ilo skills system assessment tool identifying key issues
TRANSCRIPT
ilo.org
International Labour OrganizationRoute des Morillons 41211 Geneva 22 Switzerland
ILO Skills System Assessment Tool Identifying Key Issues and Challenges in National Skills Systems
ILO Skills System
Assessment Tool
ILO
9 789220 347553
ISBN 978-92-2-034755-3
X ILO Skills System Assessment Tool
Copyright © International Labour Organization 2021
First published 2021
Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition that the source is indicated. For rights of reproduction or translation, application should be made to ILO Publishing (Rights and Licensing), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: [email protected]. The International Labour Office welcomes such applications.
Libraries, institutions and other users registered with a reproduction rights organization may make copies in accordance with the licences issued to them for this purpose. Visit www.ifrro.org to find the reproduction rights organization in your country.
ISBN: 978-92-2-035689-0 (Print)
ISBN: 978-92-2-0356883-3 (Web PDF)
The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers.
The responsibility for opinions expressed in signed articles, studies and other contributions rests solely with their authors, and publication does not constitute an endorsement by the International Labour Office of the opinions expressed in them.
Reference to names of firms and commercial products and processes does not imply their endorsement by the International Labour Office, and any failure to mention a particular firm, commercial product or process is not a sign of disapproval.
Information on ILO publications and digital products can be found at: www.ilo.org/publns.
Produced by the Document and Publications Production,
Printing and Distribution Unit (PRODOC) of the ILO.Graphic and typographic design, layout and composition,
printing, electronic publishing and distribution.PRODOC endeavours to use paper sourced from forests managedin an environmentally sustainable and socially responsible manner.
Code: SCR-REP
XContents iii
X Contents
Introduction v
The Building Blocks of Skills Development Systems 1
Cross-Cutting Priorities 5
How to use this Assessment Tool 6
References 6
Questionnaire: Policies, Structures and Resources for Skills Development 7
Questionnaire: Anticipating, Planning and Monitoring Skills Development 9
Questionnaire: Developing, Certifying and Recognising Skills 11
Questionnaire: Improving Access to Skills Development and the Labour Market for All 13
Questionnaire: Skills for Employability, Decent Work and Productivity in the Workplace 15
X Introduction v
X Introduction
1 For information about which quantitative indicators can be used to measure the performance of skill systems see ILO (2015), UNESCO (2014) and OECD
The performance of skills systems can be assessed through different approaches that draw on both quantitative and qualitative sources of data and tools. Different indicators can be used to measure key areas of performance such as enrolments, completions, employment outcomes and cost effectiveness.1
However, as skill systems in low and middle income countries often do not have access to sufficient data to measure performance against a com-prehensive set of quantitative indicators, consultations and interactions with national stakeholders can be used to identify the key issues and chal-lenges faced by the national system.
In these contexts, qualitative methods and tools become more relevant, and to that end, this guide provides a series of questions that can be used to identify key issues and challenges in the system and thus provide a foundation upon which further research and analysis can be done.
The questions in the guide are grouped under five main thematic areas of focus which, for the purpose of this guide, have been called the ‘building blocks’ of skills systems.
Each of the building blocks are interrelated and reforms to one may have implications or impact on another. This highlights the holistic nature of reform and the significance of paying attention to how different building blocks may relate to each other when embarking upon any process of policy change. The building blocks used in this guide are not the only way to describe the key elements and functioning of a skill system, but they provide a simple basis for engagement with this topic.
Under each of the five building blocks, a series of questions are presented that address particular issues and conditions in the system and which give stakeholders the opportunity to respond by indicating the current state of development in that area, what evidence they are using to inform their choice, and what key factors affect performance in that area.
The information and insights gained from stakeholders through this process can provide useful inputs to a formal review of a skills system, through national regional and/or sectoral consultations.
In this way, the ILO Skill System Assessment Tool provides a useful resource for ILO staff and constituents who wish to review key elements of their skills system using qualitative methods.
X The Building Blocks of Skills Development Systems 1
X The Building Blocks of Skills Development Systems
Skills systems involve complex interactions between individual learners, workers and employers, and a range of institutions and stake-holders in the public and private sector. These include education and training providers, regula-tory bodies and intermediaries such as public and private employment services, business support services and local and regional authorities. There are complex financing and data flows, highly reg-ulated assessment and certification systems and multiple interactions with different policy domains where the politics of skill formation affect the pro-grams and policies that result. Consequently, it is difficult to address all these aspects and interac-tions in a simple conceptual framework for skills development.
Given this complex set of actors and interactions, the concept of “building blocks” of skill systems has been developed to present a simplified model of a skill system that highlights the key func-tional areas. The building blocks (BB) identify the five high-level functions of a skills development system as:
X BB1 Provide policies, structures and resources for skills development
X BB2 Anticipate, plan and monitor skills development
X BB3 Develop, certify and recognise skills
X BB4 Improve access to skills development and the labour market
X BB5 Provide skills for employability, decent work and productivity
The summary diagram below (Figure 1) reflects the five building blocks and the centrality of poli-cies, key institutions and financing to all areas of a skills system.
The representation in Figure 1 is deliberately generic so it can act as a starting point for the review and analysis of any skills system and it reflects the framework of questions used in this assessment tool. Each of the building blocks are now considered in more detail.
Figure 1: The Five Building Blocks of Skill Systems
Policies,Structures
andResources
Anticipate, Plan andmonitor SkillsDevelopment
DevelopCertify andrecognise
Skills
Provide Skills forEmploability, Decent
Work and Productivity
ImproveAccess
to SkillsDevelopment
and theLabourMarket
The first of the building blocks is entitled Policies, Structures and Resources for Skills Development. This is the foundation required for skills systems to function and for vocational edu-cation and training to be available. It is essential that a country’s skills system has an overarching national policy framework, providing guidance on the strategic vision for skills development over the next five to 10 years, including at the national, sector or regional level. This provides clear policy guidance and sets out key constraints and needs, as well as priority areas for reform. For each country this will be different. An equally important part of the foundation for reform are appropriate management and governance sys-tems for national and sector-wide coordination. This helps ensure there is accountability over how resources are utilized and able to support the move towards a unified system, supported by legislation, and enabled by sector based or decentralized approaches to provision. Another key element is sustainable funding arrangements, comprising different measures to ensure suffi-cient investment, adequate resourcing and appro-priate incentives that allow for diversification of funding and development of system where those who benefit make a suitable contribution. The key elements of this building block are therefore:
X Policies and strategies for reform;
X Governing skills systems; and
X Financing skills systems.
The second building block concerns Anticipating, Planning and Monitoring Skills Development. This key technical area influences all other building blocks of a system and highlights the intercon-nected nature of skills systems and the challenge of reform efforts. Governments need to support the development of Labour Market Information Systems (LMIS) that provide information and intelligence about labour market trends and their impact on skills. Whatever institution or insti-tutions are involved in this work, they need to develop appropriate strategies for the collection, analysis and dissemination of information in a coherent and integrated way. The outputs need to be analysed and used as the basis for determining current and future skills needs. The outputs should also feed directly into the policy process, helping planners to make more informed deci-sions about how they should influence the supply
and demand for skills. Information from the LMIS can also be used to support performance moni-toring of policies and programs. Policy oriented research is also required to help explain trends behind the figures and provide the basis for incor-porating stakeholder views and experiences into the ongoing process of policy review. The key ele-ments of this building block are therefore:
X Understanding current and future skill needs;
X Undertaking effective policy orientated research; and
X Monitoring and evaluating the effectiveness and efficiency of skills systems.
