This document discusses inclusive growth and skills development in Sri Lanka. It notes that true growth involves improvements in socioeconomic development, culture, politics, and quality of life. Skills development is crucial for inclusive growth and sustainable development by empowering people and protecting natural resources. In Sri Lanka, the technical education sector faces challenges in meeting high demand for skilled workers due to lack of access, quality, and relevance in training programs. The government is taking initiatives to reform technical education, introduce new programs, and better align training with labor market needs to address skills shortages. These reforms aim to provide equal opportunities and support inclusive growth.
Integrating technical and vocational education in youth empowerment programme...Alexander Decker
This document discusses integrating technical and vocational education into youth empowerment programs in Nigeria to address high unemployment. It argues that including TVET can better equip youth with practical skills for self-employment or jobs. Currently, many such programs lack TVET and have not achieved expected results. Integrating TVET could reduce unemployment and increase economic growth by developing vocational skills not provided by traditional education. The document recommends making TVET a priority in funding and including it in all youth empowerment and job training programs.
Entrepreneurship development through vocational education Alexander Decker
This document summarizes research on entrepreneurship development through vocational education training and its role in skills acquisition and manpower development in developing economies. It discusses key concepts like skills acquisition, manpower development, and challenges facing vocational education training. The document outlines different types of skills that vocational education students should acquire, including innovative, practical, self-motivation, financial, marketing, time management, administrative, and professional skills. It also defines entrepreneurship and entrepreneurship education, noting that vocational training prepares learners to be innovative entrepreneurs who can contribute to economic development.
Technical and Vocational Education and Training, 10th Global RCE Conference ESD UNU-IAS
This document discusses home-based TVET (technical and vocational education and training). It outlines the vision and objectives of home-based TVET, which aims to link TVET with education for sustainable development (ESD) in order to make TVET more attractive to young people. The methodology involves building a global TVET network through existing RCE (Regional Centres of Expertise on Education for Sustainable Development) networks. Applications for funding for the home-based TVET project were submitted to USAID and EuropeAid. Lessons learned include emphasizing the economic, social, cultural, and environmental returns on investment of integrating ESD into TVET.
1. Human capital formation refers to increasing the productive qualities of a country's labor force through education, skills training, health care, and other means.
2. Key factors that influence human capital formation in Pakistan include low literacy rates, lack of on-the-job training, insufficient health and nutrition levels, and inadequate basic infrastructure and services.
3. Improving human capital formation is important for Pakistan's economic development as it can increase labor productivity and utilization of resources, promote technological advancement, boost industrial performance, and reduce poverty and unemployment. However, challenges to human capital formation in Pakistan include rapid population growth, unequal access to education, and lack of awareness about its benefits.
Role of vocational education training (vet) policy in creating high skill soc...Awais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
Promoting Economic Security and Employment Generation through Effective Manag...iosrjce
This paper focused on promoting economic security and employment generation through effective
management of education and entrepreneurial skills in Nigeria. Highlighted in the paper were some means
through which economic security, employment generation and entrepreneurial skills could be enhanced for
students in tertiary institutions. The definition of some terms was outlined. Further discussed in the paper were:
the importance of developing entrepreneurial skills curriculum in education; managing education through
effective utilization of entrepreneurship education for promotion of economic security and employment
generation; and the challenges affecting effective utilization of entrepreneurship education for promotion of
economic security and employment generation. Some recommendations were proffered towards managing
education through effective utilization of entrepreneurship education as means for promoting economic and
employment generation. Among such recommendations included: education stakeholders and government
should ensure adequate funding of education; and effective propagation and utilization of entrepreneurship
education into the school curricular. This should be done throughout all the levels of education from basic
education, secondary education and higher education in order to inculcate into individuals entrepreneurial
skills that will promote economic security and employment generation.
This chapter discusses the link between human capital development and economic growth. It provides an overview of different economic theories around this link, from traditional neoclassical growth models to newer endogenous growth models which view human capital and technology as endogenous to the system. The chapter then discusses factors important for raising labor productivity like investments in education and skills training. It examines debates around vocational versus general education and considers how different types of education may be more appropriate for countries at different development levels and with different economic structures. Finally, it briefly discusses how current technology favors skilled labor and production of differentiated goods.
Technical and vocational education and training in ghana a tool for skill acq...Alexander Decker
The document discusses technical and vocational education and training (TVET) in Ghana. It outlines that TVET is important for skill acquisition and industrial development as it equips people with technical skills needed for socioeconomic development. The government recognizes strengthening TVET through reforms such as competency-based training. However, TVET faces challenges like outdated curricula and lack of practical industry exposure. The document calls for strengthening industry collaboration and adopting competency-based training to improve TVET.
