Learning and Working

Motivating for Skills Development: A Campaign Package

The Skills Development Package for Learning and Working consists of the following components:


Flyer - introduces the concept of the Skills Development Package for Learning and Working

Information for Stakeholders - contains information on objectives, target groups, stakeholders and expected results

Guide to being a Successful Facilitator

Activity Check List

Videos 'Learning and Working' - available on DVD with sound track in English, French, Portuguese and Creole

Booklets for each of the Videos - with texts, illustrations and transcript of sound tracks (available in English and French)

CD-ROM - with digital copies of the documents listed above, to facilitate local reprinting of multiple copies.

Aim of the Skills Development Package for Learning and Working

Improving education for the world of work can help improve the income of poverty-stricken farmers, provide citizens with more choices in their lives, help alleviate poverty, and help empower individuals who would otherwise be marginalised.

The target group for the Skills Development Package for Learning and Working are marginalised groups in least developed countries. These are groups that have had no access to regular formal schooling and who are also excluded from participating in economic and social life. Examples include:

  • Out-of-school and out-of-work youth
  • Rural and remote region populations
  • Women and girls
  • Ethnic minorities
  • Demobilised soldiers
In many cases, members of these groups live on an income of less than US$1 per day. These groups frequently constitute a large proportion of society, and it is important to attend to their needs. The socio-economic development of these groups will not only have positive repercussions for the target group, but for their respective countries as well.

The primary goal of the Skills Development Package for Learning and Working is to motivate members of marginalised groups to become involved in vocational training and/or engage in income-generating activities that will contribute to sustainable living.

It is suggested that stakeholders and facilitators provide continued advice and counselling about the appropriate choices for learning. Members of the target groups may also prefer to engage in economic activities, and so counselling is also required with respect to appropriate economic activities: for example, what activities are marketable and profitable? Which activities are feasible? In addition, micro-credit systems might be a useful supplement.



page date 2011-05-11

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