The third building block focuses upon Developing, Recognizing and Certifying Skills. At the heart of any skill system are the practices associated with the delivery of training. The development of skills and reporting of their achievement involves many elements. Different sites of learning, dif-ferent types of programs, different delivery and assessment methods and tools and different education and training institutions. Qualification systems, including national qualification frame-works, help establish learning pathways and ensure comparability between academic and vocational streams. To ensure validity and trust-worthiness of qualifications, the processes must be underpinned by reliable and standardised quality assurance arrangements and mecha-nisms. These ensure that the contents of pro-grams, skill standards and assessment meet the quality requirements expected by stakeholders. The key to developing and upgrading existing standards, as well as ensuring valid assessment techniques, is to involve social partners in these processes. Of course without capable managers, principles, teachers and trainers, skills systems cannot provide high quality and relevant pro-grams. Because of this, attention equally needs to be given to the operations of education and training institutions and the working conditions they provide. The key elements of this building block are therefore:
X Qualifications and curriculum for skills development;
X Delivering, assessing and recognising skills;
X Improving the effectiveness of public and private training providers; and
X The Building Blocks of Skills Systems 3
X The quality assurance of skills.
The penultimate building block for reform focuses upon Improving Access for All to Skills Development the Labour Market. The key focus here is the need to understand the nature of the challenge facing groups disadvantaged in the labour market. These disadvantages might include a lack of skills, poor education, geo-graphical location, physical or psychological condition or their general poor position in the labour market (e.g. working in the informal sector or forced to work overseas due to lack of opportunities at home). Once the nature of the barriers is understood, it is possible to tailor the appropriate response. For some young people for example, they may need to focus on educa-tional attainment or core skills, and for others it might be about technical skills or work experi-ence. For those working in the informal sector or isolated areas, the focus of delivery might be different, and it will be necessary to mobi-lize community support and, where possible, appropriate technology to deliver training and support productivity improvements. Specific support will be required for migrant workers, including assessment of skills and accredita-tion of prior learning, as well as other forms of support and advice during their work overseas and when they return. In this building block the important linkages with employment services and other support mechanisms to facilitate more effective labour market transitions are considered. The key elements of this building block are therefore:
X Accessing skills development;
X Skills and the informal economy; and
X Supporting transitions into and within the labour market.
The final building block is entitled Skills for Employability, Decent Work and Productivity in the Workplace. The move towards work-based learning and improved utilization of skills sup-ports productivity improvements and are key to rising incomes and improving living standards, both in the formal and informal sectors. However, specific structures, programs and incentives are required to ensure that skills are developed and used effectively in the workplace. Apprenticeships and other programs combining on and off the job learning are central to these efforts. Common incentives for encouraging workplace learning include financing through employer levy-grant systems for skills development. At the company or plant level utilization of skills can be encour-aged through the use of effective HR, manage-ment practices. Effective utilization depends upon matching skills to business demand, all of which can be facilitated through appropriate tripartite agreements between governments, unions and employers. This building block also includes the need for governments and social partners to sup-port and enable lifelong learning and ensure that core and digital skills to ensure employability are developed and recognised through formal, non-formal and informal learning. The commitment to learning also needs to be combined with meas-ures to support local economic development and productivity growth including support for SME development. The key elements of this building block are therefore:
X Skills development and employability (including core and digital skills);
X Apprenticeships and work based learning;
X Supporting skill utilisation & enterprise development; and
X Facilitating life-long learning for workers.
XCross-Cutting Priorities 5
X Cross-Cutting Priorities
A part key of the ILO’s approach to skills reform, involves support for a number of cross-cutting themes. Whilst these themes are not separately addressed in this guide, specific questions related to these cross-cutting themes have been included in each building block. The cross-cutting themes are as follows:
Facilitating Social Dialogue: The ILO is the only UN organization that is tripartite in structure. When the ILO was created in 1919, the founders determined that it should be tripartite, based on the assumption that social justice and peace could be achieved only with the involvement of all social partners. On this basis, the design, development and implementation of policy, strategy and pro-grams must involve representatives of govern-ment, workers and employers and any program of review or reform must involve this tripartite participation.
Supporting Policy Coherence and Coordination: The ILO emphasizes the importance of coherence in policy making through linking skills development to broader growth, employment and development strategies. Under this approach government must work with social partners to determine priorities, ensuring linkages are made between economic and social priorities, taking on board the equality of opportunity and inclusivity. In addition, this approach requires improved coordination between ministries, as well as between education providers and enterprises. For governments it is necessary to ensure coordination occurs horizontally between ministries for skills development, education and labour, and sector or line-based ministries. With the move towards decentralization it is equally important to have coordination between cen-tralised Ministries and their counterparts at the provincial/state or district levels, ensuring that effective implementation occurs
Improving access, equity and inclusivity. Those who have had the opportunity to acquire market-able skills are more likely to gain access to Decent Work than those who do not. Therefore, the ILO and its partners support equality of opportuni-ties for access to skills development regardless
of a person’s background or position in society. This is achieved through facilitating changes to existing legislation or polices, the introduction of new policies or legislation and the sharing of good practices in vocational training, as well as the iden-tification of steps or actions required to promote inclusivity. All of the former will require tripartite action, ensuring that an inclusive approach to skills development is more likely to occur.
Adopting a sectoral approach to skills develop-ment. A sector-based approach to skills develop-ment is another important thematic issue used by the ILO. Under a sector-based approach tripartite partners come together in order to anticipate demand and growth opportunities in their sector for future success. This enables the partners to determine skill shortages and gaps in the sector, and corresponding actions required to tackle them. Employers and social partners operating in the same sector have a common interest to work together on issues around skills develop-ment. Sector skills development can involve the creation of institutional structures to coordinate sector skills development in the sector. These Sector Skills Bodies often develop sector specific skills strategies which outline actions that would be implemented over a five-year period.
Supporting the transition to a green economy: This has seen the commitment to Sustainable Development Goals, attempts at global agree-ments on climate change and accompanying measures for the greening of national econo-mies key to facilitating the transition to a green economy is the UN’s Partnership for Action on Green Economy (PAGE), supported by various funding partners to help government reorient their economies towards sustainability. More specifically, the ILO is supporting a programme aimed at the greening of enterprises, specifically around how they can produce more environmen-tally friendly goods and services. Enterprises are at the centre of the shift towards sustainable development and services, and this facilitates the greening of jobs, as well as raising the demand for green skills.
X How to use this Assessment Tool
This assessment tool can be used in a variety of ways.
It can be used to focus on the performance of one part of a skills system or used to review the system in its entirety.
It can be distributed to stakeholders as a self assessment tool to be completed individually or in groups, either face-to-face or online, or it can be used as a resource as part of a facilitated process with the inputs of external specialists or one managed by the stakeholders themselves.
Under each of the five building blocks, a series of questions are presented that address particular issues and conditions and which give stakeholders the opportunity to respond by indicating the current state of development in that area, what evidence they are using to inform their choice, and what key issues exist that are affecting performance in that area.
Although there will be common elements, few national systems will use the same terminology or have the same names and structural relationships for the different parts of the system and the
processes that exist. Each skills system will reflect its own history and context, and will carry different understandings of the role of training and vocational education in political structure and culture. As such, the key elements under which the questions are grouped in each building block are presented as functions rather than assigning them to named authorities or organizations, and the questions in the assessment tool have been developed with this in mind.
The information and insights gained from stakeholders through the process of engaging with the questionnaire can provide a useful input into a formal review of a part or all of a skills system through national, regional and/or sectoral consultations.
