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The National Skill Development Corporation (NSDC) has mapped skill gaps in 20 high-growth sectors and the unorganised sector in India to 2022. This report is on the gems and jewellery sector. It is in two sections. The first section, ‘Environment scanning and competitiveness of the gems and jewellery sector’, contains: India in the global context; Industry size and growth of the gems and jewellery sector; Value chain of the gems and jewellery sector; Market structure of the gems and jewellery sector; Demand drivers of the gems and jewellery sector; Drivers of competitiveness of the gems and jewellery sector; Key success factors and risk factors of the gems and jewellery sector. The second section, ‘Human resource and skill requirements in the gems and jewellery sector’, contains: Current employment pattern; Skill requirements and skill gaps in the diamond processing segment; Skill requirements and skill gaps in the jewellery fabrication segment; Emerging trends in skill requirements; Projected size and human resource requirements. Show less

This paper analyses the relationship between formal education and the formal employment sector in Nepal. The analysis of several individual-level surveys between 1995 and 2014 shows that completed tertiary education increases the probability to be wage-employed in the non-agricultural sector, while primary and secondary education has little relationship with wage-employment. However, primary, secondary and tertiary education all increase an extended measure of formal sector employment that accounts for company registration and size. This highlights the relevance of choosing the appropriate measure of formal sector employment. The strength of the relationship between completed primary and secondary education and formal sector employment has decreased over time. This decrease provides suggestive evidence that the relative returns to formal education in the informal sector have increased, implying that the informal employment sector provides relatively more opportunities in 2014 than 20 years earlier. The relationship between tertiary education and wage-employment has also decreased but the relationship between tertiary education and the extended measure of formal sector employment has remained stable. This might reflect the large share of tertiary educated working in government related sectors.

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The National Skill Development Corporation (NSDC) has mapped skill gaps in 20 high-growth sectors and the unorganised sector in India to 2022. This report is on the textile industry. It is in two sections. The first section, 'Environment scanning and competitiveness of textile sector', contains: Overview; Industry size and growth; Value chain of the textile sector; Fibre/filaments; Market structure; Policy/regulatory environment; Demand drivers; Key success factors and risk factors; Drivers of competitiveness. The second section, 'Human resource and skill requirements in the textile industry', contains: Current employment pattern; Profile of human resource employed in the textile and clothing industry; Skill requirements and skill gaps in spinning; Skill requirements and skill gaps in fabric manufacturing; Skill requirements and skill gaps in fabric processing; Skill requirements and skill gaps in garmenting; Current training/education infrastructure; Emerging trends in skill requirements; Projected human resource requirements in the textile and clothing sector; Focus areas for NSDC for skill building. Show less

This paper explores the impacts of demographic, technological, and structural transformations on the work of men and women in the People's Republic of China. Three types of gender-based constraints that hamper inclusive growth are identified: gender gaps in educational attainment; gender stereotypes affecting employment decisions; and competing demands of work and family, especially on women. The paper recommends (i) investing in rural women with a targeted approach, (ii) developing elderly care services, (iii) tackling gender stereotyping and segregation in occupations, (iv) increasing public spending on early childhood education and care, and (v) considering pension reform.

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This case study is based on a training needs survey of Chinese workers in multi-national corporations (MNCs) operating in Tianjin, China. The survey investigated the education levels and perceived vocational learning needs of the MNC workforce. The study uses learning needs from Gray and Herr’s (1998) hierarchy of three labour market advantage skills levels. The results of the training needs analysis revealed that younger Chinese workers were placed at the second level (academic skills) but older workers were placed at the first level (work ethics). However, MNCs now required workers to attain the third level (occupational skills). It was found that MNCs preferred to employ workers aged 35 and younger rather than older workers with previous work experience. A communication learning need was identified in the younger age group as the teaching of communication skills appeared to have been suppressed because of political and cultural factors. Recommendations are made for further research into training needs in China. Show less

The National Skill Development Corporation (NSDC) has mapped skill gaps in 20 high-growth sectors and the unorganised sector in India to 2022. This report is on the information technology (IT) and IT Enabled Services (ITES) sector. It is in five sections. Section one, ‘Environment scanning and competitiveness of IT and ITES industry’, contains: The global IT and ITES industry; Overview of India’s IT and ITES industry; IT services; ITES/BPO [Business Process Outsourcing]; engineering services, research and development, and software products. Section two is ‘Current employment in the IT and ITES industry’; Section three, ‘Skill requirements in the IT industry’, contains: Value chain of activities in the IT industry; Profile of people employed; Skills required and skill gaps in the IT industry - delivery; Skill requirements and skill gaps specific to pre-sales and business analysis; Skills required and skill gaps among product developers; Major trends impacting skill requirements for the IT industry. Section four, ‘Skill requirements in the ITES industry’, contains: Skill requirements and skill gaps in the BPO sector; Skill requirements and skill gaps in the [Knowledge Process Outsourcing] KPO sector; Major trends impacting skill requirements in the ITES industry. The final section, ‘Projected industry size and human resource requirement’, contains: Outlook for the IT and ITES industry; Projected human resource requirements; Possible focus areas for skill building. Show less

