Transcript Decent Employment and the MDGs

Quality assurance in
professional education
and training
Christine Evans-Klock
Director, Skills and Employability Department
International Labour Organisation
Moscow, November 2011
ILO mandate on
Decent Work
GOAL of PEOPLE everywhere for productive
work in conditions of freedom, equity, security
and human dignity (definition 1999)
ILO POLICY AGENDA, 4 pillars, necessary elements:
1. Rights at work
2. Productive employment
mutually supportive
& interdependent
3. Social protection
4. Voice and representation
{
Global ADVOCACY to keep productive work
and social inclusion at the heart of poverty
reduction and fair globalization strategies
Bridging the world of education and training
to the world of work,
•
To improve the employability of workers,
•
To increase the productivity and competitiveness of enterprises,
•
To expand the inclusiveness of economic growth
Presentation
1. Drivers of change in labour markets for
professional education and training
2. G20 Strategy for linking professional education
and training to strong, sustainable and balanced
growth
3. Quality assurance in professional education and
training
 Quality in process and outcomes
 Demand-led professional education and
training
 Coordination
4. Examples from ILO work
Imperatives: youth employment
Youth unemployment in 2009 highest ever: 13%
•
•
•
81 million unemployed, out of 620 million 15-24 year olds
Higher numbers economically inactive – “NEET” not in
education, not in training, not in work. The average in
Latin America is 1 out of 4.
One fourth of young workers were in households
surviving on less than US$ 1.24 per person per day
Risks:
•
Social upheaval now
•
Loss of future productivity
•
Lifelong poverty
Downward tick of youth unemployment in
2010 – good news or more bad news?
Imperatives: productivity
70,000
Output per worker. 2009, US$
Output per worker, average annual growth (2000-2009)
9
8
Output per worker, PPP (2009)
7
50,000
6
40,000
5
4.6
4.0
30,000
4
3
2.7
20,000
2
1.7
1.6
1.5
10,000
0.9
1
0.6
0
0
Sub-Saharan
Africa
South Asia
East Asia
South East
Asia & the
Pacific
North Africa
Central & Latin America Middle East
Developed
South Eastern
& the
Economies &
Europe (non- Caribbean
European
EU) & CIS
Union
ILO, Trends Econometric Models, 2009
Output per worker, average annual growth (2000-2009)
7.7
60,000
In
di
C a
In hin
d
a
S one
ou s
t h ia
R
us
A
si
fri
an
ca
Fe Br
de az
ra il
tio
M n
ex
i
Tu co
A rk
K S rge ey
or au n
ea d tin
,R iA a
ep rab
ub ia
l
G ic o
er f
m
an
Ja y
pa
n
I
C t aly
an
U
ni Au ada
te
d str
K ali
in a
gd
om
U
ni Fra
te n
d ce
S
ta
te
s
GDP per employed in constant 1990 US dollars
(bar chart)
70000.0
60000.0
10000.0
0.0
450
400
350
50000.0
300
40000.0
250
30000.0
200
20000.0
150
100
50
0
Growth in GDP per employed (1990=100) (line)
Productivity in G20 Countries
GDP per person engaged in
2008 (constant 1990 US$ at PPP) and index (1990=100) change
Imperatives: demographic trends
Dependency ratios
Developed countries and some Asian
economies: Number of persons of
working age to support each person
aged 65 or over is shrinking:
2000: 
  
2050: 

Imperatives: social inclusion
Rural communities: improve access and quality
of education and training
Informal economy: promote transition of economic
activities to the formal economy
Disadvantaged youth: improve basic education,
apprenticeships, employment services
Persons with disabilities: meet specific needs and
be inclusive
Across all of these groups, address the special
needs of women.
Imperatives: globalization
Market integration
Distribution of skills
- trade of products and services
- technology diffusion
- labour migration
- production migration - outsourcing
Imperatives: climate change
Transition to lower-carbon economies...
could generate millions of new jobs by 2050
Integrating training in environmental policies is both
efficient: avoids skills gaps, smoothes the transition; and
equitable: re-skilling helps share the gains, realising
the job potential
ILO, UNEP, IOE, ITUC; Green Jobs Initiative
Presentation
1. Drivers of change in labour markets for
professional education and training
2. G20 Strategy for linking professional
education and training to strong,
sustainable and balanced growth
3. Quality assurance in professional education and
trainings
 Quality in process and outcomes
 Demand-led professional education and
training
 Coordination
4. Examples from ILO work
Coordination and Global Outreach: G20 Training
Strategy for strong, sustainable and balanced
growth
Pittsburgh Summit, September 2009



