Canada. Employer-Sponsored Skills Training
A picture of employer-sponsored skills training in Canada. It covers levels, types, and trends in firms’ training investments, discusses which firms provide (and which employees receive) training, and explores the motivations and barriers firms face in providing training as well as where gaps in the ecosystem require attention.
En français. Canada. La formation professionnelle parrainée par l’employeur
Source: Labour Market Information Council
Canada/Québec. Bridging the Skills Gap Within Small and Medium-Sized Enterprises in Quebec: An Analytical and Empirical Analysis
Assessment of the level of preparedness of small and medium-sized enterprises (SMEs) in Quebec for the post-pandemic years by examining their transformation strategies, skill priorities, training plans, and willingness to tap into a more diverse workforce.
Source: Future Skills Centre
South Africa. Report calls for professional standards for TVET lecturers
In order to professionalise technical and vocational education and training (TVET) college lecturers, South Africa needs to have a set of professional standards specifically for TVET practitioners. Furthermore, the country needs “an independent professional association established by law with the autonomy and authority to uphold the standards and regulate the membership [of the TVET sector]”, and a specialised body of knowledge and skills.
Source: University World News
Report. Towards the professionalisation of TVET lecturers
Source: JET Education Services
Spain. Entrepreneurship competence in vocational education and training
This report describes how entrepreneurship competence is embedded in vocational education and training (VET) in Spain. It complements existing knowledge with examples of methods, tools and approaches that can help policy-makers, VET providers and other stakeholders build better entrepreneurial learning ecosystems.
Source: CEDEFOP
Africa. Digital Africa: Technological Transformation for Jobs
The report shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth.
Source: World Bank
Europe. Literature review on the provision of digital skills for adult
The review looks at the provision of medium-level digital skills by taking into consideration courses or programmes that are either work-based or provided in a non-formal and informal context and are targeted at adults of working age. The analysis focuses on understanding what aspects are addressed by policies relating to the development of digital skills among adults, what thematic areas and target groups are covered by the existing provision of digital skills, and how current provision addresses the needs identified.
Source: EENEE – European Expert Network on Economics of Education
Europe. Recognising the learning outcomes acquired abroad by IVET learners: some progress made, but still much to do
This policy brief analyses country policies and practices in recognising learning outcomes acquired abroad by IVET learners on transnational learning mobility, whether within or outside Erasmus+.
Source: CEDEFOP
Sub-Saharan Africa. Assessing Qualification Mismatch in sub-Saharan Africa: Concepts, Indicators, and Data Sources
The report adopts a pragmatic approach by focusing on qualifications, and presents a set of key indicators that allow quantitatively assessing qualification mismatches based on the most reliable and representative data commonly collected in sub-Saharan Africa. These indicators have been selected based not only on their relevance and availability in the sub-Saharan African context, but also on their simplicity, which allows countries to compute them easily.
Source: UNESCO
Future of jobs 2023: These are the most in-demand skills now – and beyond
In the future jobs market, it will pay to have skills that are in demand. The World Economic Forum has predicted these likely skillsets – and how demand for them could grow – in its Future of Jobs 2023 report. Between now and 2027, businesses predict that 44% of workers’ core skills will be disrupted, because technology is moving faster than companies can design and scale up their training programmes.
Source: World Economic Forum
With COVID-19 In The Rear View Mirror, A New Guide Points To The Future Of Distance Learning
A go-to guide in the world of bilateral and multilateral donor-funded education projects. It connects the lessons of COVID-19 with the promise of future distance technologies.
Source: eLearning Industry
Guide. Distance Education for Teacher Training: Modes, Models, and Methods
Source: Education Development Center
Artificial Intelligence and the Future of Teaching and Learning
The report addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education. The report describes AI as a rapidly-advancing set of technologies for recognizing patterns in data and automating actions, and guides educators in understanding what these emerging technologies can do to advance educational goals—while evaluating and limiting key risks.
Source: U.S. Department of Education Office of Educational Technology
World Employment and Social Outlook 2023: The value of essential work
Key workers are essential for societies to function. This report calls for a revaluation of their work to reflect their social contribution, and for greater investment in key sectors.
En français. La valeur du travail essentiel. Emploi et questions sociales dans le monde 2023
Source: ILO – International Labour Organization
