Publication: State Systems for Skill Development in India: A Study of Bihar, Gujarat, Rajastha, and Maharashtra
Loading...
Published
2015-12
ISSN
Date
2016-06-06
Author(s)
Editor(s)
Abstract
At a time when the World’s leading economies are rapidly greying, India is set to have the largestand youngest workforce the world has ever seen. Indeed, by 2020, when the global shortage ofmanpower soars to 57 million, India is expected to be the world’s leading provider of human resources, with a surplus of 46 million working-age people. However, this window of opportunity will not just be rare, it will also be short-lived, since it is predicted to only last until 2040.It is in this context that Prime Minister Modi has made it a national priority to make India the skill capital of the world.The report endeavors to identify the institutional and systemic structures that will be needed to improve the effectiveness of skills training across India’s states. It also seeks to pinpoint innovative best practices and outline ways to scale them up throughout the country.The report covers skill development institutional structures at the state level (in most cases, the State Skill Development Missions), economic zones and future high-growth industries in those zones,corporate engagement in skill development, and finally, innovation in skilling models by states and the corporate sector. In addition, the report also describes some best practices observed globally, especially from Australia, Germany, Japan and South Korea. These models cover three areas of resource optimization pertaining to increasing apprenticeships and industry participation, leveraging technology, and providing training at the grassroots. The key lesson learned is that skilling is a highly localized issue, and models need to be adapted to target groups rather than be force-fitted using a one-size-fits-all kind of approach. Finally, it must be pointed out that high-level recommendations have been provided to enhance the skill development landscape, particularly at the state level, from an institutional and systemic point of view.
Link to Data Set
Citation
“World Bank. 2015. State Systems for Skill Development in India: A Study of Bihar, Gujarat, Rajastha, and Maharashtra. © World Bank. http://hdl.handle.net/10986/24439 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Related items
Showing items related by metadata.
Publication Survey of ICT and Education in Africa : South Africa Country Report(World Bank, Washington, DC, 2007-06)This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. In all the different facets of the ICTs for education prism, South Africa boasts more than a decade of accumulated experience from its wide range of projects and programs pioneered by noteworthy champions across the stakeholder spectrum of communities, the private sector, civil society, donor, development, and government agencies. A variety of tested models on ICT access, digital content development, teacher training and professional development, optimal usage, partnerships, and resource mobilization have encouraged significant learning among innovators, practitioners, and policymakers. The scale of all these interventions to date has led to at least 22 percent computer penetration in all public schools. While South Africa has a policy on e-education only for the schools and Further Education and Training (FET) college sectors, herein too lay animated debate on the optimal ways to implement the policy. Over the coming period, with South Africa acting as host for the 2010 World Cup and the national government embarking on accelerated economic growth strategies, the race is on to move to broadband and promote ubiquitous ICT access. South African education institutions in general, and the schools and FET college sectors in particular, are set to grow significantly in ICT access, teacher training, and professional development and usage. However, major challenges still need to be overcome, such as the lack of a comprehensive policy on ICTs in education that covers all sectors in education, the continued need for leadership and co-ordination of various initiatives, the promotion of enhanced learning through optimal usage of the technologies, and, above all, the need to demonstrate the value of the investment in ICTs through improved performance of learners and teachers and improved employability in the changing labor market.Publication Liberia Skills Development Constraints for Youth in the Informal Sector(World Bank, Washington, DC, 2016-06-09)The labor force in Liberia is quite young. Youth aged 15 to 34 constitute over a third of thepopulation in Liberia and are somewhat concentrated in urban areas, according to the 2008census. These youth represent both a demographic dividend and a concern. The educational attainment of Liberian youth is steadily improving but remains low on average.Youth recognize that their lack of skills and experience are impediments to employment.The objective of this report is to assess youth skills development in Liberia.Given the composition of Liberia’s economy and the concentration of the labor force outside formal employment, this report has a particular focus on skill development in vocational trades and the informal sector. This report comprises three analyses. Section Two constructs a profile of Liberian youth from existing administrative data are studied to enable a more detailed understanding of the current skill levels among working youth. Section Three first assesses skills development providers based on new survey data summarizes the results of original analysis carried out on data collected on a sample of 139 skill providers’ training offerings, capacity, target beneficiaries, and other criteria. Next section three goes on to present young trainees’ perceptions of skills development opportunities and limits, based on 354 interviews with recent trainees. This report contributes to the Government of Liberia’s Agenda for Transformation (AfT) and the World Bank’s Country Partnership Strategy (CPS) 2013-2017. Both recognize that inadequate skills and vulnerable employment are key constrictions on rapid, inclusive and sustainable growth.This report provides practical recommendations that align with pillars of the National Technical and Vocational Education and Training (TVET) Policy 2015-2020. This report makes recommendations specific to three pillars: promoting productivity in the agricultural sector through TVET, promoting productivity in the informal sector through TVET, and financing TVET.Publication The Former Yugoslav Republic of Macedonia : Toward an Education Strategy for the