Using novel adult skills surveys, this article analyses cross-country patterns in skill achievement and labour market returns, comparing the outcomes for a subset of developing countries with the results previously found for high-income economies. Apart from displaying lower average cognitive skills, developing countries also exhibit wider disparities in levels of skills by subgroups of educational attainment, gender, and parental education. Meanwhile, baseline estimates of returns to skills reveal that a one-standard deviation increase in literacy skills is associated with an earnings increase of 14.6 per cent in developing countries, which is statistically indistinguishable from the average returns of 17.7 estimated for developed countries. Nonetheless, there is considerable heterogeneity in the returns across developing countries, with the lowest estimates found in Armenia and Ukraine at 2 per cent (not statistically significant) and 6 per cent, respectively, and the highest reported in Kenya at above 30 per cent. Differences in the type of employment opportunities and the degree of employment selection in these labour markets are important determinants of the observed gap in returns. International comparisons of returns should take this into consideration.

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Education can be seen as a social structure that reproduces existing levels of social, economic, and cultural distributions. Using Vietnam as a case study, this paper seeks to examine how these theories hold up in a socio-political and socio-economic context that has been less examined, specifically in one of the few remaining single-party socialist countries that advocates Communism. The findings suggest prior levels of social stratification are predictive of educational attainment, and educational attainment is predictive of employment. Higher educational attainment is also predictive of having occupations in economic sectors with less repetitive work and more autonomy.

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Using the 2010 and 2014 data from the China Family Panel Studies (CFPS), this paper analyzes the effect of human capital on the gender earnings gap, both within cohorts and across cohorts using regression, Oaxaca-Blinder, and Juhn-Murphy-Pierce decomposition analyses. On the one hand, over the past few decades, Chinese women have staged a 'quiet revolution' in education and cognitive abilities, and especially after the large-scale higher education expansion since 1999, women have outperformed men in terms of entering college. On the other hand, the gender earnings gap is reducing among the 1980s birth cohort relative to older cohorts (the 1960s and 1970s birth cohorts). Despite the advantages in terms of education and cognitive abilities of younger women, as well as a higher rate of returns on education for women, the gender earnings gap is still large: 20-30 per cent. When exploring the effect across cohorts, we find that the gap effect (discrimination and unobserved skills) accounts for more than 50 per cent of the change in the gender earnings gap across cohorts. These results imply that labor market discrimination is the main barrier to narrowing the gender earnings gap in the People's Republic of China.

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The increasing unemployment rate among youth has affected Malaysian economic growth. This youth with tertiary education were the highest to be unemployed due to lack of experience, lack of labor market information and poor employability skills such as communication. Hence, TVET has become vital field in offering solution to the employability issue. This study aims to develop a prediction model in order to estimate the probability of obtaining high-level employability skills among engineering technology students in one of the technical institutes in Malaysia. A multinomial logistic regression analysis was implemented for this purpose. Through this prediction model, factors that contribute mostly to the high-level employability skills were identified. Using a random sampling technique, 204 engineering technology students from nine technical institutes were chosen to be the respondents of the study. A set of Students' Employability Skills Questionnaire of eleven items that include of Communication (3 items), Problem Solving (3 items), Teamwork (4 items), Planning and organizing (3 items), Creativity or Innovation (3 items), Working with others (3 items), Independent Study (3 items), Numeracy skills (2 items), ICT Skills (3 items), Self-Management (2 items) and Time management (3 items) was distributed. The collected data were analysed using SPSS version 22 in order to obtain multinomial logistic regression output. The result may be utilized by the technical institutes to predict the level of employability skills among engineering technology students for future employment in the job market. This implies a practical alternative for the similar issues among TVET graduates. The identification of lacking factors through the predictive model can be used in preparing the invention programs in order to reduce the unemployment rate among engineering technology graduates who become the job feeder in TVET area. Besides that, the contribution of this study is to fill the gap of the limitation study among TVET graduates as well.

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