Luca Azzoni Senior Specialist on SKILLS and Employability, ILO Cairo Innovative Apprenticeship: Promoting School to work transition 17-18 September 2009 ETF, European Training Foundation, Turin,Italy Transforming a Child Labour Scheme into a Modern Apprenticeship one: the Role of NGOs and Government" The apprenticeship component of the CCL Project The Ministry of Labour of Sudan requested the ILO to assess the current situation of the vocational training system, including the need for reorientation and improvement, and to formulate a vocational training strategy that enables the national vocational training system to target a large population, which would provide greater responsiveness, flexibility of delivery, improved training access for the informal sector and enhanced training quality Luca Azzoni Senior Specialist on SKILLS and Employability, ILO Cairo

A human right education is a human right and a key factor in reducing poverty and child labour, the right to free and compulsory education, at the primary or basic level, is enshrined in international human rights law, the world’s estimate is 218 million of working children, 72 million primary aged children, and a much larger number of secondary aged children, are not in school, the work the out-of-school children are engaged in acts as a barrier to accessing education, education keeps children out of the labour market. Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

The MDGs and the ILO response Millennium Declaration, (2000), links child labour and poverty reduction (MDG 1), education for all (MDG 2), gender equality in education (MDG 3), and youth employment (MDG 8). MDG 8 : links decent and productive work for youth to preventive and rehabilitative measures in education and TVET systems to equip all children for the world of work (employability). ILO International Programme on the Elimination of Child Labour (IPEC) The Minimum Age Convention, No.138 (1973) The Worst Forms of Child Labour Convention, No. 182 (1999) The ILO Convention on Indigenous and Tribal Peoples, No. 169 (1989) The ILO Recommendation on Human Resources No 195 (2004) Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

Skills to tackle child labour The provision of non-formal or transitional education proves that former child labourers can catch up with their peers who began formal schooling at an appropriate age. vocational education and skills training coupled with basic learning skills improve access to and the quality of the formal education system so that it attracts and retains children and ensures they are integrated into schools. Non-formal education is complementary not in competition with formal school system, for marginalized children, under-served by the formal education system, Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

Skills to tackle child labour non-formal or transitional education programmes, enable former child labourers to catch up with their peers who began at appropriate age, and prove a grade of learning attainment equivalent to that of a formal school. in cases of older children never at school, in areas with no schools- non-formal education programmes can be self-contained in combination with functional literacy, vocational and skills training programmes for older children (14-17 years) above the legal minimum age of employment reduce social exclusion, withdraw older children from hazardous labour, provide marketable skills for decent work opportunities. Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

CL apprenticeship scheme: preconditions Traditional and VTC-based apprenticeship schemes for children at or above the minimum age of employment are utilized by IPEC providing that: minimum age law is respected, apprenticeships is based on a written contract which provides protection for the child and clarify obligations of the master crafts, regular monitoring arrangements are in place to ensure that the apprenticeship proceeds in a proper way. workshops have safe work conditions and mentors and master crafts are present, workshop owners receive basic training on training skills, occupational safety and health, and terms of the contract. Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

CL apprenticeship scheme: features apprentices are placed in a local workshop or business enterprise belonging to the business owner training is mainly provided by the business owner or master craftsperson showing the apprentices what to do and then allowing them to replicate the action the approach is focused on observation and replication, starting with simple tasks, and moving on to more complex tasks. Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

CL apprenticeship scheme: strong points learning takes place in actual business settings and skills being learned are relevant to local market needs, children, with a learning capacity to be strengthened or built, favour hands-on practice to theory, children in addition to vocational skills, can observe and learn entrepreneurial skills such as negotiating prices and selling to prospective clients, children learn about and begin to establish a business network, including suppliers and clients, children do not need to travel to town for the training for most businesses are located near the community, Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

CL apprenticeship scheme: risks the need to move from traditional to modern apprenticeship in child labour exists to reduce the risk that: the children are treated as cheap labour without really learning any skills, or be poorly treated, the children are put to work in a hazardous environments, the predominant on-the-job component undermine formal assessment of trainee progress and , therefore, prevent the recognition of competences and acquired skills, to ensure that off-the-job training is provided from other support services to respond to learning needs the children have, to manage the school-to-work transition as an important part of the response to child labour. Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

"Combating Child Labour Through Education" apprenticeship scheme jointly implemented in Egypt by WFP/UNICEF/ILO, in line with the ILO standard (R195, 2004, item IV, sub-item f on promoting the expansion of workplace learning and training), enrolling 1000 children aged 14 to 17 engaged in exploitative child labour in an apprenticeship scheme run in safe and non-exploitative workplaces in accordance with the labour law, with the objective of upgrading traditional apprenticeship to a modern apprenticeship programme by developing the off-the-job component and institutionalizing the on-the-job component so as to track provided skills Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

"Combating Child Labour Through Education" apprenticeship scheme apprenticeship contracts, wages, trainees' logbook of skills, training of mentors, theoretical technological teaching, general education and compensatory training to ensure compatibility through literacy classes, off-the-job training and instruction in training centres for a minimum of 24 hours a month in addition to the on-the-job training in a company, vocational training programmes are run during working hours (9 months over the two years), literacy courses on a part-time basis (evenings), implementing partners receive financial support for education/training expenses, training materials and tool kits for the children, children get ‘food for education’ meals at training or literacy classes, enterprises are selected on: availability of modern tools and equipments, formal status, safe workplace, readiness by entrepreneurs to mentor, training occupations were selected upon consultation of local employers, skills needs of local labour market have been preliminarily assessed through rapid informant surveys. Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

"Combating Child Labour Through Education" apprenticeship scheme Curricula are developped from curricula used by the Vocational Training Centres (VTCs) of the Ministry of Manpower and Migration (MoMM), 400 teachers from MoMM VTCs, YCentres of the Ministry of Youth and other institutions providing non-formal education services attend pre-service and in-service training, 9 existing community schools are rehabilitated and equipped, evaluation objective is to assess the benefits of the off the job training on job opportunities and working conditions. Indicators of impact of the off and on-the-job vocational training (the effective utilization of the acquired skills in decent and safe working conditions) yet to be developed, apprentices receive a diploma issued by the MoMM as foreseen by the Law and equivalent to the technical secondary school one, support to the transition to safe and non-exploitative workplaces is foreseen, Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

identifying and selecting working children as apprentices, Role of NGOs identifying and selecting working children as apprentices, monitoring quality of off and on the job training against existing standard monitoring capacity of institutions to attract and keep children in training, providing location and direct implementation of non-formal education, literacy classes, core skills sessions and specific vocational training courses, training enterprise owners on training skills, occupational safety and health, and terms of the contract, raising public awareness and advocacy, disseminating good practice, mobilizing additional resources, monitoring and reporting on apprentices’ attendance in enterprises, of-the-job literacy and vocational training (Child Tracking System), assisting apprenticeship on self-employment (BDS, micro-credit , entrepreneurial skills programmes: SIYB and KAB) supporting transition to safe, non-exploitative workplaces, Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

Involving relevant national institutions (NCCM and SFD), Role of government Ensuring overall governance: a tripartite National Steering Committee including MOMM, FEI and NGOs. Leading Local Tripartite Steering Committees gathering social partners, NGOs, Labour Directorates, Involving relevant national institutions (NCCM and SFD), Inspecting (labour inspection) enterprises staying formal, meeting OSH standards and decent working conditions, Checking apprenticeship contract is signed by the employer, children’s parents or tutors and public authority, Assuring technical-financial support to community schools and VTCs, Assessing the achievement of required minimum level of educational attainment, Monitoring training process, testing graduates jointly with their employers, certifying level of acquired skills, issuing apprenticeship diploma, Mainstream CL remedial interventions into a national apprenticeship scheme. Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

conclusions an active partnership, on equal footing and strong participation, of Government, national and local NGOs including the social partners, in situations of absence of national schemes that promotes participation of enterprises, in enterprise- based training and apprenticeship. In the businesses where children mostly work, the boundaries between the status of employee and learner are rather uncertain. Strengthening the role of governments and NGOs in, respectively, adopting policy measures to improve the training that takes place in informal businesses and intermediating in order to ensure the achievement of decent work outcomes, and increase the effectiveness of apprenticeship schemes applied to child labour. Investment in education and training. There is a critical need for a greater overall investment in education and training, particularly in developing countries, for all people (including women and groups with special needs, such as people with disabilities). Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. Basic education, literacy and core skills. Literacy and basic education cannot be leapfrogged. Urgent reforms are needed to improve basic education and the literacy of people in the poorest countries. The development of “core work skills” (such as communication, problem solving, etc.) is an important part of the reform to prepare individuals for the knowledge and skills-based society. Reforming vocational education and training systems. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories. Recognizing an individual’s skills. Many people have acquired skills from a wide range of non-traditional sources, but these go largely unrecognised. It is critical that people should be able to have their skills recognized as part of a national qualifications framework, irrespective of where the skills were obtained. Promoting social dialogue on training. There is an urgent need to involve the social partners more closely in discussions on training policy and skills development, if the desired reforms and increased investment are to become a reality. It is clear that governments can no longer be the sole voices on education and training. The more successful training systems are underpinned by a strong social dialogue process. Advocating labour market programmes for disadvantaged people. Promote active labour market programmes, including effective approaches to skills acquisition and development, in formal and informal settings, for people who are disadvantaged in the labour market – including people with disabilities. Reforming employment services and promoting cooperative efforts between public and private employment agencies. Public employment services are usually the dominant government institution responsible for providing a variety of active labour market programmes, but their capacity often needs strengthening. In addition, recent international trends in the growth of private employment agencies and the outsourcing of public services provide new ways for public and private agencies to work together.

