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Y
SKILLS
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SABER
Workforce
Development
What is it?
How does it work?
What are the findings?
SABER Workforce Development
+ info
2 12
Systems Approach for Better Education Results – Workforce Development
What is ro
DUctiVit
P
Y
workforce SKILLS
development? Gr
“… the coordination of public and private sector policies o wtH
and programs that provides individuals with the opportunity
for a sustainable livelihood and helps organizations achieve
exemplary goals, consistent with the societal context…”
*Jacobs, R., & Hawley, J. (2008)
Why do
countries invest
in workforce
A skilled workforce is a
development? powerful asset for economic
productivity and growth
If employers can find …and workers have access to the
the right mix of skills… information and training options nec-
essary to succeed in the labor market
Can countries measure Strong systems perform key functions for provides a framework for benchmarking
strategy, oversight and managing schools policy design and implementation in
how well workforce and training providers. these areas against international good
development systems The Systems Approach for Better Ed- practice.
ucation Results (SABER-WfD) initiative
are doing?
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Systems Approach for Better Education Results – Workforce Development
What drives an Strategic
effective Direction Demand-led Coordination im
e nsio
workforce
d
n
Setting strategic Assessing skills Organizing for policy
priorities demand implementation Strategic Framework
development
system?
G1 G2 G3
1
DUctiVit
ro
P
Y
SKILLS
e nsio e nsio
im Gr im
o wtH
d
n
d
n
SYSTEM OVERSIGHT SERVICE DELIVERY
2 3
G4 G5 G6 G7 G8 G9
Funding Standards Pathways Diversity and Relevance Accountability
Ensuring efficiency Setting relevant and Creating open Excellence Promoting market- Using data to monitor
and equity in funding reliable standards pathways for skills Supporting diversity relevant public training and improve results
acquisition and quality of training
How does SABER-WfD
help improve workforce
development systems?
Provides a Enables cross-country learning by Involves key system
comprehensive using a structured framework and leaders in identifying
diagnostic standardized methodology reform priorities
What countries have used SABER-WfD?
MALAYSIA UGANDA MOROCCO BULGARIA
Structural Transformation Policy Implementation Strategy Development Policy Dialogue
Recommendations incorporated Build stakeholder consensus on Took stock of recent system Structured dialogue among
into government skills roadmap program implementation priorities reforms to inform new a diverse stakeholders designing
for transition to a knowledge under a new Business, Technical employment strategy a new law on pre-university
economy and Vocational Education Law education
4 12
Systems Approach for Better Education Results – Workforce Development
How does
SABER-WfD work?
Examines
three dimensions of
workforce development
systems
e nsio e nsio e nsio
im im im
d
n
d
n
d
n
Strategic Framework SYSTEM OVERSIGHT SERVICE DELIVERY
1 2 3
Collects
information on these dimen-
sions through desk research,
interviews and stakeholder
workshops to establish Institutional Policy System learning
design implementation and adaptation
Evaluates rating
4
4 4
levels of system Attainment of
highest global
development 3.25
3.25
standards
Systemic 3
by coding collected infor- good practice
mation to produce a rating
2.5
between 1 and 4 2.5
Instances of
good practice 2
1.75
1.75
Absence of
good practice
1
1 2 3 4
Latent Emerging Established Advanced
5 12
Systems Approach for Better Education Results – Workforce Development
A framework for
analyzing workforce e nsio
development systems im
d
n
Strategic Framework
1
High-level leadership to align workforce policy to national priorities
Policy Goals
G1 G2 G3
Strategic Direction Demand-led Coordination
• Range of workforce leaders and their • Availability of high quality information to • Government structures that enable critical
actions to shape the skills agenda determine skills gaps coordination for policy implementation
• Quality of employer and industry repre-
sentative engagement in policy making
e nsio e nsio
im im
d
n
d
n
SYSTEM OVERSIGHT SERVICE DELIVERY
2 3
Governance Diversity, regulation
arrangements that and management of
determine funding, training provision to
quality assurance and deliver market- and
learning pathways job-relevant skills
Policy Goals Policy Goals
G4 G5 G6 G7 G8 G9
Funding Standards Pathways Diversity and Relevance Accountability
Excellence
• Efficiency of • Comprehensive- • Arrangements for • Links with industry • Reporting of
public funding for ness and robust- progression and • Regulatory administrative
• Provider con-
education and ness of compe- transfer in the environment data
nections with
training tency standards pre-employment for non-state
research institu- • Periodic in-depth
education system institutions
• Focus on equity • Credibility of tions analyses of sys-
in public funding testing and • Promotion of con- • Measures to tem performance
• Attention to quality
procedures certification tinuing education incentivize the
through trainer • Use of data to
and training and performance of
• Mobilization of • Protocols for recruitment drive system
career develop- public institutions
resources from setting, enforcing and professional improvement
ment services
private sector and incentivizing development
partners accreditation of • Availability of
training programs programs for
disadvantaged
groups
6 12
Systems Approach for Better Education Results – Workforce Development
e nsio
im
d
n
Strategic Framework
Policy Goals
1
G1 G2 G3
Setting Fostering Strengthening
a Strategic Direction a Demand-led Approach Critical Coordination
What do we look at?
Advocacy for workforce to Overall assessment of economic Roles of government minis-
support economic development prospects and skills implications tries and agencies
Strategic focus and decisions Critical skills constraints in priority Roles of non-government
by the WfD champions economic sectors workforce development
stakeholders
Role of employers and industry
Coordination for the imple-
Skills-upgrading incentives for employers
mentation of strategic work-
Monitoring of the incentive programs force development measures
Why do we look at this?
Strategic framework aligns the workforce development system
to the socio-economic goals of the country by setting the overall
agenda for skills policy. This directs and helps coordinate the efforts
of others in the system.
Country
Ratings Jordan
for Dimension 1
Tajikistan Lao PDR Georgia Egypt Tunisia Morocco Bulgaria
Yemen Timor-Leste
Timor-Leste Moldova Ukraine Macedonia Sri Lanka Turkey
Iraq West Bank Solomon Armenia St. Lucia Grenada Malaysia
West
and Bank
Gazaand Gaza
Islands
Latent Emerging Established Advanced
1 2 3 4
7 12
Systems Approach for Better Education Results – Workforce Development
F indings im
e nsio
d
n
Strategic Framework
3 Number of countries
1 at each level of development
1
F1 G1
Most countries have But the leadership need-
workforce development ed to generate ownership
strategies in place and take action on key
strategic initiatives is
often lacking
1 15 5 1
1 2 3 4
F2 G2
Mechanisms to involve
8
Only eight countries in
employers in setting the sample have routine
strategy are fragmented, formal meetings where
employers provide input
often resulting in on policy direction
weak engagement
Only Malaysia has put in
7 12 3 - place robust incentives
for employers to invest in
upgrading employee skills
1 2 3 4
F3 G3
In strong systems respon-
Implementation of sibilities for the public and
strategic initiatives lack private sector are clearly
defined…
effective coordination
6 7 9 - …and procedures to coor-
dinate and monitor policy
implementation are formal
1 2 3 4
and routinely used
IRELAND Reports to Taoiseach on key com- Includes a large number of business lead-
National Competitiveness petitiveness issues facing the Irish ers from major sectors and trade union
economy including skills representatives
Council
8 12
Systems Approach for Better Education Results – Workforce Development
e nsio
im
d
n
SYSTEM OVERSIGHT
Policy Goals
2
G4 G5 G6
Ensuring Efficiency and Assuring Relevant Diversifying Pathways
Equity in Funding and Reliable Standards for Skills Acquisition
What do we look at?
Efficiency of public funding Comprehensiveness and robustness Arrangements for progression
for education and training of competency standards and transfer in the pre-em-
ployment education system
Equity in public funding Credibility of testing and certification
procedures Promotion of continuing edu-
Protocols for setting, enforcing and
cation and training and career
Mobilization of resources incentivizing accreditation of training
development services
from private sector partners programs
Availability of programs for
disadvantaged groups
Why do we look at this?
System oversight defines the rules that influence the activities of
the workforce development system’s main participants – individuals,
training institutions and employers – in seeking skills and supplying
training to ensure access, equity and system efficiency.
