Equality of Access to Vocational Training - ILO

Declaration of Philadelphia Concerning the Aims and Purpose of the International Labour Organization- article III(j):

Article III

The Conference recognizes the solemn obligation of the International Labour Organization to further among the nations of the world programmes which will achieve: 

10. the assurance of equality of educational and vocational opportunity.

ILO Discrimination (Employment and Occupation) Recommendation, 1958 (No. 111) - paragraph 2(b)(ii):

Paragraph 2

2. all persons should, without discrimination, enjoy equality of opportunity and treatment in respect of:

   2. access to training and employment of their own choice on the basis of individual suitability for such training or employment; 

ILO Social Policy (Basic Aims and Standards) Convention, 1962 (No. 117) - article 14.1(d):

Article 14

1. It shall be an aim of policy to abolish all discrimination among workers on grounds of race, colour, sex, belief, tribal association or trade union affiliation in respect of:

 (d) opportunities for vocational training; .

ILO Paid Educational Leave Convention, 1974 (No. 140) - articles 2 and 8:

Article 2

Each Member shall formulate and apply a policy designed to promote, by methods appropriate to national conditions and practice and by stages as necessary, the granting of paid educational leave for the purpose of:

1. training at any level;

2. general, social and civic education;

3. trade union education. 

Article 8

Paid educational leave shall not be denied to workers on the ground of race, colour, sex, religion, political opinion, national extraction or social origin.

ILO Rural Workers' Organisations Recommendation, 1975 (No. 149) - paragraphs 16(c) and 17(1):

Paragraph 16

In order to ensure a sound growth of rural workers' organisations and the rapid assumption of their full role in economic and social development, steps should be taken, by the competent authority among others, to:

3. promote programmes directed to the role which women can and should play in the rural community, integrated in general programmes of education and training to which women and men should have equal opportunities of access: 

Paragraph 17

1. As an effective means of providing the training and education referred to in Paragraph 16, programmes of workers' education or adult education, specially adapted to national and local conditions and to the social, economic and cultural needs of the various categories of rural workers, including the special needs of women and young persons, should be formulated and applied. .

ILO Human Resources Development Convention, 1975 (No. 142) - article 1.1 and 1.5:

Article 1

1. Each Member shall adopt and develop comprehensive and co-ordinated policies and programmes of vocational guidance and vocational training, closely linked with employment, in particular through public employment services. 

5. The policies and programmes shall encourage and enable all persons, on an equal basis and without any discrimination whatsoever, to develop and use their capabilities for work in their own best interests and in accordance with their own aspirations, account being taken of the needs of society.

ILO Workers with Family Responsibilities Convention, 1981 (No. 156) - article 7:

Article 7

All measures compatible with national conditions and possibilities, including measures in the field of vocational guidance and training, shall be taken to enable workers with family responsibilities to become and remain integrated in the labour force, as well as to re-enter the labour force after an absence due to those responsibilities.

ILO Workers with Family Responsibilities Recommendation, 1981 (No. 165) - paragraph 12:

Paragraph 12

All measures compatible with national conditions and possibilities should be taken to enable workers with family responsibilities to become and remain integrated in the labour force, as well as to re-enter the labour force after an absence due to those responsibilities.

ILO Employment Policy (Supplementary Provisions) Recommendation, 1984 (No. 169) - paragraph 16:

Paragraph 16

While taking account of national conditions and in accordance with national law and practice, the measures referred to in Paragraph 15 of this Recommendation might include, inter alia-

1. general education accessible to all and vocational guidance and training programmes to assist these persons to find work and to improve their employment opportunities and their income;

2. the creation of a training system linked with both the educational system and the world of work;

3. counselling and employment services to assist individuals to enter the labour market and to help them to find employment which corresponds to their skills and aptitudes;

4. programmes which create gainful employment in specific regions, areas or sectors;

5. programmes of adjustment to structural change;

6. measures of continuing training and retraining;

7. measures of vocational rehabilitation;

8. assistance for voluntary mobility; and

9. programmes for the promotion of self-employment and workers' co-operatives.

ILO Night Work Recommendation, 1990 (No. 178) - paragraphs 20 and 22:

Paragraphs 20

In cases of shift work, the special situation of workers with family responsibilities, of workers undergoing training and of older workers should be taken into consideration when decisions are taken on the composition of night crews. 

Paragraphs 22

Measures should be taken, where appropriate, to enable night workers, like other workers, to benefit from training opportunities including paid educational leave.

ILO Human Resources Development Recommendation, 2004 (No. 195) - paragraphs :

Paragraph 1

3. Members should identify human resources development, education, training and lifelong learning policies which

(f) reduce inequality in the participation in education and training.

4. Members should:

(a) recognize that education and training are a right for all and, in cooperation with the social partners, work towards ensuring access for all to lifelong learning;

Paragraph 2

5. Members should:

(g) promote equal opportunities for women and men in education, training and lifelong learning;

(h) promote access to education, training and lifelong learning for people with nationally identified special needs, such as youth, low-skilled people, people with disabilities, migrants, older workers, indigenous people, ethnic minority groups and the socially excluded; and for workers in small and medium-sized enterprises, in the informal economy, in the rural sector and in self-employment;

Paragraph 4

9. Members should:

(h) develop equal opportunity strategies, measures and programmes to promote and implement training for women, as well as for specific groups and economic sectors, and for people with special needs, with the objective of reducing inequalities;

(i) promote equal opportunities for, and access to, career guidance and skill upgrading for all workers, as well as support for retraining employees whose jobs are at risk;

(k) promote the development of equitable training policies and opportunities for all public sector employees, recognizing the role of the social partners in this sector;

(l) promote supportive policies to enable individuals to balance their work, family and lifelong learning interests.

Paragraph 9

18.

(a) collect information, disaggregated by gender, age, and other specific socio-economic characteristics, on educational levels, qualifications, training activities, and employment and incomes, especially when organizing regular surveys of the population, so that trends can be established and comparative analysis undertaken to guide policy development;

(b) establish databases and quantitative and qualitative indicators, disaggregated by gender, age and other characteristics, on the national training system and gather data on training in the private sector, taking into account the impact of data collection on enterprises;

19. Members should, in consultation with the social partners, and taking into account the impact of data collection on enterprises, support and facilitate research on human resources development and training, which could include:

(f) identifying and overcoming barriers to accessing training and education;

(g) identifying and overcoming gender bias in the assessment of competencies;

Paragraph 10

21. International and technical cooperation in human resources development, education, training and lifelong learning should:

(b) promote greater opportunities for women and men to obtain decent work.