In our previous blog, we have learnt how skill recognition systems help in shaping the future of the individuals. Proper implementation and design of such systems bring equal benefits to the individuals, employers and the economy as a whole.
Stakeholders in the economy have created a demand for these systems and this bespoke arrival tends to meet the expectations of the employers, individuals, training providers and government. The ‘valued-proof’ lights the capabilities of the labor market and the focus avoids skill mismatches.
Let us now emphasize on the different expectations of each stakeholder and how the skill recognition systems stand out as a policy that is concerned with the perceived interests of the nation.
The matching of jobs and skills is an important issue for the employers and the individuals, and is also amongst the key priorities of the public and private sectors. Training providers and governments capture the need before they undergo a recognition procedure. Employer-driven skill recognition systems and certifications drill into the labor market- assess their impact and prove beneficial for both individuals and employers.
Recognition and validation are interchangeable terms and they include recording of achievements in learning and the progress made by individuals. It explicates an individual’s knowledge and skills so that they can gain benefits in the labor market, a ‘recognized’ entry in the formal economy.
The purpose of implementing recognition varies largely; it can be at the industrial sector level or the individual enterprise level. One ILO study states that the recognition was carried out for improving employability for redundant workers, the unemployed and those who have no official recognition in their trades.
To increase the individual’s awareness, access and value of the recognition of informal learning, establishing an environment in which the manpower is perceived as someone with potential instead of someone who lacks knowledge is the first step.
Netherlands characterizes this as “The glass is half full” approach. Systems should be flexible enough to include guidance that is sensitive to the individual’s needs. Countries should explore new, non-traditional ways of assessments, in order to motivate the adults to take part in assessments for prior learning. The use of peer assessment, self-assessment and the development of portfolios are other examples of new approaches to assessment that can drive participation in these learning systems.
To increase mobility and improve access in the labor market, it is vital to harness the human resource potential of the citizens. Tests and assessments influence the teaching and the learning processes. This opportunity of validating the informal learning can prepare the individual to meet the future expectations within the formal sector.
These skill recognition systems should collaborate with regional economic communities to enhance the portability of skills at a broader geographical level.
The contribution of recognition systems is in quality and quantity; this lifelong learning distribution is a tailored approach to the development of training paths for individuals. The platform enables cooperation and sharing of resources – for the learner, industry and the government.
Image credit: U.S. Air Force photo by Airman First Class Eugene Oliver