1. Employment, Trade and Sustainable Development in Central Asia Almaty, 23 June 2016 Skills for Trade Cornelius Gregg STED Technical Specialist Skills for Trade and Economic Diversification STED

2. Background Skills for Trade and Economic Diversification (STED) Programme Sectoral approach to anticipating and responding to skills needs of tradable sectors Piloted Ukraine, Kyrgyzstan, Bangladesh, FYR Macedonia 2010- 2012 Approach formalized 2012 Viet Nam, Jordan, Malawi, Cambodia, Myanmar, Tunisia, Egypt Also, STED component to trade and employment project covering six countries

3. Full Cycle STED STED Sector Reports on Skills Needed for Effective Participation in Trade STED Sector Selection Sector Implementation - Sector stakeholders - ILO support - Other development partners National / Sector Skills Institutions -Stakeholder skills bodies -National capability in skills anticipation Sector Stakeholder Steering/ Advisory Groups Consultation with National Stakeholders Capacity development and transfer of STED to national / sector institutions for skills governance

4. Typical Problem Areas in Tradable Sectors, Based on STED Analyses 1.Efficiency and effectiveness of business operations 2.Compliance with standards 3.Marketing, sales, distribution 4.Innovation, design and product development 5.Supply chain management and logistics 6.Development of value chain

5. All Levels of Education and Training are Relevant All levels of education and training are relevant 1.Compulsory education – key driver of foundation skills and core work skills 2.TVET (including apprenticeship) – key driver of mid-level skills 3.Universities – key driver of high level skills 4.Continuing education and training – workplace and classroom – central to updating, upgrading and career progression When analysing tradable sectors, we usually see deficiencies important to trade at all these levels Sectoral focus of STED means that recommendations are usually for TVET, universities and CET

6. Systemic Deficiencies in TVET Often Especially Acute Supply of mid-level skills often especially important to strengthening tradable sectors in developing countries Rise in demand for skilled operatives and technicians Often: Weak TVET management Curricula out of date Not responsive to enterprise needs Skills of teachers out of date and weak systems to train the trainers TVET colleges poorly equipped for practical work No systems to identify and anticipate priority TVET skills

7. Common Bottlenecks in Addressing Skills Mismatch Weak voice for employers on shaping education and training provision Lack of coordination between Ministries Lack of coordination between stakeholders at national level and at sector level Problems with quality of education and training provision and quality of qualifications Informality in on-the-job training and apprenticeships Weak human resource management and non-modern operations management Inadequate resources and weak management at education and training institutions Small and Medium Enterprises often have scale constraints on identifying and acting on skills needs Major gaps in supply of training services available to employers Weak core skills among school leavers (and weak core skills content to TVET and Higher Education)

8. Thank you