The results of the assessment can then be used to identify key issues that need to be addressed in any reform process and completing the questionnaire will generate information that can be used to initiate and inform ongoing stakeholder consultations as part of a policy review process or system reform initiative.
X ILO Skills System Assessment Too6
ReferencesILO (2015) SDG Note: Skills for Employment,
http://www.ilo.ch/wcmsp5/groups/public/-- -dgreports/- - - integration/documents/genericdocument/wcms_561756.pdf
OECD (2020) World Indicators of Skills for Employment (WISE) database https://www.oecd.org/employment/skills-for-employment-indicators.htm
UNESCO (2014) Proposed indicators for assessing technical and vocational education and training: working document https://unesdoc.unesco.org/ark:/48223/pf0000260674
X
Que
stio
nnai
re: P
olic
ies,
Stru
ctur
es a
nd R
esou
rces
for S
kills
Dev
elop
men
t
Build
ing
Bloc
k 1:
Polic
ies,
Stru
ctur
es a
nd R
esou
rces
for S
kills
Dev
elop
men
tSt
age
of D
evel
opm
ent
Evid
ence
Key
Issu
es
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Polic
ies
and
Stra
tegi
es fo
r Re
form
Is S
kills
Dev
elop
men
t Use
d as
a
Tool
for E
cono
mic
Dev
elop
men
t?1.
Do
es sk
ills d
evel
opm
ent f
eatu
re in
nat
iona
l and
regi
onal
pol
icies
on
econ
omic
deve
lopm
ent?
2.
Does
skills
dev
elop
men
t pol
icy e
xplic
itly
supp
ort e
cono
mic
de
velo
pmen
t goa
ls?
3.
Does
skills
dev
elop
men
t pol
icy e
xplic
itly
supp
ort t
rans
ition
to a
gre
en
econ
omy?
4.
Hav
e ec
onom
ic se
ctor
s with
pot
entia
l for
gro
wth
bee
n id
entif
ied?
5.
Is in
dust
ry co
mpl
aini
ng o
f ski
ll sh
orta
ges a
nd h
ard-
to-fi
ll va
canc
ies?
6.
Is la
ck o
f cer
tain
skills
hol
ding
bac
k de
velo
pmen
t or g
row
th o
f key
ec
onom
ic se
ctor
s?
7.
Do tr
aini
ng p
rovi
ders
hav
e th
e re
sour
ces a
nd fl
exib
ility
to re
spon
d to
ec
onom
ic de
velo
pmen
t nee
ds?
Is S
kills
Dev
elop
men
t Use
d as
a
Tool
for A
chie
ving
the
SDG
s?8.
Do
es g
over
nmen
t rec
ogni
se th
e co
ntrib
utio
n w
hich
skills
de
velo
pmen
t can
mak
e to
war
ds a
chie
ving
the
SDGs
?
9.
Does
skills
dev
elop
men
t pol
icy e
xplic
itly
posit
ion
itsel
f as a
mea
ns o
f ac
hiev
ing
the
SDGs
?
10.
Is th
ere
evid
ence
of s
kills
dev
elop
men
t ini
tiativ
es fo
cuse
d on
the
SDGs
?
11.
Is sk
ills d
evel
opm
ent d
ata
used
to m
easu
re p
rogr
ess t
owar
ds th
e SD
Gs?
Are
Geo
grap
hic
and
Sect
oral
In
tere
sts
Repr
esen
ted
in S
kills
D
evel
opm
ent
Polic
y-M
akin
g?
12.
Is re
spon
sibilit
y fo
r ski
lls d
evel
opm
ent p
rovi
sion
held
nat
iona
lly o
r de
volv
ed to
regi
onal
adm
inist
ratio
ns?
13.
Do re
gion
s hav
e au
tono
my
over
the
type
and
cont
ent o
f tra
inin
g pr
ogra
mm
es in
thei
r are
a?
14.
Do th
e so
cial p
artn
ers h
ave
a re
mit
for s
kills
dev
elop
men
t in
thei
r Ar
ticle
s or C
onst
itutio
n?
15.
Do se
ctor
al b
odie
s rep
rese
ntin
g em
ploy
ers a
nd w
orke
rs a
ctiv
ely
enga
ge in
skills
dev
elop
men
t pol
icy-m
akin
g an
d st
rate
gy
deve
lopm
ent?
16.
Does
the
gove
rnm
ent b
ody
with
resp
onsib
ility
for s
kills
dev
elop
men
t pr
ovid
e op
port
uniti
es fo
r sec
tora
l bod
ies r
epre
sent
ing
empl
oyer
s and
w
orke
rs to
eng
age
in sk
ills d
evel
opm
ent p
olicy
-mak
ing
and
stra
tegy
de
velo
pmen
t?
Build
ing
Bloc
k 1:
Polic
ies,
Stru
ctur
es a
nd R
esou
rces
for S
kills
Dev
elop
men
t (Fi
nal)
Stag
e of
Dev
elop
men
tEv
iden
ceKe
y Is
sues
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Gov
erna
nce
of
Skill
s Sy
stem
sH
ow is
Pol
icy
Dev
elop
men
t Ca
rrie
d O
ut?
17.
Is th
ere
a sin
gle
min
istry
or g
over
nmen
t age
ncy
with
resp
onsib
ility
for
deve
lopi
ng sk
ills p
olicy
?18
. Do
all
gove
rnm
ent b
odie
s with
a re
mit
for s
kills
dev
elop
men
t com
ply
with
a si
ngle
pol
icy?
19.
Is th
e po
licy
rela
ting
to sk
ills d
evel
opm
ent r
egul
arly
revi
ewed
and
am
ende
d ac
cord
ingl
y?Is
The
re H
oriz
onta
l and
Ver
tical
Co
ordi
natio
n?20
. Is
ther
e a
mec
hani
sm fo
r int
er-m
inist
eria
l coo
pera
tion
on sk
ills
deve
lopm
ent?
21.
Are
ther
e ef
ficie
nt co
mm
unica
tion
chan
nels
betw
een
polic
y-m
aker
s an
d de
liver
ers o
f ski
lls d
evel
opm
ent?
22.
Is th
ere
evid
ence
of s
kills
dev
elop
men
t pol
icy b
eing
influ
ence
d by
fe
edba
ck fr
om tr
aini
ng p
rovi
ders
?Is
The
re E
nabl
ing
Legi
slat
ion
and
Regu
latio
n23
. Is
ther
e a
mec
hani
sm fo
r ens
urin
g co
mpl
ianc
e w
ith le
gisla
tion
by a
ll in
stitu
tions
with
resp
onsib
ility
for s
ome
aspe
ct o
f ski
lls d
evel
opm
ent?
24.
Are
ther
e cle
ar ta
rget
s for
skills
dev
elop
men
t im
pact
, ou
tcom
es a
nd
outp
ut?
25.
Is th
ere
a re
liabl
e sy
stem
for m
easu
ring
prog
ress
tow
ards
skills
de
velo
pmen
t tar
gets
?Fu
ndin
gW
hat S
ourc
es o
f Fun
ding
Exi
st fo
r Sk
ills
Dev
elop
men
t?26
. Ar
e th
ere
dive
rse
sour
ces o
f fun
ding
for s
kills
dev
elop
men
t?
27.
Do e
mpl
oyer
s and
wor
kers
cont
ribut
e di
rect
ly o
r ind
irect
ly to
fund
ing
skills
dev
elop
men
t?28
. Is
fund
ing
cons
isten
t yea
r-on-
year
, to
allo
w fo
r lon
g-te
rm p
lann
ing?
29.
Are
fund
ing
sour
ces r
elia
ble
and
sust
aina
ble?
30.
Are
fund
s ade
quat
e fo
r cur
rent
and
futu
re sk
ills d
evel
opm
ent n
eeds
?
31.
Can
train
ing
prov
ider
s rai
se, a
nd k
eep,
add
ition
al fu
nds,
with
out
bein
g fin
ancia
lly p
enal
ised?
Are
Ther
e Fi
nanc
ial I
ncen
tives
for
Skill
s D
evel
opm
ent P
rovi
sion
?32
. Ar
e th
ere
ince
ntiv
es fo
r em
ploy
ers t
o de
liver
on-
the-
job
train
ing?
33.
Is th
ere
enha
nced
fund
ing
for t
rain
ing
prov
ider
s who
del
iver
trai
ning
to
mem
bers
of d
isadv
anta
ged
grou
ps?
34.
Is th
ere
enha
nced
fund
ing
for t
rain
ing
prov
ider
s to
deliv
er tr
aini
ng fo
r oc
cupa
tions
or s
ecto
rs e
xper
ienc
ing
skill
shor
tage
s?
Are
Ther
e Fi
nanc
ial I
ncen
tives
for
Skill
s D
evel
opm
ent U
ptak
e?35
. Do
wor
kers
rece
ive
ince
ntiv
es to
par
ticip
ate
in li
felo
ng le
arni
ng?
36.
Do le
arne
rs re
ceiv
e in
cent
ives
to tr
ain
in a
reas
of s
kills
shor
tage
, ei
ther
dire
ctly
or t
hrou
gh re
duct
ion
in fe
es?
37.
Do sc
hool
-leav
ers r
ecei
ve fi
nanc
ial s
uppo
rt to
cont
inue
into
TVE
T?
How
is B
udge
ting
for S
kills
D
evel
opm
ent M
anag
ed?
38.
Is sk
ills d
evel
opm
ent a
dist
inct
, and
recu
rrin
g, it
em in
the
gove
rnm
ent’s
bud
get?
39.
Does
the
budg
et co
ver b
oth
oper
atio
nal a
nd d
evel
opm
ent c
osts
?
40.
Is th
e sk
ills b
udge
t com
para
ble
in si
ze to
the
high
er e
duca
tion
budg
et?
41.
With
in th
eir b
udge
t allo
catio
n, is
ther
e an
ele
men
t of d
iscre
tion
for
budg
et h
olde
rs in
how
the
mon
ey is
spen
t?
Build
ing
Bloc
k 1:
Polic
ies,
Stru
ctur
es a
nd R
esou
rces
for S
kills
Dev
elop
men
t (Fi
nal)
Stag
e of
Dev
elop
men
tEv
iden
ceKe
y Is
sues
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Gov
erna
nce
of
Skill
s Sy
stem
sH
ow is
Pol
icy
Dev
elop
men
t Ca
rrie
d O
ut?
17.
Is th
ere
a sin
gle
min
istry
or g
over
nmen
t age
ncy
with
resp
onsib
ility
for
deve
lopi
ng sk
ills p
olicy
?18
. Do
all
gove
rnm
ent b
odie
s with
a re
mit
for s
kills
dev
elop
men
t com
ply
with
a si
ngle
pol
icy?
19.
Is th
e po
licy
rela
ting
to sk
ills d
evel
opm
ent r
egul
arly
revi
ewed
and
am
ende
d ac
cord
ingl
y?Is
The
re H
oriz
onta
l and
Ver
tical
Co
ordi
natio
n?20
. Is
ther
e a
mec
hani
sm fo
r int
er-m
inist
eria
l coo
pera
tion
on sk
ills
deve
lopm
ent?
21.
Are
ther
e ef
ficie
nt co
mm
unica
tion
chan
nels
betw
een
polic
y-m
aker
s an
d de
liver
ers o
f ski
lls d
evel
opm
ent?
22.
Is th
ere
evid
ence
of s
kills
dev
elop
men
t pol
icy b
eing
influ
ence
d by
fe
edba
ck fr
om tr
aini
ng p
rovi
ders
?Is
The
re E
nabl
ing
Legi
slat
ion
and
Regu
latio
n23
. Is
ther
e a
mec
hani
sm fo
r ens
urin
g co
mpl
ianc
e w
ith le
gisla
tion
by a
ll in
stitu
tions
with
resp
onsib
ility
for s
ome
aspe
ct o
f ski
lls d
evel
opm
ent?
24.
Are
ther
e cle
ar ta
rget
s for
skills
dev
elop
men
t im
pact
, ou
tcom
es a
nd
outp
ut?
25.
Is th
ere
a re
liabl
e sy
stem
for m
easu
ring
prog
ress
tow
ards
skills
de
velo
pmen
t tar
gets
?Fu
ndin
gW
hat S
ourc
es o
f Fun
ding
Exi
st fo
r Sk
ills
Dev
elop
men
t?26
. Ar
e th
ere
dive
rse
sour
ces o
f fun
ding
for s
kills
dev
elop
men
t?
27.
Do e
mpl
oyer
s and
wor
kers
cont
ribut
e di
rect
ly o
r ind
irect
ly to
fund
ing
skills
dev
elop
men
t?28
. Is
fund
ing
cons
isten
t yea
r-on-
year
, to
allo
w fo
r lon
g-te
rm p
lann
ing?
29.
Are
fund
ing
sour
ces r
elia
ble
and
sust
aina
ble?
30.
Are
fund
s ade
quat
e fo
r cur
rent
and
futu
re sk
ills d
evel
opm
ent n
eeds
?
31.
Can
train
ing
prov
ider
s rai
se, a
nd k
eep,
add
ition
al fu
nds,
with
out
bein
g fin
ancia
lly p
enal
ised?
Are
Ther
e Fi
nanc
ial I
ncen
tives
for
Skill
s D
evel
opm
ent P
rovi
sion
?32
. Ar
e th
ere
ince
ntiv
es fo
r em
ploy
ers t
o de
liver
on-
the-
job
train
ing?
33.
Is th
ere
enha
nced
fund
ing
for t
rain
ing
prov
ider
s who
del
iver
trai
ning
to
mem
bers
of d
isadv
anta
ged
grou
ps?
34.
Is th
ere
enha
nced
fund
ing
for t
rain
ing
prov
ider
s to
deliv
er tr
aini
ng fo
r oc
cupa
tions
or s
ecto
rs e
xper
ienc
ing
skill
shor
tage
s?
Are
Ther
e Fi
nanc
ial I
ncen
tives
for
Skill
s D
evel
opm
ent U
ptak
e?35
. Do
wor
kers
rece
ive
ince
ntiv
es to
par
ticip
ate
in li
felo
ng le
arni
ng?
36.
Do le
arne
rs re
ceiv
e in
cent
ives
to tr
ain
in a
reas
of s
kills
shor
tage
, ei
ther
dire
ctly
or t
hrou
gh re
duct
ion
in fe
es?
37.
Do sc
hool
-leav
ers r
ecei
ve fi
nanc
ial s
uppo
rt to
cont
inue
into
TVE
T?
How
is B
udge
ting
for S
kills
D
evel
opm
ent M
anag
ed?
38.
Is sk
ills d
evel
opm
ent a
dist
inct
, and
recu
rrin
g, it
em in
the
gove
rnm
ent’s
bud
get?
39.
Does
the
budg
et co
ver b
oth
oper
atio
nal a
nd d
evel
opm
ent c
osts
?
40.
Is th
e sk
ills b
udge
t com
para
ble
in si
ze to
the
high
er e
duca
tion
budg
et?
41.
With
in th
eir b
udge
t allo
catio
n, is
ther
e an
ele
men
t of d
iscre
tion
for
budg
et h
olde
rs in
how
the
mon
ey is
spen
t?
X
Que
stio
nnai
re: A
ntic
ipat
ing,
Pla
nnin
g an
d M
onito
ring
Skill
s Dev
elop
men
t
Build
ing
Bloc
k 2:
Ant
icip
atin
g, P
lann
ing
and
Mon
itorin
g Sk
ills D
evel
opm
ent
Stag
e of
Dev
elop
men
tEv
iden
ceKe
y Is
sues
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Und
erst
andi
ng
Curr
ent a
nd F
utur
e Sk
ill N
eeds
Is th
ere
a m
echa
nism
for
mat
chin
g sk
ills
dem
and
and
supp
ly?
42.
Is d
ata
gath
ered
regu
larly
on
labo
ur m
arke
t nee
ds a
t loc
al, n
atio
nal
and
inte
rnat
iona
l lev
els
43.
Is se
ctor
al la
bour
mar
ket d
ata
gath
ered
regu
larly
, inc
ludi
ng th
at
rela
ted
to th
e gr
een
econ
omy?
44.
Do th
ose
resp
onsib
le fo
r qua
lifica
tions
dev
elop
men
t hav
e ac
cess
to
relia
ble
labo
ur m
arke
t inf
orm
atio
n (L
MI)?
45.
Do th
ose
resp
onsib
le fo
r dev
elop
ing
train
ing
prog
ram
mes
in
inst
itutio
ns h
ave
acce
ss to
relia
ble
LMI?
46.
Is th
e LM
I ava
ilabl
e sp
ecifi
cally
ded
icate
d to
skills
dev
elop
men
t pu
rpos
es?
47.
Is th
e LM
I ava
ilabl
e re
gard
ed a
s use
ful b
y pr
actit
ione
rs?
48.
Is tr
aini
ng a
vaila
ble
on la
bour
mar
ket d
ata
gath
erin
g an
d an
alys
is?
Who
is re
spon
sibl
e fo
r gat
herin
g an
d an
alys
ing
data
to fe
ed in
to
the
mec
hani
sm fo
r mat
chin
g sk
ills
dem
and
and
supp
ly?
49.
Is th
ere
a go
vern
men
t age
ncy
or d
epar
tmen
t res
pons
ible
for
gath
erin
g an
d an
alys
ing
natio
nal a
nd in
tern
atio
nal l
abou
r mar
ket a
nd
skills
dev
elop
men
t dat
a?
50.
Is th
e ga
ther
ing
and
anal
ysis
of la
bour
mar
ket d
ata
adeq
uate
ly
reso
urce
d?
51.
Does
the
resp
onsib
le a
genc
y ha
ve a
utho
rity
to re
quire
rele
vant
bod
ies
and
inst
itutio
ns to
subm
it da
ta?
52.
Do tr
aini
ng in
stitu
tions
gat
her l
ocal
labo
ur m
arke
t dat
a?
53.
Do tr
aini
ng in
stitu
tions
cond
uct t
race
r stu
dies
for e
ach
batc
h of
gr
adua
tes?
54.
Is re
spon
sibilit
y fo
r gat
herin
g da
ta a
reco
gnise
d du
ty o
f TVE
T se
nior
m
anag
emen
t?
55.
Does
the
data
gat
here
d ha
ve a
n im
pact
on
cour
se d
esig
n an
d th
e de
sign
of tr
aini
ng m
ater
ials?
56.
Do tr
aini
ng in
stitu
tions
hav
e fo
rmal
arr
ange
men
ts w
ith lo
cal
empl
oyer
s to
gene
rate
labo
ur m
arke
t int
ellig
ence
?
57.
Has
ILO
supp
orte
d lo
cal a
nd/o
r nat
iona
l effo
rts t
o pr
oduc
e LM
I for
sk
ills d
evel
opm
ent p
urpo
ses?
How
are
the
resu
lts o
f the
an
alys
es d
isse
min
ated
and
to
who
m?
58.
Are
the
natio
nal a
naly
ses p
ublis
hed
at le
ast a
nnua
lly?
59.
Are
the
natio
nal a
naly
ses i
n a
form
at w
hich
is u
ser-f
riend
ly fo
r po
licy-
mak
ers a
nd e
duca
tion
man
ager
s and
serv
es th
eir n
eeds
?
60.
Are
the
resu
lts o
f nat
iona
l and
loca
l ana
lyse
s ava
ilabl
e on
line
and
thro
ugh
socia
l med
ia?
How
do
reci
pien
ts u
se th
at d
ata
to
effe
ct c
hang
e?61
. Do
es e
vide
nce
exist
that
labo
ur m
arke
t dat
a is
bein
g us
ed to
influ
ence
qu
alifi
catio
ns a
nd p
rogr
amm
e de
sign?
62.
Is n
atio
nal a
nd lo
cal l
abou
r mar
ket d
ata
trans
late
d in
to in
form
atio
n of
us
e to
lear
ners
in m
akin
g ed
ucat
iona
l and
care
er ch
oice
s?
63.
Do ca
reer
s gui
danc
e an
d em
ploy
men
t ser
vice
s pro
fess
iona
ls m
ake
use
of lo
cal a
nd n
atio
nal l
abou
r mar
ket d
ata
whe
n ad
visin
g le
arne
rs?
Build
ing
Bloc
k 2:
Ant
icip
atin
g, P
lann
ing
and
Mon
itorin
g Sk
ills D
evel
opm
ent (
Fina
l)St
age
of D
evel
opm
ent
Evid
ence
Key
Issu
es
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Und
erta
king
Ef
fect
ive
Polic
y-O
rient
ated
Re
sear
ch a
nd
Perf
orm
ance
M
onito
ring
How
are
wea
knes
ses
in p
rovi
sion
fo
rmal
ly id
entif
ied?
64.
do tr
acer
stud
y re
sults
show
whe
ther
TVE
T gr
adua
tes a
re e
arni
ng
abov
e w
age
leve
ls of
uns
kille
d w
orke
rs?
65.
Is th
ere
regu
lar r
epor
ting
of sk
ills sh
orta
ges a
nd h
ard-
to-fi
ll vac
ancie
s?
66.
Is fe
edba
ck so
ught
from
em
ploy
ers o
n jo
b-re
adin
ess o
f new
recr
uits
?
67.
Is T
VET
grad
uate
des
tinat
ion
data
bro
ken
dow
n by
skill
sect
or so
that
it
is cle
ar w
hich
trai
ning
pro
gram
mes
offe
r goo
d op
port
uniti
es fo
r em
ploy
men
t?
68.
Is d
ata
avai
labl
e w
hich
show
s whe
ther
TVE
T gr
adua
tes f
ind
signi
fican
t jo
bs in
the
occu
patio
ns fo
r whi
ch th
ey h
ave
been
trai
ned?
69.
Is d
ata
avai
labl
e w
hich
show
s the
rela
tive
succ
ess i
n th
e la
bour
of
mem
bers
of d
isadv
anta
ged
grou
ps?
Are
reso
urce
s av
aila
ble
to
rese
arch
thes
e w
eakn
esse
s an
d m
ake
reco
mm
enda
tions
for
impr
ovem
ent?
70.
Is th
ere
a po
ol o
f sui
tabl
y qu
alifi
ed re
sear
cher
s for
TVE
T?
71.
Are
TVET
rese
arch
ers f
ree
of in
fluen
ce fr
om st
akeh
olde
rs?
72.
Is th
ere
a m
onito
ring
and
eval
uatio
n fu
nctio
n?
73.
Is M
&E o
f tra
inin
g pr
ovisi
on ca
rrie
d ou
t reg
ular
ly?
74.
Is th
ere
evid
ence
that
M&E
resu
lts a
re u
sed
to im
prov
e tra
inin
g pr
ovisi
on?
75.
Is th
ere
flexi
bilit
y fo
r ada
ptat
ion
of tr
aini
ng p
rovi
sion
to re
flect
loca
l co
nditi
ons?
76.
Are
prog
ram
mes
mod
ular
and
ther
efor
e ea
sy to
ada
pt in
the
light
of
feed
back
?
77.
Does
gov
ernm
ent h
ave
reso
urce
s ded
icate
d to
TVE
T re
sear
ch a
ctiv
ity?
Are
rese
arch
and
per
form
ance
m
onito
ring
resu
lts fe
d ba
ck in
to
the
syst
em fo
r con
tinuo
us
impr
ovem
ent a
nd p
olic
y ch
ange
?
78.
Is th
ere
evid
ence
that
rese
arch
feed
s int
o po
licy
and
decis
ion-
mak
ing?
79.
Is th
ere
evid
ence
that
rese
arch
is u
sed
to a
ddre
ss a
cces
s and
equ
ity
issue
s?
80.
Are
polic
y- a
nd d
ecisi
on-m
akin
g ev
iden
ce-b
ased
?
81.
Is re
sear
ch w
ell-t
arge
ted
to e
xplo
re T
VET’s
curr
ent c
halle
nges
?
82.
Are
rese
arch
and
M&E
resu
lts w
idel
y di
ssem
inat
ed a
mon
gst
influ
ence
rs?
X
Que
stio
nnai
re: D
evel
opin
g, C
ertif
ying
and
Rec
ogni
sing
Skill
s
Build
ing
Bloc
k 3:
Dev
elop
ing,
Cer
tifyi
ng a
nd R
ecog
nisin
g Sk
ills
Stag
e of
Dev
elop
men
tEv
iden
ceKe
y Is
sues
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Dev
elop
ing
and
Del
iver
ing
Skill
s Tr
aini
ng
Prog
ram
mes
Are
Trai
ning
Pro
gram
mes
D
evel
oped
from
Indu
stry
St
anda
rds?
83.
Are
up-to
-dat
e in
dust
ry st
anda
rds i
n pl
ace?
84.
Are
socia
l par
tner
s inv
olve
d in
dev
elop
men
t of i
ndus
try
stan
dard
s?
85.
Are
ther
e in
dust
ry st
anda
rds a
cros
s a w
ide
rang
e of
eco
nom
ic se
ctor
s an
d oc
cupa
tions
?
86.
Is th
ere
a m
echa
nism
for r
egul
ar u
pdat
ing
of in
dust
ry st
anda
rds
87.
Are
teac
hing
, lea
rnin
g an
d as
sess
men
t mat
eria
ls av
aila
ble
whi
ch
refle
ct in
dust
ry st
anda
rds?
88.
Are
skills
trai
ning
pro
gram
mes
bas
ed o
n in
dust
ry st
anda
rds?
Is th
e D
eliv
ery
of T
rain
ing
Prog
ram
mes
in li
ne w
ith In
dust
ry
Stan
dard
s?
89.
Do T
VET
train
ers h
ave
the
nece
ssar
y sk
ills a
nd k
now
ledg
e to
del
iver
tra
inin
g ba
sed
on in
dust
ry st
anda
rds?
90.
Do tr
aini
ng fa
ciliti
es a
nd e
quip
men
t ref
lect
thos
e cu
rren
tly fo
und
in
indu
stry
?
91.
Are
indu
stry
-led
train
ing
prog
ram
mes
ava
ilabl
e bo
th o
n-th
e-jo
b an
d of
f-the
-job?
92.
Is w
ork-
base
d le
arni
ng le
adin
g to
form
al q
ualif
icatio
ns w
idel
y av
aila
ble?
93.
Is R
ecog
nitio
n of
Prio
r Lea
rnin
g (R
PL) w
idel
y av
aila
ble
to e
xper
ienc
ed
wor
kers
?
94.
Do q
ualif
icatio
ns e
xist
for w
orkp
lace
trai
ners
and
ass
esso
rs?
Doe
s In
dust
ry R
ecog
nise
Nat
iona
l Tr
aini
ng P
rogr
amm
es?
95.
Do e
mpl
oyer
s use
nat
iona
l tra
inin
g pr
ogra
mm
es to
ups
kill
thei
r w
orkf
orce
?
96.
Is th
ere
evid
ence
that
em
ploy
ers v
alue
form
al q
ualif
icatio
ns w
hen
recr
uitin
g ne
w e
mpl
oyee
s?
97.
Is th
ere
evid
ence
that
wor
kers
with
form
al q
ualif
icatio
ns e
arn
high
er
wag
es th
an u
nqua
lifie
d w
orke
rs?
Are
Ther
e Pr
ogre
ssio
n Pa
thw
ays
for L
earn
ers?
98.
Is a
qua
lifica
tions
fram
ewor
k in
pla
ce w
hich
cove
rs a
ll se
ctor
s of
educ
atio
n?
99.
Are
ther
e cle
ar p
rogr
essio
n pa
thw
ays b
etw
een
qual
ifica
tions
, bot
h ve
rtica
lly a
nd h
orizo
ntal
ly?
100.
Is t
here
evi
denc
e th
at le
arne
rs ta
ke a
dvan
tage
of p
rogr
essio
n pa
thw
ays?
101.
Is th
ere
a cr
edit
syst
em in
pla
ce w
hich
allo
ws l
earn
ers t
o ha
ve sk
ills
and
know
ledg
e re
cogn
ised
acro
ss q
ualif
icatio
ns?
Build
ing
Bloc
k 3:
Dev
elop
ing,
Cer
tifyi
ng a
nd R
ecog
nisin
g Sk
ills (
Fina
l)St
age
of D
evel
opm
ent
Evid
ence
Key
Issu
es
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Qua
lity
Assu
ranc
eAr
e Tr
aini
ng P
rovi
ders
’ Sta
ff Q
ualif
ied
and
Expe
rienc
ed?
102.
Are
skills
trai
ners
requ
ired
to h
ave
tech
nica
l and
ped
agog
ical
qual
ifica
tions
?
103.
In
gene
ral,
are
trai
ners
up-
to-d
ate
with
indu
stry
pro
cess
es a
nd
prac
tices
?
104.
Is i
n-se
rvice
trai
ning
ava
ilabl
e to
trai
ners
for t
heir
cont
inui
ng
prof
essio
nal d
evel
opm
ent?
105.
Is i
t com
mon
for t
rain
ers t
o be
subj
ect t
o pe
rfor
man
ce m
anag
emen
t by
seni
or m
anag
ers?
106.
Is m
anag
emen
t tra
inin
g av
aila
ble
for s
enio
r sta
ff of
TVE
T in
stitu
tions
?
107.
Is t
he p
erfo
rman
ce o
f sen
ior m
anag
ers o
f TVE
T in
stitu
tions
m
easu
red
agai
nst p
re-a
gree
d ta
rget
s?
108.
Are
wor
kpla
ce tr
aine
rs g
iven
acc
ess t
o re
leva
nt tr
aini
ng?
Are
Trai
ning
Pro
vide
rs’ F
acili
ties
and
Equi
pmen
t Fit-
For-
Purp
ose?
