DOCSLIB.ORG

In This Issue Skills Development

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
In This Issue Skills Development Arab African Advisers Restructure your future Governance Observer Monthly newsletter that brings in best practice on governance with a focus on Arab and African countries experiences Vol. 8, Issue 9, February 2021 In this issue Skills Development Page 1 - Skills Development Background Skills development is globally considered as key for productive employment. Hence Page 2 - Legislative Updates it is an important means for increased productivity, private-sector development, - Facts and Figures inclusive economic growth and poverty reduction. Economic diversification and Page 3 - Vocational Skills structural change towards high productivity sectors is necessary for combating Development in poverty in a sustainable way. This requires a better skilled and more adaptable Tunisia – Destination labour force which can spur domestic and foreign investment. Linking skills Employment development to broader education and employment, growth and development Page 4 - Support for Skills strategies and systems is essential to ensure relevance, policy coherence, Development Centres coordination and alignment. Studies show that effective, sustainable approaches to in Eritrea workforce development and employment must improve a combination of skills for Page 5 - Tender Opportunities employability of individuals, and at the same time build a sustainable system for improved private-sector competitiveness. Especially, youth unemployment resulting Page 6 - ECA’s ERA 2020 from mismatch between the supply of the education system and labour market needs Launched; Focuses on could in part be addressed through adequate skills development within a future- Innovative Finance oriented, flexible and holistic education system for lifelong learning… for Private Sector Development What Is Skills Development? Skills development is generally used to refer to the productive capabilities acquired through all levels of learning and training, occurring in formal, non-formal, informal and on-the-job settings. It enables individuals to become fully and productively engaged in livelihoods, and to have the opportunity to adapt these capabilities to meet the changing demands and opportunities of economy and labour market. The acquisition of such capabilities depends on many factors, including a quality lifelong learning system and a supportive learning environment. The types of skills required for employment can be divided into: • Basic and foundation skills, which are acquired through the primary and secondary formal school system, or through non-formal and/or informal learning processes (e.g. active learning, oral expression, reading comprehension, written expression, ICT literacy, active listening). These are pre-requisites for acquiring further skills enhancing the prospect of sustainable employment. continued on Page 3 Mark Your Calendar! "Building and Managing Knowledge Portals in Government and Private Organizations": ARADO, Sharjah, UAE, 14-17 February 2021. "The Third African Science, Technology and Innovation Forum": United Nations Economic Commission for Africa (ECA), 28 February – 1 March 2021. Vol. 8, Issue 9, February 2021 Legislative Updates Bahrain: Resolution No. 83/2020 indirectly through other means such as Niger: Law on Interception of Bahrain's Ministry of Industry, personal communications or through Communications Commerce and Tourism (MOICT) participation in the financing of the Niger promulgated, in May 2020, a issued, in July 2020, Resolution No. project, a familial relationship, any Law on Interception of 83/2020 regarding the Criteria, contract, arrangement or Communications sent electronically. Conditions and Rules Governing the understanding, or through a Article (2) of the Law provides that Disclosure of Ultimate Beneficial hierarchical entity (in the chain of only the President, Prime Minister, Owner (UBO), which sets out the ownership in regard to legal entities); Minister of Defense, Minister of the rules and guidance for companies in contributing to the financing of the Interior, Minister of Justice, and the Bahrain to register those who fall Registered Entity’s business, its assets Minister of Customs and Trade have within the definition contained within or the transactions made for the benefit the authority to order an interception the legislation with MOICT. Article of the Registered Entity, even if such of communication. Article (11) states (3) of the Resolution provides that contributions are hidden. Submission that records related to interception where a natural person satisfies all or of the required Data is completed are destroyed on the president’s order some of the specified conditions, they through the MOICT’s online Sijilat and expire a month after the order for are required to register as an UBO. portal. In the event that a Registered communication interception has been Specified conditions for example Entity fails to comply with the terms issued, and that investigation reports include: Owning or controlling, set out in the Resolution or submits on the operation of the interception directly or indirectly, 10% or more of incorrect Data, the MOICT may are written. However, Article (12) the Registered Entity’s capital or impose the following sanctions: allows the extended storage of voting rights; where the Registered suspend the Registered Entity’s CR or interception records for an Entity is a legal person owned by strike it from the commercial register; unspecified period stating that another legal person (or governed by a and/or impose an administrative fine transcriptions of interceptions “must legal arrangement), the UBO is the not exceeding BHD 1,000 per day for be destroyed as soon as their natural person who is the ultimate a first time offence and BHD 2,000 per preservation is