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  In the age of automation, 3 key skill sets to learn by 2030 - ITU Hub

In the age of automation, 3 key skill sets to learn by 2030 - ITU Hub This website will offer limited functionality in this browser. (...) The study also emphasizes the top three skill sets McKinsey says workers will need to develop between now and 2030 if they do not want to be “left behind”. (...) Shifting up a skill set The report’s authors say: “Our research finds a shift from activities that require only basic cognitive skills to those that use higher cognitive skills.

Score: 920458 - https://www.itu.int/hub/2020/0...y-skill-sets-to-learn-by-2030/

  Achieving universal connectivity through digital skills - new ITU guidebook - ITU Hub

Achieving universal connectivity through digital skills - new ITU guidebook - ITU Hub This website will offer limited functionality in this browser. (...) The newly published Digital Skills Assessment Guidebook acts as a practical and actionable guide for countries around the world, especially developing nations, to undertake national digital skills assessments in order to determine their current digital skills levels as well as their current and future digital skills requirements. (...) The guidebook can be used to determine the existing supply of a digitally skilled cohort at a national level, to assess skills demand from industry and other sectors, to identify skills gaps, and to develop policies to address future digital skills requirements.

Score: 916118.2 - https://www.itu.int/hub/2020/0...ital-skills-new-itu-guidebook/

  How digital skills development is transforming the workforce in Qatar - ITU Hub

Designing an effective national digital skills strategy involves setting the right goals to address specific needs. (...) Specifically, project leaders undertook four key steps: Set a baseline by analysing the current state of the workforce Run forecasting models to project workforce demand and supply over a certain time frame Conduct a gap analysis to assess the mismatch between demand for and supply of the workforce, including critical digital skills, on a year-to-year basis Set recommendations by identifying skill development needs in the workforce at a granular level. (...) One such initiative is the Common Digital Skills Framework which sets a national standard for digital skills needed within the Qatari workforce.

Score: 913343 - https://www.itu.int/hub/2022/1...orming-the-workforce-in-qatar/

  Skillsets required for digital transformation - ITU Hub

Yet scarcity persists for these skills worldwide – especially in developing countries, and most acutely in Africa. (...) Basic digital skills relate to basic manipulation of digital devices, email communication, web search and online transactions; while intermediate skills relate to professional use of business software and data management. (...) Adapted from the article Skill sets required due to the digital transformation by Gedeon Hakizimana.

Score: 912627.05 - https://www.itu.int/hub/2022/0...sights-digital-transformation/

  Here’s how we can meet the global need for digital skills development - ITU Hub

The first set provides a broad overview of the discussion on digital skills demand and supply, new skills requirements in emerging job markets, and challenges related to future digital skills requirements. (...) They emphasize the need for accurate forecasts of digital skills requirements, and flexible digital skills acquisition approaches. The second set of articles focuses on digital skills and the digital gender divide.

Score: 912322.3 - https://www.itu.int/hub/2020/0...or-digital-skills-development/

  Prioritize digital skills to drive global development - ITU Hub

Prioritize digital skills to drive global development - ITU Hub This website will offer limited functionality in this browser. (...) Digital skills generate demand for the Internet, and drive deployment of broadband. (...) Our experts also showcase concrete examples of the impact of new technologies on skills gaps and skills enhancement in selected developing countries.

Score: 907969.9 - https://www.itu.int/hub/2020/0...s-to-drive-global-development/

