The document summarizes the key findings of a World Bank study on skills measurement in Sri Lanka. It outlines the rationale, phases, activities, and context of the study. Key findings include substantial mismatches between education/skills supply and demand, lack of skills being a major constraint for firms, and technical and soft skills being shaped by education level and impacting employment and earnings outcomes. Strategic priorities identified include improving TVET quality/relevance, developing a more demand-driven system, diversifying provision, and strengthening governance, monitoring, and labor market information. Lessons learned include the time required to finalize questionnaires and establish teams, and the importance of government ownership.
A Skills Beyond School Review of KazakhstanEduSkills OECD
A Skills beyond School Review of Kazakhstan examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills Beyond School Review of South AfricaEduSkills OECD
A Skills beyond School Review of South Africa examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
In Costa Rica, technical education is recognised as a key contributor to both economic development and social cohesion. There is a consensus among stakeholders that more skilled technicians are required by industry while these jobs are attractive and may enhance social mobility and cohesion.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
Presentation by Alberto Rodriguez, Manager, Education Global Practice, Europe...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Presentation by Ms. Kristine Langenbucher, Head, Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, set the scene for Breakout Session 3 by introducing the third pillar of the OECD Skills Strategy Framework, which focuses on the governance of skills systems. She provided relevant and updated data on the effectiveness of policy coordination mechanisms in Southeast Asia, and provided areas for collaboration among ministries and various stakeholders outside of government.
A Skills Beyond School Review of KazakhstanEduSkills OECD
A Skills beyond School Review of Kazakhstan examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills Beyond School Review of South AfricaEduSkills OECD
A Skills beyond School Review of South Africa examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
A Skills Beyond SchooL Review of Costa RicaEduSkills OECD
In Costa Rica, technical education is recognised as a key contributor to both economic development and social cohesion. There is a consensus among stakeholders that more skilled technicians are required by industry while these jobs are attractive and may enhance social mobility and cohesion.
Skills beyond School: the Review of Post-secondary Vocational Education and T...EduSkills OECD
OECD reviews of vocational education and training
More than 30 country studies published since 2007.
More than 5000 policy makers, employers, teachers, trade unionists, students and experts interviewed.
OECD reviews have become a global benchmarking standard for vocational education and training systems.
Presentation by Alberto Rodriguez, Manager, Education Global Practice, Europe...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Presentation by Ms. Kristine Langenbucher, Head, Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, set the scene for Breakout Session 3 by introducing the third pillar of the OECD Skills Strategy Framework, which focuses on the governance of skills systems. She provided relevant and updated data on the effectiveness of policy coordination mechanisms in Southeast Asia, and provided areas for collaboration among ministries and various stakeholders outside of government.
Skills Implications of Megatrends from an International and National PerspectiveOECD Centre for Skills
Presentation by Andrew Bell, Head of OECD Skills Strategies at the OECD Centre for Skills for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Andrew Bell, Head of the OECD Skills Strategy at the OECD Centre for Skills, discussed the general, overarching implications of mega trends (globalisation, technological progress, demographic change, migration and climate change) and the COVID-19 pandemic on skills demand and supply in Southeast Asia.
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.
Presentation by Ms. Marieke Vandeweyer, Head, Vocational Education and Training (VET) at the OECD Centre for Skills, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Marieke Vandeweyer, Head of the Vocational Education and Training (VET) team at the OECD Centre for Skills, set the scene for Breakout Session 1 by introducing the first pillar of the OECD Skills Strategy Framework, which focuses on developing relevant skills over the life course. She provided relevant and updated data on the quality and relevance of training systems in Southeast Asia, and explored areas for policy intervention.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
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 II: Albert Basa - Stregthening the quality and relevance of work-base...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.
How do Skills Opportunities and Challenges Manifest Themselves in Different L...OECD Centre for Skills
Presentation by Kristine Langenbucher, Head of Unit Employment and Skills at the OECD Centre for Entrepreneurship, SMEs, Cities and Regions, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, emphasised the need for local, tailored skills analyses, interventions and policies. She provided concrete country-level and sector-specific examples of various skills opportunities and challenges in Southeast Asia.
