Most post-secondary public VET institutions have no explicit goals with respect to poverty reduction. In part, this is because tertiary enrolment ratios are simply too small in most developing countries for there to be much scope in educating more than a tiny fraction of the poor, at least for the foreseeable future. Efforts to reduce gender enrolment disparities in universities, technical colleges and other tertiary education institutions have been more widespread, but little or no research has been undertaken that has assessed the extent and nature of these various interventions (in particular scholarships, quotas and lower entrance requirements) and their outcomes. Interventions of this kind become increasingly less important once gender inequalities in access have been effectively redressed in primary and secondary schools, and for this reason, governments and donors are correct in attaching top priority to policy reforms in this area.
EMPLOYMENT AND TRAINING PAPERS 43 Learning to change: Skills development among the economically vulnerable and socially excluded in developing countries Paul Bennell Employment and Training Department International Labour Office Geneva First published 1999
To learn more about this author, visit International Labour Organization's Website.
Like this article? Share it with your friends
|
|
|
![[Get Copyright Permissions]](http://license.icopyright.net/images/icopy-w.gif){kind=small}
