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The SKILL-UP Programme is a joint effort of the International Labour Organization (ILO) and the Norwegian Ministry of Foreign Affairs aimed to help the ILO Member States enhance their skills systems to take advantage of new opportunities offered by emerging global drivers of change relating to increased digitalization, international trade integration, technological change, large international migration flows, climate change, and demographics, among others. This report for the Philippines is one of the country profiles produced by the SKILL-UP Programme on the state of technical and vocational education and training (TVET) policies and systems. These briefs, including a regional brief on the state of skills in Africa, provide a mapping of skills systems across all regions.

TVET has a critical role to play in supporting the transition to a greener and more inclusive economy that keeps pace with technological change. Skills represent a key driver of development in the Philippines. Human capital development is a key element in the 2017-2022 development plan. TVET represents a valid alternative to young people and workers seeking employment at middle-skill level. The sector ranks high on the political agenda and it has undergone significant reforms, which have been supported by expanding budgets. Reforms are organized into five strategic areas: (1) create a conducive and enabling environment for the development and quality service delivery of the TVET sector; (2) prepare the Philippines' workforce for challenges posed by the 4th Industrial Revolution; (3) assure that industries with high economic and employment growth potential are provided with a workforce of the required quantity and quality; (4) directly and more vigorously address workforce needs of the basic sector/disadvantaged; and (5) instil values and integrity in the conduct and delivery of TVET in the entire sector.

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The SKILL-UP Programme is a joint effort of the International Labour Organization (ILO) and the Norwegian Ministry of Foreign Affairs aimed to help the ILO Member States enhance their skills systems to take advantage of new opportunities offered by emerging global drivers of change relating to increased digitalization, international trade integration, technological change, large international migration flows, climate change, and demographics, among others. This report for South Africa is one of the country profiles produced by the SKILL-UP Programme on the state of technical and vocational education and training (TVET) policies and systems. These briefs, including a regional brief on the state of skills in Africa, provide a mapping of skills systems across all regions.

Since 1994, the South African TVET system has been reformed and modernized. There is now greater access for learners and modern governance institutions have been established. Within this institutional framework, private training providers now massively out number public providers. This has tilted the provision of vocational education away from technical fields and towards more general ones, such as business and management. Future policy efforts need to focus on matching skills provision to labour market opportunities and demands; this is especially the case for those jobs that require occupational qualifications below university level. The National Skills Development Plan (NSDP) 2030 launched in 2019 is a landmark for education and TVET reform. Its central mission is to 'improve access to occupations in high demand and priority skills to support economic growth, employment creation and social development. While keeping equal access to education and training in focus, the NSDP shifts attention to the identification of skills needs, both at the workplace and at sectoral level. Special attention is paid to (priority) occupations in high demand with consideration also given to skills needs at the provincial and local levels.

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The SKILL-UP Programme is a joint effort of the International Labour Organization (ILO) and the Norwegian Ministry of Foreign Affairs aimed to help the ILO Member States enhance their skills systems to take advantage of new opportunities offered by emerging global drivers of change relating to increased digitalization, international trade integration, technological change, large international migration flows, climate change, and demographics, among others. This report for Panama is one of the country profiles produced by the SKILL-UP Programme on the state of technical and vocational education and training (TVET) policies and systems. These briefs, including a regional brief on the state of skills in Africa, provide a mapping of skills systems across all regions.

Panama's strong growth rate contrasts with its deep social inequality. The education and training system is of poor quality; school drop-out rates are high, and training paths are incomplete. Lack of skills widens gaps related to access to decent work. In 2014, the Presidency of the Republic, together with the Ministry of Labour and Workforce Development (MITRADEL) formed a High Commission on Employment Public Policy for Technical and Vocational Occupations, a tripartite body which, after engaging in diagnostic analysis and social dialogue, identified five strategic areas of work: (1) synchronizing the vocational training system with the needs of the production sector, as well as with the country's education and economic policies; (2) strengthening the relevance and quality of training offered at technical levels; (3) increasing inclusion and access to vocational training services for vulnerable population groups; (4) promoting the social status of technical careers; and (5) ensuring funding to develop the vocational training system. These five strategic areas contain 19 priority actions, for which progress has been uneven. However, a shared vision has been built on the basis of social dialogue, which is expected to become a point of reference for medium-term policy. The report covers the following areas: the socio-economic context; development and employment policies; the skills system in Panama; skills anticipation; skills development; social inclusion; lifelong learning; key challenges; and the way forward.

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The SKILL-UP Programme is a joint effort of the International Labour Organization (ILO) and the Norwegian Ministry of Foreign Affairs aimed to help the ILO Member States enhance their skills systems to take advantage of new opportunities offered by emerging global drivers of change relating to increased digitalization, international trade integration, technological change, large international migration flows, climate change, and demographics, among others. This report for Pakistan is one of the country profiles produced by the SKILL-UP Programme on the state of technical and vocational education and training (TVET) policies and systems. These briefs, including a regional brief on the state of skills in Africa, provide a mapping of skills systems across all regions.

Employment trends in Pakistan clearly show a shift in share of employment from agriculture to industry and services over the past decade. This presents both an opportunity and a challenge, since the growing population will have to be equipped with the skills demanded by rising employment in industry and services. The growing young population will also continue to put a strain on health, education and training systems in the country. Young people aspiring to enter the labour market begin with a double handicap of low educational attainment and limited skill sets. In recent years, the concept of skills development has emerged as a priority area in the policy discourse on sustainable economic development, with TVET proposed as a viable pathway to achieving its implementation. The present Government has included the creation of 10 million jobs within the next five years as one of the key areas in its reform and development agenda. The Government envisions skills development as a major element in the realization of its job-creation goals and plans to make significant investments in this area, focusing particularly on improving the quality of the training provision and aligning it with market demand, as well as incentivizing the private sector to play a more collaborative role in the TVET system.

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The ILO Toolkit for Quality Apprenticeships is a resource to improve the design and implementation of apprenticeship systems and programmes. It provides a comprehensive but concise set of key information, guidance and practical tools for policy-makers and practitioners who are engaged in designing and implementing Quality Apprenticeships. The toolkit presents examples of good practice from ILO constituents around the world, and demonstrates how Quality Apprenticeship systems and programmes can be developed in practical terms. It consists of two volumes: Guide for Policy Makers (Volume 1, this publication); and Guide for Practitioners (Volume II) [available in VOCEDplus at TD/TNC 141.385]. This first volume presents the defining features of the ILO approach to Quality Apprenticeship systems and aims to support policy-makers in their design and further development of these systems.

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SKILL-UP Programme is a joint effort of the International Labour Organization (ILO) and the Norwegian Ministry of Foreign Affairs aimed to help the ILO Member States enhance their skills systems to take advantage of new opportunities offered by emerging global drivers of change relating to increased digitalization, international trade integration, technological change, large international migration flows, climate change, and demographics, among others. The SKILL-UP country projects are located in Ghana, Ethiopia, Lebanon, Malawi, Senegal and Tanzania.

Skill-UP Ghana aims to move the [technical and vocational education and training] TVET system from a supply to a demand-driven system by building on existing structures and strengthening institutional resources to promote a better understanding of the skills demanded in economic sectors. Tourism and hospitality is a critical sector for the Ghanaian economy; in terms of the number of people employed in the sector, its role to meet local demand and its export potential. The definition of the tourism and hospitality sector is the provision of tourism and hospitality services to domestic and international tourists and visitors. It encompasses: accommodation; food and beverage; attractions; creative arts and transport. Skills mismatch and shortages are a common challenge. In response, the Council for Technical and Vocational Education and Training (COTVET) in collaboration with the International Labour Organization (ILO) and the Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ) GmbH has established Sector Skills Bodies (SSBs) for the agriculture, construction and tourism and hospitality sectors with the aim of establishing a demand-led TVET system in these sectors. To support their establishment, the ILO worked with the SSBs to develop sector skills strategies through applying ILO's Skills for Trade and Economic Diversification (STED) approach in order to better align skills development to labour market needs. This document sets out that strategy and outlines a range of proposed actions to address the skill needs of the tourism and hospitality sector identified through the process by the SSB members.

