Type:

Discussion

Start Date:

16 Mar 2018

End Date:

29 Mar 2018

Language:

Language Version:

--

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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skpILO

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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

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lifelong-learning

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Other knowledge products

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skpOProduct

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other-knowledge-products

This E-discussion aims to bring together representatives of government, education and training institutions, the private sector, worker organizations, academia, and international organizations among others to discuss concrete policy options in developed and developing countries for promoting lifelong learning (LLL). It has been organized in the framework of the ILO Centenary Initiative on the Future of Work (FOW). The FOW Initiative aims at understanding as well as responding effectively to new challenges posed by a number of drivers of change in order to advance the Organisation’s mandate for social justice.

Many of the global trends and forces impacting the world of work – technological, climate, new forms of work organization, globalisation, demographical – will have a profound and diverse impact on the demand for skills. Skills development can help workers and economies take advantage of opportunities in the future, act as an important enabler of transition, and address some of the associated costs. However, the capacity of education and training systems to anticipate and adjust to constantly changing skills demands will require:

• good quality basic education that provides the foundational skills that allow people to embrace change, take advantage of emerging job opportunities, and engage in further learning;

• the facilitation of dynamic learning over the life cycle to ensure that people keep pace with digital and technology-related skills and other factors of change to remain productively engaged in employment.

Lifelong Learning (LLL) is central to managing the different transitions that workers will face over the course of the life cycle. It can ensure that they successfully enter the labour market, continually upskill while in employment, and reskill to take advantage of emerging jobs throughout their careers.

This life-cycle approach raises fundamental questions about the respective responsibilities of governments, workers and enterprises in making choices about when and how to reskill and retrain. It requires strategies to ensure the financing and delivery of skills development, whether through the enhancement of public investment, the provision of financial and other incentives to boost engagement in learning activities, and/or approaches that seek to combine a mix of public and private investment in all phases of delivery.

We encourage you to read the Issue Brief ‘Skills Policies and Systems for a Future Workforce’ prepared for the 2nd Meeting of the Global Commission on the Future of Work which took place on February 15-17 as additional background information on this discussion, see below.

This discussion feature works best when accessed from the following browsers: Chrome or Firefox.
To begin the global conversation on LLL we invite you to reflect on the following questions:

1. How can the model of LLL be adapted to cater to a future world of work? What are the building blocks of a well-functioning LLL system?

2. What governance mechanisms will be suitable for the efficient provision of and engagement in relevant LLL for all? What are the respective roles of governments, the private sector and the social partners?

3. What financial mechanisms might be used to encourage the provision of and participation in training; who should bear the cost and how? What are investment priorities for LLL to harness economic growth and minimise social risks?

4. What strategies, policies and incentives will be needed to increase the uptake of LLL?

5. What are the appropriate delivery mechanisms of LLL that will make learning accessible and relevant for youth, adults and older workers, embrace new technologies and forms of learning and balance needs for wide access, flexibility and quality in the learning offer?

Type:

Discussion

Start Date:

24 Sep 2017

End Date:

30 Sep 2017

Language:

English

Slug

english

Identifier

skpEng

Language Version:

--

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

Other topic

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Identifier

skpOIssue

Slug

other-topic

Knowledge Products:

Other knowledge products

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skpOProduct

Slug

other-knowledge-products

In the absence of recognized qualifications, a large proportion of people face severe disadvantages in getting decent jobs, migrating to other regions and accessing further education, even though they might have the necessary knowledge and skills. The Recognition of Prior Learning (RPL) process can help these individuals acquire a formal qualification that matches their knowledge and skills, and thereby contribute to improving their employability, mobility, lifelong learning, social inclusion and self-esteem. This E-discussion will highlight the importance of RPL and how such systems contribute to poverty reduction, job-creation and employment.

This discussion will commence on 24 September.

Today’s globalized and fast-changing world is marked by an increasing diversity and flexibility in where people work; how people work; the regularization of; and mobility for work. Because of these developments, workers have been able to obtain skills and knowledge through a wide range of sources and means, both within countries and across developed, developing and emerging economies. Capturing the competencies that individuals acquire over the course of their lives, regardless of where or how they were acquired, is important in ensuring that workers have evidence of all skills obtained. Proof of acquired skills also eases the transition between different jobs and can remove barriers to wage growth.

In developing countries with high school dropout rates, many workers acquire workplace skills via informal means. As a consequence they face significant challenges in gaining decent employment and furthering their education if systems are not in place through which knowledge, skills and competence acquired through non-formal and informal means are recognized. Against this backdrop, ensuring that workers have access to systems that enable them to ‘document’ the worth of their skills for use in the labour market becomes increasingly important. With half of the global labour force working and producing in the informal economy (amidst growing informality in industrialized countries), and with the increasing internationalization of labour markets, the benefits of recognizing prior learning are vast. These include the transfer and recognition of the skills of migrants in new contexts, an easier capacity for workers to…..

(Please read full Guidance Note below.)

We invite you to contribute to this discussion by responding to the following questions:

1. How has your country used RPL systems and what results and lessons have emerged from its use?

2. What challenges has your country experienced in the implementation of RPL systems?

3. Recognition systems can be used to promote more inclusive and sustainable economic growth that benefits everyone. In your view, what potential benefits do RPL systems offer migrant workers/refugees?

4. How can we build trust around the assessments offered via RPL?

Type:

Discussion

Start Date:

24 Sep 2017

End Date:

30 Sep 2017

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Language Version:

--

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:

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

Other topic

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Identifier

skpOIssue

Slug

other-topic

Knowledge Products:

Other knowledge products

Thumbnail

Identifier

skpOProduct

Slug

other-knowledge-products

Ante la ausencia de calificaciones reconocidas, una gran proporción de personas presentan severas desventajas en obtener empleos decentes, migrar a otras regiones y acceder a educación prolongada. Esto, a pesar de que puede que cuenten con los conocimientos y las competencias necesarias. El proceso de reconocimiento del aprendizaje previo puede ayudar estas personas a adquirir calificaciones formales que correspondan a sus conocimientos y competencias y de este modo contribuir a mejorar la empleabilidad, movilidad, el aprendizaje permanente, la inclusión social y la autoestima. Esta discusión resaltará la importancia del reconocimiento del aprendizaje previo y cómo estos sistemas contribuyen a la reducción de la pobreza, la creación de empleo y la empleabilidad.

Los moderadores la discusión serán los expertos en Competencias y Empleabilidad de la OIT, Ashwani Aggarwal y Albert William Okal. (La discusión funciona mejor cuando se accede desde los siguientes navegadores: Chrome o Firefox.)

El mundo globalizado de hoy en día, que evoluciona rápidamente, se caracteriza por una diversidad y flexibilidad crecientes en lo que respecta a dónde trabajan las personas, cómo trabajan, la regularización del y la movilidad para trabajar. Debido a estos cambios, los trabajadores han podido adquirir calificaciones y conocimientos a través de muy diversas fuentes y medios, tanto dentro de los países como entre las economías desarrolladas, en desarrollo y emergentes. Reflejar las competencias que adquieren las personas a lo largo de su vida, independientemente de los medios que utilicen para ello, es importante para asegurar que los trabajadores tengan pruebas de todas las calificaciones obtenidas. La existencia de pruebas de las calificaciones adquiridas facilita asimismo la transición entre los diferentes empleos, y puede eliminar los obstáculos para el crecimiento de los salarios.

En los países en desarrollo en los que la tasa de abandono escolar es alta, muchos trabajadores adquieren calificaciones en el lugar de trabajo a través de medios informales. Como consecuencia, tienen grandes dificultades para hallar un empleo decente y proseguir su educación si no existen sistemas de reconocimiento de los conocimientos, las calificaciones y ….
Ver la nota de orientación completa al fin:

Le invitamos a contribuir a esta discusión respondiendo a las siguientes preguntas:

1. ¿Cómo ha utilizado su país los sistemas de reconocimiento del aprendizaje previo, qué resultados se han obtenido y qué lecciones se han extraído?

2. ¿Qué dificultades ha tenido su país al poner en práctica los sistemas de reconocimiento del aprendizaje previo?

3. Los sistemas de reconocimiento pueden ser utilizados para promover un crecimiento económico más incluyente y sostenible que beneficie a todos. Desde su perspectiva, ¿cuáles son los potenciales beneficios que los sistemas de reconocimiento de aprendizaje previo pueden ofrecer a trabajadores migrantes/refugiados?

4. ¿Cómo podemos sembrar confianza en las evaluaciones ofrecidas mediante el reconocimiento del aprendizaje previo?

Type:

Discussion

Start Date:

14 May 2018

End Date:

25 May 2018

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Language Version:

--

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:

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

Other topic

Thumbnail

Identifier

skpOIssue

Slug

other-topic

Knowledge Products:

Other knowledge products

Thumbnail

Identifier

skpOProduct

Slug

other-knowledge-products

Organizada por la OIT con el apoyo de organizaciones asociadas como la Comisión Europea, la OCDE, la UNESCO y la Red Mundial de Aprendizaje (GAN).

Ver la nota de orientación completa al fin.

(La discusión funciona mejor cuando se accede desde los siguientes navegadores: Chrome o Firefox.)

El desempleo juvenil mundial sigue siendo un importante problema de desarrollo, ya que en 2017 se contabilizaron casi 70,9 millones de jóvenes desempleados. Además, los jóvenes tienen tres veces más probabilidades de estar desempleados que los adultos. Responder al problema del desempleo juvenil (y, por extensión, del desempleo de los adultos) es una cuestión que suscita una gran preocupación y requiere poner en primer plano políticas modernas de empleo y de fortalecimiento de las competencias que promuevan la creación de empleos decentes y hagan frente al desajuste entre la oferta y la demanda de competencias. El desempleo juvenil a gran escala representa una paradoja social: si bien muchos jóvenes buscan trabajo, muchos empleadores no encuentran a trabajadores que tengan las competencias que necesitan.

Este tipo de desajuste entre la oferta y la demanda de competencias se ve acentuado considerablemente por los cambios transformadores que afectan al mundo del trabajo, tales como la innovación tecnológica, la globalización, el cambio climático y los cambios en la organización del trabajo a través de economías basadas en plataformas. Estos cambios transformadores tienen importantes consecuencias para los sistemas de educación y formación, que deben hallar las políticas y programas adecuados. Además, los sistemas tradicionales de educación y formación profesional en la escuela se enfrentan a crecientes retos para ser más flexibles y reactivos a fin de asegurar que los jóvenes estén mejor preparados y tengan las competencias necesarias para realizar nuevos trabajos en la actualidad y en el futuro. Ante esta situación, los aprendizajes de calidad y otros programas de aprendizaje en el trabajo son esenciales para encarar el reto que representa el futuro mundo del trabajo.

Entre los temas que deben discutirse en las dos próximas semanas figuran los siguientes:

1. ¿Cómo benefician los aprendizajes a diversas partes interesadas, como los empleadores, los sindicatos, los gobiernos y los aprendices? ¿Existen instituciones en su país que recopilen y difundan datos concluyentes sobre los beneficios de los aprendizajes?

2. Habida cuenta de los rápidos cambios en el mercado de trabajo que contribuyen al aumento de los desajustes entre la oferta y la demanda de calificaciones, ¿en qué medida son importantes los aprendizajes al ajustar la oferta de competencias al futuro del trabajo?

3. En su país, ¿existe un entendimiento común claro de las diferencias existentes entre los aprendizajes, las pasantías, las prácticas de formación, los programas de formación duales y otras formas de aprendizaje en el trabajo?

4. A pesar de los beneficios ampliamente reconocidos, ¿por qué muchos países tienen dificultades para establecer, mejorar y mantener aprendizajes de gran calidad? ¿Qué problemas concretos surgen al llevar a cabo y expandir los aprendizajes en su país?