Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Gérer les compétences en période de disruption

Type:

Document

Content Type:

Gérer les compétences en période de disruption

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.

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

Topics:

Training quality and relevance

Thumbnail

Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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

Thumbnail

Identifier

skpRPS

Slug

research-papers

Publication Date:

30 Oct 2018

Open

edmsp1_226842.pdf

Les points marquants du Forum d’apprentissage de l’EFTP de l’UNESCO-UNEVOC.

À la conférence internationale organisée à Tangshan en 2017 en vue d’évaluer les progrès réalisés depuis le troisième Congrès international sur l’EFTP qui s’est tenu Shanghai (2012), l’UNESCO a mis l’accent sur les facteurs appelés à aménager à l’avenir le paysage de l’enseignement et de la formation techniques et professionnels (EFTP). Parmi ceux-ci figuraient des changements du paradigme de développement orientés sur la durabilité, de même que des changements au niveau de la démographie, des tendances économiques, du marché du travail et des schémas migratoires.

Organisé avec le soutien du Ministère fédéral allemand de l’éducation et de la recherche (BMBF) et du Ministère fédéral de la coopération économique et du développement (BMZ) et en collaboration avec la Commission nationale pour l’UNESCO de l’Allemagne et des partenaires du Groupe inter-agences sur l’EFTP et WorldSkills International, le Forum d’apprentissage de l’EFTP de l’UNESCO-UNEVOC «Gérer les compétences en période de disruption» a rassemblé plus d’une centaine de participants représentant tous les secteurs de la communauté de l’EFTP, dont des Centres faisant partie du Réseau UNEVOC dans les cinq régions du monde.

Le rapport suivant présente les points marquants du Forum d'apprentissage sur l'EFTP de l'UNESCO-UNEVOC.

Subject Tags:

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Global

Inclusion of refugees in technical and vocational education and training: An exploration into funding, planning and delivery

Type:

Document

Content Type:

															Inclusion of refugees in technical and vocational education and training: An exploration into funding, planning and delivery
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

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.

Thumbnail

Identifier

skpOSource

Slug

other-sources

Topics:

Migrant workers

Thumbnail

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.

Identifier

skpMigWor

Slug

migrant-workers

Knowledge Products:

Research papers

Thumbnail

Identifier

skpRPS

Slug

research-papers

Publication Date:

29 Oct 2018

Open

edmsp1_226825.pdf

This report provides an analysis of the situation of refugees and their inclusion in TVET across five countries – Ethiopia, Jordan, Pakistan, South Africa and the UK, in terms of availability, accessibility, acceptability, and adaptability. It includes examples of best practice and makes recommendations to relevant stakeholders including policy makers, donor agencies, funders and education providers.

Subject Tags:

Migrant workers

Slug

migrant-workers

Identifier

681

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Europe and Central Asia

Region Image

Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Disabled people’s inclusion within UK technical and vocational education and training

Type:

Document

Content Type:

															Disabled people’s inclusion within UK technical and vocational education and training
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

Thumbnail

Identifier

skpOSource

Slug

other-sources

Topics:

People with disabilities

Thumbnail

Of an estimated 1 billion people with disabilities in the world today, some 785 million are of working age. While many are successfully employed and fully integrated into society, most face a disproportionate level of poverty and unemployment. This is a massive loss both to them and their countries. A strategy of including people with disabilities in training and employment promotion policies, combined with targeted supports to ensure their participation, can help disabled persons obtain productive mainstream employment.

Identifier

skpPeoDis

Slug

people-with-disabilities

Knowledge Products:

Research papers

Thumbnail

Identifier

skpRPS

Slug

research-papers

Publication Date:

29 Oct 2018

Open

edmsp1_226824.pdf

This report explores a range of TVET models that ensure good learning outcomes associated with meaningful employment for disabled people. It includes case studies from policy and practice that illustrate successful UK approaches, provides analysis and makes recommendations to the relevant stakeholders. This report also highlights UK approaches to other countries. The benefits of effective skills development for people facing disability-related barriers include improved income, health and well-being for individuals and broader social and economic benefits.

This report provides a summary and analysis of a range of models of technical and vocational education and training (TVET) where an objective evidence base, qualitative data and/or expert opinion from within the skills sector make a strong case for their inclusion. It also outlines principles for effective provision, largely drawn from codes of practice setting out the legislative and policy framework in the UK.

These principles include:
• High quality provision to meet the needs of young disabled people, including those with special educational needs.
• A focus on innovative inclusive teaching practice and removing barriers to learning.
• Personalised support.
• Supporting successful preparation for adulthood.
• Effective early engagement of employers and an emphasis on work-based learning.
• High expectations and aspirations for young disabled people.

The report outlines a number of areas for continued focus and improvement. These include:
• Creating fair and effective funding for students with the highest needs.
• Investing in independence for 19 to 25 year olds.
• Personalised careers education, advice and guidance.
• Increased employment opportunities.

It also makes specific recommendations for governments, learning providers and employers.

Subject Tags:

People with disabilities

Slug

people-with-disabilities

Identifier

323

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Europe and Central Asia

Region Image

Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Taking a whole of government approach to skills development

Type:

Document

Content Type:

Taking a whole of government approach to skills development

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

Thumbnail

Identifier

skpILO

Slug

ilo

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

Topics:

Monitoring and evaluation

Thumbnail

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

Identifier

skpPolPer

Slug

monitoring-and-evaluation

Knowledge Products:

Research papers

Thumbnail

Identifier

skpRPS

Slug

research-papers

Publication Date:

17 Oct 2018

Open

edmsp1_226032.pdf

The publication focuses primarily on the interaction between government ministries and agencies at national and subnational levels, examining how governments can work to coordinate technical and vocational education and development (TVET) and skills development across relevant policy domains. The overarching research question which is being asked is: Does the adoption of interministerial coordination mechanisms assist in the achievement of TVET and skills development policy objectives?

This publication attempts to answer that question through synthesizing evidence on interministerial TVET coordination mechanisms from a range of countries, using a combination of desk research and country case studies. In doing so, it sets out six broad models. Two country case studies are developed for each. They examine instances where responsibility for TVET and skills development is:
- Type 1: led by the ministry of education (MoE) or equivalent body, as in the Russian Federation and Turkey.
- Type 2: led by the ministry of labour (MoL) or equivalent body, as in Malawi and Tunisia.
- Type 3: led by a dedicated TVET ministry, as in India and Burkina Faso.
- Type 4: led by a TVET focused government agency or non-departmental public body, as in Jamaica and the Philippines.
- Type 5: overseen by a coordinating council or similar body placed higher than the relevant departments, as in France and Bangladesh.
- Type 6: disaggregated across line ministries without a permanent centralized coordination mechanism, as in the Republic of Korea and Canada.

The purpose of the case studies was first, to identify the specific trigger points that lead to changes in the use or effectiveness of inter-ministerial coordination mechanisms, and second, to assess the extent to which these inter-ministerial coordination mechanisms have played a role in strengthening the foundational requirements of an effective TVET and skills development system in each country.

Subject Tags:

Development policy

Slug

development-policy

Identifier

136

Governance

Slug

governance

Identifier

283

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Regions:

Global

Teachers and Trainers Matter

Type:

Document

Content Type:

Teachers and Trainers Matter

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

Thumbnail

Identifier

skpOSource

Slug

other-sources

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

Knowledge Products:

Research papers

Thumbnail

Identifier

skpRPS

Slug

research-papers

Publication Date:

21 Sep 2018

Open

Teachers and Trainers Matter

How to support them in high-performance apprenticeships and work-based learning.

This report shows examples on how to develop work-based learning and apprenticeships systems. Prepared by the group of experts 'ET 2020 Working Group on Vocational Education and Training', the document highlights 12 policy pointers and inspirational examples to strengthen support for teachers and trainers in the vital role that they play.

Subject Tags:

Apprenticeships

Slug

apprenticeships

Identifier

639

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Work-based learning

Slug

work-based-learning

Identifier

679

Regions:

Global

WorldSkills General Assembly 2018

Kind:

Event

Start Date:

15 Oct 2018

End Date:

17 Jun 2026

Event Location:

Amsterdam, The Netherlands

EventType:

Event

Language:

English

Slug

english

Identifier

skpEng

Language Version:

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

Topics:

Access to training

Thumbnail

Identifier

skpATSU

Slug

access-to-training

Lifelong learning

Thumbnail

There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

Identifier

skpPSLLL

Slug

lifelong-learning

Knowledge Products:

Uniting for Youth: Building networks for innovative skills solutions

Aligning with WorldSkills’ Vision 2025, WorldSkills General Assembly 2018 will incorporate engagement and input from external stakeholders. This will be realized by transitioning from the WorldSkills Leaders Forum to the WorldSkills Conference guided by the WorldSkills Conference Coalition, hosting working group discussions related to WorldSkills’ focus areas, and increasing the structure and profile of the Marketing and Communications areas.

Be a part of developing education, skills, and jobs for youth. Network with the stakeholders of the WorldSkills Conference 2018 during WorldSkills General Assembly 2018. Discuss, explore, and shape answers and solutions together to the questions and challenges you are facing. Answers and solutions which you can use to develop your own national Vocational, Education, and Training, and Skills systems further. Together we can shape a new (inter)national future of skills in our world.

To register and learn more, click on the link provided below.

WorldSkills General Assembly 2018

Subject Tags:

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills indicators

Slug

skills-indicators

Identifier

653

Regions:

Global

Countries and territories:

Economic groups:

Does work-based learning facilitate transitions to decent work?

Type:

Document

Content Type:

Does work-based learning facilitate transitions to decent work?

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Youth employability

Thumbnail

Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.

Identifier

skpYoEmp

Slug

youth-employability

Knowledge Products:

Research papers

Thumbnail

Identifier

skpRPS

Slug

research-papers

Publication Date:

06 Aug 2018

Open

edmsp1_221424.pdf

ILO Employment Working Paper No. 242 In 2012, the International Labour Conference issued a resolution with a call for action to tackle the unprecedented youth employment crisis through a set of policy measures. The resolution provides guiding principles and a package of inter-related policies for countries wanting to take immediate and targeted action to address the crisis of youth labour markets.

This paper, is part of follow-up action on knowledge building co-ordinated by the ILO’s Youth Employment Programme (YEP). In the current global context of complex economic challenges, skills and employability have emerged as a key priority for policy makers. In this context, the need for more effective work-based learning practices has become increasingly important.

This paper examines the different forms of work-based learning, and takes stock of available data on the labour market impact on such schemes where they exist. It considers structured apprenticeships, internships, traineeships and other programmes that include a work-based learning component. The paper finds evidence of positive impacts of formal structured work-based learning, and argues that future efforts should encourage engagement with private sector firms in creating and expanding such structured opportunities for young people.

Subject Tags:

Apprenticeships

Slug

apprenticeships

Identifier

639

Internships

Slug

internships

Identifier

648

School-to-work transition

Slug

school-to-work-transition

Identifier

652

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Regions:

Global

Journée internationale de l'alphabétisation

Kind:

Event

Start Date:

08 Sep 2018

End Date:

17 Jun 2026

Event Location:

Worldwide

EventType:

Event

Language:

French

Slug

french

Identifier

skpFrn

Language Version:

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

Topics:

Lifelong learning

Thumbnail

Identifier

skpPSLLL

Slug

lifelong-learning

Youth employability

Thumbnail

Identifier

skpYoEmp

Slug

youth-employability

Knowledge Products:

Thème 2018: Alphabétisation et développement des compétences

Le 8 septembre 2018, la Journée internationale de l'alphabétisation sera célébrée dans le monde entier sous le thème « Alphabétisation et développement des compétences». Malgré les progrès réalisés, des problèmes d'alphabétisation persistent et les exigences en termes de compétences requises pour le travail évoluent rapidement.

Cette année, la Journée de l’alphabétisation examine et met en évidence des approches intégrées qui peuvent simultanément soutenir le développement de l'alphabétisation et des compétences, pour améliorer la vie et le travail et contribuer à rendre les sociétés équitables et durables

Journée internationale de l'alphabétisation

Subject Tags:

Community development

Slug

community-development

Identifier

126

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills utilization

Slug

skills-utilization

Identifier

685

Regions:

Global

Countries and territories:

Economic groups:

International Literacy Day

Kind:

Event

Start Date:

08 Sep 2018

End Date:

17 Jun 2026

Event Location:

Worldwide

EventType:

Event

Language:

English

Slug

english

Identifier

skpEng

Language Version:

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

Topics:

Lifelong learning

Thumbnail

Identifier

skpPSLLL

Slug

lifelong-learning

Youth employability

Thumbnail

Identifier

skpYoEmp

Slug

youth-employability

Knowledge Products:

2018 Theme: Literacy and skills development

On 8 September 2018, International Literacy Day will be celebrated around the world with the theme ‘Literacy and skills development’. Despite progress made, literacy challenges persist, and at the same time the demands for skills required for work, evolve rapidly.

This year, ILD explores and highlights integrated approaches that simultaneously can support the development of literacy and skills, to ultimately improve people’s life and work and contribute to equitable and sustainable societies.

International Literacy Day

Subject Tags:

Community development

Slug

community-development

Identifier

126

Lifelong learning

Slug

lifelong-learning

Identifier

400

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills utilization

Slug

skills-utilization

Identifier

685

Regions:

Global

Countries and territories:

Economic groups:

SKILLS Panorama

Type:

Document

Content Type:

SKILLS Panorama

Language:

English

Slug

english

Identifier

skpEng

Sources:

TVET institutions

Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.

Thumbnail

Identifier

skpTVET

Slug

tvet-institutions

Topics:

Access to training

Thumbnail

Identifier

skpATSU

Slug

access-to-training

Knowledge Products:

Statistical information

Data produced by the international organizations and countries on trends in skills provision, demand, and employment outcomes to help inform policy-making and monitoring processes.

Thumbnail

Identifier

skpStatInfo

Slug

statistical-information

Publication Date:

27 Jul 2018

Open

edmsp1_221037.htm

Inspiring choices on skills and jobs in Europe Skills Panorama turns labour market data into accurate and timely intelligence to offer new insights into skill needs in the European Union.

Labour markets and skill needs are constantly evolving. Skills Panorama helps policy-makers, policy-experts, researchers and guidance practitioners to keep up with the latest developments, make useful comparisons to previous trends or identify anticipated changes. Skills Panorama aims to foster the development or improvement of skill needs assessment and anticipation; which in turn, is a milestone for education and training systems becoming more responsive to labour market needs; and for better matching of skill supply and demand across the EU.

Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.

Subject Tags: