Qualification frameworks

Slug

qualification-frameworks

Identifier

651

A skills beyond school review of Egypt

Type:

Document

Content Type:

A skills beyond school review of Egypt

Language:

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:

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:

12 Feb 2015

Open

wcmstest4_131466.pdf

Part of a series of country reports on post-secondary vocational education and training in OECD and non-OECD countries. Post-secondary VET in Egypt offers many programmes in different specialties and through different types of institutions. There are approximately 108 different technical programmes covering 22 disciplines. In total, Egyptian post-secondary VET and its 68 institutions had 127 440 enrolled students in 2009/2010. Although post-secondary VET could be encouraged to offer more services for some specific groups or purposes (up-skilling, adult education, second chance education, and career shifts) the current institutional and curricula mixture reflects the importance of Egyptian VET for both economic prosperity and social cohesion.

This first chapter places the review of Egypt in the context of the wider OECD policy study of post-secondary VET, presents the structure of the report, describes the main features of the post-secondary VET system in Egypt and examines its opportunities/strengths and challenges. The following chapters advance policy recommendations.

DOI : 10.1787/9789264209626-en

Subject Tags:

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Regions:

Africa

Region Image

Countries and territories:

Egypt

A skills beyond school review of Switzerland

Type:

Document

Content Type:

A skills beyond school review of Switzerland

Language:

English

Slug

english

Identifier

skpEng

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

12 Feb 2015

Open

wcmstest4_131452.pdf

Part of a series of country reports on postsecondary vocational education and training in OECD countries. Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

This first chapter places the review of Switzerland in the context of the wider OECD study, presents the structure of the report, describes the main features of the Swiss postsecondary VET system, and compares its main features with those of other countries. It also sets out a number of key statistical indicators comparing Switzerland with other OECD countries. These cover both the education system and the labour market, including the changing mix of occupations in the labour market. It also provides an appreciation of the main strengths of the system, and briefly outlines the challenges to be addressed in the second chapter.

DOI : 10.1787/9789264062665-en

Subject Tags:

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Switzerland

Guidance Note: Engaging the private sector in skills development

Type:

Document

Content Type:

Guidance Note: Engaging the private sector in skills development

Language:

English

Slug

english

Identifier

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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Identifier

skpBiOrg

Slug

bilateral-organizations

Topics:

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

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:

16 Oct 2014

Open

wcmstest4_123649.pdf

A DFID practice paper This guidance note provides information on how the private sector can become involved in skills development; it identifies the contributions that the private sector could make to increase both the quality and quantity of provision, complementing as well as challenging state provision. The note outlines the benefits of engaging the private sector and how that can complement the role of the public sector. A variety of possible interventions are described drawing on new developments in the field of technical and vocational education (TVET) or ‘skills development’, as well as the outcomes of current or recent reform initiatives or research in developing countries. These outcomes and the resulting recommendations will not always be relevant; decisions on what advice to follow must take into account the stage of development of a country’s economy and the current governance and operational contexts.

Subject Tags:

Economic growth

Slug

economic-growth

Identifier

166

Private sector

Slug

private-sector

Identifier

229

Public private partnerships

Slug

public-private-partnerships

Identifier

138

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills upgrading

Slug

skills-upgrading

Identifier

657

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Global

Skilling the workforce: Labour migration and skills recognition and certification in Bangladesh

Type:

Document

Content Type:

															Skilling the workforce: Labour migration and skills recognition and certification in Bangladesh
													

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:

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

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

16 Oct 2014

Open

wcmstest4_123648.pdf

Bangladesh is one of the largest human resource-rich countries meeting the demands of labour in the international market. It is estimated that between 1976 and 2012 approximately 8,307,749 workers left their home country to work in over 157 countries worldwide. Bangladeshi workers employed overseas contribute an equivalent of 13 per cent of GDP through their remittances. Given the significance of overseas employment, improving the skills competencies of workers has been seen as a good strategy to increase the level of remittances channeled to Bangladesh. Also, addressing challenges such as the skills mismatch between overseas job demands and the skills of migrant workers, and the need for better skills certification systems in Bangladesh could make migrant workers better prepared to deal with the challenges of the global market.

This report provides an overview of the institutional arrangements in respect of technical and vocational skills in Bangladesh and identifies the variety of factors that have a recognizable influence on the preparation of the workers for overseas employment.

Subject Tags:

Competency standards

Slug

competency-standards

Identifier

642

Industry skills councils

Slug

industry-skills-councils

Identifier

646

Labour migration

Slug

labour-migration

Identifier

609

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills mismatch

Slug

skills-mismatch

Identifier

654

Skills recognition

Slug

skills-recognition

Identifier

656

Talent mobility

Slug

talent-mobility

Identifier

659

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Asia and the Pacific

Region Image

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_

Attractiveness of vocational education and training: Permeability, successful school-to-work transitions and international mobility

Type:

Document

Content Type:

															Attractiveness of vocational education and training: Permeability, successful school-to-work transitions and international mobility
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

Slug

international-organizations

Other sources

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

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Identifier

skpOSource

Slug

other-sources

Topics:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Publication Date:

01 Oct 2014

Open

wcmstest4_122453.pdf

Selected bibliography This document covers the topics of international mobility, transfer and transitions in Technical and Vocational Education and Training (TVET), and their role in increasing its attractiveness. It features the range of currently available literature on TVET such as articles, books, government reports, UN agency documents, donor community documents, research theses, and other sources published in the last five years. All information included in these reviews was obtained through an extensive search of online journals, conferences, databases and archives.

Published in the context of two events, namely the 2014 BIBB Congress on “Structuring Vocational Education and Training in a More Attractive Way – Facilitating Greater Permeability” held in Berlin (18-19 September 2014), and the UNESCO-UNEVOC Global Forum on “Skills for Work and Life Post-2015” in Bonn (14-16 October 2014), this annotated bibliography aims to showcase worldwide developments in TVET.

Subject Tags:

Apprenticeships

Slug

apprenticeships

Identifier

639

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

School-to-work transition

Slug

school-to-work-transition

Identifier

652

Talent mobility

Slug

talent-mobility

Identifier

659

TVET systems

Slug

tvet-systems

Identifier

661

Youth

Slug

youth

Identifier

319

Regions:

Global

40 preguntas sobre competencia laboral

Type:

Document

Content Type:

40 preguntas sobre competencia laboral

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Training quality and relevance

Thumbnail

Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

26 Sep 2014

Open

wcmstest4_081645.pdf

Este libro intenta facilitar la consulta y los primeros pasos de quienes, desde las instituciones de formación o desde la gestión de recursos humanos, se acercan a la aplicación de este novedoso concepto sobre el trabajo. Fue publicado en forma de hipertexto en 1999; ahora se ha actualizado y ampliado considerando el avance del enfoque de competencia en la región. Los contenidos se han organizado en seis grupos de preguntas: conceptos básicos; identificación de competencias; normalización de competencias y normas de calidad; certificación de competencias; formación por competencias; y, gestión de recursos humanos por competencias.

Subject Tags:

Competency

Slug

competency

Identifier

641

Human resources development

Slug

human-resources-development

Identifier

118

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills recognition

Slug

skills-recognition

Identifier

656

Regions:

Americas

Region Image

BRICS Building education for the future: Priorities for national development and international cooperation

Type:

Document

Content Type:

															BRICS Building education for the future: Priorities for national development and international cooperation
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

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

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

25 Sep 2014

Open

wcmstest4_120848.pdf

In recent years, Brazil, the Russian Federation, India, China, and South Africa (BRICS) have transformed the world map of education, bringing millions into school, establishing centres of worldclass learning, driving innovation, and sharing expertise and knowledge. However, educational deprivation persists, weakening growth prospects and social cohesion. Wide and often widening social inequalities in BRICS are reflected in inequalities at all levels of education. The persistence of educational deprivation leaves a large share of youth and adults with few skills, weakening their employment prospects, especially in higher-productivity sectors that offer better salaries. At the same time, sectors with potential for growth may suffer a shortage of workers mastering technical and vocational skills or more general, transferable skills. Both deficits constrain economic growth and efforts to reduce poverty. Achieving equitable economic growth and sustainable development will thus require further investment in education, with three broad policy priorities: basic education, higher education and skills development.

This report analyses education and skills development policies in BRICS, highlighting possible areas for cooperation. Chapter 1 compares education systems, covering key statistical indicators, governance and financing mechanisms, and national plans and policies. Chapter 2 reviews skills development policies, analysing national strategies and qualifications frameworks, and detailing reforms of technical and vocational education and training. Chapter 3 outlines BRICS engagement in development cooperation, which has a different pattern from official development assistance provided by OECD donors. Chapter 4 reflects on cooperation in education and skills development, among BRICS and between BRICS and other developing countries.

Subject Tags:

Economic growth

Slug

economic-growth

Identifier

166

Private sector

Slug

private-sector

Identifier

229

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Sustainable development

Slug

sustainable-development

Identifier

658

Transferable skills

Slug

transferable-skills

Identifier

660

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Countries and territories:

Brazil

China

India

Russian Federation

South Africa

BRICS Construir a educação para o futuro: Prioridades para o desenvolvimento nacional e a cooperação internacional

Type:

Document

Content Type:

															BRICS Construir a educação para o futuro: Prioridades para o desenvolvimento nacional e a cooperação internacional
													

Language:

Portuguese

Slug

portuguese

Identifier

skppt

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

Topics:

Access to training

Thumbnail

Identifier

skpATSU

Slug

access-to-training

Research papers

Thumbnail

Identifier

skpRPS

Slug

research-papers

Publication Date:

25 Sep 2014

Open

wcmstest4_122848 (1).pdf

Nos últimos anos, Brasil, Federação Russa, Índia, China e África do Sul – os BRICS – transformaram o mapa mundial da educação, ao levar milhões de pessoas à escola, estabelecer centros de ensino de classe mundial, promover inovações e compartilhar experiências e conhecimentos.

Este relatório analisa as políticas de educação e desenvolvimento de habilidades nos países BRICS, bem como destaca possíveis áreas de cooperação. O Capítulo 1 compara os sistemas educacionais, ao abranger os principais indicadores estatísticos, os mecanismos de governança e financiamento, além dos planos e das políticas nacionais. O Capítulo 2 revisa as políticas de desenvolvimento de habilidades e, para isso, analisa as estratégias e os quadros nacionais de qualificação, além de detalhar as reformas da educação e da formação profissional. O Capítulo 3 descreve o engajamento dos países BRICS na cooperação para o desenvolvimento, o qual tem um padrão de assistência oficial diferente daquele oferecido pelos doadores da Organização para a Cooperação e o Desenvolvimento Econômico (OCDE). O Capítulo 4 traz reflexões sobre a cooperação em educação e o desenvolvimento de habilidades, tanto entre os países BRICS, quanto entre os BRICS e outros países em desenvolvimento.

Subject Tags:

Economic growth

Slug

economic-growth

Identifier

166

Private sector

Slug

private-sector

Identifier

229

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Sustainable development

Slug

sustainable-development

Identifier

658

Transferable skills

Slug

transferable-skills

Identifier

660

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Countries and territories:

Brazil

China

India

Russian Federation

South Africa

Policies for green skills and job creation in Korea

Type:

Document

Content Type:

Policies for green skills and job creation in Korea

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

Thumbnail

Identifier

skpOSource

Slug

other-sources

Topics:

Anticipating and matching skills needs

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

Identifier

skpAFSN

Slug

anticipating-and-matching-skills-needs

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.

Identifier

skpLMIES

Slug

career-guidance-and-employment-services

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

Publication Date:

08 Aug 2014

Open

wcmstest4_117855.htm

A case study of the Green Growth Best Practice (GGBP) initiative – a global network of researchers and practitioners working to advance understanding in the emerging field of green growth. This case study is a summary of research input towards the GGBP report ‘Green Growth in Practice: Lessons from Country Experiences’. GGBP’s work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License: http://creativecommons.org/licenses/by-nc-sa/4.0/legalcode

Korea’s economy has grown rapidly and dramatically through an active industrial policy and the development of high-technology manufacturing and energy-intensive heavy industry. However, this model has had its limitations, resulting in a shift towards ‘green growth’ as a means of sparking innovation, job creation, improved energy security, and a quality of life.

The government estimated that an investment of USD 105 billion on green growth between 2009 and 2013 would lead to the creation of approximately 1.18 million jobs. To realize this potential impact on the labour market, a broad set of policy measures for green job creation, technological development, and vocational training were developed at various levels and sectors, covering individuals ranging from young students to professionals.

Subject Tags:

Climate change

Slug

climate-change

Identifier

610

Economic growth

Slug

economic-growth

Identifier

166

Green jobs

Slug

green-jobs

Identifier

623

Green skills

Slug

green-skills

Identifier

645

Public private partnerships

Slug

public-private-partnerships

Identifier

138

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills re-training

Slug

skills-re-training

Identifier

655

Skills upgrading

Slug

skills-upgrading

Identifier

657

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Republic of Korea

You and your work: Skills utilisation in Singapore

Type:

Document

Content Type:

You and your work: Skills utilisation in Singapore

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

Thumbnail

Identifier

skpOSource

Slug

other-sources

Topics:

Access to training

Thumbnail

Identifier

skpATSU

Slug

access-to-training

Training quality and relevance

Thumbnail

Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

Thumbnail

Identifier

skpRPS

Slug

research-papers

Publication Date:

08 Aug 2014

Open

wcmstest4_117850.pdf

Traditional workforce research focuses on workers and their skills. However, when we examine issues such as productivity and how skills impact the workplace, it is also important to look at what skills jobs demand. Job skills and worker skills are very different concepts. The former is a demand concept while the latter concerns the supply of skills.

This Research Report on the Skills Utilisation (SU) in Singapore project focuses on skills utilisation in jobs located in Singapore, how skills are distributed across industries and occupations, and how skills utilisation may be explained by other factors. The benefits of creating skills utilisation data will help inform the appropriateness of the Continuing Education and Training (CET) supply strategy, the relevance of Workforce Skills Qualifications (WSQ), especially the Employability Skills (ES) framework, and knowledge on the extent of skill mismatches in Singapore.

Subject Tags: