Проведення трейсерних досліджень випускників закладів освіти (Tracer Studies). Посібник із передбачення/прогнозування та забезпечення збалансування навичок і робочих місць. Випуск 6
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
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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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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The standard or outcome-based approach to curriculum development is a worldwide trend which reflects a paradigm shift from input to outcome-based provision, from teaching to learning, from content to process focused/performance-oriented learning experience. In this new paradigm the learner is expected to demonstrate what he/she knows and is able to do against the standards established at national level. Adopting an outcome-based approach for curriculum development is an effective way to address potential mismatches between technical and vocational education and training (TVET) provision and the needs of the labour market; between irrelevant/ obsolete training programmes, and employers’ and learners’ needs and expectations.
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Increasingly, countries around the world, at all levels of development are putting work-based learning, particularly apprenticeships, high on their policy agenda, recognizing its potential for reducing skills mismatch, meeting skills demand of a fast changing labour market, providing cost-effective training, promoting private sector development and smoothing transitions to the world of work.
Moreover, the issue of how skills are used in the workplace and how businesses engage with the local skills ecosystem are getting greater attention. It is increasingly recognized that workers who better use their skills are more likely to have greater job satisfaction, earn better wages and are more prepared to adapt to changes in the nature of work, while employers benefit from a more productive and innovative workforce, enabling them to maximise business performance and profitability.
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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.
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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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.
The platform includes a variety of practical tools and guidance materials developed by the ILO at global and national levels. The resources include guides, case studies, cheklist, visual materials and more, and they cover a wide range of topics. Some are specifically aimed at certain groups of stakeholders, for example employers, workers or governments, and some are designed to support specific groups of beneficiaries.
Цей посібник є частиною серії розробленої Європейським фондом освіти (ETF), Європейським центром розвитку професійного навчання (Cedefop) та Міжнародним бюро праці (МБП). Цей посібник охоплює питання розробки та проведення трейсерних досліджень та має на меті сприяти поліпшенню рівня професійної підготовки у професійно-технічній та вищій освіті завдяки проведенню високоякісних опитувань випускників. Головною метою таких досліджень є виявлення актуальності рівня освіти/підготовки кадрів для переходу на роботу та подальшої професійного зростання в перші роки після закінчення навчання.
Цільовою аудиторією цього посібника є представники закладів освіти, які планують організовувати та проводити власні трейсерні дослідження. Він також орієнтований на різні категорії користувачів: особи, відповідальні за прийняття рішень та формування політики; дослідницькі центри та експертні мережі, що беруть участь у проведенні трейсерних досліджень; а також асоціації та мережі, що цікавляться результатами цих досліджень. Читач отримає докладні вказівки щодо того, як розробити трейсерне дослідження, підготувати опитувальник та провести аналіз даних, за відсутності спеціальних знань експерта у методології обстеження.
(English)
"Carrying out tracer studies: Guide to anticipating and matching skills and jobs (Vol. 6)".
This guide is a part of the ETF, ILO and Cedefop series of guides on skills anticipation and matching.
It covers development and carrying out of tracer studies and aims to contribute to the improvement of education in TVET and higher education through high quality graduate surveys or tracer studies. The key objective of such studies is to identify the relevance of education/training for transition to a job and further vocational career in the first years after graduating.
The main audience for this guide is those in education institutions who are going to organize and implement their own tracer studies (institutional tracer studies). It is also targeted at users in various categories: policy and decision-makers; research centers and expert networks involved/engaged in carrying out tracer studies for clients; and associations and networks with interest in evidence offered by tracer studies.
Countries and territories:
