Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

ITC-ILO Academy on Skills Development

Kind:

Event

Start Date:

04 May 2015

End Date:

20 Jun 2026

Event Location:

Turin, Italia

EventType:

Language:

Spanish

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spanish

Identifier

skpEsp

Language Version:

Sources:

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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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

Skills and TVET for improved productivity, employment growth and development

The overall objective is to strengthen participants' capacities to improve the relevance, effectiveness and efficiency of their skills development systems, policies and related programmes to respond to the needs of the individual, society and the economy. The training targets directors of public and private training institutions; representatives of employers'/workers' organizations active in TVET; representatives of ministries of labor and education (when dealing with technical education).

ITC-ILO Academy on Skills Development

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Countries and territories:

Economic groups:
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Demand and supply of skills in Ghana: How can training programs improve employment and productivity?

Type:

Document

Content Type:

															Demand and supply of skills in Ghana: How can training programs improve employment and productivity?
													

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:

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:

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:

15 Jan 2015

Open

wcmstest4_129256.pdf

Ghana has a youthful population of 24 million and has shown impressive gains in economic growth and in poverty reduction over the last two decades. The necessary sustained growth requires three critical steps: (1) increase productivity in the strategic economic sectors, (2) diversify the economy, and (3) expand employment. Raising the level and range of skills in the country provides a key contribution to these core drivers of sustained growth.

This report focuses on one segment of Ghana’s skills development system: formal and informal technical and vocational education and training (TVET) at the pre-tertiary level. Although TVET alone does not guarantee productivity gains or job creation, it is generally agreed that a blend of cognitive, non-cognitive, intermediate, and higher technical skills is crucial to enhance the country’s competitiveness and contribute to social inclusion, acceptable employment, and the alleviation of poverty. The report assesses the economic and social demand for vocational skills and the scope and scale of supply. Special attention is placed on vocational training for those working in the informal economy, and on non-formal (private) training providers.

Subject Tags:

Economic growth

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economic-growth

Identifier

166

Human resources development

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human-resources-development

Identifier

118

Lifelong learning

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lifelong-learning

Identifier

400

Low skilled workers

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low-skilled-workers

Identifier

650

Poverty alleviation

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poverty-alleviation

Identifier

149

Skills and training policy

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skills-and-training-policy

Identifier

666

Transferable skills

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transferable-skills

Identifier

660

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Africa

Region Image

Countries and territories:

Ghana

Overcoming India's skills challenge: Transforming India into a high performance nation

Type:

Document

Content Type:

															Overcoming India's skills challenge: Transforming India into a high performance nation
													

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

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

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.

Identifier

skpYoEmp

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youth-employability

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

18 Dec 2014

Open

wcmstest4_128452.pdf

India faces a historic opportunity. The country will be home to 700 million people of working age by 2020, a demographic situation that if leveraged properly can transform the country into the next economic superpower. To contribute significantly to the overall target of developing new skills in 500 million people in India by 2022—mainly by fostering private-sector initiatives in skill development programs—the government created the National Skills Development Council (NSDC) in 2009. Private organizations such as Accenture also came forward and launched a series of initiatives to achieve this national goal.

Together, with the NSDC, Accenture conducted a survey with the aim of understanding the impact of its training investments on trainees and the industrial sector over a three-year time span. Survey results clearly indicate that the injection of private capital into India’s Vocational Education and Training (VET) system is helping overcome traditional challenges of poor and inadequate infrastructure. The private initiatives have also recorded high placement rates for its trainees, with 50 percent of the trainees who complete training receiving job offers within three months of their training. However some significant challenges exist. The ‘expectations-delivery’ mismatch is leading to high numbers of drop outs— trainees quitting jobs within a month of joining, or those not willing to accept offers made to them due to a series of mismatches between trainee expectations and what programs are actually delivering. This paper presents a comprehensive action plan that could help overcome the expectations-delivery mismatch and improve the attractiveness of VET.

Subject Tags:

Employability

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employability

Identifier

643

Private sector

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private-sector

Identifier

229

Public private partnerships

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public-private-partnerships

Identifier

138

Vocational training

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vocational-training

Identifier

124

Youth

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youth

Identifier

319

Regions:

Asia and the Pacific

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Countries and territories:

India

Bangladesh: Skills vision 2016

Type:

Document

Content Type:

Bangladesh: Skills vision 2016

Language:

English

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english

Identifier

skpEng

Sources:

Governments

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skpGov

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governments

ILO

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Identifier

skpILO

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ilo

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Training quality and relevance

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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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skpNatPol

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national-policies-and-initiatives

Publication Date:

26 Nov 2014

Open

wcmstest4_126251.pdf

An initiative of the Government of Bangladesh with assistance by the International Labour Organisation and funding by the European Union. Bangladesh is the eighth most populous country in the world which presents an immense opportunity in terms of the use of its labour force. Quality technical and vocational education and training (TVET) is essential to ensuring the country’s competitiveness in the global labour market, and ensuring decent work for all. This Vision for skills development in Bangladesh is a roadmap that could help Bangladesh in the development of a flexible, responsive and market-oriented training system.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Gender

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294

Identifier

294

Human resources development

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human-resources-development

Identifier

118

Inclusion

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inclusion

Identifier

665

People with disabilities

Slug

people-with-disabilities

Identifier

323

TVET systems

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tvet-systems

Identifier

661

Regions:

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_

Skills development by green and inclusive SMEs in India: Entrepreneurs' approaches

Type:

Document

Content Type:

															Skills development by green and inclusive SMEs in India: Entrepreneurs' approaches
													

Language:

English

Slug

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:

26 Nov 2014

Open

wcmstest4_126248.pdf

All countries, regardless of their stage of development, have a role to play in the universal goal of transitioning to a low carbon economy. Ensuring that the private sector adjusts and re-engineers business operations and production modes, while at the same time ensuring that businesses can seize the opportunities linked to the process of transition, is a major challenge. However, the ways in which some entrepreneurs are innovating today in the emerging green market-place offer illuminating suggestions for the design of policies and strategies which will support an inclusive transition to low carbon growth.

This discussion paper provides insights into how small and medium enterprises (SMEs) in India are making the green transition today while simultaneously addressing the social implications of their business activities. It examines the approaches of entrepreneurs in developing the skills necessary for themselves and their employees to achieve green innovation that fosters inclusive growth. The innovative approaches used by these Indian companies to adjust their business models, which in certain cases also generate intentional benefits for the communities where they operate, offer unique, field-based knowledge that can inspire SMEs and agencies in other parts of the world.

Subject Tags:

Climate change

Slug

climate-change

Identifier

610

Enterprises

Slug

enterprises

Identifier

175

Entrepreneurship

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entrepreneurship

Identifier

182

Green skills

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green-skills

Identifier

645

Private sector

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private-sector

Identifier

229

Sustainable development

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sustainable-development

Identifier

658

Regions:

Asia and the Pacific

Region Image

Countries and territories:

India

Skills beyond schools synthesis report

Type:

Document

Content Type:

Skills beyond schools synthesis report

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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skpIntOrg

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international-organizations

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:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

14 Nov 2014

Open

wcmstest4_125448.pdf

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? This report synthesises the findings of the series of country reports done on skills beyond school.

This report has been divided into the following sub-sections:
Chapter 1 - The hidden world of professional education and training
Chapter 2 - Enhancing the profile of professional education and training
Chapter 3 - Three key elements of high-quality post-secondary programmes
Chapter 4 - Transparency in learning outcomes
Chapter 5 - Clearer pathways for learners
Chapter 6 - Key characteristics of effective vocational systems

Subject Tags:

Employability

Slug

employability

Identifier

643

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills anticipation

Slug

skills-anticipation

Identifier

677

TVET systems

Slug

tvet-systems

Identifier

661

Vocational counseling

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vocational-counseling

Identifier

662

Regions:

Global

International Conference on Emerging Trends in TVET: Vision 2025

Kind:

Event

Start Date:

18 Feb 2015

End Date:

20 Jun 2026

Event Location:

Bhopal, India

EventType:

Language:

English

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english

Identifier

skpEng

Language Version:

Sources:

International organizations

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skpIntOrg

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international-organizations

TVET institutions

Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.

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skpTVET

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tvet-institutions

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Competency Based Training and Green Skills for Work and Life in Post-2015 Africa: The Role of TVET

Kind:

Event

Start Date:

07 Dec 2014

End Date:

20 Jun 2026

Event Location:

Kampala, Uganda

EventType:

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Language Version:

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Anticipating and matching skills needs

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Identifier

skpAFSN

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anticipating-and-matching-skills-needs

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.

