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Skills utilization

Slug
skills-utilization
Identifier
685

Policy brief: Effective governance and coordination in skills systems: Towards a lifelong learning ecosystem

Policy brief: Effective governance and coordination in skills systems: Towards a lifelong learning ecosystem

Type:
Document
Content Type:
Policy brief: Effective governance and coordination in skills systems: Towards a lifelong learning ecosystem
Language:

English

Slug
english
Identifier
skpEng
Sources:

ILO

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

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Identifier
skpILO
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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
Slug
lifelong-learning
Knowledge Products:

Policy and strategy

Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work.  Concise syntheses of experience from the international organizations.

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Identifier
skpPolOp
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policy-and-strategy
Publication Date:
17 Sep 2020
Open
edmsp1_267624.pdf
Effective governance and coordination are key elements of successful skill systems. Whilst coordination is an important factor, it needs to operate alongside other key conditions to strengthen governance. When multi-level governance is supported by effective communication, sustainable financing and effective coordination, it has the best chance of supporting the establishment of an LLL ecosystem that enables individuals and enterprises to more effectively navigate the world of work and learning. This policy brief revies the key issues that affect governance and coordination in skill systems and proposes a number of measures and principles through which reforms can take place. It has drawn on recent research by the ILO, UNESCO and other international organisations to highlight the importance of coordination and demonstrates how more effective coordination can have tangible positive effects on governance and key areas of policy and practice in skill systems.
Subject Tags:

Governance

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governance
Identifier
283

Lifelong learning

Slug
lifelong-learning
Identifier
400

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:

Skills Demand and Utilisation

Skills Demand and Utilisation

Type:
Document
Content Type:
Skills Demand and Utilisation
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
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international-organizations
Topics:

Other topic

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Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

Research papers

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

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Identifier
skpRPS
Slug
research-papers
Publication Date:
05 Apr 2021
Open
edmsp1_275224.pdf
In recent times the ambit of skills policy has broadened. The recent preoccupation with supply side issues (e.g. increasing the number of citizens with higher level qualifications), in particular, is being questioned. Demand side matters (e.g. how employers develop and use skills) are now increasingly recognised as being of equal significance. This paper addresses two questions: How can skills demand and skills utilisation be best measured at the local level? What efforts to improve skills utilisation at the local and regional level have been undertaken in OECD countries in recent times?
Subject Tags:

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:

Skills in Business: the role of business strategy, sectoral skills development and skills policy

Skills in Business: the role of business strategy, sectoral skills development and skills policy

Type:
Document
Content Type:
Skills in Business: the role of business strategy, sectoral skills development and skills policy
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

Other topic

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Identifier
skpOIssue
Slug
other-topic
Knowledge Products:

Research papers

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

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Identifier
skpRPS
Slug
research-papers
Publication Date:
05 Apr 2021
Open
edmsp1_275225.pdf
This new book makes its own genre in the skills debate and research, combining research disciplines at different levels, namely theoretical concepts, practice in enhancing performance, organisational strategy and national skills policies. It begins by challenging the poor record of public skills policies that are often derived from human capital theory. The book argues that the days for relying on market failure for providing intellectual input into skills policies are numbered. The nature of a contemporary and forward-looking skills policy is about understanding skills in the context of business strategy, the nature of the productive system, work practices and skills utilisation at the workplace. Thus, skills policies are no longer solely about training and qualifications. It should also be (if not more so) about using sector-based policies to create a set of 'institutional logics' that shape business decisions and employers' competitive behaviour. The book has an in-depth critique of the development of skills policies, a (new) strategic skills model that identifies the fundamental drivers for high skills utilisation, case studies for high performance working as well as an analytical framework for a sectoral approach to skills development for public policy-making. This book was published in November 2014. The attached (free) chapter is the introduction to the book which gives the reader a good idea about the content of the book.
Subject Tags:

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:

How are young graduates settling into the labour market?

How are young graduates settling into the labour market?

Type:
Document
Content Type:
How are young graduates settling into the labour market?
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

Other topic

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Identifier
skpOIssue
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other-topic

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:

Research papers

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

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Identifier
skpRPS
Slug
research-papers
Publication Date:
28 Aug 2020
Open
edmsp1_266827.pdf
Education indicators in focus. August 2020, #76 The transition from tertiary education to work involves substantial uncertainty and changes between education programmes, jobs and industries. The current major disruption in the labour market is only going to increase this uncertainty, making it essential for graduates to be prepared for it. Graduates with more dynamic career trajectories are more likely to include interpersonal skills in their professional profiles. This confirms the need for higher education institutions to pursue their efforts to develop a comprehensive skill set for their graduates, including technical skills and also interpersonal skills.
Subject Tags:

School-to-work transition

Slug
school-to-work-transition
Identifier
652

Skills utilization

Slug
skills-utilization
Identifier
685

Soft skills

Slug
soft-skills
Identifier
678
Regions:

OECD Social, Employment and Migration Working Papers No. 242

OECD Social, Employment and Migration Working Papers No. 242

Type:
Document
Content Type:
OECD Social, Employment and Migration Working Papers No. 242
Language:

English

Slug
english
Identifier
skpEng
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

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. 
 

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:

Research papers

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

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Identifier
skpRPS
Slug
research-papers
Publication Date:
25 Jun 2020
Open
edmsp1_263241.pdf
Who can log in? The importance of skills for the feasibility of teleworking arrangements across OECD countries COVID-19 lockdowns have radically changed the working arrangements for millions of workers. But who are the workers best positioned to work from home? Drawing on data from the OECD Survey of Adult Skills (PIAAC), we show that workers possessing higher levels of skills are significantly more likely to telework in OECD countries. We show that while 30% of workers could telework across the OECD, the likelihood decreases for workers without tertiary education and with lower levels of numeracy and literacy skills. The findings raise important questions with respect to the extent to which the pandemic could exacerbate existing labour market inequalities, and the extent to which these inequalities could further worsen amidst intensified technology adoption in the pandemic’s aftermath.
Subject Tags:

Internet

Slug
internet
Identifier
347

Skills utilization

Slug
skills-utilization
Identifier
685

Technology

Slug
technology
Identifier
345

Transferable skills

Slug
transferable-skills
Identifier
660
Regions:

World Youth Skills Day 2020

World Youth Skills Day 2020

Kind:
Event
Start Date:
15 Jul 2020
End Date:
31 May 2025
Event Location:
Virtual event
EventType:
Language:

English

Slug
english
Identifier
skpEng
Language Version:
--
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

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:

Skills for a Resilient Youth in the Era of COVID-19 and Beyond.

World Youth Skills Day 2020 will take place in a challenging context. The COVID-19 pandemic and lockdown measures have led to the worldwide closure of technical and vocational education and training (TVET) institutions, threatening the continuity of skills development.

Prior to the current crisis, young people aged 15-24 were three times more likely than adults to be unemployed and often faced a prolonged school-to-work transition period. In post-COVID-19 societies, as young people are called upon to contribute to the recovery effort, they will need to be equipped with the skills to successfully manage evolving challenges and the resilience to adapt to future disruptions.

Rising youth unemployment is one of the most significant problems facing economies and societies in today’s world, for developed and developing countries alike. The latest Global Employment Trends for Youth 2020: Technology and the future of jobs shows that since 2017, there has been an upward trend in the number of youth not in employment, education or training (NEET). In 2016 there were 259 million young people classified as NEET – a number that rose to an estimated 267 million in 2019, and is projected to continue climbing to around 273 million in 2021. In terms of percentage, the trend was also slightly up from 21.7% in 2015 to 22.4% in 2020 – implying that the international target to reduce the NEET rate by 2020 will be missed.

Education and training are central to the achievement of the 2030 Agenda. TVET can equip youth with the skills required to access the world of work, including skills for self-employment. TVET can also improve responsiveness to changing skill-demands by companies and communities, increase productivity and increase wage levels. TVET can reduce access barriers to the world of work, for example through work-based learning, and ensuring that skills gained are recognised and certified. TVET can also offer skills development opportunities for low-skilled people who are under- or unemployed, out of school youth and individuals not in education, employment and training (NEETs).

To learn more click on the link provided below.

World Youth Skills Day 2020
Subject Tags:

Apprenticeships

Slug
apprenticeships
Identifier
639

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:
Countries and territories:
Economic groups:
--

Día mundial de las habilidades de la juventud 2020

Día mundial de las habilidades de la juventud 2020

Kind:
Event
Start Date:
15 Jul 2020
End Date:
31 May 2025
Event Location:
Mundial
EventType:
Language:

Spanish

Slug
spanish
Identifier
skpEsp
Language Version:
--
Sources:

International organizations

Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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Identifier
skpIntOrg
Slug
international-organizations
Topics:

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:

El talento de una juventud resiliente en la era del COVID-19 y más allá.

El Día Mundial de la Juventud 2020 se celebra en un contexto desafiante. Las medidas de bloqueo y la pandemia de COVID-19 han llevado al cierre mundial de las instituciones de educación y formación técnica y profesional (EFTP), amenazando la continuidad del desarrollo formativo.

Antes de la crisis actual, los jóvenes de 15 a 24 años tenían tres veces más probabilidades que los adultos de estar desempleados y a menudo se enfrentaban a un período prolongado de transición de la escuela al trabajo. En las sociedades posteriores a COVID-19, a medida que los jóvenes deben contribuir al esfuerzo de recuperación, deberán estar equipados con las habilidades adecuadas para manejar con éxito los desafíos y la capacidad de adaptación para adaptarse a futuras interrupciones.

En el mundo actual, el creciente desempleo juvenil es uno de los problemas más acuciantes con los que se enfrentan las economías y sociedades, tanto de países desarrollados como en desarrollo. El último informe "Tendencias mundiales del empleo juvenil 2020: la tecnología y el futuro de los empleos" muestra que desde 2017, ha habido una tendencia al alza en el número de jóvenes que están desempleados y no cursan estudios ni reciben formación (los ninis). En 2016 había 259 millones de jóvenes clasificados como ninis, un número que aumentó a una cifra aproximada de 267 millones en 2019, y se proyecta que continúe subiendo a alrededor de 273 millones en 2021. En términos de porcentaje, la tendencia también aumentó ligeramente de 21.7 % en 2015 a 22.4% en 2020, lo que implica que se perderá el objetivo internacional de reducir la tasa de jóvenes que no están empleados y no cursan estudios ni reciben formación para 2020.

La enseñanza y la formación son cruciales para cumplir la Agenda 2030. La EFTP puede dotar a los jóvenes con las competencias necesarias para acceder al mundo laboral, incluidas competencias para el empleo por cuenta propia. También puede ofrecer oportunidades para desarrollar aptitudes a personas poco cualificadas que están subempleadas o desempleadas, a jóvenes que están fuera de las instituciones educativas y a personas que ni trabajan, ni estudian ni reciben formación.

Para más información, haga clic en el enlace que se proporciona a continuación.

Día mundial de las habilidades de la juventud 2020
Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills indicators

Slug
skills-indicators
Identifier
653

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:
Countries and territories:
Economic groups:
--

Journée mondiale des compétences des jeunes 2020

Journée mondiale des compétences des jeunes 2020

Kind:
Event
Start Date:
15 Jul 2020
End Date:
31 May 2025
Event Location:
Monde
EventType:
Language:

French

Slug
french
Identifier
skpFrn
Language Version:
--
Sources:

International organizations

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:

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:

Des compétences pour renforcer la résilience chez les jeunes à l’ère de la COVID-19, et au-delà.

L’édition 2020 de la Journée mondiale des compétences des jeunes se déroule dans un contexte tout à fait exceptionnel. La plupart des gouvernements du monde ont temporairement fermé des établissements d'enseignement afin de contenir la propagation de la pandémie de COVID-19. Ces fermetures nationales affectent plus de 60 % de la population étudiante mondiale, estime l'Organisation des Nations Unies pour l'éducation, la science et la culture (UNESCO). Plusieurs autres pays ont mis en place des fermetures localisées affectant des millions d'apprenants supplémentaires.

Déjà, avant cette crise, les jeunes avaient trois fois plus de risques d’être au chômage que les adultes. Selon l’OIT, plus d'un jeune sur six a cessé de travailler depuis le début de la pandémie de COVID-19, et ceux qui ont conservé leur emploi ont vu leur temps de travail diminuer de 23 %. En outre, la pandémie inflige un triple choc aux jeunes : non seulement elle anéantit leurs perspectives d’emploi, mais elle perturbe aussi leurs études et leurs formations et constitue une entrave pour ceux qui veulent accéder au marché du travail ou cherchent à changer d’emploi.

La hausse du chômage des jeunes est l’un des plus grands problèmes auxquels les économies et les sociétés sont confrontées dans le monde actuel, aussi bien dans les pays développés que dans les pays en développement. Le nombre de jeunes actuellement non scolarisés, sans emploi ni formation (NEET) augmente, et les jeunes femmes sont deux fois plus susceptibles d’être concernées que leurs homologues masculins, souligne le dernier rapport « Tendances mondiales de l’emploi des jeunes 2020 », publié par l’Organisation internationale du Travail (OIT).

Les compétences et l’emploi des jeunes sont des éléments fondamentaux du Programme de développement durable pour l’après 2030 et des 17 objectifs de développement durable. L’enseignement et la formation techniques et professionnels (EFTP) peuvent fournir aux jeunes les compétences nécessaires pour accéder au monde du travail, notamment les compétences leur permettant de travailler à leur compte. L’EFTP peut en outre offrir des opportunités de développement des compétences aux personnes peu qualifiées qui sont sous-employées ou sans emploi, aux jeunes déscolarisés et aux individus qui ne sont ni employés, ni étudiants ou en formation (NEET).

Pour plus d'informations, cliquez sur le lien ci-dessous.

Journée mondiale des compétences des jeunes 2020
Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Skills and training policy

Slug
skills-and-training-policy
Identifier
666

Skills indicators

Slug
skills-indicators
Identifier
653

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:
Countries and territories:
Economic groups:
--

Lifelong Learning in the informal economy: Research Brief

Lifelong Learning in the informal economy: Research Brief

Type:
Document
Content Type:
Lifelong Learning in the informal economy: Research Brief
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
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

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:

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:
20 Apr 2020
Open
edmsp1_258425.pdf

The two billion people working in the informal economy face numerous barriers to access and participate in skills and lifelong learning. For real progress towards transitions to formality, lifelong learning strategies and investments in skills for informal economy workers need to be strengthened through a whole-of-government approach.

This research brief summarizes the current state of knowledge on lifelong learning in the informal economy, drawing on a recent literature review entitled 'Lifelong Learning in the informal economy: A literature review'. It also reflects on the COVID-19 pandemic and the particular vulnerability of informal economy workers requiring specific attention. It highlights evidence gaps and suggests new products and approaches regarding the ILO work on transition to formality.

Subject Tags:

Access to training

Slug
access-to-training
Identifier
683

Informal economy

Slug
informal-economy
Identifier
187

Lifelong learning

Slug
lifelong-learning
Identifier
400

Low skilled workers

Slug
low-skilled-workers
Identifier
650
Slug
skills-recognition
Identifier
656

Skills utilization

Slug
skills-utilization
Identifier
685
Regions:

Lifelong Learning in the Informal Economy – and considerations on the COVID-19 pandemic

Lifelong Learning in the Informal Economy – and considerations on the COVID-19 pandemic

Type:
Document
Content Type:
Lifelong Learning in the Informal Economy – and considerations on the COVID-19 pandemic
Language:

English

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english
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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
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

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

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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skpPSLLL
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lifelong-learning
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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skpRPS
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research-papers
Publication Date:
14 Apr 2020
Open
edmsp1_257839.pdf
The two billion people working in the informal economy face numerous barriers to access and participate in skills and lifelong learning. In times of crisis, such as the current COVID-19 pandemic, existing barriers are exacerbated, and new barriers have emerged, further depriving millions of people of learning and income opportunities. This Research Brief summarizes the current state of knowledge on lifelong learning in the informal economy, drawing on a recent literature review. It also reflects on the COVID-19 pandemic and the particular vulnerability of in-formal economy workers requiring specific attention. It highlights evidence gaps and suggests new products and approaches regarding the ILO work on transition to formality.
Subject Tags:

Access to training

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access-to-training
Identifier
683

Informal economy

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informal-economy
Identifier
187

Lifelong learning

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lifelong-learning
Identifier
400

Low skilled workers

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low-skilled-workers
Identifier
650
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skills-recognition
Identifier
656

Skills utilization

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skills-utilization
Identifier
685
Regions:
Subscribe to Skills utilization