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Competency

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competency
Identifier
641

Namibia: Vocational Education and Training Act, 2008

Namibia: Vocational Education and Training Act, 2008

Type:
Document
Content Type:
Namibia: Vocational Education and Training Act, 2008
Language:

English

Slug
english
Identifier
skpEng
Sources:

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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Identifier
skpGov
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governments
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

Financing of training

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Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

Identifier
skpFinanT
Slug
financing-training

Participation of employers' and workers' organizations

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The world of learning and the world of work are separate but linked. While one involves learning, the other produces goods and services. Neither can thrive without the other. Strong partnerships between government, employers and workers help ensure the relevance of training to the changing needs of enterprises and labour markets. 

Identifier
skpPSP
Slug
participation-of-employers-and-workers-organizations

Training quality and relevance

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

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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Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
30 Aug 2013
Open
wcmstest4_072445.pdf
Vocational Education and Training Act has the following objectives:

1. to achieve an effective and sustainable system of skills formation that (i) is aligned with the labour market; (ii) provides the skills that are needed for accelerated development; (iii) develops the competencies needed by young people for productive work and increased standards of living; and (iv) promotes access, equity and quality in vocational education and training;
2. to establish a stable organisation and management system that clarifies roles in and responsibilities for vocational education and training and which is accountable to Parliament through the Minister;
3. to establish and maintain a sustainable partnership between government, the private sector and civil society to resource the provision of vocational education and training.

The Act establishes the Namibia Training Authority to regulate the provision of vocational education and training and to provide for the funding of vocational education and training; the imposition of a vocational education and training levy; the appointment of inspectors and designation of quality system auditors.
Subject Tags:

Competency

Slug
competency
Identifier
641

Financing training

Slug
financing-training
Identifier
673

Private sector

Slug
private-sector
Identifier
229

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image
Countries and territories:

Namibia Vocational Education Training Policy 2005

Namibia Vocational Education Training Policy 2005

Type:
Document
Content Type:
Namibia Vocational Education Training Policy 2005
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

Thumbnail
Identifier
skpGov
Slug
governments
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

Financing of training

Thumbnail

Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

Identifier
skpFinanT
Slug
financing-training

Participation of employers' and workers' organizations

Thumbnail

The world of learning and the world of work are separate but linked. While one involves learning, the other produces goods and services. Neither can thrive without the other. Strong partnerships between government, employers and workers help ensure the relevance of training to the changing needs of enterprises and labour markets. 

Identifier
skpPSP
Slug
participation-of-employers-and-workers-organizations

Training quality and relevance

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

National policies and initiatives

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

Thumbnail
Identifier
skpNatPol
Slug
national-policies-and-initiatives
Publication Date:
30 Aug 2013
Open
wcmstest4_072245.pdf
The document seeks to establish an effective and efficient Vocational Education and Training system, responsive to industry and community needs. Among the priority areas of the policy are: engaging private sector in training; establishment of the Namibia Training Authority to coordinate the development and implementation of a flexible competence-based VET system based on the Namibia Qualifications Framework; introduction of reforms to the financing of skills development through the establishment of a training levy; expansion of the number of student places and improvement of facilities in training institutions; curriculum reform; and improved access to certification and qualifications through streamlining arrangements for the recognition of prior learning.
Subject Tags:

Competency

Slug
competency
Identifier
641

Financing training

Slug
financing-training
Identifier
673

Private sector

Slug
private-sector
Identifier
229

Skills recognition

Slug
skills-recognition
Identifier
656

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Africa

Region Image
Countries and territories:

The Key Competences for Lifelong Learning – A European Framework

The Key Competences for Lifelong Learning – A European Framework

Type:
Document
Content Type:
The Key Competences for Lifelong Learning – A European Framework
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

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Identifier
skpIntOrg
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international-organizations
Topics:

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:

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
Slug
promotional-material
Publication Date:
30 Aug 2013
Open
wcmstest4_071845.pdf
The publication is an annex of a Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. The Recommendation is one of the outcomes of the joint work of the European Commission and the Member States within the Education and Training 2010 Work Programme. This programme is the over-arching framework for policy cooperation in the area of education and training, and is based on commonly agreed objectives, indicators and benchmarks, peer learning and dissemination of best practice.

The main aims of the Reference Framework presented in this publication are to:
1) identify and define the key competences necessary for personal fulfilment, active citizenship, social cohesion and employability in a knowledge society;
2) support Member States’ work in ensuring that by the end of initial education and training young people have developed the key competences to a level that equips them for adult life and which forms a basis for further learning and working life, and that adults are able to develop and update their key competences throughout their lives;
3) provide a European-level reference tool for policy-makers, education providers, employers, and learners themselves to facilitate national- and European-level efforts towards commonly agreed objectives;
4) provide a framework for further action at Community level both within the Education and Training 2010 work programme and within the Community Education and Training Programmes.
Subject Tags:

Competency

Slug
competency
Identifier
641

Lifelong learning

Slug
lifelong-learning
Identifier
400
Regions:

Skills development impact evaluation: A practical guide

Skills development impact evaluation: A practical guide

Type:
Document
Content Type:
Skills development impact evaluation: A practical guide
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:

Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

Identifier
skpPolPer
Slug
monitoring-and-evaluation

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
Publication Date:
26 Jul 2013
Open
wcmstest4_059448.pdf
This Guide presents a set of key concepts, practical issues and lessons learned that can be used to incorporate impact evaluation into the training activities undertaken by institutions and organizations carrying out training processes.

The topic is presented in a practical way and does not adhere to any methodological orthodoxy; on the contrary, it is intended to make useful and specific contributions to bolster further consideration and decision-making so as to find solutions that better adjust to the different national realities of the countries that are members of the ILO/Cinterfor network.

It serves as the basis for planning decisions, implementing and analysing evaluations. This Guide is intended to respond to the challenge of continuous updating and dynamism by constantly evolving. It has a virtual learning community which will keep on fostering the collective construction of knowledge. Therefore, mechanisms to exchange experiences and tools are to be opened to all those interested in improving and expanding knowledge on training and impact evaluation.

The Guide is oriented to everyone involved in decision-making, designing, implementing and evaluating skills development policies from governments, training institutions and enterprises of all sizes in the member countries of the ILO / Cinterfor network.

Subject Tags:

Competency

Slug
competency
Identifier
641

Economic and social development

Slug
economic-and-social-development
Identifier
125

Human resources development

Slug
human-resources-development
Identifier
118
Regions:

Americas

Region Image

Monitoring adult learning policies: A theoretical framework and indicators

Monitoring adult learning policies: A theoretical framework and indicators

Type:
Document
Content Type:
Monitoring adult learning policies: A theoretical framework and indicators
Language:

English

Slug
english
Identifier
skpEng
Sources:

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

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

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

Training quality and relevance

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

Research papers

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

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Identifier
skpRPS
Slug
research-papers
Publication Date:
20 Mar 2013
Open
wcmstest4_034037.pdf
OECD Education Working Papers, No. 88 The main task of the Working Group on Adult Learning of the INES Labour Market, Economic and Social Outcomes network is the development of indicators on Adult Learning for publication in the annual volume “Education at a Glance” of the OECD. As part of this task, a list of 18 policy goals/issues in the domain of adult learning have been identified through broad consultations. After identifying the policy goals a theoretical framework was developed in order to be able to systematically select indicators for monitoring them. The theoretical framework is based on a systemic approach, identifying context, input, processes, output and outcome of the system of Adult Learning. The policy goals to be monitored and the theoretical framework constitute the basis for the definition and selection of a list of indicators which might be published in “Education at a Glance”. The third element in the development of international indicators is the existence of comparable data of good quality. The paper includes a list of 44 indicators which are practical to publish with existing data sources or with data sources likely to become available in the near future. The coverage of the policy areas is uneven, reflecting both the focus of existing data sources and the difficulties of some data gathering exercises.
Subject Tags:

Competency

Slug
competency
Identifier
641

Gender equality

Slug
gender-equality
Identifier
144

Lifelong learning

Slug
lifelong-learning
Identifier
400

Skills recognition

Slug
skills-recognition
Identifier
656

Skills upgrading

Slug
skills-upgrading
Identifier
657
Regions:

Skills, productivity and employment growth: The case of Latin America

Skills, productivity and employment growth: The case of Latin America

Type:
Document
Content Type:
Skills, productivity and employment growth: The case of Latin America
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:

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
Slug
case-studies-and-good-practices

Research papers

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

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Identifier
skpRPS
Slug
research-papers
Publication Date:
28 Feb 2013
Open
wcmstest4_148453.pdf

The aim of this study is to illustrate the relationship between training and workers' skills, productivity and the growth of quality employment in Latin America societies through the analysis of the existing information and the study of some national case studies. The main focus is on the evolution of later decades, particularly since the end of the 1980s up to the present.

Subject Tags:

Competency

Slug
competency
Identifier
641

Employability

Slug
employability
Identifier
643

Enterprises

Slug
enterprises
Identifier
175

Poverty

Slug
poverty
Identifier
148

Productivity

Slug
productivity
Identifier
188

Vocational training

Slug
vocational-training
Identifier
124
Regions:

Americas

Region Image
Countries and territories:

Learning from the first qualifications frameworks

Learning from the first qualifications frameworks

Type:
Document
Content Type:
Learning from the first qualifications frameworks
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

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

Case studies and good practices

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

Thumbnail
Identifier
skpCaseStdy
Slug
case-studies-and-good-practices

Research papers

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

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
21 Feb 2013
Open
wcmstest4_029027.pdf
Employment Working Paper No. 45 The paper comprises five case studies conducted as part of the Qualifications Framework Research Project of the ILO to explore the impact and implementation of national qualification frameworks (NQFs). Five countries that are included in this paper (the UK, Scotland, New Zealand, Australia and South Africa) have been in the forefront of the development of NQFs. They are variously referred to as ‘first generation NQFs’, or ‘early starters’. This working paper brings together case studies of these five countries, in the hope that it will assist policy-makers and researchers to learn from other experiences. The case studies offer insights into the nature of the qualifications frameworks in the countries, the processes of implementation, and the successes, failures, and problems experienced.
Subject Tags:

Competency

Slug
competency
Identifier
641

Occupational qualification

Slug
occupational-qualification
Identifier
409

Skills recognition

Slug
skills-recognition
Identifier
656
Regions:

Africa

Region Image
Countries and territories:

Researching NQFs: Some conceptual issues

Researching NQFs: Some conceptual issues

Type:
Document
Content Type:
Researching NQFs: Some conceptual issues
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:

Research papers

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

Thumbnail
Identifier
skpRPS
Slug
research-papers
Publication Date:
21 Feb 2013
Open
wcmstest4_029026.pdf
Employment Working Paper No. 44 The paper addresses some of the fundamental conceptual issues involved in research on national qualification frameworks (NQFs) and broadens the debate about their role in skills systems. The aim is to contribute to the development of a theoretical framework for the rigorous analysis of this increasingly important policy area.
Subject Tags:

Competency

Slug
competency
Identifier
641

Occupational qualification

Slug
occupational-qualification
Identifier
409

Skills recognition

Slug
skills-recognition
Identifier
656
Regions:
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