Women

Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit?

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Document

Content Type:

															Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit?
													

Language:

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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ilo

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

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skpIntOrg

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international-organizations

Topics:

Access to training

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

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

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skpATSU

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access-to-training

Knowledge Products:

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:

12 May 2015

Open

wcmstest4_141863.pdf

This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account.

Subject Tags:

Agribusiness

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agribusiness

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223

Agricultural development

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agricultural-development

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224

Agriculture

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agriculture

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225

Apprenticeships

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apprenticeships

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639

Gender

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294

Identifier

294

Green skills

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green-skills

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645

Inclusion

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inclusion

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665

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

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124

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women

Identifier

318

Regions:

Global

Unlocking the female potential

Type:

Document

Content Type:

Unlocking the female potential

Language:

English

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english

Identifier

skpEng

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:

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

Research papers

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skpRPS

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research-papers

Publication Date:

06 May 2015

Open

wcmstest4_141453.pdf

Unlocking the Female Potential was designed to learn and understand the reasons behind the low female employment rate in Malta and Gozo, while at the same time promoting a culture of equality within the business sector in order to address labour market distortions. The overall objectives of the Project, of which this research forms part, is to address a two-fold overall objective, namely:

• To increase the overall female employment rate by providing indirect incentives to work.
• To provide policy makers with vital information through the research on the current situation of which this research forms part, of women in Malta and Gozo.
These objectives were, in turn, broken down into four specific objectives, namely:
• To understand the jobs/skills match and the inactive population in order to ensure employability;
• To create a need for businesses to become ‘certified equal opportunities employers’, to have a family-friendly environment at the work place;
• To incentivise the inactive to the labour market through better work arrangements available;
• And to further promote the need for a work/life balance both for men and women.

This report has been designed and published as part of this same project. It brings together all the components of the project and the activities that were held as part of the same constituents.

Subject Tags:

Gender

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294

Identifier

294

Gender and development

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gender-and-development

Globalization

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globalization

Identifier

267

Inclusion

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inclusion

Identifier

665

Women

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women

Identifier

318

Regions:

Europe and Central Asia

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Countries and territories:

Malta

Bangladesh: National Strategy for promotion of gender equality in technical and vocational education and training (TVET) 2012

Type:

Document

Content Type:

															Bangladesh: National Strategy for promotion of gender equality in technical and vocational education and training (TVET) 2012
													

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English

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english

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skpEng

Sources:

Governments

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skpGov

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governments

ILO

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skpILO

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ilo

Topics:

Access to training

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skpATSU

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access-to-training

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:

21 Apr 2015

Open

wcmstest4_139860.pdf

The National Strategy for Promotion of Gender Equality in TVET in Bangladesh transfers the recommendations of the National Skills Development Policy into a realistic framework of clear priorities and targets. It was developed by a Gender Working Group, comprising of 15 representatives from key governments ministries and departments, employers, workers and civil society organizations, with the support of ILO TVET Project and the National Skills Development Council Secretariat. The strategy is the first policy initiative of its kind in the TVET sector in Bangladesh, an important milestone towards women taking a greater role in the skills development system and a fundamental step forward towards Bangladesh becoming a middle-income country by 2021. This publication provides an overview of the current status and nature of gender inequalities in TVET, highlights the priority areas for action, discusses a number of steps to promote equal participation of women in TVET, seeks to break gender stereotypes, and outlines the way forward.

Subject Tags:

Gender

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294

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294

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

Identifier

124

Women

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women

Identifier

318

Regions:

Asia and the Pacific

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Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty. A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds.

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3).

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market. Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups.

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020. Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level.

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.

Sources

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

Technical and vocational skills development in the informal sector

Type:

Document

Content Type:

Technical and vocational skills development in the informal sector

Language:

Sources:

Governments

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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

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Identifier

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

Identifier

182

TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

Identifier

124

Women

Slug

women

Identifier

318

Regions:

Global

Teaching and learning: Achieving quality for all

Type:

Document

Content Type:

Teaching and learning: Achieving quality for all

Language:

English

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english

Identifier

skpEng

Sources:

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skpIntOrg

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international-organizations

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

17 Feb 2015

Open

wcmstest4_131859.pdf

EFA Global Monitoring Report 2013/4 vividly underlines the fact that people in the most marginalized groups have continued to be denied opportunities for education over the decade. It is not too late, however, to accelerate progress in the final stages. And it is vital to put in place a robust global post-2015 education framework to tackle unfinished business while addressing new challenges. Post-2015 education goals will only be achieved if they are accompanied by clear, measurable targets with indicators tracking that no one is left behind, and if specific education financing targets for governments and aid donors are set.

The second part of this report presents clear evidence that progress in education is vital for achieving development goals after 2015 and makes a special emphasis on education and labour.

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Gender

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294

Identifier

294

Training of trainers

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training-of-trainers

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122

Women

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women

Identifier

318

Regions:

Enterprising women: Expanding economic opportunities in Africa

Type:

Document

Content Type:

Enterprising women: Expanding economic opportunities in Africa

Language:

English

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english

Identifier

skpEng

Sources:

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skpIntOrg

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international-organizations

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:

Research papers

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skpRPS

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research-papers

Publication Date:

06 Feb 2015

Open

wcmstest4_130653.pdf

Africa Development Forum series This book brings together new household and enterprise data from 41 countries in Sub-Saharan Africa to inform policy makers and practitioners on ways to expand women entrepreneurs’ economic opportunities. Sub-Saharan Africa boasts the highest share of women entrepreneurs, but they are disproportionately concentrated among the self-employed rather than employers. Relative to men, women are pursuing lower opportunity activities, with their enterprises more likely to be smaller, informal, and in low value-added lines of business. The challenge in expanding opportunities is not helping more women become entrepreneurs but enabling them to shift to higher return activities.

A central question addressed in the book is what explains the gender sorting in the types of enterprises that women and men run? The analysis shows that many Sub-Saharan countries present a challenging environment for women. Four key areas of the agenda for expanding women’s economic opportunities in Africa are analyzed: strengthening women’s property rights and their ability to control assets; improving women’s access to finance; building human capital in business skills and networks; and strengthening women’s voices in business environment reform.

Doi:10.1596/978-0-8213-9703-9

Subject Tags:

Employability

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employability

Identifier

643

Entrepreneurship

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entrepreneurship

Identifier

182

Women

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women

Identifier

318

Regions:

Africa

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Activating Vulnerable People into Good Jobs in Turkey

Type:

Document

Content Type:

Activating Vulnerable People into Good Jobs in Turkey

Language:

English

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english

Identifier

skpEng

Sources:

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skpIntOrg

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international-organizations

Other sources

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skpOSource

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other-sources

Topics:

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.

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skpLMIES

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career-guidance-and-employment-services

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

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

06 Feb 2015

Open

wcmstest4_130652.pdf

Despite Turkey’s strong economic performance and rich job creation in recent years, the Turkish labor market continues to suffer persistent low activity rates and low labor productivity. About half of the Turkish working-age population (WAP) does not enter the labor market and nearly 40 percent of workers are informal (holding jobs without social security benefits). While the overall unemployment rate in 2012 stands at a moderate 9.2 percent, this rate does not reveal the particular situation of women and youth.

This Executive Summary reflects on four connected background papers. A Conceptual Framework first defines vulnerability and activation policies. A second background paper takes stock of the progress of activation policies in Turkey to date. A third background paper profiles the large and diverse group of vulnerable people in Turkey into units of higher or lower priority, while the final background paper examines how the capacity and skills of the vulnerable, especially those in the high priority units, can be built.

Subject Tags:

Disadvantaged youth

Slug

disadvantaged-youth

Identifier

663

Inclusion

Slug

inclusion

Identifier

665

Low skilled workers

Slug

low-skilled-workers

Identifier

650

Women

Slug

women

Identifier

318

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Türkiye

Investing in women’s employment: Good for business, good for development

Type:

Document

Content Type:

Investing in women’s employment: Good for business, good for development

Language:

English

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english

Identifier

skpEng

Sources:

Other sources

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skpOSource

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other-sources

Topics:

Case studies and good practices

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

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Identifier

skpCaseStdy

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case-studies-and-good-practices

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

29 Sep 2014

Open

wcmstest4_121248.pdf

There is a business case for improving gender diversity and supporting women to be productive workers. Despite the persuasive evidence that gender equality has a transformative effect on productivity and growth, the full economic and productive potential of women remains unrealized in many parts of the world. Globally, while women’s education levels have increased and educated women now earn more than their uneducated peers, gender gaps in labor-market participation and wage levels persist. Women continue to be underrepresented in formal and higher value-added employment.

The private sector, which accounts for almost nine out of 10 jobs in developing countries, has a critical role to play in ensuring that women have better employment opportunities. This report is the first result of the WINvest (Investing in Women Initiative) -a global World Bank Group partnership with the private sector launched at the 2012 Annual Meetings of the International Monetary Fund and World Bank Group in Tokyo, Japan. It draws on members’ experiences and encourages businesses to tap into and manage female talent in emerging and developing markets. The case studies detailed in this report are examples of how leading companies have benefited by investing in policies that support women employees.

Subject Tags:

Economic growth

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economic-growth

Identifier

166

Inclusion

Slug

inclusion

Identifier

665

Private sector

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private-sector

Identifier

229

Productivity

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productivity

Identifier

188

Women

Slug

women

Identifier

318

Regions:

Global

The Coca-Cola Company's 5by20 Initiative

Kind:

Event

Start Date:

02 Jun 2014

End Date:

17 Jun 2026

Event Location:

Global

EventType:

Language:

English

Slug

english

Identifier

skpEng

Language Version:

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

Topics:

Access to training

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Identifier

skpATSU

Slug

access-to-training

Knowledge Products:

Case studies and good practices

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

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Identifier

skpCaseStdy

Slug

case-studies-and-good-practices

Women's empowerment initiative launched in 2010.

5by20 is The Coca-Cola Company's global commitment to enable the economic empowerment of 5 million women entrepreneurs across the company's value chain by 2020. This initiative aims to help women across the Coca-Cola value chain—producers, suppliers, distributors, retailers, recyclers and artisans—overcome barriers to business success by providing them with access to business skills, financial services, assets and support networks of peers and mentors. Launched in 2010, in just three years the initiative has reached more than 550,000 women entrepreneurs.There are 5by20 programs in 44 countries.

The Coca-Cola Company's 5by20 Initiative

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