UID:
edoccha_9958069503602883
Format:
pages cm.
Edition:
1st ed.
ISBN:
1-282-10886-7
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9786613802217
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0-8213-8715-4
Series Statement:
Human development perspectives
Content:
Creating jobs and increasing productivity are at the top of agenda for policymakers across the world. Knowledge accumulation and skills are recognized as central in this process. More-educated workers not only have better employment opportunities, earn more, and have more stable and rewarding jobs, but also they are more adaptable and mobile. Workers who acquire more skills also make other workers and capital more productive and, within the firm, they facilitate the adaptation, adoption, and ultimately invention of new technologies. This is crucial to enable economic diversification, productivity
Note:
Description based upon print version of record.
,
Contents; Foreword; Acknowledgments; Abbreviations; Introduction; Market Failures, OJT, and Training-Related ALMPs; Government Failures and TVET; An Agenda for Research and Policy Analysis; Notes; References; Chapter 1: Overview; Introduction; Figures; 1.1 Demand for Different Types of Skills in the United States, 1960...2002; Boxes; 1.1 Defining Job-Relevant Skills and Acknowledging the Boundaries of Job Training Policies; Linking Market and Government Failures to the Design of Training-Related Interventions; 1.2 Reasons for Market Failures; Implications for Training Programs
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Open Methodological and Policy Questions: Building a Research and Operational Agenda 1.2 Recent Developments in International Skills Assessments; 1.3 Identifying Market Failures through Impact Evaluations: Spotlight on Turkey; Notes; References; Chapter 2: Policy Framework: The Economic Rationale for Skills Development Policies; Why Do Markets Fail in the Provision of Training and How Can Policies Help?; Tables; 2.1 The Training Market: Market Failures and Suggested Policy Interventions; 2.1 Degree of Competition in a Skills Market and the Poaching Externality
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2.1 Looking at the Hospitality and Construction Sectors in Cambodia: Skills Gaps and Mismatches for University Graduates B2.1.1 Vocational Training Skills Gap; B2.1.2 Foreign Language Proficiency and Behavioral Skills Gaps; Why Do Governments Also Fail in the Provision of Training?; 2.2 Challenges in National Training Funds to Promote Job-Relevant Skills; 2.2 The Training Market: Government Failures and Policy Recommendations; 2.2 The Main Actors in the Provision of Skills; Conclusion; Notes; References
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Chapter 3: Pre-Employment Technical and Vocational Education and Training: Fostering Relevance, Effectiveness, and Efficiency Introduction; Participation in Pre-Employment TVET; 3.1 Share of TVET Enrollments at the Upper Secondary Level, by Region and in Relation to Per Capita GDP; Labor Market Outcomes of TVET Programs; 3.2 Employment and Earnings among Graduates of TVET and Academic Programs, OECD Countries, 2007; 3.1 Returns to TVET and Other Labor Market Outcomes in Selected Developing Countries; Skills Demand and Skills Acquisition through Pre-Employment TVET
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Policy Challenges in Pre-Employment TVET 3.3 Training Programs and the Building of Job-Relevant Skills; 3.1 Employers' Views on the Role of Pre-Employment Vocational Training in England and Poland; B3.1.1 Employability Skills Prioritized by English and Polish Employers, 2008 and 2009, Respectively; 3.2 Demand-Led Pre-Employment TVET for Economic Growth in Singapore; B3.2.1 Evolution of EDB's Skills Development Schemes, 1972...93; 3.3 Private Sector...Led Pre-Employment TVET for Construction Workers in India; Conclusion; Notes; References; Annex: Detailed Data Sources for Table 3.1
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Chapter 4: Employer-Provided Training: Patterns and Incentives for Building Skills for Higher Productivity
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English
Additional Edition:
ISBN 0-8213-8714-6
Language:
English
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