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Women, higher education and employment in the developing countries

This paper constitutes an analysis of data from six Asian (Bangladesh, India, Malaysia, Pakistan, Philippines and S ... Show more
This paper constitutes an analysis of data from six Asian (Bangladesh, India, Malaysia, Pakistan, Philippines and Sri Lanka) and four African (Arab Republic of Egypt, Sudan, Tanzania and Zambia) countries obtained for the International Institute for Educational Planning (IIEP) 'Research project on higher education and employment' in order to show the career orientation of women in higher education and their subsequent transition to the world of work. The paper illustrates that women are faced not only with restricted choices as regards field of study and employment, but also with low job mobility. Also, that multicultural societies such as Malaysia and the Philippines offered more opportunities for the advancement of women, despite open discrimination against them in the private sector. The authors feel that good career guidance is crucial for women's success in finding employment suited to their capabilities, qualifications and interests. However, this was seriously lacking in all countries included in the analysis.
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Authors: Sanyal, Bikas C.; Collins, J. E.

Date: 1988

Geographic subjects: Africa; Asia; Bangladesh ... [+] Show more

Resource type: Report, paper or authored book

Series name: IIEP occasional paper

Subjects: Gender; Higher education; Employment ... [+] Show more
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Higher education and employment: an international comparative analysis

The relationship between higher education and employment (particularly underemployment and unemployment) is discuss ... Show more
The relationship between higher education and employment (particularly underemployment and unemployment) is discussed in terms of a synthesis of 21 case studies of developing and developed nations. The countries discussed are: Bangladesh, Benin, Botswana, Egypt, Federal Republic of Germany, Malaysia, Pakistan, People's Democratic Republic of Yemen, Philippines, Poland, Sri Lanka, Sudan, Tanzania, Union of Soviet Socialist Republics, Zambia, the State of West Bengal (India), Mali, Nepal, France, Indonesia and Peru. The following chapters are provided: Introduction: the situation, the project and the countries involved; The methodology used; The demand for higher education; Organization and access to higher education; The quantitative development of higher education; The operation of the higher education system; Transition from the world of higher education to the world of work; The world of work; Conclusions: implications for higher education planners. Appendices provide statistical and socioeconomic data, student and graduate variables, and the study instruments.
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Authors: Sanyal, Bikas C.

Date: 1987

Geographic subjects: Africa; Benin; Botswana ... [+] Show more hilippines; East">Middle East; for Yemen (Republic)">Yemen (Republic); America">South America; [-] Show less

Resource type: Report, paper or authored book

Subjects: Higher education; Employment; Research ... [+] Show more
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Refugees' right to work and access to labor markets: an assessment

For refugees, the right to work is vital for reducing vulnerability, enhancing resilience, and securing dignity. Ha ... Show more
For refugees, the right to work is vital for reducing vulnerability, enhancing resilience, and securing dignity. Harnessing refugees' skills can also benefit local economic activity and national development. But there are many obstacles. Based on a sample of 20 countries hosting 70 per cent of the world's refugees, this study investigates the role and impact of legal and normative provisions providing and protecting refugees' right to work within the 1951 Refugee Convention as well as from the perspective of non-signatory states. Three metrics analyze the principle determinants of the right to work and labor market access: refugee and employment law, policies and practices that facilitate or constrain the right to work, and mediating socioeconomic conditions.
Overall the study finds remarkable diversity in legal provisions and constraints on refugees' right to work. A restrictive approach to the right to work prevails, and most states are reluctant to ease these restrictions. The majority of refugees work in the informal sector, but under much less satisfactory and more exploitative conditions compared with nationals. Informal labor markets are also constrained in countries with fragile economies which often host large numbers of refugees. Based on its findings, the study concludes that more national and international coordination is required, multiple actors should share in the responsibility to deliver decent work, labor market policies as well as training and education should be harnessed to support sustainable livelihoods, and refugee social capital should be more effectively engaged.
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Authors: Zetter, Roger; Ruaudel, Heloise

Date: 2016

Geographic subjects: Bangladesh; Chad; Ecuador ... [+] Show more

Resource type: Report, paper or authored book

Series name: KNOMAD working paper and study series

Subjects: Employment; Labour market; Migration ... [+] Show more
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Higher education and employment: the IIEP experience in five less developed countries

Some of the issues that this [report] deals with are: How does wage structure vary between sectors of employment an ... Show more
Some of the issues that this [report] deals with are: How does wage structure vary between sectors of employment and between specializations? What is the degree of mismatch between expectations and realities in respect of the reward system of the labour market? How does the phenomenon of unemployment vary from course to course and from level to level? What role do credentials play in finding a job? To what extent do the institutions of education help the students in the process of transition from school to work? What factors control the demand for higher education? What is the role of education in improving the quality of the labour force? These are some of the questions that the authors have attempted to answer, on the basis of empirical evidence derived from the [International Institute for Educational Planning IIEP research project on higher education and employment.
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Authors: Psacharopoulos, George; Sanyal, Bikas C.

Date: 1981

Geographic subjects: Africa; Egypt; Sudan ... [+] Show more

Resource type: Report, paper or authored book

Series name: Fundamentals of educational planning

Subjects: Higher education; Employment; Economics ... [+] Show more
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Country education profiles

The country education profiles (CEPs) are a guide to the education systems of over 115 countries and their comparab ... Show more
The country education profiles (CEPs) are a guide to the education systems of over 115 countries and their comparability with Australian qualifications. CEPs contain information about the structure and qualifications of all sectors of a country’s education system, including key points of comparison for assessment purposes i.e. quality indicators, and assessment guidelines for comparing qualifications from the overseas country with qualifications on the Australian Qualifications Framework (AQF). The CEPs are used to inform decisions for a wide variety of purposes including: admission to an educational institution such as a university; employment; migration; and registration with a professional or regulatory body. CEPs are widely used by education institutions, professional bodies, government departments, state and territory Overseas Qualifications Units (OQUs), migration agents, employers, and individuals both in Australia and overseas. The information provided is generally structured around three main sections: (1) Assessment guidelines: what the assessment guidelines mean (contains information that you need to know before using the assessment guidelines); assessment guidelines by sector and their respective institution list; and quality indicators; (2) List of institutions: consolidated list of recognised institutions for the CEP; links to the relevant assessment guidelines page; and where applicable, lists of institutional directories; and (3) Education system: description of the education system by sector, including: admission requirements, courses and qualifications, types of institutions, diagram of education system, grading systems, and teacher education.
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Corporate authors: Australian Education International (AEI)

Date: 2009

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

Resource type: Country information

Subjects: Assessment; Secondary education; Quality ... [+] Show more
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Trends in adult learning and education in Africa: findings from the 4th Global Report on Adult Learning and Education

[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult lear ... Show more
[The UNESCO Institute for Lifelong Learning] UIL has compiled this report from [the 4th global report on adult learning and education, available in VOCEDplus at TD/TNC 139.288] GRALE 4 providing a regional snapshot of adult learning and education based on data and information provided by 40 countries, Member States of both UNESCO and the African Union. It reports how far the recommendations in the Belem Framework for Action (BFA; UIL, 2010) [available in VOCEDplus at TD/TNC 113.1210], as well as the Recommendation on Adult Learning and Education (RALE), have been implemented on the continent. It also outlines what has changed since GRALE 3 (2016) [available in VOCEDplus at TD/TNC 125.386].
Key messages include: (1) Progress in participation in adult learning and education [ALE] is insufficient. African Member States and the international community must do more to enhance participation, investing resources and developing effective policies that draw on best practice in the continent and around the world, particularly in reaching the least advantaged; (2) Poor data constitute a major barrier to tackling inequalities in participation in ALE and addressing the needs of vulnerable groups. We need to know more about who is participating and who is not. More investment is needed in the collection and monitoring of data to support evidence based policies that promote inclusive participation for all; (3) Progress in ALE policy and governance is encouraging but it is by no means enough, with some countries continuing to lag behind; (4) Funding for adult learning and education is inadequate. More investment is required, as well as more targeting of those hardest to reach.
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Corporate authors: UNESCO Institute for Lifelong Learning (UIL)

Date: 2020

Geographic subjects: Algeria; Benin; Botswana ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Adult and community education; Teaching and learning; Lifelong learning ... [+] Show more
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Present and future of work in the least developed countries

This report provides an overview of the state of progress and the structural challenges faced by least developed co ... Show more
This report provides an overview of the state of progress and the structural challenges faced by least developed countries (LDCs) along the dimensions of structural transformation, productive employment and just transition. It describes current trends in production, productivity, employment and decent work, as well as the role of social protection and institutions of work. It highlights the structural and labour market vulnerabilities most relevant for the LDCs and how they have affected the [Coronavirus Disease 2019] COVID-19 impacts and recovery prospects for the LDC economies and their populations.
To support a strong recovery in the LDCs that lays the foundation for long-term sustainable development, a renewed partnership with the LDCs and a set of national and global actions are required. These include employment and industrial policies, institutional reforms, measures to promote an enabling business environment for enterprises, investments in expanding human capabilities and productive capacities and strengthening the institutions of work. The report proposes a human-centred framework for a resilient and inclusive recovery that can set the LDCs on a sustainable development path towards a brighter future for their world of work.
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Authors: La Marca, Massimiliano; Elsheikhi, Adam

Date: 2022

Geographic subjects: Afghanistan; Angola; Bangladesh ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Employment; Economics; Industry ... [+] Show more
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Health labour market policies in support of universal health coverage: a comprehensive analysis in four African countries

Background: Progress toward universal health coverage in many low- and middle-income countries is hindered by the l ... Show more
Background: Progress toward universal health coverage in many low- and middle-income countries is hindered by the lack of an adequate health workforce that can deliver quality services accessible to the entire population. Methods: We used a health labour market framework to investigate the key indicators of the dynamics of the health labour market in Cameroon, Kenya, Sudan, and Zambia, and identified the main policies implemented in these countries in the past ten years to address shortages and maldistribution of health workers.
Results: Despite increased availability of health workers in the four countries, major shortages and maldistribution persist. Several factors aggravate these problems, including migration, an aging workforce, and imbalances in skill mix composition. Conclusions: In this paper, we provide new evidence to inform decision-making for health workforce planning and analysis in low- and middle-income countries. Partial health workforce policies are not sufficient to address these issues. It is crucial to perform a comprehensive analysis in order to understand the dynamics of the health labour market and develop effective polices to address health workforce shortages and maldistribution as part of efforts to attain universal health coverage.
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Authors: Sousa, Angelica; Scheffler, Richard; Koyi, Grayson; Ngah Ngah, Symplice ... [+] Show more

Date: 2014

Geographic subjects: Cameroon; Kenya; Sudan ... [+] Show more

Resource type: Article

Journal title: Human resources for health

Subjects: Industry; Labour market; Employment ... [+] Show more
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ACQF-II RPL survey report

The African Continental Qualifications Framework-II (ACQF-II) supports development of National Qualifications Frame ... Show more
The African Continental Qualifications Framework-II (ACQF-II) supports development of National Qualifications Frameworks (NQF) and related policies in African countries, working in close cooperation and coordination with the relevant national authorities and with the Regional Economic Communities (RECs). This report presents the findings of the 2023 ACQF-II Recognition of Prior Learning (RPL) Survey. Recognition of Prior Learning (RPL) (or Validation des Acquis de l'Experience (VAE), Reconhecimento Validacao e Certificacao de Competencias (RVCC), Reconhecimento de Competencias Adquiridas (RCA), as also used in the African context) is the process for recognising learning that has come from previous non-formal, informal or even formal learning contexts. As such, RPL is a crucial tool to make non-formal and informal learning more visible. It is focused on learning outcomes, not on how skills and competences were acquired and as such is capable of addressing specific issues and needs with more flexibility and efficiency.
The aim of the survey was to collect data on the status quo of RPL policies and practices to assist the future efforts of ACQF in various activities related to RPL. In more detail, the aim of the Recognition of Prior Learning (RPL) survey is to gather data and insights regarding the effectiveness, accessibility, and impact of RPL policies and practices in Africa. This survey seeks to understand the extent to which individuals benefit from RPL processes in terms of educational and career advancement, as well as the overall alignment of RPL with national or regional goals. Additionally, it strives to identify areas for improvement and inform policy decisions, enhancing the quality of RPL practices, and contributing to the continuous improvement of education and training systems.
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Corporate authors: African Continental Qualifications Framework

Date: [2024]

Geographic subjects: Africa; Angola; Botswana ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Skills and knowledge; Qualifications; Teaching and learning ... [+] Show more
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ACQF-II micro-credentials survey report

The African Continental Qualifications Framework-II (ACQF-II) supports the development of National Qualifications F ... Show more
The African Continental Qualifications Framework-II (ACQF-II) supports the development of National Qualifications Frameworks (NQF) and related policies in African countries, working in close cooperation and coordination with the relevant national authorities and with the Regional Economic Communities (RECs). This report presents the findings of the 2023 ACQF-II Micro-credentials (MC) survey. The aim of the survey was to collect data on the place and trends of micro-credentials in the qualifications and lifelong learning systems in different African countries. More specifically, it aimed to identify common types of micro-credentials, explore organisational differences, and investigate various characteristics such as stackability, quality assurance methods, inclusion in NQFs and information requirements. Moreover, the survey gathered stakeholder perceptions, information on the current offering of micro-credentials and future plans.
The survey results highlight several key aspects that respondents believe should be part of a common continental approach to micro-credentials: (1) The most frequently mentioned aspects are the recognition of micro-credentials and quality assurance standards, each selected by 47 respondents. This suggests a strong desire for micro-credentials to be formally recognised and for there to be robust standards in place to ensure their quality; (2) Recognition by education and training organisations (39), trust by employers (36 times), and the ability to link supply and demand (32) - these features underscore the importance of recognition and value of MCs in both the education sector and the labour market, as well as the need for micro-credentials to be responsive to the needs of learners and employers; (3) A need for strong quality assurance as well as the possibility of using micro-credentials as blocks towards attaining a full qualification were also underlined; and (4) Features such as learning flexibility, affordability to obtain, and availability on online learning platforms were mentioned less frequently. This could suggest that while these aspects are valued, they may be seen as less critical to the quality of micro-credentials compared to recognition and trust.
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Corporate authors: African Continental Qualifications Framework

Date: [2024]

Geographic subjects: Africa; Angola; Botswana ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Qualifications; Skills and knowledge; Teaching and learning

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