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International aid to education is changing and this book examines some of the new directions regarding international development cooperation, globalisation, international funding and technical-assistance agencies, as well as national responses to changes in international development cooperation. Contributing authors represent a cross-section of leading scholars and key officials in international funding agencies and in national bodies in the North and in the South.

Part one is entitled 'Development co-operation in the context of globalization' and contains the following chapters: The new boundaries of international development co-operation / Jacques Forster; The future of international aid to education: a personal reflection / Aklilu Habte; Aid, international co-operation and globalization: trends in the field of education / Michel Carton; Education, development and assistance: the challenge of the new millennium / Simon McGrath. Part two is entitled 'New approaches to development co-operation among international funding and technical-assistance agencies' and contains the following chapters: Educational multilateralism at a crossroads / Karen Mundy; Education and development co-operation: a UNESCO perspective / Wyn Courtney; Development aid in education: a personal view / Stephen P. Heyneman; The Europeanization of aid / Wolfgang Gmelin; Education and geopolitical change in Africa: a case for partnership / Lennart Wohlgemuth; Changing frameworks and practices: the new Department for International Development of the United Kingdom / Myra Harrison; Redefining strategies of assistance: recent trends in Japanese assistance to education in Africa / Yumiko Yokozeki and Nobuhide Sawamura; Non-governmental organizations as partners in Africa: a cultural analysis of North-South relations / Juliet Elu and Kingsley Banya.

Part three is entitled 'New directions for aid practice: constraints and opportunities' and contains the following chapters: Aid co-ordination through the other end of the telescope / Henry Kaluba and Peter Williams; Co-ordination of aid to education at the country level: some experiences and lessons from the United Republic of Tanzania in the 1990s / Lene Buchert; Aid co-ordination in theory and practice: a case study of Botswana and Namibia / Ulla Kann. Part four is entitled 'National responses to changes in international development co-operation' and contains the following chapters: Aid to South African education: a case of the reluctant recipient? / Kenneth King; Educational policies, change programmes and international co-operation: the case of Chile / Cristian Cox and Beatrice Avalos; Issues amidst assistance: foreign aid to education in China / Kai-ming Cheng; Development assistance to primary education in India: transformation of enthusiastic donors and reluctant recipients / Jandhyala B. G. Tilak. Show less

The South African workforce is characterised by racial, gender, occupational and sectoral unevenness in the distribution of skills, employment and training opportunities. This article considers how enterprise training in South Africa contributes to ameliorating, sustaining or exacerbating such inequalities. Using data from the National Skills Survey of 2003, it explains these features with reference to a tension between the distorted apartheid training legacy and the inherent unevenness of training-related policy implementation after 1994. Unevenness will be a feature of any national workplace training environment and is not necessarily a sign of dysfunction. In South Africa, unevenness in the pattern of access to training opportunities may reflect legitimate treatment of workers who were previously disadvantaged.

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After its first year of operations, TAFE GLOBAL, the international arm of TAFE NSW, has made some definite inroads in overseas markets. More than 4,200 students are now undertaking TAFE NSW courses internationally. TAFE GLOBAL's offshore programs make use of a range of delivery methods, including distance delivery, twinning and face-to-face delivery by a mix of Australian and local teachers. TAFE GLOBAL has won a number of significant aid projects in countries such as Fiji, the Philippines and South Africa. It was able to successfully negotiate a contract to supply consulting services to assist with the planning of the 2004 Athens Olympic and Paralympic Games. Show less

The purpose of this article is to discuss how best to finance higher education in low-income countries of sub-Saharan Africa, drawing on benefits and drawbacks of the prevalent models of higher education finance, and lessons to be learned from countries which have seen greater expansion of their higher education systems in recent decades. Two main aspects are distinguished: first, a recognition of the powerful evidence that the general level of education in a country, its human capital, matters in determining a path to economic development; second, understanding that it does not help to produce large number of unemployed graduates whose only option due to absence of jobs is to engage in rent-seeking activities which in the end undermine both the essence of the human capital investment made, and job creation to be associated with human capital skills. Three areas are discussed, fully publicly financed 'free' university education model; feasibility and lessons about fees; feasibility and lessons about loans. In addition, the paper makes suggestions on the measures to widen participation and promote equity and quality.

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Organised by the International Labour Organization in partnership with Silatech, Abdul Latif Jameel Poverty Action Lab and the Arab Urban Development Institute, the symposium, held on 6-8 March 2014 in Doha, brought together policy makers and practitioners with academics and researchers to present and discuss the evidence base for 'what works' in increasing the employment and productivity of youth. Discussants shared recent findings of impact evaluations from the Middle East and North Africa region and other developing regions. Participants were also introduced to evidence from systematic and literature reviews which are important for evidence based policy creation. This working paper was one of the background documents to the symposium.

