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Christine Evans-Klock Director, Skills and Employability Department
International Labour Organisation
Moscow, November 2011
Quality assurance in professional education and training
ILO mandate onDecent Work
GOAL of PEOPLE everywhere for productive work in conditions of freedom, equity, security and human dignity (definition 1999)
ILO POLICY AGENDA, 4 pillars, necessary elements:1. Rights at work2. Productive employment3. Social protection4. Voice and representation
Global ADVOCACY to keep productive work and social inclusion at the heart of poverty reduction and fair globalization strategies
mutually supportive & interdependent{
Bridging the world of education and training to the world of work,
• To improve the employability of workers,
• To increase the productivity and competitiveness of enterprises,
• To expand the inclusiveness of economic growth
Presentation
1. Drivers of change in labour markets for professional education and training
2. G20 Strategy for linking professional education and training to strong, sustainable and balanced growth
3. Quality assurance in professional education and training
Quality in process and outcomes
Demand-led professional education and training
Coordination
4. Examples from ILO work
Imperatives: youth employment
Youth unemployment in 2009 highest ever: 13%• 81 million unemployed, out of 620 million 15-24 year olds• Higher numbers economically inactive – “NEET” not in
education, not in training, not in work. The average in Latin America is 1 out of 4.
• One fourth of young workers were in households surviving on less than US$ 1.24 per person per day
Risks:• Social upheaval now• Loss of future productivity• Lifelong poverty
ILO , Employment Trends for Youth, September 2010
Downward tick of youth unemployment in 2010 – good news or more bad news?
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ILO, Trends Econometric Models, 2009
Imperatives: productivity
Productivity in G20 Countries GDP per person engaged in 2008 (constant 1990 US$ at PPP) and index (1990=100) change
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Imperatives: demographic trends
Dependency ratios
Developed countries and some Asian economies: Number of persons of working age to support each person aged 65 or over is shrinking:
2000: 2050:
Imperatives: social inclusion
Rural communities: improve access and quality of education and training
Informal economy: promote transition of economic activities to the formal economy
Disadvantaged youth: improve basic education, apprenticeships, employment services
Persons with disabilities: meet specific needs and be inclusive
Across all of these groups, address the special needs of women.
Imperatives: globalization
Market integration Distribution of skills
- trade of products and services
- technology diffusion
- labour migration
- production migration - outsourcing
Imperatives: climate change
Transition to lower-carbon economies...
could generate millions of new jobs by 2050
Integrating training in environmental policies is both
efficient: avoids skills gaps, smoothes the transition; and
equitable: re-skilling helps share the gains, realising the job potential
ILO, UNEP, IOE, ITUC; Green Jobs Initiative
Presentation
1. Drivers of change in labour markets for professional education and training
2. G20 Strategy for linking professional education and training to strong, sustainable and balanced growth
3. Quality assurance in professional education and trainings
Quality in process and outcomes
Demand-led professional education and training
Coordination
4. Examples from ILO work
Coordination and Global Outreach: G20 Training Strategy for strong, sustainable and balanced growth
Pittsburgh Summit, September 2009 Called for putting quality jobs at the heart of recovery Adopted framework for strong, sustainable and balanced growth Asked the ILO, in partnership with other organizations and with employers
and workers, to develop a training strategy“.. to strengthen the ability of our workers to adapt to changing market demands and to benefit from innovation and investments in new technologies, clean energy, environment, health and infrastructure”
Inter-Agency Group on Technical and Vocational Education and Training
• UNESCO, World Bank, OECD, region development banks
Toronto Summit, June 2010 Received and welcomed the G20 Training Strategy document
Seoul Summit, November 2010 Adopted Multi-Year Action Plan on Development Human Resources Development Pillar builds on the G20 Training Strategy
to strengthen national skills for employment policies and institutions
15
Towards an ILO skills strategyILC discussion in 2008:
How can skills development help
improve productivity and
increase employment to attain
development goals?
Linking skills development to Decent work
From a Vicious Downward Circle…Unavailable or low quality education and training: • Traps the working poor in low-skilled, low productive, low-wage jobs• Excludes workers without the right skills from participating in economic
growth• Discourages investment in new technologies
To a Virtuous Circle...More and better skills makes it easier to:• Innovate and adopt new technologies• Attract investment• Compete in new markets, and• Diversify the economy• Boost job growth
Countries sustain a “virtuous circle” link education, skills, decent work by…
1. Ensuring the broad availability of quality education
2. Matching supply to current demand for skills
3. Helping workers and enterprises adjust to change
4. Sustaining a dynamic development process: Use skills as a driver of change: move from lower to higher productivity
5. Expanding accessibility of quality training: rural, women, disadvantaged youth, persons with disabilities
HOWEVER... The potential benefits of training are not realised without job-rich growth
This is the conceptual framework of the G20 Training Strategy for strong, sustainable and balanced growth
G20 Training Strategy: Building blocks , not stumbling blocks - the “How”
Anticipating skill needs Participation of social partners Sectoral approaches Labour market information and employment services Training quality and relevance Gender equality Broad access to training Finance Assessing policy performance
G20 Seoul Summit: Multi-year Action Plan on Development
Action Points on human resources development
asked international organizations to work together to help low-income countries “develop employment -related skills that are better matched to employer and market needs in order to attract investment and decent jobs”
Action point 1 calls upon the World Bank, ILO, OECD,UNESCO to “Create internationally comparable skills indicators;”
Action point 2 asks the development banks, ILO, and UNESCO to form a “unified and coordinated team” to support Low-Income Countries to enhance employable skills strategies”.
Presentation
1. Drivers of change in labour markets for professional education and training
2. G20 Strategy for linking professional education and training to strong, sustainable and balanced growth
3. Quality assurance in professional education and training: Quality in process and outcomes
Demand-led professional education and training
Coordination
4. Examples from ILO work
Quality in skills systems
Two major purposes:
– as a key driver of reform and a driving force for change.
– as an accountability mechanism on effectiveness.
• Quality systems serve as a common reference to ensure consistency amongst different actors at all levels.
• Quality systems seek to introduce transparent processes and procedures to ensure mutual understanding and trust between different actors.
Why Focus on Quality?
• Quality mainly affects the value and success of education programmes:
– High quality programs provide a strong link between what is learnt and the needs of the labour market ie: graduates are more likely to find suitable employment;
– High quality leads to a higher status and improved attractiveness of TVET.
Social partner perspectives
For employer organisations:
• quality systems ensure training programs are properly adapted to market needs;
• quality programs support improvements to enterprise productivity and profitability;
• quality programs encourage workers to be more responsible for their own training process and progress;
• quality programs should allow for the development of competencies that meet company needs.
Social partner perspectives
For worker organisations:
• quality qualifications protects against precariousness in labour market;
• quality programs support personal development and facilitates career development and evolution;
• quality programs are certified by a label/logo which acts as an important marketing device to potential employers;
• quality programs allow for transferability of competences beyond a specific company/job;
Quality in skills systems applies to...
• Qualifications / Certification;• Competency Standards;• Curriculum and Courses;• Training Providers;• Delivery;• Intermediary services (employment services);• Assessment and accountability.
In effect, all aspects of the professional education and training system.
But what about the quality of training?
• Quality of training is reflected by a wide range of measures used by different countries, including:
– Management of the training process;– Relevance and credibility of training;– Assessment processes;– Competence of teachers delivering the program; and– Accessibility of training.
And what about the outcomes?
• Wide range of indicators used to measure quality in skills systems at a national level, including:
– Attainment;– Participation;– Progression;– Retention; – Completion;
Quality in Process and Outcomes
• Quality indicators can therefore be divided broadly into two categories:
– first, those that focus on the process of training, and – second, those that focus on outcomes or outputs of
training.
Conceptual framework Indicators of skills for employability
G20 Action point, Being developed by OECD and World Bank with ILO and UNESCO
Presentation
1. Drivers of change in labour markets for professional education and training
2. G20 Strategy for linking professional education and training to strong, sustainable and balanced growth
3. Quality assurance in professional education and training:
Quality in process and outcomes
Demand-led professional education and training
Coordination
4. Examples from ILO work
Tripartite agreement on shared responsibilities for skills development:
Governments have primary responsibility for – education– pre-employment training, core skills– training the unemployed, people with special needs
The social partners play a significant role in – further training– workplace learning and training
Individuals need to make use of opportunities for education, training and lifelong learning
HRD Recommendation (ILO, 2004)
Demand-led skills development through sectoral coordination
• Improve relevance of training, and thus: Employability of workers Productivity and competitiveness of employers
• Build Public-Private Partnerships for: Initial training Continuous learning
• Engage Employers’ and Workers’ representatives at all stages of skills policy: Design Implementation Assessment
Sectoral based professional education and training reduce skills mismatch - lessonsInstitutionalized
involvement of the private sector on all levels – curriculum,
teacher training, equipment,
workplace learning; financing through
public-private partnerships
Demand-driven training provision, in sectors with high job growth
potential, avoids bottlenecks and improves employability
Training institutions as true “service providers,” accountability based on labour market outcome combined
with regional autonomy for working with the private sector
Develop labour market information systems and analysis, disseminate
through employment services, guidance, counselling
Demand-led skills development assumes a skills-based business strategy
Should we prepare young people for the labour market?
Or prepare the labour market for young people?
What about skills utilization?
• Do employers invest in training, or is their strategy based on low-wages & low-productivity?
Do sectoral bodies include small enterprises? Workers?
Question: What is the social status and job quality of TVET?
• Answer: What is the quality of the training and of the resulting jobs?
Demand-led skills development assumes a skills-based business strategy
Can public-private partnerships encourage a skills-based strategy?
By sharing costs and benefits of training?
By supporting job creation in promising industrial sectors?
By helping small enterprises train workers?
By combining classroom and workplace learning for youth?
By targeting at-risk populations while meeting skill shortages?
By investing in lifelong learning for all workers?
Learning from examples – Netherlands, Costa Rica, Ireland
36
Netherlands – Success factors
• Culture of bipartite and tripartite cooperation (“Tulip model”)
• Social acknowledgement of TVET’s as source of labour – especially for small enterprises
• Availability of effective sectoral employer branche-organisations and sectoral unions
• Stable commitment to a shared responsibility for life long learning (state, individual, employer)
• Autonomy of training institutions balanced with accountability to industry
Presentation
1. Drivers of change in labour markets for professional education and training
2. G20 Strategy for linking professional education and training to strong, sustainable and balanced growth
3. Quality assurance in professional education and training:
Quality in process and outcomes
Demand-led professional education and training
Coordination
4. Examples from ILO work
Coordinating!
Countries that sustain a “virtuous circle” link education, skills, decent work by…
… basic education, vocational training, and the world of work
… training providers and employers at sector and local levels
… skills development and industrial, trade, technology and environmental policies… development partners
Avoid skill gaps today and drive economic and social development tomorrow.
To close the gaps between…
Coordination is critical for success
Institutions for Coordination
• Social dialogue
• Inter-ministerial mechanisms
• Local and sectoral skills councils
• Value chains and clusters
• Employment services & labour market information
systems
• “Deliver as One,” UN country teams
Preparing for future jobs Integrate skills into national and sector
development strategies
Include skills in responses to global drivers of change:• technology• trade• climate change
Countries that sustain a “virtuous circle” link education, skills, decent work by…
FRANCEGERMANY
UK
DENMARK
KOREASPAIN
COSTA RICA
ESTONIABRAZILINDIA
EGYPT
CHINA
S.AFRICA
PHILIPPINES
MALIBANGLADESH
UGANDA
THAILAND
US
AUSTRALIA
Lack of skills policies for greening
Comprehensive skills policies for greening
Sound environmental policies
Lack of environmental policies
INDONESIA
Example: Findings on Environmental and Skills policy coordination
• The change is happening• Success depends on: policy coherence, targeted
measures, local initiatives, collaboration of various actors and levels
• Vocational education and training is catching up less efficiently than higher education
• There is much greater demand for greening existing jobs and occupations than for preparing for jobs in wholly new technologies.
Findings on skills for green jobs
Presentation
1. Drivers of change in labour markets for professional education and training
2. G20 Strategy for linking professional education and training to strong, sustainable and balanced growth
3. Quality assurance in professional education and training:
Quality in process and outcomes
Demand-led professional education and training
Coordination
4. Examples from ILO work
1. A closer look at NQFs
Which models of NQFs and which implementation strategies and approaches are most appropriate in which contexts?
To what extent can NQFs achieve various desired policy objectives, for example employability?
Is there, in the view of designers, managers and stakeholders of NQFs, evidence of impact, for example on productivity or improved access?
NQF Research Questions
Involvement of Social Partners in the Design, Implementation & Evaluation of NQFs
Social dialogue and the role of stakeholdersMainly government-led
Weak stakeholder involvement
Resistance from education/training institutions
«Policy borrowing » (better: adapting rather than adopting)
Speed of “Adaptation”
Top-down versus bottom-up
Donor aid and “expertise”
Implementation and use in the 16 countries
Improved communication of qualification systems: most successes although also problems
Improved transparency of individual qualifications through learning outcomes: over-specification and unused
Reduced mismatch between education and training and labour market: very little evidence
Recognizition of prior learning: little evidence
Improved access to learning opportunities: little evidence
Expectations vs Evidence thus far
2. Skills for trade and economic Diversification (STED)
• Provide guidance for strategic skills policies – Target sectors that are key to export development,
economic diversification, and job creation – Skills policies embedded in a wider strategic understanding
of what each sector needs to achieve – Promote structural transformation
– Gap in business capabilities
Gap in workplace skills Learn from successful “globalizers” that early on coordinated• Investment policy• Trade policy• Technology policies, and• Training and education policies
Scenario Employment and Skills Modelling – quantitative & qualitative data
• Demand Side– Labour Force Surveys: Occupational composition and training received in
current workforce– Business surveys / interviews: Vacancies, satisfaction with current training
system, in-house training, etc. – Collaboration with YEP on School-to-Work Transition Survey
• Supply Side– Number of graduates for main occupations from relevant schools, training
institutes, universities, etc.– Relevance and applicability of training provided (curricula, equipment,
school-to-work transition)– General level of relevant soft-skills (e.g. languages, teamwork)
How does STED work?
STED: How it works
1. Examine market trends in prospective sectors
2. Assess skills mismatch – current & anticipated – in export sectors, which have higher skill needs
3. Engage employers and workers - inside knowledge of skill needs, joint commitment to training
4. Look at broader business environment – with educatin and training as one aspect
5. Engage Government: industrial upgrading has large external benefits
6. Propose response:– Promote sustainable sector institution – skills councils– Improve, change education and training offered– Extend continuing education– Improve workplace practices
3. TREE: Training for Rural Economic Empowerment1. Start with commuinities’ aspirations and identify
employment and livelihood opportunities!!
2. Identify skills constraints
3. Assess abilities of local training providers – public, private, NGOs, businesses
4. Boost their capacity to fill the skill gaps
5. Build capacity for post-training support: entrepreneurship training, access to credit and markets
6. Help communities track results
53
Post-training support
• Facilitate access to wage or self-employment
• Support small business start-up
• Facilitate access to credit advisory services, marketing, technology application, etc.
• Support to formation of groups
• Follow-up TREE graduates• i.e. tracer studies
• Facilitate access to wage or self-employment
• Support small business start-up
• Facilitate access to credit advisory services, marketing, technology application, etc.
• Support to formation of groups
• Follow-up TREE graduates• i.e. tracer studies
54
Mainstreamed Elements in TREE:
1. Community and region development
2. Business cluster and supply chain approaches
3. Vocational training combined with
entrepreneurship training
4. Gender equality
5. Disability inclusion
To summarize: Policy coherence in education and training for innovation and productivity:
• Integrate skills in national & sector development strategies: Meet today’s labour market needs and attract new jobs for tomorrow.
• Respond to global drivers of change: skills to take advantage of opportunities & to mitigate negative impact of technology, trade, climate change
• Build seamless pathways from basic education to TVET, labour market entry, lifelong learning
• Extend access to education & training to rural communities, people with disabilities, disadvantaged youth
• Sustain Inter-ministerial coordination
• Demand UN and International Agency coordination
Christine Evans-Klock DirectorILO, Skills and Employability [email protected]
“Skills for improved productivity, employment growth and development” athttp://www.ilo.org/public/employment/skills
Thank you