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SKILL-UP Programme is a joint effort of the International Labour Organization (ILO) and the Norwegian Ministry of Foreign Affairs aimed to help the ILO Member States enhance their skills systems to take advantage of new opportunities offered by emerging global drivers of change relating to increased digitalization, international trade integration, technological change, large international migration flows, climate change, and demographics, among others. This report for Uruguay is one of the country profiles produced by the SKILL-UP Programme on the state of technical and vocational education and training (TVET) policies and systems. These briefs, including a regional brief on the state of skills in Africa, provide a mapping of skills systems across all regions.

Uruguay's economic upswing has not been matched by improvements in educational attainment, indicating a lack of crucial skills to support economic growth. A high proportion of youth, especially poor youth, are not in education, employment or training (NEET). In 2011, the Ministry of Labour and Social Security (MTSS) launched the National Dialogue for Employment, bringing together the government and employers' and workers' representatives. An inter-institutional committee for improving vocational training in Uruguay was created, which proposed the creation of a National Vocational Training System (2013). More recently (2015), the MTSS proposed fostering a 'culture of work for development', with a view to ensuring the sustainability of economic and social development and the availability of education and skills development programmes to citizens. The report covers the following areas: the socio-economic context; development and employment policies; the skills system in Panama; skills anticipation; skills development; social inclusion; lifelong learning; key challenges; and the way forward.

Edited excerpts from publisher's website and publication. Show less

SKILL-UP Programme is a joint effort of the International Labour Organization (ILO) and the Norwegian Ministry of Foreign Affairs aimed to help the ILO Member States enhance their skills systems to take advantage of new opportunities offered by emerging global drivers of change relating to increased digitalization, international trade integration, technological change, large international migration flows, climate change, and demographics, among others. The SKILL-UP country projects are located in Ghana, Ethiopia, Lebanon, Malawi, Senegal and Tanzania.

Skill-UP Ghana aims to move the [technical and vocational education and training] TVET system from a supply to a demand-driven system by building on existing structures and strengthening institutional resources to promote a better understanding of the skills demanded in economic sectors. Agriculture is a critical sector for the Ghanaian economy; in terms of the number of people employed in the sector, its role to meet local demand and its export potential. The agriculture sector is concerned with the production and processing of crops, raising animals and harvesting fish and other animals in a farm or in their natural habitats. Skills mismatch and shortages are a common challenge. In response, the Council for Technical and Vocational Education and Training (COTVET) in collaboration with the International Labour Organization (ILO) and the Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ) GmbH has established Sector Skills Bodies (SSBs) for the agriculture, construction and tourism and hospitality sectors with the aim of establishing a demand-led TVET system in these sectors. To support their establishment, the ILO worked with the SSBs to develop sector skills strategies through applying ILO's Skills for Trade and Economic Diversification (STED) approach in order to better align skills development to labour market needs. This document sets out that strategy and outlines a range of proposed actions to address the skill needs of the agriculture sector identified through the process by the SSB members.

Edited excerpts from publication and publisher's website. Show less

SKILL-UP Programme is a joint effort of the International Labour Organization (ILO) and the Norwegian Ministry of Foreign Affairs aimed to help the ILO Member States enhance their skills systems to take advantage of new opportunities offered by emerging global drivers of change relating to increased digitalization, international trade integration, technological change, large international migration flows, climate change, and demographics, among others. The SKILL-UP country projects are located in Ghana, Ethiopia, Lebanon, Malawi, Senegal and Tanzania.

