Argentina and South Africa. Understanding Barriers to Accessing Skills Development and Employment for Youth : Synthesis Report
The studies analysed three main issues: (1) the quality of the productive activities that youngster get, such as jobs, employment, volunteering, and learnerships; (2) policies regarding work preparation and deployment, including the conceptual approaches, guidelines and designs of implementation, their similarities, and contradictions; and (3) youth opportunities in the construction and wine production sectors. Emphasis was placed on knowledge of the relationships between the various actors within society, state, non-state, public and private national and international institutions.
Tags : Analysis; Argentina; Report; Skills - development; Source: NORRAG - Northern Research Review and Advisory Group; South Africa; Youth;
Canada. Engaging & Developing Talent with Competencies
This ebook looks at career development from a competency-based perspective and breaks down the key elements of a successful program. It includes a review of the latest trends and practical information on how to build a competency framework that supports engaging, self-directed career pathways. You’ll also find a self-assessment checklist to help you evaluate the health and vitality of your current career development program.
Tags : Book; Canada; Compentence - framework; Framework - competence; Source: Human Resource Systems Group;
England. Governing Education and Training Systems in England Some Lessons from the United States
This paper broadly discusses education and training system policies that focus on workforce development in England and the US, especially with regard to the role of further education colleges (community colleges in the US), employer engagement, and local workforce development bodies. The focus is on governance at the post-secondary level, as the main interest is skills development after compulsory education. The most striking differences between the American and English systems are the governance and authority structures, which are stronger in the US and afford greater scope for strategic planning by states and between states and the federal level. The experiences of community colleges in working with employers to provide workforce training may be worth further investigation as further education colleges further develop this type of provision. The US experience is less instructive with regard to quality assurance or increasing employers' engagement with education.
Tags : Analysis - comparative; Colleges and Universities; Comparative analysis; Document; Education - and training systems; England; Policy - training; Source: SKOPE - Skills_Knowledge and Organisational Performance; Training - policy; United States of America;
Tunisia. Supporting entrepreneurship in the vocational training system in Tunisia
The basic framework for entrepreneurship training and start-up support in vocational training is in place in Tunisia. The Tunisian Agency for Vocational Training already has a mandate from the Ministry of Vocational Training and Employment to introduce students to entrepreneurship and many organisations support this. However, the entrepreneurship support system involves several ministries and agencies, many different types of business development support organisations as well as training centres, and their activities often overlap and would benefit from increased co-ordination.
Tags : Entrepreneurship; In English; Report; Source: OECD - Organisation for Economic Co-operation and Development; Tunisia; VET - review;
UK. Routes into Work… it’s Alright for Some: key issues in progressing through vocational learning into employment
Overall employment rates are now at their highest since records began, but youth unemployment, while down from recession peaks, is falling at a frustratingly slow pace. The number of reported job vacancies is actually greater than the number of 16 to 24 year old who are out of work, so why is youth unemployment still so high?
Tags : Employment - youth 16-24; Report; Source: Pearson UK; United Kingdom; VET - vocational education and training; Youth - unemployment;
UK. Working Futures 2014-2024
Working Futures 2014-2024
provides a comprehensive and detailed picture of the UK labour market, focusing on employment prospects for up to 75 industries, 369 occupations, 6 broad qualification levels, gender and employment status.
Tags : Employment trend 2014-2024; Report; Source: Government of UK; United Kingdom;
Asia-Pacific. Enhancing relevance in TVET: review of progress since 2012
The Review places emphasis on three policy areas – green TVET, youth and skills, and use of ICT in TVET – and sheds light on achievements in TVET in the Asia-Pacific, as well as remaining challenges to be addressed as the region moves forward. It reflects the impact of relevance on other TVET areas and its importance for aligning Member States’ TVET systems and SDGs.
Tags : Asia-Pacific Region; Review - VET 2012-2016; Source: UNESCO; VET - review 2012-2016;
Europe. Skill shortages and gaps in European enterprises
The global crisis has increased unemployment in the EU to unprecedented levels, yet many employers claim they have difficulties finding skilled workers to fill their vacancies. This report shows that most vacancy bottlenecks arise because of factors other than general skill deficits, including job offers of poor quality.
Tags : Europe; Report; Skills - shortage; Source: Cedefop - European Centre for the Development of Vocational Training;
Europe. Quality-Assurance and Evidence-Base (QAE) Framework
Quality assurance and evidence-based policies and practices to support lifelong guidance systems and services operate in six broad contexts: schools, vocational education and training (VET), higher education, adult education, employment settings, and social inclusion initiatives. This Framework is designed to build upon earlier work undertaken by the ELGPN (2009/10) and to extend this further in the form of a common set of quality elements, criteria, indicators and possible sources of data that can be utilised and further developed by policy-makers and other interested parties to jointly assess progress being made in relation to these six broad areas of lifelong guidance policy development.
Tags : Europe; Higher education; Lifelong learning; QAE - Quality-Assurance and Evidence-Base Framework; Quality-Assurance and Evidence-Base Framework - QAE; Source: ELGPN - European Lifelong Guidance Policy Network; VET - vocational education and training;
Skills for Jobs
The conceptual framework—Skills Toward Employment and Productivity (STEP)
— helps policymakers, analysts, and researchers think through the design of systems to develop skills that will enhance productivity and growth. The framework guides the preparation of diagnostic work on skills, and design of policies across sectors to create productive employment and promote economic growth.
Tags : Skills - development strategy; Source: World Bank; Strategy - skills development;