The document presents a Code of Best Practices for Women in ICT that was developed by European and international stakeholders in the information technology and telecommunications sectors. The code aims to increase women's participation in the ICT sector by providing guidelines on education, recruitment, career development, and returning to work after leave. Signatories pledge to support the goals of increasing gender diversity and making their practices align with promoting women in the ICT field.
Session VI: OECD Regional Network on Education and Skills - ways forward - Jo...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Planning and Managing Technical and Vocational Education in Polytechnics: Pri...inventionjournals
The desire to plan and manage vocational education adequately as an investment for economic and human resource is reinforced by studies in the field of educational economics such as UNESCO and UNICEF through advocacy for „Equitable, Quality Education and Lifelong Learning for All‟ as the main goal for education. In third world countries, large numbers of graduates from formal schools are unemployed. Therefore, the purpose of this study was to gather information about planning and managing technical and vocational education in polytechnics with priorities in training trends and prospects. The objectives of the study were to: find out instructors‟ perceptions about instructional methodologies employed by youth polytechnic instructors; examine trainees‟ and instructors‟ views about training tools, equipment and materials at their disposal as the necessary implements towards acquisition of vocational skills and knowledge. The study adopted survey research design. The study population was 1880. Census and purposive sampling were used to draw a sample of 31.06% informants. The study employed questionnaires, interview schedules and checklists for collect data. Data were presented in percentages, pie charts, frequencies, bar graphs and ratios. A major finding was that agriculture trade was offered as common a course to first years only. Community‟s negative attitude towards vocational training discouraged youths from enrolling at YPs. 72.8% respondents observed that YPs were poorly enrolled. 79.9% trainees reported instructors demonstrated skills while trainees explained them. Some trainees shared tools during practicals. 93.1% instructors were ICT illiterate. Few YPs had automated tools/equipment and trade workshops were poorly equipped. The study concluded that YPs were in dire need of instructors, adequate training tools/equipment, materials and workshops. The study recommended that County Government building a YP in every location and craft comprehensive policies on financing/staffing of YPs.
One of the main challenges of globalisation for TVET in Africa is the tension it has created between developing skills for poverty eradication and skills for global economic competitiveness......
Session VI: OECD Regional Network on Education and Skills - ways forward - Jo...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Planning and Managing Technical and Vocational Education in Polytechnics: Pri...inventionjournals
The desire to plan and manage vocational education adequately as an investment for economic and human resource is reinforced by studies in the field of educational economics such as UNESCO and UNICEF through advocacy for „Equitable, Quality Education and Lifelong Learning for All‟ as the main goal for education. In third world countries, large numbers of graduates from formal schools are unemployed. Therefore, the purpose of this study was to gather information about planning and managing technical and vocational education in polytechnics with priorities in training trends and prospects. The objectives of the study were to: find out instructors‟ perceptions about instructional methodologies employed by youth polytechnic instructors; examine trainees‟ and instructors‟ views about training tools, equipment and materials at their disposal as the necessary implements towards acquisition of vocational skills and knowledge. The study adopted survey research design. The study population was 1880. Census and purposive sampling were used to draw a sample of 31.06% informants. The study employed questionnaires, interview schedules and checklists for collect data. Data were presented in percentages, pie charts, frequencies, bar graphs and ratios. A major finding was that agriculture trade was offered as common a course to first years only. Community‟s negative attitude towards vocational training discouraged youths from enrolling at YPs. 72.8% respondents observed that YPs were poorly enrolled. 79.9% trainees reported instructors demonstrated skills while trainees explained them. Some trainees shared tools during practicals. 93.1% instructors were ICT illiterate. Few YPs had automated tools/equipment and trade workshops were poorly equipped. The study concluded that YPs were in dire need of instructors, adequate training tools/equipment, materials and workshops. The study recommended that County Government building a YP in every location and craft comprehensive policies on financing/staffing of YPs.
One of the main challenges of globalisation for TVET in Africa is the tension it has created between developing skills for poverty eradication and skills for global economic competitiveness......
