State of Skills - Country briefs

The SKILL-UP Programme produced 36 country profiles on the state of TVET policies and systems, as well as a regional brief on the state to skills in Africa. These briefs provide a mapping of skills systems across all regions.

Page web | 1 avril 2020
Successful country interventions need to be based on a clear understanding of the state of skills in the country and identifying the challenges that confront the skills system and opportunities to address them. Having a brief snapshot of the country’s skills development status can be useful to inform ILO and development partners concerning possible technical interventions in the countries.

Responding to that need, the SKILL-UP Programme produced a collection of 36 country profiles on the state of TVET policies and systems, as well as a regional brief on the state to skills in Africa. These documents, taken together, provide a mapping of skills systems across all regions. The mapping focuses especially on issues such as the contribution of skills systems to decent work, the role of tripartism in TVET governance, and how countries and skills developments systems are responding to the impact of global drivers of change. The summaries also highlight challenges and opportunities for each country.

COUNTRY BRIEFS

Bangladesh Belize  Burkina Faso    
Cambodia Cameroon Central African Republic
Côte d'Ivoire Democratic Republic of the Congo Ethiopia
Gabon Gambia Ghana
Guinea Equatorial India Jordan
Kenya Kyrgyzstan Lebanon
Mali Mauritania Moldova
Myanmar Niger Nigeria
Pakistan Panama Philippines
Senegal South Africa Tanzania
Tunisia Uganda Uruguay
Zambia Zimbabwe
 



















 

 








AFRICA REGIONAL BRIEF

Although African economies are expected to grow in the 2020–21 biennium, the creation of decent jobs may not keep pace with the combined effects of population growth, unabated urbanization, climate change, migration and an increase in life expectancy. 

The regional brief provides a list of key policy recommendations to address these challenges:
  • Develop and implement a new generation of lifelong learning policies and strategies.
  • Strengthen the role of social partners and public–private partnerships (PPPs).
  • Coordinate and prioritize investment in skills development.
  • Strengthen quality apprenticeship, upgrade informal apprenticeship and increase other types of work-based learning programmes.
  • Adopt more “innovative” approaches.
  • Support the development of labour market information systems, skills anticipation and monitoring and evaluation schemes.