Skills and Literacy Training for Better Livelihoods : A Review of Approaches and Experiences

Skills and Literacy Training for Better Livelihoods : A Review of Approaches and Experiences

Too often, policy for vocational education in developing countries has only concerned itself with a literate minority within the labor force. This study helps to widen that view. From the perspective of " Education for All " and " Li...

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Bibliographic Details
Main Author:	Oxenham, John
Format:	Brief
Language:	English
Published:	World Bank, Washington, DC 2012
Subjects:	LITERACY PROGRAMS VOCATIONAL EDUCATION ILLITERACY LABOR FORCE PARTICIPATION EDUCATION FOR ALL CONTINUING EDUCATION VOCATIONAL TRAINING ACCESS TO EDUCATION POVERTY INCIDENCE POVERTY GAP WOMEN'S EDUCATION RURAL WOMEN POVERTY REDUCTION EDUCATIONAL POLICY CASE STUDIES ADULT EDUCATION DECENTRALIZATION CAPACITY BUILDING SAVINGS PROMOTION CREDITWORTHINESS ENTERPRISE DEVELOPMENT ADDITION CURRICULA EDUCATION PROJECTS FINANCIAL RESOURCES GER HUMAN DEVELOPMENT INSTRUCTION INSTRUCTORS LEARNING LITERACY LITERACY CENTRES LITERACY EDUCATION LITERACY TRAINING LITERATURE LOCAL AUTHORITIES NUMERACY POOR PEOPLE PRIMARY SCHOOL READING SCHOOLS SKILLS TRAINING
Online Access:	http://documents.worldbank.org/curated/en/2002/06/2011694/skills-literacy-training-better-livelihoods-review-approaches-experiences http://hdl.handle.net/10986/9767

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Summary:	Too often, policy for vocational education in developing countries has only concerned itself with a literate minority within the labor force. This study helps to widen that view. From the perspective of " Education for All " and " Lifelong Education, " the report examines efforts to combine vocational training with literacy education, to enable a very poor, illiterate labor force, especially rural women, to develop more productive livelihoods and take on increasingly active roles in transforming their families and communities. The aim is to assess whether and how official policy should support such efforts. Based on documentary evidence from several countries, particularly Guinea, Kenya, Senegal, and Uganda, the report suggests that vocational education policy should encompass out-of-school, and illiterate youth and adults, but to be effective would require gradualism, decentralization, capacity building, flexibility, and components of savings, credit, and enterprise development.