This paper discusses how science, technology, and innovation (STI) can be used to improve quality of life and sustainable development in developing countries. It argues that access to appropriate technologies promotes improvements in living conditions. The ability of local firms to access technological know-how is important for economic growth. Examples discussed include using computers to enhance production, transportation, energy, commerce, education and health. The paper concludes that developing countries cannot suppress change and must find ways for technology to be applied to address pressing needs.
The document discusses modernizing education and training systems. It notes the importance of lifelong learning and addressing skills gaps. Vocational education is highlighted as helping to reduce dropout rates. However, funding remains a challenge for reforms. While higher education collaboration with industry is recognized as important for innovation, few countries have comprehensive strategies. The demand for tertiary education is rising but there are issues that need collective solutions to ensure 40% of the global workforce having qualifications by 2020. National reforms are progressing but not enough against benchmarks and this could lead to social exclusion if not addressed.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The endemic poverty, which ravages Nigeria today is known to everyone.
Poverty results from lack financial purchasing powers.
Purchasing power is increased with employment
Employment is only made possible by acquiring relevant employable skills
This can be achieved in the field of electrical installation in government technical colleges.
VINOD GUPTA M.Ed (hi)DSMNRU STETUS OF VOCATIONAL EDUCATIONVINOD GUPTA
Vocational education aims to develop vocational skills and prepare students for jobs. It helps maximize the utilization of a country's resources and leads to the dignity of labor. The goals of vocational education in India include improving vocational efficiency, enhancing individual employability, reducing skill mismatches, and providing self-employment opportunities. Currently, only about 2% of Indians ages 15-29 report receiving formal vocational training, though the proportion is higher for the unemployed. Vocational education can bring education and productivity closer together to benefit society.
This paper discusses how the nature and character of education available to Nigerians in the Niger Delta Region has for long contributed to, and, over the years, aggravated rather than ameliorate the agitation over resources, and how the diversification towards entrepreneurial development can act as a long term solution to the crisis. This comes from the background that a concrete source of agitation in the Niger Delta is the unending demand for paid employment by the youth; with which the multinational oil companies cannot, as they claim, cope.
Quality Technical, Vocational Education and Training: A Tool for Self RelianceIOSR Journals
This document discusses quality technical and vocational education and training (TVET) as a tool for self-reliance. It identifies that skill and knowledge acquisition are important for economic growth. TVET aims to provide these skills through technical education programs. The goals of TVET in Nigeria are to provide trained workers, technical skills for development, and skills for self-reliant individuals. However, increasing unemployment shows these goals have not been fully achieved. The study aims to investigate factors like students, schools, instructional materials, and government strategies that can help improve TVET and make it more effective for self-reliance.
The current economic recession in Nigeria today tells the whole story; Nigeria is faced with lots of challenges ranging from high rate of poverty, youth and graduate unemployment, over dependence on foreign goods and technology, insecurity, low economic growth and development, poor infrastructural development among others (Ekwesike, 2012)
GSS Session IV- A Ms Alka Bhargava: Vocational Education in Schools -- India ...4th_Global_Skills_Summit
This document discusses vocational education in India and outlines several key points:
1. India has a large population and workforce but many lack formal vocational training or education. Only 2% of those aged 15-29 have undergone formal training and demand outpaces current capacity.
2. There is a need to reform and expand vocational education to better align with industry needs and create clear qualifications frameworks and pathways. Industry involvement in curriculum, delivery, and certification is important.
3. The document outlines India's plan to establish a National Vocational Education Qualifications Framework to standardize qualifications, recognize prior learning, and improve mobility between vocational and higher education programs.
The document discusses the relevance of vocational skill acquisition programmes for employment in Bauchi, Nigeria amid a declining economy. It finds that the main objectives of such programmes are to enable youth to acquire vocational skills to gain employment and raise living standards. Trainees perceive the programmes as important for imparting practical, marketable skills to address unemployment in the current economic climate. The study recommends that training courses match sector needs and provide employment through entrepreneurship opportunities given scarce government resources in the declining economy.
Este documento clasifica y describe los diferentes tipos de recursos naturales, incluyendo recursos renovables, no renovables, inagotables, bióticos, abióticos, mineros y energéticos. También explica la contaminación ambiental, tipos de contaminantes como desechos orgánicos e inorgánicos, contaminación térmica, monóxido de nitrógeno, dióxido de azufre y plaguicidas. Además, resalta la importancia de un manejo integral de los residuos contaminantes que combine opciones de reuso, recic
Louise Bogan was an American poet who served as the Library of Congress Poet Laureate in 1945. As poetry editor of The New Yorker for 40 years, she helped shape mainstream 20th century poetry. Some critics consider her the most accomplished woman poet of the century, though others see her as a minor poet who favored traditional forms over modernism. The poem criticizes women for being too domesticated and not experiencing the wilderness or world, and for not behaving as they should in terms of being flexible versus rigid.
