The document discusses UNESCO's work related to skills development and linking education and training to labor market needs. It addresses several topics: 1) The importance of skills development for achieving the UN Sustainable Development Goals, especially goals 4 and 8. 2) The need to change human capital investment approaches to meet changing labor market needs due to automation, digital skills, etc. 3) Examples of UNESCO programs focused on skills anticipation, technical and vocational education and training to improve employability. 4) Challenges with skills data coordination and the need to better link education, labor and private sector data.

1. UNESCO EDUCATION SECTOR 1
17 Sustainable Development Goals (SDGs)
SDG 8: Promote inclusive and sustainable economic growth, employment and
decent work for all
1
SDG 4 : Ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all
Human Capital Investment in the context of SDGs

2. UNESCO EDUCATION SECTOR 2
Changing Human Capital Investment
Needs for system changes:
• Quality standards
• Links with enterprises
• Curricula and teacher training
• Financing for results
• Qualifications framework
• Learning pathways
• Etc.
Source: UNESCO

3. UNESCO EDUCATION SECTOR 3
Linkage between human capital investment with economic growth
An example: Impact of Malawi Growth and Development Strategy (MGDS) on skills and jobs
Source: UNESCO (forthcoming), 2018

4. UNESCO EDUCATION SECTOR 4
Source: McKinsey & Company, 2018
Changing labor market: Automation

5. UNESCO EDUCATION SECTOR 5
Source: inmarsat
Changing labor market: Digital skills needs

6. UNESCO EDUCATION SECTOR 6
An example of UNESCO’s Program: Youth Employment in Mediterranean
 Component 1: strenghtening of national systems
for skills needs anticipation and assessment
 Component 2: use of results of skills anticipation
to improve quality and promote attractiveness of
TVET pathways, especially for women with focus
on employability (digital skills, entrepreneurship,
work-based learning)
 Component 3: develop regional cooperation in
TVET

7. UNESCO EDUCATION SECTOR 7
Governance
Data use
Different
providers/aw
arding bodies
Different data
Needs to be
streamlined and
fine-tuned for
processing and
analysis
Labor
ministry
Data integration
Private
sector
Education
ministry
No clear governance lines, that
link and coordinate all the
involved actors, target groups
and processes.
The results are not “translated”
for and disseminated to target
groups in a systematic way.
Data comparability
The results are not
“translated” for and
disseminated to target
groups in a systematic way.
Challenges on skills development and labor market information

8. UNESCO EDUCATION SECTOR 8
Support Member States Navigate the Future of Work
Support Data-Driven Policy and Programs
Peer Learning and Networking
UNESCO’s focus on skills development and labor market information

9. UNESCO EDUCATION SECTOR 9
Global landscape: Real-time data capturing skills demand and supply

10. UNESCO EDUCATION SECTOR 10
Approach: Big data analytics and artificial intelligence (AI)
job_titles
users
skills
job_ads
positions
resumes
industries
job_applications
departments
questions
comments
tags
companies
disciplines
salaries
Predictive Modelling
Customized model based
on required context
Data Mining
Indexing data from
multiple sources
Statistical Analysis
Data cleaning and
relational extraction
Using big data to capture skills demand and supply in Malawi

11. UNESCO EDUCATION SECTOR 11
Malawi: Decoding demand for paid jobs:
The top 15 job titles trending in 2016 to 2018
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
NormalizedScores
Top Job Titles

12. UNESCO EDUCATION SECTOR 12
The way forward for skills anticipation: Integrated approaches
Longitudinal studies
Administrative Data
Skills assessment
Survey Data International Surveys
Data
Skills foresight Skills forecasting
A
CENTRAL REPOSITORIES
B
EXCHANGE NETWORKS
Tracer studies Opinions studies