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Access to training

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access-to-training
Identifier
683

Learning Online during COVID-19: Resources for Students, Apprentices, Learners, Trainees

Learning Online during COVID-19: Resources for Students, Apprentices, Learners, Trainees

Type:
Document
Content Type:
Learning Online during COVID-19: Resources for Students, Apprentices, Learners, Trainees
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
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

Training quality and relevance

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

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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Identifier
skpAIM
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promotional-material
Publication Date:
24 Apr 2020
Open
edmsp1_258624.pdf

In a matter of weeks, the COVID-19 pandemic has changed the world of work and the sphere of learning and development. It has challenged individuals, employers and workers to adapt to online modalities in all spheres of life. If you are a Student/Learner/Trainee/Apprentice and looking to keep learning and improving your skills in an efficient way, the resources provided in this note can help you.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Skills and training policy

Slug
skills-and-training-policy
Identifier
666
Regions:

Lifelong Learning in the informal economy: Research Brief

Lifelong Learning in the informal economy: Research Brief

Type:
Document
Content Type:
Lifelong Learning in the informal economy: Research Brief
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

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
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:
20 Apr 2020
Open
edmsp1_258425.pdf

The two billion people working in the informal economy face numerous barriers to access and participate in skills and lifelong learning. For real progress towards transitions to formality, lifelong learning strategies and investments in skills for informal economy workers need to be strengthened through a whole-of-government approach.

This research brief summarizes the current state of knowledge on lifelong learning in the informal economy, drawing on a recent literature review entitled 'Lifelong Learning in the informal economy: A literature review'. It also reflects on the COVID-19 pandemic and the particular vulnerability of informal economy workers requiring specific attention. It highlights evidence gaps and suggests new products and approaches regarding the ILO work on transition to formality.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Informal economy

Slug
informal-economy
Identifier
187

Lifelong learning

Slug
lifelong-learning
Identifier
400

Low skilled workers

Slug
low-skilled-workers
Identifier
650

Skills recognition

Slug
skills-recognition
Identifier
656

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:

Lifelong Learning in the Informal Economy – and considerations on the COVID-19 pandemic

Lifelong Learning in the Informal Economy – and considerations on the COVID-19 pandemic

Type:
Document
Content Type:
Lifelong Learning in the Informal Economy – and considerations on the COVID-19 pandemic
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

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

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. 

Identifier
skpAFSN
Slug
anticipating-and-matching-skills-needs

Lifelong learning

Thumbnail

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
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:
14 Apr 2020
Open
edmsp1_257839.pdf
The two billion people working in the informal economy face numerous barriers to access and participate in skills and lifelong learning. In times of crisis, such as the current COVID-19 pandemic, existing barriers are exacerbated, and new barriers have emerged, further depriving millions of people of learning and income opportunities. This Research Brief summarizes the current state of knowledge on lifelong learning in the informal economy, drawing on a recent literature review. It also reflects on the COVID-19 pandemic and the particular vulnerability of in-formal economy workers requiring specific attention. It highlights evidence gaps and suggests new products and approaches regarding the ILO work on transition to formality.
Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Informal economy

Slug
informal-economy
Identifier
187

Lifelong learning

Slug
lifelong-learning
Identifier
400

Low skilled workers

Slug
low-skilled-workers
Identifier
650

Skills recognition

Slug
skills-recognition
Identifier
656

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:

Impact of COVID-19 on Work-Based Learning – New Approaches and Solutions

Impact of COVID-19 on Work-Based Learning – New Approaches and Solutions

Kind:
Event
Start Date:
07 Apr 2020
End Date:
17 Jun 2026
Event Location:
Online
EventType:
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

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:

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
Knowledge Products:

The impact of COVID-19 on the workplace is massive. The social, economic and health challenges faced are unprecedented.

In our efforts to explore how COVID-19 is specifically impacting training and development of employees and work-based learning (WBL) programmes, the Global Apprenticeship Network (GAN) and the International Labour Organization (ILO) are joining forces in this webinar to tackle the following issues:

- What are organisations and businesses experiencing and how are they responding?
- Is there an adjustment to training methodology, including the use of digital skilling platforms or similar and what is the effectiveness of these alternate solutions?
- How will this impact on retention and completion of WBL programmes, including apprenticeships, traineeships and internships?
- How are governments providing support and policy responses?
- What policy considerations would you propose going forward?

To learn more click on the link provided below:

Impact of COVID-19 on Work-Based Learning – New Approaches and Solutions
Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Apprenticeships

Slug
apprenticeships
Identifier
639

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:
Countries and territories:
Economic groups:
--

Mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.

Mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.

Type:
Document
Content Type:
Mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.
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:

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
17 Dec 2019
Open
edmsp1_253426.pdf

Forestry and wood production sector

The global Project “Building a Generation of Safe and Healthy Workers -- Safe Youth@Work Project”, executed by the ILO and funded by the US Department of Labor, pursues among its main components: mainstreaming OSH in vocational training programmes, awareness raising of vulnerability of young workers and enhancing the technical capacities of labour inspectors to better identify the occupational risks faced by youth at work.

In this framework, ILO/Cinterfor is responsible for implementing the Project component related to OSH in vocational training in Uruguay and as a learning outcome of the implementation of the Project in the country, this guide was defined with the purpose of being a valuable tool for the entire region.

The objective of this guide is to offer some practical guidelines to teachers to make their work in the field of OSH easier. The guidelines and suggestions that are presented here to trainers and institutions aim at mainstreaming the prevention of risks at work, the protection and the promotion of health into the forestry and wood production sector, while also taking into account the particular features of young participants. The guidelines and suggestions that are here systematized aim at mainstreaming the prevention of risks at work, the protection and the promotion of health into the forestry and wood production sector, while also taking into account the particular features of the target audience: young people who are participating in educational processes.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Vocational training

Slug
vocational-training
Identifier
124

Youth

Slug
youth
Identifier
319
Regions:

Guide for the mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.

Guide for the mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.

Type:
Document
Content Type:
Guide for the mainstreaming Occupational Safety and Health (OSH) in vocational training programmes.
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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
17 Dec 2019
Open
edmsp1_253425.pdf

Culinary arts

The global Project “Building a Generation of Safe and Healthy Workers -- Safe Youth@Work Project”, executed by the ILO and funded by the US Department of Labor, pursues among its main components: mainstreaming OSH in vocational training programmes, awareness raising of vulnerability of young workers and enhancing the technical capacities of labour inspectors to better identify the occupational risks faced by youth at work.

In this framework, ILO/Cinterfor is responsible for implementing the Project component related to OSH in vocational training in Uruguay and as a learning outcome of the implementation of the Project in the country, this guide was defined with the purpose of being a valuable tool for the entire region.

The guidelines and solutions that are presented here are the result of observation, analysis and reflection upon the experience carried out by the training institution, FISE, in the culinary field. It is actually a cooking training course that was selected by INEFOP to implement this pilot experience within the Project. It is a training proposal aimed at workers under unemployment insurance benefits (both men and women), who have completed primary education, which may include young people over 18, although it is not an exclusive requirement. The proposal is oriented to the culinary sector in general and, in particular, at healthy food, that is, for those who must follow a certain nutritional regimen due to suffering pathologies such as hypertension, diabetes, cholesterol, obesity, celiac disease, etc.

The course was selected based on successful criteria in terms of results (good performance in general of the training institution) and the demand by the labour market and the young audience. Indeed, although this training institution also offers bakery and confectionery courses, priority was given to the culinary course since it is the most demanded by the market and by young people.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Vocational training

Slug
vocational-training
Identifier
124

Youth

Slug
youth
Identifier
319
Regions:

Guide for the mainstreaming of Occupational Safety and Health (OSH) in vocational training programmes

Guide for the mainstreaming of Occupational Safety and Health (OSH) in vocational training programmes

Type:
Document
Content Type:
Guide for the mainstreaming of Occupational Safety and Health (OSH) in vocational training programmes
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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

Training quality and relevance

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

Other knowledge products

Thumbnail
Identifier
skpOProduct
Slug
other-knowledge-products
Publication Date:
17 Dec 2019
Open
edmsp1_253424.pdf

Practical guidelines and tools for designers, teachers and training.

The global Project “Building a Generation of Safe and Healthy Workers -- Safe Youth@Work Project”, executed by the ILO and funded by the US Department of Labor, pursues among its main components: mainstreaming OSH in vocational training programmes, awareness raising of vulnerability of young workers and enhancing the technical capacities of labour inspectors to better identify the occupational risks faced by youth at work.

In this framework, ILO/Cinterfor (Inter-American Centre for Knowledge Development in Vocational Training) is responsible for implementing the project component related to OSH in vocational training in Uruguay. This guide was defined with the purpose of being a valuable tool for the entire region. Based on an applied experience, the impact of the project is regionalized through a tool that is available to other countries.

The purpose of this Guide is that the different actors involved in training processes (curriculum designers, leaders at educational centres, teachers or facilitators, in-company tutors, etc.) can find tools and practical suggestions that may enable the application of OSH principles and practices at all times. The guidelines and suggestions that are here systematized aim at approaching the prevention of risks at work, the protection and the promotion of health in different areas in a cross-cutting manner, while also taking into account the particular features of the target audience: young people who are participating in educational processes of different kinds.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Vocational training

Slug
vocational-training
Identifier
124

Youth

Slug
youth
Identifier
319
Regions:

Apprenticeships for adults

Apprenticeships for adults

Type:
Document
Content Type:
Apprenticeships for adults
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.

Thumbnail
Identifier
skpOSource
Slug
other-sources
Topics:
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:
30 Nov 2019
Open
edmsp1_252424.pdf
Results of an explorative study This report is the result of an explorative study, carried out at a time when interest in apprenticeship for adults was on the rise and research and evidence on the topic was scarce and fragmented.

It has explored the topic from a conceptual and theoretical point of view, reviewing relevant existing research. It has also considered a practical perspective, exploring policies EU countries and four non-EU countries have in place in relation to apprenticeship for adults. It is the first report that addresses the topic from an EU-wide perspective.

Largely based on data collected in 2017-18, the report includes findings from a literature review and field work. It confirms that adults increasingly participate in apprenticeship training, often due to policy interventions and measures that have removed barriers to such participation and provided incentives. The study also confirms that EU countries are fundamentally divided into two main apprenticeship function groups, with two different approaches in aiding participation of adults in apprenticeship.
Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Apprenticeships

Slug
apprenticeships
Identifier
639
Regions:

Understanding the non-marketable benefits of apprenticeships in South African enterprises

Understanding the non-marketable benefits of apprenticeships in South African enterprises

Type:
Document
Content Type:
Understanding the non-marketable benefits of apprenticeships in South African enterprises
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

Thumbnail
Identifier
skpILO
Slug
ilo
Topics:

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:

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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Identifier
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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Identifier
skpRPS
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research-papers
Publication Date:
28 Oct 2019
Open
edmsp1_250824.pdf
Skills that Work Project Discussion Paper This report details findings of research on the non-financial or non-marketable returns from apprenticeship training amongst a small sample of South African firms. The report describes the South African apprenticeship system, considers the literature on non-financial returns from apprenticeships and presents the research based on interviews and a survey involving 48 enterprises. The research found there was strong evidence of improved staff retention as a key benefit of apprenticeships to firms and that apprenticeships provide a future talent pipeline of skilled staff. The research found that apprenticeship programmes are seen as a way to reduce the risk associated with employing new staff. There was also some evidence of firms seeing an improved public image as a key benefit along with some evidence of an improved work climate and improved innovation as key benefits of apprenticeships.
Subject Tags:

Access to training

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access-to-training
Identifier
683

Apprenticeships

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apprenticeships
Identifier
639

Skills and training policy

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skills-and-training-policy
Identifier
666

Skills mismatch

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skills-mismatch
Identifier
654

Skills upgrading

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skills-upgrading
Identifier
657

TVET systems

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tvet-systems
Identifier
661

Youth

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youth
Identifier
319
Regions:

Africa

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Countries and territories:

ASEAN youth technology, skills and the future of work

ASEAN youth technology, skills and the future of work

Type:
Document
Content Type:
ASEAN youth technology, skills and the future of work
Language:

English

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english
Identifier
skpEng
Sources:

Other sources

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

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skpOSource
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other-sources
Topics:

Anticipating and matching skills needs

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

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skpAFSN
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anticipating-and-matching-skills-needs

Training quality and relevance

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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. 

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skpYoEmp
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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:
17 Oct 2019
Open
edmsp1_250026.pdf
Based on a survey of 56,000 youths aged 15-35 years old from six countries in the South-East Asia region (ASEAN), this report analyses the views of young ASEAN citizens on future of work, skills and technology. The survey finds that ASEAN youths are highly aware of potential disruption and challenges brought by the Fourth Industrial Revolution to the local labour markets, and they are aware they must constantly upgrade their skills. It also details their skills gap, their future career aspirations and their preferences on skills training. The survey was conducted in partnership with Sea, a Singapore-based consumer internet company operating in digital entertainment, e-commerce and digital financial services.
Subject Tags:

Access to training

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access-to-training
Identifier
683

Labour market information

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labour-market-information
Identifier
684

Skills and training policy

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skills-and-training-policy
Identifier
666

Skills anticipation

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skills-anticipation
Identifier
677

Skills re-training

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skills-re-training
Identifier
655

Skills upgrading

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skills-upgrading
Identifier
657

TVET systems

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tvet-systems
Identifier
661

Vocational training

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vocational-training
Identifier
124
Regions:
Subscribe to Access to training