Inclusion

Stratégie de la BAD en matière de développement du capital humain (2012-2016)

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Document

Content Type:

															Stratégie de la BAD en matière de développement du capital humain (2012-2016)
													

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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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other-sources

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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

Education and training

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education-and-training

Identifier

116

Gender and development

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gender-and-development

Human resources development

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human-resources-development

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118

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inclusion

Identifier

665

Youth

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youth

Identifier

319

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

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English

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english

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skpEng

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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

Other sources

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other-sources

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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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skpPSLLL

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lifelong-learning

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:

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.

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Disadvantaged youth

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disadvantaged-youth

Identifier

663

Inclusion

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inclusion

Identifier

665

Low skilled workers

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low-skilled-workers

Identifier

650

Women

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women

Identifier

318

Regions:

Europe and Central Asia

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Countries and territories:

Türkiye

Resource guide: Gender mainstreaming into technical and vocational education and training in Bangladesh

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Document

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															Resource guide: Gender mainstreaming into technical and vocational education and training in Bangladesh
													

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English

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english

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skpEng

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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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governments

ILO

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

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skpILO

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ilo

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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

Promotional material

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

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skpAIM

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promotional-material

Publication Date:

26 Nov 2014

Open

wcmstest4_126252.pdf

An initiative of the Government of Bangladesh with assistance by the International Labour Organisation and funding by the European Union. The main purpose of this Resource Guide is to provide guidance, practical how-to tools and available information on technical resources to support the task of operationalizing the National Strategy for Promoting Gender Equality within technical and vocational education and training (TVET) institutions. More specifically, the Guide focuses on three objectives:
1. To facilitate a clear understanding of key barriers to female participation from a gender perspective and analyse their implications in women’s employment and economic empowerment;
2. To provide practical tools and guidance on how to mainstream gender effectively into the TVET institutional structures, systems, programmes and activities; and
3. To provide information on available technical resources to strengthen the capacity of TVET gender focal points in mainstreaming gender equality concerns.

Subject Tags:

Employability

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employability

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643

Gender

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294

Identifier

294

Human resources development

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human-resources-development

Identifier

118

Inclusion

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inclusion

Identifier

665

TVET systems

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tvet-systems

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661

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_

Bangladesh: Skills vision 2016

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Document

Content Type:

Bangladesh: Skills vision 2016

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English

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english

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skpEng

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Governments

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skpGov

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governments

ILO

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Identifier

skpILO

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ilo

Topics:

Access to training

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skpATSU

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access-to-training

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

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 Nov 2014

Open

wcmstest4_126251.pdf

An initiative of the Government of Bangladesh with assistance by the International Labour Organisation and funding by the European Union. Bangladesh is the eighth most populous country in the world which presents an immense opportunity in terms of the use of its labour force. Quality technical and vocational education and training (TVET) is essential to ensuring the country’s competitiveness in the global labour market, and ensuring decent work for all. This Vision for skills development in Bangladesh is a roadmap that could help Bangladesh in the development of a flexible, responsive and market-oriented training system.

Subject Tags:

Apprenticeships

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apprenticeships

Identifier

639

Gender

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294

Identifier

294

Human resources development

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human-resources-development

Identifier

118

Inclusion

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inclusion

Identifier

665

People with disabilities

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people-with-disabilities

Identifier

323

TVET systems

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tvet-systems

Identifier

661

Regions:

Asia and the Pacific

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Countries and territories:

Bangladesh

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_

Enhancing EU education policy: Building a framework to help young people of migrant background succeed

Type:

Document

Content Type:

															Enhancing EU education policy: Building a framework to help young people of migrant background succeed
													

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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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Research papers

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skpRPS

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research-papers

Publication Date:

07 Nov 2014

Open

wcmstest4_124855.pdf

SIRIUS Network Policy Brief Series While many European countries have well-established education systems, socioeconomically disadvantaged communities experience inequality of access and a lower quality of education across the continent. These groups tend to underperform at school, and children with a migrant background are disproportionately represented among the underperformers. In addition, children of a migrant background have a number of critical educational needs that mainstream education policies do not currently meet. In light of these facts, this policy brief outlines the urgent needs of children and youth in Europe and discusses how education systems could adapt in order to respond to these needs. The performance of education policies could be very crucial in determining whether the goals of the European Commission’s Education and Training Strategy (ET2020) are achieved.

Subject Tags:

Disadvantaged youth

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disadvantaged-youth

Identifier

663

Economic and social development

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economic-and-social-development

Identifier

125

Inclusion

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inclusion

Identifier

665

Youth

Slug

youth

Identifier

319

Regions:

Europe and Central Asia

Region Image

OECD Skills strategy action report: Norway

Type:

Document

Content Type:

OECD Skills strategy action report: Norway

Language:

English

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english

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skpEng

Sources:

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skpIntOrg

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international-organizations

Topics:

Access to training

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skpATSU

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access-to-training

Skills policies and strategies

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

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skpPolConv

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skills-policies-and-strategies

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

23 Oct 2014

Open

wcmstest4_123848.pdf

Since January 2013, the OECD has been working closely with Norway to successfully use inclusive and innovative processes to strengthen Norway’s skills system. The process was conducted in two phases. The diagnostic phase, completed over the course of 2013, served to build a shared understanding of the issues at stake and to identify twelve skills challenges for Norway. In the action phase, as described in this report, stakeholders generated innovative approaches and solutions to specific skills challenges in an effort to contribute to the development and implementation of government skills policies. Stakeholders chose to focus on three interlinked Priority Areas for action, which incorporate the twelve skills challenges identified in the Diagnostic Report: improving the effectiveness of Norway’s skills system, tackling skills imbalances, and strengthening education and training for low skilled adults. The five key actions identified to address Norway’s skills challenges constitute a strong and coherent platform for new policy development and better implementation of existing skills policies.

This Action Report would have served its purpose if it contributes to fostering a common understanding of the actions Norway needs to take to strengthen its skills system. It would have accomplished an even greater goal if it stimulates policy makers and stakeholders to work together to ensure successful implementation. Maximising Norway’s skills potential is everyone’s business, and will require a shared commitment across ministries, county and local governments as well as social partners to deliver better skills outcomes today and in the future.

Subject Tags:

Career guidance

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career-guidance

Identifier

640

Economic growth

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economic-growth

Identifier

166

Employability

Slug

employability

Identifier

643

Inclusion

Slug

inclusion

Identifier

665

Lifelong learning

Slug

lifelong-learning

Identifier

400

Policy convergence

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policy-convergence

Identifier

674

Skills mismatch

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skills-mismatch

Identifier

654

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Norway

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

Achieving stronger growth by promoting a more gender-balanced economy

Type:

Document

Content Type:

Achieving stronger growth by promoting a more gender-balanced economy

Language:

English

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english

Identifier

skpEng

Sources:

ILO

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Identifier

skpILO

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ilo

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Identifier

skpIntOrg

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international-organizations

Topics:

Gender equality

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

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

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skpGenEqul

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gender-equality

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

Other knowledge products

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Identifier

skpOProduct

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other-knowledge-products

Publication Date:

16 Sep 2014

Open

wcmstest4_119860.pdf

Report prepared for the G20 Labour and Employment Ministerial Meeting Melbourne, Australia, 10-11 September 2014

At the February, 2014 Meeting of the G20 Finance Ministers and Central Bank Governors, Ministers committed to developing appropriate policies that would ‘lift the G20 collective GDP by more than 2 per cent above the trajectory implied by current policies over the coming 5 years’. Increasing female employment and labour force participation has been deemed to be a viable solution to achieving this objective. To optimize the labour productivity potential of increased female employment, women should be fully integrated in the labour force. They should not be subjected to discriminatory gender wage gaps and should not be involuntarily confined to part-time employment and to the most low-paid, low-productivity and vulnerable jobs. National growth strategies must encompass measures to promote greater gender equality in access to quality education and marketable skills, access to assets and finance, and productive and rewarding jobs.

