Search Results | VOCEDplus, the international tertiary education and research database

Literacy and women's empowerment: stories of success and inspiration

This paper explores how literacy learning can support women's empowerment and the development of greater equality, ... Show more
This paper explores how literacy learning can support women's empowerment and the development of greater equality, benefitting not only individual women, but families, communities and economies too. It describes and reflects upon some of the most promising approaches to developing literacy and learning for women, who form the majority of the world's illiterate adults. Key success factors are identified to inform recommendations for others seeking to support the empowerment of women.
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Authors: Eldred, Janine

Date: 2013

Geographic subjects: Africa; Senegal; Sierra Leone ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Gender; Literacy; Research ... [+] Show more
Transforming our world: literacy for sustainable development

The post-2015 development agenda sets 17 Sustainable Development Goals (SDGs) and 167 targets. People are at the ce... Show more
The post-2015 development agenda sets 17 Sustainable Development Goals (SDGs) and 167 targets. People are at the centre of sustainable development. However, sustainable development cannot be realized without educated people. Education has long been understood to be the key to sustainable development. All the programmes featured in this publication provide encouraging examples of the role adult literacy and education can play in enabling sustainable development. They also point to an urgent need for future policy development on the achievement of the Sustainable Development Goals to incorporate adult literacy and learning, promoting a transformative and holistic approach to the empowerment of disadvantaged individuals, families and communities. The implementation of the post-2015 development agenda - in particular, the education-related targets - requires the mobilization of sufficient resources for adult literacy and education to make sustainable development a reality for millions of people who have, until now, missed out.
The literacy programmes featured in this publication are drawn from every region of the world and testify to the central role of literacy in responding to sustainable development challenges such as health, social equality, economic empowerment and environmental sustainability. Most literacy programmes set out to combine at least two of the three dimensions of sustainable development - social equality, economic empowerment and environmental sustainability - and many of them target women.
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Authors: Hanemann, Ulrike

Date: 2015

Geographic subjects: Africa; Angola; Egypt ... [+] Show more Africa">South Africa; countries">Arab countries; East">Middle East; Asia">Central Asia; title="Search for Central America and the Caribbean">Central America and the Caribbean; America">South America; [-] Show less

Resource type: Report, paper or authored book

Subjects: Literacy; Sustainability; Research ... [+] Show more
Skills for a greener future: a global view

In 2010-11, the International Labour Office (ILO) conducted research in a sample of 21 countries, in collaboration ... Show more
In 2010-11, the International Labour Office (ILO) conducted research in a sample of 21 countries, in collaboration with the European Centre for the Development of Vocational Training (Cedefop). The research resulted in the ILO report 'Skills for green jobs: a global view' [available in VOCEDplus at TD/TNC 105.943] and in Cedefop's synthesis report for selected EU countries [available in VOCEDplus at TD/TNC 102.155]. The report identified major gaps in, and shortages of, skills for green jobs, looked into the alignment between skills, environmental policies and institutional arrangements, and suggested policy response strategies and good practices. Nearly 10 years on, this new round of research, conducted in 2018, updated information from countries covered in the previous study and included an additional number of countries where the review was done for the first time. The main objectives of this global qualitative and quantitative analysis are to identify: the scale of the need for reskilling and upskilling to realize the employment potential of the transition to environmental sustainability (the 'green transition'); changes in occupations, skills gaps and skills shortages in meeting the skills demand of the green transition; progress made since 2011 in the countries surveyed then in coordinating skills and environmental policy matters across ministries and between public and private sectors; the specific needs of vulnerable and disadvantaged groups in adjusting to change, and effective skills policy measures to increase productivity and support a just transition.
The chapters are: Chapter 1: Introduction / Olga Strietska-Ilina (pages 43-46); Chapter 2: The green transition: what is driving skills change? / Katie McCoshan (pages 49-56); Chapter 3: Key challenges: the policy context / Olga Strietska-Ilina, Marek Harsdorff, Andrew McCoshan, Simon Broek and Tahmina Mahmud (pages 59-82); Chapter 4: Green structural change: the employment effects of greening the economy / Andrew McCoshan (pages 85-106); Chapter 5: Changing occupations and skills composition of occupations / Andrew McCoshan (pages 109-123; Chapter 6: Quantifying occupational skill needs in the energy sustainability and circular economy scenarios / Guillermo Montt, Marek Harsdorff, Olga Strietska-Ilina, Trang Luu, Bolormaa Tumurchudur-Klok and Ana Podjanin (pages 125-155); Chapter 7: Skills development policies and measures for a green transition / Simon Broek and Marye Hudepohl (pages 157-185); Chapter 8: Conclusions and recommendations / Olga Strietska-Ilina, Andrew McCoshan, Simon Broek and Tahmina Mahmud (pages 187-196).
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Authors: Strietska-Ilina, Olga; Mahmud, Tahmina

Date: 2019

Geographic subjects: Australia; Bangladesh; Barbados ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Skills and knowledge; Sustainability; Employment ... [+] Show more
New forms of labour administration: actors in development

Labour administrations face major challenges in today's rapidly changing world of work and this monograph examines ... Show more
Labour administrations face major challenges in today's rapidly changing world of work and this monograph examines how they are coping with globalisation, modernisation and political and financial constraints while still contributing to their countries' economic and social development. The book is presented in two main parts. The first part contains the following three chapters: 'A state of upheaval' which outlines some major developments that have changed the foundations of public administration, the new operating conditions for public administration and the new challenges for labour administration; 'Trends in modernization' which highlights general trends relating to labour administration activities in different countries, covering the historical background, changes in the institutional framework, policy implementation, human resource management, the contribution made by information technology, partnerships, funding and evaluation systems; 'Making improvements' which examines the changes taking place in society covering the parameters of change, quality management and assessment in the labour administration system. Part two contains 27 case studies which analyse labour administration practices in the areas of labour (informal sector, occupational health and safety, wage guarantees and clandestine labour), employment and vocational training (information for users, information and forecast systems on the labour market, information and vocational guidance for jobseekers, placement, skills assessment, retraining of workers, development of training, structuring informal labour, employment and business creation, and employment in small and medium-sized enterprises), industrial relations (collective disputes, individual disputes, collective bargaining, and countries emerging from armed conflict), and evaluation (evaluating the work of labour administration and its components). Show less

Authors: Lecuyer, Normand; Courdouan, Jean

Date: 2002

Geographic subjects: North America; Asia; Africa ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Evaluation; Globalisation ... [+] Show more
Sustainable statistical training programs at National Statistical Offices

Like all workplaces, National Statistics Offices (NSOs) need to build the capacity necessary for their staff and pa... Show more
Like all workplaces, National Statistics Offices (NSOs) need to build the capacity necessary for their staff and particular circumstances within the overall global requirements for NSOs. International organisations which offer training in official statistics may advise on courses, but NSOs organise ongoing training programmes and frameworks appropriate for their staff and needs. In addition, programmes or training units developed by or with NSOs often provide training for other government entities in their countries. In some regions of the world, regional training centres support NSOs in training their staff, mainly by helping to identify needs and supply training.
This report describes an investigation into how training is organised at NSOs and, where appropriate, how they are supported by regional training centres to build the capacity they need. Training offered by NSO's in countries where the NSO is not well established often lack systematization. It is often ad hoc and focused on what is available rather than the specific skill needs of the staff. Training also suffers from lack of prioritization. In countries where funding is tight, training is often deprioritized at the expense of competing needs. In these contexts, staff must rely on their own motivation and initiative to obtain training because they do not often have comprehensive training at their fingertips.
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Authors: Roll-Hansen, Dag; Rustenbach, Elisa

Date: 2021

Geographic subjects: Ethiopia; Morocco; Malawi ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Workforce development; Teaching and learning; Skills and knowledge ... [+] Show more
Coping with crisis: austerity, adjustment and human resources

This book presents the results of the work undertaken in the framework of the interagency ILO-UNESCO Task Force on ... Show more
This book presents the results of the work undertaken in the framework of the interagency ILO-UNESCO Task Force on Austerity, Adjustment and Human Resources. The volume discusses the overall context of austerity and structural adjustment and their implications for education and training and introduces the research approach of the Task Force. Case studies are provided. In the light of available knowledge on education and training-sector policy development in relation to economic crisis and international cooperation, the findings, inferences and implications of the case studies (within the larger framework) are explored. Show less

Authors: Samoff, Joel

Date: 1994

Geographic subjects: Central America and the Caribbean; South America; Africa ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Governance; Economics; Finance ... [+] Show more
Literacy programmes with a focus on women to reduce gender disparities: case studies from UNESCO Effective Literacy and Numeracy Practices Database (LitBase)

Literacy is the foundation of lifelong learning and a crucial element in the universally recognised right to educat... Show more
Literacy is the foundation of lifelong learning and a crucial element in the universally recognised right to education. However, illiteracy continues to exist as a global challenge, and many individuals still lack the basic literacy skills that are needed to engage in further learning opportunities and for the economic and social development of their communities. This publication offers a selection of women's literacy programmes that have been effectively implemented around the world. Each case study presents an example of a best practice in the field of literacy and basic skills, specifically demonstrating the importance of increasing literacy levels among women. The collection is meant to serve as a resource to inspire the implementation and continuation of literacy programmes for women, though this is only a small sample of many successful initiatives.
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Corporate authors: UNESCO Institute for Lifelong Learning (UIL)

Date: 2013

Geographic subjects: Africa; Ethiopia; Libya ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Literacy; Lifelong learning; Gender ... [+] Show more
Financing vocational training: a Europe-Africa comparison

The purpose of this study is to analyse the aims, ways and means of financing vocational training systems understoo... Show more
The purpose of this study is to analyse the aims, ways and means of financing vocational training systems understood in the widest sense of the term, from initial vocational training as an integral part of compulsory education, through training young and adult job seekers, to training for adults in the workplace. It therefore focuses on what is increasingly being called lifelong learning, even though this concept, which will be defined in the introductory section, covers elements that are not specifically described in detail in the analyses given. The study includes eight research studies carried out using an identical structure, which is provided in Appendix one. There are two reasons for providing a coherent overview of the contexts, situations and developments of the countries analysed: the first is to give the reader a comparative insight into what is going on in each country, by taking what is happening in the seven others as a frame of reference; the second is to make it possible to craft a model for the financing mechanisms used, in accordance with the principle that such mechanisms are a structured part of a coherent vocational training policy and are thus representative of a whole system of practices and values that have their own rationale and dynamic. The eight countries are divided equally between Europe (Germany, Spain, France and the United Kingdom) and Africa (Algeria, Morocco, Senegal and Tunisia).
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Authors: Walther, Richard

Corporate authors: Agence Francaise de Developpement = French Development Agency

Date: 2005

Geographic subjects: Africa; Europe; France ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Management; Performance ... [+] Show more
Skills for a greener future: key findings

Climate change and environmental degradation are among the greatest challenges of our times. Yet, for all the profo... Show more
Climate change and environmental degradation are among the greatest challenges of our times. Yet, for all the profound changes that are occurring in the world of work, and all the intense debates on their implications for workers and companies, the media spotlight continues to focus on the potential effects of automation and artificial intelligence, leaving the effects of climate change and environmental degradation on work largely in the shadows. Climate change and environmental degradation reduce productivity and destroy jobs, and their effects fall disproportionately on the most vulnerable. Action to combat these processes can potentially create millions of jobs - but this requires bold measures to invest in people's capabilities to realize their full potential and contribute to the productivity of enterprises. The essential process of transition to the green economy may disrupt labour markets and will require reskilling and upskilling of workers to reduce the risk of rising unemployment, poverty and inequality. This report builds on its predecessor, Skills for green jobs: a global view [available in VOCEDplus at TD/TNC 105.943], published by the ILO in 2011. This new edition presents an expanded qualitative analysis, with coverage of several additional countries and regions. Using empirical research and modelling, the report provides new insights into likely occupational skill effects in declining and growing industries by 2030 based on two global quantitative scenarios. Evidence of good practices collected in the surveyed countries demonstrates how skills development can underpin the green transition.
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Corporate authors: International Labour Office. Skills and Employability Branch

Date: 2019

Geographic subjects: Australia; Bangladesh; Barbados ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Employment; Sustainability; Skills and knowledge ... [+] Show more
Harnessing the potential of ICTs: literacy and numeracy programmes using radio, TV, mobile phones, tablets and computers

Lifelong learning is the vision guiding the Education 2030 Framework for Action. To implement this Framework, flexi... Show more
Lifelong learning is the vision guiding the Education 2030 Framework for Action. To implement this Framework, flexible and accessible learning opportunities must be provided using different pathways, modalities, mechanisms, and channels such as information and communication technologies (ICTs). Mobile technologies in particular are regarded as highly promising for accelerating progress towards the literacy target. They are expected to motivate learners, to promote quality and effective learning, and to deliver services more efficiently. However, the great potential for ICTs to benefit literacy teaching and learning is also challenged by limitations, one of them being the lack of research and evidence on the impact of mobile learning on literacy skills. This publication provides a selection of literacy programmes that use radio, [television] TV, mobile phones, tablets and computers to support the development of literacy, numeracy and language skills. Due to continuous demand, the second edition of the publication has been updated with new case studies.
The experiences documented in this publication show that the practice of effectively integrating ICTs into the teaching and learning of literacy and numeracy is not a simple one-step process. It involves a series of deliberate decisions, preparatory actions, creativity and pilot testing. It requires careful analysis of which educational objectives can be supported by ICTs; which ICTs are the most appropriate with regard to learners' and teachers' motivations and capacities, context realities and development prospects; and which investment in the necessary human, physical and instructional infrastructures is necessary and sustainable over time. Innovations require deliberate effort and commitment, a solid base of knowledge, consultation of stakeholders and participatory development processes, testing of different options, planning for large-scale implementation, and openness to self-critical assessment, modification and adjustment. A prudent step-by-step incremental approach, succeeded in time by a comprehensive strategic approach, has proven to be the most effective.
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Authors: Hanemann, Ulrike; Scarpino, Cassandra

Date: 2016

Geographic subjects: Afghanistan; Brazil; Cabo Verde ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Technology; Literacy; Numeracy ... [+] Show more