Youth unemployment in South Africa is high, differs substantially by race group and is increasing. A wage subsidy is one type of intervention which aims to reduce youth unemployment by providing a subsidy to firms which covers part of the cost of employing young people. The outline of a youth employment incentive was provided by the National Treasury in 2011. In order to understand how a wage subsidy may affect youth unemployment it is useful to know how South African young people and firms may react to a wage subsidy. A randomised control trial (RCT) is one way to investigate this.

This paper discusses the results from an RCT of a hiring voucher among young Africans. It specifically investigates whether the allocation of a wage subsidy voucher to a group of young people affected their employment probabilities in the short-term (one year after allocation) and one year later once the eligibility for the voucher had lapsed. The key finding of the paper is that those who were allocated a wage subsidy voucher were more likely to be in wage employment both one year and two years after allocation. The impact of the voucher thus persisted even after it was no longer valid. The magnitude of these effects was relatively large - those in the voucher group were 7.4 percentage points (approximately 25 per cent) more likely to be in wage employment one year after allocation and of similar magnitude two years later.

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Expanding tertiary education with quality, relevance, and equity is one of the most decisive challenges facing Kenya's future, including achievement of the ideals of the 2010 Constitution and, especially, its 2030 vision, which aims at transforming Kenya into a 'newly industrializing, middle-income, globally competitive, and prosperous country'. That is because tertiary education can contribute in a critical manner to successfully overcome several of the country's challenges. [This book] provides analysis and policy recommendations to the government of Kenya, tertiary education leaders, and the many stakeholders on managing the massive tertiary education expansion facing the country. It discusses the motivation for the analysis and its choice of three critical topics - quality and relevance, governance, and student financing. Then it reviews the findings in each area and concludes with a set of policy recommendations.

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The coronavirus [COVID-19] crisis began to reach global dimensions at the start of 2020. Health, but also economic and social crises affect countries with varying intensity, depending on their situation and prior vulnerabilities. The interweaving of long crises combined with various tensions (such as environmental, political, economic) and the consequences of the pandemic has important consequences for all workers. This is particularly true for young people in Africa, where youths are generally in a more difficult position than the elders, facing more uncertain prospects for finding decent work. Young people, especially young women, are particularly sensitive to crises and even more so when they are poorly qualified and live in rural areas where infrastructure is scarce. Some crises, such as economic, environmental and conflict-related crises, are structural and can sometimes last for decades. This forces young people to adapt and develop survival strategies which often turn out to be risky or even dangerous.

This paper reports on the impact of crises on youth employment in Africa, taking into account different types of crises and analyzing their structural context and offering recommendations on how policies should be tailored to the specific needs of groups whose employment is most affected.

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Despite the explosive growth in the number of people receiving disability benefits in South Africa, very little is known about the labour supply effects of the disability grant (DG). This study investigates the impact of disability grant receipt on labour force participation. Consideration is given to potential bias that may arise from unobserved confounding factors. The study utilises data drawn from the 2007 wave of the General Household Survey (GHS) and implements a three-step methodology in a comparative perspective. Firstly, a standard probit regression of labour force participation is applied, followed by an instrumental variable regression to correct for possible endogeneity of DG take up. Finally, the sensitivity and robustness of the results is checked by implementing a variety of propensity score matching techniques. The results overall suggest that the DG receipt has substantial work disincentive effects, but the magnitude of the effect differs between parametric and non-parametric estimators.

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This paper examines gender differences in entrepreneurial performance and their links with start-up capital utilizing a search model and empirical analysis of survey of entrepreneurs from Swaziland. The results show that entrepreneurs of both genders with higher start-up capital record better sales performance than those with smaller amounts of capital. For women entrepreneurs, formal finance sources of start-up capital are also associated with higher sales. However, as in other developing countries, women entrepreneurs in Swaziland have smaller start-up capital and are less likely to fund it from formal sources than men. Among women entrepreneurs, those with college education and confident in their skills tend to start their firms with higher amounts of capital. Professional support also matters, as women with such support are more likely to fund their start-up capital from the formal financial sector.

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This paper reviews some of the policies and strategies adopted to facilitate sustainable funding of vocational training and their shortcomings. It also discusses new initiatives and structures that have been or are in the process of being put in place to make financing of vocational training especially at the work place more effective. the new policy on citizen Empowerment and the Small Business Policy (supported by the Small Business Act) has a strong training component which is monitored. The establishment of the Local Enterprise Authority as a result of the Small Business Act will provide a structure approach to supporting small enterprises particularly in areas of entrepreneurial skills. The Income Tax (Training) Regulations provide for 200 per cent tax deduction for training undertaken by companies. The new regulations have been streamlined and training now has to be certified by the Botswana Training Authority as meeting the minimum quality standard before tax claims can be lodged. The proposed Vocational Training Fund (Levy/Grant System) will provide funding for enterprises for training based on a levy/grant system. The potential for these initiatives in improving effective and sustainable funding for vocational training will be analyzed and conclusions will be derived.

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