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The potential of skills development and recognition for regulated labour mobility in the IGAD Region: a scoping study covering Djibouti, Ethiopia, Kenya, Somalia, South Sudan, Sudan, and Uganda

Qualifications operate as a form of currency and facilitate trade in skills in the labour markets. Lack of trusted ... Show more
Qualifications operate as a form of currency and facilitate trade in skills in the labour markets. Lack of trusted third-party information about their skills often forces jobseekers to engage in the labour market at a huge disadvantage. This is particularly true for migrants - and even more so for refugees - who are often at a severe disadvantage when it comes to their ability to provide evidence of their qualification. In this context, recognition systems play an important part in generating information about people's skills that enables them to participate in the labour market in ways that allow them to be equitably rewarded for the skills they possess and contribute to the development of the country.
Drawing on substantial work of the International Labour Organization (ILO), the Intergovernmental Authority on Development (IGAD) and other actors in this area, this report examines potential role of skills development and skills recognition for supporting and extending the impact of a regional system of regulated labour mobility within and between IGAD Member States. It contains seven country chapters, which include a brief overview of the geographical and political factors that have a direct influence on each country's ability to provide skills development opportunities, not only to its own citizens, but also migrants and refugees, particularly through Technical and Vocational Education Training (TVET). It also provides an overview of the systems and processes in place to develop and recognize the skills of citizens and non-citizens and an overview of the skills dimensions of national labour markets.
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Authors: Keevy, James; Paterson, Andrew; Boka, Kedibone; Rasool, Hoosen

Date: 2020

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

Resource type: Report, paper or authored book

Subjects: Migration; Disadvantaged; Labour market ... [+] Show more
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Refugees' right to work and access to labor markets: an assessment

For refugees, the right to work is vital for reducing vulnerability, enhancing resilience, and securing dignity. Ha ... Show more
For refugees, the right to work is vital for reducing vulnerability, enhancing resilience, and securing dignity. Harnessing refugees' skills can also benefit local economic activity and national development. But there are many obstacles. Based on a sample of 20 countries hosting 70 per cent of the world's refugees, this study investigates the role and impact of legal and normative provisions providing and protecting refugees' right to work within the 1951 Refugee Convention as well as from the perspective of non-signatory states. Three metrics analyze the principle determinants of the right to work and labor market access: refugee and employment law, policies and practices that facilitate or constrain the right to work, and mediating socioeconomic conditions.
Overall the study finds remarkable diversity in legal provisions and constraints on refugees' right to work. A restrictive approach to the right to work prevails, and most states are reluctant to ease these restrictions. The majority of refugees work in the informal sector, but under much less satisfactory and more exploitative conditions compared with nationals. Informal labor markets are also constrained in countries with fragile economies which often host large numbers of refugees. Based on its findings, the study concludes that more national and international coordination is required, multiple actors should share in the responsibility to deliver decent work, labor market policies as well as training and education should be harnessed to support sustainable livelihoods, and refugee social capital should be more effectively engaged.
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Authors: Zetter, Roger; Ruaudel, Heloise

Date: 2016

Geographic subjects: Bangladesh;

Resource type: Report, paper or authored book

Series name: KNOMAD working paper and study series

Subjects: Employment; Labour market; Migration ... [+] Show more
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Country education profiles

The country education profiles (CEPs) are a guide to the education systems of over 115 countries and their comparab ... Show more
The country education profiles (CEPs) are a guide to the education systems of over 115 countries and their comparability with Australian qualifications. CEPs contain information about the structure and qualifications of all sectors of a country’s education system, including key points of comparison for assessment purposes i.e. quality indicators, and assessment guidelines for comparing qualifications from the overseas country with qualifications on the Australian Qualifications Framework (AQF). The CEPs are used to inform decisions for a wide variety of purposes including: admission to an educational institution such as a university; employment; migration; and registration with a professional or regulatory body. CEPs are widely used by education institutions, professional bodies, government departments, state and territory Overseas Qualifications Units (OQUs), migration agents, employers, and individuals both in Australia and overseas. The information provided is generally structured around three main sections: (1) Assessment guidelines: what the assessment guidelines mean (contains information that you need to know before using the assessment guidelines); assessment guidelines by sector and their respective institution list; and quality indicators; (2) List of institutions: consolidated list of recognised institutions for the CEP; links to the relevant assessment guidelines page; and where applicable, lists of institutional directories; and (3) Education system: description of the education system by sector, including: admission requirements, courses and qualifications, types of institutions, diagram of education system, grading systems, and teacher education.
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Corporate authors: Australian Education International (AEI)

Date: 2009

Geographic subjects: Asia; Central Asia; Middle East ... [+] Show more

Resource type: Country information

Subjects: Assessment; Secondary education; Quality ... [+] Show more
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Trends in adult learning and education in Africa: findings from the 4th Global Report on Adult Learning and Education

[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult lear ... Show more
[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult learning and education, available in VOCEDplus at TD/TNC 139.288] GRALE 4 providing a regional snapshot of adult learning and education based on data and information provided by 40 countries, Member States of both UNESCO and the African Union. It reports how far the recommendations in the Belem Framework for Action (BFA; UIL, 2010) [available in VOCEDplus at TD/TNC 113.1210], as well as the Recommendation on Adult Learning and Education (RALE), have been implemented on the continent. It also outlines what has changed since GRALE 3 (2016) [available in VOCEDplus at TD/TNC 125.386].
Key messages include: (1) Progress in participation in adult learning and education [ALE] is insufficient. African Member States and the international community must do more to enhance participation, investing resources and developing effective policies that draw on best practice in the continent and around the world, particularly in reaching the least advantaged; (2) Poor data constitute a major barrier to tackling inequalities in participation in ALE and addressing the needs of vulnerable groups. We need to know more about who is participating and who is not. More investment is needed in the collection and monitoring of data to support evidence based policies that promote inclusive participation for all; (3) Progress in ALE policy and governance is encouraging but it is by no means enough, with some countries continuing to lag behind; (4) Funding for adult learning and education is inadequate. More investment is required, as well as more targeting of those hardest to reach.
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Corporate authors: UNESCO Institute for Lifelong Learning (UIL)

Date: 2020

Geographic subjects: Algeria; Benin; Botswana ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Adult and community education; Teaching and learning; Lifelong learning ... [+] Show more
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Present and future of work in the least developed countries

This report provides an overview of the state of progress and the structural challenges faced by least developed co ... Show more
This report provides an overview of the state of progress and the structural challenges faced by least developed countries (LDCs) along the dimensions of structural transformation, productive employment and just transition. It describes current trends in production, productivity, employment and decent work, as well as the role of social protection and institutions of work. It highlights the structural and labour market vulnerabilities most relevant for the LDCs and how they have affected the [Coronavirus Disease 2019] COVID-19 impacts and recovery prospects for the LDC economies and their populations.
To support a strong recovery in the LDCs that lays the foundation for long-term sustainable development, a renewed partnership with the LDCs and a set of national and global actions are required. These include employment and industrial policies, institutional reforms, measures to promote an enabling business environment for enterprises, investments in expanding human capabilities and productive capacities and strengthening the institutions of work. The report proposes a human-centred framework for a resilient and inclusive recovery that can set the LDCs on a sustainable development path towards a brighter future for their world of work.
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Authors: La Marca, Massimiliano; Elsheikhi, Adam

Date: 2022

Geographic subjects: Afghanistan; Angola; Bangladesh ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Employment; Economics; Industry ... [+] Show more
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Culturally and Linguistically Diverse (CALD) young people and mentoring: the case of Horn of African young people in Australia: report to the National Youth Affairs Research Scheme (NYARS)

The report focuses on how mentoring practices and policies in Australia can best meet the needs of young people fro ... Show more
The report focuses on how mentoring practices and policies in Australia can best meet the needs of young people from culturally and linguistically diverse backgrounds, with a focus on young people from the Horn of Africa. In this study, people from the Horn of Africa originate from Djibouti, Eritrea, Ethiopia, Kenya, Somalia, and Sudan and young people refer to those aged between 12 and 25 years. The broad aim of this study was to understand and compare the needs of Horn of African young people with the needs and resources of mentoring service providers and policy makers. Show less

Authors: Sawrikar, Pooja; Griffiths, Megan; Muir, Kristy

Corporate authors: National Youth Affairs Research Scheme (Australia) (NYARS)

Date: 2008

Geographic subjects: Oceania; Africa; Australia ... [+] Show more

Resource type: Government report or paper

Subjects: Language; Workforce development; Research ... [+] Show more
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Focus on skilled migration

Skilled migration is one of the policy levers available to governments to address workforce shortages in the econom ... Show more
Skilled migration is one of the policy levers available to governments to address workforce shortages in the economy. This issue of Focus on explores how skilled migration is utilised by governments globally to address skill and labour shortages; how effective policies and procedures that recognise and validate qualifications and credentials gained overseas can facilitate the integration of skilled migrants and refugees in destination labour markets; and the impact the Coronavirus (COVID-19) pandemic has had on skilled migration around the world.
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Corporate authors: National Centre for Vocational Education Research (NCVER)

Date: 2021

Geographic subjects: Australia; Oceania; China ... [+] Show more

Resource type: Report, paper or authored book

Series name: VOCEDplus Focus on series

Subjects: Skills and knowledge; Migration; Labour market ... [+] Show more
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ACQF-II RPL survey report