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.
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
The Future of Skills Support Presentationstevemartin75
Clive Howarth, Director of Skills at Learning and Skills Council recently delivered this presentation at a NTA networking event. If you require further information please contact me through my message board.
What is career guidance?
Career education in which students learn about the world of work and develop career management skills through classroom teaching, and through other activities.
Career information on courses and careers, progression routes and choices.
Individual career counselling on a one-to-one basis, providing specific advice on career decisions.
Direct contact with the world of work to give young people first-hand insights into, and experiences of, the labour market in order to raise, broaden and inform career aspirations.
Education is highly valued in Korean society. While this has some drawbacks, it has also contributed to the rise in upper secondary enrolment rates. Korean students have high educational aspirations and a high share of young people
progress into tertiary education.
Visit www.oecd.org/education/vet to download your copy of the review for free
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...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.
Skills Implications of Megatrends from an International and National PerspectiveOECD Centre for Skills
Presentation by Andrew Bell, Head of OECD Skills Strategies at the OECD Centre for Skills for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Andrew Bell, Head of the OECD Skills Strategy at the OECD Centre for Skills, discussed the general, overarching implications of mega trends (globalisation, technological progress, demographic change, migration and climate change) and the COVID-19 pandemic on skills demand and supply in Southeast Asia.
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.
Presentation by Ms. Marieke Vandeweyer, Head, Vocational Education and Training (VET) at the OECD Centre for Skills, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Marieke Vandeweyer, Head of the Vocational Education and Training (VET) team at the OECD Centre for Skills, set the scene for Breakout Session 1 by introducing the first pillar of the OECD Skills Strategy Framework, which focuses on developing relevant skills over the life course. She provided relevant and updated data on the quality and relevance of training systems in Southeast Asia, and explored areas for policy intervention.
Among the millions of asylum seekers who recently arrived in OECD countries, the majority are young people who may be able to take advantage of vocational education and training (VET) opportunities to help them enter skilled employment. This report provides advice to governments and other stakeholders who are seeking to use VET to promote integration, in particular for young humanitarian migrants. While the study draws particularly on policy and practice observed in Germany, Italy, Sweden and Switzerland, it also highlights other international practices.
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 II: Albert Basa - Stregthening the quality and relevance of work-base...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.
How do Skills Opportunities and Challenges Manifest Themselves in Different L...OECD Centre for Skills
Presentation by Kristine Langenbucher, Head of Unit Employment and Skills at the OECD Centre for Entrepreneurship, SMEs, Cities and Regions, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Kristine Langenbucher, Head of the Employment and Skills Unit at the OECD Centre for Entrepreneurship, SMEs, Regions and Cities, emphasised the need for local, tailored skills analyses, interventions and policies. She provided concrete country-level and sector-specific examples of various skills opportunities and challenges in Southeast Asia.
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.
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such learning remains a significant challenge. In light of this, Seven Questions about Apprenticeships draws out policy messages on how to design and implement high-quality apprenticeships, using material from the OECD project Work-based Learning in Vocational Education and Training.
It presents answers to seven questions commonly asked by governments and practitioners seeking to either introduce or reform apprenticeship systems for young people and/or older workers. Can apprenticeships provide a useful contribution in every country? Should employers receive financial incentives for providing apprenticeships? What is the right wage for apprentices, and how long should an apprenticeship last? How can we ensure a good learning experience at work? How can apprenticeships be made to work for youth at risk? And how to attract potential apprentices?
The study establishes principles of effective practice by building on new analytical work and examples of effective practice from around the world.
A coordinated approach to skills issues: the OECD Centre for Skills EduSkills OECD
A PowerPoint by Ms. Montserrat Gomendio, OECD Deputy Director for Education and Skills & Head of the Skills Centre, presented at the Skills Summit 2018, Porto.
SESSION 3: IMPLEMENT – Towards better skills policies for tomorrow’s world
Objective: Discuss the major challenges in the implementation of education and skills policies raised by the digital transformation, identify contentious issues and how they can be solved, and agree on specific actions
The Future of Skills Support Presentationstevemartin75
Clive Howarth, Director of Skills at Learning and Skills Council recently delivered this presentation at a NTA networking event. If you require further information please contact me through my message board.
What is career guidance?
Career education in which students learn about the world of work and develop career management skills through classroom teaching, and through other activities.
Career information on courses and careers, progression routes and choices.
Individual career counselling on a one-to-one basis, providing specific advice on career decisions.
Direct contact with the world of work to give young people first-hand insights into, and experiences of, the labour market in order to raise, broaden and inform career aspirations.
Education is highly valued in Korean society. While this has some drawbacks, it has also contributed to the rise in upper secondary enrolment rates. Korean students have high educational aspirations and a high share of young people
progress into tertiary education.
Visit www.oecd.org/education/vet to download your copy of the review for free
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...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.
Key Characteristics of Strong Vocational SystemsEduSkills OECD
Set out over the following slides are a set of key characteristics of strong vocational systems. These characteristics are based on the policy recommendations for vocational education and training advanced in the OECD reports Learning for Jobs (2010) and Skills Beyond School: Synthesis Report (2014).
Session I: wolfgang kubitzki - What is the right TVET system?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.
This presentation was made by Robin Shreeve, CEO of AWPA at the 7th Annual Australasian Talent Conference 2013, 28-30 May 2013 in Sydney themed: Agile Talent Management - Optimise, In-source, Outsource, Offshore, Redeploy.
Presentation by Andrew Bell, OECD, to the Parliamentary Committee, 7 October, Riga, Latvia. Launch of the OECD publication “OECD Skills Strategy Implementation Guidance for Latvia: Developing Latvia’s Education Development guidelines 2021-2027”.
While continuing the World Bank’s commitment to help countries reach the education Millennium Development Goals (MDGs), the new Education Strategy 2020 focuses on the goal of Learning for All. Learning for All means giving all people equitable opportunities to acquire the knowledge and skills they need to have healthy and satisfying lives, to be good citizens, and to be productive
contributors to their countries’ economic development.
The World Bank invited attendees of Women Deliver 2013 to join a conversation about using Results-Based Financing (RBF) approaches to improve access to health services and health outcomes for mothers, newborns and children in developing countries. The Health Results Innovation Trust Fund (HRITF) presented promising data that is starting to come in from its portfolio of RBF programs.
LUXURY TRAVEL THE ULTIMATE TOKYO EXPERIENCE FROM SINGAPORE.pdfDiper Tour
Get off on the most luxurious Tokyo itinerary from Singapore. Experience Tokyo’s sophisticated modernism and rich tradition with first-class travel, sumptuous lodging, fine food, and special tours. Savor the finest that this energetic city has to offer for an experience that will never be forgotten.
How To Talk To a Live Person at American Airlinesflyn goo
This page by FlynGoo can become your ultimate guide to connecting with a live person at American Airlines. Have you ever felt lost in the automated maze of customer service menus? FlynGoo is here to rescue you from endless phone trees and automated responses. With just a click or a call to a specific number, we ensure you get the human touch you deserve. No more frustration, no more waiting on hold - we simplify the process, making your travel experience smoother and more enjoyable.
Our Ooty honeymoon package from Chennai is a perfect escape for newlywed couples to celebrate their love and start their new life together. Our package offers a range of itineraries to cater to the diverse preferences of couples. From adventure activities to relaxing spa sessions, these packages are designed to provide the perfect balance between adventure and relaxation.
Hidden Gems of Europe - DISCOVERING THE CONTINENT'S BEST-KEPT SECRETSKamil Uğraş TÜRKOĞLU
Europe, continent rich in history, culture, and natural beauty, is often synonymous with famous cities like Paris, Rome, and London. These iconic destinations attract millions of tourists every year, captivating them with their renowned landmarks, vibrant culture, and bustling urban life. However, beyond these well-trodden paths lie countless hidden gems waiting to be discovered. These lesser-known destinations offer unique experiences, authentic encounters, and breathtaking landscapes that often surpass the allure of their famous counterparts.
In "Hidden Gems of Europe," we embark on a journey to uncover these secret spots, exploring the heart and soul of Europe through its quaint villages, charming towns, and secluded natural wonders. This book aims to inspire travelers to look beyond the obvious and venture into the lesser-explored corners of the continent, where true adventure and discovery await.
4 DAYS MASAI MARA WILDEBEEST MIGRATION SAFARI TOUR PACKAGE KENYABush Troop Safari
Join our 4-day Masai Mara Wildebeest Migration Safari in Kenya. Witness the incredible wildebeest migration, enjoy exciting game drives, and stay in comfortable lodges. Get up close and personal with one of nature's most amazing exhibits! Book Your Safari Today at - https://bushtroop-safaris.com/
During the coldest months, Italy transforms into a winter wonderland, providing visitors with a very unique experience. From the Settimana Bianca ski event to the lively Carnevale celebrations, Italy's winter festivities provide something for everyone. Enjoy hot cocoa, eat hearty comfort foods, and buy during winter deals. Explore the country's rich cultural past by participating in Settimana Bianca, and Carnevale, sipping hot chocolate, shopping during winter deals, and indulging in winter comfort foods. Visit our website https://timeforsicily.com/ for more information.
BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. BTW UK Visa Application Process, Uk Visa complete guide, Uk Visa fees, requirements and application process. Know all about uk visa and best way to apply for the uk visa. Get to know about the requirements that allows you for the faster visa appliaction. Get information in this PDF and simplyfy your visa process.
The Power of a Glamping Go-To-Market Accelerator Plan.pptxRezStream
Unlock the secrets to success with our comprehensive 8-Step Glamping Accelerator Go-To-Market Plan! Watch our FREE webinar, where you'll receive expert guidance and invaluable insights on every aspect of launching and growing your glamping business.
Antarctica- Icy wilderness of extremes and wondertahreemzahra82
In this presentation, we delve into the captivating realm of Antarctica, Earth's southernmost continent. This icy wilderness stands as a testament to extremes, with record-breaking cold temperatures and vast expanses of pristine ice. Antarctica's landscape is dominated by towering glaciers, colossal icebergs, and expansive ice shelves. Yet, amidst this frozen expanse, a rich tapestry of unique wildlife thrives, including penguins, seals, and seabirds, all finely attuned to survive in this harsh environment. Beyond its natural wonders, Antarctica also serves as a vital hub for scientific exploration, providing invaluable insights into climate change and the Earth's history
Its running cost is among the diverse vital aspects you must consider before buying an electric scooter. Calculate the cost of getting e-scooter charge for your regular usage to calculate its economic efficiency, similar to people who investigate the mileage of petrol or diesel-driven scooters.
3. No prior engagement in the skills sector, focusing on
vocational & technical education
But the Bank is active in both general and higher education sub-
sectors
GoSL’s vision is to become a competitive middle
income country (MIC), as described in its ten-year
development framework – Mahinda Chintana
GoSL is concerned about the quality and relevance of
education & training systems, identified skills
development as one of the priority areas in its
development framework
GoSL requested the Bank’s technical assistance in the
area of the skills sector
Rationale |
3
4. The Bank responded to GoSL’s request with a
proposed programmatic skills study in FY10, before
the launch of the STEP Surveys
Objective of the Study
to provide analytical inputs about critical policy issues on the
demand and supply of skills;
to engage the GoSL and key stakeholders in an informed dialogue
on policy directions and options for development of the GoSL’s
skills development strategy to achieve the government’s vision of
a competitive MIC;
Rationale (cont.)|
4
5. • Phase 1 Studies (FY11)
– Education, training and labor market outcomes
• Status and trends in skills development
• Training and Labor market outcomes
• Phase 2 Studies and Activities (FY12-13)
– Demand for skilled labor
• HH Skills Measurement Survey (as part of STEP)
• Employer Skills Survey (as part of STEP)
– Skill Supply
• Review of the costs and financing of TVET (including
governance and management)
• Private TVET and public private partnership
• SABER Workforce Development Study
– South-South Knowledge Exchange Program
• Phase 3 (FY13)
– Final Report
Phases and Activities of the Study|
5
6. • Sri Lanka’s economy has grown rapidly over the
past decade achieving 8% growth in 2011
• “Mahinda Chintana” envisages increasing per
capita GNP from $2,000 in 2005 to $4,000 by
2016 through equity-led growth
• Sri Lanka is the most educated country in the
SAR region
– Compulsory and free education up to grade 9
– 98% enrollment of 5-14 year olds
– 86 % completion of junior secondary
• Skills is one of the main priorities in MC
Country Context|
6
7. Key Findings: Employer Survey (1) |
7
0 10 20 30 40 50 60
Finding workers with previous experience
High employee turnover
TVET of workers
Labor availability
Pay taxes and EPF/ETF, etc contributions
Total salary cost
Employment protection legislation
General education of workers
Minimum wage rate
What labor factors are the most problematic for firms’ operations? %
The studies (ES, STEP) identify lack of skills as one of the
most important constraints for firms’ growth and
development
8. Key Findings: Employer Survey (2) |
8
0 20 40 60 80 100
Managers
Professionals
Technicians
Clerks
Service
Sales
Crafts
Plant/machine operators
Elementary occupations
Other
Applicants did not like working
conditions
Applicants expected too high
wages
Applicants lacked skills
No or few applicants
Skills constraints of recently hired worker, % of firms
Firms that identify skills as a severe constraint report substantially lower
output
9. Key Findings: Employer Survey (3) |
There are substantial mismatches between
education and skills supply and demand
9
Percent of population by education and percent of employers identifying
education levels for highly skilled and low skilled workers
10. Key Findings: Employer Survey (4) |
• What matters the most to retain an employee?
1. Job specific skills and literacy
2. Numeracy, English and team work
3. Other soft-skills
• Substantial share of employers are not satisfied
with types and levels produced by
– General education – more than 60 percent
– TVET system – almost 50 percent
10
11. Key Findings: Employer Survey (5) |
• Firms use different strategies to cope with skills
shortages:
– Hiring - even though many firms are in contact
with educational sector providers, many firms (70
percent) use informal channels
– Training – 40 (60) percent of the firms provide
firm-based training for high (low) skilled workers
– Contracting out - 5 (11) percent of firms use this
strategy for high (low) skilled workers
11
12. Key Findings: Household Survey |
12
Share of population with cognitive skills by education level, 15-64 year olds
0
10
20
30
40
50
60
70
80
90
100
reading
writing
numeracy
reading
writing
numeracy
reading
writing
numeracy
reading
writing
numeracy
reading
writing
numeracy
reading
writing
numeracy
reading
writing
numeracy
reading
writing
numeracy
no education below primary primary (grade
5)
lower
secondary
(grade 9)
passed GCE-O passed GCE-A bachelor master+
low
medium
high
13. Key Findings: Household Survey |
13
Change in technical skills by education
-15%
-10%
-5%
0%
5%
10%
15%
20%
25%
computer
mechanic
English
physical
-10%
-5%
0%
5%
10%
15%
openness
presentation
team work
Change in soft skills by education
• Technical skills are shaped both by general education (upper
secondary and above) and TVET.
• Except for openness personality traits seem not to be formed in the
education system
14. Key Findings: Skills and Labor Market Outcomes |
Employment
• Writing, numeracy, teamwor
k, and long-term
perseverance are associated
with lower likelihood of
being unemployed
• Technology, computer and
presentation skills are
associated with lower
probability of being
underemployed
Self-employment (informal
economy participation)
14
-24%
-22%
-11%
-3%
-2%
17%
10%
7%
-30% -20% -10% 0% 10% 20%
interpersonal
team work
mechanic
decision making
perseverance
English
computer
technology
Change in probability of being self-
employed by skill
15. Key Findings: Skills and Labor Market Outcomes |
Earnings
• returns to higher education (A-levels, bachelor’s
degree, and above) and to TVET have been rising but
neither formal nor informal apprenticeship improves
wages;
• self-reported reading, writing and numeracy do not have
additional returns once education is controlled for;
• use of computers and other technology, English skills, and
mechanic skills are associated with higher wages;
• Socio-emotional skills (extraversion, openness, emotional
stability, agreeableness) are valued in the labor market;
15
16. Key Findings: Household Survey |
16
• Employment:
– Only numeracy and perseverance are significant
• Wages:
– Cognitive: not significant
– Non-cognitive:
extraversion, openness, agreeableness, perseverance, deci
sion making
– Technical: technology, mechanic and machinery use skills
– TVET graduates have higher wages than individuals
without TVET
– No returns to apprenticeship
Skills and Labor Market Outcomes
17. Key Findings of An Overview of the Skills Supply
System (1)
• Sector Performance
– Poor quality of teaching and learning – largely as a
result of outdated curricula, acute shortages of trained
staff (especially with industrial experience); changing
technology also presents a further challenge, since
many staff are not up date with new knowledge and
technology; and TVET institutions lack modern
equipment and technology
• Cost and Finance
– Inadequate public funding, but also inefficiencies in the
use of available resources
– Lack of incentives for income generation/cost recovery
– Resources are not linked to performance
17
18. Key Findings of An Overview of the Skills Supply
System (2)
• Private provision
– Private provision is still limited.
– Inadequate registration and accreditation, largely due to the lack of staff.
• SABER – Workforce Development
– Strong commitment to skills development – considered as a national
priority, aligned with the country’s economic development plan;
– Significant progress in the development of NVQ, but it needs to be reviewed
on a regular basis to make the system more flexible and improve training;
– Partial progress has been made in the involvement of employers, who are
involved at the national level, but more needs to be made to establish a
fully-demand driven skills development system.
– Inadequate national coordination of TVET activities at the national level;
– Inadequate institutional autonomy
– Lack of labor market and sector performance information
18
19. Key Findings/Strategic Priorities
19
Sri Lanka is facing a major skills constraint as it moves from a
factor-driven economy to an efficiency-driven economy. The
Government identified skills development as a priority area to
provide “skills for all”.
Tentative strategic priorities include:
• The quality and relevance of TVET programs needs to be
improved so that they become both more attractive for youths and
more relevant for employers.
• A demand-driven should be developed, employers playing a
central role.
• The provision of TVET should be further diversified, by
increasing the role of the private sector; and
• The TVET system needs to be adequately resourced, and funds
allocated must be used efficiently and linked to performance.
20. Key Findings of the Study (cont.) |
20
• Flexible and accountable governance mechanisms are
needed at all TVET levels, with their components
coordinated not only with each other but also with all
system stakeholders.
• The skills needs of the informal sector should be
addressed with specifically targeted mechanisms.
• The skills needs of companies relying on enterprise-
based training need to be specifically addressed.
• The monitoring and evaluation system, including labor
market information system, needs be strengthened.
21. Lessons |
21
• Finalizing questionnaire takes a lot of time!
• Establishment of the study team (e.g., survey consultant, local survey
firm, research analyst) takes time
• Obtaining sampling frame from the Department Census and Statistics
(DCS) is very difficult especially for the employer survey
– Last firm Census is 10 years old
– The sampling framework was requested in July 2012, obtained in mid-October
2012
• Implementation – required the review and approval of several
Ministries and Agencies (e.g. Ministry of Youth Affairs and Skills
Development, Ministry of Public Administration).
• Survey results are very useful to provide a diagnostic analysis of skills
demand and analysis, but a detailed analysis of economic sectors
(e.g., manufacturing, tourism, service) and sub-education sectors
(e.g., primary, secondary, TVET, higher education) require larger
sample sizes, increasing the cost of the surveys.
• Ownership of the Government is essential!
Based on responses to the question “What problems did you encounter?” – CONDITIONAL on answering “yes” to experiencing any problems. The number of observations ranges from 50 (for both Tech & Crafts) to 115 (Services). Note that one occupation, with 1 observation (Skilled Agr/forestry/Fishery workers) has been included to keep the graph/scale more legible.
There is variation in cognitive and technical skills by 1) rural/urban (urban population uses more cog and tech skills) and 2) TVET (individuals with TVET use more cog and tech skills) 3) apprenticeship (individuals with apprenticeship use more cog and tech skills)