109.
In
gene
ral,
are
the
facil
ities
and
equ
ipm
ent u
sed
for s
kills
de
velo
pmen
t sim
ilar t
o th
ose
foun
d in
indu
stria
l pre
mise
s?
110.
Are
the
num
ber o
f tra
inin
g pl
aces
suffi
cient
to m
eet t
he d
eman
d fo
r sk
ills d
evel
opm
ent?
111.
In
gene
ral a
re fa
ciliti
es a
nd e
quip
men
t wel
l-mai
ntai
ned
and
attra
ctiv
e to
pot
entia
l stu
dent
s and
to e
mpl
oyer
s?
112.
Are
trai
ning
pro
vide
rs re
quire
d to
acc
omm
odat
e le
arne
rs w
ith
disa
bilit
ies?
Wha
t is
the
Ass
essm
ent a
nd
Cert
ifica
tion
Regi
me?
113.
Are
ther
e re
cogn
ised
qual
ifica
tions
for a
sses
sors
and
ver
ifier
s?
114.
Is i
t a re
quire
men
t for
ass
esso
rs a
nd v
erifi
ers t
o be
trai
ned
and
qual
ified
?
115.
Is i
t com
mon
for t
rain
ing
prov
ider
s to
have
doc
umen
ted
polic
y an
d pr
actic
es fo
r int
erna
l qua
lity
assu
ranc
e?
116.
Doe
s ass
essm
ent o
f lea
rner
s cov
er p
ract
ice, t
heor
y an
d be
havi
our?
117.
Is c
ertif
icatio
n av
aila
ble
at th
e le
vel o
f a si
ngle
mod
ule?
118.
Is c
ertif
icatio
n ba
sed
sole
ly o
n ac
hiev
emen
t and
rega
rdle
ss o
f mod
e or
pla
ce o
f lea
rnin
g
119.
Are
ther
e ex
ampl
es o
f ind
ustr
y en
dors
emen
t of q
ualif
icatio
ns
thro
ugh
join
t cer
tifica
tion?
X
Que
stio
nnai
re: Im
prov
ing
Acce
ss to
Ski
lls D
evel
opm
ent a
nd th
e La
bour
Mar
ket f
or A
ll
Build
ing
Bloc
k 4:
Impr
ovin
g Ac
cess
to S
kills
Dev
elop
men
t and
the
Labo
ur M
arke
t for
All
Stag
e of
Dev
elop
men
tEv
iden
ceKe
y Is
sues
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Acce
ssin
g Sk
ills
Dev
elop
men
tIs
The
re a
Sm
ooth
Tra
nsiti
on fr
om
Gen
eral
Edu
catio
n to
TVE
T?12
0. D
o sc
hool
s inc
lude
voc
atio
nal p
repa
ratio
n in
thei
r cur
ricul
a?
121.
Are
scho
ol p
upils
pro
vide
d w
ith in
form
atio
n on
care
ers a
nd th
e w
orld
of
wor
k?
122.
Is t
here
goo
d co
llabo
ratio
n be
twee
n sc
hool
s and
TVE
T in
stitu
tions
?
123.
Is s
kills
trai
ning
pre
sent
ed b
y sc
hool
s as a
wor
thw
hile
choi
ce o
n a
par
with
hig
her e
duca
tion?
124.
Are
ther
e m
easu
res i
n pl
ace
to m
itiga
te th
e co
st to
poo
rer f
amilie
s of
a yo
ung
pers
on p
rogr
essin
g to
TVE
T?
125.
Are
ther
e ro
le m
odel
s for
you
ng p
eopl
e of
succ
essf
ul in
dust
rialis
ts
and
busin
ess p
eopl
e w
ho ch
ose
a vo
catio
nal p
athw
ay?
How
Are
Lea
rner
s fr
om
Dis
adva
ntag
ed G
roup
s Su
ppor
ted?
126.
Are
ther
e m
easu
res i
n pl
ace
to co
mba
t ste
reo-
typi
ng a
nd to
ch
alle
nge
the
exist
ence
of g
ende
red
occu
patio
ns?
127.
Do
lear
ners
in ru
ral a
reas
hav
e eq
ualit
y of
acc
ess t
o sk
ills
deve
lopm
ent?
128.
Are
ther
e al
tern
ativ
e tra
inin
g fa
ciliti
es se
rvin
g ru
ral a
reas
e.g
. mob
ile
units
or c
omm
unity
out
reac
h?
129.
Do
lear
ners
with
disa
bilit
ies a
ttend
mai
nstre
am T
VET
inst
itutio
ns?
130.
Is s
pecia
list s
uppo
rt a
vaila
ble
for t
rain
ers w
ho h
ave
mem
bers
of
disa
dvan
tage
d gr
oups
in th
eir c
lass
?
131.
Can
all
train
ing
infra
stru
ctur
e ac
com
mod
ate
lear
ners
with
impa
ired
mob
ility?
132.
Are
socia
l mar
ketin
g ac
tiviti
es u
sed
to re
ach
pote
ntia
l lea
rner
s fro
m
disa
dvan
tage
d gr
oups
?
133.
Is e
xper
ient
ial l
earn
ing
enco
urag
ed a
nd fo
rmal
ly re
cogn
ised?
134.
Are
bas
ic ed
ucat
ion
and
life
skills
an
inte
gral
par
t of T
VET
prog
ram
mes
?
Are
Adul
ts E
ncou
rage
d to
Ret
urn
For S
econ
d-Ch
ance
Lea
rnin
g?13
5. I
n ge
nera
l, is
skills
dev
elop
men
t reg
arde
d as
bei
ng a
goo
d in
vest
men
t of t
ime
and
mon
ey fo
r poo
r fam
ilies?
136.
Is t
here
flex
ible
acc
ess t
o sk
ills d
evel
opm
ent t
o ac
com
mod
ate
adul
t le
arne
rs w
ith w
ork
and
fam
ily co
mm
itmen
ts?
137.
Are
bas
ic ed
ucat
ion
and
life
skills
an
inte
gral
par
t of 2
nd ch
ance
le
arni
ng?
138.
Is s
ocia
l mar
ketin
g us
ed to
conv
ince
adu
lts o
f the
ben
efits
of
cont
inui
ng tr
aini
ng?
139.
Do
train
ing
prog
ram
mes
for a
dults
pro
vide
link
s to
fund
ing
and
micr
o-fin
ance
for a
spiri
ng e
ntre
pren
eurs
?
Build
ing
Bloc
k 4:
Impr
ovin
g Ac
cess
to S
kills
Dev
elop
men
t and
the
Labo
ur M
arke
t for
All
(Fin
al)
Stag
e of
Dev
elop
men
tEv
iden
ceKe
y Is
sues
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Tran
sitio
n to
Em
ploy
men
tAr
e Em
ploy
men
t Ser
vice
s an
d Ca
reer
s G
uida
nce
Avai
labl
e?14
0. D
oes e
very
lear
ner a
nd w
orke
r hav
e ac
cess
to e
mpl
oym
ent s
ervi
ces
and
care
er g
uida
nce?
141.
Are
coun
sello
rs tr
aine
d an
d qu
alifi
ed?
142.
Are
teac
hers
trai
ned
to p
rovi
de ca
reer
s adv
ice?
143.
Is c
aree
rs g
uida
nce
mat
eria
l wid
ely
avai
labl
e in
trai
ning
inst
itutio
ns?
144.
Is c
aree
rs m
ater
ial f
ree
of b
ias a
gain
st w
omen
and
min
ority
gro
ups?