  Slide 1

Towards quality apprenticeships - Including role of tripartite actors 4. Skills diversification for expanded employment opportunities Role of skills - Improve employability of workers - Facilitate start-up of enterprises/income- generating activities - Contribute to higher productivity and business expansion - Key factor for moving up value-chains, providing quality goods and services - Enable more companies to compete on quality (with high skills) as opposed to cost, contributing to creating more high skills/wage jobs Issues and Challenges - The formal training system largely set up for the formal sector, school leavers who can be trained on a full-time basis - Limited access to those in the workplace and informal economy - Limited flexibility, quality and relevance (delivery mode, content, curriculum, management) - Skills mismatch - Limited involvement of industry in the skills system making PPP essential Form of PPPs Policy Jointly formulate skills policies and legislation Jointly monitor and evaluate their implementation System Identify skills demands Develop skills/competency-based standards, and qualifications Set up mechanism for assessment and certification Set up mechanisms for workplace learning (incl. apprenticeship) Training Delivery Provision of workplace learning (apprenticeships) Joint assessment and certification of skills Joint management of former gov’t training institutions Critical role of private sector • Private sector can help fill the quantitative gap • Private sector can improve relevance and quality of skills training • Private sector can improve training-employment and training-productivity linkages Filling the quantitative gap • Promoting industry-led, workplace learning • Participation in apprenticeship, offering on-the- job training opportunities • Setting up new industry-led training centers (e.g. sector-based) • Special funds set up to facilitate private sector training Filling the qualitative gap • Provision of information on skills demands • Inputs to development of skills/competency standards and training curriculum • (Joint) management of training institutions • Complement institution-based training with practical training on the job • Involvement in assessment and certification How can we increase industry engagement? (...) Australia, England, Canada, India, Bangladesh, Turkey) Skills for sector development (leather, Bangladesh) • Good example of PPP • Setting up of Industry Skills Councils for skill standards and curriculum development supported by the govt • Official certification • Integration of skills in sector development strategies • Alignment of skills supply and demand based on current and future scenarios • Industry-led training initiatives • Raising employers’ awareness and demands for investing in skills Role of the partners - Set a clear and coherent legal framework and national policies - Lead system building - Improve gov’t training institutions - Develop incentives, or institutional mechanism for industry participation - Facilitate, monitor and evaluate - Participate at policy, system-building and delivery levels - Skills utilization – this involves a shift to high value-added, quality business - Participate at policy, system- building and delivery levels - Ensure the practice of training according to the agreement - Contribute to design and implementation of training - Promote equal access to training - Promote skills recognition, remuneration according to skills Government Employers Trade unions Towards quality apprenticeships Definition ILO defines apprenticeships as a form of: “systematic long-term training for a recognized occupation that takes place substantially within an undertaking or under an independent craftsman and should be governed by a written contract ...and be subject to established standards” According to G20 (2012), “apprenticeships are a combination of on-the-job training and school-based education” –no single standardized model Why apprenticeships? Apprentices Employers - A means of overcoming the ‘work-inexperience’ trap​ - Acquire skills in a structured way that are closely matched with the demand of work - Often access to frontline technologies - Obtain formal certification ​for their learning​ - Gain not only technical skills but general transferable skills - Able to train staff according to their skills and practical requirements - ​Apprenticeship is a unique source of recruitment - Apprentices contribute to production and service​ - Often provided with financial incentives (e.g. tax rebates) Challenges/Barriers - Limited tradition of industry engagement in skills development - Concerns for apprentices as a source of cheap labour - Limited structured training (and/or weak monitoring), not leading to a qualification - Over-regulation or under-regulation - Financing, poaching/job-hopping - Weak support mechanisms - Poor image of apprenticeship Features of Quality Apprenticeship • Relevant and rigorous training both on and off the job • Appropriate regulations • Social partners involvement in design and maintenance of training program – Turkey, Denmark, Germany • Compulsory formal assessment and certification • Presence of qualified staff or ‘master trainers’ – Canada, Turkey, Germany • Presence of supporting institutions, e.g. sectoral bodies, industrial associations – Bangladesh, Turkey • Target approach (one-stop shop, incl. basic skills) • TU’s role critical to ensure the practice of training according to the agreement – US, Rhine countries Local approach with embedded flexibility (Otoronhanga, New Zealand) • Good example of PPP – local approach - Apprenticeship shaped by local stakeholders under local leadership - Development of a network of local stakeholders to improve the apprenticeship system - Started as largely informal, but gradually formalized - Boosting image and marketing of apprenticeship by a formal graduation ceremony led by the Mayor - Positive impact: one of the lowest rates of youth unemployment in NZ Form of PPPs Policy Jointly formulate skills policies and legislation Jointly monitor and evaluate their implementation System Identify skills demands Develop skills/competency-based standards and qualifications Set up mechanism for assessment and certification Set up mechanisms for workplace learning (incl. apprenticeship) Training Delivery Provision of workplace learning (apprenticeships) Joint assessment and certification of skills Joint management of former gov’t training institutions Sector Skill Councils or Bodies Leading industry-led skills bodies (e.g. sector skills councils) Local (Skill) Councils or Bodies Leading LED by integrating skills as part of strategy Role of the partners - Set a clear and coherent legal framework and policies - Provide incentives for private sector participation - Develop supporting system - Facilitate, give autonomy to local and industry actors - Recognition of apprenticeship as a training/learning program - Recognition of apprentices as learner before employee - Provision of quality training, incl. designing and maintenance - Safeguard the rights of apprentices - Ensure the practice of training according to the agreement - Contribute to design and implementation of training Government Employers Trade unions Skills Diversification for Expanded Employment Opportunities Good practices (China, Australia) - Early warning and actions are critical - Skills profiling, assessment and certification of transferable skills (forestry sector, Australia) - Re-training should focus on local labour demand by including employers in training course planning - Public Employment Service (PES) job-brokering services (career guidance) can be important support service (Wuhan, China) - Internships/work trials in companies for 3-6 months for redundant workers Summary Public private partnerships are an essential element for effective skill development While importance of PPP is accepted, engaging industry in skills development remains a challenge Well-regulated and structured apprenticeships can be one of the most effective ways of training Power of local/sector actions cannot be overlooked for effective apprenticeships and PPP (PPP can work best when implemented at sector/local levels, where community of interest is present)  Skill diversification: Early warning and actions for skills profiling, recognition and training Thank you Akiko Sakamoto International Labour Organization Bangkok, Thailand sakamoto@ilo.org

