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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

The aim of this study was to develop the profile and competencies of a harmonised curriculum for a multi-country regional sector-specific higher education programme. The study, which was based on a case study of Renewable Energy involving six countries in Southern Africa, was based on established methodologies proposed by previous studies on harmonisation and profiling of higher education programmes. The study uses a general curriculum development approach leading to the definition of generic and specific competencies and feeding into a learning taxonomy to create alignment with specific learning outcomes at the intended qualification level. However, the approach extends the harmonisation concept to include industrialisation potential, which is crucial in the developing-country context. This allows for the exploitation of shared resources in sector-specific technology areas and supports the development of regional standards on technology and practice, as part of developing a sustainable regional economic sector. Twenty two competencies, encompassing both generic and specific competencies, were defined. These competencies were grouped into six key competence areas, and later transformed into four clusters of competencies: core competencies, hard skills, soft skills and attitudes. These four clusters were then placed on a planetary system to represent the meta-profile for the qualification, which forms the framework for the future design of learning materials for the qualification.

Published abstract. Show less

In April 2013, the International Network on Innovative Apprenticeship (INAP) hosted its fifth international conference in Johannesburg, South Africa, in co-operation with the International Labour Organisation (ILO), bringing together researchers, policy makers and practitioners from 34 nations. The title of the conference 'Apprenticeship in a globalised world: premises, promises and pitfalls' points out the need for apprenticeship to deliver on its promise of workplace skills and for it to develop and change as world economies develop. This international exchange of ideas among researchers from all over the world identifies cases of good practice and helps to facilitate the transfer of knowledge and innovation, also within the frame of informal apprenticeships. This book is a summary of papers presented and discussed at the Johannesburg Conference split up equally to the five key topics: (1) introducing apprenticeship: backgrounds, changes and difficulties; (2) enabling learning opportunities in workplaces and informal contexts; (2) competence assessment and development; (4) managing transitions from [vocational education and training] VET into the world of work; and (5) curriculum design, apprenticeships and national qualification frameworks.

Abstract from publisher's website.

The contents are as follows: Keynotes: Overcoming the work-inexperience gap through quality apprenticeships: the ILO's contribution / Michael Axmann and Christine Hofmann; Apprenticeship in global, national and local contexts: can INAP bridge the gaps? / Robert I. Lerman; Rearranging the furniture?: shifting discourses on skills development and apprenticeship in South Africa / Volker Wedekind. Chapter one, 'Introducing apprenticeship: backgrounds changes and difficulties', contains the following papers: Between an inglorious past and precarious future: South African apprenticeship in transition! / Salim Akoojee; Artisanal development without a clear demand: what about the public economy? / Lolwana Peliwe; Indonesia's efforts to implement modern apprenticeship / Joachim Dittrich; Development of a further education and research network for VET professional pedagogues in Sub-Saharan Africa (VET-Net) / Friedheim Eicker and Team of the VET-Net Project; Globalising the apprenticeship concept: how far can apprenticeship systems be compared across countries and what can be gained? / Erica Smith and Ros Brennan Kemmis; Progress with the English apprenticeship / Richard Marsh; Success factors of transition in Austria: possible considerations and consequences for countries all over the world / Peter Hartel and Michaela Marterer; Introducing an apprenticeship pathway in Swedish VET: chances and difficulties in workplace learning / Ingrid Berglund; Marketing apprenticeship in the United States: the case of South Carolina / Robert I. Lerman.

