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Skill achievement and returns in developing countries: evidence from adult skills surveys

Using novel adult skills surveys, this article analyses cross-country patterns in skill achievement and labour mark ... Show more
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.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Chua, Kenn

Date: 2017

Geographic subjects: Armenia; Bolivia; Colombia ... [+] Show more

Resource type: Article

Journal title: European journal of education: research, development and policy

Subjects: Skills and knowledge; Employment; Income
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Harnessing the potential of ICTs for literacy teaching and learning: effective literacy and numeracy programmes using radio, tv, mobile phones, tablets, and computers

The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information ... Show more
The examples of literacy and numeracy programmes included in this compilation confirm that the use of [information and communications technologies] ICTs to support the acquisition and further development of reading, writing and numeracy skills is usually part of broader blended learning strategies. Traditional classroom teaching and learning approaches are complemented by self-directed learning, where learners can practice and progress at their individual pace, at their own time, and in different places. These strategies contain also possibilities for learners to interact with each other and share the learning experience from different places. A number of programmes featured in this selection are enabling learners to connect with each other and exchange information about health, nutrition, religion and other important day-to-day topics or to coordinate their community development activities. These inspiring programmes arose from different cultural backgrounds and are transferable to a variety of contexts.
Excerpt from publication. Show less

Authors: Hanemann, Ulrike

Date: 2014

Geographic subjects: Africa; Cabo Verde; Kenya ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Technology; Research; Literacy ... [+] Show more
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Unlocking apprenticeship potential in small and medium enterprises

This report was compiled under the ILO's research project, Apprenticeship Development for Universal Lifelong Learni ... Show more
This report was compiled under the ILO's research project, Apprenticeship Development for Universal Lifelong Learning and Training (ADULT), funded by the Government of Flanders. The project aims to explore how apprenticeship systems are being modernised and transformed to promote and enable lifelong learning and decent work for youth, adults, and older workers (both employed and unemployed). This research paper explores the status of small and medium enterprises (SMEs) that offer apprenticeship opportunities in various countries, the reasons for the low participation of enterprises with especial reference to developing and developed countries and the various factors which affect the participation of enterprises in apprenticeship. It also highlights the experiences and lessons learned from the initiatives taken by various countries in encouraging employers to participate in the apprenticeships.
Edited excerpt from publisher's website. Show less

Authors: Grollmann, Philipp; le Mouillour, Isabelle; Wittig, Wolfgang

Date: 2022

Geographic subjects: Germany; Europe; Colombia ... [+] Show more

Resource type: Report, paper or authored book

Series name: Apprenticeships Development for Universal Lifelong Learning and Training project

Subjects: Lifelong learning; Apprenticeship; Industry ... [+] Show more
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The role of employment service providers: guide to anticipating and matching skills and jobs: volume 4

This publication is a part of the [European Training Foundation] ETF, [International Labour Office] ILO and [Europe ... Show more
This publication is a part of the [European Training Foundation] ETF, [International Labour Office] ILO and [European Centre for the Development of Vocational Training] Cedefop series of guides on skills anticipation and matching. It covers the role of employment service providers in skills anticipation and matching and aims to support transition and developing countries in establishing and strengthening the role of these providers. It identifies outstanding initiatives and good practices from around the world, and gives insights into strategic choices and experimental practices that different countries have undertaken in their attempts to match skills supply with labour market demands. The examples provided make this publication a useful tool for labour market actors such as training providers, guidance and counselling officers, administrators and researchers. It is especially valuable for managers and professionals working in organisations that provide employment services.
Abstract from publisher's website. Show less

Authors: Andersen, Tine; Feiler, Lizzi; Schulz, Gregor

Date: 2015

Geographic subjects: Africa; Benin; Asia ... [+] Show more America">North America; America">South America; [-] Show less

Resource type: Report, paper or authored book

Series name: Compendium on anticipation and matching of skills

Subjects: Employment; Skills and knowledge; Labour market ... [+] Show more
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Global green skills report 2022

