Is Skill Training a Good Investment for the Poor? The Evidence from Pakistan

Autor/in	Janjua, Shehryar
Titel	Is Skill Training a Good Investment for the Poor? The Evidence from Pakistan
Quelle	In: International Journal of Training Research, 9 (2011) 1-2, S.95-109 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
Schlagwörter	Evidence; Poverty; Education Work Relationship; Foreign Countries; Skill Analysis; Skill Development; Investment; Outcomes of Education; Vocational Education; Technical Education; Informal Education; Census Figures; Community Surveys; Path Analysis; Role of Education; Access to Education; Pakistan + Suchen Sie Ihr Suchwort? Evidenz; Armut; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Investments; Geldanlage; Investiton; Lernleistung; Schulerfolg; Ausbildung; Berufsbildung; Technikunterricht; Informelle Bildung; Nichtformale Bildung; Volkszählung; Pfadanalyse; Bildungsauftrag; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Technical and vocational skills development (TVSD) has received pronounced emphasis in planning and policy texts in Pakistan over the last decade. Several positive outcomes are typically ascribed to TVSD, ranging from purely economic (increased productivity, competitiveness and economic growth) to social (improved employment, poverty-reduction and socio-political stability). However, the relationship between TVSD and poverty-reduction is neither simple nor automatic. This paper reviews evidence from the country to establish the linkages between formal education, TVSD and poverty. Issues of access to different skills and employment systems are explored. Moreover, the role of environmental factors such as quality of education and training, macroeconomic situation, and access to credit, business development and re-training services in mediating labour market outcomes is discussed. (Contains 3 tables, 1 figure, and 18 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10