Skills and training policy

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skills-and-training-policy

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666

Work, train, win: Work-based learning design and management for productivity gains

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Document

Content Type:

															Work, train, win: Work-based learning design and management for productivity gains 
													

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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skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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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

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research-papers

Publication Date:

20 Jun 2016

Open

wcmstest4_177065.pdf

Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a given skill set might be unattractive for learners and waste public resources, but a scheme that is too short will fail to attract employer interest. Ensuring that the design of work-based learning schemes balances the interests of both employer and trainee is key to successful implementation. Carefully organising what trainees do while in the workplace and integrating learning into productive work can yield higher benefits for firms, while maintaining the quality of learning. Strengthening capacity within firms to effectively manage work-based learning can help achieve this. Enhancing that capacity, for example through training for trainee supervisors can help employers reap more benefits from work-based learning schemes while meeting quality requirements.

This paper aims to inform policy makers and practitioners, including firms delivering work-based learning and education and training institutions, about how to design and manage effective work-based learning. It explores the issues linking work-based learning and productivity through analysis of the underlying factors driving the use of work-based learning, and setting out a framework that identifies policy pointers. It draws on various strands of the literature, in particular the economics of apprenticeships and empirical research exploring how productivity evolves during training and apprenticeships.

DOI: 10.1787/5jlz6rbns1g1-en

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills upgrading

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skills-upgrading

Identifier

657

Regions:

Global

Questions and answers: How a sectoral approach to skills development helps contribute to productive and competitive economies

Type:

Document

Content Type:

															Questions and answers: How a sectoral approach to skills development helps contribute to productive and competitive economies
													

Language:

English

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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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skpILO

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ilo

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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:

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:

13 Jun 2016

Open

wcmstest4_176463.pdf

Helping enterprises find workers with the right skills, and ensuring that workers acquire the skills they need to find productive employment is a key to unlocking the door to economic prosperity and building inclusive societies. A methodology developed and being implemented by the ILO contributes to export growth, economic diversification and decent jobs by taking a sectoral approach to skills training and development. By adopting a forward-looking perspective, the intervention anticipates a sector’s development and growth opportunities based on its global competitive position and market development and anticipates the skills that the sector most needs to strengthen for future success. An equally important step in the process involves analysing current skills supply and demand. Together, these steps help to identify existing and anticipated skills shortages, and to plot a path to avoiding skills mismatches that contribute to unemployment.

The Global Skills for Employment Knowledge Sharing Platform (Global KSP) spoke with ILO Skills Specialist Cornelius Gregg about the impact of this intervention and how it differs from traditional forms of skills development and contributes to economic growth and productivity.

Download the complete Q&A in PDF.

Subject Tags:

Sectoral approaches

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sectoral-approaches

Identifier

676

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills mismatch

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skills-mismatch

Identifier

654

Trade

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trade

Identifier

250

Vocational training

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vocational-training

Identifier

124

Regions:

The labour market story: Skills for the future

Type:

Document

Content Type:

The labour market story: Skills for the future

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

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skpGov

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governments

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.

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skpAFSN

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anticipating-and-matching-skills-needs

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

16 Jun 2016

Open

wcmstest4_177056.pdf

This paper covers the supply of skills and mismatches between supply and demand for skills in the United Kingdom. It provides an analysis of the stock of skills in the labour market and identifies skills gaps, shortages, under-use and mismatches in an increasingly polarised labour market. It explores the nature and extent of skills mismatches and considers how employers, individuals and the state are investing to overcome these. The paper argues that employers need to be more involved in designing education and training courses.

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills anticipation

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skills-anticipation

Identifier

677

Skills mismatch

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skills-mismatch

Identifier

654

Regions:

Europe and Central Asia

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Countries and territories:

United Kingdom of Great Britain and Northern Ireland

Chile: Better skills for inclusive growth

Type:

Document

Content Type:

Chile: Better skills for inclusive growth

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

27 May 2016

Open

wcmstest4_175464.pdf

Improving education and skills is the linchpin to reduce income inequality and boost productivity growth. This paper argues that to improve, and make better use of, the skills of the labour force, Chile could gain a lot from a comprehensive and consistent Skills Strategy along three pillars: developing, activating and using skills effectively. Chile has made tremendous progress over the last decades attracting more students to the education system. Yet, educational outcomes remain below OECD standards, and are strongly linked to students’ socio-economic status. Improving the quality and equity of education would help achieve stronger productivity growth and make Chile a more inclusive country.

Therefore, Chile should set the goal of attaining universal skills by 2030. Reaching this goal requires investing more in early childhood education, making schools more inclusive and reshaping teacher careers. Chile also needs to improve access to quality tertiary education for students from medium and low socio-economic backgrounds. Finally, in terms of activating and using skills effectively, a key goal should be to reduce skill mismatch, which contributes to low productivity growth. This requires more flexible labour markets, investing more in vocational education and training, and promoting the participation of more women in the fields of engineering and computer science.

DOI: 10.1787/5jm0xdwm456l-en

Subject Tags:

Economic growth

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economic-growth

Identifier

166

Inclusion

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inclusion

Identifier

665

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Americas

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Countries and territories:

Chile

Skills for Trade and Economic Diversification (STED) in Egypt the case of the: Food processing sector

Type:

Document

Content Type:

															Skills for Trade and Economic Diversification (STED) in Egypt the case of the: Food processing sector
													

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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Identifier

skpSectApr

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sectoral-approaches

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

20 May 2016

Open

wcmstest4_158256.pdf

This report presents an application of the ILO’s Skills for Trade and Economic Diversification (STED) methodology to the food processing sector of Egypt’s economy. STED is a sector-based approach to identifying and anticipating the strategic skills needs of internationally tradable sectors. The food processing sector is one of Egypt’s leading export sectors. It has grown rapidly since the early 2000s, principally through serving markets in the Arab/MENA (Middle East and North Africa) region, including its own domestic market. The sector has been selected due to its large employment share, potential for growth in regional trade, and positive effects for backward linkages to the agricultural sector.

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Food

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food

Identifier

603

Food and beverage industries

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food-and-beverage-industries

Identifier

213

Skills and training policy

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skills-and-training-policy

Identifier

666

Regions:

Africa

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Countries and territories:

Egypt

Skills for trade and economic diversification (STED) in Egypt the case of the: Furniture industry

Type:

Document

Content Type:

															Skills for trade and economic diversification (STED) in Egypt the case of the: Furniture industry
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Anticipating and matching skills needs

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Identifier

skpAFSN

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anticipating-and-matching-skills-needs

Sectoral approaches

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Identifier

skpSectApr

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sectoral-approaches

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

20 May 2016

Open

wcmstest4_175261.pdf

This report presents an application of the International Labour Organization’s (ILO) Skills for Trade and Economic Diversification (STED) methodology as applied to the furniture industry of Egypt’s economy.

This report describes the furniture industry in Egypt, highlights the findings of the STED analysis conducted in 2014, including a skills establishment survey, and presents conclusions, strategies and recommendations based on stakeholder consultations and a final validation workshop on how to further develop the industry.

Subject Tags:

Economic growth

Slug

economic-growth

Identifier

166

Sectoral approaches

Slug

sectoral-approaches

Identifier

676

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills anticipation

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skills-anticipation

Identifier

677

Vocational training

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vocational-training

Identifier

124

Regions:

Africa

Region Image

Countries and territories:

Egypt

Avances y retos en la formación para el trabajo en Colombia

Type:

Document

Content Type:

Avances y retos en la formación para el trabajo en Colombia

Language:

Spanish

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spanish

Identifier

skpEsp

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.

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skpOSource

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other-sources

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

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

20 May 2016

Open

wcmstest4_175263.pdf

Este documento examina el sistema de formación para el trabajo en Colombia. Su definición de formación para el trabajo incorpora distintas modalidades que se ofrecen actualmente en el país. En primer lugar, contempla la formación que se ofrece en el sistema de educación formal, a través de los programas de educación media técnica (en los dos últimos grados de la secundaria) y los programas de educación superior conducentes a títulos Técnicos y Tecnológicos (TyT). También contempla la oferta de programas de formación para el trabajo que están fuera del sistema formal de educación, como son los cursos de capacitación y los contratos de aprendizaje.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

School-to-work transition

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school-to-work-transition

Identifier

652

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills upgrading

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skills-upgrading

Identifier

657

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Americas

Region Image

Countries and territories:

Cambodia

Educación técnico profesional en Chile

Type:

Document

Content Type:

Educación técnico profesional en Chile

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Sources:

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

20 May 2016

Open

wcmstest4_175265.pdf

La nota se organiza de la siguiente manera. En la primera sección se describe el marco institucional y legal de la educación técnico profesional (ETP), como escenario donde los jóvenes toman decisiones que redundarán en resultados en el mercado laboral y donde la política pública tendrá un rol. En la sección 4, se plantea justamente el rol de la política pública en la ETP, los avances de los últimos años y los desafíos tanto en la EMTP como en la Educación Superior Técnico Profesional (ESTP) y la transición entre ambas, destacando espacios de mejoras para la política pública, y aspectos transversales para articular y coordinar. En la sección 5, se describen las prioridades del gobierno en el área. En la sección 6, se plantean opciones y recomendaciones de política. Y finalmente, se resumen riesgos y matriz de resultados.

Subject Tags:

Education and training

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education-and-training

Identifier

116

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Vocational training

Slug

vocational-training

Identifier

124

Youth

Slug

youth

Identifier

319

Regions:

Americas

Region Image

Countries and territories:

Chile

Investing in the future: Creating opportunities for young rural people

Type:

Document

Content Type:

Investing in the future: Creating opportunities for young rural people

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

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.

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skpREmpl

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rural-employment

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

17 May 2016

Open

wcmstest4_174871.pdf

This paper reviews the situation of rural youth in developing countries and presents options for improving their livelihoods in the face of the many growing challenges they face. The main geographical focus of this research is sub-Saharan Africa and the Near East and North Africa.

Subject Tags:

Disadvantaged youth

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disadvantaged-youth

Identifier

663

Employability

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employability

Identifier

643

Rural development

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rural-development

Identifier

152

Rural employment

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rural-employment

Identifier

670

Rural workers

Slug

rural-workers

Identifier

637

Skills and training policy

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skills-and-training-policy

Identifier

666

Youth

Slug

youth

Identifier

319

Regions:

Africa

Region Image

Youth employment and the future of work

Type:

Document

Content Type:

Youth employment and the future of work

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Youth employability

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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:

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

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

17 May 2016

Open

wcmstest4_174870.pdf

Young people are particularly vulnerable to fluctuations in economic trends. Youth employment is therefore high on the policy agenda of those concerned with promoting social inclusion. While youth-targeted employment policies tend to combine both demand-side and supply-side approaches, it is important to recognise that traditional notions of ‘work’ have more recently been challenged and reconceptualised. The old assumptions about gender roles, ‘job security’ and ‘planned careers’ have thus been transformed by the profound economic and social changes of recent decades.

The essays collected in this publication were developed from papers first delivered at a research seminar on youth employment organised by a partnership between the Council of Europe and the European Commission in the field of youth. They represent a diverse and, at times, provocative collection of analytic snapshots of the position of young people on the European labour market.

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