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Training quality and relevance

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skpTrainQR
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training-quality-and-relevance

La inclusión de grupos vulnerables en la formación profesional

La inclusión de grupos vulnerables en la formación profesional

Type:
Document
Content Type:
La inclusión de grupos vulnerables en la formación profesional
Language:

Spanish

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spanish
Identifier
skpEsp
Sources:

ILO

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

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skpILO
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ilo
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Training quality and relevance

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skpTrainQR
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training-quality-and-relevance
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Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice. 

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skpCaseStdy
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case-studies-and-good-practices
Publication Date:
10 Nov 2020
Open
edmsp1_270240.pdf

Buenas prácticas en la cooperación Sur-Sur y triangular

El Foro Virtual Tripartito: La promoción del trabajo decente por medio de la inclusión de grupos vulnerables en la formación profesional en América Central, República Dominicana y México en el contexto del COVID-19, organizado por el Centro Internacional de Formación de la OIT (CIF-OIT), la Oficina de la OIT para América Central, Haití, Panamá y República Dominicana (OIT San José) y el Departamento de Alianzas y Apoyo a los Programas Exteriores (OIT/PARDEV), bajo el marco de la Cooperación Sur-Sur y Triangular (CSSCT), involucró a los mandantes tripartitos de la OIT en debates sobre la inclusión de las mujeres, los jóvenes, los migrantes, los refugiados y las poblaciones indígenas en la formación profesional, la utilización de la tecnología en la formación vocacional y el enfoque estratégico de la cooperación Sur-Sur. Como resultado, se fortalecieron, ampliaron y siguieron desarrollando las redes de aprendizaje entre pares y de cooperación Sur-Sur para la formación profesional inclusiva.

Esta compilación de buenas prácticas fue producida por los participantes del foro, y son excelentes ejemplos de cooperación Sur-Sur en la formación profesional para la inclusión de grupos vulnerables.

Subject Tags:

Vocational training

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vocational-training
Identifier
124
Regions:

Americas

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Competency-Based Training (CBT): An introductory manual for practitioners

Competency-Based Training (CBT): An introductory manual for practitioners

Type:
Document
Content Type:
Competency-Based Training (CBT): An introductory manual for practitioners
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:

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:
25 Sep 2020
Open
edmsp1_268233.pdf
The manual provides guidance on how to plan, design, implement and evaluate competency-based training (CBT) and assessment. Based on a clear sequence of 16 steps, it is expected to serve as an introduction to CBT for practitioners and a reference for future training of curricula designers, instructors and assessors.
Subject Tags:

Skills and training policy

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skills-and-training-policy
Identifier
666

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Arab States

Region Image

Promoting quality in TVET using technology

Promoting quality in TVET using technology

Type:
Document
Content Type:
Promoting quality in TVET using technology
Language:

English

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english
Identifier
skpEng
Sources:

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. 

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Identifier
skpRPS
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research-papers
Publication Date:
15 Sep 2020
Open
edmsp1_267427.pdf
A practical guide Technology has altered many aspects of life, including education and training. As a result of technological developments, technical and vocational education and training (TVET) has become more accessible to students, and the quality of education and training has improved too. Teachers and trainers can use digital tools to manage their tasks effectively and engage learners in digitally-rich environments. Learners can also use technology to learn new skills and to collaborate and interact with teachers and trainers.

The COVID-19 pandemic has however underlined the current difficulties in effectively integrating technologies in the delivery of education and training.

This practical guide helps TVET institutions to understand the organizational plans needed to build up their capacity to stimulate digital learning. It also guides teachers that want to develop their competencies, improve their pedagogical strategies with use of technology, and learn from existing practice.