Called for putting quality jobs at the heart of recovery
Adopted framework for strong, sustainable and balanced growth
Asked the ILO, in partnership with other organizations and with employers
and workers, to develop a training strategy
“.. to strengthen the ability of our workers to adapt to changing market
demands and to benefit from innovation and investments in new
technologies, clean energy, environment, health and infrastructure”
Inter-Agency Group on Technical and Vocational Education and Training
•
UNESCO, World Bank, OECD, region development banks
Toronto Summit, June 2010

Received and welcomed the G20 Training Strategy document
Seoul Summit, November 2010


Adopted Multi-Year Action Plan on Development
Human Resources Development Pillar builds on the G20 Training Strategy
to strengthen national skills for employment policies and institutions
Towards an ILO skills strategy
ILC discussion in 2008:
How can skills development help
improve productivity and
increase employment to attain
development goals?
Linking skills development to Decent work
From a Vicious Downward Circle…
Unavailable or low quality education and training:
• Traps the working poor in low-skilled, low productive, low-wage jobs
• Excludes workers without the right skills from participating in economic
growth
• Discourages investment in new technologies
To a Virtuous Circle...
More and better skills makes it easier to:
• Innovate and adopt new technologies
• Attract investment
• Compete in new markets, and
• Diversify the economy
• Boost job growth
Countries sustain a “virtuous circle”
link education, skills, decent work by…
1. Ensuring the broad availability of quality education
2. Matching supply to current demand for skills
3. Helping workers and enterprises adjust to change
4. Sustaining a dynamic development process: Use skills as a
driver of change: move from lower to higher productivity
5. Expanding accessibility of quality training: rural, women,
disadvantaged youth, persons with disabilities
HOWEVER... The potential benefits of training are not realised
without job-rich growth
This is the conceptual framework of the G20 Training
Strategy for strong, sustainable and balanced growth
G20 Training Strategy: Building blocks ,
not stumbling blocks - the “How”









Anticipating skill needs
Participation of social partners
Sectoral approaches
Labour market information and employment services
Training quality and relevance
Gender equality
Broad access to training
Finance
Assessing policy performance
G20 Seoul Summit:
Multi-year Action Plan on Development
Action Points on human resources development
asked international organizations to work together to help lowincome countries “develop employment -related skills that are
better matched to employer and market needs in order to attract
investment and decent jobs”
Action point 1 calls upon the World Bank, ILO, OECD,UNESCO
to “Create internationally comparable skills indicators;”
Action point 2 asks the development banks, ILO, and UNESCO
to form a “unified and coordinated team” to support Low-Income
Countries to enhance employable skills strategies”.
Presentation
1. Drivers of change in labour markets for
professional education and training
2. G20 Strategy for linking professional education
and training to strong, sustainable and balanced
growth
3. Quality assurance in professional
education and training:
 Quality in process and outcomes
 Demand-led professional education and
training
 Coordination
4. Examples from ILO work
Quality in skills systems
Two major purposes:
– as a key driver of reform and a driving force for
change.
– as an accountability mechanism on effectiveness.
• Quality systems serve as a common reference to ensure
consistency amongst different actors at all levels.
• Quality systems seek to introduce transparent processes
and procedures to ensure mutual understanding and trust
between different actors.
Why Focus on Quality?
• Quality mainly affects the value and success of education
programmes:
– High quality programs provide a strong link between
what is learnt and the needs of the labour market ie:
graduates are more likely to find suitable employment;
– High quality leads to a higher status and improved
attractiveness of TVET.
Social partner perspectives
For employer organisations:
• quality systems ensure training programs are properly
adapted to market needs;
• quality programs support improvements to enterprise
productivity and profitability;
• quality programs encourage workers to be more
responsible for their own training process and progress;
• quality programs should allow for the development of
competencies that meet company needs.
Social partner perspectives
For worker organisations:
• quality qualifications protects against precariousness in
labour market;
• quality programs support personal development and
facilitates career development and evolution;
• quality programs are certified by a label/logo which acts
as an important marketing device to potential employers;
• quality programs allow for transferability of competences
beyond a specific company/job;
Quality in skills systems applies to...
•
•
•
•
•
•
•
Qualifications / Certification;
Competency Standards;
Curriculum and Courses;
Training Providers;
Delivery;
Intermediary services (employment services);
Assessment and accountability.
In effect, all aspects of the professional education and
training system.
But what about the quality of training?
• Quality of training is reflected by a wide range of
measures used by different countries, including:
–
–
–
–
–
Management of the training process;
Relevance and credibility of training;
Assessment processes;
Competence of teachers delivering the program; and
Accessibility of training.
And what about the outcomes?
• Wide range of indicators used to measure quality in
skills systems at a national level, including:
–
–
–
–
–
Attainment;
Participation;
Progression;
Retention;
Completion;
Quality in Process and Outcomes
• Quality indicators can therefore be divided broadly
into two categories:
– first, those that focus on the process of training, and
– second, those that focus on outcomes or outputs of
training.
Conceptual framework
Indicators of skills for employability
G20 Action point, Being developed by OECD and World Bank with ILO and UNESCO
Presentation
1. Drivers of change in labour markets for
professional education and training
2. G20 Strategy for linking professional education
and training to strong, sustainable and balanced
growth
3. Quality assurance in professional education and
training:
 Quality in process and outcomes
 Demand-led professional education and
training
 Coordination
4. Examples from ILO work
HRD Recommendation (ILO, 2004)
Tripartite agreement on shared responsibilities
for skills development:
Governments have primary responsibility for
– education
– pre-employment training, core skills
– training the unemployed, people with special needs
The social partners play a significant role in
– further training
– workplace learning and training
Individuals need to make use of opportunities for
education, training and lifelong learning
Demand-led skills development
through sectoral coordination
•
Improve relevance of training, and thus:
 Employability of workers
 Productivity and competitiveness of employers
•
Build Public-Private Partnerships for:
 Initial training
 Continuous learning
•
Engage Employers’ and Workers’ representatives
at all stages of skills policy:
 Design
 Implementation
 Assessment
Sectoral based professional education and
training reduce skills mismatch - lessons
Institutionalized involvement of the private sector on all levels
– curriculum, teacher training, equipment, workplace learning;
financing through public-private partnerships
Demand-driven training provision, in sectors with high job
growth potential, avoids bottlenecks and improves
employability
Training institutions as true “service providers,” accountability
based on labour market outcome combined with regional
autonomy for working with the private sector
Develop labour market information systems and analysis,
disseminate through employment services, guidance,
counselling
Demand-led skills development assumes
a skills-based business strategy
Should we prepare young people for the labour market?
Or prepare the labour market for young people?
What about skills utilization?
•
Do employers invest in training, or is their strategy based on low-wages
& low-productivity?
Do sectoral bodies include small enterprises? Workers?
Question: What is the social status and job quality of TVET?
• Answer: What is the quality of the training and of the resulting jobs?
Demand-led skills development assumes
a skills-based business strategy
Can public-private partnerships encourage a skills-based strategy?
By sharing costs and benefits of training?
By supporting job creation in promising industrial sectors?
By helping small enterprises train workers?
By combining classroom and workplace learning for youth?
By targeting at-risk populations while meeting skill shortages?
By investing in lifelong learning for all workers?
Learning from examples – Netherlands, Costa Rica, Ireland
Netherlands – Success factors
• Culture of bipartite and tripartite cooperation
(“Tulip model”)
• Social acknowledgement of TVET’s as source
of labour – especially for small enterprises
• Availability of effective sectoral employer
branche-organisations and sectoral unions
• Stable commitment to a shared responsibility
