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This paper is part of the project 'Linking Education and Labour Markets: Under what conditions can Technical Vocational Education and Training (TVET) improve the income of the youth?' (LELAM TVET4Income). The project, financed jointly by the Swiss National Science Foundation (SNSF) and the Swiss Agency for Development and Cooperation (SDC), aims to find out under what conditions and to what extent TVET can help to improve the labour market situation of the youth, especially in east developed, low and middle-income countries. The project consists of six teams coming from five different countries and four continents: Chile, Costa Rica, Benin, Nepal and Switzerland.

The paper analyses the costs and benefits of dual training programmes for companies in Chile. Using an online survey, we estimate that Chilean companies that participate incur net costs of US$3,200 per student per year in training; however, most companies declared to be satisfied with dual training. We simulate two scenarios under which dual training is cost effective. The first scenario simulates a subsidy equal to the net costs for each student companies receive. The second scenario assumes an increase of 25 per cent in the productivity of apprentices, which reduces the students' time in practicing and increases the productivity of the workers in charge, decreasing their time dedicated to train the students by 50 per cent. Public policies to promote early adjustment such that students arrive at companies better prepared and can allocate more time to productive tasks should be considered to decrease the net cost of training.

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This paper is part of the output of the project 'Linking Education and Labour Markets: Under what conditions can Technical Vocational Education and Training (TVET) improve the income of the youth?' (short title: LELAM TVET4Income). The project, financed jointly by the Swiss National Science Foundation (SNSF) and the Swiss Agency for Development and Cooperation (SDC), aims to find out under what conditions and to what extent TVET can help to improve the labour market situation of the youth, especially in east developed, low and middle-income countries. The project consists of six teams coming from five different countries and four continents: Chile, Costa Rica, Benin, Nepal and Switzerland.

The purpose of this paper is to provide an overview and synthesis of this research activity. We do so by documenting the research output related to each of the four questions, indicating how this research contributes to answering the driving question of the project. The key achievements of the first phase of the project have been the development of a theoretical framework to measure the social institutions of TVET, indices that capture the extent and quality of institutional linkages and youth labor market situations, and assessments of system linkages and effectiveness of new reforms and programs in the partner countries. We also discuss how this knowledge generation and development of measurement tools make a broader contribution to the TVET policy and practice. Finally, we outline in which areas the second phase of the project (2020-2023) will focus to develop further contributions to research and policy for TVET to have a higher impact on the livelihoods of the youth.

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This study is designed to facilitate cross-border exchange and investment in higher education by identifying positive and negative measures affecting that exchange. It offers: a survey of actual policy measures affecting cross-border exchange and investment in higher education services across all modes of supply for [Asia-Pacific Economic Cooperation] APEC economies; a comprehensive and up-to-date reassessment of policies and practices affecting cross-border exchange and investment in higher education services; and recommendations for facilitating the expansion of free and open cross-border exchange and investment in higher education services in the APEC region. The study has used the Education Network of the APEC Human Resources Development Working Group, with support from the APEC Group on Services, to complete a survey of actual regulatory policies currently affecting the delivery and exchange of higher education services in a number of APEC member economies. Reasonably complete responses have been received from nine of the 21 APEC economies - Australia, Chile, Indonesia, Japan, Mexico, New Zealand, Peru, Chinese Taipei and Thailand. Incomplete responses were also received from Brunei and Canada.

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This paper is part of the project 'Linking Education and Labour Markets: Under what conditions can Technical Vocational Education and Training (TVET) improve the income of the youth?' (LELAM TVET4Income). The project, financed jointly by the Swiss National Science Foundation (SNSF) and the Swiss Agency for Development and Cooperation (SDC), aims to find out under what conditions and to what extent TVET can help to improve the labour market situation of the youth, especially in east developed, low and middle-income countries. The project consists of six teams coming from five different countries and four continents: Chile, Costa Rica, Benin, Nepal and Switzerland.

The aim of this country case study is to provide an overview of Chile's formal and non-formal TVET landscape. In particular, it aims to provide detailed descriptions of some TVET programmes, its actors and institutions, which were selected based on a conceptual framework classifying TVET programmes into four categories. Such categories show whether the TVET programmes are formal or non-formal and whether they involve workplace-based training in the formal or informal labour market.

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This paper analyses the costs and benefits of dual training programmes for companies in Chile. The model has three main components: (1) the costs that arise during the programme (training, student labour, administrative, and educational supplies), (2) the benefits that companies receive during the programme in terms of student's productivity, and (3) the potential benefits that companies can obtain in hiring and adjustment savings if students are hired after the programme. Using an online survey, we estimate that Chilean companies that participate incur net costs of US$3,200 per student per year in training; however, most companies declared to be satisfied with dual training. We simulate two scenarios under which dual training is cost effective. Public policies to promote early adjustment such that students arrive at companies better prepared and can allocate more time to productive tasks should be considered to decrease the net cost of training.

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