Subject Tags:

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Improving evidence on VET: Comparative data and indicators

Improving evidence on VET: Comparative data and indicators

Type:
Document
Content Type:
Improving evidence on VET: Comparative data and indicators
Language:

English

Slug
english
Identifier
skpEng
Sources:

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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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

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:
15 Sep 2020
Open
edmsp1_267426.pdf
Comparative data and indicators The international landscape of vocational education and training (VET) is hugely diverse – and more diverse than most other sectors of education systems. There is wide variation across countries in how vocational programmes are organised and delivered, the ages and stages of education at which individuals pursue VET and how VET is funded. This diversity creates an opportunity to exploit cross-country variation to identify the features of VET systems associated with better educational, labour market and social outcomes for graduates. At the same time, country comparisons need good data, but comparative data on VET have major gaps. This report identifies existing and new indicators of VET systems that are suitable for international comparisons, based on current data availability and quality. The report does not directly fill those data gaps, but establishes the dimensions of the gaps and sets out how one might go about filling them, while giving some proposals for future indicator development.
Subject Tags:

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Demand-driven skills training and results-based contracting: Lessons for youth employment programs

Demand-driven skills training and results-based contracting: Lessons for youth employment programs

Type:
Document
Content Type:
Demand-driven skills training and results-based contracting: Lessons for youth employment programs
Language:

English

Slug
english
Identifier
skpEng
Sources:

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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skpIntOrg
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international-organizations
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Training quality and relevance

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skpTrainQR
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training-quality-and-relevance

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
Slug
youth-employability
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:
01 Sep 2020
Open
edmsp1_267031.pdf
Demand-driven training (DDT) and results-based contracting (RBC) are two mechanisms used to enhance the effectiveness and impact of skill training programs. DDT links skills development explicitly with the job market, typically through employer engagement. Private sector employers define what type of training is necessary, either directly or indirectly through training providers. RBC is based on an agreement with training providers by which the disbursement of funding is conditional on the achievement of defined targets, most often verified gainful employment. Although these two mechanisms are independent, they are frequently combined. Much has been written about various approaches to DDT. However, relatively little is known about the application of RBC in skills training.

This report reviews the literature, identifies project examples and derives lessons for the design and implementation of both DDT and RBC. A summary of the existing literature on international experiences with both DDT and RBC, including good practices, is presented here. This review aims to identify the most effective ways to deliver these programs and provide general lessons on their design and implementation. The audience for this review includes World Bank teams and other development and policy practitioners interested in results-based contracting in the context of demand driven training.
Subject Tags:

Employability

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employability
Identifier
643

Job matching

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job-matching
Identifier
649

Skills and training policy

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skills-and-training-policy
Identifier
666
Regions:

Capturing 21st century skills: Analysis of assessments in selected Sub-Saharan African countries

Capturing 21st century skills: Analysis of assessments in selected Sub-Saharan African countries

Type:
Document
Content Type:
Capturing 21st century skills: Analysis of assessments in selected Sub-Saharan African countries
Language:

English

Slug
english
Identifier
skpEng
Sources:

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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Identifier
skpIntOrg
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international-organizations

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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Identifier
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
Slug
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

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:
28 Aug 2020
Open
edmsp1_266828.pdf
This study conducted by UNESCO Dakar and the Brookings Institution reviews existing learning assessment items to understand to what extent national education systems value teaching and learning of 21st Century skills in classroom practices. The authors, in collaboration with national researchers from nine-countries in Sub-Saharan Africa (Chad, Côte d’Ivoire, Democratic Republic of Congo, The Gambia, Kenya, Lesotho, Mali, Senegal and Zambia), analyze several assessment tools and items to suggest potential ways for greater alignment between curriculum, teacher training, pedagogy and assessment. This publication is one of the few in the region that looks explicitly at potential ways to bridge the gap between traditional education needs and the skills children and young people need to thrive in today and tomorrow’s world.
Subject Tags:

Competency based training

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competency-based-training
Identifier
671

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Skills mismatch

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skills-mismatch
Identifier
654

Transferable skills

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transferable-skills
Identifier
660
Regions:

Africa

Region Image

The digitization of TVET and skills systems

The digitization of TVET and skills systems

Type:
Document
Content Type:
The digitization of TVET and skills systems
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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Identifier
skpILO
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ilo

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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Identifier
skpIntOrg
Slug
international-organizations
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
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. 

Thumbnail
Identifier
skpCaseStdy
Slug
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. 

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
21 Aug 2020
Open
edmsp1_265426.pdf
This joint ILO-UNESCO report provides a global, high-level overview of how digitalization is affecting TVET and skills systems. It draws on consultations with key stakeholders in a set of countries and international organizations to provide insights into the nature and scope of digitalisation and how it is likely to affect the management, delivery, assessment and certification of technical and vocational education and training. The study draws on developments in Brazil, Ghana, India, Kenya, Malaysia, Malta, Mauritius, New Zealand, Slovenia, Turkey and the United States.
Subject Tags:

Internet

Slug
internet
Identifier
347

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Technology

Slug
technology
Identifier
345

TVET systems

Slug
tvet-systems
Identifier
661
Regions:
Countries and territories:

Trends mapping - Future of TVET teaching

Trends mapping - Future of TVET teaching

Type:
Document
Content Type:
Trends mapping - Future of TVET teaching
Language:

English

Slug
english
Identifier
skpEng
Sources:

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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Identifier
skpIntOrg
Slug
international-organizations
Topics:

Training quality and relevance

Thumbnail
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:
17 Aug 2020
Open
edmsp1_266424.pdf
The following report presents the results of the trends mapping study on the future of technical and vocational education and training (TVET) teaching, conducted by UNESCO-UNEVOC. The study aimed to engage the international TVET community to: (i) improve the understanding of the implications of global disruptions; (ii) gather knowledge, insights, experiences; and (iii) highlight promising practices in preparing TVET teaching staff to deliver the skills needed in the 21st century and beyond.

Coordinated by UNESCO-UNEVOC, trends mapping studies aim to further the international community's understandings on contemporary key issues concerning TVET. The studies review existing literature and policies, and engage TVET stakeholders from around the world through surveys and virtual conferences.

Subject Tags:

TVET systems

Slug
tvet-systems
Identifier
661
Regions:

Vocational education and training in Croatia

Vocational education and training in Croatia

Type:
Document
Content Type:
Vocational education and training in Croatia
Language:

English

Slug
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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Identifier
skpOSource
Slug
other-sources
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.

Identifier
skpPSLLL
Slug
lifelong-learning

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:
03 Aug 2020
Open
edmsp1_265429.pdf
This report presents the projections on timing for development and introduction of the new elements of the system as estimated by the Ministry of Science and Education and agency for vocational education and training and adult education in Croatia.
Subject Tags:

Lifelong learning

Slug
lifelong-learning
Identifier
400

TVET systems

Slug
tvet-systems
Identifier
661
Regions:
Countries and territories:

E-learning course on management of vocational training centres

E-learning course on management of vocational training centres

Type:
Document
Content Type:
E-learning course on management of vocational training centres
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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Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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Identifier
skpTrainQR
Slug
training-quality-and-relevance
Knowledge Products:
Publication Date:
03 Aug 2020
Open
E-learning course on management of vocational training centres

This course is designed to facilitate the development of a holistic understanding of the management of vocational training centres by the participants. This course is online and will be taught in English, French and Spanish.

The International Training Centre of the International Labour Organization (ITCILO) organizes this fully online course as part of Centre’s Skills Development portfolio, which targets worldwide capacity building needs to support the implementation of TVET and skills development programs. This distance learning course provides insights into a systemic management approach and discusses the practical concepts and skills needed to prepare the vocational training Centres to face the challenges of the future of work.

Application deadline: 28 September 2020.
To learn more click on the link provided below:

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

TVET systems

Slug
tvet-systems
Identifier
661
Regions:
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