Type:

Discussion

Start Date:

21 Nov 2016

End Date:

02 Dec 2016

Language:

English

Slug

english

Identifier

skpEng

Language Version:

--

Sources:

ILO

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

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Identifier

skpILO

Slug

ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Youth employability

Thumbnail

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:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

This E-Discussion will allow experts, practitioners and representatives from a range of institutions and enterprises in different parts of the world to come together virtually to raise questions, share experiences, and address challenges facing Technical Vocational Education and Training (TVET) and skills systems reform. Click on the above list of names for discussion moderators, including their biographies.

Strengthening the ability of workers to adapt to changing market demands and to benefit from innovation and investments in new technologies, clean energy, the environment, health and infrastructure enables countries to be more competitive in the global economy and better respond to rising challenges in the labour market. Yet stepping up investments in skills to meet current needs and to better respond to global trends that affect all regions requires a reform in training policies, institutions and methods.

In tackling today’s global youth employment crisis - characterized by high levels of unemployment and poor quality, low paying jobs – technical vocational education and training (TVET) can help minimize skills mismatches that disproportionately affect young people in developing countries. Moreover, orienting TVET toward the world of work can help smooth the transition from education to employment.

Making quality training opportunities available to all, in particular young people, helps to support sustainable development and decent work. (SDGs 4 and 8).

Considering the role of TVET in improving the employment prospects of young women and men, and in minimizing current and future skills gaps, this E-Discussion will focus on vocational education.

We encourage you to read the Guidance Note below for information on the discussion topic.

Week two questions:
5. What are key factors that will determine the nature and types of skills needed in the future and how can TVET systems improve their responsiveness to changes in skills demands?

6. To what extent are the operations of the TVET institutions in your country informed by regular and ongoing assessment of labour market trends and industry developments?

7. What role do public-private partnerships play in ensuring that formal training is more responsive to the needs of individual workers and employers?

8. Existing research shows that adapting to technology/automation is one of the key driving forces impacting employment and skills. What are the most critical reforms needed for TVET policy and systems to enable countries to respond to an era of higher technology?

9. What changes are needed in order for TVET systems to better promote more inclusive and sustainable growth?

Type:

Discussion

Start Date:

21 Nov 2016

End Date:

02 Dec 2016

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Language Version:

--

Sources:

ILO

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

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Training quality and relevance

Thumbnail

Identifier

skpTrainQR

Slug

training-quality-and-relevance

Youth employability

Thumbnail

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:

Other knowledge products

Thumbnail

Identifier

skpOProduct

Slug

other-knowledge-products

Del 21 de noviembre al 2 de diciembre de 2016.

Esta discusión permitirá a expertos, profesionales y representantes de varias instituciones y empresas en diferentes partes del mundo a unirse virtualmente para plantear preguntas, compartir experiencias y enfrentar desafíos sobre la implementación de enfoques sectoriales para el desarrollo de habilidades. Los moderadores la discusión serán los expertos en Competencias y Empleabilidad de la OIT, Paul Comyn y Akiko Sakamoto. (La discusión funciona mejor cuando se accede desde los siguientes navegadores: Chrome o Firefox.)

Reforzar la capacidad de los trabajadores para adaptarse a las cambiantes demandas del mercado y aprovechar la innovación y las inversiones en nuevas tecnologías, energía limpia, medio ambiente, salud e infraestructura permite a los países ser más competitivos en la economía mundial y responder mejor a los crecientes desafíos del mercado laboral. Sin embargo, para aumentar las inversiones en cualificaciones profesionales con objeto de responder mejor a las necesidades actuales y las tendencias mundiales que afectan a todas las regiones, es preciso reformar las políticas, las instituciones y sistemas de educación y formación técnica y profesional (EFTP) y los métodos de formación.

Por otra parte, al responder a la crisis actual del empleo juvenil, que se caracteriza por los elevados niveles de desempleo y los empleos de baja calidad y escasa remuneración, la EFTP puede contribuir a minimizar el desajuste de competencias, que afecta de manera desproporcionada a los jóvenes de los países en desarrollo. Además, la orientación de la EFTP hacia el mundo del trabajo puede ayudar a suavizar la transición de la educación al empleo.

Le recomendamos leer la nota de orientación sobre el tema de discusión que se encuentra al final de esta página.

Preguntas de la segunda semana:
5. ¿Cuáles son los factores clave que determinarán la naturaleza y los tipos de competencias que se necesitan en el futuro y cómo pueden mejorar los sistemas de EFTP su respuesta a los cambios en la demanda de competencias?

6. ¿Hasta qué punto se basan las operaciones de las instituciones de EFTP de su país en una evaluación regular y continuada de las tendencias del mercado laboral y del sector empresarial?

7. ¿Qué papel desempeñan las asociaciones público-privadas a la hora de garantizar que la formación formal tenga más en cuenta las necesidades individuales de los trabajadores y de los empleadores?

Type:

Discussion

Start Date:

27 Mar 2020

End Date:

17 Apr 2020

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Language Version:

--

Sources:

ILO

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

Thumbnail

Identifier

skpILO

Slug

ilo

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. 
 

Identifier

skpATSU

Slug

access-to-training

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

Other topic

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Identifier

skpOIssue

Slug

other-topic

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Esta discusión invita a los representantes de los gobiernos, a las organizaciones de empleadores y de trabajadores, a los profesionales de la educación y formación técnica y a los instructores, a las ONG y a las personas, entre otros, a compartir y discutir cómo mantener el aprendizaje continuo y el desarrollo de competencias entre aquéllos que se incorporan a la fuerza de trabajo, los aprendices y los trabajadores en tiempos de crisis. También tiene por objeto analizar prácticas innovadoras pertinentes y oportunas en materia de aprendizaje y educación.

El mundo del trabajo está viéndose profundamente afectado por el COVID-19. No sólo corre peligro la salud de millones de personas, sino que también están en juego sus medios de sustento y su bienestar a largo plazo. En las últimas semanas, la pandemia del coronavirus (COVID-19) ha planteado retos únicos para todos los tipos y niveles de aprendizaje, incluida la escolarización, la EFTP, los aprendizajes y el desarrollo de competencias. Además, también ha estimulado la discusión sobre la necesidad de acelerar la innovación en el aprendizaje en línea, y la facilitación de EFTP y de formación para la adquisición de competencias. Para más información sobre el impacto más amplio de COVID-19 en el empleo y los trabajos, y sobre las posibles medidas de mitigación, descargue la nota informativa de la OIT que figura más abajo.

En este contexto, tenemos la oportunidad de analizar el concepto de “aprendizaje y formación en cualquier lugar, en cualquier momento”, que se trata de una idea central para el concepto de aprendizaje permanente.

Debemos explorar asimismo metodologías de aprendizaje innovadoras para los aprendices y los trabajadores que adquieren o mejoran sus competencias fundamentalmente en el lugar de trabajo.

Esta discusión electrónica pretende aumentar los conocimientos sobre prácticas innovadoras en materia de educación y formación, en particular las que están utilizando la tecnología para promover el desarrollo de competencias. La discusión electrónica también nos permitirá considerar los nuevos retos que se plantean en el contexto actual a medida que avanzamos hacia formas en línea de aprendizaje y de desarrollo de competencias, en particular cómo asegurarnos de que nadie quede excluido de las nuevas formas de aprendizaje y formación.

Para comenzar la discusión, le invitamos a que formule comentarios sobre los siguientes temas:

Preguntas de la segunda semana
1. ¿Qué enfoques nuevos e innovadores del aprendizaje y el desarrollo de competencias ha observado en su entorno desde el inicio de la pandemia?

2. ¿En qué medida pueden adaptarse los educandos a estas formas nuevas y cambiantes de formación y aprendizaje?

3. ¿Qué medidas se están adoptando a fin de asegurar que los educandos potenciales conozcan las soluciones de aprendizaje existentes y puedan acceder a ellas y utilizarlas de manera autónoma?

4. ¿Prevé que la situación actual tendrá un impacto en el concepto de aprendizaje permanente?

5. ¿Qué nuevas formas de alianzas, por ejemplo, alianzas público-privadas y colaboraciones, están surgiendo durante este período de crisis?

Type:

Discussion

Start Date:

21 Nov 2016

End Date:

02 Dec 2016

Language:

French

Slug

french

Identifier

skpFrn

Language Version:

--

Sources:

ILO

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

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Training quality and relevance

Thumbnail

Identifier

skpTrainQR

Slug

training-quality-and-relevance

Youth employability

Thumbnail

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:

Other knowledge products

Thumbnail

Identifier

skpOProduct

Slug

other-knowledge-products

Les modérateurs de la discussion seront Paul Comyn et Akiko Sakamoto, spécialistes en compétences et employabilité à l’OIT. La fonction de discussion fonctionne mieux quand on y accède par les navigateurs suivants: Chrome ou Firefox.

En renforçant la capacité des travailleurs à s’adapter à l’évolution des exigences du marché et à tirer parti de l’innovation et des investissements dans les domaines des nouvelles technologies, de l’énergie propre, de l’environnement, de la santé et de l’infrastructure, les nations peuvent devenir plus compétitives dans le contexte économique mondial et mieux répondre aux défis posés de façon croissante par le marché du travail. Mais accroître l’investissement en compétences pour satisfaire les besoins actuels et mieux répondre aux tendances qui touchent toutes les régions du monde appelle la réforme des orientations, des institutions et des méthodes de formation.

Dans la lutte contre la crise mondiale actuelle de l’emploi des jeunes – caractérisée par un taux élevé de chômage et des emplois médiocres et mal rémunérés - l'EFTP peut aider à réduire l’inadéquation des compétences qui touche à un degré disproportionné les jeunes des pays en développement. De plus le fait que l’EFTP est tourné vers le monde du travail peut faciliter la transition entre le milieu scolaire et celui de l’emploi.

Voir note explicative complète à la fin de la page.

Questions pour la deuxième semaine :
5. Quels sont les facteurs clés permettant de déterminer la nature et le type des compétences nécessaires pour l’avenir et en quoi le secteur de l’EFTP peut-il améliorer sa capacité à répondre à l’évolution de la demande en compétences ?

6. Dans quelle mesure l’action des établissements d’EFTP de votre pays s’appuie-t-elle sur des analyses régulières et continues des tendances sur le marché du travail et de l'évolution du secteur industriel ?

7. Quel est le rôle des partenariats publics-privés pour que la formation dispensée par les établissements réponde mieux aux besoins des employeurs et travailleurs individuels ?

Type:

Discussion

Start Date:

06 Mar 2017

End Date:

17 Mar 2017

Language:

French

Slug

french

Identifier

skpFrn

Language Version:

--

Sources:

ILO

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

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Access to training

Thumbnail

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. 
 

Identifier

skpATSU

Slug

access-to-training

Gender equality

Thumbnail

Women represent both half of the world's population – and half the world's economic potential. Their participation in the labour market reduces poverty because they often invest 90 per cent of their income in the well-being, education and nutrition of their families. Yet labour force participation by women has stagnated at about 55 per cent globally since 2010. Moreover, women are disproportionately represented in precarious work – low-paid, low-skilled and insecure jobs.

Training plays an important role in the pursuit of equality of opportunity and treatment for women and men in the world of work. Yet women often lack access to technical and vocational education and training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. Overcoming this challenge requires the adoption of a life-cycle approach. This includes improving girls’ access to basic education; overcoming logistic, economic and cultural barriers to apprenticeships and to secondary and vocational training for young women; and meeting the training needs of women re-entering the labour market and of older women who have not had equal access to opportunities for lifelong learning.

Identifier

skpGenEqul

Slug

gender-equality

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Cette discussion virtuelle qui s’inspire de la Journée internationale de la femme de cette année, aura pour but d’étudier et d’encourager le partage des programmes et bonnes pratiques innovants qui peuvent aider à bâtir un monde du travail meilleur pour le développement actuel et futur – notamment pour les femmes et autres groupes défavorisés. Partagez vos expériences maintenant! Certaines contributions pourront aussi figurer dans une publication de l’OIT sur le sujet.

Plusieurs éléments moteurs du changement transformationnel sur le plan international ont des répercussions majeures sur l’évolution des compétences. Par exemple, les progrès technologiques vont modifier de façon fondamentale notre mode de vie, de travail et nos modes d’échanges sociaux. Souvent considérée comme la quatrième révolution industrielle, l’arrivée de la robotique, de la nanotechnologie, de l’impression en 3D et de la biotechnologie va exiger d’énormes évolutions des compétences nécessaires pour prospérer dans ce nouveau monde.

L’engagement de « Ne laisser personne de côté » pris dans le Programme pour le développement durable de 2030 et les Objectifs pour le développement durable qui l’accompagnent oblige les états membres à établir des plans pour mettre fin à la pauvreté, lutter contre le changement climatique et combattre l’injustice et les inégalités.

Veuillez lire la Note explicative complet.

Questions pour cette semaine :
4. Différents pays ont suivi des approches différentes pour encourager la croissance pour tous par l’enrichissement des compétences. Mais s’agit-il d’élargir l’accès aux établissements dispensant des formations structurées ? Ou s’agit-il d’améliorer la qualité et l’image de l’EFTP ? S’agit-il de compétences spécifiques qui pourraient ouvrir des emplois décents et productifs aux groupes défavorisés ? Ou de créer des débouchés menant à des emplois de qualité, bien rémunérés et qualifiés ? Qu’en pensez-vous au vu de votre expérience ?

5. Y-a-t-il des programmes uniques en leur genre et innovants dans votre pays qui s’adressent aux groupes défavorisés et portent sur leurs besoins spécifiques en compétences ?

6. Le développement de l’automatisation va changer la nature des emplois et ce sont les postes des travailleurs peu qualifiés qui sont le plus exposés.

Type:

Discussion

Start Date:

06 Mar 2017

End Date:

17 Mar 2017

Language:

English

Slug

english

Identifier

skpEng

Language Version:

--

Sources:

ILO

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

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Access to training

Thumbnail

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. 
 

Identifier

skpATSU

Slug

access-to-training

Gender equality

Thumbnail

Women represent both half of the world's population – and half the world's economic potential. Their participation in the labour market reduces poverty because they often invest 90 per cent of their income in the well-being, education and nutrition of their families. Yet labour force participation by women has stagnated at about 55 per cent globally since 2010. Moreover, women are disproportionately represented in precarious work – low-paid, low-skilled and insecure jobs.

Training plays an important role in the pursuit of equality of opportunity and treatment for women and men in the world of work. Yet women often lack access to technical and vocational education and training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. Overcoming this challenge requires the adoption of a life-cycle approach. This includes improving girls’ access to basic education; overcoming logistic, economic and cultural barriers to apprenticeships and to secondary and vocational training for young women; and meeting the training needs of women re-entering the labour market and of older women who have not had equal access to opportunities for lifelong learning.

Identifier

skpGenEqul

Slug

gender-equality

Knowledge Products:

Other knowledge products

Thumbnail

Identifier

skpOProduct

Slug

other-knowledge-products

Drawing inspiration from this year’s International Women’s Day, this E-Discussion aims to explore and share innovative programmes and good practices that can contribute to the building of a better working world for present and future development—especially for women and other disadvantaged groups. Share your experiences now! Some contributions may also eventually be featured in an ILO publication on the subject.

Many of the global drivers of transformational change will have major implications for skills development. For example, technological advances will fundamentally alter the way we live, work and relate to one another. Referred to by many as The Fourth Industrial Revolution, evolution in robotics, nanotechnology, 3D printing and biotechnology will require enormous changes in the skill sets needed to thrive in the new landscape. This revolution is also expected to result in significant job creation and displacement, heightened labour productivity and widening skills gaps.

The pledge that “no one will be left behind” in the 2030 Agenda for Sustainable Development and its accompanying Sustainable Development Goals (SDGs), commits member States to plan to end poverty, combat climate change and fight injustice and inequality.

A number of SDGs are particularly relevant in tackling these transformational drivers of change in the world of work:

- SDG 4 on quality education and lifelong learning;

- SDG 5 on gender equality; and,

- SDG 8 on decent work and economic growth.

Bold changes are needed to stimulate hope and drive for the inclusion of all individuals in present and future development processes. Yet, ensuring that inclusion is equitable is not automatic.

Please read full Guidance Note below.
Week two questions include, among others:
4. Different countries have taken different approaches to promoting inclusive growth through skills development. Yet, is it about broadening access to formal training institutions? Is it about improving the quality and perception of TVET? Is it about specific skills that could promote disadvantaged groups in gaining decent and productive jobs? What is your view and experience?

5. What are unique and innovative programmes in your country that reach out and address specific skills needs of disadvantaged groups?

6. Increased automation will change the nature of jobs and low-skilled workers are likely to face highest employment risks. What kind of skills or skills-plus programmes can assist in enhancing their employability and career prospects?

7. We all know that skills alone may not be sufficient for realizing inclusive growth. How do your country’s skills development initiatives connect to broader programmes that promote inclusive employment and equality of opportunities?