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Skills for productivity : policies for vocational and technical education and training in developing countries (English)

Developing countries need to improve productivity throughout the economy if they are to compete successfully in an era of rapid economic and technological change. This requires not only capital investment, but also a work force that has the flexibility to acquire new skills for new jobs as the structures of economies and occupations change. The level of competence of a country's skilled workers and technicians is centrally important to labor force flexibility and productivity. Skilled workers and technicians enhance the quality and efficiency of product development, production, and maintenance, and they supervise and train workers with lesser skills. They are found in the modern wage sector, in agriculture and in the small unregulated enterprises of the informal sector, both rural and urban. This paper proposes policies for using public resources to ensure that the skills needed are developed, and that equity objectives for the poor and the socially disadvantaged are effectively addressed. The keys to progress are strengthening primary and secondary education, encouraging private sector training, and improving public training.

Details

  • Document Date

    1990/12/10

  • Document Type

    Pre-2003 Economic or Sector Report

  • Report Number

    9314

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    World,

  • Region

    The World Region,

  • Disclosure Date

    2010/06/12

  • Disclosure Status

    Disclosed

  • Doc Name

    Skills for productivity : policies for vocational and technical education and training in developing countries

  • Keywords

    Primary and Secondary Education;vocational education and training;regulation of private training;Vocational and Technical Education;economic and social policy;social rate of return;labor market information system;technology need;financing need;social benefits of training;academically less able student;institution need;educated labor market entrant;access to wage employment;urban informal sector;private sector training;academic secondary education;private training capacity;public training;public training institution;private training institution;labor training center;demand for skill;national training authority;private training provider;efficiency and quality;high minimum wages;cost of training;private vocational school;public training policy;cost of labor;improving learning achievement;complete secondary school;private sector response;higher technical education;secondary vocational school;benefit to society;employability of graduate;skill need;flow of information;public sector institution;public vocational school;contribution of education;senior civil servants;private sector worker;efforts of governments;human resource planning;demand for worker;secondary vocational education;structure of production;access to capital;local market condition;skilled labor force;public training capacity;international financial support;secondary technical education;acquisition of skill;number of jobs;labor market issue;government reform program;human resource policies;human resource policy;law and regulation;discrimination in employment;finance provision;public vocational education;income support program;development of enterprise;price of labor;employer training capacity;income from sale;public vocational training;source of revenue;labor market analysis;requirement use;levies on employer;international donor agencies;agricultural extension worker;public training system;local labor market;degree of autonomy;labor placement institution;small business development;job creation program;find new employment;agricultural secondary education;quality and efficiency;types of education;general secondary education;access to training;quality of public;rural informal sector;formal training program;public investment strategy;imperfect capital markets;conditions of uncertainty;public sector job;vocational secondary school;commercial financial market;job training program;source of employment;improving student achievement;national training system;source of financing;primary education policy;return to investment;modern sector;vocational schooling;market imperfection;public resource;work force;skill development;Higher Education;traditional apprenticeship;unregulated enterprise;technological change;vocational course;vocational skill;rural area;production technology;Public Employment;public subsidy;employment opportunities;employment opportunity;manual skill;worker productivity;instructional material;trained worker;train service;public policy;dislocated worker;high wage;public financing;theoretical knowledge;

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Citation

Skills for productivity : policies for vocational and technical education and training in developing countries (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/759571468326157990/Skills-for-productivity-policies-for-vocational-and-technical-education-and-training-in-developing-countries