TVET systems

Enquête de l’OIT-UNESCO-Banque Mondiale auprès des prestataires d’EFTP, des décideurs politiques et des partenaires sociaux sur la réponse face à la pandémie de COVID-19

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Event

Start Date:

03 Apr 2020

End Date:

08 Jun 2026

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French

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french

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skpFrn

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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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skpILO

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ilo

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

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Le but de l’enquête est de rassembler des informations sur les bonnes pratiques et de permettre le partage des connaissances pour aider les pays du monde entier à limiter les effets de la pandémie de COVID-19 dans les domaines de l’éducation et de la formation.

Contexte
La pandémie de COVID-19 est en train de bouleverser nos modes de vie. Elle constitue non seulement une menace pour la santé de millions de personnes dans le monde, mais entraînera également des perturbations sociales et économiques majeures. La crise a un impact sur nos façons de travailler et d’apprendre d’une manière sans précédent. Chacun d’entre nous ressent ses répercussions de différentes manières. Nous avons donc urgemment besoin de réponses face à cette crise et à son impact. Dans le cadre de l’enseignement et formation professionnels et techniques (EFTP), les prestataires de formation et les décideurs politiques sont à la recherche de solutions rapides, pratiques et innovatrices pour s’attaquer à ce problème. Il est donc extrêmement important de définir une réponse efficace dans les plus brefs délais, ainsi que d’identifier et de relever les défis auxquels les institutions de formation sont confrontées, afin d’essayer d’atténuer l’impact négatif de la crise dans la mesure du possible.

Objectifs
Le but de l’enquête préparée par l’Organisation Internationale du Travail (OIT) et l’Organisation des Nations Unies pour l’éducation, la science et la culture (UNESCO) et la Banque Mondiale, est de rassembler des informations sur les bonnes pratiques et de permettre le partage des connaissances pour aider les pays du monde entier à limiter les effets de la pandémie de COVID-19 dans les domaines de l’éducation et de la formation. L’enquête vise:
• les organismes d’enseignement et formation techniques et professionnels (EFTP) initiaux ou continus,
• les décideurs politiques (tels que les Ministères du Travail et de l’Éducation)
• les partenaires sociaux

Les informations recueillies par le biais de cette enquête contribueront à faire le point et à partager les connaissances sur les expériences et les bonnes pratiques, les stratégies et les outils, lesquels peuvent aider d’autres apprenants et formateurs d’EFTP, les décideurs politiques, les partenaires sociaux et d’autres parties prenantes à atténuer l’impact, gérer efficacement le processus d’apprentissage et de formation et augmenter la résilience pendant la période difficile que présente la pandémie.

Pour consulter les premiers résultats de l'enquête, cliquez sur le lien ci-dessous.

Résultats de l'enquête OIT-UNESCO-Banque mondiale.

Enquête de l’OIT-UNESCO-Banque Mondiale auprès des prestataires d’EFTP, des décideurs politiques et des partenaires sociaux sur la réponse face à la pandémie de COVID-19

Subject Tags:

Slug

tvet-systems

Identifier

661

Regions:

Global

Countries and territories:

Economic groups:

ILO-UNESCO-World Bank survey for TVET providers, policy-makers and social partners on addressing the COVID-19 pandemic

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Event

Start Date:

03 Apr 2020

End Date:

08 Jun 2026

Event Location:

EventType:

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English

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english

Identifier

skpEng

Language Version:

Sources:

ILO

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skpILO

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ilo

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Identifier

skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

The purpose of this survey was to gather information on good practices and to allow knowledge sharing, with the aim of helping countries around the world mitigate the effects of the COVID-19 pandemic in the areas of education and training.

Background
The COVID-19 pandemic is disrupting our way of living. It not only poses a threat to the health of millions of people around the world but will also cause major social and economic disruption. The crisis is affecting the way we work and learn in an unprecedented manner. Each of us is feeling its repercussions in different ways. What is urgently needed are responses to address the crisis and its impact.

Within the context of Technical and Vocational Education and Training (TVET), training providers and policy-makers are looking for quick, practical and innovative solutions to tackle the issue. It is of utmost importance to define an efficient response in a timely manner, and identify and address the challenges faced by training institutions in order to attempt to counter the negative impact of the crisis, to the extent possible.

Objectives
The purpose of this survey prepared by the International Labour Organization (ILO) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank Group (WBG), was to gather information on good practices and to allow knowledge sharing, with the aim of helping countries around the world mitigate the effects of the COVID-19 pandemic in the areas of education and training. The survey targets:
• providers of initial and continuing technical and vocational education and training;
• policy makers (such as Ministries of Labour and Education);
• social partners.

The information gathered through this survey will contribute to stocktaking and sharing knowledge about experiences and good practices, strategies and tools that can help other TVET learners and trainers, policy-makers, social partners and other stakeholders mitigate impact, manage the learning and training process effectively and increase resilience during the difficult period presented by the pandemic.

To check the early results of the survey, click on the link provided below.