no longer necessary” owner within the chain of ownership day thereafter for subsequent offences to preserve national security, and that and the person who exercises effective committed within three years from the the aforementioned destruction of control over it; holding influence and date on which the previous notice of transcripts is documented. decision-making power over the non-compliance was issued. The total Registered Entity, either directly or fines shall not exceed BHD 50,000. Facts & Figures - One third of the working age for example, the lowest literacy rate 65%), ranging from 73 to 68% in population in low- and middle- of any world region. Similarly, 84 high-income Gulf countries such income countries lack the basic skills percent of children and adolescents as Bahrain, Qatar and the United required to get quality jobs, leaving have not achieved the minimum Arab Emirates (UAE), to 64 and them unable to achieve their full proficiency for mathematics; for 58% in post-Arab spring productive potential and limiting context, the global average is 56 economies such as Egypt and economic investment and growth. percent. These significant gaps in Tunisia, respectively, to less than The challenge is further exacerbated education have labor market 50% in fragile and conflict-affected by a rapidly changing global implications, and education experts countries such as Yemen and economy that increasingly requires fear that many Africans are not Mauritania. workers to be innovative, flexible learning the skills they need for 21st- Less than a third of training and adaptive. According to World century jobs. - programs have positive results for Bank calculations, more than two The World Economic Forum’s earnings and employment and billion working-age adults globally - Human Capital Index—which even those that are successful are are not equipped with the most measures the extent to which costly, with returns that rarely essential literacy skills required by countries and economies optimize justify the investment. employers. Among young adults their human capital potential under the age of 25, the number is through education and skills - Private sector partnerships and about 420 million worldwide. workplace training have been development and its deployment important in helping create - Although sub-Saharan Africa has throughout the life-course—finds programs that match the needs of experienced an increase in that the MENA region as a whole the labor market and teach critical education and literacy rates, the currently only captures 62% of its quality of the education remains full human capital potential skills. below par: Sub-Saharan Africa has, (compared to a global average of 2 Vol. 8, Issue 9, February 2021 continued from Page 1 • Transferable skills, which include the abilities to learn interaction will create win-win relationships between the and adapt, solve problems, communicate ideas world of learning and training and the world of work. effectively, think critically and creatively and the ability Ensuring quality training: Well qualified teachers are key to manage self and others. These skills enable people to to improving quality of training. Thus, investing in adapt to different work environments as well as training of teachers, trainers and managers is decisive for improving their opportunities to career-building. quality. Interaction with the world of work is also crucial • Technical and vocational skills, which are specialized for improving the quality of learning and training skills, knowledge or know-how to perform specific activities. Improved quality in turn increases the duties or tasks, mainly in a professional environment. attractiveness of skills training programmes. These include, but are not limited to, the traditional Apprenticeship
Load more

Recommended publications
  • Articol Buletin Stiintific 2010
    Scientific Bulletin of the „Petru Maior” University of Târgu Mureş Vol. 8 (XXV) no. 1, 2011, ISSN 1841-9267 VOCATIONAL AND TECHNICAL EDUCATION BY MEANS OF PRACTICE FIRM Ana-Maria Moldovan ”Transilvania” Economic College of Tîrgu Mureş, Romania [email protected] ABSTRACT This paper presents the employment of practice firm in the vocational and technical education at the “Transilvania” Economic College of Tîrgu Mureş. The practical implications, the European and national framework for practice firms are analysed. The development of a practice firm called Ultimate Driving Cars is presented, together with the company overview. The object of activity is trade of motor vehicles. Keywords: vocational and technical education, practice firm, trade of motor vehicles 1. Introduction The development of entrepreneurship has a 2. Practical Implications of Practice Firm primary importance in the economic growth of a country. This is evidenced by the number of policies The practice firm is a modern teaching method covering finance, infrastructure and advisory bodies that aims to develop students' entrepreneurial that have been incorporated to support and inject competencies through the internal process simulation training, development and launch of start-up business conducted in a real company and its relations with programs. The Governments are leading their other firms and institutions. The practice firm is a countries entrepreneurship programs, seeking new framework for training in: entrepreneurship, ways to bridge current educational training programs administration, human-resources management, with the needs of businesses [4]. accountancy, purchasing, marketing, sale, computer In the practice firm the instructional program databases etc. bridges the theoretical training delivered with the The competencies that can be developed in a needs of businesses by delivering practical hands on practice firm are: training to a large number of people on a continuous Professional – practical firm takes bearings basis.
    [Show full text]
  • Learning Foreign Languages in Companies That Provide In-House Vocational Training – Exemplary Strategies
    TOPIC PROMOTING INNOVATIONS IN VOCATIONAL EDUCATION AND TRAINING Learning foreign languages in companies that provide in-house vocational training – Exemplary strategies ̈ The importance of "Europeanizing" voca- The European Commission's Language Action Plan that was adopted in the summer of 2003 calls for, inter alia, tional training – and concomitantly the need workers to have the “opportunity to improve the language to teach foreign languages on an occupation- skills relevant to their working life".2 This issue is playing an increasingly important role at national level as well. related basis – has grown significantly in Long gone are the days when only company managers had recent years. The work programme that was to be able to operate in contexts involving a foreign lan- guage. As economic relations are becoming increasingly formulated on the basis of the Lisbon strategy internationalized, more and more employees – not only at and approved by the EU education ministers international corporations but at smaller companies as well – have to be able to understand technical texts and ma- and the European Commission back in 2002 nuals in foreign languages; correspond in a foreign langu- age with parent companies, subsidiaries and associated cites the promotion of foreign language firms in other countries; and procure important informa- learning as one of the 13 key objectives that tion from Internet pages that are often available only in English.3 European education policy is to implement by the year 2010.1 Activities aimed at further developing skilled occupations are responding to these demands by, inter alia, incorpora- ting foreign language skills into the training regulations for the respective occupation.
    [Show full text]
  • Patterson's Guide to Intellectual
    © Patterson Davis Consulting PATTERSON’S GUIDE TO INTELLECTUAL PROPERTY CAREER INTERVIEWING AND JOB SELECTION or NOVEL, USEFUL AND NON-OBVIOUS WAYS TO FIND AND ACCEPT THE PERFECT JOB IN THE IP FIELD by Katharine C. Patterson The following guidelines on preparing your resume, finding out about potential jobs, interviewing, and job offers provide a quick guide designed for patent and IP specialists. The advice, however, applies to almost any law student seeking a job whether novice or about to graduate. Hope it helps! I. RESUMES In today's competitive job market your resume is critical. It is the first substantive contact between you and a potential employer. Basic Resume Rules: Readable, Legible, Decipherable. A resume should invite the eye to read it. No microscopic print; avoid a riot of typefaces; be consistent in layout (i.e. all dates should be listed either most to least recent or vice versa). Crisp, Brisk, To the Point! Trim your language down to the substantive bare bones (or in resumese: cut to minimum). Choose what are relevant facts and figures. ’Tis a gift to be simple. Make the resume look attractive, neat and nicely spaced. The attached samples were composed on a PC word processor and desktop printer. Typesetting and fancy paper are not needed. And please lose the bullets—a partner in a firm wants to know you can write a paragraph not just make a list punctuated with so many bullets your resume looks like it went through the shoot out at the OK Corral. There is no such thing as the "perfect resume".
