can be more clearly recognised by students, employers and other stakeholders. Strong frameworks should, in principle, facilitate lifelong learning, and improve access to higher level education. Implementing a qualifications framework might therefore be best seen as part of a wider approach to quality and coherence in VET provision.

South Africa is a pioneer in this field, as the South Africa National Qualifications Framework was implemented in 1995. The ten levels of the Framework should make it easier to understand which programmes lead to the same level, and how different programmes relate to each other. International experience shows that if frameworks are underpinned by a strong methodology for allocating qualifications to levels, supported by key stakeholders, and backed by complementary measures to unify the TVET system and improve transitions, they can facilitate lifelong learning, and improve access to higher level education.

The first chapter of this report places the review of South Africa in the context of the OECD policy study, describes the main features of VET system in South Africa, compares it with other systems internationally, and examines its strengths and challenges. The following chapters advance policy recommendations.

DOI : 10.1787/9789264223776-en
Subject Tags:

Qualification frameworks

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qualification-frameworks
Identifier
651
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Africa

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A skills beyond school review of Kazakhstan

A skills beyond school review of Kazakhstan

Type:
Document
Content Type:
A skills beyond school review of Kazakhstan
Language:

English

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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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international-organizations
Topics:

Training quality and relevance

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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:
12 Feb 2015
Open
wcmstest4_131469.pdf
OECD Reviews of Vocational Education and Training This review outlines the main features of Kazakhstan vocational education and training system, and compares its main features with those of other countries. It covers both the education system and the labour market. Drawing in the context of the wider OECD study, this review then provides a brief assessment of the main strengths of the system, and the policy challenges which need to be addressed by Kazakhstan in the future.

In Kazakhstan, VET has three main functions: i) qualification: to provide the population with the skills needed to foster economic prosperity and social stability; ii) employment: to help the population to find a job suited to their preferences and responsive to societal needs; and iii) integration: to help individuals to insert successfully in the society (Ouzoun, 2010). Students wishing to enter VET institutions in Kazakhstan may do so either at upper secondary level (currently after 9th grade) or after upper secondary schooling (currently after 11 th grade) (OECD 2013). Overall, upper-secondary and post-secondary VET are provided at the same institutions in Kazakhstan.

http://dx.doi.org/10.1787/9789264221826-en
Subject Tags:

Qualification frameworks

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qualification-frameworks
Identifier
651
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Countries and territories:

A skills beyond school review of Egypt

A skills beyond school review of Egypt

Type:
Document
Content Type:
A skills beyond school review of Egypt
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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skpIntOrg
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international-organizations
Topics:

Training quality and relevance

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skpTrainQR
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training-quality-and-relevance
Knowledge Products:

Research papers

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:
12 Feb 2015
Open
wcmstest4_131466.pdf
Part of a series of country reports on post-secondary vocational education and training in OECD and non-OECD countries. Post-secondary VET in Egypt offers many programmes in different specialties and through different types of institutions. There are approximately 108 different technical programmes covering 22 disciplines. In total, Egyptian post-secondary VET and its 68 institutions had 127 440 enrolled students in 2009/2010. Although post-secondary VET could be encouraged to offer more services for some specific groups or purposes (up-skilling, adult education, second chance education, and career shifts) the current institutional and curricula mixture reflects the importance of Egyptian VET for both economic prosperity and social cohesion.

This first chapter places the review of Egypt in the context of the wider OECD policy study of post-secondary VET, presents the structure of the report, describes the main features of the post-secondary VET system in Egypt and examines its opportunities/strengths and challenges. The following chapters advance policy recommendations.

DOI : 10.1787/9789264209626-en
Subject Tags:

Qualification frameworks

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qualification-frameworks
Identifier
651
Regions:

Africa

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Countries and territories:

A skills beyond school review of Switzerland

A skills beyond school review of Switzerland

Type:
Document
Content Type:
A skills beyond school review of Switzerland
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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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

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. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
12 Feb 2015
Open
wcmstest4_131452.pdf
Part of a series of country reports on postsecondary vocational education and training in OECD countries. Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

This first chapter places the review of Switzerland in the context of the wider OECD study, presents the structure of the report, describes the main features of the Swiss postsecondary VET system, and compares its main features with those of other countries. It also sets out a number of key statistical indicators comparing Switzerland with other OECD countries. These cover both the education system and the labour market, including the changing mix of occupations in the labour market. It also provides an appreciation of the main strengths of the system, and briefly outlines the challenges to be addressed in the second chapter.

DOI : 10.1787/9789264062665-en
Subject Tags:

Qualification frameworks

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qualification-frameworks
Identifier
651
Regions:
Countries and territories:

Apprenticeship and traineeship Policy - Western Australia

Apprenticeship and traineeship Policy - Western Australia

Type:
Document
Content Type:
Apprenticeship and traineeship Policy - Western Australia
Language:

English

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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
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Skills policies and strategies

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Skills and employment policies should be viewed together.  The full value of one policy set is realized when it supports the objectives of the other.  For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

Identifier
skpPolConv
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skills-policies-and-strategies

Training quality and relevance

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skpTrainQR
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training-quality-and-relevance
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National policies and initiatives