Chapter two, 'Enabling workplace learning': Improving the quality of apprenticeships as learning environment / Jeroen Onstenk; To what extent do facets of the learning environment influence apprentices' motivation and learning success? / Annalisa Schnitzler and Stefanie Velten; Correlates and predictors of apprentices' perception of their workplace as learning place: an analysis of the first three years in apprenticeship / Christof Nagele; An assessment of the effectiveness of VET workplace learning via the VET-WL factor model: a study in the Barcelona area / Pilar Pineda-Herrero, Anna Ciraso-Cali, Berta Espona-Barcons and Carla Quesada-Pallares; A typical experiment of cooperation between a vocational college and enterprises: a case study of Guangzhou Electromechanical Technician College / Ke'an Zhang and Caifeng Chen; COMET learning tasks in practice: how to make use of learning tasks at vocational schools / Thomas Scholz and Lars Heinemann. Chapter three, 'Apprenticships in informal contexts': Lessons learnt from informal apprenticeship initiatives in Southern and Eastern Africa / Ashwani Aggarwal; Linking informal apprenticeship and formal education in South-Eastern Nigeria through market/mechanic village schools / Benjamin Ogwo; Benin: experiences avec deux certificats formels / Roger Adanhounzo [in French only]; Upgrading informal apprenticeship in Egypt: a formalized approach with off-the-job learning / Mohamed F. El Fateh Moussa; Policy options for improving informal apprenticeship: experiences from Ghana / Dan Baffour-Awuah; Vocational skills formation in the informal economy in Tanzania / Gunilla Hojlund; Informal collaborative learning opportunities at Mozambique's [technical and vocational education and training] TVET institutions and industry / Daniel Dinis da Costa and Brigida O. Singo; Youths between urbanisation and poverty: livelihood opportunities and challenges of informal apprenticeships in Ghana / Benjamin Schraven; Transitions in informal apprenticeship: results from ILO research in several African countries / Christine Hofmann and Wendy Okofo; Les examens de fin d'apprentissage traditionnel (EFAT): un accelerateur d'amelioration de l'apprentissage traditionnel au Benin / Cyr Davodoun [in French only].

Chapter four, 'Competence assessment and development': 'Between a rock and a hard place': structural dilemmas of workplace trainers in German apprenticeship training / Anke Bahl; Competence development of pre-vocational and vocational teachers / Klaus Jenewein; Creating matrices of learning situations as a didactical possibility to fabricate an internal differentiation for action-oriented vocational education / Ralph Dreher; The influence of work process oriented learning context on learning outcomes in VET / Yingyi Zhou and Zhiqun Zhao; The influence of apprenticeship systems on occupational-biographical orientations: findings of a qualitative comparative study of the VET in England and Germany / Erika Edith Gericke; Competence measurement and development in TVET: result of the first COMET test in South Africa / Ursel Hauschildt, Hefen Brown and Zolife Zungu; Applying the COMET competence measurement and development model for VET teachers and trainers / Felix Rauner; Changes to artisan status and identity: implications for apprenticeship development / Angelique Wildschut and Salim Akoojee; A competence analysis and competence creation tool to integrate employees in subsidized contracts / Martin Kroll. Chapter five, 'Managing transitions from VET into the world of work': Does promoting permeability decrease social inequality in VET?: promises and pitfalls of a widespread idea / Jakob Kost; Why apprentices quit: a German case study / Ursel Hauschildt and Dorothea Piening; Successful educational outcomes after early apprenticeship contract terminations: the effect of learning experiences / Barbara E. Stalder; The application of COMET model in automobile maintenance technician personnel training / Donglian Gu and Changwen Cai; The transition from school world to authentic work world: a model of integrating work into learning in Chinese TVET colleges / Bin Bai; School-to-work transition: explanatory and predictor variables for self-employability of high school pre-vocational agriculture graduates in Swaziland / B. S Mndebele, Mpendulo L. Mngomezulu and Barnabas M. Dlamini.

Chapter six, 'Curriculum design, apprenticeships and national qualification frameworks: does VET fit into NQFS?': 'Apprenticeship' in contemporary Britain, Italy and Germany / Lisa Rustico; National Qualification Frameworks (NQFs) as a foundation to gaining more transparency and a better international recognition of professional qualifications including VET qualifications / A. Willi Petersen; Connections between the recognition of non-formal and informal learning and National Qualification Frameworks: consequences for VET / Silvia Annen; Apprenticeship and NQF: do they fit together or compete with each other?: the case of Switzerland / Philipp Gonon. Chapter seven, 'Open session topics': The connection of school improvement and school-intern further teacher education in the Canton of Zurich / Silke Pieneck; The effect of labor market regulations on training behaviour and quality: the German labor market reform as a natural experiment / Anika Jansen, Mirjam Struplef Leiser, Felix Wenzelmann and Stefan C. Wolter; Productivity of apprentices: the impact of school-developed key competencies / Anika Jansen and Harald Pfeifer; Case study on cost, benefit, and quality of apprenticeship in China / Junlan Chen, Zishi Luo, Haoyan Mai and Qiming Yang. Show less

For economies, enterprises and workers across Africa, the [Coronavirus Disease 2019] COVID-19 pandemic has brought about unprecedented changes to the workplace. Some of these changes have been immediate, such as disruptions to supply chains or lockdowns that forced enterprises to close. Other changes - and perhaps the more significant ones - are long-term, with the COVID-19 pandemic reshaping and accelerating existing trends in workplace change. At its core, the pandemic has fundamentally altered where and how people work, upending many long-standing norms and practices. Enterprises and workers have made many changes, often out of necessity, though they have regularly brought unexpected improvements in productivity or working conditions.

This report documents these changes and examines how enterprises from across Africa view and respond to them. It has been developed with support from the Bureau for Employers Activities of the International Labour Organization (ILO) and the ILO Regional Office for Africa, in partnership with employer and business membership organizations (EBMOs) from across Africa. The research covers fifteen countries in Africa, and takes a mixed-methods approach. One component is a survey conducted from June to November 2021 covering 1,017 formal sector enterprises, most of whom are members of EBMOs. Collectively, they employ some 750,000 workers. This is complemented by a broad-based literature review and 126 key informant interviews, mostly with top management and human resources professionals from the private sector. In addition, we conducted five in-depth case studies with multinational enterprises, each having operations in at least five African countries. While these various sources of information do not cover all parts of every economy in Africa, they provide deep and broad insights about how workplaces at urban, formal enterprises in Africa are changing.

Excerpt from publication. Show less

The current study explores the link between economic structural transformation and employment on the one hand, and the change in educational attainment on the other. It aims at a better understanding of how different patterns of structural transformation in the economy and changes in educational intensity and skills profiles of jobs in Mozambique are related to productivity and quality of jobs created. The study is based on empirical data from three nationally representative labour force surveys in Mozambique conducted in 2002, 2004 and 2008. It summarizes recent macro-economic indicators and provides a micro-economic analysis of labour market outcomes and returns to education. Additional insights regarding the role of education and structural change are gained from an analysis of changes in the occupational and sectoral distributions of employment.

Edited excerpt from publication. Show less

The World Technical and Vocational Education and Training (TVET) Database is an online repository developed by UNESCO-UNEVOC. It aims to provide up-to-date information on TVET systems worldwide. This country profile for Mozambique outlines the TVET mission, strategy and legislation and provides an overview of the TVET systems - formal, non-formal and informal, governance and financing, TVET teachers and trainers, the qualifications framework and current reforms and major projects. Show less

Mozambique suffers from critical shortages of healthcare workers including non-physician clinicians, Tecnicos de Medicina Geral (TMGs), who are often senior clinicians in rural health centres. The Mozambique Ministry of Health and the International Training and Education Center for Health, University of Washington, Seattle, revised the national curriculum to improve TMG clinical knowledge and skills. Although curriculum revision had limited effect, marginal improvements in the revised group show promise that these TMGs may have increased ability to synthesize clinical information. Weaknesses in curriculum and practicum implementation likely compromised the effect of curriculum revision. An improvement strategy that includes strengthened TMG training, greater attention to pre-service clinical practice, and post-graduation mentoring may be more advantageous than curriculum revision, alone, to improve care provided by TMGs.

Excerpts from published abstract. Show less

This introductory chapter highlights the nature of some of the major vocational education and training (VET) policy reforms that are underway in southern Africa, their origins and the likelihood of their success to show how VET is an important policy nexus between economic and educational policy, between the state and the market, and between concerns with poverty and growth. It also looks at both internal trends within Africa and international influences. The following key themes are introduced: VET systems have evolved in a piecemeal and unsystematic way; the developments of national training authorities and national qualifications frameworks have been complex and uneven in nature; the core function of VET remains promoting employment opportunities and this has resulted in a growing focus on the need for radical curricular overhaul and better relationships with the world of work; the role of the informal economy is not well-addressed in most countries; the relationship between the state and the market is seen in trends towards the greater marketisation of public providers and a growing acceptance of private providers as a key part of VET systems; and there are concerns about equity and access in VET provision.

The volume from which this chapter is taken is indexed at TD/IRD 88.272; individual chapters are indexed from TD/TNC 85.254 to TD/TNC 85.262. Show less

This paper presents the key findings of a recent World Bank funded-study on the cost-effectiveness, internal efficiency and cost structure of technical and vocational education (TVE) in Mozambique, undertaken by AUSTRAL Consultoria e Projectos Lda, Maputo, in consultation with the Ministries of Education and Labour. The study examined the current TVE system in relation to the labour market. The study revealed that: women reported a relatively higher unemployment rate than men; graduates from schools teaching agriculture are not as inclined to pursue further studies as graduates from schools specialising in commerce and industry; and relatively more of the respondents reported being a student in the central part of the country compared to other parts of the country. The findings of the study suggest that the absorption of graduates into the labour market is fairly high, in spite of a considerable number of graduates continuing with higher studies.

The monograph from which this chapter is taken is indexed at TD/IRD 88.431; individual chapters are indexed from TD/TNC 82.179 to TD/TNC 82.186. Show less

This publication contains the results of the conference South-South Policy Dialogue on Quality Education for Adults and Young People that took place in Mexico City in 2005. Articles were written by participants who presented their national programmes from the governmental perspective, which were reflected in the literacy policies, but there were also important contributions on basic education and competence recognition. Accent was put on the experiences of four countries that were considered as locomotives of development in the field: Brazil, India, South Africa and Mexico. Nevertheless, dialogue was also enriched by information provided by other African, Asian and Latin American countries: Angola, Mozambique, Namibia, Tanzania, Bangladesh, Thailand, China, Guatemala, Nicaragua and the Arab States as a whole. The chapters are as follows: Introduction / Madhu Singh; Adult learning: situation, trends and prospects / Chris Chinien; Part II, ‘Model programmes’ contains: Brazil’s national programme for adult and youth education / Ricardo Henriques and Timothy Ireland; India’s national adult education programme / Satish Loomba and A. Mathew; Mexico’s national adult education programme/ Luz-Maria Castro Mussot and Maria Luisa de Anda; South Africa’s national adult education programme / Morongwa Ramarumo and Vernon Jacobs; Part III, ‘Country cases’, contains: Asia - Adult literacy and learning in Bangladesh: the UNESCO and NGO experience / Ahmadullah Mia and Wolfgang Vollmann; Thailand’s national programme of adult and youth education / Roong Aroon and Wilaipan Somtrakool; A system of quality education for adults and youth in China / Yuquan Qiao; Latin America - Adult and youth education in Nicaragua / Nydia Veronica Gurdian and Elizabeth Navarro; Challenges for the construction of a policy for quality adult and youth education in Guatemala / Ilda Moran de Garcia and Otto Rivera; Africa - Namibia’s adult literacy and learning programme / Beans Uazembua Ngatjizeko; Mozambique’s literacy and adult education programmes: a sub-sector strategy / Ernesto Muianga; Educating adults and youth in Tanzania: Complementary Basic Education and Training (COBET) and Integrated Community-Based Adult Education (ICBAE) / Basilina Levira and Valentino Gange; The context of literacy development and adult education in Angola / Juao Romeu and Luisa Grilo; The Arab States - Adult education in the Arab region / Seham Najem, Aicha Barki and Nour Dajani-Shehabi.

Excerpts from published summary and table of contents. Show less