Country
Ratings Bulgaria Turkey Morocco Jordan
for Dimension 2
Lao PDR Tajikistan Georgia Egypt Tunisia
Moldova Yemen Timor-Leste
Timor-Leste Sri Lanka Ukraine Macedonia
Solomon Iraq West Bank Grenada Armenia St. Lucia Malaysia
Islands West
and Bank
Gazaand Gaza
Latent Emerging Established Advanced
1 2 3 4
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Systems Approach for Better Education Results – Workforce Development
F indings im
e nsio
d
n
SYSTEM OVERSIGHT
3 Number of countries
1 at each level of development
2
F1 G4
This is true even for
Public funding for workforce programs targeted to the
development programs does poor and disadvantaged
not do enough to promote
efficiency or equity
In strong systems,
budgeting processes
12 10 - - direct resources toward
providers and programs
that achieve targets for
1 2 3 4
efficiency and equity
TURKEY Directs more public funds to private Integrates quality and performance crite-
Turkish Labor Agency providers shown to achieve better ria into selection criteria when contracting
labor market outcomes private training providers
F2 G5
Formal frameworks are
Quality assurance commonplace but vary
procedures are relatively widely in coverage
well developed but vary
in terms of coverage
and reliability
?
Testing and certification
in major occupations is
often seen as reliable
6 10 5 1 but competency-based
standards are often not
yet system-wide
1 2 3 4
F3 G6 Recognizing prior
non-formal learning so
Support for continuing that workers’ get credit
and on-the-job for the skills they have is
especially weak
learning is weak
Recognition of formal
5 15 2 - pre-employment educa-
tion is more developed
1 2 3 4
In many countries students
in the formal education
system benefit from
relatively open pathways to
higher levels of education
10 12
Systems Approach for Better Education Results – Workforce Development
e nsio
im
d
n
SERVICE DELIVERY
Policy Goals
3
G7 G8 G9
Enabling Diversity and Fostering Relevance in Public Enhancing Evidence
Excellence in Training Training Programs -based Accountability
for Results
What do we look at?
Regulatory environment Links with industry Reporting of administrative data
for non-state institutions;
Provider connections with research Periodic in-depth analyses of
Measures to incentivize institutions; system performance
the performance of public
Attention to quality through trainer re- Use of data to drive system
institutions
cruitment and professional development improvement
Why do we look at this?
High quality service delivery produces the skills needed for
productivity and growth. The quality of regulation, management and
monitoring of public and private providers has a strong influence on
the quality and relevance of education and training delivered.
Country
Ratings Iraq Morocco Jordan
for Dimension 3
Timor-Leste
Timor-Leste Turkey Tajikistan Georgia Egypt Tunisia
St. Lucia Bulgaria Moldova Sri Lanka Ukraine Macedonia
West Bank Lao PDR Yemen Grenada Armenia Solomon Malaysia
West
and Bank
Gazaand Gaza Islands
Latent Emerging Established Advanced
1 2 3 4
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Systems Approach for Better Education Results – Workforce Development
F indings im
e nsio
d
n
SERVICE DELIVERY
3 Number of countries
1 at each level of development
3
F1 G7
But regulation of these
Vibrant markets for private markets is often weak
education and training
exist in most countries Aut. Acc.
Agencies managing
public providers struggle
to strike the right balance
3 18 1 - between institutional
autonomy and accounta-
bility for results
1 2 3 4
F2 G8
Strong systems attract
Staff quality receives
instructors with industry
modest attention experience
despite its importance
for delivering industry
relevant education
and training Regular in-service training
– often done in partner-
ship with industry – keeps
instructors’ technical and
7 14 1 - teaching skills up-to-date
1 2 3 4
F3 G9
Few countries collect In many systems even this
more than basic is not yet done reliably
administrative data
from education and ? ?
?
training providers
Few countries are able
to effectively monitor,
analyze and improve
7 14 1 - workforce system perfor-
mance
1 2 3 4
Systems Approach
for Better Education Results
–
Workforce Development
BY
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Alexandria Valerio, Ryan Flynn and Viviana V. Roseth SABER Workforce Development