Potential energy is the energy that an object possesses due to its position or state of strain. Objects have potential energy due to their height or position, such as water in a dam or a mango on a tree. Objects can also have potential energy due to strain, such as a wound spring, stretched rubber band, or compressed spring. Potential energy is calculated as U=Mgh, where U is potential energy, M is mass, g is acceleration due to gravity, and h is height. When a spring is wound in a toy car, the force applied is stored as potential energy that then gives motion to the toy car when released.
El bazo es un órgano linfático púrpura localizado en el hipocondrio izquierdo. Tiene múltiples funciones como la formación de células sanguíneas, metabolismo de hierro y hemoglobina, y respuestas inmunitarias. Está irrigado por la arteria esplénica y drenado por la vena esplénica.
La piel es el órgano más grande del cuerpo y cumple funciones importantes como barrera de protección, termorregulación, protección contra los rayos UV, percepción y vigilancia inmunológica. Está compuesta de tres capas principales: la epidermis en la superficie, la dermis en el medio y la hipodermis en la parte más profunda. La epidermis es la barrera más importante del cuerpo y está formada por cuatro capas, mientras que la dermis contiene vasos sanguíneos, nervios y glándulas.
powe rpoint presentation Green revolution 2016sanojraju
The document discusses the strategies and impacts of the Green Revolution in India. It introduces strategies used like high yielding variety seeds, chemical fertilizers, construction of canals and bore wells, and increased use of tractors. The Green Revolution aimed to address high poverty, low agricultural productivity, and lack of infrastructure. Its positive impacts included making India self-sufficient in food, controlling food prices, and increasing buffer stocks by boosting rice and wheat yields. However, it also increased disparities between large and small farmers, made crops more vulnerable, caused unemployment, and led to water pollution from excessive chemical use.
Our government has three branches: the legislature, executive, and judiciary. The legislature in India consists of the Lok Sabha as the permanent house and the Rajya Sabha as the house of representatives. The factors of government include a cameral legislature.
O documento descreve a origem e características dos Gnatostomados, vertebrados com mandíbulas. Os Gnatostomados surgiram há cerca de 380 milhões de anos e incluem a maioria dos vertebrados atuais, como tubarões, raias e vertebrados terrestres. Eles se diferenciam dos outros craniados pela presença de mandíbulas posicionadas verticalmente, constituídas por ossos e dentes.
Este documento presenta el Libro Rojo de la Flora Amenazada de Bolivia, Volumen I, Zona Andina. El libro evalúa el estado de conservación de 339 especies de plantas andinas en Bolivia según los criterios de la UICN. Fue elaborado por un equipo de expertos bolivianos con el objetivo de proporcionar información sobre la situación actual de la flora andina del país y apoyar las acciones de conservación.
Este documento presenta la información de un equipo de salud mental compuesto por 26 personas con diferentes funciones como psicólogos, psiquiatras y técnicos. Además, detalla los programas y atenciones realizadas durante el año 2015, los usuarios atendidos y sus procedencias. Finalmente, resume los hitos y avances más relevantes alcanzados por el centro durante el año, como la inauguración de nuevas instalaciones, la participación en convenios y estudios, y el fortalecimiento de los equipos de trabajo.
Aula - Arquiteturas de aplicações móveisJanynne Gomes
Este documento discute as arquiteturas de aplicações móveis, incluindo arquiteturas cliente-servidor em camadas e filas, diferentes tipos de clientes (magros, gordos e hospedagem de página web) e arquiteturas de servidor de uma, duas e três filas. O documento fornece exemplos e detalhes sobre os benefícios e desvantagens de cada abordagem arquitetural.
O documento discute unidades de medida em CSS, dividindo-as em relativas e absolutas. As unidades relativas incluem em, rem, ex, px e %, enquanto as absolutas são pt, pc, mm, cm e in. É explicado que as unidades relativas se referem a outras medidas enquanto as absolutas não.
Sobre as doenças inflamatórias do pâncreas e seus aspectos radiológicos. Pancreatite aguda, pancreatite crônica, escala de Balthazar, IGTC, necrose pancreática, pseudocisto pancreático, necrose Infectada, pancreatite autoimune e pancreatite paraduodenal.
Dr. Leonardo Ebeling presented on recent advances in medical therapy for urolithiasis. He discussed treatment options including watchful waiting, pain control, and invasive or noninvasive surgery. Noninvasive options include extracorporeal shock wave lithotripsy (ESWL) and medical expulsive therapy (MET). MET uses pharmaceuticals to help pass stones naturally. Potential drug targets discussed included calcium channels, alpha1-adrenergic receptors, anti-inflammatories, phosphodiesterases, and muscarinic receptors. Rowatinex, a traditional herbal medicine containing purified terpenes, was highlighted as a multi-target MET option that may help reduce stone formation and passage through various
A Viewpoint Toward Technical and Vocational Education for Industrial Developm...BRNSSPublicationHubI
This document discusses technical and vocational education (TVE) in Iran. It notes that TVE is important for developing job skills and reducing unemployment. The state plays a major role in financing and providing education services. TVE in Iran is overseen by the Technical and Vocational Training Organization, which trains around 1.5 million people annually through its network of public and private schools. The organization aims to increase skills for various groups including students, employees, vulnerable populations, and international students. It also operates an Instructor Training Center to develop new education technologies. Overall, the document examines the role and structure of Iran's TVE system in developing workforce skills and promoting economic and social development.
Higher education plays an important role in socio-economic development by creating skilled workforces, supporting businesses through research and developing technologies, and driving innovation. In Pakistan, higher education has expanded rapidly but still faces challenges in providing widespread access, implementing effective teaching methods, reducing brain drain, and adapting to changing research needs. While universities in Pakistan aim to develop human capital and communities, they must address issues like lack of access, unemployment, and changing job market demands through reforms such as partnerships with communities, financial assistance programs, entrepreneurship training, and leadership development.
Exploring Factors Affecting the Success of TVET-Industry Partnership: A Case ...AJHSSR Journal
ABSTRACT: The purpose of this study was to explore factors affecting the success of TVET-industry
partnerships. A case study design of the qualitative research method was used to achieve this objective. For the
study, one polytechnic college of Oromia regional state, and two industries were purposively selected. From the
sample polytechnic college and industries, a total of 17 sample respondents were selected. Out of 17
respondents, 10 respondents were selected using the snowball sampling method, and the rest 7 respondents were
selected using the purposive sampling technique. The qualitative data were collected through an in-depth
interview and document analysis. The data were analyzed using thematic approaches. The findings revealed that
TVET-industry partnerships were found weak. Lack of key stakeholder‟s awareness shortage of improved
training equipment and machines in polytechnic colleges, absence of trainee health insurance policy, lack of
incentive mechanisms for private industries, lack of employer industries involvement in designing and
developing occupational standards, and preparation of curriculum were some of the impediments of TVETindustry partnership. Based on the findings it was recommended that the Oromia TVET bureau in collaboration
with other relevant concerned regional authorities and TVET colleges, set new strategies for creating strong
awareness for industries, companies, and other relevant stakeholders on the purpose and advantages of
implementing successful TVET-industry partnership. Finally, the Oromia regional government in collaboration
with the TVET bureau needs to create policy-supported incentive strategies such as giving occasional privileges
of duty-free import, tax reduction, and regional government recognition awards based on the level of partnership
contribution to TVET institutions in promoting TVET-industry partnership.
KEY WORDS: employability skills, industries, and partnership
1) The document is the January 2015 issue of the CEMCA Newsletter. It includes sections on guest columns, news, case studies, and upcoming events.
2) In his column, the Director discusses the focus and priorities of CEMCA over the next few years, which will include improving ICT integration in teacher education, skill development, community media, and open educational resources.
3) The Director notes that CEMCA will support developing open educational resource-based courses for skills training, strengthen communities of practice for teacher educators, and integrate new ways of providing quality learning in the informal sector through community media.
IJ SDR 2021 Shaping the Education to Meet the Global Demands Industrial Incl...CINEC Campus
This document discusses shaping university curriculum to meet global demands through industrial inclusiveness. It analyzes how education can transform students' knowledge, skills, and competence to meet changing industry needs in areas like health, IT, engineering and business. As customer preferences and technology evolve rapidly, industries require a skilled workforce with relevant training. The university curriculum can play a key role in vertically integrating education and industry requirements to develop qualified graduates for high-demand jobs. This transformation is needed for countries and firms to maintain competitiveness in today's knowledge-based global economy.
Contribution of Skill Development Program on Self-Employment in Nyamagana Dis...AI Publications
This study aimed to investigate the contribution of skill development to self-employment. The study specifically aimed to identify skills development programs required for self-employment among youth. To identify the roles of stakeholders in contributing to skills development programs on self-employment among youth and to examine factors hindering the contribution of skills development programs towards self-employment among youth. Based on the findings through questionnaires and interviews it can be concluded that skills development programs are very important for youth selfemployment in society. That skills development contributes highly to the youth in the determination of entrepreneurship opportunities; it then gives youth time to learn about the management of their enterprises as well as creating a link between one economic sector to another. However, it was established that there are challenges facing skills development programs among youth, which need to be mitigated properly to obtain positive, results about the improvement of youth selfemployment.
The role of universities in human capital development implications for nation...Alexander Decker
This study investigated the role of universities in developing human capital through training programs for lecturers and the implications for national transformation in Nigeria. The study found that opportunities for lecturers to attend retraining programs like conferences and workshops had a significant relationship with improvements in their teaching effectiveness and the transformation of students. It was concluded that ongoing training is an important way for universities to develop lecturers' skills and knowledge to transform teaching approaches and better prepare students to contribute to national development. The researchers recommended increased government funding for training programs to continuously develop the human capital in universities.
1. The document discusses the importance of skills development for economic growth in middle-income countries. It argues that skilled workforces are needed to utilize modern technologies, increase productivity and value addition in manufacturing.
2. Policies and reforms are needed to develop skills training programs. Sri Lanka has implemented a National Vocational Qualification Framework to standardize training and certification across industries. This framework establishes skills standards and competency-based training programs.
3. Quality assurance is crucial for technical and vocational education and training systems. Sri Lanka's quality assurance system evaluates and monitors training providers to enhance employability and match training to workforce needs.
India's Demographic Dividend - How to ExploitSagar Chavan
This document discusses India's demographic dividend and the need to develop skills to take advantage of it. It notes that while India has shifted directly to a services sector economy without strong industrial development, re-industrialization is needed to create jobs and drive economic growth. The document outlines challenges with outdated worker skills and proposes public-private partnerships in vocational education and training to develop skills relevant to the economy. India has a young population that can boost its workforce if given proper skills through improved vocational education programs involving government and private sector collaboration.
This document discusses the skills gap facing the GCC countries and strategies to address it. It notes that while GCC countries are investing heavily in education, there remains a fundamental misalignment between the skills employers need and what the education system provides. It identifies four key areas to focus on: aligning curricula with employer needs; providing career information; developing workforce skills through experience and training; and encouraging a culture of employment, innovation and entrepreneurship. The document recommends specific actions that governments, the private sector, and education systems can take to collaborate better and ensure the workforce has the necessary skills.
Human resource is an essential determinant of economic growth and development. It consists
of different factors like education, health, migration, vocational training and (information
technology) IT development vocational training and skill development are among them.
Vocational training improves the productivity and production and enhances the efficiency of
the labour force. This paper attempts a study of skill development to facilitate higher growth
in economy.
This study seeks to examine how polytechnic education in Nigeria can develop middle level skilled manpower to enhance sustainable development. Education as an effective, dynamic instrument for moulding and harnessing the human person its capabilities, and also for structuring a better society, has been recognized the world over. Therefore, the study aims to support and encourage the activities of Nigerian polytechnics in training middle level skilled manpower for sustainable development. The study was a qualitative study, content analysis was adopted to analyze the various data gathered from the secondary source of data collection. The findings of the study revealed the challenges of the polytechnic education, which include among others, constraints imposed by the statute establishing polytechnics in Nigeria; efforts so far made in manpower generation and solution to the challenges established above. As parts of the solution to the challenges, the study recommended inter alia promotion of aggressive research development, as well as entrepreneurship activities, through intra and inter-institutional competitions and irresistible awards. This paper was unexhaustive contribution of original information from the secondary sources on this topic. It is unique, original and valuable research for academic and societal improvement. Future study on this issue should focus on required skills in the industries which polytechnics should develop. Empirical analysis on middle level manpower development by the Nigerian polytechnics can reveal skills training areas. The study was opinion research paper
Changing nature of work, Human Capital and Economic Growth of bangladeshMd. Ashraful Alam
Changing Nature of work, Human Capital and Economic Growth of Bangladesh discusses how technology is changing the skills needed in the workforce. Workers now need skills like complex problem solving, teamwork, and adaptability. While machines have replaced humans in many jobs, technology has also created new jobs and increased productivity. Developing countries like Bangladesh face challenges catching up with these technological changes. Investing in human capital development through education, health access, and job training is critical for economic growth in Bangladesh. The country's human capital index score of 0.48 places it above neighbors like India and Pakistan but below smaller countries like Nepal. Strong human capital foundations are essential for countries to develop workforce skills and adapt to changes in the nature of work.
The document discusses the strategic role of human resources (HR) in supporting India's Skill India initiative. It outlines several ways HR can partner to develop skills, including setting up training centers, developing trainers, implementing a talent supply chain model, and innovative training programs. HR is well-positioned to collaborate across government, industry, and society to help train the large number of youth needed and ensure skills align with market demands. By taking a strategic role, HR can help achieve the goal of training 500 million people by 2020 and support India's continued economic and social development.
The document summarizes the National Technical Education and Skills Development Plan (NTESDP) 2018-2022 created by the Technical Education and Skills Development Authority (TESDA) of the Philippines. The NTESDP aims to guide stakeholders in developing the country's middle-level workforce. It identifies key industries for employment growth and sets objectives to create an enabling environment for technical vocational education and training (TVET), prepare workers for the future of work, assure industries with workforce needs are met, address needs of disadvantaged groups, and instill integrity in the TVET sector.
The document is a survey report that investigates student awareness, interests, and aspirations regarding general and vocational education in India. Some key findings from the survey include:
1) The majority (72.5%) of students surveyed do not want to pursue the same profession as their parents, reflecting changing aspirations and the limits of intergenerational knowledge transfer.
2) 68.5% of students aspire to study full-time after school, though currently only about 18% of Indian youth are enrolled in higher education.
3) Contrary to expectations, students with higher academic performance were less likely to want to study full-time, with only 57% of top-scoring students interested versus 70-80
Technical vocational education and training in ethiopi1Abayneh Mekonnen
This document provides an overview of technical and vocational education and training (TVET) in Ethiopia. It discusses the growth of the formal and non-formal TVET sector in the country. The document aims to analyze the TVET and labor market context through reviewing policies, programs and stakeholders. It also seeks to identify lessons learned, challenges and opportunities to better coordinate TVET provision with the needs of the labor market. The methodology includes reviewing documents and conducting discussions with TVET officials. The context outlines Ethiopia's population trends, poverty levels, and skills gaps in the workforce that TVET is meant to address.
This paper analyses the current scenario of skilled workforce of Indian Economy and future requirement
of skill development. The paper also outlines skill gap in various sectors, the key issues and policy
implications to address those issues and challenges in Skill Development and Productivity arena.
Similar to Article for Inclusive Growth for Sustainable Development - P. Sivananthan (20)
A Study on Skill Development and Productivity of the Workforce in Indian Economy
Article for Inclusive Growth for Sustainable Development - P. Sivananthan
1. Inclusive Growth for Sustainable Development: A Perception with Special Reference to Skills
Development in Sri Lankan Context
Introduction
Growth is the most admiring term in the development arena while many of us fail to understand its
in-depth meaning. Many people expect to see the physical improvements around us as a growth
which is much tangible and visible. However, growth is more than mere physical development and
it is a long-lasting achievement in multiple aspects such as socio-economic development, cultural
integration and political freedom of people etc. Though the infrastructure development is a
prerequisite for the growth of a nation, the actual growth is something beyond it and varies from the
quality of life to their level of satisfaction by having better access to quality education, health,
employment and entertainments. Good governance, political rights and legal protection are few
indicators of true development in a country in the sense of inclusive growth. In inclusive growth, it
is expected to maintain equity among all group of people while eliminating inequalities and
exclusions among them (Spence Report1
, 2008). Perhaps, inclusive growth is a holistic approach for
the betterment of people and their nation. Infrastructure development may be a vehicle to bring
improvements together or collecting all resources for a common purpose but, it is alone not be a
growth. When inclusive growth is in place, all segments of citizens enjoy better living standards,
happiness, peace and harmony in and around them. Thus, the inclusive growth is more than mere
economic development.
Inclusive growth drives the development of a country. If so, who are the winners in the
development process? Is it people or their government? Both of them will not certainly benefit if
environment is not protected properly. The Brundtland Report2
(1987) defines the sustainable
development as “Development that meets the needs of the present without compromising the ability
of future generation to meet their own needs”. Nevertheless, natural resources are being consumed
drastically without adequate concern of its availability for future generation. Productions are in
increasing trend not only for meeting the actual demand but also for creating an artificial need for
consumption. These are boosting the overuse of limited resources for mere economic benefits.
Factories and power plants are polluting the earth by exhausting harmful emissions and chemical
wastages under the so called slogan of “industrial revolution for economic growth”. Whether the
next generation will be healthy to enjoy these developments or will they are able to obtain a good
planet for meeting their basic needs and the probable survival as human beings in the ecosystem are
some of the key but unanswered questions.
1
Report on Growth and Development
2
Report on World Commission in Environment and Development
2. The only answer for these questions is sustainable development, which is, growth for long lasting
improvements. “Having growth without harming the environment” is the core of the sustainable
development agenda for the survival of people in the ecosystem. Thus, development initiatives have
to be streamlined with sustainable development policies by the help of technical advancement and
innovations that will reduce the overconsumption of natural resources and none reusable energies
while protecting the environment.
Technical training empowers people to be the development partners in a country by enabling them
to exploit their potential by applying knowledge and competencies in workplaces as means for
improving their living standards. On the other hand, technology provides solutions for managing
industrial wastes in a productive way through recycling. Technologies do assist to produce
renewable energies at lower environmental cost. Today the technology and its acquisitions are very
important. Thus, skills upgrading are very crucial for people not only for the purpose of income
generation but also for securing natural resources and safeguarding environment. As skills
upgrading becomes the foremost tool for sustainable development through inclusive growth, this
article tries to examine the importance of skills development and its supply for labour market
demand along with future initiatives in the context of developing Sri Lanka.
Skills Development in Sri Lanka
In Sri Lanka, the formal Technical, Vocational Education and Training (TVET) represent a long
history since the era of colonization in parallel to the general education. The importance of its
ability as a path for gainful employment was not the first priority of the people in early days.
Although the first Technical College formerly named as “Technical School” had been established in
1893 in Colombo, the potential of the technical education has only been realised with the trend of
replacing the traditional enterprises by export-oriented industries after the independence of the
country in 1948. It was further reinforced by the government policy of promoting domestic products
as import substitutes to achieve the aim of saving foreign exchange for self-sufficiency from the
year of 1972. Later this trend has been changed since the introduction of open economy in 1977.
However, the open economy introduced in 1977 was compelled to unlock the path for producing
skilled people to cater the demand of both domestic and foreign labour markets. As such, the free
market has started attracting not only local investors but also foreign multi-national companies to
do investments in order to compete with similar products and services in local markets. As a result,
demand for skilled manpower has significantly increased and created the room for expanding skill
training in Sri Lanka. Similarly, employment opportunity in Middle Eastern countries along with
migrant workers is the other catalyst to push the need of producing skilled personnel.
3. In attempt to cater such increasing demand for skilled workforce, there has been a paradigm shift
evolved in training delivery which focused from the typical process of supply driven to demand
driven approach. Accordingly, skills are standardised in line with the industrial needs and norms to
deliver trainings in the mode of Competency Based Training. Subsequently, the country received a
unified qualification system namely; National Vocational Qualification framework in 2004, in
which, the TVET graduates are being certified in different levels such as certificate courses,
diploma and degrees. However, this shift is not alone enough to bring the required quantity of
employable people due to lack of access, quality and relevance of training in the TVET sector of Sri
Lanka.
In 2012, the number of school candidates qualified to follow G.C.E. (A/L) is 219,910 out of
352,475 pupils who sat for the G.C.E. (O/L) examination while 144,745 students were qualified for
university entrance out of 233,634 candidates of the G.C.E (A/L) examination held in same year.
But, only 23,125 students were successful to obtain admission at the state universities in 2012,
(DOCS, 2013). Consequently, it was reported that nearly 300,000 students leave the general
education system annually and seek alternative avenues for their career aspiration in the country.
However, in a year, there are nearly 100,000 trainees enrolled into formal vocational training
programmes of state institutions under the MYASD (MYASD, 2014). This clearly indicates the
lack of accessibility for skills training in the country.
In contrast, the social stigma of youth also prevents them to enroll into TVET programmes. Most
youth have aspiration of doing white-collar jobs in government sector and not willing to be a
technical craftsman in workplaces. As such, certain numbers of training centers are running under
capacity except in few occasions in demanded courses. This shows that the available opportunities
are not properly utilized by youth in the country due to their negative attitude.
However, less public recognition and lower financial inputs in TVET sector hinder its expansion in
terms of admitting a large number of trainees and recruiting qualified teachers. Further, student
dropout is another crisis of this sector where annually 10-15 percentages of trainees are leaving at
the mid way of their training programmes (MYASD, 2014) and it is also reported that more than a
half of trained persons are not employed immediately after their training due to skill mismatches.
Thus, training providers, especially public institutes are facing numerous challenges to increase
their institutional capacity and teaching quality for producing employable skilled workers to match
the demand in labour market. Therefore, quality and relevance of training programmes are also
somewhat questionable and have to be addressed in the TVET sector.
4. Skills Demand and Supply in Labour Market
The government policy framework called “Mahinda Chintana” vision for the future directs the
country to become a “Wonder of Asia” by giving high priority with a five-hub vision. Knowledge
hub is one of them towards a knowledge based economy where global knowledge, skills and
competencies are implanted for its sustainable integration in the world economy. The average
economic growth rate of the country has been recorded as 7.3 % in 2013 with significant structural
changes from agriculture to service sector. The economy of the country mainly depends on tourism,
tea export, textile and clothing whilst it is steadily moving to food processing, telecommunication
and finance. Accordingly, the service sector is contributing to 58.1 % of the GDP while industrial
and agriculture sectors are accounting to 31.1 % and 10.8 % in 2013, respectively (CBC, 2013).
At present, hotel and tourism, construction and ICT industries are booming and the nation is
marching towards the group of middle income countries with the identification of a viable place for
investment. Therefore, the need for human capital in those areas is increasing along with industrial
expansion and foreign investments. Thus, the demand for skilled people is also rising in emerging
sectors and the prospect for skilled labourers is flourishing in Sri Lanka due to its fast economic
growth and stable opportunities for investments after the end of armed conflict in 2009.
According to the available data, the demand for skilled workforce in formal sector was 136,994 in
2012. These are the local demands only in 17 industrial sectors captured by TVEC. Also the
country had met the demand of 67,078 overseas employments in skill categories out of 282,331
foreign employment opportunities in 2012 (TVEC, 2013). Obviously, there is a shortage existing in
the supply of skilled manpower even for foreign employment where wages are relatively higher
than local employment. Although it is reported that the annual need for skilled training is around
300,000, the existing overall training capacity of the country is around 150,000, in which, the
private sector capacity is close to 50,000 (Public sector enrolment is 102, 609 and Private sector
enrolment is 45,522 in TVEC registered institutions in 2012).
In fact, the supply of skilled workers and training capacity are not at the level of appreciation in
both sectors. Therefore, more attention needs to be given to increase the training capacity of both
public and private sectors. A workable mechanism is needed to incorporate the private sector
contribution to strengthen the linkages between training providers and industries for conducting
more and more demand driven programmes with the purpose of meeting the skills requirements.
5. Academic freedom has to be given to training providers to decide and design programmes to meet
the requirement of service receivers. Training institutions have to be opened for both trainees and
industrial people to acquire and share latest skills and technologies. The training managers have to
seek new strategies to increase their institutional capacity with maximum use of their limited
resources. Outsourcing could be one possible option for managers to increase the training capacity
while establishing and operating business arm in training centres is the other alternative measure for
public sector to gain productivity. Purchasing training from industries is also other choice for
training providers to increase their capacity. Thus, the implementation of these measures may reap
good results in TVET sector of the country in near future.
Future Initiatives in the TVET Sector
By considering the fact that the current skill training provision is not adequate to meet the labour
demand of the country, MYASD takes several initiatives in collaboration with private sector and
development partners to address this growing issue. Among those initiatives, implementation of
TVET reforms is the prime measure where training delivery has been modified into be more
demand driven than supply driven. Introducing technical training programmes in general education
is one strategy to prepare a large number of human capitals to work in industries under the principle
of learning to live. Moreover, recognizing the ICT programmes in school system is the initial step
to link the technical education with general education. Here, the main focus is to teach basic
technical knowledge and skills at school level to persuade the students to follow a technical
programme for their career development after leaving school. This concept has now transformed as
Technology Stream at schools in the country.
At present, a joint skills development programme has been organised for electrician trade to fill the
vacancies in the Power industry of the country in collaboration with Ceylon Electricity Board.
Further, an action has been taken to conduct skills programmes to the target group of migrant
workers with the support of Sri Lanka Foreign Employment Bureau in order to meet the overseas
demand for skilled workers. Moreover, the establishment of Vocational Training Institution -
North with the support of GIZ and KfW, Germany adds more opportunity for the people in the
Northern Province to upgrade their skills in the fields of modern technologies after the dark era of
armed conflict. This initiative will definitely empower the youth in the Northern Province to
employ them in industries as potential skilled workforce and reintegrate their lives with increased
social mobilisation. It is expected that this initiative will also significantly support to reduce the
regional disparities and social inequalities among people in the country.
6. Yet, University College which is a new avenue for TVET is introduced and being established
across the county to conduct diploma level programmes in order to cater the urgent needs for
manpower at the positions of middle level technicians and managers in industries. Hence, the
technology stream and university colleges are two major initiatives in the educational history of Sri
Lanka as reforms of the TVET sector. In addition, the Skills Sector Development Programme has
been formulated with the support of Asian Development Bank and World Bank to provide an
efficient skills education system in the country with the aim of having a constructive platform for
better alignment and coordination with all the stakeholders in TVET sector for skilled development.
Conclusion
In conclusion, growth is more than mere development. It is a long lasting improvement in all
aspects in the sense of inclusive growth for the betterment of people and their nation as a whole.
Skills development and its acquisition will lead the people to exploit their potentials at workplaces
in order to enhance better living standards and good human lives. In the process of sustainable
development, environment and scarce resources will be protected forever for the benefit of future
generation. Indeed, technological advancement and its innovation will empower the people and the
system to work in industries without harming the environment.
In Sri Lanka, a large number of students are entering into the labour market without necessary skills
due to lack of access, quality and relevance of skills training opportunities. Though there are many
initiatives for achieving those aspects, technology stream and university colleges are two major
recent initiatives taken by the government of Sri Lanka to address the issue of skills shortages in
labour markets. Consequently, these initiatives will provide equal opportunities for rural youth and
socially marginalised people to be the development partners by entering the world of work for
improving their living standards and safeguarding the environment. Hence, skills upgrading poses
inclusive growth along with sustainable development in Sri Lanka.
P. Sivananthan, B.Sc. (Jaff.), PGDE (Merit), MPM (UQ, Aus.), MDS (Col.), MAIPM
Assistant Programme Manager of Skills Sector Development Programme
Ministry of Youth Affairs and Skills Development, Colombo, Sri Lanka
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Spence, M. (2008), Commission on Growth and Development; Strategies for Sustained Growth and
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