Learning and Training for Work in the Knowledge Society

Learning and Training for Work in the Knowledge Society - Introduction

Learning and Training for Work in the Knowledge Society

Introduction

Decision to Revise the Human Resources Development Recommendation, 1975 (No.150)

In March 2001, at its 280th Session, the Governing Body decided to include in the agenda of the 91st Session (2003) of the International Labour Conference a first discussion of the item of human resources development and training, with a view to adopt a revised standard in 2004. The decision was based on a proposal in the Conclusions concerning human resources training and development, adopted by the International Labour Conference at its 88th Session after a general discussion on the topic. The Conclusions proposed that the ILO should prepare a new recommendation that would reflect the new approach to training.

The major ILO instruments in the area of human resources development and training are the Human Resources Development Convention (No. 142) and Recommendation (No. 150) of 1975. They tend to cover all the aspects of vocational training and guidance at various levels and have replaced the Vocational Training Recommendation, 1962 (No. 117), which itself replaced a series of specific standards developed since 1939, particularly the Vocational Training Recommendation, 1939 (No. 57), the Apprenticeship Recommendation, 1939 (No. 60), and the Vocational Training (Adults) Recommendation, 1950 (No. 88).

Many other instruments recognize the contribution of training and guidance to the pursuit of employment, working conditions and equitable treatment and some are closely related, including: the Paid Educational Leave Convention, 1974 (No. 140), and Recommendation (No. 148); the Vocational Rehabilitation (Disabled) Recommendation, 1955 (No. 99), and the Vocational Rehabilitation and Employment (Disabled Persons) Convention, 1983 (No. 159), and Recommendation (No. 168); the Minimum Age Convention, 1973 (No. 138); the Discrimination (Employment and Occupation) Convention, 1958 (No. 111) and Recommendation (No. 111); the Employment Policy Convention, 1964 (No. 122); and the Equal Remuneration Convention, 1951 (No. 100), and Recommendation (No. 90).

Reasons for the Revision

Adopted in 1975, Convention No. 142 and Recommendation No. 150 mirror the prevailing economic and social conditions of that period. Then, most countries pursued planned economic, social and industrialization policies; communication and information technologies were still in their infancy; work organization in enterprises was largely based on Taylorist principles; and much of the labour force was employed in secure wage jobs. Convention No. 142, which is general, is still recognized as a valid blueprint to guide countries in developing their training policies and systems. On the other hand, the Recommendation has lost its relevance in many aspects, although some are still valid. "There is a need for a more dynamic instrument that is more applicable and used by member states and the social partners in formulating and implementing human resources development policies, integrated with other economic and social polices, particularly employment policies" (Conclusions, para. 21).

Recommendation No. 150 reflects the planning paradigm of the early 1970s. It gives little room for demand and labour market considerations and provides little or no guidance on many issues that are central to contemporary training policy and system reforms underway in member States. These issues include the policy, governance and regulatory framework of training; the roles and responsibilities of parties other than the State (e.g. the private sector, the social partners and civil society) in policy formulation, in investing in, and providing learning opportunities and training; the move by many countries to provide lifelong learning and training opportunities for all people; devising appropriate policies and mechanism for targeting learning and training programmes at particular groups with special needs; the shift towards development and recognition of "competencies" that comprise a wide range of work-related knowledge, technical and behavioural skills, and which form elements of many countries' emerging frameworks of national qualifications; and the need to expand skill development activities that prepare workers for self-employment.

The Report

This report examines recent legislation, polices and practices that reflect the new approach to learning and training. It is intended as a source of ideas for countries as they go about answering the questionnaire. The questionnaire asks member states whether the International Labour Conference should adopt a new recommendation on human resources development and training. It also ask questions regarding its content.

Chapter I of the report examines the shift towards economies and societies that increasingly rely on human knowledge and skills in producing goods and services and securing decent work for all people. It reviews the new objectives of education and training to enhance productivity and economic competitiveness in an integrating world economy and promote the inclusion of all people into economic and social life. Chapter II gives an overview of five major principles that underlie contemporary human resources development and training policies, laws and practices. Chapter III reviews countries' reforms of their systems of basic education and initial training. These reforms endeavour to develop individuals' employability and promote their transition into the world of work. Chapter IV examines a large range of policies, legal developments and practices that encourage more and better learning and training opportunities for employed and unemployed workers, and workers having special needs. These policies and practices are designed to develop and maintain their employability, often in the context of countries' nascent systems of lifelong learning. Chapter V gives a snapshot of trends in international cooperation and donor policies in the area of human resources development and training.

EMP/SKILLS - Skills and Employability Department