ILO, OECD to measure and monitor global skills gap

Union Education Minister announced that G20 countries have agreed on the set of indicators proposed to monitor and measure the global skills gap.

Proposed indicators for monitoring global skill gaps:

• The International Labour Organisation (ILO) and the Organisation for Economic Co-operation and Development (OECD) proposed 12 basic and 14 extended indicators for monitoring and measuring global skill gaps.
• These indicators have been agreed to by the G20 countries.
• The responsibility for implementing the intervention to monitor and measure global skill gaps in G20 countries based on the agreed indicators lies with the ILO and OECD.

Commitment by G20 leaders:

• G20 leaders pledged to establish well-managed, regular, and skills-based migration pathways that mutually benefit origin and destination countries.
• They also focused on identifying global skill gaps and prioritizing policies aimed at addressing them.

Key Educational priorities in the G20 Leaders’ Declaration:

• Investment in Human Capital Development: The importance of investment in supporting human capital development for transforming our education systems and responding to the challenges of the 21st century has been recognised.
• Quality Education and Inclusivity: As part of a commitment to SDG 4 (Quality Education), the role of schools and the need to increase enrolment and retention of all learners, particularly for vulnerable learners has been emphasised.
• Foundation Skills and India’s NIPUN Bharat Program: The need for immediate and collective action to ensure all learners acquire foundational skills by 2030, reducing the percentage of children unable to read and do math by grade two or three, especially girls and children with disabilities was also reaffirmed.
  • This is the essence of India’s NIPUN Bharat programme
• Digital Technologies and Educational Transformation: Recognizing changing digital trends in education and the importance of affordable resources, institutions focus on Digital Public Infrastructure.
  • This includes programs like SWAYAM and DIKSHA, highlighting the need to keep up with AI and enhance teacher capacities.
• Lifelong Learning and Skill Development: The resolve to advance life-long learning with a focus on skilling, reskilling, and upskilling has been emphasized in the Leaders Declaration recognizes the need for a unified framework for skill development aligned to Inclusive Growth, Sustainable Development, and Digital Transformation.
  • It is being carried out by us through PMKVY, skill centres in universities and other programmes.
• Strengthening Collaborations in Higher Education: Through joint academic and research initiatives like Joint/Dual, Twinning degree programmes, and enhanced mobility of students and faculty.

Ref: Source