Despite the expressed commitment to promote a gender-balanced economy, narrowing gender gaps requires a comprehensive approach that a) accounts for the different nature of labour market challenges across the G20 countries, and b) includes a range of measures aimed at fostering gender equality and enhancing the employment of women. Measures to address gender gaps should be grounded in a clear legislative framework, supported by an enabling environment for gender equality in labour force participation, and should also include neutral tax/benefit systems, and public policies to support female entrepreneurship. International instruments such as the OECD Gender Recommendation and ILO international labour conventions and recommendations also lend support to more inclusive gender principles.

Good practices in addressing gender gaps in G20 countries are illustrated in Annex 4.

Subject Tags:

Economic growth

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economic-growth

Identifier

166

G20

Slug

g20

Identifier

669

Gender

Slug

294

Identifier

294

Globalization

Slug

globalization

Identifier

267

Inclusion

Slug

inclusion

Identifier

665

Regions:

Making vocational training work: A study of vocational training in DDR

Type:

Document

Content Type:

Making vocational training work: A study of vocational training in DDR

Language:

English

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english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

Slug

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 Aug 2014

Open

wcmstest4_118853.pdf

An important aspect of Rwanda’s development and stability in the last decade has been the country’s national Disarmament, Demobilization, and Reintegration (DDR) program. From the onset, the country’s DDR program has been closely linked to economic development and social inclusion efforts which in turn have contributed to economic and social parity between ex-combatants and civilians. The central objective Rwanda’s Demobilization and Reintegration Programme (RDRP) has been to support ex-combatants in their efforts to be reintegrated into social and economic networks of the civilian society. It is in this context that the Rwanda Demobilization and Reintegration Commission has offered vocational skills training as an integral component of the reintegration effort, with the hope that it would be a catalyst towards sustainable employment.

This report details the findings from a research study of outcomes of the vocational training provided to ex-combatant beneficiaries through the RDRP. Implementing DDR programs for more than a decade, Rwanda’s reintegration experiences and the country’s DDR vocational training framework provide an important opportunity to explore the factors that may influence the sustainability and efficacy of vocational training and reintegration outcomes.

Subject Tags:

Apprenticeships

Slug

apprenticeships

Identifier

639

Economic and social development

Slug

economic-and-social-development

Identifier

125

Employability

Slug

employability

Identifier

643

Entrepreneurship

Slug

entrepreneurship

Identifier

182

Inclusion

Slug

inclusion

Identifier

665

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

Transferable skills

Slug

transferable-skills

Identifier

660

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Africa

Region Image

Countries and territories:

Rwanda

Barriers and opportunities at the base of the pyramid: The role of the private sector in inclusive development

Type:

Document

Content Type:

															Barriers and opportunities at the base of the pyramid: The role of the private sector in inclusive development
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Thumbnail

Identifier

skpIntOrg

Slug

international-organizations

Topics:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

21 Aug 2014

Open

wcmstest4_118452.pdf

The UNDP Istanbul International Center for Private Sector in Development (IICPSD) produced this report as part of its mandate to guide and define the role of the private sector in poverty reduction and inclusive development. Developed by an interdisciplinary team of 18 leading poverty experts, the report leverages an ecological approach to understanding barriers to poverty reduction. The report presents poverty as a complex web of accumulating and interacting disadvantages facing people living in poverty, which in turn, sustain and perpetuate a life of socioeconomic exclusion. The barriers are clustered into five broad categories: Early Developmental Barriers, Health Barriers, Skill Barriers, Social Barriers, and Decision-making Barriers. (See Chapter four on Skill Barriers and Opportunities.)

Using this framework, the IICPSD surveyed a diverse group of practitioners to understand what are some of the opportunities private sector actors can undertake to help tackle these barriers. The report clusters private sector actions into four broad approaches, each within its own commercial logic: Corporate Social Responsibility, Social Enterprise, Inclusive Business, and Mainstream Business. Through a survey of policy makers and experts, the report also discusses the role of critical enablers that can facilitate a great role for the private sector in poverty reduction and inclusive development. The report looks into how the public sector, international organizations and development agencies, academia, NGOs, innovative inclusive financing and impact investing, and technology, can catalyze further private sector action in poverty reduction. The report ends with a note that if poverty means a life of socioeconomic exclusion for people at the base of the pyramid, the solution is to preclude poverty through social inclusion—and the private sector can play a much more substantial and strategic role towards this end.

Subject Tags: