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The Ministers of Education of the Pacific Region agreed in the 2001 Forum Basic Education Action Plan that it was important to develop sound national education policies and planning frameworks. The Plan recognizes the importance of [technical and vocational education and training] TVET and notes that it should be included as a priority in the national plans of respective countries. The Pacific Association of Technical and Vocational Education (PATVET) at its meeting in Samoa in June 2003, and in its presentations to the 2004 regional Education Ministers meeting, highlighted the difficulties that existed because there was no uniform Regional Qualifications Framework (RQF). There was a very significant need to develop a RQF to make it easier for TVET students to cross national borders within the region. This should also improve the mobility of labour. As a first step, PATVET members felt that they needed to have a better understanding of the vision, policies and approaches that have been developed in each of the island states. PATVET asked the Pacific Islands Forum Secretariat (PIFS) to commission a study to look at TVET policy in each of the countries. The paper reviews the state of Technical and Vocational Education and Training (TVET) policy in countries across the region.

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The European Union funded Pacific Technical, Vocational Education and Training (EU-PacTVET) is a project under the broader Adaptation to Climate Change and Sustainable Energy Programme (ACSE). With the Pacific Island countries facing challenges pose by climate change and energy security, sustainable energy and climate change adaptation are undeniably ranked above all other sectors in the regional Governments priorities. Efforts in addressing energy security and climate change adaptation challenges are ongoing through various regional and national projects. Now that these projects are coming to their end, it is important that knowledge and skills being acquired and/or hardware that were put in place continue to function and be beneficial to the targeted beneficiaries. Knowledge and skills on agricultural and fisheries best practices and other innovative approaches in addressing food security, water security and measures to reduction of vulnerability to disaster needs to be well established in rural and urban communities alike. Such knowledge and skills can only be acquired through strategic and systematic approaches such as capacity building which target the rural majority of the Pacific island countries. Such capacity building needs to be targeted at levels and strategic training providers within the countries that would have real impact to the rural communities and other level of communities.

The purpose of the in-country-mission is to assess or more fittingly map out the baseline of the technical, vocational education and training (TVET) providers, including the rural training centres (RTCs) and the community-based learning centres (CBLC), in the country, by identifying these TVET or RTCs and what courses they provide, along with the awards given after completion of each programme.

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The focus of country reports has moved to the mapping of existing employment policies and active labour market programmes. They include assessments of outcomes and their effectiveness in addressing employment challenges. Each report also includes a short description of the recent political context in the country. It covers issues such as the impact of the Arab Spring on the economy and employment, the emergence of new players and actors, and any recent policy changes (such as government, donors or funding). Section one provides an overview of the labour market and the impact of the Syrian crisis on Lebanon and section two describes key labour market challenges. Section three provides an overview of actors in the policy environment, their roles and institutional capacities, while section four provides an overview of current employment policy measures in Lebanon. Recommendations for the development of employment policies and programmes are presented at the end of the paper.

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UNESCO conducts [technical and vocational education and training] TVET policy reviews as part of a dialogue with concerned governments to support their actions towards developing appropriate policies for improving the relevance of TVET systems to the labour market and individual needs. This policy review responds to a request from the Government of Cambodia to UNESCO to conduct a review of the country's TVET system and to engage in a policy dialogue on its future development. Cambodia's development model has important consequences for its education and training system. A large portion of the Cambodian economy is comprised of the informal sector and rural economic activities. However, the country is benefiting from a wave of Foreign Direct Investment (FDI) mainly through industries characterised by labour-intensive, low-skill and low-paid paid work (for example in the garment industry). There are critical policy challenges for TVET, both in responding to immediate needs for skills in the new industries and in developing the national capacity to improve livelihoods, particularly in rural areas, and in migrating to higher-end skills industries. At the same time, TVET has to be articulated in the education policy and engage learners in a lifelong learning path.

This policy review identifies policy options and strategies for enhancing TVET relevance, equity, efficiency and effectiveness. It is also intended to contribute to learning and participatory processes among stakeholders and to stimulate dynamic and evidence-based policymaking.

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The IRSDACE project - Industrial Relations and Social Dialogue in the Age of Collaborative Economy - is funded by the Directorate-General for Employment (DG EMPL) of the European Commission and aims to identify how traditional players in the labour market, e.g. trade unions, employers' associations, member states and the EU, experience and respond to the collaborative economy. IRSDACE had five main tasks: (1) conceptualisation of platform work, its place in the labour market, employment policy and industrial relations; (2) analysis of discourse on platform economy among established industrial relations actors; (3) assessment of the implications of workers' experience with the platform economy for industrial relations and social dialogue; (4) comparative analysis of national experiences; and (5) analysis of how EU-level employment policy and the industrial relations agenda should respond to the emergence of work in the platform economy. In this study, 'platform economy' refers to the part of the economy composed of digital platforms enabling users to share, lend, rent, or purchase goods and services. Some examples of platforms connecting service providers to customers are Uber, Airbnb, Foodora, Mechanical Turk or TaskRabbit.

This report examines the platform economy in Belgium, focusing in particular on the most recent developments in policy-making and industrial relations and social dialogue. It explores both traditional and new forms of organisation and representation, such as grassroots movements and organisation through online media, as well as the role of social partners, government representatives and other actors. The report documents significant efforts from social partners to engage with platform workers and platforms in Belgium in the field, as well as their contributions to the debate and the policy agenda. The report also lays out the policy measures that have been proposed and/or adopted by the government up until July 2018, and reflects on the next steps for the platform economy in Belgium.

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This report is a result of a comprehensive [vocational education and training] VET review process implemented in 2014. Being able to assess what works in VET is important for several reasons: resources for VET reform are scarce; there is strong public interest in the results, VET is important for national policy makers, and there are many different opinions and approaches to the subject. In cooperation with the Ministry of Education and the VET Centre, the [European Training Foundation] ETF conducted policy analyses and explored the achievements of VET reform in Montenegro. The reporting period refers to the progress in VET policy from 2010 to 2014. The key questions addressed with self-assessment are structured around five dimensions of VET policy: vision for the national VET system; effectiveness and efficiency in addressing economic and labour market demand; effectiveness and efficiency in addressing demand in terms of demographic, social and inclusion factors; internal efficiency of the VET system; and governance and policy practices in the VET system. The country demonstrates strong awareness of the need to achieve a shared, long-term vision for further development of VET ensuring citizens acquire knowledge and skills to get better-quality jobs.

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This report is a part of the [European Training Foundation] ETF project on mapping youth transitions in Eastern Partnership countries. It provides analyses on the youth situation in Ukraine and, in particular, on the youth policy measures currently being implemented in the country. While youth policy, in general, is addressing a range of aspects of young peoples' lives, such as participation in society, health and cultural development, this report will focus only on those related to youth education and skills development, and employment. The purpose of the analysis is to support the national stakeholders in understanding the main challenges faced by young people during their transition to work and in developing innovative approaches to effectively address them by implementing new policies, measures and services.

The analysis is based on the available statistical data and scientific publications and studies, as well as the administrative records of the Ministry of Education and Science (MoES), the Ministry of Social Policy, the Ministry of Youth and Sports (MoYS) and other state and non-state actors. The report is structured in four chapters. The first chapter presents an overview of the youth labour market, providing a description of the demographic and economic context and a brief analysis of the main labour market trends and challenges. The second chapter describes the youth policy framework and the main stakeholders involved. The third chapter examines policy measures implemented to support young people's transition to work, while the fourth chapter analyses the main institutional and operational constraints that have a negative impact on the quality and efficiency of youth policy measures and proposes actions that could help in improving their implementation.

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This country report is part of the study 'Policy developments and practices of apprenticeships in selected EU Member States and world competing regions' carried out in five EU (Denmark, Germany, France, Ireland and Italy) and two non-EU countries (Australia and the USA). This study is conducted in the frame of the Pilot Project 'The Future of Manufacturing', proposed by the European Parliament and delegated to Eurofound by the European Commission (Directorate-General for Internal Market, Industry, Entrepreneurship and SMEs). One of the objectives of this study is to provide an analytical overview of apprenticeship systems in the selected countries and to review changes to the current systems following labour market shifts, changes in employment, career and mobility patterns and technological and structural change. Particular emphasis is placed on the impact of new technologies and the need for a high skilled and adaptable workforce in manufacturing and advanced manufacturing. This research is carried out in response to the increasing interest in apprenticeships among policy makers to tackle skills mismatches but also to integrate young people into the labour market. The appeal of apprenticeships is also growing particularly in a context where new technologies are transforming work organisation and production processes across all sectors, particularly manufacturing. The findings from this research will feed the policy discussions around the role of apprenticeships for the future of manufacturing and inform policy making in the context of current or planned reform of apprenticeship systems and the necessary links to be established between education/training and industrial policies.

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This country report begins by outlining the wider economic and labour market context in which the Australian national apprenticeship system operates. The links between education/training and industrial policies are also explored. The second section describes the key features of the national apprenticeship system, including the regulatory framework, the governance structure, and the financing mechanisms. It also provides some statistical data on apprenticeships and pinpoints the key challenges to the implementation and the development of the current apprenticeship system. The focus of the third section is specifically on the role of apprenticeships in relation to the advanced manufacturing industry in Australia. It examines the main requirements arising particularly from technological change in manufacturing and it explores recent reforms on apprenticeship systems together with the key drivers behind these policy changes. In doing so, it identifies success factors and barriers to the implementation and the development of the current apprenticeship provision.

The report is based on a literature and document review, as well as on qualitative semi-standardised interviews with selected key actors and stakeholders. It is part of the study 'Policy developments and practices of apprenticeships in selected EU Member States and world competing regions' [related publications are available in VOCEDplus from TD/TNC 134.160 to TD/TNC 134.167]. The findings from this research will feed the policy discussions around the role of apprenticeships for the future of manufacturing and inform policy making in the context of current or planned reform of apprenticeship systems and the necessary links to be established between education/training and industrial policies.

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Developing skills through the expansion of technical and vocational education and training (TVET) is increasingly seen as critical to reducing poverty, economic recovery and sustainable development worldwide. Zanzibar has experienced rapid economic expansion in recent years, but high population growth has moderated any positive impact on poverty alleviation. With accelerating urbanisation and fertility rates among the highest in the world, Zanzibar will be facing a significant demand for education in the coming decades, coupled with large influxes of new entrants to the labour force. Meeting the changing skills needs of a growing economy with diversified demand means that developing an education and TVET system suited to the acquisition and adaptation of skills in line with evolving economic and social needs is necessary.

Although the Government of Zanzibar has shown to be making progress towards universal primary education, high dropout rates suggest that the education system offers little in the way of TVET opportunities. The Government of Zanzibar adopted the 2005 Vocational Education and Training (VET) policy, which has provided a key framework for the TVET system. However, what the report indicates is that the 2005 policy is in need of review in order to be fully relevant to overarching educational and economic needs. With particular focus on reforming the 2005 VET policy; this policy review identifies policy options and strategies for enhancing TVET relevance, efficiency and effectiveness in Zanzibar. The report highlights important developments in the TVET sector already underway, as well as key enabling factors needed to be in place to support the reform process.

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