 Your new post is loading...
Your new post is loading...
Ensuring skills training is relevant and accessible to Quebec’s diverse workforce will be a key focus in addressing the region’s labour shortage, and is vital to building a robust economy across the province and across Canada.
We are partnering with the Commission des partenaires du marché du travail (CPMT), to ensure workers, employers and policymakers can respond to the demographic, technological and environmental factors transforming the region’s economy. The CPMT is a provincial, consultative organization that convenes relevant business, labour, education, community and government stakeholders, all with the goal of improving the labour market.
Over three years, the $20 million partnership is supporting 68 partner organizations to ensure Quebec is well poised to support the workforce of the future. In particular, testing ways to help underrepresented groups participate fully in Quebec’s labour market will provide insights and promising practices that can be applied across the broader skills ecosystem in Canada, as our population grows increasingly diverse.
The Reskilling Revolution, fueled further by the COVID-19 pandemic, is here, and likely here to stay, as automation begins to displace human labor and businesses rethink their workforce needs. Many organizations are rethinking the traditional method of career ladders as a form of employee development and advancement in favor of helping employees establish career paths, encompassing varied forms of career progression, both inside and even outside the organization. Career paths not only provide employees with an ongoing way to enhance and expand their skills, leading to improved outcomes in their current role and to more mobility in their careers, but they can also improve overall engagement, happiness and productivity across the workforce. This is especially important amid what many are calling “The Great Resignation.”
Join us for this discussion on how organizations can help their people identify the skills they need (and want) to pursue in order to deliver a positive ROI to the organization and set themselves up for success long into the future.
Reducing Europe’s net carbon emissions to zero by 2050, as the EU Green Deal calls for, will almost certainly require a continent-wide effort. The scope of that effort has prompted questions about who would benefit and who would not.
This report details the findings of research into national training funds linked to employer levies in eight countries of the Southern African Development Community (SADC): Botswana, Malawi, Mauritius, Namibia, South Africa, United Republic of Tanzania, Zambia and Zimbabwe.
The report includes an international literature review of levy systems globally to inform the country research which involved secondary data analysis, an online survey, and in-depth interviews with key stakeholders in the eight countries involved. The research drew on the views of representatives from government, the organizations managing the training funds, workers’ organizations and employers’ organizations. The report makes high level recommendations on levy based training funds in general as well as for the eight national training funds reviewed which are documented through country briefs in Part B of this report.
This new report makes seven recommendations for creating a more coherent and responsive skills system to support small and medium enterprises (SMEs) and lifelong learning in England.
Operationally intensive companies have entered a new wave of automation and digitization. That will have a big impact on the skills they need to remain competitive.
Employee development may be a complex, long-term priority, but it’s more effective than short-term responses to disruption.
Teacher professional development is mission critical to realizing International Day of Education’s goal of ensuring a quality education for all.
By looking at their supply of skills and talent in a new light today, organizations can take actions that better prepare their companies for tomorrow’s challenges.
The discovery and exploitation of oil, gas and mining usually brings in its wake high expectations of employment opportunities for countries where the resource extraction is taking place. However, there is often a mismatch between these expectations and the actual jobs that the oil, gas an
Via Marguerite WOTTO
This note presents key findings of a comprehensive study analysing participation, outcomes, quality and challenges of apprenticeships, internships/traineeships and volunteering schemes. Its focus is on two questions of particular relevance for the Employment and Social Affairs Committee:What are the employment effects of each scheme and to which extent do they show a risk of abusing young people as cheap labour? Further, it discusses different quality frameworks and remaining gaps.
|
Skills development must be a shared purpose, embraced and supported by employers, employees and society at large.
Postpandemic skill gaps need filling, and formal learning alone won’t do the trick. Scaling the lost art of one-on-one learning can make the difference.
One of the dominant narratives in the media is that we need to produce more workers now who can do whatever is needed now, using short-term post-secondary certification programs. The focus is typically on “vocational” skills, contrasted with what too often are characterized as relatively useless liberal education outcomes. Of course, short-term vocational skills-based programs are critically important and well suited for many people. But this is not an acceptable policy choice for addressing the demands of the 21st century workplace and fixing the shortcomings of American higher education. Abbreviating post-secondary preparation programs may well reduce short-term costs for students, institutions, and many employers. However, privileging short-term job training over demanding educational experiences associated with high-levels of intellectual, personal, and social development — a foundation for continuous life-long learning — is a bad idea for individuals, for the long-term vitality of the American economy, and for our democracy.
As 2020 has brought a pandemic, an acceleration into the future of work and a recession, higher education needs somewhat of a reform to accommodate today’s diverse learner population.
Skills development has an important role to play in the immediate effort to lessen the impact of COVID-19 while the pandemic is active, in building the resilience of workers and firms, and in preparing for recovery. Time is of the essence in this response, to help speed recovery from recession, to get people back to work safely, to limit the career scarring effects of prolonged unemployment and skills mismatch, and to take advantage of opportunities that may otherwise dissipate over time. These Rapid Assessment guidelines aim to inform timely and practical action within the constraints of public health and workplace OSH policies. The guidelines focus on three broad types of impact on the labour market, and hence on demand for skills and opportunities for workers, with implications for reskilling and upskilling needs.
Learning itself is a skill. Unlocking the mindsets and skills to develop it can boost personal and professional lives and deliver a competitive edge.
the Government is investing $40 million over three years in the Union Training and Innovation Program and has launched two calls for proposals. Eligible organizations are encouraged to apply for funding through two streams: Stream 1: Investments in Training Equipment; and Stream 2: Innovation in Apprenticeship.
Take time to give thought to things you like, skills that would benefit your career, and learning experiences that would be beneficial to share within your work group. Then establish goals and an action plan.
The ‘Digital Roadmap’ launched by the Pathways for Prosperity Commission this week correctly emphasises the need to put people at the centre of the digital future by equipping them with foundational skills in literacy and numeracy, digital skills and ‘soft skills’ such as communication, management, analytical thinking and problem-solving. Lack of relevant skills in the digital age can limit opportunities for African countries to make the most of digital technologies and catch up.
The Skills Builder Framework breaks down each of the eight essential skills into fifteen tangible, teachable and measurable steps. We can use it with children, young people and ourselves to clarify what success looks like in each skill and to map out the trajectory for proficiency. It’s the culmination of four years of learning and builds on the expertise of over 60 leading organisations and individuals across the sector. It's also been independently reviewed twice and used by over 10,000 teachers with over 200,000 children and young people to date.
This study seeks to provide a comprehensive and robust evidence base in relation to low-skilled adults in the European Union. It analyses trends in low skills among adults as well as characteristics, determinants and risks of being low skilled.
The report shows how countries can make the most of global value chains, socially and economically, by investing in the skills of their populations. Applying a “whole of government” approach is crucial. Countries need to develop a consistent set of skills-related policies such as education, employment protection legislation, and migration policies, in coordination with trade and innovation policies.
|
