Quality assurance in professional education and training

Quality assurance in professional education and training
Christine Evans-Klock Director, Skills and Employability Department International Labour Organisation Moscow, November 2011

ILO mandate on Decent Work
GOAL of PEOPLE everywhere for productive work in conditions of freedom, equity, security and human dignity (definition 1999) ILO POLICY AGENDA, 4 pillars, necessary elements: Rights at work Productive employment Social protection Voice and representation { mutually supportive & interdependent Policy elements – mutually reinforcing. Not stand-alone TRIPARTISM!! Global ADVOCACY to keep productive work and social inclusion at the heart of poverty reduction and fair globalization strategies

Bridging the world of education and training to the world of work,
To improve the employability of workers, To increase the productivity and competitiveness of enterprises, To expand the inclusiveness of economic growth

Presentation Drivers of change in labour markets for professional education and training G20 Strategy for linking professional education and training to strong, sustainable and balanced growth Quality assurance in professional education and training Quality in process and outcomes Demand-led professional education and training Coordination Examples from ILO work My presentation – build some common understanding of why and how the ILO promotes skills development; anticipate some of the things we want to learn from each other in these two weeks. Start with making sure we all understand ILO’s perspective - Mission Statement Take these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

Imperatives: youth employment
Youth unemployment in 2009 highest ever: 13% 81 million unemployed, out of 620 million year olds Higher numbers economically inactive – “NEET” not in education, not in training, not in work. The average in Latin America is 1 out of 4. One fourth of young workers were in households surviving on less than US$ 1.24 per person per day Risks: Social upheaval now Loss of future productivity Lifelong poverty ILO , Employment Trends for Youth, September 2010 Youth – age years Youth UE proven to be more sensitive to the crisis than rates for adults, and job recovery also lagging behind that of adults Even in countries with high economic growth, massive youth UE The world over has a problem with youth unemployment ‘ even in the best of time. In recessions, it is a well-known statistical fact that young people who finish school – secondary or university – at the beginning of a recession face life-long losses in earnings and greater employment insecurity. What works? Keeping youth in school longer? Focusing on combining in-class with on-job training subsidized employment – keep them active, engage them in learning, can be in public sector – especially if combines active learning element LATEST ILO report on youth unemployment …

Downward tick of youth unemployment in 2010 – good news or more bad news?
Youth – age years Youth UE proven to be more sensitive to the crisis than rates for adults, and job recovery also lagging behind that of adults Even in countries with high economic growth, massive youth UE The world over has a problem with youth unemployment ‘ even in the best of time. In recessions, it is a well-known statistical fact that young people who finish school – secondary or university – at the beginning of a recession face life-long losses in earnings and greater employment insecurity. What works? Keeping youth in school longer? Focusing on combining in-class with on-job training subsidized employment – keep them active, engage them in learning, can be in public sector – especially if combines active learning element LATEST ILO report on youth unemployment …

Imperatives: productivity
ILO, Trends Econometric Models, 2009

Productivity in G20 Countries GDP per person engaged in 2008 (constant 1990 US$ at PPP) and index (1990=100) change

Imperatives: demographic trends
Dependency ratios Developed countries and some Asian economies: Number of persons of working age to support each person aged 65 or over is shrinking: 2000:     2050:  

Imperatives: social inclusion
Rural communities: improve access and quality of education and training Informal economy: promote transition of economic activities to the formal economy Disadvantaged youth: improve basic education, apprenticeships, employment services Persons with disabilities: meet specific needs and be inclusive Across all of these groups, address the special needs of women.

Imperatives: globalization
Market integration Distribution of skills - trade of products and services - technology diffusion - labour migration - production migration - outsourcing

Imperatives: climate change
Transition to lower-carbon economies... could generate millions of new jobs by 2050 Integrating training in environmental policies is both efficient: avoids skills gaps, smoothes the transition; and equitable: re-skilling helps share the gains, realising the job potential ILO, UNEP, IOE, ITUC; Green Jobs Initiative

Presentation Drivers of change in labour markets for professional education and training G20 Strategy for linking professional education and training to strong, sustainable and balanced growth Quality assurance in professional education and trainings Quality in process and outcomes Demand-led professional education and training Coordination Examples from ILO work My presentation – build some common understanding of why and how the ILO promotes skills development; anticipate some of the things we want to learn from each other in these two weeks. Start with making sure we all understand ILO’s perspective - Mission Statement Take these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

