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Skill development in India : the vocational education and training system (Inglês)

This paper has been prepared at the request of the Government of India. Despite the fact that India is a fast developing economy, difficulties have led the Government to conclude that far more needs to be done to engender more employment opportunities for the majority of Indians, to enable them to participate in the benefits of growth and to contribute to that growth. This summary presents a brief synopsis of the different sections of the paper and highlights key constraints faced by the vocational education and training system as well as the potential options to address some of these constraints. Realizing that it is not feasible to implement all these options immediately, the last section of the summary aims to provide a possible timeline in which reforms should be sequenced: -- (i) an initial phase -- focusing on reforms that need to be addressed in the very near future; and (ii) a medium-term phase consisting of interventions that can be implemented over the next 2-3 years.

Detalhes

  • Data do documento

    2007/01/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    42113

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Índia,

  • Região

    Sul da Ásia,

  • Data de divulgação

    2010/07/01

  • Disclosure Status

    Disclosed

  • Nome do documento

    Skill development in India : the vocational education and training system

  • Palavras-chave

    labor force participation rate;Vocational Education;Labor Market;Vocational Training;lack of access to resources;lack of access to capital;vocational education and training;informal sector;access to secondary education;access to new technology;Ministry for Rural Development;vocational education system;provision of information;public training institution;vocational training system;labor market outcome;general education system;private sector response;private training provider;general secondary education;labor market need;public training system;cost of training;labor market context;private provider;performance in education;number of workers;innovation and growth;cost of service;quality of teaching;allocation of fund;participation in management;private training center;demand for worker;supply of skill;centrally planned economy;informal sector operator;public sector resource;secondary education system;curriculum and materials;financial sector reform;informal sector training;quality of education;duplication of efforts;foreign direct investment;population growth rate;participation in decision;vocational training program;implementation of reform;access to finance;private sector demand;upper secondary level;investment in technology;community education;access to fund;private sector representative;kind of investment;vocational education track;private training sector;total secondary enrollment;private training provision;private training institute;skills and education;private provision;skill development;vocational skill;institutional management;skill need;financial incentive;relative wage;vocational stream;public provision;private institution;Higher Education;relative supply;skill acquisition;traditional apprenticeship;skill requirement;local market;productivity benefit;external efficiency;public funding;regulatory barrier;curriculum design;Finance Data;labor demand;young people;institutional system;initial investment;adequate facility;government bureaucracy;teacher ratio;budget allocation;average duration;anecdotal evidence;master craftsman;human capital;craft training;adequate information;institutional performance;market failure;management skill;investment climate;pass rate;reasonable time;job placement;tax deduction;matching fund;asian countries;outcome targets;income potential;financing resource;financial datum;wage effect;export orientation;drop-out rate;student fee;innovative solution;subsidized training;tax rate;policy uncertainty;resource mobilization;cost structure;targeted program;payroll contribution;administrative efficiency;accreditation scheme;private supply;demographic pressure;management structure;government cooperation;national policy;public resource;government contribution;national training;transfer resource;student capacity;academic skill;Young Workers;program impact;vocational student;medical skills;vocational curriculum;research assistance;administrative aspects;lifetime earnings;qualitative indicator;education level;educational consultant;competitive edge;Social Protection;gainful employment;basic knowledge;employment opportunities;employment opportunity;skilled workforce;skilled people;field survey;knowledge worker;driving force;Basic Education;lifelong learning;vocational track;formal schooling;job mobility;employment prospect;financial constraint;political tradition;rural activity;manufacturing sector;quantitative indicators;effective school;world market;political will;manufacturing establishment;business environment;employment outcome;practical knowledge;skilled labor;global environment;annex annex;institutional result;industry association;graduate employment;industry involvement;quality training;globalized economy;financing training;state authority;employment growth;labor productivity;traditional form;factor productivity;vocational course;Informal Economy;informal apprenticeship;take time;comparative advantage;occupational skill;equity implication;government play;tax incentive;extensive consultation

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