Session III: Lay-Cheng Tan - Promoting Youth Employment: the potential of ent...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
This research brief intends to draw the attention of development studies and information & communication technology (ICT) scholars and practitioners who wish to better understand the labor market and in particular the potential of digital work within the ICT and services sub-sector. In particular, the brief examines Business Process Outsourcing (BPO) and whether this industry can have a lasting change on digital employment for youth and other marginalized groups in South Africa.
Powerpoint presentation for WUSC's Vocational Training for Afghan Women Project (VTAWP) project - in connection with the Afghanistan Challenge campaign. A tool for WUSC Local Committees to use to inform and engage campus communities. [ENG]
The Challenges, Opportunities and Recent Initiatives in the Thai VET systemOECD Centre for Skills
Presentation by Dr. Siripan Choomnoom, The Office of the Vocational Education Commission, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Dr. Siripan Choomnoom, Senior Advisor at the Vocational Education Commission of Thailand, presented the various initiatives introduced by the Thai government to strengthen the country’s TVET system. These include the improvement of the recognition of prior learning, as well as the promotion of partnerships with educational institutions, SMEs and other industry stakeholders.
Presentation delivered by Charles Dey, Tholsia Naidoo and Dave Walls during SAPICS 2015 in South Africa, the leading event for supply chain professionals in Africa.
Presentation by Mr. Thomas Mathew, Group CEO, TalentCorp for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Thomas Mathew, Group CEO of TalentCorp, provided a unique country-level perspective by sharing the opportunities and challenges of Malaysia in using skills effectively in the workplace. He presented some recent initiatives carried out by TalentCorp to promote labour market participation, increase the employability of the workforce, and promote wellbeing in the workplace.
Session III: Lay-Cheng Tan - Promoting Youth Employment: the potential of ent...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
This research brief intends to draw the attention of development studies and information & communication technology (ICT) scholars and practitioners who wish to better understand the labor market and in particular the potential of digital work within the ICT and services sub-sector. In particular, the brief examines Business Process Outsourcing (BPO) and whether this industry can have a lasting change on digital employment for youth and other marginalized groups in South Africa.
Powerpoint presentation for WUSC's Vocational Training for Afghan Women Project (VTAWP) project - in connection with the Afghanistan Challenge campaign. A tool for WUSC Local Committees to use to inform and engage campus communities. [ENG]
The Challenges, Opportunities and Recent Initiatives in the Thai VET systemOECD Centre for Skills
Presentation by Dr. Siripan Choomnoom, The Office of the Vocational Education Commission, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Dr. Siripan Choomnoom, Senior Advisor at the Vocational Education Commission of Thailand, presented the various initiatives introduced by the Thai government to strengthen the country’s TVET system. These include the improvement of the recognition of prior learning, as well as the promotion of partnerships with educational institutions, SMEs and other industry stakeholders.
Presentation delivered by Charles Dey, Tholsia Naidoo and Dave Walls during SAPICS 2015 in South Africa, the leading event for supply chain professionals in Africa.
Presentation by Mr. Thomas Mathew, Group CEO, TalentCorp for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Thomas Mathew, Group CEO of TalentCorp, provided a unique country-level perspective by sharing the opportunities and challenges of Malaysia in using skills effectively in the workplace. He presented some recent initiatives carried out by TalentCorp to promote labour market participation, increase the employability of the workforce, and promote wellbeing in the workplace.
Source : http://www.advocatesforyouth.org/storage/advfy/documents/policybrief_africanregionalagreements.pdf
THe AfricAn YouTH cHArTer HAs noT been siGned or rATified bY:
• Algeria
• Botswana
• Cape Verde
• Eritrea
• Madagascar
• Malawi
• Mauritania
• Seychelles
• Somalia
• Swaziland
TO INCREASE FEMALE LABOUR FORCE PARTICIPATION S.T. Seelan
The sectors spearheading this challenge are estate labour (on the tea plantations etc.), the garment industry and Middle East foreign employment. These are all sectors dominated by female labour. 52% of the population is women and they are considered to be the backbone of the Sri Lankan economy.
This report highlights four critical elements of training models that lead to positive employment outcomes for trainees. First, training models should be demand-driven, meaning they are responsive to employer needs by teaching the specific skills required by industry.
Here are 8 importance of technical education: 1. Integration of Technology 2. Flexible Learning Paths 3. Industry Partnerships 4. Soft Skills Development 5. Emphasis on Entrepreneurship
In 2013, in response to the opportunities presented by Africa’s rapidly growing youth population and the ubiquity of information and communications technologies across the continent, The Rockefeller Foundation launched its Digital Jobs Africa initiative. The initiative aims to enable young people to access jobs by providing them with in-demand technology-related and other employability skills. Now just past its two-year mark, the Foundation is taking stock of the rich learning that has emerged from the initiative.
A project on the changing nature of workHarrisonObi1
This is a project piece based on the changing nature of work that highlights the possible intervention measures by the government to develop human capital in Nigeria.
My target audience is the Nigerian government and lawmakers highlighting ways in which human capital can be developed in the country. These include building better and reliable infrastructures in the country. There is poor road network around the states, epileptic energy supply, poor health centres to mention a few. These sectors and facilities need to be put in place to promote and sustain human capital investments in the country.
Also, rigorous awareness programs need to be developed to ensure no one is left out most especially in rural areas and villages.
Attention, ce message peut être perturbant à regarder
Pour une fois, bravo les publicitaires
Superbe collecte d’annonces pour des grandes causes à transmettre largement, tout le monde peut en prendre sa part!
03062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
31052024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
‘वोटर्स विल मस्ट प्रीवेल’ (मतदाताओं को जीतना होगा) अभियान द्वारा जारी हेल्पलाइन नंबर, 4 जून को सुबह 7 बजे से दोपहर 12 बजे तक मतगणना प्रक्रिया में कहीं भी किसी भी तरह के उल्लंघन की रिपोर्ट करने के लिए खुला रहेगा।
01062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
04062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
An astonishing, first-of-its-kind, report by the NYT assessing damage in Ukraine. Even if the war ends tomorrow, in many places there will be nothing to go back to.
El Puerto de Algeciras continúa un año más como el más eficiente del continente europeo y vuelve a situarse en el “top ten” mundial, según el informe The Container Port Performance Index 2023 (CPPI), elaborado por el Banco Mundial y la consultora S&P Global.
El informe CPPI utiliza dos enfoques metodológicos diferentes para calcular la clasificación del índice: uno administrativo o técnico y otro estadístico, basado en análisis factorial (FA). Según los autores, esta dualidad pretende asegurar una clasificación que refleje con precisión el rendimiento real del puerto, a la vez que sea estadísticamente sólida. En esta edición del informe CPPI 2023, se han empleado los mismos enfoques metodológicos y se ha aplicado un método de agregación de clasificaciones para combinar los resultados de ambos enfoques y obtener una clasificación agregada.
3. Signatories of the
Code of Best Practices For Women in ICT
equal itec
Information Technology
Electronics & Communications
STEINBEIS-
EUROPA-
ZENTRUM
4.
5. European Code of Best Practices for Women and ICT
European and International stakeholders in the Information and Telecommunications sector
recognise that:
The number of young people studying and choosing careers in ICT is decreasing; and
is not keeping up with growing demand.
An important skills gap is predicted in the sector and the shortage will affect all parts
of the globe;
A shortage of qualified staff in the ICT sector will seriously weaken the whole
economy;
Qualified ICT staff, whether working in the ICT sector or other sectors, often drift
away from their areas of special expertise towards other activities.;
Women are under-represented at all levels in the ICT sector;
Women are especially under-represented in decision-making positions in the ICT
sector;
Successfully encouraging women to enter and stay in the sector could be a significant
part of the solution for the skills gap;
A Code of Best Practices for Women in ICT would be a useful start in the process of
solving the skills gap problem.
Attracting more women into ICT jobs will not just help to address a problem that risks
damaging the whole economy, but also contributes to realising equal opportunities goals and
empowers women by enhancing their capacity to participate fully in the information society
and shape its development.
Stakeholders in the Information Technology and Telecommunications sectors are developing
national and corporate initiatives to ensure greater participation of women in all areas of the
sector.
Signatory European and International stakeholders now propose together a Code of Best
Practices for Women in ICT that reflects recent positive developments and seeks to be a
rallying point for other stakeholders wishing to support and promote the greater participation
of women in the sector. The Code aims not only to ensure that more women choose careers in
the sector but also that they are encouraged and supported to remain and progress in their
chosen area of work. This code will be subject to national and international practices.
The Code covers different areas of practices, namely: Education, Recruitment, Career
Development, and Return to work after leave. The practices, based on input from the
signatories are listed in the Annex.
Signatories pledge their support for the overall goals of this Code and undertake to ensure that
their company's actions and practices are in line with the Code. The Code is intended as a
guide to best practice. Not all signatories will pursue all the recommended practices. Indeed,
many practices have similar or overlapping objectives. Also, in a few cases, best practice in
one country may be illegal in another. All signatories will of course continue to act in full
6. conformity with the laws that apply to them. Nor does signature of the Code create any legal
obligation or liability.
The current signatories hope that many others may quickly join them in this co-operative
effort to help solve a problem that threatens the bright future of the ICT sector, on which so
many hopes for future prosperity and well-being now rest.
7. European Code of Best Practices for Women and ICT
Education
The aim of the practices in this section is to break stereotypes and emphasise the
attractiveness of the ICT sector, targeting both schools and universities and other tertiary
education institutions.
Schools – mainly secondary, but not excluding primary education:
Organise events which will show role models of women successfully working in
ICT to young girls and break the "geek" stereotype. (Shadowing, Girls Lab and
Information Days in secondary schools as well as seminars and career orientation
days in co-operation with school authorities;
Organise projects for teachers, trainers and parents in order to inform them what
technology is about, possible job opportunities and in general to fight technophobia
as well as encourage environments conducive to ICT careers both at home and
school;
Organise workshops/meetings/school visits to companies for female students in
secondary education to make contacts and start mentoring processes with tertiary
education students who have opted for ICT-related engineering studies or with
young female engineers who have already qualified;
Sponsor initiatives where senior female engineers, as ambassadors for science, will
train female students from major scientific study courses to promote scientific
careers in schools, for example in the ways described above;
Organise sponsorship of school projects, summer technical camps and finance
competitions, awards, technology projects, school film productions aiming to break
stereotypes, promote role models and show different facets of ICT work.
University – tertiary education:
At this level, it is important to encourage young female university students who have
opted for ICT-related studies to continue in their chosen field. The main aims here are to
continue to militate against stereotypes and to present attractive career opportunities in the
sector.
Organise Information days presenting female role models acting as ambassadors for
the sector. Show that it is possible for women to have a successful ICT sector career
without abandoning their role as women or their private and family lives;
Finance programmes targeting female graduates giving them the opportunity to
pursue a PhD in ICT-related science and technology fields;
Set up traineeships in ICT companies including brief training programmes such as
internships in companies' laboratories and seminars in hard and soft ICT skills;
Set up mentoring schemes with female engineers at all levels;
8. Organise recruitment and information days for final year students, targeting in
particular female engineers, to encourage them to take up ICT careers, including
research work.
Recruitment
The aim of these practices is to ensure that young females who chose ICT related studies are
in fact recruited into the sector or into specialised ICT posts in other sectors and then remain
in the ICT sector or ICT-related work.
Recruiting from outside the organisation
Ensure gender neutral or gender friendly vocabulary when advertising a post;
advertise posts in such a way as to tempt women to apply;
Transparency in recruitment processes;
Ensure that those responsible for recruitment decisions understand the importance
and value of selecting female candidates for positions and sectors where women are
under-represented;
Where candidates have equal competences, recruit a candidate of the under-
represented sex) where appropriate and where permitted by the law;
Create and use female expert databases where CVs of women with the skills and
competencies are collected and can be tapped when recruiting where consistent with
the applicant law;
Use recruitment procedures that promote diversity and ensure that short lists include
candidates of both sexes where possible
Ensure that those responsible for recruitment give feedback where appropriate
explaining why there is a shortage of women and establish an appropriate action
plan taking account of this feedback;
Analyse the gender statistics within the company and compare them with local and
sector market data, using the results of the analysis to help managers design
measures to fill the gap;
Set targets designed to improve gender balance; such targets need not be numerical,
but should aim to drive a year on year improvement at all levels.
Internal:
Ensure that Equal Opportunities principles apply for appointments to all posts, not
excluding high (management) posts in the company;
Prepare female employees for management positions, including offering them
appropriate training courses and monitor and encourage the participation of women
in such courses;
Foster visibility of competent women;
Apply flexible working practices (e.g. part time or telework) at all levels, including
for high management positions where and when possible;
Identify and track global talent for critical positions, with a special focus given to the
career development of promising women;
9. Career Development
The aim is to retain and promote women in the sector by persuading women that there are
good career prospects and by enhancing their potential. :
Offer Competence Development programmes which will provide women with the
necessary hard and soft management skills, as well as short training programmes on
professional challenges, leadership and networking;
Set up long term training in different technical departments of the company to
update technical competencies and promote/monitor the participation of female
employees;
Finance care expenses (e.g. childcare) when training outside usual working hours;
Organise and encourage female employees to participate in courses and programmes
encouraging assertiveness, promoting auto-evaluation with a view to strengthening
weak points and improving self perception.
Make career planning a responsibility both of the organisation and the individual and
rigorously apply equal opportunities principles in exercising this responsibility.
Set up focus groups led by senior management to present and analyse career
possibilities and show different career paths.
Organise individual discussions/assessments with top management as well as cross-
mentoring schemes by creating mentoring tandems in different companies;
Set up forums and events with other networks/organisations for women and arrange
for mentors to communicate their professional contacts and networks;
Monitoring of female Career Development:
Collect and analyse relevant statistics and the results of gender relevant research;
Establish systems to collect information about needs and problems; set upprocesses
to monitor any inconsistencies in company policies and procedures;
Develop plans and encourage female employees to express their mid- to long-term
career aspirations.
Bring visibility to the performance and skills of women;
Design seminars specifically for women, information sessions, for technical and soft
skills;
Introduce female mentoring programmes, coaching aiming to familiarise and
encourage women to acquire leadership skills and develop plans and mid-term to
long-term career aspirations;
Use performance management to evaluate and promote women
Returning to work after leave and allowing for work/family balance
These practices aim to encourage women to return to the sector after leave or encourage
women with previous experience in other sectors and having appropriate qualifications and
potential to enter it.
Promote a positive philosophy towards maternity/paternity leave;
10. Promote gender neutral use of career/family integration by ensuring equal
opportunities policies across the board (e.g. sick leave for children, parental leaves
etc.).
Produce guidelines for managers on how to manage employees on leave to ensure
inclusion, career development and to maintain a lasting relationship and information
flow during leave time.;
Facilitate return to work by training or re-training;
Set up mentoring mechanisms that apply during leave periods;
Set up resource and competence monitoring as well as placement preparations
during leave of absence and ensure self-assessment before, during and after leave to
identify personal needs;
Organise/provide child-care facilities for preschool, after school and holidays ,
creating where necessary in-house child-care service, where parents may also be
"shareholders";
Ensure flexible work arrangements for mothers and fathers and flexibility at the
work place (office, mobile, at home);
Promote women entrepreneurship for example in public tenders where consistent
with the applicable law;
11.
12. Code of
Best Practices for
Women and ICT
equal itec
Information Technology
Electronics & Communications
STEINBEIS-
EUROPA-
ZENTRUM
For further information, please contact:
Nancy Pascall
DG INFSO
Directorate C: Policy Coordination and Strategy
C1: Digital Agenda: Policy Coordination
Phone: 00322 29 63 483
Fax: 00322 29 61 780
E-mail: INFSO-IT-GIRLS@ec.europa.eu