for life long learning (state, individual,
employer)
• Autonomy of training institutions balanced with
accountability to industry
36
Presentation
1. Drivers of change in labour markets for
professional education and training
2. G20 Strategy for linking professional education
and training to strong, sustainable and balanced
growth
3. Quality assurance in professional education and
training:
 Quality in process and outcomes
 Demand-led professional education and
training
 Coordination
4. Examples from ILO work
Countries that sustain a “virtuous circle”
link education, skills, decent work by…
Coordinating!
To close the gaps between…
… basic education, vocational training, and the world of work
… training providers and employers at sector and local levels
… skills development and industrial, trade, technology and environmental policies
… development partners
Avoid skill gaps today and drive economic and social development tomorrow.
Coordination is critical
for success
Institutions for Coordination
•
Social dialogue
•
Inter-ministerial mechanisms
•
Local and sectoral skills councils
•
Value chains and clusters
•
Employment services & labour market information
systems
•
“Deliver as One,” UN country teams
Countries that sustain a “virtuous circle”
link education, skills, decent work by…
Preparing for future jobs
Integrate skills into national and sector
development strategies
Include skills in responses to global
drivers of change:
• technology
• trade
• climate change
Example: Findings on Environmental and Skills policy
coordination
Sound environmental policies
Comprehensive
skills policies
for greening
Lack of
skills policies
for greening
Lack of environmental policies
Findings on skills for green jobs
• The change is happening
• Success depends on: policy coherence, targeted
measures, local initiatives, collaboration of various
actors and levels
• Vocational education and training is catching up
less efficiently than higher education
• There is much greater demand for greening existing
jobs and occupations than for preparing for jobs in
wholly new technologies.
Presentation
1. Drivers of change in labour markets for
professional education and training
2. G20 Strategy for linking professional education
and training to strong, sustainable and balanced
growth
3. Quality assurance in professional education and
training:
 Quality in process and outcomes
 Demand-led professional education and
training
 Coordination
4. Examples from ILO work
1. A closer look at NQFs
NQF Research Questions
Which models of NQFs and which
implementation strategies and approaches are
most appropriate in which contexts?
To what extent can NQFs achieve various
desired policy objectives, for example
employability?
Is there, in the view of designers, managers and
stakeholders of NQFs, evidence of impact, for
example on productivity or improved access?
Involvement of Social Partners in the Design,
Implementation & Evaluation of NQFs
Implementation and use in the
16 countries
Social dialogue and the role of stakeholders
Mainly government-led
Weak stakeholder involvement
Resistance from education/training institutions
«Policy borrowing » (better: adapting rather than
adopting)
Speed of “Adaptation”
Top-down versus bottom-up
Donor aid and “expertise”
Expectations vs Evidence thus far
Improved communication of qualification systems: most
successes although also problems
Improved transparency of individual qualifications
through learning outcomes: over-specification and unused
Reduced mismatch between education and training and
labour market: very little evidence
Recognizition of prior learning: little evidence
Improved access to learning opportunities: little evidence
•
Provide guidance for strategic skills policies
– Target sectors that are key to export development,
economic diversification, and job creation
– Skills policies embedded in a wider strategic understanding
of what each sector needs to achieve
– Promote structural transformation
– Gap in business capabilities
Gap in workplace skills
Learn from successful “globalizers” that early on coordinated
• Investment policy
• Trade policy
• Technology policies, and
• Training and education policies
Scenario Employment and
Skills Modelling – quantitative & qualitative data
• Demand Side
– Labour Force Surveys: Occupational composition and training
received in current workforce
– Business surveys / interviews: Vacancies, satisfaction with
current training system, in-house training, etc.
– Collaboration with YEP on School-to-Work Transition Survey
• Supply Side
– Number of graduates for main occupations from relevant
schools, training institutes, universities, etc.
– Relevance and applicability of training provided (curricula,
equipment, school-to-work transition)
– General level of relevant soft-skills (e.g. languages, teamwork)
STED: How it works
1. Examine market trends in prospective sectors
2. Assess skills mismatch – current & anticipated – in export
sectors, which have higher skill needs
3. Engage employers and workers - inside knowledge of skill
needs, joint commitment to training
4. Look at broader business environment – with educatin and
training as one aspect
5. Engage Government: industrial upgrading has large external
benefits
6. Propose response:
– Promote sustainable sector institution – skills councils
– Improve, change education and training offered
– Extend continuing education
– Improve workplace practices
3. TREE: Training for Rural
Economic Empowerment
1. Start with commuinities’ aspirations and identify
employment and livelihood opportunities!!
2. Identify skills constraints
3. Assess abilities of local training providers – public,
private, NGOs, businesses
4. Boost their capacity to fill the skill gaps
5. Build capacity for post-training support:
entrepreneurship training, access to credit and
markets
6. Help communities track results
Post-training support
•Facilitate access to wage
or self-employment
•Support small business start-up
•Facilitate access to credit
advisory services, marketing,
technology application, etc.
•Support to formation of groups
•Follow-up TREE graduates
• i.e. tracer studies
53
Mainstreamed Elements in TREE:
1. Community and region development
2. Business cluster and supply chain approaches
3. Vocational training combined with
entrepreneurship training
4. Gender equality
5. Disability inclusion
54
To summarize: Policy coherence in
education and training for innovation and
productivity:
•
Integrate skills in national & sector development
strategies: Meet today’s labour market needs and attract
new jobs for tomorrow.
•
Respond to global drivers of change: skills to take
advantage of opportunities & to mitigate negative impact of
technology, trade, climate change
•
Build seamless pathways from basic education to TVET,
labour market entry, lifelong learning
•
Extend access to education & training to rural communities,
people with disabilities, disadvantaged youth
•
Sustain Inter-ministerial coordination
•
Demand UN and International Agency coordination
Thank you
Christine Evans-Klock
Director
ILO, Skills and Employability Department
[email protected]
“Skills for improved productivity,
employment growth and development” at
http://www.ilo.org/public/employment/skills