The African Continental Qualifications Framework-II (ACQF-II) supports development of National Qualifications Frame ... Show more
The African Continental Qualifications Framework-II (ACQF-II) supports development of National Qualifications Frameworks (NQF) and related policies in African countries, working in close cooperation and coordination with the relevant national authorities and with the Regional Economic Communities (RECs). This report presents the findings of the 2023 ACQF-II Recognition of Prior Learning (RPL) Survey. Recognition of Prior Learning (RPL) (or Validation des Acquis de l'Experience (VAE), Reconhecimento Validacao e Certificacao de Competencias (RVCC), Reconhecimento de Competencias Adquiridas (RCA), as also used in the African context) is the process for recognising learning that has come from previous non-formal, informal or even formal learning contexts. As such, RPL is a crucial tool to make non-formal and informal learning more visible. It is focused on learning outcomes, not on how skills and competences were acquired and as such is capable of addressing specific issues and needs with more flexibility and efficiency.
The aim of the survey was to collect data on the status quo of RPL policies and practices to assist the future efforts of ACQF in various activities related to RPL. In more detail, the aim of the Recognition of Prior Learning (RPL) survey is to gather data and insights regarding the effectiveness, accessibility, and impact of RPL policies and practices in Africa. This survey seeks to understand the extent to which individuals benefit from RPL processes in terms of educational and career advancement, as well as the overall alignment of RPL with national or regional goals. Additionally, it strives to identify areas for improvement and inform policy decisions, enhancing the quality of RPL practices, and contributing to the continuous improvement of education and training systems.
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Corporate authors: African Continental Qualifications Framework

Date: [2024]

Geographic subjects: Africa; Angola; Botswana ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Skills and knowledge; Qualifications; Teaching and learning ... [+] Show more
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ACQF-II micro-credentials survey report

The African Continental Qualifications Framework-II (ACQF-II) supports the development of National Qualifications F ... Show more
The African Continental Qualifications Framework-II (ACQF-II) supports the development of National Qualifications Frameworks (NQF) and related policies in African countries, working in close cooperation and coordination with the relevant national authorities and with the Regional Economic Communities (RECs). This report presents the findings of the 2023 ACQF-II Micro-credentials (MC) survey. The aim of the survey was to collect data on the place and trends of micro-credentials in the qualifications and lifelong learning systems in different African countries. More specifically, it aimed to identify common types of micro-credentials, explore organisational differences, and investigate various characteristics such as stackability, quality assurance methods, inclusion in NQFs and information requirements. Moreover, the survey gathered stakeholder perceptions, information on the current offering of micro-credentials and future plans.
The survey results highlight several key aspects that respondents believe should be part of a common continental approach to micro-credentials: (1) The most frequently mentioned aspects are the recognition of micro-credentials and quality assurance standards, each selected by 47 respondents. This suggests a strong desire for micro-credentials to be formally recognised and for there to be robust standards in place to ensure their quality; (2) Recognition by education and training organisations (39), trust by employers (36 times), and the ability to link supply and demand (32) - these features underscore the importance of recognition and value of MCs in both the education sector and the labour market, as well as the need for micro-credentials to be responsive to the needs of learners and employers; (3) A need for strong quality assurance as well as the possibility of using micro-credentials as blocks towards attaining a full qualification were also underlined; and (4) Features such as learning flexibility, affordability to obtain, and availability on online learning platforms were mentioned less frequently. This could suggest that while these aspects are valued, they may be seen as less critical to the quality of micro-credentials compared to recognition and trust.
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Corporate authors: African Continental Qualifications Framework

Date: [2024]

Geographic subjects: Africa; Angola; Botswana ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Qualifications; Skills and knowledge; Teaching and learning
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Skills and labour market transitions for refugees and host communities: case studies and country practices on the inclusion of refugees in technical and vocational education and training (TVET) and employment

This study is a joint collaboration of the United Nations High Commissioner for Refugees (UNHCR), International Lab ... Show more
This study is a joint collaboration of the United Nations High Commissioner for Refugees (UNHCR), International Labour Organization (ILO), Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ) and Finn Church Aid (FCA) to identify good practices related to access to Technical and Vocational Education and Training (TVET) programmes for refugees and internally displaced people (IDPs), as well as their host communities, and their transition to the labour market. The study reviews TVET systems and programmes implemented by national ministries, private sector actors, development agencies and non-governmental organizations (NGOs) across five countries - Ethiopia, Jordan, Kenya, Sudan and Uganda - prior to and during the [Coronavirus Disease 2019] COVID-19 pandemic, which has created additional challenges for the livelihoods and inclusion of forcibly displaced people around the world.
With regard to emerging practices and recommendations, this study identified: (1) solutions to overcoming barriers in accessing TVET for refugees and host communities; (2) success factors regarding access to, retention in, and completion of TVET programmes; (3) the conditions for an effective transition to the labour market; and (4) programmatic approaches that seem most successful and innovative and can be replicated. The analysis considers a number of dimensions such as: inclusion of refugees in the national TVET system, market orientation of programmes, support services from TVET actors, accreditation of completed courses, teacher training and professional development, life/core skills, technological innovations, bridging to labour market, gender equality and inclusion of vulnerable groups, and successful partnership models. For each of these dimensions, a number of global recommendations are proposed. To conduct the analysis in each country, two or three flagship programmes were chosen to illustrate some of the main considerations relating to TVET programmes and to what extent they enable a transition to the labour market for those aspiring to find decent work.
Edited excerpts from publication and publisher's website. Show less

Authors: Giordano, Nicola; Ercolano, Federico; Makhoul, Marta

Date: 2021

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

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Participation; Disadvantaged ... [+] Show more

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