Vocational education and training - VET

This fact sheet sheds some light on the relationship between education and labour market outcomes by providing a brief overview of the impact of economic changes on individuals with different levels of educational attainment to identify which groups have been most affected by the economic downturn and which have benefitted most from the recovery.

The report stresses the role of strong private sector led growth in creating jobs and outlines how jobs that do the most for development can spur a virtuous cycle. The report finds that poverty falls as people work their way out of hardship and as jobs empower women to invest more in their children. Efficiency increases as workers get better at what they do, as more productive jobs appear, and as less productive ones disappear. Societies flourish as jobs foster diversity and provide alternatives to conflict. (50 mb)

See also Jobs and human development

http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2012/11/09/000386194_20121109010301/Rendered/PDF/735750WP0Box370sandHDFINAL00PUBLIC0.pdf

(37.75mb)
The only way forward is through reorienting TVET policy towards Education for Sustainable Development (ESD), promoting it in all parts of education, reorienting the curriculum to integrate ESD, building the capacity of teachers, developing learning resources and multi-stakeholder partnership, and monitoring, evaluation and research. “Think globally and act locally” is a slogan which should be used for the future work of the participants to ensure a successful introduction of ESD in the society.

The aim of this study was to summarise the evidence available on the economic benefits of vocational education and training (VET) at company level, by means of a literature review and meta-analysis. Throughout the study the term VET is used to denote employer/enterprise provided training.

The aim is to identify existing policies and programmes that promote learning about entrepreneurship within vocational training systems. Entrepreneurship is meant as a combination of mindsets and skills, therefore programmes and courses will be considered that address both aspects. The project focuses on the systems of formal education and training, and on teaching entrepreneurship to young people.

This National TVET Strategy replaces the former edition adopted in 1999. It reflects an important paradigm shift of recent years which places quality and relevance of TVET as its priority.

How do you manage as more of your workers retire? Or as employees in key positions with crucial knowledge move on?
Strategies and solutions Alberta employers have used to transfer and share organizational intelligence within their workforce.

Business training programs are a popular policy option to try to improve the performance of enterprises around the world. The last few years have seen rapid growth in the number of evaluations of these programs in developing countries. We undertake a critical review of these studies with the goal of synthesizing the emerging lessons and understanding the limitations of the existing research and the areas in which more work is needed.

Do you ever feel a little lost in terms of the direction of your career, or are you still trying to “figure it all out?” At our age, it’s very common, and you shouldn’t worry that you don’t have all the answers. However, I do have an idea that might be helpful to you. It’s called mentorship.

In recent years international student mobility increased. While net hosting countries are in a better position to win highly educated students for their labour force, they face the additional cost of providing the education. In much of continental Europe these costs are not levied on students, but are borne by the national tax payers, making them an active topic of debate. Borrowing some fundamental equations from the Lucas growth model, this paper addresses the question whether countries benefit from educating international students

Skills by Design is a toolbox for employers looking to sharpen the skills of their workforce. The publication makes the case that any business, no matter the size, should have the tools and know-how to build and enhance employee skills. It features the why to, how to and practical what to do of employee skills development.

Tool to determine if a degree is recognized in Canada. Enter a post-secondary degree(s) and obtain an instant equivalency.

This document focuses on human development. It argues that to advance the global jobs agenda what is needed are the right investments in people, the right skills for people to secure good jobs, the right protection for people against risks arising from volatile economies, and the right mechanisms to help people transition safely and smoothly from one job to another.

See also World Development Report 2013: Jobs (50mb)

http://siteresources.worldbank.org/EXTNWDR2013/Resources/8258024-1320950747192/8260293-1322665883147/WDR_2013_Report.pdf

One of the main goals of internationalised higher education is to provide the most relevant education to students, who will be the citizens, entrepreneurs and scientists of tomorrow. Internationalisation is not an end in itself, but a driver for change and improvement – it should help generate the skills required in the 21st century, spur on innovation and create alternatives while, ultimately, fostering job creation. Yet the current economic climate calls for a closer examination of the tangible benefits of internationalisation for the economies and societies of, and beyond, the OECD.

Task descriptions in the Philippines.

Report of the Symposium on Skills and Small Business held on November 14, 2012 in Toronto.
A plan for upskilling the domestic workforce must include a focus on SMEs. SMEs need to share their skills and training challenges, learn about best practices, and work with other stakeholders to identify solutions to overcome human resource issues and improve their competitiveness.

Recent trends in ICTs and TVET put emphasis on the innovation strategy for education and training. Attention is given to skills and needs used by modern firms, working population, and also in arts and science education. In TVET there is a tendency to highlight the “learning by doing” approach. Today, managing work in which responsibilities have been distributed to a high degree among the network of workers is a major challenge. Communication between employees and their managers may be based only on virtual contacts. As a consequence, the demand for TVET is increasing, and education and learning are adopting new forms. The challenges of vocational education are quite similar in countries that vary widely in their current economic level of development. Entrepreneurship, which is closely connected with ICTs, is a very important factor in both the global and local economies.