Skill development : A Strategic Frame Work
Skill development : A Strategic Frame Work ......
Let continue my next thinking of skill development
A Holistic Approach:-
At its 97th session in 2008 the International labour conference called for a Holistic approach to skill development encompassing the following features :-
1. continuous and seamless pathways of learning starting with pre-school and primary education that adequately prepares young people for secondary and higher education and vocational training, going on to provide career guidance , labour market information and counselling as young women and men move into the labour market and offering workers and entrepreneurs opportunity for continues learning to upgrade their competencies and learning new skills throughout their lives;
2. Development of core skills- including literacy , numeracy , communication skills, teamwork,problem solving skill and learning ability - which , along with awareness of workers rights and an understanding of entrepreneurship , are not linked to performance in specific occupation but form the building blocks for lifelong learning and adaptability to change;
3. Development of higher-level skill :-
Professional, technical and human resources skill enabling workers to profit from or create opportunities for high- quality and or high- wage jobs.
4. Portability of skills, based first on core skills, so that workers can apply their existing knowledge and experience to new occupation or industries and second on systems that codify , standardize , assess and certify skills , so that levels of competence can be easily recognized by social partners in different labour sectors across national, regional or international labour markets; and
5. Employability,which results from all these factors a foundation composed of core skills , access to education, availability of training opportunity, motivation, and ability to take advantage of opportunities for continues learning and support in doing so , and recognition of acquired skills.
A LIFE-CYCLE PERSPECTIVE:-
Skills development can fruitfully be viewed from a life cycle perspective of building, maintaining and improving skills. Policy intervention need to be designed accordingly . The essential stages can be summarized as follows:-
● Children:- building important foundation skills through early childhood and initial education, keeping in mind that the benefits of these investment will be reaped in the longer term.
● Young people:- consoliding foundation skills and gaining important workplace skills and experience for a successful transition from school to work.
●Mature and older workers:- maintaining and upgrading existing skills and gaining new skills while also certifying the skills and competencies acquired in the working life.
It is also important to recognize that skills build upon one another , and that acquiring foundation skills in literacy and numeracy, as well as " learning to learn", are absolutely essential for acquiring further skills and competencies. Given the inevitable limitations on resources, difficult trade-offs will need to be made between different policy objectives in determining priorities in public investments in skills development.
CONCLUSION:-
Skills and employment policies should be viewed together . The full value of one policy set is realized when it supports the objectives of the other. One of the main challenges of public policy is to foster institutional arrangement through which government departments , employers, workers and training institutions can respond effectively to changing skill and training needs, and indeed play a Strategic and forward looking role in anticipating future needs. For investment in training to yield maximum benefit to workers , enterprises and economies, countries capacity for coordination is most important in three areas:-
1. Connecting basic education to technical training , technical training to labour market entry and labour market entry to workplace and lifelong learning.
2.ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises:; and
3. Integrating skills development policies with other policy areas- not only labour market and social protection policies , but also industrial, investment,trade and technology policies and regional or local development policies.
Countries use a variety of coordination mechanisms:-
National inter-ministerial bodies; sector-based bodies brining together training institutions and providers with employers and workers representatives and decentralized local bodies. These mechanisms involve substantial investment of time and money , and they work when, and only when , all stakeholders can see their own objective supported by others.
For example:-
◆ line ministries responsible for public infrastructure , research and innovation , environmental protection , international competitiveness and regional integration- to name just a few- rely on a skilled workforce;
◆ employers seek well trained workforce capable of further learning so that their enterprises can take advantage of new technologies and adapt to changing market condition; and
◆ worker and their trade unions know that time spent acquiring skills leads to better employment and standards of living.
In sum , the effective utilization of skills in the workplace both depends on and contributes to conditions conducive to innovation and enterprises development; effective labour market orientation and mediation services and well-informed decisions about education and training policies.
Thank you reading.