145.
Do
empl
oyer
s pro
vide
ass
istan
ce in
the
desig
n an
d di
ssem
inat
ion
of
care
ers m
ater
ials?
146.
Are
stud
ents
from
disa
dvan
tage
d ba
ckgr
ound
s prio
ritise
d fo
r as
sista
nce
from
coun
sello
rs?
147.
Are
em
ploy
ers c
ouns
elle
d on
the
recr
uitm
ent o
f stu
dent
s with
di
sabi
litie
s?
148.
Are
job
vaca
ncie
s wid
ely
adve
rtise
d an
d ap
plica
nts j
udge
d on
mer
it?
Is T
echn
olog
y D
eplo
yed
to A
ssis
t Tr
ansi
tion?
149.
Are
care
ers c
ouns
ellin
g se
rvice
s ava
ilabl
e on
line?
150.
Are
job
mat
chin
g se
rvice
s ava
ilabl
e on
line?
151.
Are
care
ers c
ouns
ello
rs tr
aine
d in
the
use
of o
nlin
e se
rvice
s?
152.
Are
onl
ine
socia
l net
wor
ks a
n in
fluen
tial s
ourc
e of
care
ers a
nd jo
b op
port
unity
info
rmat
ion?
153.
Are
onl
ine
serv
ices m
onito
red
for i
mpa
rtia
lity
rega
rdin
g m
embe
rs o
f di
sadv
anta
ged
grou
ps?
X
Que
stio
nnai
re: S
kills
for E
mpl
oyab
ility
, Dec
ent W
ork
and
Prod
uctiv
ity in
the
Wor
kpla
ce
Build
ing
Bloc
k 5:
Ski
lls fo
r Em
ploy
abili
ty, D
ecen
t Wor
k an
d Pr
oduc
tivity
in th
e W
orkp
lace
Stag
e of
Dev
elop
men
tEv
iden
ceKe
y Is
sues
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Resi
lienc
e to
un
empl
oym
ent
Is L
ifelo
ng L
earn
ing
Avai
labl
e?15
4. I
s the
re a
n en
title
men
t to
lifel
ong
lear
ning
?
155.
Has
gov
ernm
ent m
ade
a co
mm
itmen
t to
prov
idin
g lif
elon
g le
arni
ng
for a
ll?
156.
Is t
he n
eces
sary
skills
dev
elop
men
t inf
rast
ruct
ure
in p
lace
to p
rovi
de
lifel
ong
lear
ning
for a
ll?
157.
Is t
here
evi
denc
e of
an
unm
et d
eman
d fo
r life
long
lear
ning
by
peop
le in
the
labo
ur m
arke
t?
158.
Is s
kills
dev
elop
men
t one
par
t of t
he g
over
nmen
t’s a
ctiv
e la
bour
m
arke
t pol
icies
?
159.
Are
ther
e re
stric
tions
on
who
can
acce
ss li
felo
ng le
arni
ng?
160.
Is l
ifelo
ng le
arni
ng u
sed
as a
tool
for g
uidi
ng p
eopl
e to
war
ds th
e gr
een
econ
omy
or a
reas
of s
kill
shor
tage
?
Is Im
port
ance
Att
ache
d to
Tr
ansf
erab
le S
kills
?16
1. A
re li
fe sk
ills in
tegr
al to
all
skills
dev
elop
men
t pro
gram
mes
?
162.
Are
life
skills
ass
esse
d an
d ce
rtifi
cate
d as
par
t of T
VET
qual
ifica
tions
?
163.
Are
trai
ners
trai
ned
in th
e te
achi
ng o
f life
skills
?
164.
Is r
emed
ial b
asic
educ
atio
n av
aila
ble
alon
gsid
e sk
ills tr
aini
ng
prog
ram
mes
?
Can
Labo
ur M
arke
t Nee
ds b
e An
ticip
ated
?16
5. I
s inf
orm
atio
n on
tren
ds in
the
labo
ur m
arke
t wid
ely
avai
labl
e to
w
orke
rs, s
tude
nts a
nd th
eir c
ouns
ello
rs?
166.
Are
trai
ning
pro
vide
rs re
spon
sive
to ch
ange
s in
antic
ipat
ed d
eman
d fo
r ski
lls?
Wha
t is
the
Role
of t
he In
form
al
Econ
omy?
167.
Is t
he in
form
al e
cono
my
a m
ajor
em
ploy
er?
168.
Is t
here
muc
h m
ovem
ent o
f wor
kers
bet
wee
n th
e fo
rmal
and
in
form
al e
cono
mie
s?
169.
Is l
ack
of fo
rmal
qua
lifica
tions
a m
ajor
fact
or in
a w
orke
r bei
ng in
the
info
rmal
eco
nom
y?
170.
Is t
here
a h
igh
corr
elat
ion
betw
een
bein
g a
mem
ber o
f a
disa
dvan
tage
d gr
oup
and
wor
king
in th
e in
form
al e
cono
my?
171.
Are
ther
e in
itiat
ives
in p
lace
to p
rovi
de tr
aini
ng to
wor
kers
in th
e in
form
al e
cono
my?
Build
ing
Bloc
k 5:
Ski
lls fo
r Em
ploy
abili
ty, D
ecen
t Wor
k an
d Pr
oduc
tivity
in th
e W
orkp
lace
(Fin
al)St
age
of D
evel
opm
ent
Evid
ence
Key
Issu
es
Focu
sKe
y El
emen
tsQ
uest
ions
Yes
Part
lyN
oEx
plai
n w
hy y
ou c
hose
you
r re
spon
se
Entr
epre
neur
-shi
pAr
e En
trep
rene
ursh
ip S
kills
En
cour
aged
?17
2. A
re e
ntre
pren
eurs
hip
skills
taug
ht a
s par
t of s
kills
dev
elop
men
t pr
ogra
mm
es?
173.
Is s
mal
l bus
ines
s sta
rt-u
p re
gard
ed a
s a su
cces
sful
out
com
e of
skills
tra
inin
g?
How
Can
Asp
iring
Ent
repr
eneu
rs
Get
See
dcor
n Fu
ndin
g?17
4. I
s inf
orm
atio
n on
how
to a
cces
s micr
o-fin
ance
inclu
ded
in
entr
epre
neur
ship
trai
ning
?
175.
Is a
war
ding
of m
icro-
finan
ce co
ntin
gent
on
busin
ess s
tart
-up
train
ing?
176.
Do
mem
bers
of d
isadv
anta
ged
grou
ps h
ave
equa
l acc
ess t
o m
icro-
finan
ce?
177.
Is m
icro-
finan
ce u
sed
to e
ncou
rage
tran
sitio
n to
a g
reen
eco
nom
y?
Wha
t Sup
port
is A
vaila
ble
to
Aspi
ring
Entr
epre
neur
s?17
8. D
o as
pirin
g en
trepr
eneu
rs h
ave
acce
ss to
men
torin
g fro
m
expe
rienc
ed b
usin
ess p
eopl
e?
179.
Are
ther
e op
port
uniti
es fo
r TVE
T gr
adua
tes s
ettin
g up
smal
l bu
sines
ses t
o w
ork
initi
ally
in a
pro
tect
ed o
r sup
port
ed e
nviro
nmen
t?
ilo.org
International Labour OrganizationRoute des Morillons 41211 Geneva 22 Switzerland
ILO Skills System Assessment Tool Identifying Key Issues and Challenges in National Skills Systems
ILO Skills System
Assessment Tool
ILO
9 789220 347553
ISBN 978-92-2-034755-3