7.4 Characteristics of a pro-poor training system
7.4 Characteristics of a pro-poor training system
There are clearly limits, however, with respect to the capacity of the state to perform these functions effectively, on the one hand, and the role of competitive training markets, on the other. Training reforms in Chile are frequently held up as a good example of a privatised training system with a strong focus on the unemployed and other disadvantaged groups. And yet, as noted earlier, the replicability of this reform model may be quite limited, particularly in low income developing countries.
Recent wide-ranging reforms of national vocational training systems in South Africa and Tanzania demonstrate the range of problems, both with respect to the design and implementation of new policies and practices, that have to be surmounted (see Boxes 13 and 14). The attempt by the World Bank to introduce training vouchers for informal sector operators in the informal sector in Kenya also highlights the need for strong institutions if competitive training markets are to function properly (see Box 15).
More generally, the capacity of the state to tackle mounting social exclusion is being called into question. Alternative and complementary systems of support for the poor must, therefore, be found which rely mainly on community and private sector initiatives. The ILO, for example, refers to this new strategy as "social economy" with new partnerships of "co-operatives, mutual societies, and other non-profit organisations" spearheading a process of community development (see ILO, 1998).
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
74 Characteristics of a propoor training system - To learn more about this author, visit International Labour Organization's Website.
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Many of the key characteristics of market-driven VET reform strategies can and should be incorporated into the design of pro-poor training strategies. In particular, the state should perform a largely regulatory and facilitatory role while actual training provision should, wherever possible, be contracted out to independent training providers. The state must, therefore, take primary responsibility for the funding of such a strategy and, in consultation with the major stakeholders, take the lead in the overall design of the strategy with clear priorities and related resource allocations.
There are clearly limits, however, with respect to the capacity of the state to perform these functions effectively, on the one hand, and the role of competitive training markets, on the other. Training reforms in Chile are frequently held up as a good example of a privatised training system with a strong focus on the unemployed and other disadvantaged groups. And yet, as noted earlier, the replicability of this reform model may be quite limited, particularly in low income developing countries.
Recent wide-ranging reforms of national vocational training systems in South Africa and Tanzania demonstrate the range of problems, both with respect to the design and implementation of new policies and practices, that have to be surmounted (see Boxes 13 and 14). The attempt by the World Bank to introduce training vouchers for informal sector operators in the informal sector in Kenya also highlights the need for strong institutions if competitive training markets are to function properly (see Box 15).
More generally, the capacity of the state to tackle mounting social exclusion is being called into question. Alternative and complementary systems of support for the poor must, therefore, be found which rely mainly on community and private sector initiatives. The ILO, for example, refers to this new strategy as "social economy" with new partnerships of "co-operatives, mutual societies, and other non-profit organisations" spearheading a process of community development (see ILO, 1998).
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
74 Characteristics of a propoor training system - To learn more about this author, visit International Labour Organization's Website.
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John BrennanJohn Brennan Ed.D. Dr. Brennan is President of Interpersonal Development, LLC, a training and development firm. Interpersonal Development has provided sales training and coaching to more than 3,000 sales reps from over 100 companies. A native of Australia, Dr. Brennan received his doctorate from the University of Rochester. His dissertation researched the effectiveness of Behavioral Modeling Technology in training people in interpersonal skills. While he has spent most of his career designing or delivering training, he was also a Vice-President of Sales of a training and development franchise with operations in 25 markets. Dr. Brennan has designed and delivered sales training in North America, Asia, Europe, Australia and the Middle East. He has been a guest speaker at numerous national and regional professional conferences. When Microsoft wanted Best Practices articles on sales for their web site, they called Dr. Brennan. The results are at http://office.microsoft.com/en-us/FX011387391033.aspx His firm’s clients have included Volvo, The Prudential, Merrill Lynch, Eastman Kodak, Gannett, Equifax Europe, the Economist Group and countless small businesses. - Visit John Brennan's Website |
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