Early results of the ILO-UNESCO-World Bank survey

ILO-UNESCO-World Bank survey for TVET providers, policy-makers and social partners on addressing the COVID-19 pandemic

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TVET systems

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tvet-systems

Identifier

661

Regions:

Global

Countries and territories:

Economic groups:

Call for papers: Public governance for climate action conference

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Event

Start Date:

27 Feb 2020

End Date:

08 Jun 2026

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English

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english

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skpEng

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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:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

The European Training Foundation (ETF) invites practitioners, experts, researchers, social partners, authorities, civil society to submit papers for the Public Governance for Climate Action Conference.

The European Training Foundation (ETF) invites practitioners, experts, researchers, social partners, authorities, civil society to submit abstracts for papers. The call for papers is part of the IIAS 2020 conference on Public Governance for Climate Action to be held in Brussels on 24-26 June, 2020.

In particular, papers on VET-skills development should focus in one or more of the following topics:

· Institutional subsidiarity in a new economic and social context: Actions and actors at a local level for addressing environment related challenges;
· Inclusive lifelong learning in the context of a sustainable economy;
· Co-managing the transitions. Interacting strategies for businesses, people and places;
· Public-private partnerships for skills development;
· Bridging urban, rural, maritime, and coastal economies; and,
· Financing and budgeting human capital development.

The deadline for the submission of papers is 15th March 2020.

Call for papers: Public governance for climate action conference

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

TVET systems

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tvet-systems

Identifier

661

Regions:

Global

Countries and territories:

Economic groups:

Promoting quality apprenticeships in enterprises

Kind:

Event

Start Date:

06 May 2019

End Date:

08 Jun 2026

Event Location:

Turin, Italy

EventType:

Course

Language:

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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Knowledge Products:

The course aims to promote more effective pathways for youth in the labour market through quality apprenticeships.

The course facilitates knowledge-sharing among government officials and workers' and employers' representatives, and promotes in-depth discussion on improving existing apprenticeship systems.

The course targets policy-makers and technical advisors of ministries of labour, employment and other agencies working in the area of skills development, TVET and apprenticeship training; Members of skills councils, national TVET authorities and similar institutions; Representatives of workers' and employers' organizations involved in apprenticeship training ; Experts and technical staff working in the field of TVET, skills development, workplace-learning and apprenticeships; Managerial and technical staff of institutions responsible for the collection and analysis of labour-market information; Staff from development cooperation agencies working in the area of TVET and skills development.

Deadline for application: 22 March 2019

For more information click on the link provided below.

Promoting quality apprenticeships in enterprises

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Apprenticeships

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apprenticeships

Identifier

639

Skills upgrading

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skills-upgrading

Identifier

657

TVET systems

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tvet-systems

Identifier

661

Regions:

Countries and territories:

Economic groups:

Policy brief: Persons with disabilities in a just transition to a low-carbon economy

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Document

Content Type:

															Policy brief: Persons with disabilities in a just transition to a low-carbon economy
													

Language:

English

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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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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

People with disabilities

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

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skpPeoDis

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people-with-disabilities

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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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skpPolOp

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policy-and-strategy

Publication Date:

11 Nov 2019

Open

edmsp1_251624.pdf

Implementing a just transition that ensures disability inclusion will require appropriate legal standards, social protection mechanisms, skills development initiatives and attitudinal changes at the societal level. Implementing a just transition to a low-carbon economy that aims to leave no one behind will require a context-specific and locally determined mix of legal standards, social protection, skills development and attitudinal transformation that create an enabling environment for green jobs to perpetuate and decent work opportunities for persons with disabilities to proliferate. If done right, a just transition towards environmentally sustainable economies and societies for all can contribute to the goals of achieving social justice, decent work, social inclusion and the eradication of poverty. At this unique time when climate action is accelerating and the transition to green economies has started to take form, a just transition - that is inherently disability-inclusive - represents a unique opportunity to shape a future that works for all.

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Climate change

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climate-change

Identifier

610

Green skills

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green-skills

Identifier

645

Inclusion

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inclusion

Identifier

665

People with disabilities

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people-with-disabilities

Identifier

323

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Regions:

Global

A review of methodologies for measuring the costs and benefits of in-company apprenticeship training

Type:

Document

Content Type:

															A review of methodologies for measuring the costs and benefits of in-company apprenticeship training
													

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Other sources

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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.

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skpYoEmp

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youth-employability

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Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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skpCaseStdy

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case-studies-and-good-practices

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:

28 Oct 2019

Open

edmsp1_250827.pdf

Skills that Work Project Discussion Paper Understanding the costs and benefits of apprenticeship training, as well as its outcomes, is an important factor for enterprises to make decisions relating to the skills development of current and future employees. Existing studies on this topic paint a mixed picture, some reveal net benefits to employers and others net costs. Apart from observed variances in apprenticeship systems and practices across countries, a proper international comparison of cost-benefit analysis is hampered by differences in research methods. This report reviews research methods and findings of major existing studies with the aim of helping advance discussions on research methods, and suggests areas where knowledge gaps exist.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Employability

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employability

Identifier

643

Skills upgrading

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skills-upgrading

Identifier

657

TVET systems

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tvet-systems

Identifier

661

Work-based learning

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work-based-learning

Identifier

679

Youth

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youth

Identifier

319

Regions:

Africa

Region Image

Global

Countries and territories:

South Africa

The role of intermediary organisations in apprenticeship systems

Type:

Document

Content Type:

The role of intermediary organisations in apprenticeship systems

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

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

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

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case-studies-and-good-practices

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

28 Oct 2019

Open

edmsp1_250825.pdf

Intermediary organizations in apprenticeships are those which act on behalf of, link, or mediate between the main parties – apprentices and employers. An intermediary organization in apprenticeship systems is thus one that undertakes one or more of the following activities: employs apprentices as a third-party employer; trains apprentices as part of a specific arrangement with groups of employers; or undertakes other apprentice support activities on behalf of an employer or a specified group of employers. This discussion paper highlights different ways of classifying intermediary organizations, provides examples of different types of intermediary organisations and examines the different roles they can play to support the effective operation of apprenticeship systems. In particular, the report includes brief case studies of intermediary organisations in Australia, India, England.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Labour market information

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labour-market-information

Identifier

684

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Youth

Slug

youth

Identifier

319

Regions:

Global

Countries and territories:

Australia

India

United Kingdom of Great Britain and Northern Ireland

Understanding the non-marketable benefits of apprenticeships in South African enterprises

Type:

Document

Content Type:

															Understanding the non-marketable benefits of apprenticeships in South African enterprises
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Youth employability

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Identifier

skpYoEmp

Slug

youth-employability

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

Slug

case-studies-and-good-practices

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

28 Oct 2019

Open

edmsp1_250824.pdf

Skills that Work Project Discussion Paper This report details findings of research on the non-financial or non-marketable returns from apprenticeship training amongst a small sample of South African firms. The report describes the South African apprenticeship system, considers the literature on non-financial returns from apprenticeships and presents the research based on interviews and a survey involving 48 enterprises. The research found there was strong evidence of improved staff retention as a key benefit of apprenticeships to firms and that apprenticeships provide a future talent pipeline of skilled staff. The research found that apprenticeship programmes are seen as a way to reduce the risk associated with employing new staff. There was also some evidence of firms seeing an improved public image as a key benefit along with some evidence of an improved work climate and improved innovation as key benefits of apprenticeships.

Subject Tags:

Access to training

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access-to-training

Identifier

683

Apprenticeships

Slug

apprenticeships

Identifier

639

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills mismatch

Slug

skills-mismatch

Identifier

654

Skills upgrading

Slug

skills-upgrading

Identifier

657

TVET systems

Slug

tvet-systems

Identifier

661

Youth

Slug

youth

Identifier

319

Regions:

Africa

Region Image

Countries and territories:

South Africa

ASEAN youth technology, skills and the future of work

Type:

Document

Content Type:

ASEAN youth technology, skills 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:

Anticipating and matching skills needs

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Identifier

skpAFSN

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anticipating-and-matching-skills-needs

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Youth employability

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Identifier

skpYoEmp

Slug

youth-employability

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

17 Oct 2019

Open

edmsp1_250026.pdf

Based on a survey of 56,000 youths aged 15-35 years old from six countries in the South-East Asia region (ASEAN), this report analyses the views of young ASEAN citizens on future of work, skills and technology. The survey finds that ASEAN youths are highly aware of potential disruption and challenges brought by the Fourth Industrial Revolution to the local labour markets, and they are aware they must constantly upgrade their skills. It also details their skills gap, their future career aspirations and their preferences on skills training. The survey was conducted in partnership with Sea, a Singapore-based consumer internet company operating in digital entertainment, e-commerce and digital financial services.

Subject Tags:

Access to training

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access-to-training

Identifier

683

Labour market information

Slug

labour-market-information

Identifier

684

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills anticipation

Slug

skills-anticipation

Identifier

677

Skills re-training

Slug

skills-re-training

Identifier

655

Skills upgrading

Slug

skills-upgrading

Identifier

657

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Unlocking the potential of migrants: Cross-country analysis

Type:

Document

Content Type:

Unlocking the potential of migrants: Cross-country analysis

Language:

English

Slug

english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

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international-organizations

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

Identifier

skpMigWor

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migrant-workers

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:

17 Oct 2019

Open

edmsp1_250025.pdf

OECD Reviews of Vocational Education and Training This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices. The report focuses on the main channels through which migrants succeed in VET. It is essential that migrants are fully informed about the opportunities VET provision offers and that they have access to high quality preparatory programmes enabling access to upper-secondary VET. Once in such provision, targeted support should help them to complete VET programmes successfully. OECD countries are putting in place innovative measures to achieve better outcomes for both migrants and for economies as a whole. Ultimately this report argues that VET systems can become stronger, more flexible and more inclusive, when working better for all students, including those with diverse and vulnerable backgrounds.

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