There is a massive shift underway in the global economy. In the wake of the pandemic, the world is witnessing a his ... Show more
There is a massive shift underway in the global economy. In the wake of the pandemic, the world is witnessing a historic transformation in how people work, why they work and where they work. At LinkedIn, we call it the Great Reshuffle, an unprecedented moment in history where we are reimagining the future of work. People are actively acquiring new skills and pursuing new ventures. Employers are reinventing business models and creating new markets. And all of this economic upheaval, which would normally play out over the course of decades, is being compressed into a couple of years. Amid this Great Reshuffle, we're faced with an urgent need to transition our society to a green economy to address the threat of climate change.
Green skills are a critical factor in realising the success and speed of the green transition. Our data shows hiring for green skill talent is rising globally but nowhere near what's needed. In addition to diagnosing where we need to make more progress, we provide recommendations on how to close the green skills gap, upskill workers and enable the shift to more green jobs. This report provides new data on green skills and jobs from all across the world, to empower policymakers, governments and business leaders with actionable insights to help them transition the global workforce to a green economy future. We examine the gaps that exist across income, gender and education levels, and provide recommendations for actions that governments, organisations and individuals can take.
Excerpts from publication. Show less

Corporate authors: LinkedIn Economic Graph

Date: 2022

Geographic subjects: Argentina; Australia; Austria ... [+] Show more

Resource type: Report, paper or authored book

Series name: Global green skills report (LinkedIn Economic Graph)

Subjects: Sustainability; Skills and knowledge; Labour market ... [+] Show more
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Making a difference: innovations in adult education

This document contains a series of case studies and contributions prepared as part of an international research pro ... Show more
This document contains a series of case studies and contributions prepared as part of an international research project on ‘Innovations in Adult Education’ (INNAE). The project, managed by the UNESCO Institute for Education (UIE) and the German Foundation for International Development (DSE), examined how adult educators and facilitators have evolved innovative educational practice and programs in order to better serve the needs of their clients. The project enabled the participants to develop a common frame of reference for the analysis of educational innovations and this process is detailed in the introduction to the book: Common learning - collective research: innovating adult education / Werner Mauch and Uta Papen. The case studies are: Innovating for change: women’s education for empowerment: an analysis of the Mahila Samakhya programme in Banda District (India) / Nirantar - A Centre for Women and Education; Graduate Resource Advancement (GREAT): non-formal exposure of youth to rural development (Sri Lanka) / S. B. Ekanayake; Question de competences: the competence issue: a tool for women: working together on links between past and future (Canada) / Rachel Belisle; And the hammock lingers on: whither theatre-for-development (Cameroon) / Hansel Ndumbe Eyoh; The community health workers’ school of the Union of Palestinian Medical Relief Committees (Palestine) / Jihad Mash’al; Kenyan experience on training adult education teachers through distance education (Kenya) / Khalfan A. Mazrui; CAFAM’s continuing adult education program (CAFAED): a human development project (Colombia) / Maria Auxiliadora Consuegra G.; ‘We got it together…and?’: a project for couples (Chile) / Manuel Bastias Urra and B. Rosa Saavedra Diaz; The fisherfolk environmental education project: a timely innovation in popular environmental education (Philippines) / M. Linnea Villarosa-Tanchuling. The section on transversal issue includes: Change and integration / S. B. Ekanayake, Werner Mauch and Catherine Alum Odora-Hoppers; Participation and partnership, sustainability and transferability / Rachel Belisle, Dipta Bhog and Ingrid Jung; The needs issue / Maria Consuegra, Khalfan Mazrui and Josef Muller; Conversation on empowerment / Rosa Saavedra, Miryan Zuniga, Maria Linnea (Ging) Tanchuling and Uta Papen.
Selected chapters are indexed from TD/INT 61.187 to TD/INT 61.191. Show less

Authors: Mauch, Werner; Papen, Uta

Date: 1997

Geographic subjects: Middle East; North America; Asia ... [+] Show more

Resource type: Edited book

Subjects: Innovation; Adult and community education; Research ... [+] Show more
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International Skills Training courses case studies

The International Skills Training (IST) courses program was launched by the Australian Government in April 2017 to ... Show more
The International Skills Training (IST) courses program was launched by the Australian Government in April 2017 to deliver non-accredited training courses specifically designed for the offshore international student market. IST courses have been developed by Australian Technical and Vocational Education and Training (TVET) experts and are approved by the Australian Government for delivery by quality licenced Australian Registered Training Organisations (RTOs). IST courses support global demand for quality training and assessment skills which bolster aspirations for economic growth. The International Skills Training (IST) courses have been delivered to over 800 learners across multiple countries and sectors, under a variety of funding models.
These case studies provide insight into how the courses can be delivered and how they meet various offshore skilling needs. The case studies are: Case Study - Kangan Institute in India and China; Case Study - Melbourne Polytechnic in Sri Lanka; Case Study - REACH For Training in India; and Case Study - TAFE Queensland in Latin America; Delivering Training and Assessment Programmes in Bhutan with TAFE Directors Australia, in partnership with TAFE QLD and Melbourne Polytechnic; Delivering Training and Assessment Programmes in India with Australia-AAMC Training Group; Delivering Training and Assessment Programs in India with Kangan Institute, in partnership with International Automobile Centre of Excellence (iACE); Delivering Training and Assessment Programmes in Myanmar with Melbourne Polytechnic; Delivering Training and Assessment Programmes in Pakistan with Melbourne Polytechnic.
Edited excerpts from publisher's website. Show less

Corporate authors: Australian Government

Date: 2017-2021

Geographic subjects: Australia; Oceania; Bhutan ... [+] Show more

Resource type: Industry information

Subjects: Providers of education and training; Vocational education and training; International education ... [+] Show more
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More than schooling: understanding gender differences in the labor market when measures of skill are available

This paper uses measures of cognitive and noncognitive skills in an expanded definition of human capital to examine ... Show more
This paper uses measures of cognitive and noncognitive skills in an expanded definition of human capital to examine how schooling and skills differ between men and women and how those differences relate to gender gaps in earnings across nine middle-income countries. The analysis finds that post-secondary schooling and cognitive skills are more important for women's earnings at the lower end and middle of the earnings distribution, and that men and women have positive returns to openness to new experiences and risk-taking behavior and negative returns to hostile attribution bias. Especially at the lower end of the earnings distribution, women are disadvantaged not so much by having lower human capital than men, but by institutional factors such as wage structures that reward women's human capital systematically less than men's.
Published abstract. Show less

Authors: Gunewardena, Dileni; King, Elizabeth M.; Valerio, Alexandria

Date: 2018

Geographic subjects: Ukraine; Serbia; Armenia ... [+] Show more

Resource type: Report, paper or authored book

Series name: World Bank policy research working paper

Subjects: Gender; Skills and knowledge; Labour market ... [+] Show more
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Learning families: intergenerational approaches to literacy teaching and learning

All of the literacy programmes featured in this publication share valuable experiences and lessons. They reflect a ... Show more
All of the literacy programmes featured in this publication share valuable experiences and lessons. They reflect a view of effective learning families whereby each child is a member of a family, and within a learning family every member is a lifelong learner. Among disadvantaged families and communities in particular, a family literacy and learning approach is more likely to break the intergenerational cycle of low education and literacy skills and foster a culture of learning than fragmented and isolated measures to address low levels of learning achievement and the lack of reading, writing and language skills (Elfert and Hanemann, 2014). However, to make such an approach successful, it is necessary to provide sustained teacher training, develop a culture of collaboration among institutions, teachers and parents, and secure sustainable funding through longer-term policy support.
Excerpt from publication. Show less

Authors: Hanemann, Ulrike

Date: 2015

Geographic subjects: Africa; Namibia; Nigeria ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Literacy; Teaching and learning; Culture and society ... [+] Show more
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Handbook of comparative studies on community colleges and global counterparts

Changing political, economic, and social expectations of the role of postsecondary education are reinforcing new in ... Show more
Changing political, economic, and social expectations of the role of postsecondary education are reinforcing new institutional forms that offer a combination of academic, vocational, career-oriented, technological, and specialist programs at certificate, diploma, or associate or bachelor degree levels. The harmonization of higher education systems has become a reality for academically oriented colleges and universities, enabling international mobility for students enrolled in bachelor and masters programs. In contrast, national differences in lower tertiary institutions are vast to the extent that there is a lack of universal nomenclature to describe vocational-technical education or lower tertiary education that prepares students for skilled and specialized labor. Within this sector are institutions that are known by several names including College of Further Education, Community Colleges, Polytechnics, Technical College/University, and TAFE (Technical and Further Education). In the interests of finding a common ground in order to reflect on common as well as different challenges in varied national contexts, these institutions are being called community colleges. This is not to suggest that the US variant of community colleges, or any other type of lower tertiary education system, should be adopted in other parts of the world.
This handbook of comparative studies explores the complexities of the institutions in this sector in terms of institutional profile, mission, economic impact, governance, curriculum, faculty, assessment, the role that these institutions are playing in achieving societal equity and in postcompletion student pathways, and the complexities of transnational educational borrowing. The first volume focuses on philosophical, economic, and cultural adaptations as well as elements of success in terms of achieving equity. The second volume focuses on faculty, curriculum, assessment, internationalization, innovations, and postcompletion pathways. While not including every country with a community college or global counterpart, it does examine institutions in 24 countries and six regions to show how this educational sector is serving populations. In addition, several chapters in the book focus on different educational issues within the same country to illustrate the complexity of the sector.
Edited excerpts from publication.
The contents are as follows: Volume 1, 'Building a higher educational sector', contains the following chapter: Building a higher educational sector: volume introduction / Rosalind Latiner Raby and Edward J. Valeau; Part I, 'Globalization: mission, market commodity, and the philosophical role', contains: Community colleges and global counterparts: defining a higher educational sector / Rosalind Latiner Raby and Edward J. Valeau; The changing shape of further and higher education in the UK / Martin Jephcote; TAFE in Australia / Mike Brown [available in VOCEDplus at TD/TNC 133.188]; Sustainability of massification in East Asian higher education: community colleges in Hong Kong in retrospect and prospects / Hei-Hang Hayes Tang, Chak-Pong Gordon Tsui, and Chi-Fung Wilton Chau; Transnational education policy and a globally competitive workforce: a comparative analysis of vocational education and training policy in the European Union and the United States / M. Allison Witt; Developments in the postsecondary education niche in South Africa / Cassie Kruger and Charl C. Wolhuter; Economics of education in Afghanistan: expanding academic programs based on market demands dictated by international agency funds toward self-sustainability / Audree Chase-Mayoral and Fayaz Amiri; Part II, 'Institutional and cultural adaptations', contains: From pilot project to permanent status: community colleges in Vietnam / Mary Beth Marklein and Mai Van Tinh; Developing community education: a new model of community colleges in Mainland China / Yi Leaf Zhang; Reenvisioning community colleges in Nepal: preparing all students for success / Krishna Bista and Uttam Gaulee; Translating the community college concept in India / Jillian Gross.
Part III, 'Theories on achieving equity: philosophy and practice', contains the following chapters: Center and periphery in Israel's higher education / Nitza Davidovitch and Dan Soen; Second-tier higher education institutions and the diversity challenge: structural components adopted through a Germanic lens / Martina Gaisch and Regina Aichinger; Analyzing the media narratives in South Africa's #FeesMustFall movement / Kristin Bailey Wilson and Wouter Van Alebeek; Further education colleges in the United Kingdom: providing education for other people's children / Kevin Orr; Part IV, 'Class, race, and gender inequalities: implications for educational opportunities', contains: Academic education of Israeli Arabs: transitions from 2006 to 2016 and the impact on their social integration / Nitza Davidovitch, Dan Soen, and Yaacov Iram; Challenges and opportunities: community college development in Afghanistan: serving students and gender equity / David J. Roof; Why the TVET system of French-speaking African countries is not able to produce a highly qualified and operational man power?: a comparison with Canadian community colleges / Efia R. Assignon; Technical education in Colombia between expansion and legitimacy: a neo-institutional perspective / Pedro Pineda and Jorge Celis.
Volume 2, 'Structural components: the challenges of change', contains the following chapters: Structural components: the challenges of change: volume introduction / Rosalind Latiner Raby and Edward J. Valeau; Part V, 'Curriculum, program assessment, and quality assurance', contains: Functions, organization, and contemporary challenges of the American community college / Arthur M. Cohen and Carrie B. Kisker; Evaluation of teaching and learning outcomes in health systems management studies, the case of Israel: ideal versus actual / Rachel Nissanholtz-Gannot and Nitza Davidovitch; Linking internationalization to student success: voices from stakeholders / Jacqueline M. Copeland; Evolution of community colleges in Thailand: from formal establishment to the present time / Pattanida Punthumasen and Takayoshi Maki; Feasibility and challenges on a national qualifications framework and permeability in education and training system in Japan / Keiichi Yoshimoto; Quality assurance in China's new public higher education institutions: achievements, challenges, and illustrative case studies / Qing Hui Wang; Part VI, 'Internationalization: designing curricular, mobility, and partnerships opportunities', contains: Enablers and constrainers of internationalization of higher education institutions: a case study from Portugal / Anabela Mesquita and Olimpio Castilho; The internationalization of vocational education in Brazil's federal institutes: another model / Marcelo Camilo and David Shallenberger; A horse of a different color?: reexamining international students at community colleges in the USA and Canada / Jonathan Z. Friedman; Vietnam and higher education internationalization: the promise of community colleges / Kayla Whitney, Lisa Reid, and Bernhard Streitwieser; Promoting green skills in the Caribbean: a Grenada-Canada partnership to educate and train the sustainable development practitioner for the twenty-first century / Pierre-Luc Gagnon and John N. Telesford.
Part VII, 'Innovation: adaptation to education needs of the learner', contains the following chapters: Adult learning in Italy: historical context and perspectives for a new provision / Luisa Daniele, Claudio Franzosi, and Domenico Nobili; Meeting the challenges of globalization while preserving institutional singularity: the case of Quebec CEGEPs / Olivier Begin-Caouette; Roles of community college for community development in Malaysia: entrepreneurship education program / Wan Naliza Wan Jaafar and Takayoshi Maki; The community college branch campus at Kuwait: meeting needs of the people and of industry / Carol Ross; Educational reform through sponsored projects in Curacao: government-sponsored technical and career institutions, postsecondary education, and the challenges of workforce development / Rosita Tormala-Nita; Upgrading polytechnic in Namibia to the Namibia University of Science and Technology and the post-secondary education niche in Namibia / Sarala Krishnamurthy and Charl C. Wolhuter; Part VIII, 'Pathways post-completion: career advancement, university transfer, and baccalaureate degrees', contains: Developing a skilled workforce through technical and vocational education and training in the Philippines / Kiran S. Budhrani, Mark M. D'Amico, and Jose Lloyd D. Espiritu; Fostering creative, practical, and professional engineers: National Institute of Technology (KOSEN) in Japan / Asami Shimoda and Takayoshi Maki; The community college concept and youth unemployment in the Middle East and North Africa (MENA) / Shahrzad Kamyab; When the walls come tumbling down: a case study of community colleges within a Canadian high mobility postsecondary system / Ralf St. Clair, Joanne Heslop, and Nicole Greengoe; Dimensions of collaboration between community colleges and universities in facilitating attainment of baccalaureate degrees in career and technical education / Michael L. Skolnik; Concluding chapter: Community colleges and global counterparts as evolving forms / Edward J. Valeau and Rosalind Latiner Raby. Show less

Authors: Raby, Rosalind Latiner; Valeau, Edward J.

Date: 2018

Geographic subjects: Australia; Oceania; Great Britain ... [+] Show more

Resource type: Edited book

Series name: Springer international handbooks of education

Subjects: Providers of education and training; Vocational education and training; Tertiary education ... [+] Show more

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