Coordination and Global Outreach: G20 Training Strategy for strong, sustainable and balanced growth
Pittsburgh Summit, September 2009 Called for putting quality jobs at the heart of recovery Adopted framework for strong, sustainable and balanced growth Asked the ILO, in partnership with other organizations and with employers and workers, to develop a training strategy “.. to strengthen the ability of our workers to adapt to changing market demands and to benefit from innovation and investments in new technologies, clean energy, environment, health and infrastructure” Inter-Agency Group on Technical and Vocational Education and Training UNESCO, World Bank, OECD, region development banks Toronto Summit, June 2010 Received and welcomed the G20 Training Strategy document Seoul Summit, November 2010 Adopted Multi-Year Action Plan on Development Human Resources Development Pillar builds on the G20 Training Strategy to strengthen national skills for employment policies and institutions - Met in London in April set a course for recovery. Put jobs at heart of the recovery Met in Philadelpia in September, ILO estimated that the efforts of the G20 members had created or saved 7-11 million jobs. As growth returns, every country must act to ensure that employment recovers quickly. We commit to implementing recovery plans that support decent work, help preserve employment, and priotitze job growth.. In addition we will continue to We should implement policies consistent with ILO fundamental principles and rights at work. (para 43) New framework for Strong, Sustainable, and Balanced Growth – inclusive labour markets, ALMPs, and quality education and training programs. Each of our countries will need, through its own national policies, to strenthen the ability of our workers to adapt to changing makret demands and to benefit from innovation and investments in new technologies, clean energy, environment, health and infrastructure. It is no longer sufficient to train workers to meet their specific current needs; we should ensure access to training programs that support lifelong skills development and focus on future market needs. Developed countries should support developing countries to build and strengthen their capacities in this area. We recognize successful employment and training programs are often designed together with employers and workers, and we call on the ILO, in partnership with other organizations, to convene its constituents and NGOs to develop a training strategy for our consideration. Para 45. W agree on the importance of building an emploment-oriented framework for future economic growth... And welcome Global Jpbs Pact, and we commit our nations to adopt kay elements to advance the social dimension of globalization. US DoL asked to convene Employment and Labor Ministers, early 2010, consulting with labour and business, and building on the OECD Labour and Employment Ministerial meeting on the job crisis. Assess the evoloving employment situation, review reports from the ILO and other organizations on the impact of policies adopted, report on further desirable measures, and consider medium-term employment and skills development policies, social protection programs, and best practices to ensure workers are prepared to take advantage of advances in science and technology. 14

Towards an ILO skills strategy ILC discussion in 2008:
How can skills development help improve productivity and increase employment to attain development goals? How can countries increase productivity of existing jobs while at the same time create more new jobs’ This was the central question of the ILO’s discussion on skills in 2008. A low-skill, low-productivity strategy is not compatible with economic development and poverty reduction and the growth of decent work. Investment in skills and education helps pivot an economy towards higher productivity and dynamic growth sectors that provides good jobs. New technologies and products can make some skills obsolete. Lifelong learning helps keep workers employable as technologies and markets change. Thus investment in skills can be vital in securing both more and better jobs. The strength of the conclusions was to focus clearly on the supply AND demand sides of the labour market, but also to take a perspective that was beyond the current labour market in terms of investing in education and training and the ability to learn and to grow enterprises that would attract investment, diversify economies, instil confidence to adopt new technologies, to prepare for future generation of technologies and products – and thus to use education and skills development to boost job growth.

Linking skills development to Decent work
From a Vicious Downward Circle… Unavailable or low quality education and training: Traps the working poor in low-skilled, low productive, low-wage jobs Excludes workers without the right skills from participating in economic growth Discourages investment in new technologies To a Virtuous Circle... More and better skills makes it easier to: Innovate and adopt new technologies Attract investment Compete in new markets, and Diversify the economy Boost job growth A low-skill, low-productivity strategy is not compatible with economic development and poverty reduction and the growth of decent work.

