Vocational training

Technical and vocational skills development in the informal sector

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Document

Content Type:

Technical and vocational skills development in the informal sector

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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:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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:

21 Apr 2015

Open

wcmstest4_139861.pdf

Contributions to the 4th Bonn Conference on Adult Education and Development (BoCAED), October 2013

This publication presents a collection of articles on technical and vocational skills development in the informal sector. It spotlights practical project examples from different countries, using different approaches. By doing this, the publication disseminates contributions to the 4th Bonn Conference on Adult Education and Development that focuses on analysing the unique setting of Youth and Adult Education and non-formal learning in TVSD in the urban informal sector, highlighting the roles and responsibilities of the stakeholders involved and identifying best practices by fostering dialogue between practitioners, the scientific community, and political decision-makers.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Entrepreneurship

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entrepreneurship

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182

TVET systems

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tvet-systems

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661

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vocational-training

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124

Women

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women

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318

Regions:

Global

My Skills, My Money, My Brighter Future in Rwanda: An assessment of economic strengthening interventions for adolescent girls

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Document

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															My Skills, My Money, My Brighter Future in Rwanda:  An assessment of economic strengthening interventions for adolescent girls
													

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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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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:

Research papers

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skpRPS

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research-papers

Publication Date:

20 Apr 2015

Open

wcmstest4_139857.pdf

To respond to the orphans and vulnerable children (OVC) crisis in Rwanda, Catholic Relief Services and Caritas partners implemented a five-year program from 2004 to 2010 that provided caregivers and children a range of services: education support, healthcare and HIV education, protection, psychosocial support, food security and nutrition assistance, and economic strengthening. The program—implemented through the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR) Track 1—targeted OVC boys and girls 17 years old and younger. Most participants were adolescents. For this assessment, CRS chose to more closely examine the effects of economic strengthening interventions on the wellbeing of adolescent girls participating in the OVC program.

The reasons are twofold: programs that address the needs of vulnerable girls often have benefits that reach far beyond the girls themselves and affect the wellbeing of their entire household as well as that of their future children. In addition, interventions that directly address the economic situation of girls are of primary concern because many adolescent girls either contribute to the household income or are the sole earner. Interventions examined here include vocational training, savings and internal lending communities (SILC), and bio intensive gardens and small-animal husbandry.

Subject Tags:

Disadvantaged youth

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disadvantaged-youth

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663

School-to-work transition

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school-to-work-transition

Identifier

652

TVET systems

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tvet-systems

Identifier

661

Vocational guidance

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vocational-guidance

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123

Vocational training

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vocational-training

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124

Regions:

Africa

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Countries and territories:

Rwanda

OECD economic surveys: France 2015

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Document

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OECD economic surveys: France 2015

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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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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:

Research papers

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Identifier

skpRPS

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research-papers

Statistical information

Data produced by the international organizations and countries on trends in skills provision, demand, and employment outcomes to help inform policy-making and monitoring processes.

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skpStatInfo

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statistical-information

Publication Date:

20 Apr 2015

Open

wcmstest4_139853.pdf

France devotes a great deal of resources to vocational training for youths and especially adults, but the system is unduly complex and yields rather poor returns. The basic literacy and numeracy skills of many French adults remain weak in international comparison, with harmful effects on employment opportunities, wages and well-being. Access to basic skills training is poor for those who need it most, many of whom come from disadvantaged socio-economic backgrounds. Secondary vocational education and apprenticeship training still suffer from a serious image problem in the minds of French families, even though the latter have a good track record. The government has succeeded in ensuring that the number of apprenticeships is growing, but that is mostly due to those studying at the tertiary level or at least for a higher secondary diploma. The labour market outcomes of those with only shorter vocational qualifications are not good, and quality in that stream needs to improve.

This report analyses Vocational training and adult learning and provides insights to strengthen education and training as well as to ensure more equitable access to it all this in order to improve the living standards of the population in France.

DOI: 10.1787/eco_surveys-fra-2015-en

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

School-to-work transition

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school-to-work-transition

Identifier

652

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

Identifier

124

Regions:

Europe and Central Asia

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Countries and territories:

France

Skills development: Vocational education & training and labour market insertion

Type:

Document

Content Type:

Skills development: Vocational education & training and labour market insertion

Language:

English

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english

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skpEng

Sources:

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

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

17 Apr 2015

Open

wcmstest4_139652.pdf

In the last 50 years Swisscontact has acquired extensive experience in the development and implementation of skills development programmes around the world. They range from training for young people with no basic education to professional training of technical specialists.

This publication describes the work of Swisscontact and underlines the successes and challenges of their previous and current projects on Skills development.

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Economic and social development

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economic-and-social-development

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125

Inclusion

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inclusion

Identifier

665

Skills and training policy

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skills-and-training-policy

Identifier

666

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Youth

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youth

Identifier

319

Regions:

Global

On the way to 2020: Data for vocational education and training policies: Country statistical overviews 2014 update

Type:

Document

Content Type:

															On the way to 2020: Data for vocational education and training policies: Country statistical overviews 2014 update
													

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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

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Monitoring and evaluation

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Measuring the outcomes of skills systems, policies and targeted programmes is essential in order to monitor and improve their effectiveness and relevance. Elements of sound assessment processes include: institutions to sustain feedback from employers and trainees; mechanisms to track labour market outcomes of training and systems of accountability that use this information; and, quantitative and qualitative labour market information and its dissemination to all stakeholders.

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skpPolPer

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monitoring-and-evaluation

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:

10 Apr 2015

Open

wcmstest4_138673.pdf

This report is an updated edition of the Cedefop publication, ‘On the way to 2020: data for vocational education and training policies: country statistical overviews (2013)’ This report provides an update of Cedefop’s statistical overview of vocational education and training (VET) and lifelong learning in European countries. It illustrates progress on 33 indicators selected for their policy relevance and contribution to Europe 2020 objectives. These also provide a review of progress in key areas of education and training policy in Europe, using country-based evidence: access, attractiveness and flexibility of initial and continuous VET; investment, skill developments and labour market relevance in VET; and labour market transitions and employment trends.

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Skills and training policy

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skills-and-training-policy

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666

Vocational training

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vocational-training

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124

Youth

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youth

Identifier

319

Regions:

Europe and Central Asia

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Situación de la Formación Profesional en Centroamérica y República Dominicana: 1998-2013

Type:

Document

Content Type:

															Situación de la Formación Profesional en Centroamérica y República Dominicana: 1998-2013
													

Language:

Spanish

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spanish

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skpEsp

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ILO

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

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skpILO

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ilo

Topics:

Access to training

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Identifier

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:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

01 Apr 2015

Open

wcmstest4_137853.pdf

Los Institutos de Formación Profesional (IFPs) son instituciones clave para el desarrollo nacional y regional, ya que son los organismos especializados en la formación y capacitación para el trabajo de las personas que entran por primera vez al mercado laboral y para la población trabajadora que requiere perfeccionar sus competencias. Estas instituciones ejercen el rol de rectores de los sistemas nacionales de formación profesional y brindan asesoría al Estado en el tema.

Las IFPs, como se les designa abreviadamente en este estudio, han ido diversificando y ampliando sus funciones para responder a los requerimientos de las economías actuales, sin embargo hay poca información documentada al respecto. Esta investigación busca contribuir a llenar esos vacíos, a identificar cuáles son las características principales de la formación profesional en Centroamérica y República Dominicana y a definir lineamientos y recomendaciones para el diseño e implementación de un plan de acción subregional que permita mejorar la calidad de la formación profesional en los países de la región.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Leather industry

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leather-industry

Identifier

408

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Regions:

Americas

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Countries and territories:

Dominican Republic

How-to guide: Developing and implementing a vocational training public private development partnership

Type:

Document

Content Type:

															How-to guide: Developing and implementing a vocational training public private development partnership
													

Language:

English

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english

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skpEng

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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

Other sources

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skpOSource

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other-sources

Topics:

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

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

Research papers

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skpRPS

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research-papers

Publication Date:

27 Mar 2015

Open

wcmstest4_137252.pdf

This ‘How-To’ Guide has been produced by the Learning and Knowledge Development (LKD) Facility as a learning tool, after the initial experience of working with the first vocational training Public Private Development Partnerships (PPDPs) in Iraq, Ethiopia and Uruguay. The Guide has been created from the collected learning, observations and reflections of the LKD Facility partners – the United Nations Industrial Development Organization (UNIDO), business partners, donors and the Vocational Training Centre leadership. The Guide is intended to share the learning from the PPDPs in terms of how to develop and implement them successfully, what has worked and what to watch out for. It will be of interest to other organizations intent on developing new PPDPs, or for adding to their thinking about their current PPDPs, and for general interest on innovative ways to strengthen vocational training for poverty alleviation. This guide is a ‘living document’ and will be updated regularly when new projects and partners get on-board and new lessons are learnt.

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Private sector

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private-sector

Identifier

229

Public private partnerships

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public-private-partnerships

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138

Public sector

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public-sector

Identifier

230

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Regions:

Global

Education in Indonesia: Rising to the challenge

Type:

Document

Content Type:

Education in Indonesia: Rising to the challenge

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

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:

26 Mar 2015

Open

wcmstest4_136852.pdf

Indonesia is one of the major economies of Southeast Asia and the government has set itself ambitious goals for its social and economic development, for which human capital development is crucial. Despite great regional divergences which limit access to quality education for many, Indonesia has made impressive progress on many fronts in the education sector since the 1997-98 Asian crisis, such as coverage of basic education. Many challenges remain including expanding enrolment in secondary and tertiary education, increasing quality and relevance and making governance and finance more responsive.

This report covers the full range of education from early childhood through to tertiary education, including aspects of non-formal education, across both the system of the Ministry of Education and Culture and the Islamic system of the Ministry of Religious Affairs. It uses information from the Country Background Report prepared by the Education Sector Analytical and Capacity Development Partnership (ACDP) at the request of the Indonesian authorities, as well as information supplied in the course of site visits to Jakarta, East Kalimantan, South Sulawesi, South Sumatra and West Java. This review offers an in-depth study and recommendations on the structure and scale of provision, student access and inclusion, student progression, teaching and learning, standards and accreditation, financing, and governance of the pre-primary, basic, secondary, vocational and higher education sectors. Other recommendations cover assessment, education and skills formation and the changing labour market, relevance, the transition from education to work, and adult learning.

DOI: 10.1787/9789264230750-en

Subject Tags:

Inclusion

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inclusion

Identifier

665

School-to-work transition

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school-to-work-transition

Identifier

652

Skills and training policy

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skills-and-training-policy

Identifier

666

Vocational training

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vocational-training

Identifier

124

Youth

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youth

Identifier

319

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Indonesia

Turkey: Evaluating the impact of ISKUR’s vocational training programs

Type:

Document

Content Type:

Turkey: Evaluating the impact of ISKUR’s vocational training programs

Language:

English

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english

Identifier

skpEng

Sources:

International organizations

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Identifier

skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Evaluation reports

Analytical assessments of technical cooperation programmes and national skills and employment policies, identifying success factors of different interventions in response to particular challenges in different circumstances.

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Identifier

skpEvalRep

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evaluation-reports

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

13 Mar 2015

Open

wcmstest4_135452.pdf

Upgrading the skills of the current labor force is crucial for creating more and better jobs. The Turkish Employment Agency (ISKUR) plays a leading role in upgrading the skills of jobseekers and facilitating their access to productive employment by providing vocational training and other employment support services. The increasing importance of ISKUR vocational training prompted the government to commission the present study to evaluate its impact and to identify ways to enhance it.

This report is structured as follows: section one gives the context on jobs, skills upgrading, and ISKUR; section two presents evaluation of ISKUR training programs: design, data, and methods; section three presents evaluation of ISKUR training programs: results; and section four gives strengthening the impact of ISKUR training and services.

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