Online skills development and COVID-19
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
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.
There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.
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This discussion invites government representatives, employers’ and workers’ organizations, education and training providers, NGOs, and individuals, among others, to share and discuss how to maintain continued learning and skills building for students and workers in times of crisis, such as the COVID-19 pandemic which we all now face. It also aims to explore relevant and timely innovative practices in distance and online education and training.
The world of work is being profoundly affected by the global COVID-19 pandemic. Not only is the health of millions of people at risk; also at stake are their long-term livelihoods and wellbeing. Over the past weeks the Coronavirus (COVID-19) pandemic has presented unique challenges to all types and levels of learning, including schooling, TVET, apprenticeships and skills development. What’s more, it has also stimulated discussion on the need for accelerated innovation in on-line learning, and the delivery of TVET and skills training. For those of you interested in the wider impact of COVID-19 on employment and jobs and possible mitigation measures, please download the ILO briefing note from the link at the bottom of the page.
In this context, we have an opportunity to explore the concept of “learning and training anywhere, anytime”, an idea central to the concept of lifelong learning. This in turn requires examination of a range of issues such as how technically prepared we are to support new ways of working in the face of disruptors like a pandemic, and how quickly we can organize digital education and training and mobilize teachers and trainers to maintain services to learners. We also need to explore innovative learning methodologies for apprentices and workers who primarily acquire or upgrade skills at the workplace.
This E-discussion seeks to glean insights into innovative practices in education and training, particularly those that are embracing technology to promote skills development. The E-discussion will also allow us to consider the new challenges emerging in the current context as we move to online forms of learning and skills development, including how we ensure that no one is excluded from new forms of learning and training.
To begin the discussion, we invite you to provide your inputs on the following:
Week one questions:
1. How has the current situation linked to COVID-19 disrupted the provision of training where you are (including apprenticeships, full time programs and short courses)?
2. What resources are being used or referred to maintain training services remotely and via e-learning platforms? Could you share some examples?
3. What technical hurdles have you observed in delivering online training and skills development?
4. What challenges do learners face in accessing / using e-learning?
5. How can individuals and learning providers ensure that the effects of the disruption are minimized and that wherever possible, apprentices and learners are not negatively impacted in the long-term?
6. How have government policies affected the operation of education and training providers?
Week two questions:
7. What new and innovative approaches to learning and skills development have you observed in your surroundings since the start of the pandemic?
8. How adaptable are learners to these new and evolving forms of training and learning?
9. What measures are being taken in order to assure that potential learners are aware of existing learning solutions and can access and use them autonomously?
10. Do you foresee the current situation having an impact on the concept of lifelong learning?
11. What new forms of partnerships, for example, public-private partnerships and collaboration are emerging during this crisis period?
Countries and territories:
