CVA – ACFP

Articles Tags Development – skills

Europe. Skills for industry curriculum guidelines 4.0

We are in the age of the Fourth Industrial Revolution. The industrial sector must find new technologies, new designs, new architectures, new communication and data storage concepts, in order to increase the performances of the digital world and, at the same time, to minimise the related energy consumption. Europe needs highly skilled, flexible, emotionally and socially intelligent manufacturing professionals that can solve tomorrow’s problems already today. While skill requirements are changing rapidly, enterprises, especially SMEs, struggle to find the talent they need.
https://op.europa.eu/en/publication-detail/-/publication/845051d4-4ed8-11ea-aece-01aa75ed71a1

Enabling Critical Skills: A Guide for Success

Stories from progressive companies that have successfully embedded critical skills to deliver organizational capabilities at scale and ensure employees can perform, innovate and grow in areas that are strategic to organizational success.
https://www.trainingmagnetwork.com/lessons/117854/overview?gref=TMNeBook3-5-18-20

The Innovator’s Guide to Emerging Skills

Responsive and agile companies are redesigning their approach to employee learning to continuously uncover and cultivate their most crucial emerging skills. This guide will provide you with a crash course on the following topics:
– How to benchmark the skills you already have
– Original data identifying current emerging skills
– How to plan ahead to acquire emerging skills
– 5 steps for building a “skill incubator” at your organization
https://get.degreed.com/the-innovators-guide-to-emerging-skills

COVID-19. To emerge stronger from the COVID-19 crisis, companies should start reskilling their workforces now

Adapting employees’ skills and roles to the post-pandemic ways of working will be crucial to building operating-model resilience.

EU. Skills forecast: trends and challenges to 2030

The European labour market is challenged by changes in the demographic composition of the labour force and by increasing work complexities and processes.
http://www.cedefop.europa.eu/en/news-and-press/news/skills-forecast-trends-and-challenges-2030

Profession for the Future: the new Profession Map

The new Profession Map sets the international benchmark for the people profession. The Map focuses on the knowledge and behaviours you need to create value and make an impact at work, shifting the focus from generic best practice to values-based decision-making.
https://peopleprofession.cipd.org/profession-map

Europe. Job Design and Skill Developments in the Workplace

We investigate the relationship between job complexity and the skills development of adult workers in Europe. The results suggest that challenging workplaces, workplaces in which jobs are designed to include complex tasks, and which place high demands on workers’ skills, also stimulate workers’ skills development. Increasing the degree of job complexity has positive and robust effects on the degree of skill development, and so does an increase in work experience (tenure). The analysis stresses the importance of on-the-job learning and contextual workplace characteristics for adult workers’ skills development.
http://ftp.iza.org/dp10207.pdf

Adapting skills : a challenge digital companies have to meet

Innovation is a key factor in growth in the digital sector. In order to foster innovation, digital companies must, to a greater extent than elsewhere in the economy, recruit skilled personnel and ensure that their employees’ skills are maintained and updated. Considerable use is made of initial education, continuing training in its various forms and block-release programmes in a continuum that might prefigure a more general tendency.
http://www.cereq.fr/index.php/publications/Training-and-employment/Adapting-skills-a-challenge-digital-companies-have-to-meet

Skills for the creative industries

The report explores questions related to, amongst other things, the required skills for creative industries, the relationship between creative economies and TVET, the role of creativity in TVET, the different vocational pathways to creative jobs and the nature of creative jobs and economies. In order to answer these questions, the report not only summarises the evidence considered and the conclusions reached during the virtual conference, but supplements these informative insights with additional information drawing on international research.
http://www.unevoc.unesco.org/go.php?q=Just+Published+Virtual+Conference+report+on+Skills+for+creative+industries

OECD Skills Outlook 2017 Skills and Global Value Chains

The report shows how countries can make the most of global value chains, socially and economically, by investing in the skills of their populations. Applying a “whole of government” approach is crucial. Countries need to develop a consistent set of skills-related policies such as education, employment protection legislation, and migration policies, in coordination with trade and innovation policies.
http://www.oecd-ilibrary.org/education/oecd-skills-outlook-2017_9789264273351-en
En français (résumé). Perspectives de l’OCDE sur les compétences 2017 / Compétences et chaînes de valeur mondiales 
http://www.oecd-ilibrary.org/sites/35c13d0b-fr/index.html?itemId=/content/summary/35c13d0b-fr&mimeType=text/html&

 

 

World Indicators of Skills for Employment (WISE) database

The WISE database provides a statistical snapshot of skills development in 214 countries.
It contains 64 indicators in five broad areas: contextual factors; skill acquisition; skill requirements; skill mismatch; economic and social outcomes.
http://www.oecd.org/employment/skills-for-employment-indicators.htm
En français. Base de données des indicateurs mondiaux des compétences pour l’emploi (WISE)
http://www.oecd.org/fr/emploi/indicateurs-des-competences-emploi.htm

 

International Conference on Employer Engagement in Education and Training 2016

What difference does it make when employers work with education and training providers?  How can employer engagement best be delivered?
Research for Practice: Papers
Presentations and Videos
http://www.educationandemployers.org/research/london-conference-on-employer-engagement-in-education-and-training-2016/presentations/

2017 June Newsletter Apprenticeship Australia Career - guidance Conference report 2016 Cooperation - international Development - skills Education - higher Education - medical Education - trend 2030 Employability Employment - youth England Germany Higher education In English International cooperation Iran Labour market Latin America and the Caribbean Malaysia Mauritania Medical - education Mentoring Military Mismatch skills/wages NEET - not in employment - education or training Open Badges Paper Providers- VET School-to-work transition Skills - development Source: Education and Employers Taskforce Spain STEM - Science_technology_engineering_and mathematics Sweden Teachers - VET Trend - education 2030 Turkey Unemployment - youth United Kingdom VET - providers VET - teachers Video Wages - mismatch skills/wages Women Work-based learning Youth Youth - employment Youth - unemployment

USA. Building America’s Skilled Technical Workforce

Skilled technical occupations—defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor’s degree for entry—are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives.
https://www.nap.edu/catalog/23472/building-americas-skilled-technical-workforce

Skills topic guide

This topic guide is focused on skills immediately necessary for employment and increased productivity. It focuses on technical and vocational education and training skills, which are concerned with the acquisition of knowledge and skills for the world of work. The importance and value of obtaining basic skills is recognised as a pre-requisite for higher order skills development.
http://www.heart-resources.org/wp-content/uploads/2016/01/Skills-Topic-Guide.pdf

Canada/Ontario. Unions, apprenticeship board join to train Aboriginal workers

As industry starts to realize the skills Aboriginal workers can bring to the trades, the connection between First Nations communities and unions is growing stronger. In consultation with the trade unions, the employment agencies can now develop training tailored to meet the requirements of industry.
http://www.northernontariobusiness.com/Industry-News/aboriginal-businesses/2015/03/Unions,-apprenticeship-board-join-to-train-Aboriginal-workers.aspx

European Union. Green light for Erasmus+: More than 4 million to get EU grants for skills and employability

Aimed at boosting skills, employability and supporting the modernisation of education, training and youth systems, the seven-year programme will have a budget of €14.7 billion – 40% higher than current levels. More than 4 million people will receive support to study, train, work or volunteer abroad, including 2 million higher education students, 650 000 vocational training students and apprentices, as well as more than 500 000 going on youth exchanges or volunteering abroad.
http://europa.eu/rapid/press-release_IP-13-1110_en.htm

Africa. Improving Skills Development in the Informal Sector

Improving Skills Development in the Informal Sector looks at how formal education, technical and vocational education and training, apprenticeships, and on-the-job learning shape employment and earnings in the informal sector in five African countries. The book also examines a set of economic constraints to skills development and offers an insightful approach to improving employment outcomes.
http://issuu.com/world.bank.publications/docs/9780821399682

England. Learning for Women in Prison

The research took place at a time of change; prisons across England were introducing the new OLASS 4 contracts and adjusting to the policy steer laid out in Making Prisons Work – with an emphasis on both learning and skills for employment. This report looks at how learning is key to responding positively to the issues and circumstances faced by women in prison and how programmes have been successful in progressing the learning for work and the reducing reoffending agendas.
http://shop.niace.org.uk/media/catalog/product/l/e/learning_for_wip_v3_final.pdf

England. Vocational Training and Employability Skills in Prisons and Young Offenders Institutions

Study to identify effective practice in vocational learning and employability skills provision in men’s prisons and Young Offender Institutions.
http://shop.niace.org.uk/media/catalog/product/v/t/vt_and_es_report_2013_final_1.pdf

Canada. Rethinking professional development

Reference manual for developing professional skills among organizations and practitioners within an Integrated andragogical process.
http://www.resdac.net/documentation/pdf/rethinking_professional_devpt.pdf
En français. Canada. Agir avec compétence. Référentiel pour le développement de compétences professionnelles des organisations et des intervenants dans le contexte d’une démarche andragogique intégrée
http://www.resdac.net/documentation/pdf/referentiel_2013.pdf

Gender and skills development

This paper argues that in order for women to have equal access to skills development opportunities, and equal opportunities to put their skills to work to provide decent livelihoods, the cycle of limited access to training, lack of decent work opportunities, and lack of power in both public and domestic contexts needs to be addressed holistically.
http://unesdoc.unesco.org/images/0021/002178/217859e.pdf

South Korea. Aid for skills development: South Korea case study

Skills development has played a critical role in the history of economic development in South Korea, where strong labor demand-driven approach effectively provided required skilled workers in time for industrialization. This approach has been well embedded in South Korea’s aid for skills development where the focus has been on developing industrial skilled workers, both of quantity and quality, for the countries in need.
http://unesdoc.unesco.org/images/0021/002178/217875e.pdf

Review of policies to strengthen skills-employment linkages for marginalised young people

An analysis of the provision, governance and financing of policies, strategies and programmes to promote the employability and skills development of youths.
http://unesdoc.unesco.org/images/0021/002178/217878e.pdf

Skills development for youth living with disabilities in four developing countries

This paper outlines some of the key challenges and opportunities regarding skills development for youth with disabilities. It focuses on those who are no longer in formal education, but who, for a variety of reasons, are not yet in formal employment. Where possible, it outlines the extent of labour force participation amongst youth living with disabilities, and discusses the barriers to participation.
http://unesdoc.unesco.org/images/0021/002178/217882e.pdf

Skills development as part of social protection programmes

This review examines the development and performance of skills development interventions as a part of social protection programming in middle and low income countries to address issues of youth unemployment.
http://unesdoc.unesco.org/images/0021/002178/217883e.pdf

Marginalization of young people in education and work: findings from the school-to-work transition surveys

This paper studies causes and consequences of labor market marginalization in 8 developing countries.. More links between educational institutions, enterprises, social and institutional partners are decisive to implement the dual principle, namely generating work experience together with, rather than after general education: a closer integration of the educational system with the outside business world, through activities of job placement and counseling, as well as programs of on the job training (apprenticeship) are important to the generation of the job specific work experience and other skills that also entrepreneurs consider important when hiring a young person, therefore reducing the overall length of the school-to-work transition.
http://unesdoc.unesco.org/images/0021/002178/217886e.pdf

Aid to skills development: case study on Japan’s foreign aid program

Two cases of skills development projects are presented, one in post-conflict Southern Sudan, another to develop a regional hub of training center in Senegal, each representing the different objective. They provide ideas on how Japanese assistance in this area can respond to challenging needs by study-based designing and building a partnership among key stakeholders, and how it helps build institutional capacity through a long-term assistance.
http://unesdoc.unesco.org/images/0021/002178/217888E.pdf

Latin America. Youth and skills in Latin America: strategies, programmes and best practices

The paper will explore skills development programmes in Latin America benefiting marginalized groups. It will deliver (1) a general overview on skills development and marginalization in the Region, (2) an analysis of formal and non-formal skills acquisition architecture focusing on institutional arrangements, donorsinitiatives and south-south technical cooperation, (3) an analysis of the relevance of post-primary education and, in conclusion, (4) the paper will identify best practices of programmes and vocational trainings with a focus on informal sector, urban areas and indigenous people.
http://unesdoc.unesco.org/images/0021/002179/217979e.pdf

Canada. From Better Skills to Better Work: How Career Ladders can Support the Transition from Low-Skill to High-Skill Work

This brief explores ‘Career Ladders’, a series of connected literacy, language and skills training programs that enable individuals to secure employment within a specific industry or occupational cluster, and to advance to successively higher levels of education and employment within that sector. Each step is explicitly designed to meet the needs of both participants and employers in obtaining necessary workplace skills.
http://www.essentialskillsontario.ca/sites/www.essentialskillsontario.ca/files/From%20Better%20Skills%20to%20Better%20Work_Final.pdf
En français. Canada. Se propulser à l’avant-garde: De meilleures compétences pour un meilleur emploi
Comment favoriser la transition d’un emploi peu spécialisé à un emploi très
spécialisé grâce aux initiatives d’échelons de carrière
http://www.essentialskillsontario.ca/sites/www.essentialskillsontario.ca/files/From%20Better%20Skills%20to%20Better%20Work_French_Final_0.pdf

 

Africa. Development of 21st century skills for innovation and enterprise: exploring the role of informal learning environments in the development of skills and aptitudes for the digital creative media industries

This report considers the 21st century skills needed to build a knowledge society and focuses on education and skills development for innovation and entrepreneurship. It covers: digital creative media (DCM) industries in Africa; skills required for DCM industries; skills gaps in African DCM industries; DCM skills required for employability; challenges faced in the development of DCM skills; the role of innovation hubs in developing DCM skills; innovation hubs in Eastern and Southern African countries; innovation hubs and the digital creative media industry; views on approaches to developing skills for the DCM sector; and learning models used in innovation hubs.
http://gesci.org/fileadmin/user_upload/2_Youth_Skills_Enterprise_Files/AKE_research_-_21C_Skills_Full_Report_-_2012_.pdf

European Union. Challenges Facing European Labour Markets: Is a Skill Upgrade the Appropriate Instrument?

The financial and economic crisis shattered the Lisbon Strategy’s attempt to increase the EU’s employment rate to 70% among 15-64 year old by 2010. The new Europe 2020 strategy envisages a 75% adult employment rate by 2020; however, this goal also seems unrealistic in light of the economic crisis which has caused the EU’s employment rate to drop significantly below 70%. A crucial question now is whether a skill upgrade of the European labour force would help to increase the employment rate, especially among youth. This Forum explores the relationship between education and employment throughout the EU.
http://www.intereconomics.eu/archive/year/2012/1/challenges-facing-european-labour-markets-is-a-skill-upgrade-the-appropriate-instrument/

Australia. Managing for sustainability: changing practices and implications for vocational education and training

This research focuses on the development of sustainability skills in management education and promotes the view that much can be learnt from organisations that are currently adopting sustainable business practices. The primary aim of this research is to explore sustainability management in the workplace, to identify the competencies in use and to establish some guiding principles to inform the further development of sustainability competencies and training pathways in VET.
http://vital.new.voced.edu.au/vital/access/manager/Repository/ngv:55168?queryType=vitalDismax&query=Managing+for+sustainability%3A+changing+practices+and+implications+for+vocational+education+and+training

