Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Education and Skills 2.0: New Targets and Innovative Approaches

Type:

Document

Content Type:

Education and Skills 2.0: New Targets and Innovative Approaches

Language:

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:

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

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:

07 Nov 2014

Open

wcmstest4_124868.pdf

As the global community weighs next steps on the education and skills front, this book aims to provide the latest thinking on the critical importance of education and highlights what can be done to ensure that all people around the world can benefit. To this end, it critically reviews existing and new ideas, perspectives and frameworks on education through relevant analyses and case studies. The book explores the full array of social benefits of different programmes and interventions and related evidence of return on investment.

The real value-added of the publication is on conceptualizing and describing innovative, plausible, scalable, compelling and high-impact solutions that will improve access to education, strengthen educational quality, improve workers’ skills and increase equity – across income level, gender and other demographic subgroups. At the same time, the book tries to shine a light on the relevance of education and training to the labour market and the need to facilitate school-to-work transitions. In pursuing these goals, it takes a lifecycle approach, examining the full range of educational experiences – from pre-primary education to post-graduate training to worker education and training to mature worker reskilling. This vast educational experience can occur in both formal educational settings and informal systems.

This book also hopes to contribute to decision-making and research by presenting an accessible and up-to-date compilation of quantitative and qualitative education data across countries.

Subject Tags:

Economic and social development

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economic-and-social-development

Identifier

125

Employability

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employability

Identifier

643

Human resources development

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human-resources-development

Identifier

118

Lifelong learning

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lifelong-learning

Identifier

400

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Global

Skills mismatch in Europe: Statistics brief

Type:

Document

Content Type:

Skills mismatch in Europe: Statistics brief

Language:

English

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english

Identifier

skpEng

Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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skpILO

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ilo

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Access to training

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skpATSU

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access-to-training

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.

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skpLMIES

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career-guidance-and-employment-services

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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Identifier

skpRPS

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research-papers

Statistical information

Data produced by the international organizations and countries on trends in skills provision, demand, and employment outcomes to help inform policy-making and monitoring processes.

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skpStatInfo

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statistical-information

Publication Date:

29 Oct 2014

Open

wcmstest4_124248.pdf

This Statistics Brief analyzes the incidence of over-education and under-education (skills mismatch) in a sample of European economies. Mismatch patterns are shown to depend strongly on the measure of mismatch that is adopted, but over-education is increasing and under-education is decreasing on at least one measure in at least half of the countries for which such trends can be assessed. Differences in skills mismatch risk between age groups and sexes are discussed, and country-specific trends are identified.

Subject Tags:

Low skilled workers

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low-skilled-workers

Identifier

650

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills indicators

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skills-indicators

Identifier

653

Skills mismatch

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skills-mismatch

Identifier

654

Regions:

Europe and Central Asia

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OECD Skills strategy action report: Norway

Type:

Document

Content Type:

OECD Skills strategy action report: Norway

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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skpIntOrg

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international-organizations

Topics:

Access to training

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skpATSU

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access-to-training

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:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

23 Oct 2014

Open

wcmstest4_123848.pdf

Since January 2013, the OECD has been working closely with Norway to successfully use inclusive and innovative processes to strengthen Norway’s skills system. The process was conducted in two phases. The diagnostic phase, completed over the course of 2013, served to build a shared understanding of the issues at stake and to identify twelve skills challenges for Norway. In the action phase, as described in this report, stakeholders generated innovative approaches and solutions to specific skills challenges in an effort to contribute to the development and implementation of government skills policies. Stakeholders chose to focus on three interlinked Priority Areas for action, which incorporate the twelve skills challenges identified in the Diagnostic Report: improving the effectiveness of Norway’s skills system, tackling skills imbalances, and strengthening education and training for low skilled adults. The five key actions identified to address Norway’s skills challenges constitute a strong and coherent platform for new policy development and better implementation of existing skills policies.

This Action Report would have served its purpose if it contributes to fostering a common understanding of the actions Norway needs to take to strengthen its skills system. It would have accomplished an even greater goal if it stimulates policy makers and stakeholders to work together to ensure successful implementation. Maximising Norway’s skills potential is everyone’s business, and will require a shared commitment across ministries, county and local governments as well as social partners to deliver better skills outcomes today and in the future.

Subject Tags:

Career guidance

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career-guidance

Identifier

640

Economic growth

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economic-growth

Identifier

166

Employability

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employability

Identifier

643

Inclusion

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inclusion

Identifier

665

Lifelong learning

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lifelong-learning

Identifier

400

Policy convergence

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policy-convergence

Identifier

674

Skills mismatch

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skills-mismatch

Identifier

654

Regions:

Europe and Central Asia

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Countries and territories:

Skilling the workforce: Labour migration and skills recognition and certification in Bangladesh

Type:

Document

Content Type:

															Skilling the workforce: Labour migration and skills recognition and certification in Bangladesh
													

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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skpILO

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ilo

Topics:

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

16 Oct 2014

Open

wcmstest4_123648.pdf

Bangladesh is one of the largest human resource-rich countries meeting the demands of labour in the international market. It is estimated that between 1976 and 2012 approximately 8,307,749 workers left their home country to work in over 157 countries worldwide. Bangladeshi workers employed overseas contribute an equivalent of 13 per cent of GDP through their remittances. Given the significance of overseas employment, improving the skills competencies of workers has been seen as a good strategy to increase the level of remittances channeled to Bangladesh. Also, addressing challenges such as the skills mismatch between overseas job demands and the skills of migrant workers, and the need for better skills certification systems in Bangladesh could make migrant workers better prepared to deal with the challenges of the global market.

This report provides an overview of the institutional arrangements in respect of technical and vocational skills in Bangladesh and identifies the variety of factors that have a recognizable influence on the preparation of the workers for overseas employment.

Subject Tags:

Competency standards

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competency-standards

Identifier

642

Industry skills councils

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industry-skills-councils

Identifier

646

Labour migration

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labour-migration

Identifier

609

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills mismatch

Slug

skills-mismatch

Identifier

654

Skills recognition

Slug

skills-recognition

Identifier

656

Talent mobility

Slug

talent-mobility

Identifier

659

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_

Briefing note: Skill mismatch: More than meets the eye

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Document

Content Type:

Briefing note: Skill mismatch: More than meets the eye

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English

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english

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skpEng

Sources:

Other sources

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skpOSource

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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

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:

02 Oct 2014

Open

wcmstest4_122648.pdf

The global financial and economic crisis has led to alarmingly high unemployment and underemployment in many European Union (EU) countries. Yet, surveys still find that more than one in three employers has problems filling vacancies. Many employers and policy-makers argue that employment difficulties are due to the ill-preparedness of young graduates and other workers. They claim that the endemic skills mismatch in Europe’s economies is responsible for high rates of unemployment. However, there is evidence that factors other than skill deficits are mostly responsible for rising unemployment coexisting with difficult-to-fill job vacancies. Data indicate that current skill mismatch is not due to a lack of skills. Weak employment demand is increasing competition for jobs and people are more willing to accept jobs which do not match their level of qualification.

Subject Tags:

Lifelong learning

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lifelong-learning

Identifier

400

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

Transferable skills

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transferable-skills

Identifier

660

Regions:

Europe and Central Asia

Region Image

Skilled for life? Key findings from the survey of adult skills

Type:

Document

Content Type:

Skilled for life? Key findings from the survey of adult skills

Language:

English

Slug

english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Older workers

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Identifier

skpOldwor

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older-workers

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:

01 Oct 2014

Open

wcmstest4_122448.pdf

This inaugural edition of the OECD Skills Outlook is devoted to reporting the results of the first round of the Survey of Adult Skills, a product of the Programme for the International Assessment of Adult Competencies (PIAAC). The survey provides a rich source of data on adults’ proficiency in literacy, numeracy and problem solving in technology-rich environments – the key information-processing skills that are invaluable in 21st-century economies – and in various “generic” skills, such as co-operation, communication, and organising one’s time. One core message emerging from the Survey is that what people know and what they do with what they know has a major impact on their life chances.

Subject Tags:

Economic growth

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economic-growth

Identifier

166

Employability

Slug

employability

Identifier

643

Older workers

Slug

older-workers

Identifier

682

Transferable skills

Slug

transferable-skills

Identifier

660

Regions:

Global

Soft skills or hard cash?: The impact of training and wage subsidy programs on female youth employment in Jordan

Type:

Document

Content Type:

															Soft skills or hard cash?: The impact of training and wage subsidy programs on female youth employment in Jordan
													

Language:

English

Slug

english

Identifier

skpEng

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:

01 Oct 2014

Open

wcmstest4_122050.pdf

Throughout the Middle East, unemployment rates of educated youth have been persistently high and female labor force participation, low. This paper studies the impact of a randomized experiment conducted between 2010 and 2011 in Jordan, designed to assist female community college graduates in finding employment. One randomly chosen group of graduates was given a voucher that would pay an employer a subsidy equivalent to the minimum wage for up to 6 months if they hired the graduate; a second group was invited to attend 45 hours of employability skills training designed to provide them with the soft skills employers claim are often lacking in graduates; a third group was offered both interventions; and the fourth group formed the control group.

The analysis finds that the job voucher led to a 40 percentage point increase in employment in the short-run, but that most of this employment was not formal. The average effect was much smaller and no longer statistically significant 4 months after the voucher period had ended. The voucher appeared to have persistent impacts outside the capital, where it almost doubled the employment rate of graduates; this may be a reflection of displacement effects. Soft-skills training had no average impact on employment.

The results suggest that wage subsidies can help increase employment in the short term, but are not a panacea for the problems of high urban female youth unemployment.

Subject Tags:

Employability

Slug

employability

Identifier

643

Gender

Slug

294

Identifier

294

Transferable skills

Slug

transferable-skills

Identifier

660

Youth unemployment

Slug

youth-unemployment

Identifier

622

Regions:

Arab States

Region Image

Countries and territories:

Jordan

Spain: Growth with jobs

Type:

Document

Content Type:

Spain: Growth with jobs

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

30 Sep 2014

Open

wcmstest4_121448.pdf

Part of the 'Studies on Growth with Equity' series The Spanish economy is recovering from both the global financial crisis of 2008 and the sovereign debt crisis that affected the country in 2011. Following ten consecutive quarters of contraction, the economy started to rebound at the end of 2013 and is expected to grow by around 1.5 percent in 2014. While this report welcomes the recent reductions in unemployment, it also highlights the importance of taking further action to ensure there are sustainable improvements in employment and social conditions: actions to nurture enterprise growth and economic diversification; a coherent set of measures to help jobseekers remain in the labour market, acquire new skills and obtain employment; balanced reforms that facilitate hiring and boost job quality; adequate social protection.

Subject Tags:

Economic growth

Slug

economic-growth

Identifier

166

Economic recovery

Slug

economic-recovery

Identifier

667

Skills upgrading

Slug

skills-upgrading

Identifier

657

Sustainable development

Slug

sustainable-development

Identifier

658

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Spain

40 preguntas sobre competencia laboral

Type:

Document

Content Type:

40 preguntas sobre competencia laboral

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

26 Sep 2014

Open

wcmstest4_081645.pdf

Este libro intenta facilitar la consulta y los primeros pasos de quienes, desde las instituciones de formación o desde la gestión de recursos humanos, se acercan a la aplicación de este novedoso concepto sobre el trabajo. Fue publicado en forma de hipertexto en 1999; ahora se ha actualizado y ampliado considerando el avance del enfoque de competencia en la región. Los contenidos se han organizado en seis grupos de preguntas: conceptos básicos; identificación de competencias; normalización de competencias y normas de calidad; certificación de competencias; formación por competencias; y, gestión de recursos humanos por competencias.

Subject Tags:

Competency

Slug

competency

Identifier

641

Human resources development

Slug

human-resources-development

Identifier

118

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills recognition

Slug

skills-recognition

Identifier

656

Regions:

Americas

Region Image

Un cadre stratégique pour la coopération européenne dans le domaine de l'éducation et de la formation («Éducation et formation 2020»)

Type:

Document

Content Type:

															Un cadre stratégique pour la coopération européenne dans le domaine de l'éducation et de la formation («Éducation et formation 2020»)
													

Language:

French

Slug

french

Identifier

skpFrn

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

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

Slug

international-standards

Publication Date:

07 Sep 2014

Open

wcmstest4_124866.pdf

Conclusions du Conseil du 12 mai 2009 concernant un cadre stratégique pour la coopération européenne dans le domaine de l'éducation et de la formation( Éducation et formation 2020).

Ces conclusions prévoient un cadre stratégique en faveur de la coopération européenne dans le domaine de l’éducation et de la formation à l’horizon 2020. Ce cadre repose sur les acquis du programme de travail «Éducation et formation 2010» et vise à répondre aux défis que posent l’instauration d’une Europe de la connaissance et l’accès généralisé à l’éducation et la formation tout au long de la vie.

Son principal objectif consiste à soutenir les États membres dans le développement de leurs systèmes d’éducation et de formation. Ces derniers devraient offrir à tous les citoyens de meilleures perspectives qui leur permettent de réaliser tout leur potentiel et d’assurer une prospérité économique une employabilité durables. Ce cadre devrait prendre en considération tout le spectre des systèmes d’éducation et de formation dans la perspective de l’éducation et de la formation tout au long de la vie et couvrir tous les niveaux et les différents contextes (y compris l’éducation non formelle et informelle).

Les conclusions énoncent quatre objectifs stratégiques:
i.faire en sorte que l’éducation et la formation tout au long de la vie et la mobilité deviennent une réalité;
ii.améliorer la qualité et l’efficacité de l’éducation et de la formation;
iii.favoriser l’équité, la cohésion sociale et la citoyenneté active;
iv.encourager la créativité et l’innovation, y compris l’esprit d’entreprise, à tous les niveaux de l’éducation et de la formation.

Subject Tags: