Skills mismatch

Developing skills foresights, scenarios and forecasts: Guide to anticipating and matching skills and jobs - Volume 2

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															Developing skills foresights, scenarios and forecasts: Guide to anticipating and matching skills and jobs - Volume 2
													

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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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ilo

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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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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

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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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research-papers

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other-knowledge-products

Publication Date:

19 Oct 2016

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wcmstest4_183890.pdf

This guide covers the development of skills foresights, scenarios and skills forecasts, and aims to support setting up skills forecasting systems at national level by means of quantitative and/or qualitative approaches. The guide is built on a number of experiences and case studies in both developed and developing countries. It proposes a set of instruments devised to help guide new initiatives in this area.

The guide is intended specifically for countries which are starting to develop systems of skill needs anticipation. It provides information for sponsors and implementers of skill needs anticipation initiatives, such as policy-makers, education and training providers, public employment services, social partners and research and specialist organisations.

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Skills and training policy

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skills-and-training-policy

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666

Skills anticipation

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skills-anticipation

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677

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skills-mismatch

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654

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Global

Understanding the potential impact of skills recognition systems on labour markets: Research report

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															Understanding the potential impact of skills recognition systems on labour markets: Research report
													

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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Lifelong learning

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

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lifelong-learning

Research papers

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research-papers

Publication Date:

18 Oct 2016

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wcmstest4_183285.pdf

Provides analytical research on the labour market impact of skills recognition systems, in particular, in matching skills and jobs. Formal education and training systems are not the only ways in which people develop skills. In many cases, this happens through informal or non-formal learning or people acquire them outside the country in which they work. Employers may not easily recognize skills attained this way, and individuals possessing such uncertified skills are at a disadvantage while finding a job, progressing in their careers or securing a wage increase. The fact that these skills are invisible magnifies the challenge of skills under-utilization and mismatch, and contributes to higher unemployment, poverty and inequality.

The task of skills recognition systems is to make such uncertified skills visible. This research focuses on analysing whether skills recognition improves skills utilization, reduces skills mismatch and alleviates unemployment, poverty and inequality.

The development of skills recognition systems gives rise to a number of challenges that may have a negative impact on effectiveness and a return on investment in these systems. The research brings numerous examples on how can these challenges be addressed in the design, implementation or upgrading of skills recognition systems.

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Skills and training policy

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skills-and-training-policy

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666

Skills mismatch

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skills-mismatch

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654

Skills recognition

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skills-recognition

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656

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Global

Employment and skills strategies in Southeast Asia: Setting the Scene

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Document

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Employment and skills strategies in Southeast Asia: Setting the Scene

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English

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english

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skpEng

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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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international-organizations

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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Research papers

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research-papers

Publication Date:

12 Oct 2016

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wcmstest4_183284.pdf

The Southeast Asian region has experienced some of the highest growth rates in the world, with investments in skills playing a significant role in helping national economies to adjust to changes in working practices, advances in technology, and challenges associated with globalisation. In some countries this process has been more successfully managed and significant advances have been achieved in growth rates and employment levels, but in others it has resulted in stagnation of economic sectors, underemployment, rising unemployment levels and social exclusion for large sections of the society.

This report identifies and discusses employment and skills strategies in Southeast Asia. The report is divided into five sections. Section two, following the introduction, discusses the economic and labour market context. Section three discusses key issues for employment and skills development. Section four discusses policy responses and initiatives; and section five briefly suggests key issues of employment and skills development in Southeast Asia for further discussion and analysis.

DOI: 10.1787/5kmbjglh34r5-en

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Skills and training policy

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skills-and-training-policy

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666

Skills mismatch

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skills-mismatch

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654

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Asia and the Pacific

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Is there a size-induced market failure in skills training?

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Is there a size-induced market failure in skills training?

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English

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english

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skpEng

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Other sources

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other-sources

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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

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Research papers

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research-papers

Publication Date:

03 Oct 2016

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wcmstest4_182883.pdf

A skilled and educated workforce can support the competitiveness of enterprises of all sizes. However, smaller firms may face greater challenges in developing human capital. This report explores the differences between smaller and larger firms in offering skills training and in hiring workers with more formal education. Drawing on a dataset of enterprises in five Asian countries, the report finds major size-based differences in education and training. While smaller firms train less, they also are less inclined to view an inadequately skilled workforce as a major constraint on their operations. It may be that smaller firms are content to occupy niches in a low-skills equilibrium. The empirical results do offer the possibility, however, that a size-induced market failure in skills training may coexist with a lower regard for skills. The policy implications are not only that governments can reduce the costs for firms to train, but also that micro and small firms need to be sensitized to the benefits of skills upgrading.

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Access to training

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access-to-training

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683

Enterprises

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enterprises

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175

Private sector

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private-sector

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229

Skills mismatch

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skills-mismatch

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654

Small enterprises

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small-enterprises

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181

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Asia and the Pacific

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Accounting for mismatch in low- and middle-income countries: Measurement, magnitudes, and explanations

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Document

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															Accounting for mismatch in low- and middle-income countries: Measurement, magnitudes, and explanations
													

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English

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english

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skpEng

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skpIntOrg

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international-organizations

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Access to training

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skpATSU

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access-to-training

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Research papers

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skpRPS

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research-papers

Publication Date:

21 Sep 2016

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wcmstest4_182092.pdf

To stimulate economic advancement, low- and middle-income countries need well-educated and trained workforces to fill the types of skilled jobs that drive economic growth. Improving educational quality and attainment and providing better training are all rightly put forth as policy recommendations to leverage economic growth and job creation. However, new findings based on large scale surveys of adult skills from the World Bank Group’s STEP (Skills toward Employment and Productivity) Skills Measurement Program suggest that many workers are overqualified for their current jobs (based on the education those jobs require). The results of this study suggest that countries may not reap as much benefit from their investments in quality education and training if weak job creation leaves workers’ skills underutilized.

Most of the literature on mismatch focuses on higher-income countries and rates of over-education among college graduates. This report uses new STEP Skills Survey data from 12 low- and middle-income countries, representing a range of economic and educational and training climates, to better understand the scope and patterns of education and skills mismatch. STEP collects information not only on workers’ level of education and employment status, but also on the types, frequency, and durations of tasks they carry out at their jobs as well as some of the cognitive skills they use. The study also explores additional factors such as gender, health, career stage, and participation in the informal labor sector that may help explain the degree of mismatch rates. The study’s findings indicate that over-education is common in low and middle income countries with both lower and higher rates of educational attainment. There is also evidence that over-educated tertiary workers do not use all of their skills, potentially wasting valuable human capital and educational resources.

Aimed at policy makers, business and education leaders, and employers, this study suggests that job growth must go hand-in-hand with investments in education and training.

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Skills and training policy

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skills-and-training-policy

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666

Skills mismatch

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skills-mismatch

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654

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Working at sectoral level: Guide to anticipating and matching skills and jobs - Volume 3

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Document

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															Working at sectoral level: Guide to anticipating and matching skills and jobs - Volume 3 
													

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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other-sources

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Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

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

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Other knowledge products

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other-knowledge-products

Research papers

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research-papers

Publication Date:

21 Sep 2016

Open

wcmstest4_182093.pdf

This guide addresses methods, processes and institutional mechanisms of skills identification and anticipation at sectoral level.

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Sectoral approaches

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sectoral-approaches

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676

Skills anticipation

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skills-anticipation

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677

Skills mismatch

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skills-mismatch

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654

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Global

Bangladesh: Looking beyond garments - Employment diagnostic study

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Document

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Bangladesh: Looking beyond garments - Employment diagnostic study

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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other-sources

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Career guidance and employment services

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

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

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skpLMIES

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career-guidance-and-employment-services

Sectoral approaches

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skpSectApr

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sectoral-approaches

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Research papers

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research-papers

Publication Date:

12 Sep 2016

Open

wcmstest4_181481.pdf

While increasing employment opportunities benefits the poor, it is essential to shift workers to more highly productive sectors through structural economic transformation.

Economic growth in Bangladesh, above 6% in most years since the 2000s, has been on the fast track since the 1990s. Not many developing countries, especially the least developed, have been able to achieve this consistently for such a long period. Yet despite the jobs generated in the export-oriented readymade garment industry, the fruits of growth have not been widely shared.

This joint study by the Asian Development Bank and the International Labour Organization examines the nature and magnitude of the employment challenge Bangladesh faces. It looks at the nature of productive employment and its role in transmitting the benefits of growth into incomes for the poor, thus reducing poverty. It also examines the importance of overseas employment, changing gender roles in employment in Bangladesh, quality of education, and skills development.

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Skills and training policy

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skills-and-training-policy

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666

Skills mismatch

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skills-mismatch

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654

Women

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women

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318

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Asia and the Pacific

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Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty. A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds.

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3).

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market. Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups.

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020. Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level.

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.

Sources

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

Questions and answers on the skills for green jobs challenge

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Document

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Questions and answers on the skills for green jobs challenge

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English

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english

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skpEng

Sources:

ILO

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skpILO

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ilo

Topics:

Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

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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promotional-material

Publication Date:

01 Sep 2016

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wcmstest4_180891.htm

Developing new skills or upgrading existing ones is the key to unlocking the potential of green jobs. The Green Jobs Initiative of the ILO, the UN Environmental Programme, the International Organisation of Employers (IOE) and the International Trade Union Confederation (ITUC) has been working to turn this potential into reality since 2008. ILO News talks to Olga Strietska-Ilina, Skills Development Specialist with ILO’s Skills and Employability Department, about a new landmark ILO study developed together with the European Centre for the Development of Vocational Training (Cedefop) on skill needs for greener economies. Click on the link below to access the full interview.

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Green jobs

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green-jobs

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623

Green skills

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green-skills

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645

Skills mismatch

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skills-mismatch

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654

Regions:

Global

Skills guarantee (Video)

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Document

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Skills guarantee (Video)

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English

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english

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skpEng

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Other sources

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other-sources

Topics:

Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

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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skpAIM

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promotional-material

Publication Date:

29 Aug 2016

Open

wcmstest4_180883.htm

The Skills Guarantee is one of 10 actions included in the New Skills agenda for Europe and aims to help low-skilled adults acquire a minimum level of literacy, numeracy and digital skills and progress towards an upper secondary qualification.

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Skills and training policy

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skills-and-training-policy

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666

Skills mismatch

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skills-mismatch

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654

Skills re-training

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skills-re-training

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655

Skills upgrading

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skills-upgrading

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657

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Inspiring growth

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Document

Content Type:

Inspiring growth

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English

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english

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skpEng

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Employers' organizations

Employers invest in training in order to improve productivity, innovate and adopt new technologies, and compete in changing markets. Case studies and research from individual employers and associations of employers on the Global KSP deal with apprenticeship and workplace skills provision, quality assurance and governance of training institutions, and employers’ roles in anticipating skill needs and in influencing national and sector policies on skills development.

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employers-organizations

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Anticipating and matching skills needs

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skpAFSN

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anticipating-and-matching-skills-needs

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Research papers

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skpRPS

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research-papers

Publication Date:

24 Aug 2016

Open

wcmstest4_180489.pdf

CBI/Pearson education and skills survey 2015

The eighth CBI education and skills survey, run in partnership with Pearson, was conducted against the backdrop of strengthening economic growth and rising employment. The survey provides a guide to trends in business opinion and practice across a wide range of education and skills issues.

The survey was conducted in spring 2015, with responses received form more than 300 organisations, collectively employing more than 1.2 million people.

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