Skill-UP Ghana aims to move the [technical and vocational education and training] TVET system from a supply to a demand-driven system by building on existing structures and strengthening institutional resources to promote a better understanding of the skills demanded in economic sectors. Construction is a critical sector for the Ghanaian economy; in terms of the number of people employed in the sector, its role to meet local demand and its export potential. The construction sector is concerned with erecting buildings and infrastructure. It is segmented into two broad sub-sectors: buildings and infrastructure. Buildings can be further classified into residential and non-residential and infrastructure into transport, agriculture and water/sanitation categories. The value chain consists of developers and planners; built environment professionals; built environment contractors and end-users. Skills mismatch and shortages are a common challenge. In response, the Council for Technical and Vocational Education and Training (COTVET) in collaboration with the International Labour Organization (ILO) and the Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ) GmbH has established Sector Skills Bodies (SSBs) for the agriculture, construction and tourism and hospitality sectors with the aim of establishing a demand-led TVET system in these sectors. To support their establishment, the ILO worked with the SSBs to develop sector skills strategies through applying ILO's Skills for Trade and Economic Diversification (STED) approach in order to better align skills development to labour market needs. This document sets out that strategy and outlines a range of proposed actions to address the skill needs of the construction sector identified through the process by the SSB members.

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This book addresses the key leadership concepts and change strategies that face contemporary educators and trainers. Globally, education is changing in response to a more demand-driven market and increasing expectations of greater accessibility, flexibility, quality, relevance and efficiency. In addition, new information and communications technologies are transforming the delivery and content of education and training. This environment requires transformational leadership, both at the organisational and the operational level, to change work cultures and to create systems that are responsive and sustainable. The contributions in this book bring together the experience of 18 educational leaders and innovators from around the world. The following issues are critically examined: global developments and trends in open and flexible education and training; the changes, challenges and choices confronting all educators and trainers; the development of an entrepreneurial culture; and the processes of organisational change and of successful leadership. The chapters are: Open and flexible learning: an environmental scan / Colin Latchem and Donald E. Hanna (p. 1-14); Changes, challenges and choices / Colin Latchem and Donald E. Hanna (p. 15-26); Developing an entrepreneurial culture / Colin Latchem and Donald E. Hanna (p. 27-40); Processes of organizational change / Colin Latchem and Donald E. Hanna (p. 41-52); Leadership in open and flexible learning / Colin Latchem and Donald E. Hanna (p. 53-62); The University of South Australia: providing leadership in flexible learning / Denise Bradley (p. 63-71); The University of the South Pacific: leading change in a multinational, multimodal university / Rajesh Chandra (p. 73-81); Alverno College: transforming the institution to an ability-based curriculum and flexible learning / Joel Read (p. 83-91); Leading and managing innovation in UK university contexts / Roger Lewis (p. 93-100); The University of Twente: leading and managing change via a Web-based course-management system / Betty Collis (p. 101-109); Washington State University: a US rural land-grant university responds to its changing environment / Muriel Oaks (p. 111-119); Western Governors University: a competency-based virtual university / Robert C. Albrecht (p. 121-129); The American Distance Education Consortium: from rural provision to virtual organization / Janet Poley (p. 131-138); The UK Open University: managing success and leading change in a mega-university / John Daniel (p. 139-146); Indira Gandhi National Open University and the Distance Education Council: institution and system building in India / Abdul Khan (p. 147-156); Athabasca University: change management in a non-traditional university setting / Dominique Abrioux (p. 157-165); University of Wisconsin-Extension: exercising leadership in complex organizations / Donald E. Hanna (p. 167-175); Partnerships for change / Dato' Gajaraj Dhanarajan (p. 177-185); Leading change in the expanded K-12 classroom / Brian Talbott (p. 187-195); Leadership in institution building: the National Open School of India / Marmar Mukhopadhyay (p. 197-205); Treading a fine line: consultancy in open and distance learning / Bernadette Robinson (p. 207-215); The International Extension College: leadership beyond the mainstream / Barbara Spronk (p. 217-224); Jones International University: converging marketplace entrepreneurship and education / Glenn R. Jones (p. 225-233); Lessons for the future / Colin Latchem and Donald E. Hanna (p. 235-240). Show less