Liberia Skills Development Constraints for Youth in the Informal Sector

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作者：

World Bank

来源地址：

http://hdl.handle.net/10986/25360

关键词：

SKILLS;  SANITATION;  ACADEMIC SKILLS;  SCHOOL SYSTEM;  LITERACY DEVELOPMENT;  BASIC EDUCATION;  TEACHERS;  ENROLLMENT OF MALES;  STUDENT-TEACHER RATIO;  PRIVATE ENTERPRISES;  SCHOOLING;  TUITION;  NUMERACY;  EQUITABLE ACCESS;  ENROLLMENT;  SKILLS DEVELOPMENT;  SCHOOL ENROLLMENT;  GROUPS;  HIGHER LEVELS OF EDUCATION;  LEVELS OF EDUCATION;  HIGH SCHOOL;  LIFE SKILLS;  EDUCATION OUTCOMES;  HIGHER EDUCATION;  BASIC KNOWLEDGE;  EDUCATION FOR YOUTH;  LEARNING MATERIALS;  ACCESS TO TRAINING;  BASIC READING;  TRAINING PROGRAMS;  ADULTS;  RURAL LOCATIONS;  GENDER BIAS;  EXAMS;  EXAM;  TRAINING CENTERS;  TRAINEES;  LITERACY;  TEXTBOOKS;  KNOWLEDGE;  COURSE CONTENT;  QUALITY OF EDUCATION;  TRAINING;  TEACHING RESOURCES;  EDUCATIONAL ATTAINMENT;  UNEMPLOYED YOUTH;  SECONDARY SCHOOL;  TRAINING MATERIALS;  SCHOOL CURRICULUM;  LOW LEVELS OF EDUCATION;  AVERAGE EDUCATIONAL ATTAINMENT;  VOCATIONAL EDUCATION;  BASIC PRIMARY EDUCATION;  LEARNING;  FORMAL TRAINING;  EDUCATION SYSTEM;  JOB TRAINING;  LEARNING RESOURCES;  PRIMARY SCHOOL;  ACCESS TO COMPUTERS;  TEACHING;  QUALITY TEACHERS;  YOUTH PARTICIPATION;  RADIO;  NEWSPAPERS;  SKILL ACQUISITION;  LEARNERS;  READING;  VOCATIONAL TRAINING;  SKILLS ACQUISITION;  LITERACY SKILLS;  TRAINING COURSES;  SKILLS TRAINING;  ATTITUDES;  EQUAL ACCESS;  DAILY ATTENDANCE;  GENDER DIFFERENCES;  ADOLESCENT GIRLS;  SCHOOLS;  ACCESS TO CAPITAL;  SCHOOL ATTENDANCE;  SCHOOL CERTIFICATE;  PARTICIPATION;  LEARNING OUTCOMES;  AVERAGE LEVEL OF EDUCATION;  AGE GROUPS;  ENTRANCE EXAM;  SCHOOL GRADUATES;  EDUCATIONAL QUALITY;  YOUTH;  DISADVANTAGED GROUPS;  CLASS SIZE;  LEARNING ENVIRONMENTS;  INFORMAL EDUCATION;  CURRICULUM;  TEACHER;  TEACHER RATIO;  CHILDREN;  LEVEL OF EDUCATION;  CLASS ROOM;  EDUCATION;  SKILL DEVELOPMENT;  TRAINING OPPORTUNITIES;  ASSESSMENT METHODS;  CLASS SIZES;  VOCATIONAL SKILLS;  FEMALE YOUTH;  RURAL AREAS;  BASIC SKILLS;  NO ACCESS TO ELECTRICITY;  INSTRUCTION;  YOUNG PEOPLE;  GIRLS;  STUDENTS;  NUMBER OF STUDENTS;  FEES;  PRIMARY EDUCATION;  WOMEN;  FORMAL SCHOOLING;  CLASSROOM;  CLASSROOMS;  PRIMARY SCHOOL ENROLLMENT;  SCHOOL;  SECONDARY EDUCATION;  QUALITY OF TEACHERS;  YOUTH POPULATION;  LEARNING ACTIVITIES;  HUMAN DEVELOPMENT;  RETURNS TO EDUCATION;  Report;  Rapport;  Informe; 

年份：

2016

出版地：

Washington,USA

语种：

English

摘要：

The labor force in Liberia is quite young. Youth aged 15 to 34 constitute over a third of thepopulation in Liberia and are somewhat concentrated in urban areas, according to the 2008census. These youth represent both a demographic dividend and a concern. The educational attainment of Liberian youth is steadily improving but remains low on average.Youth recognize that their lack of skills and experience are impediments to employment.The objective of this report is to assess youth skills development in Liberia.Given the composition of Liberia's economy and the concentration of the labor force outside formal employment, this report has a particular focus on skill development in vocational trades and the informal sector. This report comprises three analyses. Section Two constructs a profile of Liberian youth from existing administrative data are studied to enable a more detailed understanding of the current skill levels among working youth. Section Three first assesses skills development providers based on new survey data summarizes the results of original analysis carried out on data collected on a sample of 139 skill providers' training offerings, capacity, target beneficiaries, and other criteria. Next section three goes on to present young trainees' perceptions of skills development opportunities and limits, based on 354 interviews with recent trainees. This report contributes to the Government of Liberia's Agenda for Transformation (AfT) and the World Bank's Country Partnership Strategy (CPS) 2013-2017. Both recognize that inadequate skills and vulnerable employment are key constrictions on rapid, inclusive and sustainable growth.This report provides practical recommendations that align with pillars of the National Technical and Vocational Education and Training (TVET) Policy 2015-2020. This report makes recommendations specific to three pillars: promoting productivity in the agricultural sector through TVET, promoting productivity in the informal sector through TVET, and financing TVET.