International Labour Standards
The Human Resources Development Convention, 1975 (No. 142) focuses on the development of human resources and skills in the workplace. It emphasizes the significance of investing in and promoting human capital through effective training, education, and vocational guidance, with the goal of enhancing workforce competence and employability. Member States are encouraged to implement comprehensive policies and programmes that facilitate skill acquisition and lifelong learning, recognizing that a skilled and adaptable workforce contributes to economic growth, job creation, and improved labour market conditions.
The Human Resources Development Recommendation, 2004 (No. 195) offers valuable insights into the vital aspects of human resource development. It presents suggestions and recommendations addressing various social and labour issues, serving as key pillars for formulating strategies and policies in training, labour relations, and the broader world of work. Notably, the recommendation emphasizes the pivotal role of training in the economic and social development of each country. It underscores the interconnectedness of training with decent work and underscores the need for the creation of efficient and effective training processes and systems.
The Quality Apprenticeships Recommendation, 2023 (No. 208), marks a significant stride in advancing quality education and decent work. This international standard highlights the crucial role of quality apprenticeships in tackling work-related challenges. It aligns with overarching objectives such as boosting productivity, fostering resilience, facilitating smoother transitions, and enhancing overall employability.
The ILO’s work in skills development
Lifelong learning enables successful economic structural transformation and social justice.
Skills policies and sector skills bodies development and implementation
The ILO actively assists constituents in developing national and sectoral skills and lifelong learning strategies. This includes support in drafting documents, policy diagnosis, governance design, financing solutions, and institutional capacity development. Tools like the sectoral skills bodies guide are available, enabling constituents to define and manage sectoral coordination bodies for functions like skills intelligence gathering and tripartite curriculum and qualification definition.
Resource Guide for Sector Skills Bodies (SSBs)
This resource guide seeks to enhance industry engagement in governing and operating skill systems. It is designed for organizations and individuals involved in establishing sector skills bodies (SSBs). The guide addresses key issues in the establishment and operation of tripartite SSBs, explores international mandates and structures, and outlines key actions to enhance the establishment of sustainable SSBs.
The Digitization of TVET and Skills Systems
This joint ILO-UNESCO report offers a global, high-level perspective on the impact of digitalization on TVET and skills systems. It synthesizes insights from consultations with key stakeholders in various countries and international organizations. The report delves into the implications of digitalization on the management, delivery, assessment, and certification of technical and vocational education and training (TVET). Country examples, including Brazil, Ghana, India, Kenya, Malaysia, Malta, Mauritius, New Zealand, Slovenia, Turkey, and the United States, contribute to the study's comprehensive overview.
Skills for Trade and Economic Diversification (STED)
The STED programme serves as a technical assistance tool aimed at aligning skills development with sectoral strategies for export growth, economic diversification, and employment generation. It provides strategic guidance for integrating skills development into sectoral policies, supporting economic sectors with export potential. The programme assesses sector competitiveness, outlines growth scenarios, identifies necessary business capabilities, anticipates changes in labour demand, and offers policy recommendations to address critical skills gaps at various levels.
