Decent Work for All ASIAN DECENT WORK DECADE 2006-2015 Ray Grannall Regional Senior Specialist for Skills Development for Asia Pacific Region Asia Pacific Skills and Employability Program (SKILLS-AP) ILO/SKILLS-AP/JAPAN National Technical Workshop On Skills Training in the Workplace Bangkok 23 March 2019 Technical Session 1a Introduction to Skills Development and Competency Based Training
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Decent Work for All ASIAN DECENT WORK DECADE 2006-2015 Ray Grannall Regional Senior Specialist for Skills Development for Asia Pacific Region Asia Pacific.
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Decent Work for All ASIAN DECENT WORK DECADE 2006-2015
Ray GrannallRegional Senior Specialistfor Skills Development for Asia Pacific RegionAsia Pacific Skills and Employability Program (SKILLS-AP)
ILO/SKILLS-AP/JAPAN National Technical WorkshopOn Skills Training in the WorkplaceBangkok 23 March 2019
Technical Session 1a
Introduction to Skills Development and Competency Based Training
Presentation Overview
1. ILO Policy and Priorities
2. Questions and Issues about the role of government in supporting workplace learning
3. Introduction to Competency Based Training – Philippines Example (Afternoon session – in Workplace)
ILO Policies and Priorities
(Regional Office for Asia Pacific)
ILO Recommendation 195 (2004) Human Resources Development: Education,
Training and Lifelong Learning
Recognizes essential role for enterprises in providing training and learning opportunities in the workplace
Decent Work Country Programmes
• ILO Priorities based on each country’s priorities about where they want ILO support (33 countries in Asia Pacific)– Labour laws– Social Protection– Child Labour– Skills Development– Disability Inclusion
ILO Skills and Employability Programme for Asia Pacific
• National Systems – Formal Training systems– Capacity Building
• Workplace Learning
• Informal Economy
• Skills Migration
• Links with Employment
• Disability Inclusion
Issues for Asia Pacific
– Unemployment together with shortages of skilled labour
– Mismatch between the supply and demand for skilled labour
– Shortage of experienced trainers with workplace experience
– Low status and understanding of TVET – Various disadvantaged groups are excluded
from participating in skills development
ILO Priorities (2008 International Labour Conference)
• Encourage training Organisations to work together (Ministries of Education, Labour, Agriculture, Health, Sport etc)
• Improve dialogue between training organizations and enterprises
• Ensure skills development is incorporated into government policies (environment, development, etc)
• Improve the links between training and employment
Roles for Government, Employers and Workers in Skills
Development (including Workplace Learning)
Need Clear Framework
• No Government can provide all training needed for a country’s workforce
• Employers and worker representatives must work with government
– Decide what each can do best
– Develop Strategies
– Work together
What is the Best Role for Government in relation to Workplace Learning?
• Basic Competencies– e.g. Work in a team environment
• Common Competencies– e.g.Provide effective customer service
• Core Competencies– e.g.Provide Food and Beverage Service
Philippines SystemFood and Beverage Service NC II
Basic Competencies– 500311105Participate in workplace communication– 500311106Work in a team environment– 500311107Practice career professionalism– 500311108Practice occupational health and safety procedures
• Common Competencies– TRS311201Develop and updated industry knowledge– TRS311202Observe workplace hygiene procedures– TRS311203Perform computer operations– TRS311204Perform workplace and safety practices– TRS311205Provide effective customer service
• Core Competencies– TRS512316Provide Link Between Kitchen and Service Area– TRS512317Provide Food and Beverage Service– TRS512318Provide Room Service– TRS512321Develop and Update Food and Beverage Knowledge
Philippines Example of Competency Based Training
• Women’s Training Centre
• Philippines Technical Education and Skills Development Authority (TESDA).
PROGRESS MONITORING CHART
COURSE NAME
NAME STARTING DATE
COMPETENCIES
1 2 3
Progress Monitoring Chart
Competency Based Training Key Features (1)
• Emphasis on Learning – not on teaching
• Curriculum is not essential
• No need for lesson plans
• ‘theory’ and ‘practice’ can be learnt together
• Students are provided with resources to help them learn
Teacher as Facilitator
Different Roles for Teachers
• Facilitator – Helps students learn
• Assessor – decides whether students are competent or ‘not yet competent
• Provide Assistance when required
In this example:
• Students work at their own pace• Students can join group at different times• Students can request an assessment
when they feel they are ready• Students provided with resources to help
them learn• At least three forms of assessment are
used including observation, questioning and written test
Key Features (2)
• If the students are assessed as ‘not yet competent’ they can request another assessment at a later time.
• Students can easily identify others who have already been assessed as competent and can get help from them
• Workplace experience takes place after students have been assessed as competent
Different Models of CBT
• This model totally self paced
• Other morels can involve more formal teaching components