Competency standards

Harmonized minimum occupational standards for assistant masons and masons

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Document

Content Type:

Publication

Language:

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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Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

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skpMigWor

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migrant-workers

Knowledge Products:

Other knowledge products

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skpOProduct

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other-knowledge-products

Publication Date:

04 Sep 2023

Open

Harmonized minimum occupational standards for assistant masons and masons

The following occupational standards were developed by tripartite technical committees in Ghana Nigeria and Togo with the support of the ILO during the period 2021–2022 as part of the SKILL-UP Project financed by the Norwegian Agency for Development Cooperation in an effort to promote skills partnerships on migration in the West African region. The harmonized occupational minimal standards for assistant masons and masons have been developed based on the national occupational standards of the three countries, with a target of achieving 70 to 80 per cent commonality with existing national standards. The harmonized occupational minimal standard can help countries that are developing standards or reviewing existing national standards through comparison and consideration of similar standards available in the region. It can also be used in technical vocational education and training for the development of standards-based curricula, and assessments. The standards can also support skills partnerships on migration in the region by being used in mechanisms of recognition of prior learning of migrant workers.

Subject Tags:

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competency-standards

Identifier

642

Labour migration

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labour-migration

Identifier

609

Occupational classification

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occupational-classification

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Regions:

Africa

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Countries and territories:

Ghana

Nigeria

Togo

Harmonized minimum occupational standards for plumbing

Type:

Document

Content Type:

Publication

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Identifier

skpMigWor

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migrant-workers

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Publication Date:

04 Sep 2023

Open

Harmonized minimum occupational standards for plumbing

The following occupational standards were developed by tripartite technical committees in Ghana Nigeria and Togo with the support of the ILO during the period 2021–2022 as part of the SKILL-UP Project financed by the Norwegian Agency for Development Cooperation in an effort to promote skills partnerships on migration in the West African region. The harmonized occupational minimal standards for plumbing have been developed based on the national occupational standards of the three countries, with a target of achieving 70 to 80 per cent commonality with existing national standards. The harmonized occupational minimal standard can help countries that are developing standards or reviewing existing national standards through comparison and consideration of similar standards available in the region. It can also be used in technical vocational education and training for the development of standards-based curricula, and assessments. The standards can also support skills partnerships on migration in the region by being used in mechanisms of recognition of prior learning of migrant workers.

Subject Tags:

Competency standards

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competency-standards

Identifier

642

Labour migration

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labour-migration

Identifier

609

Occupational classification

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occupational-classification

Identifier

Regions:

Africa

Region Image

Countries and territories:

Ghana

Nigeria

Togo

Harmonized minimum occupational standards for poultry farming

Type:

Document

Content Type:

Publication

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Identifier

skpMigWor

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migrant-workers

Knowledge Products:

Other knowledge products

Thumbnail

Identifier

skpOProduct

Slug

other-knowledge-products

Publication Date:

04 Sep 2023

Open

Harmonized minimum occupational standards for poultry farming

The harmonized occupational minimal standards for poultry farming have been developed based on the national occupational standards of the three countries, with a target of achieving 70 to 80 per cent commonality with existing national standards. The harmonized occupational minimal standard can help countries that are developing standards or reviewing existing national standards through comparison and consideration of similar standards available in the region. It can also be used in technical vocational education and training for the development of standards-based curricula, and assessments. The standards can also support skills partnerships on migration in the region by being used in mechanisms of recognition of prior learning of migrant workers.

Subject Tags:

Competency standards

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competency-standards

Identifier

642

Labour migration

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labour-migration

Identifier

609

Occupational classification

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occupational-classification

Identifier

Skills recognition

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skills-recognition

Identifier

656

Regions:

Africa

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Countries and territories:

Ghana

Nigeria

Togo

ILO PROSPECTS in Egypt - at a glance

Type:

Document

Content Type:

Briefing notes

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

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:

22 Dec 2022

Open

wcms_862717.pdf

Egypt has a long history of being both a transit and destination country for forcibly displaced persons (FDPs). In recent years, a series of crises, conflicts and political unrest in Syria and across the African continent has led to an exponential rise in the number of FDPs seeking protection in the country

The PROSPECTS Partnership aims to improve the living standards of refugees, asylum-seekers and host communities.

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Competency standards

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competency-standards

Identifier

642

Regions:

Africa

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Global

Major achievements of the Bangladesh Skills for Employment and Productivity (B-SEP) project

Type:

Document

Content Type:

															Major achievements of the Bangladesh Skills for Employment and Productivity (B-SEP) project
													

Language:

English

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english

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skpEng

Sources:

Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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skpBiOrg

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bilateral-organizations

ILO

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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.

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skpATSU

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access-to-training

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.

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skpLMIES

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career-guidance-and-employment-services

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:

14 Feb 2018

Open

edmsp1_209020.pdf

The B-SEP project is funded by the Government of Canada with the support of the Government of Bangladesh. Every year almost two million young people enter the Bangladesh workforce. There is an urgent need to provide opportunities for skills training that matches the growing needs of industry. The Bangladesh Skills for Employment and Productivity (B-SEP) project is a skills project implemented by the International Labour Organization and funded by the Government of Canada with the support of the Government of Bangladesh. B-SEP project is supporting Government efforts to strengthen and deepen skills reform in Bangladesh for improved productivity and economic growth. B-SEP project addresses the challenges facing the Technical and Vocational Education and Training (TVET) sector by developing institutional capacity of the skills system as well as building industries capacity for improved productivity. In addition, B-SEP project creates linkages between institutions and industries, matching supply and demand for skilled workers as well as promoting social inclusion.

Through its actions B-SEP project contributes to the creation of a stronger skills system that provides better employment opportunities for young men and women while meeting the needs of industry. This in turn contributes to the attainment of Decent Work, sustainable economic development, poverty reduction and social inclusion in Bangladesh. This publication captures the key achievements of the B-SEP project to date as it works to create a stronger foundation upon which Bangladesh can build the skilled workforce it needs for the future.

Subject Tags:

Access to training

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access-to-training

Identifier

683

Competency standards

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competency-standards

Identifier

642

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people-with-disabilities

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323

Private sector

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private-sector

Identifier

229

TVET systems

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tvet-systems

Identifier

661

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_

Labour market impact of National Qualification Frameworks in six countries

Type:

Document

Content Type:

Labour market impact of National Qualification Frameworks in six countries

Language:

English

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english

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skpEng

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Academic institutions

Research papers, synthesis reports, country and programme studies are collected from many academic institutions and national, regional and international professional associations.

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skpAcaInst

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academic-institutions

ILO

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Identifier

skpILO

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ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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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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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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skpRPS

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research-papers

Publication Date:

24 Oct 2017

Open

wcmstest4_193903.pdf

In 2010, the ILO together with European Training Foundation (ETF) presented research on ‘The implementation and impact of National Qualifications Framework: Report of a study in 16 countries’ documenting countries that were early adopters of NQFs, such as Australia, Scotland, New Zealand, England, Wales and Northern Ireland as well as countries that had recently started implementation of National Qualifications Framework (NQFs), such as South Africa, Mexico, Chile, Malaysia, Mauritius, Botswana, Sri Lanka, Turkey, Lithuania, Tunisia, Bangladesh and Russia.

In the intervening years as the number of countries implementing NQFs has grown exponentially, the debate has increasingly centered on topics like labour market impact and outcomes of NQFs, including employer experience in using qualification frameworks when making hiring decisions.

This follow-up ILO research is therefore intended to better understand labour market aspects of NQF implementation and to provide sound empirical evidence of how employers recruit, fill vacancies and understand how qualification frameworks are tools for them and for employing people. In doing so we have been careful to chose countries that reflect various stages of implementation including Ireland, France, Belize, Jamaica, Sri Lanka and Tunisia.

The results clearly show that whilst the challenges associated with NQF implementation are myriad, benefits do accrue, especially over the long term. As such, for all the promised benefits of NQFs to be realised, a very long timeframe needs to be taken into account.

Subject Tags:

Competency standards

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competency-standards

Identifier

642

Qualification frameworks

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qualification-frameworks

Identifier

651

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Regions:

Countries and territories:

Ireland

Jamaica

Sri Lanka

Tunisia

Community-Based Lifelong Learning and Adult Education: Adult Skills and Competencies for Lifelong Learning

Type:

Document

Content Type:

Publication

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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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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.

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skpPSLLL

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lifelong-learning

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

24 Feb 2017

Open

wcmstest4_187317.pdf

An output of the UNESCO BANGKOK’S project “Transforming Education and Training Systems to Create Lifelong Learning Societies in the Asia-Pacific,” supported by the Japanese-Funds-in-Trust. This publication is to explore how the concept of lifelong learning has been implemented in seven selected Asia-Pacific countries based on comprehensive education sector reviews, relevant documents and data from the countries with the answers to the following two major questions: (1) How national policies and systems are developed to enhance lifelong learning and what skills and competencies are emphasised in national education policies, plans and practices?, and (2) How different types of educational institutions are mobilised to prepare different groups of learners with the skills and competencies required for a knowledge-based society?

The publication focuses on the role of CLCs to investigate how the concept of lifelong learning is being implemented at community level in a country, including recommendations and policy suggestions for developing national strategies for lifelong learning towards lifelong learning society. The sequential booklets on the Role of CLCs as Facilitators of Lifelong Learning and the Adult Skills and Competencies for Lifelong Learning are also developed as part of this publication.

Subject Tags:

Community development

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community-development

Identifier

126

Competency

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competency

Identifier

641

Competency standards

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competency-standards

Identifier

642

Lifelong learning

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lifelong-learning

Identifier

400

Regions:

Asia and the Pacific

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Fact sheet: Regional Model Competency Standards

Type:

Document

Content Type:

Fact sheet: Regional Model Competency Standards

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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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:

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:

13 Oct 2016

Open

wcmstest4_183481.pdf

This fact sheet explains what Regional Model Competency Standards (RMCS) are, describes how they can be used and provides an overview of the RMCS available to date.

Subject Tags:

Competency

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competency

Identifier

641

Competency based training

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competency-based-training

Identifier

671

Competency standards

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competency-standards

Identifier

642

Regions:

Regional model competency standards: Garment work

Type:

Document

Content Type:

Regional model competency standards: Garment work

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

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

Knowledge Products:

International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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Identifier

skpISSP

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international-standards

Publication Date:

29 Sep 2016

Open

wcmstest4_182481.pdf

Garment production is an important source of income for Asian economies. Figures for Bangladesh, Cambodia, Sri Lanka, Pakistan and Vietnam show the garment industries contributes respectively 79 per cent, 52 per cent, 43 per cent, 17 per cent, 12 per cent of total exports. Significantly the garment industry also offers low-skilled jobs for many women in the lower-income countries of the region.

Increasingly, industry buyers are seeking to purchase a full service, from design to stock delivery, to shorten lead times and lower costs for customers. Countries where workers are mainly low skilled are unable to meet these demands. As the garment industry continues to achieve higher productivity, it is likely that many of the traditional, low-skill jobs held mostly by women will be lost. There will be a need for either new opportunities for employment or up-skilling of workers to meet changing requirements.

To help accelerate the improvement of training systems and the mutual recognition of skills, the ILO has developed – in consultation with employers, governments, and workers – the Regional Model Competency Standards (RMCS). These have been developed in identified priority areas, and are in a simplified format.

The RMCS are intended to be a regional reference for developing competency standards for thosecountries that are in the process of creating standards, or reviewing existing national standards. The RMCS can provide the basis for developing national competency standards so that certain countries can avoid having to develop standards from scratch.

Subject Tags:

Competency based training

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competency-based-training

Identifier

671

Competency standards

Slug

competency-standards

Identifier

642

Sectoral approaches

Slug

sectoral-approaches

Identifier

676

Regions:

Asia and the Pacific

Region Image

Regional model competency standards: Agriculture and aquaculture

Type:

Document

Content Type:

Regional model competency standards: Agriculture and aquaculture

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Rural employment

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Eight out of 10 of the world’s working poor who live on US $1.25 per day live in rural areas, where many are caught in vulnerable employment, especially in agriculture.Flourishing rural areas are vital to regional and national development. Yet, rural economies tend to face a wide range of challenges that urban areas are more likely to overcome. These include access to transportation, sanitation and health services, and a consumer base in close proximity to support small and medium enterprise development. Women and men working in rural areas also face difficulties associated with a paucity of economic opportunities, under investment, poor infrastructure and public services, including education, and, in many cases, weak governance and underdeveloped markets.

Education, entrepreneurship, and physical and social infrastructure all play an important role in developing rural regions. Skills are central to improving employability and livelihood opportunities, reducing poverty, enhancing productivity and promoting environmentally sustainable development.

Identifier

skpREmpl

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rural-employment

Sectoral approaches

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Identifier

skpSectApr

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sectoral-approaches

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

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other-knowledge-products

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

13 Sep 2016

Open

wcmstest4_181681.pdf

National competency standards play an important and increasing role in skills development and recognition in Asia and the Pacific, as they do in many other parts of the world. They are a guide to the range of skills and knowledge required for a whole industry. Competency standards can be flexibly combined into jobs and occupations. They are the common basis for training programmes, skills assessment, and certification in many countries.

Competency standards, when recognized nationally or across a cluster of nations, can form a key component in assisting the mobility of skilled workers. As part of a quality assured system, the assessment of a person’s skills against accepted benchmarks means that those skills can be applied in similar work, and potential employers can feel confident in the level of competency that a worker claims to have. Workers returning from employment in other countries can have the skills they gained working there formally recognized at home. The Regional Model Competency Standards for agriculture and aquaculture constitute a set of benchmarks that define the skills, knowledge and attributes required to perform a work role in the field of agriculture and aquaculture.

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