Vocational training

UNESCO TVET Strategy 2016-2021

Type:

Document

Content Type:

UNESCO TVET Strategy 2016-2021

Language:

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

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skpIntOrg

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international-organizations

Topics:

Skills policies and strategies

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Skills and employment policies should be viewed together. The full value of one policy set is realized when it supports the objectives of the other. For investments in education and training to yield maximum benefit to workers, enterprises, and economies, countries’ capacities for coordination is critical in three areas: connecting basic education to technical training and then to market entry; ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises, and integrating skills development policies with industrial, investment, trade, technology, environmental, rural and local development policies.

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skpPolConv

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skills-policies-and-strategies

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

International standards

International conventions and recommendations and other international instruments on human resource and skills development. Strategy papers on the practical application of international standards from international organizations covering issues related to training, effective utilization and development of skills, and on linking skills to employment.

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skpISSP

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international-standards

Publication Date:

22 Feb 2016

Open

wcmstest4_167056.pdf

Report of the UNESCO-UNEVOC virtual conference – 28 September to 03 October 2015 This report explores the important principles, issues, actions and roles that should be taken into account when setting out the global agenda for TVET over the coming years and highlights the challenges and opportunities facing TVET in different countries. Despite these differences, the report stresses the need for international collaboration and dialogue in order to overcome the obstacles that may lie ahead, and specifically calls on UNESCO to act as a key facilitator for collaboration. The report ends with a six-point Agenda for TVET.

Subject Tags:

Policy convergence

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policy-convergence

Identifier

674

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Slug

vocational-training

Identifier

124

Regions:

Global

Plan estratégico de formación continua: Innovación y empleo. Argentina 2020

Type:

Document

Content Type:

Plan estratégico de formación continua: Innovación y empleo. Argentina 2020

Language:

Spanish

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spanish

Identifier

skpEsp

Sources:

Governments

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

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skpGov

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governments

Topics:

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

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work.

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skpNatPol

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national-policies-and-initiatives

Publication Date:

22 Feb 2016

Open

wcmstest4_167057.pdf

El Ministerio de Trabajo, Empleo y Seguridad Social de Argentina, a partir de su ‘Plan Estratégico de Formación Continua: Innovación y Empleo. Argentina 2020’ impulsa la formación continua de los trabajadores como instrumento para lograr el empleo decente y la competitividad de la economía argentina. Para ello asume un rol estratégico en la promoción de las condiciones de formación, evaluación y reconocimiento de las competencias laborales que son exigidas a los trabajadores en los sectores productivos del país.

Subject Tags:

Education and training

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education-and-training

Identifier

116

Employability

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employability

Identifier

643

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills recognition

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skills-recognition

Identifier

656

Skills upgrading

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skills-upgrading

Identifier

657

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Regions:

Americas

Region Image

Countries and territories:

Argentina

Estrategia público-privada de promoción de empleo para personas jóvenes en situación de vulnerabilidad

Type:

Document

Content Type:

															Estrategia público-privada de promoción de empleo para personas jóvenes en situación de vulnerabilidad
													

Language:

Spanish

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spanish

Identifier

skpEsp

Sources:

Governments

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skpGov

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governments

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

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:

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

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

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

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Identifier

skpRPS

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research-papers

Publication Date:

22 Feb 2016

Open

wcmstest4_167055.pdf

Esta estrategia tiene como objetivo promover la inserción laboral de las personas jóvenes en situación de vulnerabilidad mediante servicios especializados de capacitación dirigida, intermediación, orientación e información para el empleo a partir de las demandas del mercado laboral.

Subject Tags:

Disadvantaged youth

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disadvantaged-youth

Identifier

663

Inclusion

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inclusion

Identifier

665

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Youth

Slug

youth

Identifier

319

Regions:

Americas

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Countries and territories:

Costa Rica

The state of food and agriculture: Women in Agriculture – Closing the gender gap for development

Type:

Document

Content Type:

															The state of food and agriculture: Women in Agriculture – Closing the gender gap for development 
													

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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skpIntOrg

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international-organizations

Topics:

Gender equality

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Women represent both half of the world's population – and half the world's economic potential. Their participation in the labour market reduces poverty because they often invest 90 per cent of their income in the well-being, education and nutrition of their families. Yet labour force participation by women has stagnated at about 55 per cent globally since 2010. Moreover, women are disproportionately represented in precarious work – low-paid, low-skilled and insecure jobs.

Training plays an important role in the pursuit of equality of opportunity and treatment for women and men in the world of work. Yet women often lack access to technical and vocational education and training. Many also lack the basic functional skills, such as literacy and numeracy, to participate meaningfully in the work force. Overcoming this challenge requires the adoption of a life-cycle approach. This includes improving girls’ access to basic education; overcoming logistic, economic and cultural barriers to apprenticeships and to secondary and vocational training for young women; and meeting the training needs of women re-entering the labour market and of older women who have not had equal access to opportunities for lifelong learning.

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skpGenEqul

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gender-equality

Rural employment

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Eight out of 10 of the world’s working poor who live on US $1.25 per day live in rural areas, where many are caught in vulnerable employment, especially in agriculture.Flourishing rural areas are vital to regional and national development. Yet, rural economies tend to face a wide range of challenges that urban areas are more likely to overcome. These include access to transportation, sanitation and health services, and a consumer base in close proximity to support small and medium enterprise development. Women and men working in rural areas also face difficulties associated with a paucity of economic opportunities, under investment, poor infrastructure and public services, including education, and, in many cases, weak governance and underdeveloped markets.

Education, entrepreneurship, and physical and social infrastructure all play an important role in developing rural regions. Skills are central to improving employability and livelihood opportunities, reducing poverty, enhancing productivity and promoting environmentally sustainable development.

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skpREmpl

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rural-employment

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

19 Feb 2016

Open

wcmstest4_166872.pdf

The agriculture sector is underperforming in many developing countries, and one of the key reasons is that women do not have equal access to the resources and opportunities they need to be more productive. This report clearly confirms that the Millennium Development Goals on gender equality (MDG3) and poverty and food security (MDG1) are mutually reinforcing.

This report has several goals: to bring the best available empirical evidence to bear on the contributions women make and the constraints they face in agricultural and rural enterprises in different regions of the world; to demonstrate how the gender gap limits agricultural productivity, economic development and human well-being; to evaluate critically interventions aimed at reducing the gender gap and to recommend practical steps that national governments and the international community can take to promote agricultural development by empowering women.

The report also maintains that in countries where agriculture is a major source of employment for women, skill building should address relevant skills and knowledge gaps and focus on extension services and vocational training.

Subject Tags:

Agribusiness

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agribusiness

Identifier

223

Agricultural development

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agricultural-development

Identifier

224

Agriculture

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agriculture

Identifier

225

Gender and development

Slug

gender-and-development

Vocational training

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vocational-training

Identifier

124

Women

Slug

women

Identifier

318

Regions:

Global

Career development at work: A review of career guidance to support people in employment

Type:

Document

Content Type:

															Career development at work: A review of career guidance to support people in employment
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

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

Publication Date:

18 Feb 2016

Open

wcmstest4_166871.pdf

This report presents the findings from a research study that set out to review the range of career guidance provision that supports workforce development across the EU-25 Member States and to identify innovative or ‘best practice’ provisions. The report includes 35 case studies and these provide accounts of practice by employers, trade unions and the public sector as well as other intermediary organisations, such as outplacement consultancies, professional associations and industry sector bodies.

This research builds on the series of studies carried out by the European Centre for the Development of Vocational Training (Cedefop), the Organisation for Economic Cooperation and Development (OECD), the World Bank and the European Training Foundation which identified employed people as one of the groups in the population least likely to have access to guidance provision.

Subject Tags:

Employability

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employability

Identifier

643

Private sector

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private-sector

Identifier

229

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Skills re-training

Slug

skills-re-training

Identifier

655

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Europe and Central Asia

Region Image

Work-based learning

Type:

Document

Content Type:

Work-based learning

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

18 Feb 2016

Open

wcmstest4_166868.pdf

A handbook for policy makers and social partners in ETF partner countries All of us learn when we work. We watch our fellow workers and imitate them. We make mistakes and do better the next time. More experienced workers show us how to do things. Much of this learning is not systematic, and it is not formally organised. It often occurs randomly or by chance, and so some workers benefit while others do not. Sometimes it is useful, and sometimes it is not.

This handbook has been written to help policy makers and social partners organisations that represent employers and employees – to understand some of the ways in which learning in the workplace can be encouraged and how its quality can be improved. It is also intended to help them to understand some of the ways that such learning can be organised in a structured way so that it benefits learners, enterprises and employees, and so that it provides wider benefits for the labour market and the economy as a whole.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Skills and training policy

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skills-and-training-policy

Identifier

666

Vocational training

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vocational-training

Identifier

124

Regions:

Europe and Central Asia

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Improving workplace learning and technical and vocational education and training quality assurance in Asia and the Pacific

Type:

Document

Content Type:

															 Improving workplace learning and technical and vocational education and training quality assurance in Asia and the Pacific
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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Identifier

skpAIM

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promotional-material

Publication Date:

17 Feb 2016

Open

wcmstest4_166864.pdf

This report presents the outcomes of the Regional Workshop on Improving Workplace Learning and TVET Quality Assurance in Asia and the Pacific. This workshop was designed to assist countries in the region to deal with the challenge of improving productivity and employment growth through workplace learning and to review options for improving the quality of technical and vocational education and training (TVET). The specific objectives of this workshop were to:

• increase the knowledge base and understanding of member States on workplace learning and quality assurance,
• strengthen existing initiatives in workplace learning and quality assurance, and
• provide a forum for participating countries to share their experiences and to develop tripartite action plans.

The discussions during the workshop are summarized in this document.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Good practice workforce strategies: Case studies

Type:

Document

Content Type:

Good practice workforce strategies: Case studies

Language:

English

Slug

english

Identifier

skpEng

Sources:

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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skpEmp

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employers-organizations

Governments

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Identifier

skpGov

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governments

Topics:

Anticipating and matching skills needs

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Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions.

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skpAFSN

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anticipating-and-matching-skills-needs

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

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

Publication Date:

12 Feb 2016

Open

wcmstest4_166458.pdf

Australia‘s economy is booming and with the job market saturated with unfilled vacancies, many companies are experiencing the effects of not planning for their workforce needs. For those companies that have put in place effective workforce development plans, getting and retaining the skilled people they need is much easier. These companies have adopted a wide range of strategies to maximise their access to the staff they need to keep growing during a time of extraordinary economic growth. The greatest challenge facing businesses today is a shortage of skilled personnel, in particular in the trades and technical occupations. Innovative recruitment and retention initiatives are critical to businesses in competing for and retaining that labour.

This guide draws on good practice case studies and examples of workforce development strategies both in Australia and internationally. The case studies were chosen on the basis of their successful strategies in tackling the important workforce development issues.

Subject Tags:

Employers

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employers

Identifier

672

Private sector

Slug

private-sector

Identifier

229

Skills anticipation

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skills-anticipation

Identifier

677

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Countries and territories:

Australia

National vocational education and training policy Malta

Type:

Document

Content Type:

National vocational education and training policy Malta

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

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Identifier

skpGov

Slug

governments

Topics:

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

National policies and initiatives

National legislation, policies and initiatives on the issue of training and skills development and the world of work.

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Identifier

skpNatPol

Slug

national-policies-and-initiatives

Publication Date:

11 Feb 2016

Open

wcmstest4_166259.pdf

Based on the importance that VET has been given in the past years, the achievements and developments which Malta has registered in the sector, and the weight VET policy has gained in Europe, this document seeks to collate a brief review of the VET sector in Malta. Furthermore it provides a strategic opportunity to give an outlook on possible goals for the furthering and widening VET in Malta. Policy recommendations are two-pronged: addressing quality and attractiveness as well as ensuring labour market relevance. These notions are in themselves interlinked in providing and sustaining stronger vocational education in Malta.

Subject Tags:

Employability

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employability

Identifier

643

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Malta

Building skills in Kyrgyz Republic: Good training means good jobs

Type:

Document

Content Type:

Building skills in Kyrgyz Republic: Good training means good jobs

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.

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skpATSU

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access-to-training

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

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

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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Identifier

skpAIM

Slug

promotional-material

Publication Date:

09 Feb 2016

Open

wcmstest4_165861.pdf

This document presents the project results of the 'Kyrgyz Republic: Vocational Education and Skills Development Project'. Since 2008, more than 30,000 students in 25 schools have learned new skills in tailoring, hairdressing, mechanical engineering, carpentry, welding, and other areas under the ADB-supported Vocational Education and Skills Development Project. Placement rates are high: 85% of 211 budding seamstresses in one recent class were immediately hired by private companies upon graduation. A follow-on initiative, the Second Vocational Education and Skills Development Project, is building on this work to expand access to programs in rural areas and strengthen schools’ financial viability.

Subject Tags: