Inclusion

Advancing livelihoods through financial inclusion in Iraq

Type:

Document

Content Type:

Advancing livelihoods through financial inclusion in Iraq

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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skpILO

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ilo

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Migrant workers contribute to growth and development in their countries of destination, while countries of origin greatly benefit from their remittances and the skills acquired during their migration experience. Yet, many migrant workers face challenges in accessing quality training and decent jobs including under-utilization of skills, a lack of employment or training opportunities, lack of information, and exploitation of low-skilled workers.

To address these challenges, countries need to strengthen skills anticipation systems to inform migration policies, increase access to education and training, and establish bilateral or multilateral recognition of qualifications and skills.

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skpMigWor

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migrant-workers

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

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:

26 Feb 2024

Open

wcms_890115.pdf

This study was developed by the ILO under the framework of PROSPECTS, which is funded by the Government of the Netherlands. The ILO is collaborating with different partners to enhance the functioning of the private sector while addressing the barriers to decent self-employment.

This report seeks to provide an overview of the target market and enabling environment for the financial services industry with a view to guiding the structure and implementation of the ILO PROSPECTS pilot initiative.

Section 2 presents an overview of the macro-level country context of Iraq.

Section 3 presents the legislation, policies, regulations and key characteristics of the financial sector.

Section 4 provides an analysis of the target market, including an initial segmentation of the IDP, returnee, refugee and host sub-segments, their socio-demographic profiles, livelihoods and economic opportunities, as well as their demand for financial services.

Section 5 sums up the findings in a presentation of the market size and the scope of the demand for expanded financial services in ILO PROSPECTS focus areas. It also provides a set of recommendations on the implementation of strategic efforts to facilitate the financial inclusion of forcibly displaced people and host communities in Iraq.

Subject Tags:

Employability

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employability

Identifier

643

Employment policy

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employment-policy

Identifier

Slug

inclusion

Identifier

665

Migrant workers

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migrant-workers

Identifier

681

Regions:

Countries and territories:

Iraq

الممارسات السليمة الناشئةفي مجال تأهيل وتوظيفالأشخاص ذوي الإعاقة في لبنان

Type:

Document

Content Type:

															الممارسات السليمة الناشئةفي مجال تأهيل وتوظيفالأشخاص ذوي الإعاقة في لبنان 
													

Language:

Arabic

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arabic

Identifier

skpArb

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

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

Knowledge Products:

Case studies and good practices

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

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Identifier

skpCaseStdy

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case-studies-and-good-practices

Research papers

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

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skpRPS

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research-papers

Publication Date:

03 Feb 2024

Open

wcmstest4_118450 (1).pdf

يقدّم هذا التقرير معارف عمليّة حول تدريب وتوظيف الأشخاص ذوي الإعاقة عبر ستّ ممارسات فضلى ناشئة.
وتُشكّل هذه الممارسات الفضلى عند دمجها برنامجاً شاملاً للاستخدام الشامل حيث يتضمّن هذا البرنامج عناصر
مترابطة تطال المناصرة والتدريب أثناء العمل إلى جانب خدمات تنمية الأعمال والإرشاد وتقديم المشورة.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Career guidance

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career-guidance

Identifier

640

Inclusion

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inclusion

Identifier

665

Vocational training

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vocational-training

Identifier

124

Regions:

Arab States

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Countries and territories:

Lebanon

E-Learning course: Skills development for social inclusion

Kind:

Event

Start Date:

14 Mar 2022

End Date:

15 Sep 2024

Event Location:

Online (E-Campus)

EventType:

Course

Language:

English

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english

Identifier

skpEng

Language Version:

Sources:

ILO

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Identifier

skpILO

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ilo

Topics:

Anticipating and matching skills needs

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

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skpAFSN

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anticipating-and-matching-skills-needs

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

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skpMigWor

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migrant-workers

Knowledge Products:

Inclusion in TVET and skills development is in everyone’s interest – and yet, many individuals and groups in society find themselves excluded from learning opportunities.

In this course participants learn how to contribute to the development of inclusive education and training systems and programmes that are capable of overcoming the range of existing barriers for disadvantaged groups and individuals. This fully online course is organized in close collaboration with the ILO’s Employment Department, Skills and Employability Branch and Humanity & Inclusion – Handicap International and addresses those that are motivated to learn how to improve the outreach, quality and relevance of education and training for all.

The course endorses a holistic approach to the training and labour market inclusion process - from accessibility of training to participation, graduation, and work transition for all, with specific modules on:
• The training and labour market inclusion process - from accessibility of training to work transition for all
• Inclusive TVET policies and strategies, following a rights-based approach
• Universal TVET system design from access to participation, graduation and transition to work
• Inclusive learning methodologies
• Framework for analysis of inequalities in TVET
• Targeted measures to redress inequalities

This innovative online course provides practical guidance for assessing and building inclusive TVET and skills development systems catered to a range of groups and individuals. By the end of the online programme, participants will have:
• Built awareness on key concepts and benefits of social inclusion in TVET for all
• Identified the underlying causes of inequalities, addressed questions of status, and challenged social perceptions
• Learnt how to overcome existing barriers to access and participation through carefully designed policy intervention and practical measures for inclusive TVET design and delivery

Application deadline: 15 January

To learn more and to register click on the link provided below

E-Learning course: Skills for social inclusion

E-Learning course: Skills development for social inclusion

Subject Tags:

Inclusion

Slug

inclusion

Identifier

665

Skills upgrading

Slug

skills-upgrading

Identifier

657

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Global

Countries and territories:

Economic groups:

Financing mechanisms for promoting social inclusion in skills and lifelong learning systems: Global overview of current practices and policy options

Type:

Document

Content Type:

Publication

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

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

Financing of training

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Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

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skpFinanT

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financing-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

Skills policies and strategies

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

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skpPolConv

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skills-policies-and-strategies

Knowledge Products:

Recommendations and advice on resolving policy challenges related to skills development systems and their linkages to the world of work. Concise syntheses of experience from the international organizations.

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skpPolOp

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policy-and-strategy

Publication Date:

04 Sep 2023

Open

Financing mechanisms for promoting social inclusion in skills and lifelong learning systems: Global overview of current practices and policy options

The report analyses pros and cons of practices around the world, shedding light on the policy options to improve access to and participation in skills development and lifelong learning of disadvantaged people.

The report, entitled Financing mechanisms for promoting social inclusion in skills and lifelong learning: global overview of current practices and policy options, is the first global study that analyses the effectiveness of existing financing instruments targeting individuals, training providers and enterprises in improving social inclusion in access and participation to skills development. It also recommends how these instruments should be contextualized and better applied in developed and developing countries to ensure that training reach those who need it the most.

Subject Tags:

Access to training

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access-to-training

Identifier

683

Financing training

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financing-training

Identifier

673

Inclusion

Slug

inclusion

Identifier

665

Public private partnerships

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public-private-partnerships

Identifier

138

Regions:

Global

Jubel's story of persistence and success

Type:

Document

Content Type:

Biography

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

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

People with disabilities

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Identifier

skpPeoDis

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people-with-disabilities

Youth employability

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Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.

Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.

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skpYoEmp

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youth-employability

Knowledge Products:

Case studies and good practices

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

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Identifier

skpCaseStdy

Slug

case-studies-and-good-practices

Publication Date:

27 Feb 2022

Open

Jubel's story of persistence and success

In Bangladesh, some 3.2 million young people with disabilities lack the skills necessary to find employment. One reason is that Technical and Vocational Education and Training (TVET) institutions cannot cater to the needs of those with disabilities. ILO Bangladesh\'s Skills 21 project is working with the Directorate of Technical Education to make the TVET institutes more inclusive for the Persons with Disabilities (PWDs). In this story, Jubel explained how skills training changed hir entire life and open-up employment opportunities. The Directorate of Technical Education (DTE), under the Technical and Madrasa Education Division (TMED), Ministry of Education, has carried out several steps in collaboration with the International Labour Organization (ILO) to make its 118 TVET institutes disability-inclusive. Thus, like Jubel, other youths suffering from some disabilities can access TVET and Skills training and employment.
As a result of the measures taken to enhance disability inclusion, enrolment of students with disabilities at DTE\'s TVET institutes increased significantly with ILO support.
Nine TVET institutes have now established partnerships with the Organization for Disability Peoples (OPDs).
Out of 118 TVET institutes under DTE, 99 now have an Annual Disability Inclusion Action Plan featuring a budget and timeline.
Dissemination of DTE\'s model of disability inclusion in TVET institutes supports the inclusion of 12 different types of persons with disabilities in their monitoring system.

Subject Tags:

Access to training

Slug

access-to-training

Identifier

683

Disadvantaged youth

Slug

disadvantaged-youth

Identifier

663

Inclusion

Slug

inclusion

Identifier

665

Regions:

Asia and the Pacific

Region Image

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_

Cours en ligne sur le développement des compétences en appui à l'inclusion sociale

Kind:

Event

Start Date:

14 Mar 2022

End Date:

15 Sep 2024

Event Location:

En ligne

EventType:

Course

Language:

French

Slug

french

Identifier

skpFrn

Language Version:

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Identifier

skpMigWor

Slug

migrant-workers

People with disabilities

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Identifier

skpPeoDis

Slug

people-with-disabilities

Knowledge Products:

Présentation du cours

Dans ce cours, les participants apprennent comment contribuer au développement de systèmes et de programmes de formation professionnelle inclusifs, capables de surmonter l'ensemble des obstacles existants pour les groupes et les individus défavorisés. Cette offre de formation en ligne est organisée en étroite collaboration avec le Service des compétences et de l'employabilité du BIT et Humanity & Inclusion - Handicap International et s'adresse à ceux qui sont motivés pour apprendre comment améliorer la portée, la qualité et la pertinence de la formation professionnelle pour tous.

Groupes cibles

Décideurs politiques et conseillers techniques des ministères de l'Emploi/du Travail et de l'Éducation; membres des conseils des compétences, des autorités nationales de l'EFTP et d'institutions similaires; représentants des organisations de travailleurs et d'employeurs impliqués dans le développement des compétences; experts et personnel technique travaillant dans le domaine de la planification de l'EFTP et dans les organisations de la société civile et ONG travaillant avec les groupes vulnérables; institutions spécialisées des secteurs public, privé et à but non lucratif qui travaillent sur les questions de genre, l'informalité et l'intégration des personnes handicapées.

Objectifs

Ce cours fournit des conseils pratiques pour évaluer et construire un EFTP inclusif et des systèmes de développement des compétences s’adressant à une série de groupes et d’individus, tels que les femmes, les personnes handicapées, les personnes vivant dans les zones rurales, les travailleurs migrants, et les personnes travaillant dans le secteur informel.

A la fin du programme en ligne, les participants auront :

Développé leur connaissance des concepts clés et les avantages de l’inclusion sociale dans l’EFTP pour tous
Identifié les causes sous-jacentes des inégalités, abordé les questions de statut et remis en question les perceptions sociales
Appris à surmonter les obstacles existants à l’accès et à la participation grâce une intervention politique soigneusement conçue et des mesures pratiques pour la conception et la prestation pour l’EFTP inclusif.

Sujets

Le cours adopte une approche holistique du processus de formation et d’insertion sur le marché du travail – de l’accessibilité de la formation à la participation, à l’obtention du diplôme et à la transition professionnelle pour tous, en se concentrant sur certains sujets spécifiques clés :

Des politiques et stratégies d’EFTP inclusives, suivant une approche fondée sur les droits
Conception d’un système d’EFTP universel, de l’accès à la participation, à l’obtention du diplôme et à la transition vers le travail
Méthodes de formation inclusives
Cadre d’analyse des inégalités dans l’EFTP
Des mesures ciblées pour redresser les inégalités.

Format and méthodologie

Ce cours innovant d’apprentissage en ligne a été conçu selon une approche centrée sur l’apprenant afin de mieux impliquer les participants et de les maintenir motivés. Il est très interactif et engageant. Différentes méthodes ont été utilisées pour rendre le contenu intéressant, pertinent et divertissant. Le cours comprend un outil d’évaluation digital qui aidera les participants à autoévaluer le degré actuel d’intégration d’un système d’EFTP et de développement des compétences. Une fois que le participant a terminé chaque module et soumis le travail par le biais de la plateforme de cours, un tuteur/une tutrice lui fournira un retour et le participant a accès au module suivant. Les participants qui auront accompli avec succès les devoirs requis (un par module) recevront un certificat de réussite.

Pour plus d'information et pour s'inscrire cliquez ici.

Cours en ligne sur le développement des compétences en appui à l'inclusion sociale

Subject Tags:

Inclusion

Slug

inclusion

Identifier

665

Regions:

Global

Countries and territories:

Economic groups:

E-learning course on skills development for social inclusion

Kind:

Event

Start Date:

14 Mar 2022

End Date:

15 Sep 2024

Event Location:

En línea (E-Campus)

EventType:

Course

Language:

Spanish

Slug

spanish

Identifier

skpEsp

Language Version:

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Migrant workers

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According to the ILO global estimates on migrant workers, there were around 164 million migrant workers in 2017.

Identifier

skpMigWor

Slug

migrant-workers

People with disabilities

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Identifier

skpPeoDis

Slug

people-with-disabilities

Knowledge Products:

Presentación del curso

On this course, participants learn how to contribute to the development of inclusive vocational training systems and programmes designed to overcome the barriers faced by disadvantaged groups and individuals. This e-learning training offer is organized in close collaboration with the ILO's Employment Department, its Skills and Employability Branch, and Humanity & Inclusion - Handicap International. It is intended for those who are motivated to learn how to improve the outreach, quality and relevance of vocational training for all.

¿Quiénes participan en este curso?

Policy-makers and technical advisors of ministries of employment/labour and education; members of skills councils, national TVET authorities and similar institutions; representatives of workers' and employers' organizations involved in skills development; experts and technical staff working in the field of TVET planning and in CSOs and NGOs working with vulnerable groups; specialized institutions from the public, private and not-for-profit sectors that are working on gender issues, informality and the integration of persons with disabilities.

Objectives

This course provides practical guidance for assessing and building inclusive TVET and skills development systems catered to a range of groups and individuals, such as women, persons with disabilities, people living in rural areas, migrant workers, and people working in the informal sector. By the end of the eLearning programme, participants will have:

Built awareness on key concepts and benefits of social inclusion in TVET for all
Identified the underlying causes of inequalities, address questions of status, and challenge social perceptions
Learnt how to overcome existing barriers to access and participation through carefully designed policy intervention and practical measures for inclusive TVET design and delivery.

Topics

The course endorses a holistic approach to the training and labour market inclusion process – from accessibility of training to participation, graduation, and work transition for all, focusing on some key specific topics:

Inclusive TVET policies and strategies, following a rights-based approach
Universal TVET system design from access to participation, graduation and transition to work
Inclusive learning methodologies
Framework for analysis of inequalities in TVET
Targeted measures to redress inequalities.

Format and methodology

This innovative eLearning course has been designed according to a learner-centred approach in order to better involve participants and keep them motivated. It is highly interactive and engaging. Different methods have been used to make the content interesting, relevant and entertaining. The course includes a digital assessment tool that helps participants selfassess the current degree of inclusivity of a TVET and skills development system. After the participant has completed each module and submitted the assignment through the course platform, a tutor will provide feedback and the participant will be given access to the next module. Participants who successfully complete the assignments required (one per each module) will receive a Certificate of Achievement.

Para obtener más información y registrarse, haga clic aquí.

E-learning course on skills development for social inclusion

Subject Tags:

Inclusion

Slug

inclusion

Identifier

665

Regions:

Global

Countries and territories:

Economic groups:

Academy on Gender, Inclusion and the Future of Work

Kind:

Event

Start Date:

15 Nov 2021

End Date:

15 Sep 2024

Event Location:

Online

EventType:

Course

Language:

English

Slug

english

Identifier

skpEng

Language Version:

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

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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.

Identifier

skpGenEqul

Slug

gender-equality

Knowledge Products:

Cutting-edge topics in the new post-Covid "normal" are presented and discussed in keynote lectures with simultaneous interpretation in English, French and Spanish. The Academy will cover digitalization processes and inclusion, care work and the care economy, work-life integration and telework, key equality and inclusion issues in the workplace, and future perspectives.

Who attends this academy?

A global event on gender, inclusion and the future of work, bringing together experts and successful practitioners.

Support the empowerment of indigenous women by contributing to the ITCILO Gender Equality Memorial Fund (GEMF)! GEMF provides scholarships to indigenous women’s advocates to attend the Gender Academy and build their capacity to promote indigenous women’s rights.

This academy aims to broaden the conversation around gender equality in the world of work.

International law, workplace measures, and dialogue at work
Feminist pedagogies and methodologies for gender-responsive training
A gender perspective on climate change and environmental transformations

What will I learn?

Participants attend plenary sessions and elective workshops to discuss and learn alongside their peers.

How to facilitate gender equality through design thinking, a creative solutions process
All about unconscious gender bias, and how it plays out in the workplace
The importance of participatory gender audits, and the tools needed to implement them

What will I be able to do?

Gender equality is a cross-cutting initiative in the world of work.

Dismantle patterns of discrimination and disadvantage in the workplace
Address violence and harassment in the world of work
Approach workplace transformations through a gender equality lens

Why should I join?

The Turin Centre is known for its unconventional and highly effective learning methodologies.

Subject matter specialists from around the world share insight on gender-related issues.
Simultaneous interpretation in English, French, and Spanish is available for plenary sessions.
A selection of workshops is available; follow a thematic journey or mix and match sessions.

To learn more and to register click here.

Academy on Gender, Inclusion and the Future of Work

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Gender equality

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gender-equality

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Inclusion

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inclusion

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665

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Blog: Changing skills needs: How to prepare the workforce for the jobs of the future?

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Blog

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English

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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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international-organizations

Authors:

Katharine Mullock

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Anticipating and matching skills needs

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anticipating-and-matching-skills-needs

Publication Date:

18 Oct 2021

Opinion by Katharine Mullock, OECD Economist.

No one likes being the sad kid not invited to the birthday party. Especially when it is a party that makes your neighbours richer and happier, while your income stagnates or declines. Between 2000 and 2010, manufacturing jobs in the United States fell by 5.7 million, eliminating a traditional pathway to a middle-class lifestyle for many workers with only a high-school education. Though the US unemployment rate is nearly back to pre-crisis levels, manufacturing jobs have not recovered, and the share of high-school educated people who are not working among the civilian population has jumped from 38 per cent to 46 per cent since 2010 (US Bureau of Labor Statistics). Technological progress and globalization, purported to be “a rising tide that lifts all boats”, has left many feeling uninvited to the party.

Declines in manufacturing jobs are not limited to the United States, but are part of a global phenomenon driven by technological progress and increasingly globalized supply chains. These forces have polarised labour markets by reducing demand for routine mid-skill jobs like manufacturing, while raising demand for non-routine jobs at the low and high ends of the skills spectrum. While globalization and technological change have the potential to boost productivity and economic growth, they come with no guarantee of inclusivity. Feeling left behind from the gains of technological progress no doubt underlies the social tension and anxiety manifested in recent political change observed in several OECD countries. Governments and policy makers are being called upon to address this social anxiety, and to create conditions for more inclusive growth.

Promoting inclusive growth depends on everyone having the right skills for an increasingly digital and globalized world. Anticipating what the right skills are, however, is not a straightforward task due to changing skill needs. While automation redesigns and makes obsolete some jobs, it also generates innovative economic activities that lead to new jobs, requiring the workforce to develop a fresh set of skills. Even among workers who keep their jobs, the types of tasks they perform are changing. According to OECD estimates, less than 10 per cent of workers are in jobs that are at risk of being replaced by machines, but 25 per cent are in jobs where a high percentage of tasks (50-70 per cent) could be automated (Arntz et al., 2016). The changing nature of jobs underlines the need for workers to develop skills that make them flexible and resilient.

To continue reading the rest of this Blog, download the PDF found immediately below.

Blog: Changing skills needs: How to prepare the workforce for the jobs of the future?

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Employability

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employability

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643

Inclusion

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inclusion

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665

Skills anticipation

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skills-anticipation

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677

Technology

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technology

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345

Regions:

Global

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Académie sur le genre, l'inclusion et l'avenir du travail

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Event

Start Date:

15 Nov 2021

End Date:

15 Sep 2024

Event Location:

Online

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Course

Language:

French

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french

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ILO

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ilo

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skpGenEqul

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gender-equality

Knowledge Products:

Présentation de l'académie

Des sujets d'actualité brûlante sur la nouvelle « normalité » d'après-pandémie, tels que les processus de numérisation, l'inclusion, le travail et l'économie des soins, l'intégration de la vie professionnelle et de la vie privée et le travail agile (« smartworking »), l'égalité et l'inclusion sur le lieu de travail et les perspectives d'avenir, seront abordés et discutés lors de sessions magistrales avec interprétation simultanée en anglais, français et espagnol.

Groupes cibles

Un événement international mondial sur l'égalité des genres, l'inclusion et l'avenir du travail, réunissant des experts et des praticiens chevronnés.

Quels seront le sujets abordé lors de l'academie?

Pendant deux semaines, des sessions plénières et des ateliers pratiques aux choix seront proposés sur les thématiques suivantes:

la lutte contre la violence et le harcèlement dans le monde du travail;
la non-discrimination, l’intersectionnalité et le travail décent pour tous;
l’équité salariale;
les services à la personne et l’économie des soins;
l’égalité des genres et les transformations sociales et environnementales;
la perspective de genre dans l’économie numérique;
l’égalité hommes-femmes dans le dialogue social et la gouvernance du travail;
les hommes et les masculinités;
les femmes, l’égalité et l’avenir du travail;
l’égalité des genres, le travail décent et la santé: leçons apprises de la lutte contre le VIH et la tuberculose;
la voix des femmes, les capacités organisationnelles et le leadership;
les préjugés et les stéréotypes sexistes et leur impact dans le monde du travail;
la protection de la maternité: un périple de 100 ans et un programme en faveur de l’équilibre entre vie professionnelle et vie privée;
des approches sensibles au genre et transformatrices pour la gestion axée sur les résultats;
la communication et la formation sur l’égalité des genres.

Quels seront le sujets abordé lors de l'academie?

Pendant deux semaines, des sessions plénières et des ateliers pratiques aux choix seront proposés sur les thématiques suivantes:

la lutte contre la violence et le harcèlement dans le monde du travail;
la non-discrimination, l’intersectionnalité et le travail décent pour tous;
l’équité salariale;
les services à la personne et l’économie des soins;
l’égalité des genres et les transformations sociales et environnementales;
la perspective de genre dans l’économie numérique;
l’égalité hommes-femmes dans le dialogue social et la gouvernance du travail;
les hommes et les masculinités;
les femmes, l’égalité et l’avenir du travail;
l’égalité des genres, le travail décent et la santé: leçons apprises de la lutte contre le VIH et la tuberculose;
la voix des femmes, les capacités organisationnelles et le leadership;
les préjugés et les stéréotypes sexistes et leur impact dans le monde du travail;
la protection de la maternité: un périple de 100 ans et un programme en faveur de l’équilibre entre vie professionnelle et vie privée;
des approches sensibles au genre et transformatrices pour la gestion axée sur les résultats;
la communication et la formation sur l’égalité des genres.

Que vais-je apprendre?

Une variété de sessions plénières, de discussions et d’ateliers au choix vous feront découvrir un programme de transformation pour l’égalité des genres et l’autonomisation des femmes dans le monde du travail, incluant:

l’expérience centenaire de l’OIT en matière d’action normative et politique en faveur de l’égalité des genres;
les derniers concepts et approches utilisés dans le discours international et des Nations Unies en matière de genre, dans un monde en évolution;
des méthodologies et des outils novateurs, des pratiques et des stratégies efficaces en faveur de l’égalité des genres et de l’autonomisation des femmes.

Que pourrai-je faire?

Analyser le monde du travail et les lieux de travail selon une perspective de genre et de nondiscrimination;
Dresser une liste de mesures permettant de prévenir et de combattre les inégalités sur les lieux de travail, la discrimination et le harcèlement;
Consulter les informations, les données, les bonnes pratiques et les méthodes les plus récentes;
Élaborer et négocier de nouveaux programmes en faveur de l’égalité hommes-femmes au travail;
Développer des stratégies et utiliser des outils pour changer les mentalités, former des alliances et initier un changement durable.

Pourquoi devrais-je participer?

L’Académie s’adresse à des professionnels qui oeuvrent pour la promotion de l’égalité des genres et l’autonomisation des femmes des pays en voie de développement et des pays industrialisés, notamment:

les représentants de gouvernement;
les représentants d’organisations de travailleurs et d’employeurs;
le personnel d’organisations internationales et de développement;
les entités du secteur privé qui prônent la diversité, l’égalité des chances et la responsabilité sociale des entreprises;
les instituts de recherche et les universités;
les organisations de la société civile.

Pour plus d'information et pour s'inscrire cliquez ici.

Académie sur le genre, l'inclusion et l'avenir du travail

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