Score: 905355.1 - https://www.ilo.org/wcmsp5/gro...s/presentation/wcms_518962.pdf

  Session 6_Karthikeyan

It would be better to develop leadership skills through training and experience sharing. Key words: Cooperative Leadership, Leadership Skill, Skills Audit, Skills Inventory, Skill Set Advancing social justice, promoting decent work 2 Background of the Study Advancing social justice, promoting decent work 3 Problem Statement & Justification • Cooperative leaders are facing many competing forces (FDRE, 2005) • In countries where cooperative movement is weak and ineffective, the absence of dynamic leadership is one of the major causes (ICA, 1963). • These indicate that there is strong and direct relationship between cooperative leadership skill level and cooperative performance. • Hence, this research study was initiated to asses’ skills inventory, measure skills sets and analyzes determinants of cooperative leadership skill level to fulfill the gap Advancing social justice, promoting decent work 4 Objectives of the Study To assess skills inventory of cooperative leaders in selected MPCS; To measure the level of importance and proficiency of leadership skill sets of cooperative leaders; and To analyze the determinants of leadership skill level among leaders of MPCS in the study area. (...) Advancing social justice, promoting decent work 9 Major Findings Level of importance and proficiency of leadership skill sets The overall result of human and conceptual skill sets shows that majority of leaders are at high level of importance and leaders are at medium level in proficiency. As for technical and industry knowledge skill sets importance and proficiency of leaders are at medium level, and they are at high level in importance and proficiency in communication & emotional intelligence skill sets Advancing social justice, promoting decent work 10 Responses Skill Sets Level of Importance N=126 Level of Proficiency N=126 LLI MLI HLI LLP MLP HLP Human Skill 9(7.10) 57(45.70) 60(47.60) 29(23.00) 56(44.40) 41(32.50) Conceptual Skill 21(16.70) 52(16.70) 53(42.10) 16(16.70) 61(48.40) 49(38.90) Technical Skill 17(13.50) 79(62.70) 30(23.80) 21(16.70) 59(46.80) 46(36.50) Communication Skill 35(27.80) 45(35.70) 46(36.50) 21(16.70) 52(41.30) 53(42.10) Emotional Intelligence Skill 12(09.50) 51(40.50) 63(50.00) 15(11.90) 49(38.90) 62(49.20) Industry Knowledge 6(04.80) 86(68.3) 34(27.00) 22(17.50) 64(50.80) 40(31.70) Major Findings Determinants of Cooperative Leadership Skill Level Six variables were found to be significant by influencing leadership skill level in the study area.

Score: 903539.6 - https://www.ilo.org/wcmsp5/gro...enericdocument/wcms_761825.pdf

  Overcoming obstacles to digital skills development - ITU Hub

Overcoming obstacles to digital skills development - ITU Hub This website will offer limited functionality in this browser. (...) Keeping up the momentum Digital Skills Insights 2021 from the International Telecommunication Union (ITU) highlights promising solutions and partnerships to help governments foster digital skills and ensure a better future. (...) Adapted from the article ‘ From connectivism to connectivity: Digital skills in the COVID-19 context’ by Travis Heneveld.

Score: 902363.3 - https://www.itu.int/hub/2022/0...es-digital-skills-development/

  Boosting digital skills in healthcare - ITU Hub

Mapping skill sets A first logical step is to understand skill levels across different healthcare services. (...) Mapping the skill sets required to upskill the workforce is fundamental to any digital health competency framework, said Hani Eskandar, Digital Services Senior Coordinator at ITU. The Digital Health Leadership training course developed by ITU and WHO was designed to map and boost the digital skills of health leaders across the world. The initiative aims to build communities of digital health experts, particularly in the Global South, who can spearhead innovations with an enhanced set of diverse and targeted digital skills.

Score: 901999.1 - https://www.itu.int/hub/2021/0...-digital-skills-in-healthcare/