USA. Raising Job Quality and Worker Skills in the US: Creating More Effective Education and Workforce Development Systems in States

This paper proposes a new set of competitive grants from the federal government to states that would fund training partnerships between employers in key industries, education providers, workforce agencies and intermediaries at the state level, plus a range of other supports and services. The grants would especially reward the expansion of programs that appear successful when evaluated with randomized control trial techniques. The evidence suggests that these grants could generate benefits that are several times larger than their costs, and would therefore lead to higher earnings and lower unemployment rates among the disadvantaged.
http://ftp.iza.org/pp42.pdf

Canada/Alberta. Skills by Design: Strategies for Employee Development

Skills by Design is a toolbox for employers looking to sharpen the skills of their workforce. The publication makes the case that any business, no matter the size, should have the tools and know-how to build and enhance employee skills. It features the why to, how to and practical what to do of employee skills development.
http://alis.alberta.ca/pdf/cshop/SkillsDesign.pdf

India. Skills for all: new approaches to skilling India

This report highlights the challenges of skill development in India and presents new approaches that could be adopted to overcome these challenges. The purpose of the report is to encourage discussion that will evolve bigger and better ideas of overcoming the barriers in the skills development sector.
http://www.manipalcityandguilds.com/Pdf/Skills.pdf

 

Ghana. Demonstrating Results in Ghana’s Skills Development System

Technical and Vocational Education and Training (TVET) is under heightened pressure to demonstrate Value for Money (VfM). But whose VfM? In what context? How can results be measured effectively when current TVET data is so input-focused? This short piece explores these questions, and others, using Ghana as an example.
http://www.norrag.org/en/publications/norrag-news/online-version/value-for-money-in-international-education-a-new-world-of-results-impacts-and-outcomes/detail/demonstrating-results-in-ghanas-skills-development-system.html

European Union. Building on skills forecasts — Comparing methods and applications

The publication helps to identify the challenges and offer solutions to skills and labour-market forecasting in general and to Cedefop projections in particular; it also discusses various national approaches, methods and results and their comparisons. It provides sound evidence and suggests innovative ways of thinking about future skills needs and supply. The findings will inspire further development of Cedefop methodology used to project future skill demand and supply.
http://www.cedefop.europa.eu/en/publications-and-resources/publications/5518

Taxes and Investment in Skills

This paper considers the influence of taxes on the financial incentive to invest in human capital and explores the tax treatment of private investment by individuals and employers in post-compulsory education and lifelong learning in 31 OECD countries, India and South Africa. The paper describes targeted personal, corporate and value added tax measures related to education and training and analyses them in terms of their impacts on the incentive to acquire skills and their distributional effects. The desirability of different forms of tax relief for skills formation is examined from the point of view of efficiency, equity and administrative simplicity within the broader context of fiscal policy and the role of government in skills formation beyond compulsory education.
http://www.oecd-ilibrary.org/taxation/taxes-and-investment-in-skills_5k92sn0qv5mp-en

Canada/Ontario. Industry Shared Approaches: Aligning Literacy and Essential Skills with Economic Development

This brief examines the concept of industry shared essential skills approach. This approach directly involves employers and service providers in the co-design and delivery of training in order to leverage employment opportunities for job-seekers with complex needs.
http://www.essentialskillsontario.ca/content/essential-skills-ontario-releases-new-brief-industry-shared-approaches

Canada/Newfoundland and Labrador. Skilled Trades Curriculum Guide

This curriculum guide serves three broad purposes – provides a set of outcomes which articulate a level of expected achievement for students – provides teachers with student activities, background information, resources, and references which help them plan and implement the course – provides recommendations for student assessment which helps to determine how well a student has meet the outcomes.
http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/skilledtrades/skilled_trades_1201.pdf

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