Decent Work for All ASIAN DECENT WORK DECADE Ray Grannall Regional Senior Specialist for Skills Development for Asia Pacific Region Asia Pacific Skills and Employability Program (SKILLS-AP) ILO/SKILLS-AP/JAPAN National Technical Workshop On Skills Training in the Workplace Bangkok 23 March 2019 Technical Session 1a Introduction to Skills Development and Competency Based Training

Presentation Overview 1.ILO Policy and Priorities 2.Questions and Issues about the role of government in supporting workplace learning 3.Introduction to Competency Based Training – Philippines Example (Afternoon session – in Workplace)

ILO Policies and Priorities (Regional Office for Asia Pacific)

ILO Recommendation 195 (2004) Human Resources Development: Education, Training and Lifelong Learning Recognizes essential role for enterprises in providing training and learning opportunities in the workplace

Decent Work Country Programmes ILO Priorities based on each country’s priorities about where they want ILO support (33 countries in Asia Pacific) –Labour laws –Social Protection –Child Labour –Skills Development –Disability Inclusion

ILO Skills and Employability Programme for Asia Pacific National Systems –Formal Training systems –Capacity Building Workplace Learning Informal Economy Skills Migration Links with Employment Disability Inclusion

Issues for Asia Pacific –Unemployment together with shortages of skilled labour –Mismatch between the supply and demand for skilled labour –Shortage of experienced trainers with workplace experience –Low status and understanding of TVET –Various disadvantaged groups are excluded from participating in skills development

ILO Priorities ( 2008 International Labour Conference ) Encourage training Organisations to work together (Ministries of Education, Labour, Agriculture, Health, Sport etc) Improve dialogue between training organizations and enterprises Ensure skills development is incorporated into government policies (environment, development, etc) Improve the links between training and employment

Roles for Government, Employers and Workers in Skills Development (including Workplace Learning)

Need Clear Framework No Government can provide all training needed for a country’s workforce Employers and worker representatives must work with government –Decide what each can do best –Develop Strategies –Work together

What is the Best Role for Government in relation to Workplace Learning? Basic/ generic employability skills (pre- employment) Remedial support – literacy and numeracy Support for People with a disability (10%) Retraining for older retrenched or displaced workers Technical and Advanced Skills training

Role for Government in Supporting Workplace Learning? (2) Providing a national qualifications framework and competency standards Assisting Skills Recognition of existing skills (National qualifications) Promoting workplace learning – Train how to improve workplace learning Promoting partnership development

Introduction to Competency Based Training – Training Centre Example (Philippines) (Afternoon session – Competency Based Training in the Workplace)

Competency Standards What a person must be able to do on the job Standard of performance required Can include assessment guidelines or evidence requirements Grouped by occupation, industry or other

Philippines Training Regulations Package of Competency Standards Training Standards Assessment & certification arrangements

Philippines System Qualifications (Certificate level) Three types of Competencies Basic Competencies –e.g. Work in a team environment Common Competencies –e.g.Provide effective customer service Core Competencies –e.g.Provide Food and Beverage Service

Philippines System Food and Beverage Service NC II Basic Competencies – Participate in workplace communication – Work in a team environment – Practice career professionalism – Practice occupational health and safety procedures Common Competencies –TRS311201Develop and updated industry knowledge –TRS311202Observe workplace hygiene procedures –TRS311203Perform computer operations –TRS311204Perform workplace and safety practices –TRS311205Provide effective customer service Core Competencies –TRS512316Provide Link Between Kitchen and Service Area –TRS512317Provide Food and Beverage Service –TRS512318Provide Room Service –TRS512321Develop and Update Food and Beverage Knowledge

Philippines Example of Competency Based Training Women’s Training Centre Philippines Technical Education and Skills Development Authority (TESDA).

PROGRESS MONITORING CHART COURSE NAME NAME STARTING DATE COMPETENCIES 123

Progress Monitoring Chart

Competency Based Training Key Features (1) Emphasis on Learning – not on teaching Curriculum is not essential No need for lesson plans ‘theory’ and ‘practice’ can be learnt together Students are provided with resources to help them learn

Teacher as Facilitator Different Roles for Teachers Facilitator – Helps students learn Assessor – decides whether students are competent or ‘not yet competent Provide Assistance when required

In this example: Students work at their own pace Students can join group at different times Students can request an assessment when they feel they are ready Students provided with resources to help them learn At least three forms of assessment are used including observation, questioning and written test

Key Features (2) If the students are assessed as ‘not yet competent’ they can request another assessment at a later time. Students can easily identify others who have already been assessed as competent and can get help from them Workplace experience takes place after students have been assessed as competent

Different Models of CBT This model totally self paced Other morels can involve more formal teaching components

Thank you Asia Pacific Skills and Employability Program (SKILLS-AP) ILO Regional Office for Asia and the Pacific