Twenty-First Century(Washington, DC, 2002-07-01)This note identifies major challenges now facing the Macedonian education system and suggests policies and programs for addressing them. Its primary function is to inform the representatives of the Government as well as other political leaders and stakeholders, in a continual dialogue with the World Bank, about the Bank team's position on the main challenges and policy options, which Macedonian education policy makers may consider. Given the past ethnic conflict and current political situation, Macedonia likely will require a significant increase in donor support in upcoming years to remedy some underlying social and economic problems and to simplify rehabilitating the school infrastructure. It is important that donor activities fit into a strategy and a follow-up policy framework to be agreed upon with the Government. Based on the country assistance strategy signed by the Government and the Bank, the next education project's preparation is underway and is planned to be effective by early 2004. This education policy note therefore intends to offer a coherent policy basis for the government's evolving strategy and to establish a basis for the project preparation, for other donor activities in education and for subsequent discussions on the opportunities and options of future Bank support in education. The note focuses on (i) the main strength and potential of education in assisting the country's overall social and economic development; (ii) the main challenges education faces in terms of the system's management, structure and performance; (iii) the opportunities and policy options for reforming the education system; (iv) the main political risks that reformers need to take into account; and (v) general reform options the government strategy could take into account.Publication Toward a Better Future : Education and Training for Economic Development in Singapore since 1965(Washington, DC : World Bank, 2008)The Singapore economy has undergone significant stages of development since the 1960s. It has grown from its traditional role as a regional port and distribution center in the 1960s to an international manufacturing and service center in the 1970s and 1980s, and now into a center of science-based manufacturing and knowledge-intensive technical services. Much has been written to explain this success. Emphasis has been placed on the early adoption of an export-oriented strategy for industrialization, high savings and investment rates, a stable macroeconomic environment, and even socio cultural traits that support successful industrialization. This volume documents a less-explored aspect of Singapore's economic development: it examines the transformation of the education and training system since the country's independence in 1965 and how the process contributed to skills formation and, hence, economic change.Publication West Bank and Gaza : Education Sector Analysis - Impressive Achievements Under Harsh Conditions and the Way Forward to Consolidate a Quality Education System(Washington, DC, 2006-09-07)The Palestinian Education System comprises a Mandatory Basic Cycle covering Grades 1 to 10, divided into the Preparation Stage (Grades 1 to 4) and the Empowerment Stage (Grades 5 to 10). Optional Secondary Education covers Grades 11 and 12, with the option of general secondary education, and a few vocational secondary schools. Post secondary education is offered in 11 universities, (10 private and one public), 11 technical colleges (4 government, 2 UNWRA, 4 public and 1 private) which offer mainly 4 year programs. In addition there are 19 community colleges (1 government, 9 public, 2 UNRWA, and 7 private) that offer mainly two-year diploma courses in technical and commercial specializations. The Ministry of Education and Higher Education (MOEHE) developed in 1999 a five-year Education Development Plan for the period 2000-2005. This was the first time after the establishment of the Palestinian Authority in 1994 that the MOEHE developed a National Plan with a unified vision for the Palestinian education system from pre-school to secondary education.
Users also downloaded
Showing related downloaded files
Publication Global Economic Prospects, June 2025(Washington, DC: World Bank, 2025-06-10)The global economy is facing another substantial headwind, emanating largely from an increase in trade tensions and heightened global policy uncertainty. For emerging market and developing economies (EMDEs), the ability to boost job creation and reduce extreme poverty has declined. Key downside risks include a further escalation of trade barriers and continued policy uncertainty. These challenges are exacerbated by subdued foreign direct investment into EMDEs. Global cooperation is needed to restore a more stable international trade environment and scale up support for vulnerable countries grappling with conflict, debt burdens, and climate change. Domestic policy action is also critical to contain inflation risks and strengthen fiscal resilience. To accelerate job creation and long-term growth, structural reforms must focus on raising institutional quality, attracting private investment, and strengthening human capital and labor markets. Countries in fragile and conflict situations face daunting development challenges that will require tailored domestic policy reforms and well-coordinated multilateral support.Publication Financial Consumer Protection and Fintech(Washington, DC, 2022-04)This note provides: (1) an overview of new manifestations of consumer risks that are significant and cross-cutting across four key fintech products: digital microcredit, P2PL, investment-based crowdfunding, and e-money; and (2) examples of emerging regulatory approaches to target such risks. This note is based on a more detailed recently published WBG Policy Research Paper titled Consumer Risks in Fintech, New Manifestations of Consumer Risks and Emerging Regulatory Approaches. The research paper delves more deeply into each of the four key fintech products and their associated risks. The appendix provides an overview of product-specific risks for which more information can be found in the research paper. The primary focus and objective of this note, and the paper on which it is based, is to inform authorities’ development of regulatory policy. The examples included here are intended to assist regulators considering potential FCP regulatory approaches to fintech. However, it is hoped that the discussion of manifestations of consumer risks in a fintech context can also assist authorities with related key areas, such as market conduct supervision.