Let continue my next thinking of skill development
A Holistic Approach:-
At its 97th session in 2008 the International labour conference called for a Holistic approach to skill development encompassing the following features :-
1. continuous and seamless pathways of learning starting with pre-school and primary education that adequately prepares young people for secondary and higher education and vocational training, going on to provide career guidance , labour market information and counselling as young women and men move into the labour market and offering workers and entrepreneurs opportunity for continues learning to upgrade their competencies and learning new skills throughout their lives;
2. Development of core skills- including literacy , numeracy , communication skills, teamwork,problem solving skill and learning ability - which , along with awareness of workers rights and an understanding of entrepreneurship , are not linked to performance in specific occupation but form the building blocks for lifelong learning and adaptability to change;
3. Development of higher-level skill :-
Professional, technical and human resources skill enabling workers to profit from or create opportunities for high- quality and or high- wage jobs.
4. Portability of skills, based first on core skills, so that workers can apply their existing knowledge and experience to new occupation or industries and second on systems that codify , standardize , assess and certify skills , so that levels of competence can be easily recognized by social partners in different labour sectors across national, regional or international labour markets; and
5. Employability,which results from all these factors a foundation composed of core skills , access to education, availability of training opportunity, motivation, and ability to take advantage of opportunities for continues learning and support in doing so , and recognition of acquired skills.
A LIFE-CYCLE PERSPECTIVE:-
Skills development can fruitfully be viewed from a life cycle perspective of building, maintaining and improving skills. Policy intervention need to be designed accordingly . The essential stages can be summarized as follows:-
● Children:- building important foundation skills through early childhood and initial education, keeping in mind that the benefits of these investment will be reaped in the longer term.
● Young people:- consoliding foundation skills and gaining important workplace skills and experience for a successful transition from school to work.
●Mature and older workers:- maintaining and upgrading existing skills and gaining new skills while also certifying the skills and competencies acquired in the working life.
It is also important to recognize that skills build upon one another , and that acquiring foundation skills in literacy and numeracy, as well as " learning to learn", are absolutely essential for acquiring further skills and competencies. Given the inevitable limitations on resources, difficult trade-offs will need to be made between different policy objectives in determining priorities in public investments in skills development.
CONCLUSION:-
Skills and employment policies should be viewed together . The full value of one policy set is realized when it supports the objectives of the other. One of the main challenges of public policy is to foster institutional arrangement through which government departments , employers, workers and training institutions can respond effectively to changing skill and training needs, and indeed play a Strategic and forward looking role in anticipating future needs. For investment in training to yield maximum benefit to workers , enterprises and economies, countries capacity for coordination is most important in three areas:-
1. Connecting basic education to technical training , technical training to labour market entry and labour market entry to workplace and lifelong learning.
2.ensuring continuous communication between employers and training providers so that training meets the needs and aspirations of workers and enterprises:; and
3. Integrating skills development policies with other policy areas- not only labour market and social protection policies , but also industrial, investment,trade and technology policies and regional or local development policies.
Countries use a variety of coordination mechanisms:-
National inter-ministerial bodies; sector-based bodies brining together training institutions and providers with employers and workers representatives and decentralized local bodies. These mechanisms involve substantial investment of time and money , and they work when, and only when , all stakeholders can see their own objective supported by others.
For example:-
◆ line ministries responsible for public infrastructure , research and innovation , environmental protection , international competitiveness and regional integration- to name just a few- rely on a skilled workforce;
◆ employers seek well trained workforce capable of further learning so that their enterprises can take advantage of new technologies and adapt to changing market condition; and
◆ worker and their trade unions know that time spent acquiring skills leads to better employment and standards of living.
In sum , the effective utilization of skills in the workplace both depends on and contributes to conditions conducive to innovation and enterprises development; effective labour market orientation and mediation services and well-informed decisions about education and training policies.
Thank you reading.
That's nice what u r doing. ....?
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