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Annotation Ce rapport identifie des strategies effectives pour s'attaquer aux desequilibres de competences en France.
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This report, OECD Skills Strategy Lithuania: Assessment and Recommendations, identifies opportunities and makes recommendations for Lithuania to better equip young people with skills for work and life, raise adults' and enterprises' participation in learning, use people's skills more effectively in workplaces, and strengthen the governance of skills policies.
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Benin has embarked on an ambitious reform of rapid expansion of its technical and vocational education training (TVET) sector with the goal, among others, to increase enrollment tenfold by 2030. Investments in the Benin's human development are important to support the government's economic growth objectives. A specific area of focus and one that has received support from the very highest levels of government is the focus on skills development and TVET. The government has put in place significant reforms to support this subsector with the aim to increase the skills base of the Beninese workforce and the population more generally, to enhance the coordination and functioning of the sector, to strengthen sectoral and institutional governance, and to improve system efficiency and relevance of programs to the needs of the labor market. The objective of this policy note is to inform the ongoing TVET reforms. The note assesses the effectiveness of the TVET system in Benin and provides policy recommendations for improvements. This policy note also presents a perspective on the plans to rapidly expand the sector, drawing on the experience of other economies including high-growth East Asian countries, and considers global trends, technological advances, climate change, and structural challenges, including the high level of informal employment and gender inequality. The report is organized into five chapters. Chapter one presents background information outlining opportunities, challenges, and reforms in the Benin TVET system. Chapter two provides broader analysis of the TVET system in Benin. Chapter three analyzes the recent developments and reforms to system of governance and financing. While chapter four assesses the quality assurance (QA) system in TVET, chapter five summarizes the key reform options and policy recommendations.
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Der Entwicklungsausschuss (DAC) der OECD führt alle fünf bis sechs Jahre Prüfungen der Entwicklungszusammenarbeit seiner Mitglieder durch. Bei diesen Prüfungen wird die Gesamtleistung des jeweils zu prüfenden Mitglieds - Politik, Programme und Systeme - kritisch unter die Lupe genommen. Dazu werden seine Entwicklungsaktivitäten sowie seine Konzepte für fragile Kontexte, Krisen und humanitäre Hilfe einer integrierten, systemweiten Betrachtung unterzogen.
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Youth --- Occupational training. --- Employment
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While the Philippines has achieved remarkable progress in raising the education level of its labor force, the standard proxy for educational attainment years of formal schooling is increasingly inadequate as a measure of workforce skills. About one-third of employers report being unable to fill vacancies due to lack of applicants with the requisite skills. Most of these missing skills ? are socioemotional skills also known as non-cognitive skills, soft skills or behavioral skills. Emerging international evidence suggests that socioemotional skills are increasingly crucial to the types of jobs being created by the global economy. The following study presents new evidence from employer and household surveys on the role of socioemotional skills in the Philippine labor market. The analysis reveals that: Two-thirds of employers report difficulty in finding workers with adequate work ethics or appropriate interpersonal and communications skills. Firm-based training increasingly focuses on socioemotional skills. The more educated and employed workers tend to score higher on measures of grit, decision-making, agreeableness, and extroversion. Socioemotional skills are associated with an increase in average daily earnings, in particular for women, young workers, less-educated workers, and those employed in the service sector. Higher levels of socioemotional skills are also correlated with a greater probability of being employed, having completed secondary education, and pursuing tertiary education. Studies suggest that primary school is the optimal age for shaping socioemotional skills, but the Philippines elementary education curriculum devotes limited resources to their development. Schools continue to be judged solely by students performance in cognitive achievement tests, but not on soft-skills competencies, and teachers are not appropriately trained to foster the development of them. Finally, interventions targeting workers entering the labor force can also effectively bolster their socioemotional skills, complementing effects to improve labor-market information and vocational counseling.
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