    [Show full text]
  • Risky Business: Rethinking Lateral Partner Hiring
    Risky Business Rethinking Lateral Hiring February 2019 BROUGHT TO YOU BY Table of Contents About The Authors..................................................................................................................... 3 Methodology............................................................................................................................... 4 Introduction ................................................................................................................................ 5 Status Quo: Big Hires, Big Opportunities ................................................................................ 8 Everyone Hires ......................................................................................................................... 8 Hiring Laterally to Strengthen Existing Practice Areas .............................................................. 9 Lateral Hiring as a Way to Bring in New Clients and Support Growth ..................................... 10 Lateral Hiring to Support Expansion ....................................................................................... 12 Succession Planning .............................................................................................................. 14 Key Takeaways: Lateral Hiring Supports a Range of Goals for Law Firms ............................. 14 Risk, Reward, and Failure........................................................................................................ 15 The Cost of Acquiring Lateral Partners ..................................................................................
    [Show full text]
  • The Future of Women in the Legal Profession: Recognizing the Challenges Ahead by Reviewing Current Trends, 19 Hastings Women's L.J
    Hastings Women’s Law Journal Volume 19 Article 3 Number 1 Winter 2008 1-1-2008 The uturF e of Women in the Legal Profession: Recognizing the Challenges Ahead by Reviewing Current Trends Maria Pabon Lopez Follow this and additional works at: https://repository.uchastings.edu/hwlj Part of the Law and Gender Commons Recommended Citation Maria Pabon Lopez, The Future of Women in the Legal Profession: Recognizing the Challenges Ahead by Reviewing Current Trends, 19 Hastings Women's L.J. 53 (2008). Available at: https://repository.uchastings.edu/hwlj/vol19/iss1/3 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Women’s Law Journal by an authorized editor of UC Hastings Scholarship Repository. For more information, please contact [email protected]. The Future of Women in the Legal Profession: Recognizing the Challenges Ahead by Reviewing Current Trends Maria Pab6n L6pez* I. INTRODUCTION: SETTING THE STAGE From an early history of women's exclusion from the legal profession - 2 which continued well into the mid-twentieth century - to present day achievements, it is current conventional wisdom that female lawyers appear to have "arrived." In other words, the presence of women in the profession has experienced a dramatic progression from exclusion to full integration into all aspects of the practice. After all, almost half of those in law school now are women 3 and nearly one-third of the lawyers in the profession are " Associate Professor of Law, Indiana University School of Law, Indianapolis, J.D.
    [Show full text]
  • Law Firm Practice Law Firm Practice • 2015-2016
    Law Firm Practice Law Firm Practice • 2015-2016 YALE LAW SCHOOL • CAREER DEVELOPMENT OFFICE • NEW HAVEN, CT YALE LAW SCHOOL • CAREER DEVELOPMENT OFFICE 2016-2017 www.law.yale.edu/cdo Table of Contents Index of Narratives ............................................................................................................................... 3 Introduction ............................................................................................................................................. 7 Chapter 1 Practice Settings .......................................................................................................... 7 A. Large Firms .................................................................................................................... 8 B. Mid-Size Firms ............................................................................................................... 9 C. Small Firms .................................................................................................................... 9 D. Boutique Firms ............................................................................................................. 10 E. Public Interest Firms .................................................................................................... 10 F. International Firms ....................................................................................................... 12 1. Where International Lawyers Practice ............................................................. 12 2. Typical Practice
    [Show full text]
  • BE-870218-Gerkman-Demeola (1).Pdf
    FOUNDATIONS FOR PRACTICE The “Whole Lawyer” and the Path to Competency for New Lawyers BY Alli Gerkman and Zachariah DeMeola or years, legal employers the Foundations for Practice proj- shared by the profession they hope have complained about ect undertaken by IAALS, the to enter. In one survey, 95 percent what they see as a lack Institute for the Advancement of of hiring partners and associates of preparation among the American Legal System, seeks believed that recently graduated Fnew lawyers. The media echo these to address in its attempt to close law students lacked key practi- 2 concerns, but often with a more the employment gap for law school cal skills at the time of hiring. In dramatic flourish, such as in this graduates. Findings gleaned from another survey, 76 percent of third- quote from a recently hired asso- this project have implications not year law students believed that ciate: “What they taught us at this they were prepared to practice law only for legal educators and legal law firm is how to be a lawyer. “right now,” while only 23 percent employers but also for regulators What they taught us at law school is of practicing attorneys believed as they assess the extent to which how to graduate from law school.”1 that recent law school graduates the current licensure process aligns This perceived skills gap may sug- were ready to do their jobs.3 with the needs of the profession. gest that law schools are, in fact, falling short when preparing their The gap between what new lawyers students for practice.
    [Show full text]
  • Learning Foreign Languages in Companies That Provide In-House Vocational Training – Exemplary Strategies
    TOPIC PROMOTING INNOVATIONS IN VOCATIONAL EDUCATION AND TRAINING Learning foreign languages in companies that provide in-house vocational training – Exemplary strategies ̈ The importance of “Europeanising” voca- The European Commission's Language Action Plan that was adopted in the summer of 2003 calls for, inter alia, tional training – and concomitantly the need workers to have the “opportunity to improve the language to teach foreign languages on an occupation- skills relevant to their working life”.2 This issue is playing an increasingly important role at national level as well. related basis – has grown significantly in Long gone are the days when only company managers had recent years. The work programme that was to be able to operate in contexts involving a foreign lang- uage. As economic relations are becoming increasingly formulated on the basis of the Lisbon strategy internationalised, more and more employees – not only at and approved by the EU education ministers international corporations but at smaller companies as well – have to be able to understand technical texts and and the European Commission back in 2002 manuals in foreign languages; correspond in a foreign cites the promotion of foreign language learn- language with parent companies, subsidiaries and associated firms in other countries; and procure important ing as one of the 13 key objectives that Euro- information from Internet pages that are often available only in English.3 pean education policy is to implement by the year 2010.1 Activities aimed at further developing skilled occupations are responding to these demands by, inter alia, incorpora- ting foreign language skills into the training regulations for the respective occupation.
    [Show full text]
  • SSPI Application 2016
    THE SOLO & SMALL PRACTICE INCUBATOR Completing this form: AT IIT CHICAGO-KENT COLLEGE OF LAW This is an interactive PDF form; some functionality may APPLICATION FOR 2017 PROGRAM not be available when it is viewed in a web browser. To use all of the form's features, please do the following: 1. Download and save the form to your computer. 2. Open the saved form using Adobe Reader. 3. Complete, save, and print the form. Program Overview: The Solo & Small Practice Incubator (SSPI) is designed to assist in the development of newly admitted attorneys in an “incubator” environment that provides an array of business support resources. The aim of the one-year program is to provide Chicago-Kent graduates valuable training, ongoing education and the tools necessary to build and establish their own independent solo or small firm practices. Participation is limited to a select group of recent Chicago-Kent graduates who have been admitted to practice law in Illinois. Although there is no program fee to participate in SSPI, it is suggested that participants spend 5 hours per week with a matched alumni-mentor or clinical faculty-mentor in the mentor's solo or small practice firm. At a minimum, participants are required to meet with their matched mentors eight times during the yearlong program. Time spent in the mentors' firms provide participants with additional experiential training, and assists in further enhancing participants' professional careers. The SSPI will provide: • a shared working area with basic office fixtures such as a desk, chair and
    [Show full text]
  • Young People and Work: Is VET the Answer? Summary Report on the National Issues Forum (1St, Sydney, New South Wales, Australia, December 1997). Working Paper
    DOCUMENT RESUME ED 454 425 CE 081 944 AUTHOR Curtain, Richard; Sweet, Richard TITLE Young People and Work: Is VET the Answer? Summary Report on the National Issues Forum (1st, Sydney, New South Wales, Australia, December 1997). Working Paper. INSTITUTION Technology Univ.-Sydney, Broadway (Australia). Research Centre for Vocational Education and Training. SPONS AGENCY Australian National Training Authority, Melbourne. REPORT NO RCVET-WP-98-01 PUB DATE 1998-00-00 NOTE 24p. AVAILABLE FROM For full text: http://www.uts.edu.au/fac/edu/rcvet/working%20papers/WP9801C urS.pdf. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Access to Education; Adult Education; Comparative Education; Developed Nations; *Education Work Relationship; *Educational Change; Educational Demand; Educational Finance; *Employment Patterns; Enrollment; *Federal Aid; Federal Government; Foreign Countries; Futures (of Society); Government Role; Job Training; Outcomes of Education; Postsecondary Education; Secondary Education; *Vocational Education; *Wages; Youth Employment; Youth Opportunities IDENTIFIERS *Australia ABSTRACT This overview paper highlights implications of keynote papers and discussion at the first National Issues Forum held by the Research Center for Vocational Education and Training (VET) in Australia. It discusses evidence that the school-to-work (STW) transition is a problem for an increasing number of young people and why. It outlines the government's range of responses to help young people, including greatly increased public funding for VET. However, evidence is presented that shows VET providers have failed to attract an increasing proportion of young people, shown by the decline in young people's participation in VET. Reasons for the decline include: changing patterns of demand for skills; and changing youth attitudes and competition from adults for access to training.
    [Show full text]
  • ABA / US News & World Report / NALP
    ABA / NALP Date Received in Professional Development 2014 Graduate Employment Survey (Dec. 2013, May 2014 and Aug. 2014) Answers are confidential and are used for statistical purposes only I. Graduate Information Name: _____________________________________________________________________________________ Permanent Address: ___________________________________________________________________________ City: _______________________________________________ State: ____________ Zip: __________________ Permanent Home Telephone Number: ____________________________________________________________ Mobile Telephone Number: _____________________________________________________________________ Email address (Non-syr.edu): ____________________________________________________________________ II. Bar Exam Which State Bar exam(s) will you take? _____________________________________________________________ Which Bar Review Course will you take? ___________________________________________________________ Are you a Bar Review Course Representative? ______ Yes ______ No _________ Course Administrator III. Unemployed (If employed, please skip to Section V) A. _____ Seeking Employment a. In what cities? ________________________________________________________________ b. What type(s) of law are you interested in practicing? ___________________________________ ______________________________________________________________________________ B. _____ Not Seeking Employment IV. LLM or Post-JD Degree Program A. _____ Enrolled in Full-time Degree Program a. Name of School
    [Show full text]
  • BUS 253 – Business Practice Firm
    BUS 253 Business Practice Firm Course Master Syllabus CATALOG DESCRIPTION: The Business Practice Firm is a simulated business that conducts all operations necessary to run a business (marketing, accounting, human resources, purchasing) within a closed network. Students are assessed on job performance, work habits, application of accounting knowledge, interpersonal skills and productivity through the use of written performance evaluation, individualized learning plan and other projects as required by the course. All documentation and procedures mimics the ‘real’ world and students are engaged in simulated business transactions with other firms, both locally and internationally. PREREQUISITE(S): ENG 140-English Comp I; MAT 054 or appropriate score COREQUISITE(S): BUS 120-Business Organization and Management CREDITS: 3 HOURS: 3 REQUIRED TEXT(S): CENGAGE COURSE CODE: SUPPLEMENTAL MATERIALS: INSTRUCTOR INFORMATION: OFFICE HOURS: BUS 253 Business Practice Firm Course Master Syllabus CORE COMPETENCIES: The following core competencies are embedded in this curriculum: Communicate effectively in both speech and writing; Use computer systems or other appropriate forms of technology to achieve educational and personal goals; Understand the importance of a global perspective and culturally diverse peoples; Understand ethical issues and situations; Address an information need by locating, evaluating and effectively using information. LEARNING ASSESSMENT Student Learning Outcomes: Suggested Means of Assessment: Differentiate between different forms
    [Show full text]