The ILO's work with constituents focuses primarily on three areas: linking training to current labour market needs as well as anticipating and building competencies for the jobs of the future; building quality apprenticeship systems and incorporating core skills into training for young people; and expanding access to employment-related training in rural communities in order to improve livelihoods, reduce poverty, and equip women and men to work in the formal economy.
Digital technologies are affecting many occupations, both jobs and tasks. The types of skills being demanded by employers are also changing, causing disruption in the task and skill profiles of traditional occupations, such as those in the manufacturing sector. The gig economy also emerged, with people working flexible hours, often producing deliverables with the help of technology.
The 15 women featured in this book illustrate the boundaries that have broken down and the massive difference that a basic skills-training programme can make.
Podcast: Employment seminar series
Future Skills and Educational Ecosystems for Societal Transformation: How to thrive in a complex world
What are the new and emerging skills? Do current training and education models stand a chance? What has to change? These were among the questions discussed during the Employment Policy Department seminar with Dr. Pavel Luksha, the founder of Global Education Futures, held on 7 December, 2018.
In this interview, Paul Comyn talks about what to expect from the 2018 GEM meeting and how the ILO supports the global education targets and commitments in the 2030 Agenda for Sustainable Development.
A joint ILO/UNESCO report
The publication focuses primarily on the interaction between government ministries and agencies at national and subnational levels, examining how governments can work to coordinate technical and vocational education and development (TVET) and skills development across relevant policy domains.
Issue Brief 8
This Issue Brief is part of the Future of Work briefs prepared by the ILO. It provides an overview of skills requirements for the future of work and considers how skills development systems might be transformed to meet these needs. The brief also raises questions about the financing of lifelong learning, as well as about the respective responsibilities of governments, enterprises and workers.
Policy Briefs in the series are authored by the technical specialists of the Skills and Employability Department and aim to present a short overview of particular areas related to skills development, policies and systems, and training.
This paper examines the different forms of work-based learning, and takes stock of available data on the labour market impact such schemes where they exist. It finds evidence of positive impacts of formal structured work-based learning, and argues that future efforts should encourage engagement with private sector firms in creating and expanding such structured opportunities for young people.
Skill needs anticipation
This publication is joint publication of the ILO, the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF) and the OECD.
This publication was developed as part of the project entitled "EC-ILO action on youth employment policies: Enhancing capabilities of practitioners to design, implement and monitor youth employment policies - under the Council Recommendation on establishing a Youth Guarantee".
10-11 July, Manila Philippines
The meeting aims to facilitate greater understanding of the evolving context of the mutual recognition of skills (MRS) implementation, and the sharing of experiences in a strengthening of the legislative framework and institutional capacity and arrangements of the MRS, among others.
The ILO, in collaboration with the OECD and the GAN will organise the conference to share and promote innovative approaches to apprenticeships responding to contemporary challenges and provide opportunities to deepen collaboration among key actors of apprenticeships at global, regional and national levels.