Vocational training

Advisory report on vocational rehabilitation and employment of people with disabilities in Eastern Europe and Central Asia

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Document

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															Advisory report on vocational rehabilitation and employment of people with disabilities in Eastern Europe and Central Asia
													

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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

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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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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:

17 Sep 2015

Open

wcmstest4_151653.pdf

The report provides an overview of the current labour market situation of people with disabilities in Eastern Europe and Central Asia (EECA) and identifies the main challenges faced by them. It then discusses the main United Nations (UN) and International Labour Organization (ILO) international standards related to the rights of people with disabilities. The report further draws on information from ILO-commissioned country studies in Armenia, Azerbaijan, Belarus and the Russian Federation to review national legislation and policies regulating/protecting and promoting employment of people with disabilities. It goes own to analyse the relevant national legislation of these four countries and its compliance with international labour standards. On the basis of this analysis as well as international experience, the report provides recommendations for the EECA region on amendments to legislation that would ensure better protection of people with disabilities against discrimination, and improve the regulation and promotion of their vocational education and training, vocational rehabilitation and employment. This is followed by the analysis of: effectiveness of the national quota/levy systems; access of people with disabilities to mainstream and special vocational education and training; availability of and access to vocational rehabilitation; and the scope of job placement services and employment promotion policies for people with disabilities in these four countries. The report seeks to improve the knowledge of staff of institutions responsible for providing vocational education and training, vocational rehabilitation, and job mediation and placement services to people with disabilities, and for those operating programmes boosting employability and promoting the (re-)employment of people with disabilities.

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Economic and social rights

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economic-and-social-rights

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264

Inclusion

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inclusion

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665

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vocational-training

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124

Regions:

Europe and Central Asia

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Countries and territories:

Armenia

Azerbaijan

Belarus

Russian Federation

Strategy for technical and vocational education and training (TVET) 2016-2021

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Document

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Strategy for technical and vocational education and training (TVET) 2016-2021

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English

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english

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skpEng

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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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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

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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:

15 Aug 2016

Open

wcmstest4_180458.pdf

This Strategy sets out key policy areas and actions for the period 2016 to 2021 within the framework of UNESCO’s Medium Term Strategy. It contributes to UNESCO’s strategic objectives, the Organization’s global priorities for gender equality and Africa, the Global Action Programme on Education for Sustainable Development and the Operational Strategy on Youth.

Within this context and in full alignment with SDG4 to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, the Strategy aims to support the efforts of Member States to enhance the relevance of their TVET systems and to equip all youth and adults with the skills required for employment, decent work, entrepreneurship and lifelong learning, and to contribute to the implementation of the 2030 Agenda for Sustainable Development as a whole.

The Strategy has three priority areas:
(1) Fostering youth employment and entrepreneurship;
(2) Promoting equity and gender equality;
(3) Facilitating the transition to green economies and sustainable societies.

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TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

Regions:

Global

Vocational education and training in Italy

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Document

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Vocational education and training in Italy

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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

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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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:

11 Aug 2015

Open

wcmstest4_150654.pdf

Italy has set itself the strategic objective of strengthening VET, recognising the important role that it can play in supporting its enterprises and empowering its people. The recent policy package focuses on the youth guarantee scheme and measures to reduce red tape for enterprises and promote inter-firm cooperation. These reflect the need to link education and training better with the labour market, extend work-based learning schemes, ensure teachers’ and trainers’ professional development, and strengthen vocational guidance. The initiative to offer apprenticeship-type schemes in higher education and in fields of studies and types of programmes that are traditionally perceived as general and academic education is innovative. Within the context of the European alliance of apprenticeship it will be important to see and discuss how these offers will be taken up by education and training providers, learners and enterprises.

This report provides an insight into the Italian VET system. By presenting its main features and current developments, Cedefop hope that it will contribute to a better understanding of VET in Italy, the challenges ahead and the policy measures devised.

Doi: 10.2801/81827

Subject Tags:

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Countries and territories:

Italy

UNESCO Education Strategy 2014–2021

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Document

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UNESCO Education Strategy 2014–2021

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English

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english

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skpEng

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International organizations

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skpIntOrg

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international-organizations

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Access to training

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

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

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skpATSU

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access-to-training

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

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International standards

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skpISSP

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international-standards

Publication Date:

11 Aug 2015

Open

wcmstest4_150653.pdf

This publication elaborates on UNESCO’s Medium-Term Strategy (2014–2021), which was drafted by the Organization’s Secretariat and approved by the 37th session of its General Conference in November 2013. It elaborates on the education component of the Medium-Term Strategy. While continuing to focus efforts on the ‘unfinished business’ of the Education for All (EFA), such as literacy, teachers and vocational skills development, UNESCO will lead and advocate for strengthened action towards empowering learners to be creative and responsible citizens.

Subject Tags:

Gender and development

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gender-and-development

Human resources development

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human-resources-development

Identifier

118

Vocational training

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vocational-training

Identifier

124

Regions:

Global

Relazione sull'istruzione e la formazione professionale (IFP) in Italia

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Document

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Relazione sull'istruzione e la formazione professionale (IFP) in Italia

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Italian

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italian

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skpit

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Other sources

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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:

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:

11 Aug 2015

Open

wcmstest4_150655.pdf

L'Italia si è posta come obiettivo strategico quello di rafforzare l’IFP, riconoscendo alla stessa un ruolo essenziale per sostenere la crescita di aziende e persone. Il recente pacchetto di politiche si ispira al sistema di garanzia per i giovani (lo “youth guarantee scheme”) e a misure dirette a ridurre i vincoli burocratici per le aziende e promuovere la cooperazione tra le imprese. Tali politiche sottolineano l’esigenza di relazionare meglio l'istruzione e la formazione al mercato del lavoro, di ampliare i sistemi di apprendimento basati sul lavoro, di garantire lo sviluppo professionale di insegnanti e formatori e di rafforzare l'orientamento professionale. Innovativa è l’iniziativa finalizzata ad offrire programmi modellati sull'apprendistato professionalizzate a livello di istruzione universitaria per aree e corsi tradizionalmente percepiti come accademici e generalisti. Nel contesto dell' Alleanza europea per l'apprendistato professionalizzante sarà importante osservare e discutere su come questa iniziativa sia ripresa da soggetti formatori, studenti ed imprese.

Questa relazione offre una panoramica informativa sul sistema di IFP italiano. Presentandone le caratteristiche salienti e gli sviluppi correnti, ci proponiamo di contribuire ad una migliore comprensione della IFP in Italia, delle problematiche affrontate e delle misure politiche messe a punto.

Doi: 10.2801/81609

Subject Tags:

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Countries and territories:

Italy

The effects of vocational education on adult skills and wages: What can we learn from PIAAC?

Type:

Document

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															The effects of vocational education on adult skills and wages: What can we learn from PIAAC? 
													

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English

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english

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skpEng

Sources:

International organizations

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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:

Research papers

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skpRPS

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research-papers

Publication Date:

30 Jul 2015

Open

wcmstest4_150253.pdf

OECD Social, Employment and Migration Working Papers No. 168 Vocational education and training are highly valued by many. The European Ministers for Vocational Education and Training, the European Social Partners and the European Commission have issued in 2010 the Bruges Communiqué, which describes the global vision for VET in Europe 2020. In this vision, vocational skills and competencies are considered as important as academic skills and competencies. VET is expected to play an important role in achieving two Europe 2020 headline targets set in the education field: a) reduce the rate of early school leavers from education to less than 10 percent; b) increase the share of 30 to 40 years old having completed tertiary or equivalent education to at least 40 percent. However, there is limited hard evidence that VET can improve education and labour market outcomes. The few existing studies yield mixed results partly due to differences in the structure and quality of VET across countries. In this report the effects of VET on adult skills and labour market outcomes are examined by using the PIAAC survey.

DOI: 10.1787/5jrxfmjvw9bt-en

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Skills and training policy

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skills-and-training-policy

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666

Skills mismatch

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skills-mismatch

Identifier

654

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Vocational education and training in Italy (Video)

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Document

Content Type:

Vocational education and training in Italy (Video)

Language:

English

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english

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skpEng

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Other sources

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skpOSource

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other-sources

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Training quality and relevance

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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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skpAIM

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promotional-material

Publication Date:

10 Jul 2015

Open

wcmstest4_148456.htm

Subject Tags:

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Countries and territories:

Italy

Current status of vocational training in social dialogue

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Document

Content Type:

Current status of vocational training in social dialogue

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English

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english

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skpEng

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ILO

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skpILO

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ilo

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Participation of employers' and workers' organizations

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The world of learning and the world of work are separate but linked. While one involves learning, the other produces goods and services. Neither can thrive without the other. Strong partnerships between government, employers and workers help ensure the relevance of training to the changing needs of enterprises and labour markets.

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skpPSP

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participation-of-employers-and-workers-organizations

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Research papers

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skpRPS

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research-papers

Publication Date:

09 Jul 2015

Open

wcmstest4_148264.pdf

This publication conveys the results of a research study whose aim was to provide an updated outlook of vocational training in social dialogue in Latin America, Spain and Italy.

Subject Tags:

Social policy

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social-policy

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300

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

Identifier

124

Regions:

Americas

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Regional training on apprenticeship systems in the Gulf countries

Type:

Document

Content Type:

Regional training on apprenticeship systems in the Gulf countries

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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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:

09 Jul 2015

Open

wcmstest4_148257.pdf

17-19 June 2014, Manama, Bahrain Structured apprenticeship programmes are increasingly recognised as key policy tools to facilitate school-to-work transitions, as they combine (a) directly applicable experience at the workplace, and (b) applied knowledge and skills that enable the trainee to understand the logic behind the job s/he is tasked with, cope with unpredictable situations, and acquire higher level and transferable skills. These programmes also give the apprentice a chance to demonstrate his/her productivity potential to companies who may be otherwise reluctant to hire fresh graduates.

As part of its facilitating role of the G20 Task Force on Employment, the ILO published in November 2012 an ‘Overview of Apprenticeship Systems and Issues’ that provides elements for a definition of apprenticeships. The paper below reviews success factors of apprenticeship programmes, including (a) structured legal and policy frameworks, (b) strong participation of social partners, (c) established promotion, administration and oversight of apprenticeship programmes, and (d) a fair and cost-effective financing system. Out of this position paper the so-called ‘Key Elements of Quality Apprenticeships’ have been developed.

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:

Arab States

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NICHE strategy on technical and vocational education and training (TVET)

Type:

Document

Content Type:

NICHE strategy on technical and vocational education and training (TVET)

Language:

English

Slug

english

Identifier

skpEng

Sources:

Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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skpBiOrg

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bilateral-organizations

Topics:

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:

07 Jul 2015

Open

wcmstest4_147855.pdf

The Netherlands Initiative for Capacity development in Higher Education NICHE is a Netherlands-funded development cooperation programme aimed at strengthening capacity in post-secondary education and training institutions. Technical and Vocational Training and Education (TVET), at both secondary and tertiary education levels, is especially focused on producing readily-employable skilled personnel for the labour market.

On this view this document aims to provide all actors within NICHE with background information on TVET and insights on the strategy on TVET within NICHE.

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