Skills, vocational training and the informal economy To target the special needs of these groups: Tailor made, flexible, practical, adapted to educational levels CBT ( e.g. ILO TREE) Linking to new skills and advanced technology of formal economy Recognition of skills and certification Knowledge sharing with formal sector (e.g. standards set in subcontracting) Links with formal training centre for theoretical knowledge and new technology Link with informal craft association Portability of skills But skills development is not SUFFICIENT. Other factors are equally as important to achieving and maintaining a virtuous circle of productivity, employment growth, and development. On the other hand, without effective and equitable skills development, these other factors cannot sustain productivity and employment growth. Many of these factors were identified in the ILC General discussion in 2007 on Sustainable Enterprise.

Upgrading informal apprenticeship ILO programme How to gain knowledge of the institutional settings of informal apprenticeship systems (Rules, Mechanism, Practices) ? Which activities to upgrade the Informal Apprenticeship System? A low-skill, low-productivity strategy is unsustainable in the long run, and is incompatible with economic development and poverty reduction. Investment in skills and education helps pivot an economy towards higher productivity and dynamic growth sectors that provides good jobs. New technologies and products can make some skills obsolete. Skills development helps keep workers up-to-date and employable as technologies and markets change. Thus investment in skills securing both more and better jobs.

Upgrading IA research: objectives Strengthening incentives of master crafts and apprentices to participate to apprenticeship Improving quality and relevance of skills Achieving decent work outcomes A low-skill, low-productivity strategy is unsustainable in the long run, and is incompatible with economic development and poverty reduction. Investment in skills and education helps pivot an economy towards higher productivity and dynamic growth sectors that provides good jobs. New technologies and products can make some skills obsolete. Skills development helps keep workers up-to-date and employable as technologies and markets change. Thus investment in skills securing both more and better jobs.

ILO IA research focus Policy measures to improve the training in IA and link it to formal training systems (e.g. complementary courses) Assessment and certification of acquired skills and recognition of formal labour market Building links and bridges with IA training system and the formal training and formal certification system A low-skill, low-productivity strategy is unsustainable in the long run, and is incompatible with economic development and poverty reduction. Investment in skills and education helps pivot an economy towards higher productivity and dynamic growth sectors that provides good jobs. New technologies and products can make some skills obsolete. Skills development helps keep workers up-to-date and employable as technologies and markets change. Thus investment in skills securing both more and better jobs.

ILO IA research: criteria for the selection of sectors 1) the sector provides an apprenticeship system (as defined by ILO): The relationship between the young person and the entrepreneur is based on a (formal or informal) training agreement/contract. The young person has the status of a learner, and not of an employee. the purpose of this relationship is to provide the skills of an occupation – a complex set of skills to achieve competence in an occupation, craft or trade. 2) the sector has a good potential for growth and development helping to increase motivation, supply and demand for apprenticeship as well as returns to apprenticeship training. A low-skill, low-productivity strategy is unsustainable in the long run, and is incompatible with economic development and poverty reduction. Investment in skills and education helps pivot an economy towards higher productivity and dynamic growth sectors that provides good jobs. New technologies and products can make some skills obsolete. Skills development helps keep workers up-to-date and employable as technologies and markets change. Thus investment in skills securing both more and better jobs.

ILO IA research tools The research tool to assess informal apprenticeship includes a quantitative and a qualitative methodology which are mutually supportive. The quantitative research covers master craftspeople, skilled workers and apprentices through a questionnaire based survey. The qualitative research provides additional information through interviews with selected master craftspeople and key informants based on an interview guideline. A low-skill, low-productivity strategy is unsustainable in the long run, and is incompatible with economic development and poverty reduction. Investment in skills and education helps pivot an economy towards higher productivity and dynamic growth sectors that provides good jobs. New technologies and products can make some skills obsolete. Skills development helps keep workers up-to-date and employable as technologies and markets change. Thus investment in skills securing both more and better jobs.

ILO work programme on IA workshop report on apprenticeship in the informal economy in Africa Empirical research on understanding informal apprenticeship in Tanzania, Malawi and Egypt (ongoing) Introductory Guide on upgrading IA (under preparation), Pilot experience on upgrading IA in Tanzania (ongoing). A low-skill, low-productivity strategy is unsustainable in the long run, and is incompatible with economic development and poverty reduction. Investment in skills and education helps pivot an economy towards higher productivity and dynamic growth sectors that provides good jobs. New technologies and products can make some skills obsolete. Skills development helps keep workers up-to-date and employable as technologies and markets change. Thus investment in skills securing both more and better jobs.