The ILO has released new indicators on work-based learning (WBL) and vocational education, offering statistical insights into youth participation in various forms of WBL including apprenticeships.
Work-based learning (WBL) plays a crucial role in developing workers’ skills for the evolving labour market. It is not solely a path for youth but also for adults seeking opportunities to up-skill or re-skill. The promotion and wider accessibility of apprenticeships and other work-based training opportunities can reduce youth unemployment, facilitate transitions into the workforce, enhance the productivity and competitiveness of enterprises, and enable workers to develop relevant skills in a rapidly changing world of work. The International Labour Conference recently adopted the Quality Apprenticeships Recommendation, 2023 (No. 208), offering detailed guidance to Member States on promoting and regulating apprenticeships.
Youth attendance in education and training or lack thereof
Quality education and lifelong learning opportunities for all are central to ensuring a full and productive life to all individuals. They are also key to facilitate a just transition to a low carbon economy. Globally, however, only about half of young people (aged 15 to 24) are engaged in education and training.
There are considerable disparities across countries, with rates ranging from a mere 20 per cent to almost 80 per cent. Across regions, the attendance is highest in Europe and Central Asia, with youth participation above 66 per cent, and lowest in Africa at 45 per cent.
While young women are more likely than young men to be in education or training in all regions except Africa, this does not translate into better employment outcomes for them. Globally, only 48.6 per cent of adult women (aged 25 and over) are employed compared to 75.6 per cent of adult men.
The vocational education conundrum
Vocational education is a key player in honing specialized skills. But only 13.6 per cent of youth (aged 15-24) worldwide have completed technical and vocational education and training. The share is highest in Europe and Central Asia, at 19.0 per cent, and lowest in Africa, at 9.2 per cent. These figures mirror the share of the working-age population (aged 15 and above) who have completed vocational education and training. The shares are highest in the Democratic Republic of the Congo, Brunei Darussalam, Austria and Serbia, with more than 50 per cent of the working-age population having competed vocational education.
In the majority of countries (two-thirds out of 66 countries), the prevalence of vocational education is predominant among those with intermediate levels of education.
Participation in work-based learning
Based on data for 85 countries, about 25 out of 1000 youth (aged 15-24) participate in apprenticeship or internship programmes. There is huge variation across countries, however, as well as across age groups. Switzerland has the highest number of youth work-based learners (225 per 1000 youth), followed by Sierra Leone (140), Austria (136) ad France (116). Male youth are almost twice as likely as female youth to participate in work-based learning. The national definitions of apprenticeships and internships vary widely and therefore the reality of work-based learning would be very different between these programmes, from internships lasting just a few days to get some exposure to real workplaces to structured programmes of several years that are structured around defined competencies and complemented with off-the-job learning.
Work based learning is still underused. Adults benefit less from work-based learning than youth, with only 14 per 1,000 adults compared to 25 per 1,000 youth. These figures suggest there is scope for countries and employers to provide initial training and also reskilling and upskilling opportunities for both young and prime age workers, in order to meet the challenges of the twin green and digital transitions.
Lack of paid work-based learning opportunities
Based on data from 31 countries that make distinction between paid and unpaid work-based learners among youth (age 15-24), most trainees in developing countries are not paid. In Cambodia, Ghana, North Macedonia, Sierra Leone, Timor-Leste, Guinea-Bissau, Uganda and Zimbabwe less than 10 per cent of all work-based learners are paid. On the other hand, more than 95 percent of all work-based learners in Austria, Cameroon, Switzerland and United Kingdom are paid. One of the defining criteria of apprenticeships as per the Quality Apprenticeships Recommendation, 2023 (No. 208) is that they include “remuneration or other financial compensation”.
Conclusion
The new ILO the Quality Apprenticeships Recommendation, 2023 (No. 208) as well as the new indicators underscore the necessity for policy recalibration to ensure effective and inclusive work-based learning. Disparities in engagement across age groups and genders accentuate the need for these reforms. To bridge these gaps, policymakers should prioritize equitable access to work-based learning opportunities across all demographics, not only at the recruitment stage but throughout the training, assessment and transition to work. This requires not only an increase in the number of programs available but also revamping policies to ensure accessibility, affordability, and inclusivity, while considering the needs of vulnerable populations. Initiatives focusing on marginalized communities, rural areas, and persons with disabilities should take precedence, fostering an environment where everyone has a fair chance to engage and thrive in work-based learning.
Furthermore, addressing the issue of unpaid work-based learning is crucial. Governments must enact policies that ensure workplaces for learners are safe, , while they benefit from the same rights and social protection as other workers. They should also be remunerated in a fair manner. This ensures that the burden of skill development does not fall disproportionately on the shoulders of those least able to afford it.
When I started out, my shea butter business was small. Being informal, we were missing out on opportunities, but through perseverance and patience I am formalizing my business and plan to trade on the international market. What’s driving me is my desire to support less privileged women in my community.
My motivation to help others comes from the lack of support I experienced during my childhood.
When I was little, I lived with my auntie. She was constantly moving from place to place. I missed a lot of schooling and fell behind with my studies. At home I worked as her housekeeper and lacked basic things such as a decent shelter, clothing and most of all, parental love. I was lucky to pull through and get to where I am today.
"Women have less access to resources and power. By undertaking this shea butter processing business, we seek to minimize the vulnerability of women, particularly single mothers."
Zakaria Adama Lacera
CEO, Yumzaa Enterprises
I eventually was sent back to live with my mother and was able to complete my schooling. I decided to pursue vocational training and studied at the Institute of Fashion in Kumasi, Ghana. I then set up a small business making dresses for individual customers.
I also trained as a teacher at Tamale Training College and eventually obtained a bachelor’s degree in education from the University of Cape Coast.
It was always difficult to pay my fees and for other basic needs. My dress-making business wasn’t making enough to cover my costs. I had noticed that it was difficult to obtain soap in Tamale. This inspired me to expand my business into making soap.
I still teach today. Running a business has always been my core interest but teaching has helped me meet some of my financial needs. It’s not easy but I need to do both teaching and the business to achieve my goals.
Initially, the soap business was profitable, but the price of imported vegetable oil – the main ingredient in soap – became too expensive and I had to look for an alternative. I decided to try using locally produced shea butter and it worked!
This started my transition to shea butter production. Traditionally, it’s women who produce shea butter for household consumption, and women who pick the shea nuts on the farms. I began to mobilize the women and registered them as the Yumzaa Women’s Cooperative. This also helped maintain the quality of the shea butter.
Yumzaa employs a lot of women, and this has gone a long way in addressing unemployment in the community. Women have less access to resources and power. By undertaking this business, we seek to minimize the vulnerability of women, particularly single mothers.
When I started the shea butter production, our output was small. As demand increased, I became concerned about ownership of the land we were using, which was acquired through the traditional leader who had passed away. I also realised that clients preferred dealing with registered shea butter production companies rather than informal businesses like mine.
We lacked certification and because we were using inappropriate equipment, including household utensils, we couldn’t get our production processes certified. These challenges made me take more seriously the idea of formalizing my business.
We acquired a parcel of land through a formal land registration process. We then registered the business with the Registrar General Department of Ghana. It took us about two months to get the certificate of incorporation. We also had to register with the Food and Drugs Board. This was an expensive process as it involved travel and lots of follow up in Accra.
We also now have the Ghana National Fire Service certificate, which is very important. Registration and certification with the Ghana Standards Authority, and the Environmental Protection Agency are ongoing. I am also working to obtain organic certification.
Overcoming bureaucratic obstacles has been the most difficult part of the formalization process. At times it is hard to even understand what institutions want. I have learnt lots of negotiation and lobbying skills so I can get things done!
We need all these certifications so we can trade directly on the international market. I sleep with joy and feel successful whenever I complete another stage towards fully complying with formal requirements because I believe this will go a long way toward growing our business and improving the lives of the women and their families.
Over the past year, I’ve also got involved in a productivity improvement training programme run by the International Labour Organization (ILO). A consultant working for the ILO visited us and is providing additional business development support.
Through the ILO training, we became aware that transparency and trust issues were affecting our production. Now, after addressing these concerns, my relationship with my workers has improved. Everyone is now on board with wearing protective clothing and applying safety measures. We are witnessing more commitment and a sense of responsibility from everybody at the production facility.
The ILO has also helped provide us with two shea crushers, two kneading machines and two grinding machines. This has boosted our production from 21 to 63 tonnes of shea a month. It has also improved the quality of the shea butter we produce.
I continue to work with the ILO to improve the way I manage finance and business activities.
The ILO business training and the modern stainless steel equipment they donated to us have helped us formalize the business and will help us get additional international certifications.
Formalizing my business has taught me perseverance, patience and to pursue my heart’s desires. I would say to informal business owners that we cannot continue repeating outmoded business practices.
Formalizing my business has taught me perseverance, patience and to pursue my heart’s desires. I would say to informal business owners that we cannot continue repeating outmoded business practices.
My big dream is to establish a shop in the European market to sell Yumzaa products. I also have another project: with my teaching skills I am working on setting up vocational training centres for students who are unable to further their education in other areas. I see it as an avenue for many underprivileged people to help them pursue their own dreams.