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skpPolConv

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skills-policies-and-strategies

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

African economies must intensify efforts towards the achievement of rapid growth, and the development of a workforce that is empowered with necessary and continuously upgraded skills and knowledge to enhance the attainment of their development goals. However, the workforce training should be performance and standards based, learner-focussed, flexible, and closely oriented to workplace practices that are derived from carefully selected competencies. Also, production activities should take utmost cognisance of the need to replenish and not to endanger the environment. Based on these concerns, the Commonwealth Association of Polytechnics in Africa (CAPA) has chosen to deliberate on the role of Technical and Vocational Education and Training (TVET) in competency-based training and green skills for work and life in post-2015 Africa.

Conference sub-themes are as follows:
1. Rationale and Challenges of Competency Based Education and Training ;
2. Strategies for mainstreaming Competency Based Training in TVET Institutions: The Place of Curriculum Modularisation;
3. Development of Vocational Qualifications Framework for Enhancement of Competency-based Training;
4. Green Technologies for Sustainable Development: Evidence-based Practices and Prospects for increased participation of Youths and Women; and
5. Designing of Learning Space and Digital Teaching Methodologies for Improved Access to TVET.

Competency Based Training and Green Skills for Work and Life in Post-2015 Africa: The Role of TVET

Subject Tags:

Policy convergence

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policy-convergence

Identifier

674

Regions:

Countries and territories:

Economic groups:

Strategic framework for European cooperation in education and training (ET 2020)

Type:

Document

Content Type:

															Strategic framework for European cooperation in education and training (ET 2020)
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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Identifier

skpISSP

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international-standards

Publication Date:

07 Nov 2014

Open

wcmstest4_124865.pdf

Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training. (‘ET 2020’) These Conclusions provide for a strategic framework for European cooperation in education and training up until 2020. This framework builds on the achievements of the “Education and Training 2010” (ET 2010) work programme, with a view to responding to the challenges that remain in creating a knowledge-based Europe and making lifelong learning a reality for all.

The main aim of the framework is to support Member States in further developing their educational and training systems. These systems should better provide the means for all citizens to realise their potential, as well as ensure sustainable economic prosperity and employability. The framework should take into consideration the whole spectrum of education and training systems from a lifelong learning perspective, covering all levels and contexts (including non-formal and informal learning).

The conclusions set out four strategic objectives for the framework:
•making lifelong learning and mobility a reality;
•improving the quality and efficiency of education and training;
•promoting equity, social cohesion and active citizenship; and
•enhancing creativity and innovation, including entrepreneurship, at all levels of education and training.

Subject Tags:

Economic and social development

Slug

economic-and-social-development

Identifier

125

Employability

Slug

employability

Identifier

643

Entrepreneurship

Slug

entrepreneurship

Identifier

182

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Europe and Central Asia

Region Image

Un marco estratégico para la cooperación europea en el ámbito de la educación y la formación («ET 2020»)

Type:

Document

Content Type:

															Un marco estratégico para la cooperación europea en el ámbito de la educación y la formación («ET 2020»)
													

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Sources:

Other sources

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Identifier

skpOSource

Slug

other-sources

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

International standards

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Identifier

skpISSP

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international-standards

Publication Date:

07 Nov 2014

Open

wcmstest4_124867.pdf

Conclusiones del Consejo de 12 de mayo de 2009 sobre un marco estratégico para la cooperación europea en el ámbito de la educación y la formación («ET 2020»)

Estas conclusiones constituyen un marco estratégico para la cooperación europea en el ámbito de la educación y la formación hasta 2020. Dicho marco se basa en los logros del programa de trabajo “Educación y Formación 2010” (ET 2010), y tiene como objetivo responder a los retos pendientes para crear una Europa basada en el conocimiento y hacer del aprendizaje permanente una realidad para todos.

El objetivo primordial del marco es seguir apoyando el desarrollo de los sistemas de educación y formación en los Estados miembros. Estos sistemas deben proporcionar a todos los ciudadanos los medios para que exploten su potencial, y garantizar la prosperidad económica sostenible y la empleabilidad. El marco debe abarcar la totalidad de los sistemas de educación y de formación dentro de una perspectiva de aprendizaje permanente, en todos los niveles y contextos (incluidos los aprendizajes no formal e informal).

Las conclusiones establecen cuatro objetivos estratégicos para el marco:
i. Hacer realidad el aprendizaje permanente y la movilidad;
ii. Mejorar la calidad y la eficacia de la educación y la formación;
iii. Promover la equidad, la cohesión social y la ciudadanía activa;
iv. Incrementar la creatividad y la innovación, incluido el espíritu empresarial, en todos los niveles de la educación y la formación.

Subject Tags: