Apprenticeships

Education and training monitor 2014. Volume I

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Document

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Education and training monitor 2014. Volume I

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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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Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.

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skpATSU

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access-to-training

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Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.

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skpRPS

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research-papers

Publication Date:

02 Mar 2015

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wcmstest4_133653.pdf

The Education and Training Monitor is an annual series that reports on the evolution of education and training systems across Europe, bringing together the latest quantitative and qualitative data, recent technical reports and studies, plus policy documents and developments.

This report consists of two separate Volumes, of which this is Volume I. This Volume features the cross-national analysis and is divided into three parts. Part 1: ‘The case for education’ discusses the most prominent reasons why Member States should invest in their education and training systems. Part 2: ‘Qualifications and competences’ covers the key outcomes of education and training systems. Part 3: ‘Education policy leavers for building growth’ presents the evidence on policy drivers that can transform education investments into stronger impact by focussing on specific areas to improve the efficiency and effectiveness of European education and training systems.

Volume II consists of twenty-eight individual country reports that provide a more in-depth analysis of each Member State’s specific situation.

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apprenticeships

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639

Skills and training policy

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skills-and-training-policy

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666

Vocational training

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vocational-training

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124

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Europe and Central Asia

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Vocational and professional education and training in Switzerland

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Vocational and professional education and training in Switzerland

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English

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english

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skpEng

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Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

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governments

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Research papers

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skpRPS

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research-papers

Publication Date:

27 Feb 2015

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wcmstest4_133455.pdf

The Swiss VPET system enables young people to enter the labour market and ensures that there are enough qualified workers and managers in the future. The VET and PET sectors are closely correlated with the labour market and are an integral part of the education system.

This brochure provides information about the structure and organization of VET and PET training arrangements in Switzerland and at the same time it offers an insight on the labour and apprenticeship market in the country to finally deliver statistical data on professional education and training.

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Apprenticeships

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apprenticeships

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639

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

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Europe and Central Asia

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Countries and territories:

Switzerland

Dual vocational training: a Swiss success story

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Document

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Dual vocational training: a Swiss success story

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English

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english

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skpEng

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Governments

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skpGov

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governments

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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:

24 Feb 2015

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wcmstest4_132654.htm

Every year, thousands of young people have to decide what they want to do once they have finished their compulsory education. Many in Switzerland choose the academic route – higher secondary school and a pre-university qualification (“Matura”). However, the majority opt for vocational education and training (VET). In Switzerland, this is a dual-track system whereby students attend classes at a VET school or college on a part-time basis, while the remaining time is spent doing an apprenticeship at a host company, allowing them to acquire on-the-job experience and practical skills.

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Apprenticeships

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apprenticeships

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639

Vocational training

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vocational-training

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124

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Europe and Central Asia

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Countries and territories:

Switzerland

Apprenticeship and small and medium-sized enterprises: The China case

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Document

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Apprenticeship and small and medium-sized enterprises: The China case

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English

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english

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skpEng

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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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Case studies and good practices

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

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skpCaseStdy

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case-studies-and-good-practices

Research papers

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research-papers

Publication Date:

23 Feb 2015

Open

wcmstest4_132453.pdf

The present case study on apprenticeship and SME’s in China is part of a larger research & development exercise in the framework of the ILO ‘Global Product’ project. This project aims:

- To explore and expose the evidence on the business case for responsible workplace practices, through targeted research, with the aim of strengthening the evidence base and clarifying how the argument can be applied to underpin future ILO interventions and policy guidance.’(ILO 2013)

The ‘Global Product’ project explores and later tests the interconnections between enterprise productivity, conditions of work and skills development, and it tries to identify cause and effect relationships found in the context of SMEs, particularly in developing countries.

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Apprenticeships

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apprenticeships

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639

Enterprises

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enterprises

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175

School-to-work transition

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school-to-work-transition

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652

Small enterprises

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small-enterprises

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181

Vocational training

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vocational-training

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124

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Asia and the Pacific

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Countries and territories:

China

Keeping young people in (vocational) education: what works?

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Document

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Keeping young people in (vocational) education: what works?

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English

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english

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skpEng

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Other sources

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other-sources

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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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Research papers

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skpRPS

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research-papers

Publication Date:

18 Feb 2015

Open

wcmstest4_132053.pdf

Too many young people leave education (including vocational education) too soon. Yet early leavers are at greater risk of long-term unemployment, poverty and crime, and now cost the European economy 1.25% of GDP. Can this flow be staunched?

This briefing note touches upon the reasons to leave education as well as the measures governments are taking to revert this trend.

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Apprenticeships

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apprenticeships

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639

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Europe and Central Asia

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¿Cómo se puede retener a los jóvenes en la formación profesional?

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Document

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¿Cómo se puede retener a los jóvenes en la formación profesional?

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Spanish

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spanish

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skpEsp

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Other sources

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Apprenticeships

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Quality apprenticeships based on robust social dialogue and public-private partnerships can improve employment prospects for young people while developing high level skills identified by employers as necessary for growth and increased productivity. Both informal and regulated apprenticeship systems are important learning resources enabling young people to overcome the work-inexperience trap, gain new and enhanced skills and recognized qualifications.

Upgrading informal apprenticeships and expanding regulated ones is a cost-effective way to invest in a country’s skills base, promote economic growth and enhance the employability of youth.

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skpAppren

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apprenticeships

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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skpRPS

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research-papers

Publication Date:

18 Feb 2015

Open

wcmstest4_132054.pdf

Demasiados jóvenes abandonan los estudios (incluida la formación profesional) demasiado pronto. Sin embargo, estos jóvenes se enfrentan a un mayor riesgo de desempleo de larga duración, pobreza y delincuencia, y suponen un coste para la economía europea del 1,25 % del PIB. ¿Es posible detener esta tendencia?

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Apprenticeships

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apprenticeships

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639

Education and training

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education-and-training

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116

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Europe and Central Asia

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Éviter que les jeunes quittent prématurément le système d’éducation (et de formation): les solutions qui marchent

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Document

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															Éviter que les jeunes quittent prématurément le système d’éducation (et de formation): les solutions qui marchent
													

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French

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french

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skpFrn

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Other sources

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other-sources

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Apprenticeships

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Upgrading informal apprenticeships and expanding regulated ones is a cost-effective way to invest in a country’s skills base, promote economic growth and enhance the employability of youth.

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skpAppren

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apprenticeships

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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skpRPS

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research-papers

Publication Date:

18 Feb 2015

Open

wcmstest4_132055.pdf

Trop de jeunes sortent trop tôt du système d’éducation (et de formation). Or les sortants précoces (ou décrocheurs) sont plus exposés au chômage de longue durée, à la pauvreté et à la délinquance, et leur coût représente désormais 1,25 % du PIB dans l’économie européenne. Peut-on endiguer ce flux?

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Apprenticeships

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apprenticeships

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639

Education and training

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education-and-training

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116

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Europe and Central Asia

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Junge Menschen in der (beruflichen) Bildung halten: Funktionierende Konzepte

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Document

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Junge Menschen in der (beruflichen) Bildung halten: Funktionierende Konzepte

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Other sources

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Apprenticeships

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Upgrading informal apprenticeships and expanding regulated ones is a cost-effective way to invest in a country’s skills base, promote economic growth and enhance the employability of youth.

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skpAppren

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apprenticeships

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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skpRPS

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research-papers

Publication Date:

18 Feb 2015

Open

wcmstest4_132056.pdf

Zu viele junge Menschen verlassen die Schule (oder die Berufsausbildung) vorzeitig. Für diese frühen Abgänger besteht jedoch ein erhöhtes Risiko, in Langzeitarbeitslosigkeit oder Armut zu geraten oder in die Kriminalität abzurutschen. Für die europäische Wirtschaft bedeutet dies derzeit Kosten in Höhe von 1,25 % des BIP. Lässt sich diese Entwicklung stoppen?

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Apprenticeships

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apprenticeships

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639

Education and training

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education-and-training

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116

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Europe and Central Asia

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Mapping and analysis of growth-oriented industrial sub-sectors and their skill requirements in Bangladesh

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Document

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															Mapping and analysis of growth-oriented industrial sub-sectors and their skill requirements in Bangladesh
													

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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Sectoral approaches

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Matching skills to labour market demand requires reliable sectoral and occupational information and institutions that connect employers with training providers. Sector based strategies and institutions have proved effective in engaging all stakeholders in promoting both pre-employment training and life-long learning.

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skpSectApr

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sectoral-approaches

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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skpRPS

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research-papers

Publication Date:

16 Feb 2015

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fm11g_012416.pdf

The present report has been prepared within the framework of the Bangladesh Technical and Vocational Education and Training (TVET) Reform Project. The project, which is an initiative of the Government of Bangladesh, is funded by the European Commission and executed by the International Labour Organization. It aims to raise productivity and employability through skills development. Its specific objectives are to improve TVET policy and systems, build national capacity to develop new qualifications, courses, and teacher training programmes, and extend better training opportunities in the informal economy. It is designed to ensure that the TVET system in Bangladesh is better placed to serve the skill requirements of employers and to enable more people to acquire relevant skills that will help them gain productive wage- or self-employment. The present study is intended to identify: (i) sectors that are competitive and demonstrate growth potential; and (ii) the type of skills that will be required by these sectors in the coming years. The basic purpose of the study was to provide guidance for the TVET reform project, especially in selecting the sub-sectors to be targeted.

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Apprenticeships

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apprenticeships

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639

Employability

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employability

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643

Manufacturing

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manufacturing

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216

Occupational qualification

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occupational-qualification

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409

Productivity

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productivity

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188

Sectoral approaches

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sectoral-approaches

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676

Vocational training

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vocational-training

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124

Regions:

Asia and the Pacific

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Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty. A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds.

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3).

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market. Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups.

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020. Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level.

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.

Sources

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

Apprenticeship and traineeship Policy - Western Australia

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Document

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Apprenticeship and traineeship Policy - Western Australia

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English

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english

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skpEng

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Governments

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skpGov

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governments

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Skills policies and strategies

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Skills and employment policies should be viewed together. The full value of one policy set is realized when it supports the objectives of the other. For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

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skpPolConv

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skills-policies-and-strategies

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work.

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skpNatPol

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national-policies-and-initiatives

Publication Date:

11 Feb 2015

Open

wcmstest4_131256.pdf

The purpose of this policy is to provide advice to organisations/persons associated with the apprenticeship system in Western Australia and to provide support in the interpretation of the Vocational Education and Training Act 1996 and Vocational Education and Training (General) Regulations 2009 and the Vocational Education and Training (General) Amendment Regulations 2014.This policy also provides information relating to some aspects of apprenticeship funding.

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