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 Feb 2015
Open
wcmstest4_131256.pdf
The purpose of this policy is to provide advice to organisations/persons associated with the apprenticeship system in Western Australia and to provide support in the interpretation of the Vocational Education and Training Act 1996 and Vocational Education and Training (General) Regulations 2009 and the Vocational Education and Training (General) Amendment Regulations 2014.This policy also provides information relating to some aspects of apprenticeship funding.
Subject Tags:

Apprenticeships

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apprenticeships
Identifier
639

Career guidance

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career-guidance
Identifier
640

Employability

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employability
Identifier
643

Policy convergence

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policy-convergence
Identifier
674

Skills and training policy

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skills-and-training-policy
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666
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Countries and territories:

Apprenticeship and traineeship Policy ​- Western Australia

Apprenticeship and traineeship Policy ​- Western Australia

Type:
Document
Content Type:
Apprenticeship and traineeship Policy ​- Western Australia
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:

Apprenticeships

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Quality apprenticeships based on robust social dialogue and public-private partnerships can improve employment prospects for young people while developing high level skills identified by employers as necessary for growth and increased productivity. Both informal and regulated apprenticeship systems are important learning resources enabling young people to overcome the work-inexperience trap, gain new and enhanced skills and recognized qualifications.

Upgrading informal apprenticeships and expanding regulated ones is a cost-effective way to invest in a country’s skills base, promote economic growth and enhance the employability of youth.

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skpAppren
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apprenticeships

Skills policies and strategies

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Skills and employment policies should be viewed together.  The full value of one policy set is realized when it supports the objectives of the other.  For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

Identifier
skpPolConv
Slug
skills-policies-and-strategies

Training quality and relevance

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Identifier
skpTrainQR
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training-quality-and-relevance
Knowledge Products:

National policies and initiatives

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

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Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
11 Feb 2015
Open
wcmstest4_131256.pdf

The purpose of this policy is to provide advice to organisations/persons associated with the apprenticeship system in Western Australia and to provide support in the interpretation of the Vocational Education and Training Act 1996 and Vocational Education and Training (General) Regulations 2009 and the Vocational Education and Training (General) Amendment Regulations 2014.This policy also provides information relating to some aspects of apprenticeship funding.

Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Career guidance

Slug
career-guidance
Identifier
640

Employability

Slug
employability
Identifier
643

Policy convergence

Slug
policy-convergence
Identifier
674

Skills and training policy

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skills-and-training-policy
Identifier
666
Regions:
Countries and territories:

From education to working life

From education to working life

Type:
Document
Content Type:
From education to working life
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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other-sources
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Anticipating and matching skills needs

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Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions. 

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skpAFSN
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anticipating-and-matching-skills-needs

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

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skpPolPer
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monitoring-and-evaluation

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
Slug
research-papers
Publication Date:
09 Feb 2015
Open
wcmstest4_130859.pdf
We know much about the effectiveness of education in general, but less about how the various types of education play out in the labour market. If we compare a graduate of vocational education with a graduate of general education, which of them is more likely to get a good job on graduation? Which of them is more likely to get a stable job, or get a job quickly? Will their wages rise in step, or does one fall behind?

In this new report, Cedefop looks at labour market outcomes for young people in Europe and across countries. Using data from the EU Labour Force Survey (2009), it examines how the various levels and orientations of education affect employment prospects, the transition to work, job quality and wages. The findings of the report should be placed within a larger picture, taking into account the structural changes in EU labour markets and how they are expected to affect the demand for occupations in different sectors.
Subject Tags:

Apprenticeships

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apprenticeships
Identifier
639

Gender

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294
Identifier
294

Skills anticipation

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skills-anticipation
Identifier
677

Vocational training

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vocational-training
Identifier
124
Regions:

Assessment study of technical and vocational education and training (TVET) in Myanmar

Assessment study of technical and vocational education and training (TVET) in Myanmar

Type:
Document
Content Type:
Assessment study of technical and vocational education and training (TVET) in Myanmar
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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skpILO
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ilo
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. 

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

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. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
27 Jan 2015
Open
wcmstest4_129652.pdf
ILO Asia-Pacific Working Paper Series This paper discusses the current state of the TVET system in Myanmar, focusing on the role of the private sector. it identifies constraints on skills development and provides recommendations to determine future policy measures that would improve and strengthen strategic areas for TVET development, including how to transition from supply-driven to demand-driven labour market and improvement of the TVET delivery and quality.
Subject Tags:

Private sector

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private-sector
Identifier
229

Skills and training policy

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skills-and-training-policy
Identifier
666

TVET systems

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tvet-systems
Identifier
661
Regions:
Countries and territories:

CIF – OIT Académie du développement des competences

CIF – OIT Académie du développement des competences

Kind:
Event
Start Date:
04 May 2015
End Date:
20 Jun 2026
Event Location:
Turin, Italie
EventType:
Language:

French

Slug
french
Identifier
skpFrn
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
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:

Other knowledge products

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Identifier
skpOProduct
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other-knowledge-products

Compétences et EFTP pour une productivité accrue, la croissance de l’emploi et le développement.

L’objectif général de l’Académie consiste à renforcer les capacités des participants à améliorer la pertinence, l’efficacité et l’efficience de leurs systèmes, politiques et programmes de développement des compétences afin de répondre aux besoins des individus, de la société et de l’économie.

CIF – OIT Académie du développement des competences
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