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ILO lists 3 indicators for work-based learning in skill development

The International Labour Organization (ILO) has recently introduced updated indicators on Work-Based Learning (WBL), underscoring its pivotal role in nurturing the skills of the workforce for the dynamic labor market and vocational education. The indicators, reviewed by Nairametrics, present statistical insights from 2023, specifically focusing on youth involvement in various WBL forms, including apprenticeships.

These indicators serve as a framework for policy adjustments aimed at enhancing inclusive work-based learning.

About Work-Based Learning: Work-Based Learning (WBL) is instrumental in cultivating the skills of workers amidst the evolving labor market. It caters not only to the youth but also to adults seeking opportunities for upskilling or reskilling. The wider availability and promotion of apprenticeships and other work-based training options can alleviate youth unemployment, facilitate smooth transitions into the workforce, enhance enterprise productivity and competitiveness, and enable workers to adapt to relevant skills in an ever-changing world of work.

In recognition of this, the International Labour Conference recently endorsed the Quality Apprenticeships Recommendation, 2023 (No. 208), providing detailed guidance to Member States on promoting and regulating apprenticeships.

The ILO has outlined key indicators that countries should adopt for policy recalibration to ensure effective and inclusive work-based learning:

  1. Youth Attendance in Education and Training: The report underscores the importance of access to quality education and lifelong learning for a fulfilling life and a just transition to a low-carbon economy. Unfortunately, global engagement in education and training among young people aged 15 to 24 is only around 50%, with significant disparities among countries, ranging from 20% to nearly 80%. The report highlights regional variations, such as the highest attendance in Europe and Central Asia and the lowest in Africa. Despite higher participation by young women globally, it doesn’t necessarily translate to improved employment outcomes. For instance, in Africa last year, only 45% of youths aged 15 to 24 attended school.
  2. The Vocational Education Conundrum: While vocational education is crucial for developing specialized skills, only 13.6% of youths aged 15-24 globally have completed technical and vocational education and training. Europe and Central Asia have the highest share at 19.0%, while Africa has the lowest at 9.2%. Notable exceptions include the Democratic Republic of the Congo, Brunei Darussalam, Austria, and Serbia, where over 50% of the working-age population has completed vocational education. In Africa, youths aged 15+ had an 11% participation in vocational education, while youths aged 15-24 had a 9% participation.
  3. Participation in Work-Based Learning: Globally, approximately 25 out of 1000 youths (aged 15-24) engage in apprenticeships or internships, with substantial variation among countries and age groups. Male youths are almost twice as likely as females to participate in work-based learning. Work-based learning remains underutilized, especially among adults, with only 14 per 1,000 adults compared to 25 per 1,000 youths. Notably, in Nigeria, the participation rate in work-based learning is significantly high, with 71% for youths aged 15-24 and 22% for prime age adults (25-54).
  4. Emphasizing Equal Access, Accessibility, Affordability, Fair Remuneration, and Others for WBL: In summary, these indicators emphasize the necessity for policy adjustments to enhance inclusive work-based learning. Disparities in participation based on age and gender highlight the importance of reforms. Policymakers should prioritize equal access to work-based learning, addressing gaps from recruitment to training, assessment, and transition to work. This involves increasing program availability, reforming policies for accessibility, affordability, and inclusivity, with a focus on marginalized communities and individuals with disabilities. Additionally, addressing unpaid work-based learning is crucial, requiring policies for safe workplaces, fair remuneration, and equal rights and social protection for learners.

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