Countries sustain a “virtuous circle” link education, skills, decent work by…
Ensuring the broad availability of quality education Matching supply to current demand for skills Helping workers and enterprises adjust to change Sustaining a dynamic development process: Use skills as a driver of change: move from lower to higher productivity Expanding accessibility of quality training: rural, women, disadvantaged youth, persons with disabilities HOWEVER... The potential benefits of training are not realised without job-rich growth Review of country experience shows that countries that have succeeded in linking skills development to productivity and employment growth have targeted their skills development policies towards meeting three objectives: The first two objectives – improving skills matching and helping workers and employers adjust to change - focus on skills development in the short-term or medium-term Obj one Objective one requires policies and institutions to ensure the matching of skills supply and demand. Skills policies need to develop skills that are needed by employers, and ensure the quality as well as the quantity of training. This objective is especially important for young people preparing to enter the labour market. Whatever investments made by young women and men, by their families, their communities, and public education services should prepare them for genuine jobs. Their training must be demand driven or these investments of time and money will not lead to good employment. Meeting demand for skills includes extending availability of training across all sectors of society – It means understanding and overcoming any barriers that women face in accessing training, it means extending training to the informal economy, in rural communities, and to disadvantaged groups. Obj 2 Objective two is based on the recognition that new products, markets, and technologies result in some skills becoming redundant. The ready availability and affordability of training in new skills helps insure against prolonged unemployment or underemployment in the face of change. Lifelong learning helps maintain the employability of workers. Maintain employability and adaptability through re-skilling and upgrading skills. And it helps ensure that enterprises are able to adjust to change because workers can learn new skills. This objective focuses on making it easier for workers and enterprises to move from declining or low productivity activities and sectors into growing, and higher productivity activities and industries. It also focuses on managing the impact of change efficiently and equitably so that workers and enterprises see their own goals and those of society moving in the same direction. Easing adjustment to change requires a strong foundation in basic education and core skills – literacy, numeracy, openness to learn – this endows workers with the capacity to continue to learn and respond to new challenges and opportunities throughout their working lives. Efforts in this objective focus on re-training services for midcareer and older workers, for displaced workers, for women re-entering the labour market, and for older workers to maintain their productivity The goal of inclusive development requires extensive outreach of skills and education programmes. Retraining and employment services for those who lose their jobs should be part of the social contract to share both the gains and the pains of change, enabling those in declining sectors to enter growing ones. Policies and institutions to meet this commitment require the active support of employers’ and workers’ organizations. Their efforts and effective social dialogue helps direct skills development towards maintaining workers’ employability and enterprises’ sustainability. provide incentives and opportunities for lifelong learning as a form of security against long-term unemployment in the face of technological and market changes , The third objective takes a longer-term perspective and focuses on anticipating and delivering the skills that will be needed in the future The fourth objective applies to all of the first three – it is about who we target, who we reach - about who has access to education and sikills development that is of good quality, that is relevant to their own aspirations and to the labour market. It is about affordability, about accessibility, and it links back the ILO’s work on skills to its fundamental objectives about social justice. This is the conceptual framework of the G20 Training Strategy for strong, sustainable and balanced growth

G20 Training Strategy: Building blocks , not stumbling blocks - the “How”
Anticipating skill needs Participation of social partners Sectoral approaches Labour market information and employment services Training quality and relevance Gender equality Broad access to training Finance Assessing policy performance EMPHASIS ON IMPLEMENTATION – WHAT constrains us from doing what we try to do to improve skills?

G20 Seoul Summit: Multi-year Action Plan on Development
Action Points on human resources development asked international organizations to work together to help low-income countries “develop employment -related skills that are better matched to employer and market needs in order to attract investment and decent jobs” Action point 1 calls upon the World Bank, ILO, OECD,UNESCO to “Create internationally comparable skills indicators;” Action point 2 asks the development banks, ILO, and UNESCO to form a “unified and coordinated team” to support Low-Income Countries to enhance employable skills strategies”.

Presentation Quality assurance in professional education and training:
Drivers of change in labour markets for professional education and training G20 Strategy for linking professional education and training to strong, sustainable and balanced growth Quality assurance in professional education and training: Quality in process and outcomes Demand-led professional education and training Coordination Examples from ILO work My presentation – build some common understanding of why and how the ILO promotes skills development; anticipate some of the things we want to learn from each other in these two weeks. Start with making sure we all understand ILO’s perspective - Mission Statement Take these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

Quality in skills systems
Two major purposes: as a key driver of reform and a driving force for change. as an accountability mechanism on effectiveness. Quality systems serve as a common reference to ensure consistency amongst different actors at all levels. Quality systems seek to introduce transparent processes and procedures to ensure mutual understanding and trust between different actors.

Why Focus on Quality? Quality mainly affects the value and success of education programmes: High quality programs provide a strong link between what is learnt and the needs of the labour market ie: graduates are more likely to find suitable employment; High quality leads to a higher status and improved attractiveness of TVET.

Social partner perspectives
For employer organisations: quality systems ensure training programs are properly adapted to market needs; quality programs support improvements to enterprise productivity and profitability; quality programs encourage workers to be more responsible for their own training process and progress; quality programs should allow for the development of competencies that meet company needs.

Social partner perspectives
For worker organisations: quality qualifications protects against precariousness in labour market; quality programs support personal development and facilitates career development and evolution; quality programs are certified by a label/logo which acts as an important marketing device to potential employers; quality programs allow for transferability of competences beyond a specific company/job;

Quality in skills systems applies to...
Qualifications / Certification; Competency Standards; Curriculum and Courses; Training Providers; Delivery; Intermediary services (employment services); Assessment and accountability. In effect, all aspects of the professional education and training system.

But what about the quality of training?
Quality of training is reflected by a wide range of measures used by different countries, including: Management of the training process; Relevance and credibility of training; Assessment processes; Competence of teachers delivering the program; and Accessibility of training.

And what about the outcomes?
Wide range of indicators used to measure quality in skills systems at a national level, including: Attainment; Participation; Progression; Retention; Completion;

Quality in Process and Outcomes
Quality indicators can therefore be divided broadly into two categories: first, those that focus on the process of training, and second, those that focus on outcomes or outputs of training.

Indicators of skills for employability
Conceptual framework Indicators of skills for employability G20 Action point, Being developed by OECD and World Bank with ILO and UNESCO 29

Presentation Drivers of change in labour markets for professional education and training G20 Strategy for linking professional education and training to strong, sustainable and balanced growth Quality assurance in professional education and training: Quality in process and outcomes Demand-led professional education and training Coordination Examples from ILO work My presentation – build some common understanding of why and how the ILO promotes skills development; anticipate some of the things we want to learn from each other in these two weeks. Start with making sure we all understand ILO’s perspective - Mission Statement Take these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

HRD Recommendation (ILO, 2004)
Tripartite agreement on shared responsibilities for skills development: Governments have primary responsibility for education pre-employment training, core skills training the unemployed, people with special needs The social partners play a significant role in further training workplace learning and training Individuals need to make use of opportunities for education, training and lifelong learning Providing the needed training is a shared responsibility. Tripartite agreements in skill standards spell out good practices in this division of labour.

Demand-led skills development through sectoral coordination
Improve relevance of training, and thus: Employability of workers Productivity and competitiveness of employers Build Public-Private Partnerships for: Initial training Continuous learning Engage Employers’ and Workers’ representatives at all stages of skills policy: Design Implementation Assessment My presentation – build some common understanding of why and how the ILO promotes skills development; anticipate some of the things we want to learn from each other in these two weeks. Start with making sure we all understand ILO’s perspective - Mission Statement Take these four themes, and I will stop after each one for some quick questions – some of which we may discuss now, and others that will be noted for other parts of the Academy

Sectoral based professional education and training reduce skills mismatch - lessons
Institutionalized involvement of the private sector on all levels – curriculum, teacher training, equipment, workplace learning; financing through public-private partnerships Demand-driven training provision, in sectors with high job growth potential, avoids bottlenecks and improves employability Training institutions as true “service providers,” accountability based on labour market outcome combined with regional autonomy for working with the private sector Develop labour market information systems and analysis, disseminate through employment services, guidance, counselling

Demand-led skills development assumes a skills-based business strategy
Should we prepare young people for the labour market? Or prepare the labour market for young people? What about skills utilization? Do employers invest in training, or is their strategy based on low-wages & low-productivity? Do sectoral bodies include small enterprises? Workers? Question: What is the social status and job quality of TVET? Answer: What is the quality of the training and of the resulting jobs?

Demand-led skills development assumes a skills-based business strategy
Can public-private partnerships encourage a skills-based strategy? By sharing costs and benefits of training? By supporting job creation in promising industrial sectors? By helping small enterprises train workers? By combining classroom and workplace learning for youth? By targeting at-risk populations while meeting skill shortages? By investing in lifelong learning for all workers? Learning from examples – Netherlands, Costa Rica, Ireland

Netherlands – Success factors
Culture of bipartite and tripartite cooperation (“Tulip model”) Social acknowledgement of TVET’s as source of labour – especially for small enterprises Availability of effective sectoral employer branche-organisations and sectoral unions Stable commitment to a shared responsibility for life long learning (state, individual, employer) Autonomy of training institutions balanced with accountability to industry

Presentation Coordination

Countries that sustain a “virtuous circle” link education, skills, decent work by…
Coordinating! To close the gaps between… … basic education, vocational training, and the world of work … training providers and employers at sector and local levels … skills development and industrial, trade, technology and environmental policies … development partners Avoid skill gaps today and drive economic and social development tomorrow.

