1. 2012 EFA Global Monitoring Report Skills development: Expanding opportunities for marginalized groups

2. Framing the issues Transitions to adulthood - building on firm foundations Skills development in a changing environment: Changing demographic structures Changing economic and political environment Changing education systems Changing labour markets  Mismatches between skills of young people and demands of employers: marginalised fall through the gaps

3. Key questions How can the GMR make a distinctive contribution? What types of skills programmes can help to break cycles of disadvantage faced by marginalized young people? What should the priorities be for governance, provision and financing?

4. School-to-work transitions for inclusive growth Following a crisis: youth unemployment persists “long after growth resumes” Skills development within school, in industry, or in separate institutions as a bridge between school and work Role in some countries’ rapid economic development

5. Questions: school-to-work transition How have skills programmes played a role in inclusive growth? What roles can schools, industry and government play in providing and financing job skills for young people? When are ‘soft’ skills vs. vocational training most appropriate?

6. Skills development for the informal sector Informal employment is the norm in urban areas of developing countries, especially amongst youths Potential learning needs for informally employed youths are very diverse (basic skills, technical skills, entrepreneurship, legal and political awareness) Yet demand is not necessarily strong, and learning opportunities are inadequate, except traditional apprenticeships in specific communities and trades Improving employment prospects, working conditions and earnings in the informal sector and facilitating access to formal employment require broader economic and labour market policy measures accompanying skills development programmes

7. Skills development for the informal sector How can governments define priorities among alternative approaches, e.g. improving general education, providing second-chance education, reviving literacy programmes, developing formal TVET or strengthening traditional apprenticeships? What are the roles of governments, formal firms, informal sector workers and employers, trade unions, civil society organizations, communities, etc. in promoting skills development for the informal sector? Are there examples of countries which tried to link up skills development with other measures addressing informality?

8. Skills development in the rural sector Skills for increased agricultural productivity: Essential for food security and rural poverty reduction Skills for non-agricultural (self-) employment: 1) Limited potential of agricultural employment to contribute to improved welfare levels 2) Given environmental degradation and rapid population growth, increasing numbers of youth looking for work outside agriculture Particular, poverty-related challenges: low educational attainment; weak voice of rural people; lack of data on rural labour market needs; high provision costs; high gender inequality

9. Skills development in the rural sector Can ongoing TVET reforms address the needs of rural people? What are the best ways to improve the quality of existing non-formal skills training given the wide range of providers and diverse approaches? Can we develop sustainable financing mechanisms despite the limited scope for cost recovery in rural areas?

10. Financing Skills Development 1.National financing Data constraints Differences with basic and general education 2.Traditional donors Key trends Champions Policies 3.Emerging/new donors Implications for education Particular focus on TVET: sharing the experience

11. Financing Skills Development How has TVET been financed in various countries and regions? What are the implications for the role of different actors (governments, beneficiaries/students, non- governmental and private), financial sustainability, and equity? What have been the policies encouraged by the main DAC donors to skills development, and what consequences for how the sector has been and will be shaped? What contribution are new aid donors making to skills development, and what can be improved?

12. On-line consultation Open now until 25 th February http://bit.ly/gmr2012 Or email 2012skills.efareport@unesco.org