Skills development systems cater to all people striving to learn relevant skills to earn a living and find their place in society - in principle. In reality, many individuals and groups find themselves excluded from learning opportunities, for a wide range of reasons. People in precarious, informal employment face numerous access barriers, and availability and accessibility of training centres might pose a problem for people living in remote areas or people with disabilities. After graduation, transition to employment can also be more challenging if labour market actors perpetuate discriminati
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Skills development systems cater to all people striving to learn relevant skills to earn a living and find their place in society - in principle. In reality, many individuals and groups find themselves excluded from learning opportunities, for a wide range of reasons. People in precarious, informal employment face numerous access barriers, and availability and accessibility of training centres might pose a problem for people living in remote areas or people with disabilities. After graduation, transition to employment can also be more challenging if labour market actors perpetuate discrimination. Ensuring that disadvantaged groups enjoy inclusive skills development environments will help them be more successful in transitioning to decent work. The guide includes a self-assessment tool, which aims to improve understanding of potential barriers to access and participation, and provides a basis for reflection on how to redress inequalities to promote a diverse and inclusive skills development system. Policy-makers and practitioners can use the assessment tool in digital interactive format and obtain an analysis of how inclusive their skills system or program is.
Specific themes and issues are addressed in a series of brief case studies: TVET reform project in Bangladesh; Gender mainstreaming in training institutions in Central America [Costa Rica]; Recognition of Prior Learning (RPL) for Syrian refugees in Jordan; Training for Rural Economic Empowerment (TREE) [Philippines]; Creating space for addressing homophobia in TVET colleges in South Africa; Upgrading the informal apprenticeship system in Benin; TVET e-tools and e-learning: Indigenous people in Australia; Social inclusion, employability training and HIV/AIDS in East and Southern Africa; Learning by doing: training self-employed workers outside of formal TVET in Mexico.
Edited excerpts from publication and publisher's website.
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