Coordination is critical for success
Institutions for Coordination Social dialogue Inter-ministerial mechanisms Local and sectoral skills councils Value chains and clusters Employment services & labour market information systems “Deliver as One,” UN country teams Looking at the experience across countries, effective coordinating or mediating institutions are consistently found to be critical to success in using skills development to improve productivity, increase employment, and reach development objectives. First, cooperation between providers of training – schools, vocational institutions, apprenticeship policies, and enterprises – can establish coherent learning paths that lead to jobs. From basic education, to vocational skills to employment services to enter the job market, and opportunities for upgrading skills – is a long chain, and a weak link in that chain, or pieces that do not fit together, will undermine the effectiveness of any one link in that chain. - A PARTICULAR challenge here is meeting growing demand for vocational training. Many countries are succeeding in extending primary education and increasing literacy. This is increasing demand for secondary and vocational training. Second, coordination is needed between trainers and employers – to better match skills supply and demand, and increase the employability payoff on training investments. Third, coordination of skills development policies with industrial, investment, trade, technology policies - to integrate skills development into national development strategies. There is a need for ILO constituents at the national level to help improve coordination of skills development within national development strategies. This would call for greater involvement of labour ministries and of workers and employers organizations in policy formulation and implementation on managing the local impact of external forces of change – technology, trade, and climate change, as well as in setting national goals with respect to private sector development, poverty reduction and social inclusion.

Preparing for future jobs
Countries that sustain a “virtuous circle” link education, skills, decent work by… Preparing for future jobs Integrate skills into national and sector development strategies Include skills in responses to global drivers of change: technology trade climate change This strategy is not just reactive: preparing young people and providing opportunities for lifelong learning to workers, so that they match the needs in the labour market and can take advantage of opportunities is just the first step. Abundance of good quality training in core skills – ability to learn, communication, decision-making, teamwork, and above all ability to keep on learning – changes skills development from responding to change to being a driver of change. Long-term skills development focuses on the strategic role of education and training in triggering and continuously sustaining technological change, domestic and foreign investment, diversification and competitiveness of economic activities and resultant job growth. In this way skills becomes a driver of change.

Sound environmental policies
Example: Findings on Environmental and Skills policy coordination Sound environmental policies DENMARK GERMANY FRANCE SPAIN UK KOREA CHINA COSTA RICA US ESTONIA BRAZIL AUSTRALIA INDIA S.AFRICA EGYPT Even the most comprehensive environmental and climate change policy needs people equipped with necessary skills to implement it. Policy coherence between environment, climate change and HRD agenda is therefore key to success. [Policy coherence: One policy should not contradict the other. Coordination among policies is essential to avoid this type of contradiction and ensure good coverage of the issue. They should capture responses to industry needs. The involvement of social partners in the decision making process constitutes the basis of a successful policy that addresses real needs. There should be a link to actions and finance. Lack of enforcement has been reported by countries as one of the most frequent hindrances of skills development policies for greening There should be a monitoring and coordination mechanism behind the policy itself.] Top ranking scene is dominated by the EU countries with France at the lead enjoying coherent and comprehensive environmental and skills development policies. Europe has been long in the forefront of environmental policy agenda. The US and Australia perform better in relation to comprehensive skills policies for greening. 1)COORDINATED POLICIES  FRANCE  French Strategy for Sustainable Development + environmental roundtable + Mobilization Plan for Green Jobs = coordinated policies 2)STRONG BUT SOMEWHAT FRAGMENTE POLICIES 2.1) comprehensive env. & frag. skills  Denmark Germany, spain, the UK and Korea 2.2) frag. env & comprehensive skills  the US and Australia 2.3) frag. env & frag. skills  Costa Rica, Estonia, Brazil, india, Egypt, Philippines, Thailand, and Indonesia 3)POLICIES UNDER DEVELOPMENT  environmental policies but no related skills dev. strategy. China, S. Africa;  and weak or absent both environmental and skills strategies , Bangladesh, Mali and Uganda. This is not to blame and shame the countries but to understand what it takes to get to the upright corner. Lack of skills policies for greening Comprehensive skills policies for greening PHILIPPINES THAILAND BANGLADESH INDONESIA MALI UGANDA Lack of environmental policies

Findings on skills for green jobs
The change is happening Success depends on: policy coherence, targeted measures, local initiatives, collaboration of various actors and levels Vocational education and training is catching up less efficiently than higher education There is much greater demand for greening existing jobs and occupations than for preparing for jobs in wholly new technologies. Some preliminary general conclusions The change is happening The rate of it depends on the degree of effects of environmental degradation, policy, legislation and technology diffusion, as well as the role of market and consumer demand The success in response measures depends on policy coherence, targeted mesures and collaboration of various actors and levels

Presentation Examples from ILO work

1. A closer look at NQFs

NQF Research Questions
Which models of NQFs and which implementation strategies and approaches are most appropriate in which contexts? To what extent can NQFs achieve various desired policy objectives, for example employability? Is there, in the view of designers, managers and stakeholders of NQFs, evidence of impact, for example on productivity or improved access? 45

Involvement of Social Partners in the Design, Implementation & Evaluation of NQFs

Implementation and use in the 16 countries
Social dialogue and the role of stakeholders Mainly government-led Weak stakeholder involvement Resistance from education/training institutions «Policy borrowing » (better: adapting rather than adopting) Speed of “Adaptation” Top-down versus bottom-up Donor aid and “expertise” 47

Expectations vs Evidence thus far
Improved communication of qualification systems: most successes although also problems Improved transparency of individual qualifications through learning outcomes: over-specification and unused Reduced mismatch between education and training and labour market: very little evidence Recognizition of prior learning: little evidence Improved access to learning opportunities: little evidence 48

2. Skills for trade and economic
Diversification (STED) Provide guidance for strategic skills policies Target sectors that are key to export development, economic diversification, and job creation Skills policies embedded in a wider strategic understanding of what each sector needs to achieve Promote structural transformation Gap in business capabilities Gap in workplace skills Learn from successful “globalizers” that early on coordinated Investment policy Trade policy Technology policies, and Training and education policies

How does STED work? Scenario Employment and Skills Modelling – quantitative & qualitative data Demand Side Labour Force Surveys: Occupational composition and training received in current workforce Business surveys / interviews: Vacancies, satisfaction with current training system, in-house training, etc. Collaboration with YEP on School-to-Work Transition Survey Supply Side Number of graduates for main occupations from relevant schools, training institutes, universities, etc. Relevance and applicability of training provided (curricula, equipment, school-to-work transition) General level of relevant soft-skills (e.g. languages, teamwork)

STED: How it works Examine market trends in prospective sectors
Assess skills mismatch – current & anticipated – in export sectors, which have higher skill needs Engage employers and workers - inside knowledge of skill needs, joint commitment to training Look at broader business environment – with educatin and training as one aspect Engage Government: industrial upgrading has large external benefits Propose response: Promote sustainable sector institution – skills councils Improve, change education and training offered Extend continuing education Improve workplace practices

3. TREE: Training for Rural Economic Empowerment
Start with commuinities’ aspirations and identify employment and livelihood opportunities!! Identify skills constraints Assess abilities of local training providers – public, private, NGOs, businesses Boost their capacity to fill the skill gaps Build capacity for post-training support: entrepreneurship training, access to credit and markets Help communities track results

Post-training support
Facilitate access to wage or self-employment Support small business start-up Facilitate access to credit advisory services, marketing, technology application, etc. Support to formation of groups Follow-up TREE graduates i.e. tracer studies

Mainstreamed Elements in TREE:
Community and region development Business cluster and supply chain approaches Vocational training combined with entrepreneurship training Gender equality Disability inclusion

To summarize: Policy coherence in education and training for innovation and productivity:
Integrate skills in national & sector development strategies: Meet today’s labour market needs and attract new jobs for tomorrow. Respond to global drivers of change: skills to take advantage of opportunities & to mitigate negative impact of technology, trade, climate change Build seamless pathways from basic education to TVET, labour market entry, lifelong learning Extend access to education & training to rural communities, people with disabilities, disadvantaged youth Sustain Inter-ministerial coordination Demand UN and International Agency coordination

Thank you Christine Evans-Klock Director
ILO, Skills and Employability Department “Skills for improved productivity, employment growth and development” at

Quality assurance in professional education and training

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