Publication: Republic of Korea : Workforce Development
Loading...
Published
2013
ISSN
Date
2013-11-18
Author(s)
Editor(s)
Abstract
The Republic of Korea vaulted in less than three generations from being one of the poorest countries in the world to becoming a member of the Organization for Economic Co-operation and Development (OECD). This economic transformation has attracted considerable admiration and inquiry. One of the key factors for Korea's success was the provision of skills to support industrialization and economic diversification. This report takes advantage of a new World Bank diagnostic tool to examine the development of the Korean system for Workforce Development (WfD) from 1970 to 2010. The findings are intended to document good practices, lapses and key breakthroughs and generate insights that can be used to enrich dialogue on WfD policy in the World Bank's partner countries. The tool is based on an analytical framework that identifies three functional dimensions of WfD policies and institutions: strategic framework, which refers to the praxis of advocacy, partnership, and coordination in relation to the objective of aligning WfD in critical areas to priorities for national development; system oversight, which refers to the arrangements governing funding, quality assurance and learning pathways that shape the incentives and information signals affecting the choices of individuals, employers, training providers and other stakeholders; and service delivery, which refers to the diversity, organization and management of training provision, both state and non-state, that deliver results on the ground by enabling individuals to acquire market-and job-relevant skills. These three dimensions constitute a closed policy-making loop and, when taken together, allow for analysis of the functioning of a WfD system as a whole. This report focuses specifically on policies in the area of WfD.
Link to Data Set
Citation
“World Bank. 2013. Republic of Korea : Workforce Development. Systems Approach for Better Education Results (SABER);. © World Bank. http://hdl.handle.net/10986/16277 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 Education, Training and Labor Market Outcomes for Youth in Indonesia(World Bank, 2010-08-01)This report is part of the Analytical and Advisory Activities (AAA) program focusing on the engagement area of 'skills development, competitiveness, and knowledge economy' and is based on several background papers and technical notes written on the characteristics of youth employment and the role of education and skills in the school-to-work transition in Indonesia. The slow transition of graduates is explored in detail in section two, which pays special attention to differences by education levels. It highlights the difficulties of senior secondary school graduates in accessing good quality jobs and the high unemployment rate that they face upon graduation. Given these worrisome signs of young senior secondary school graduates (considered the lower tier of 'skilled' workers) and expected increases in the transition to senior secondary education (which are already rising rapidly), section three focuses on the senior secondary school level. Seeking to shed some light on the question of whether senior secondary education is providing the right skills for its students, the section explores the employment profile of vocational (SMK) vs. general (SMA) graduates and, drawing on a recent survey of employers, argues against a drastic increase in the proportion of vocational students, highlighting instead the need to adjust the skill base of senior secondary school graduates. Based on the findings, section four explores ways to meet the demand for skills through changes in senior secondary school, strengthening of the non-formal training system and providing targeted entrepreneurship programs. Finally, section five provides some overall recommendations going forward.Publication China Xinjiang Province Workforce Development : SABER Country Report 2014(Washington, DC, 2014)This report presents the findings of the assessment of the workforce development (WfD) system of Xinjiang Province, China, conducted based on the World Bank s Systems Approach for Better Education Results (SABER) WfD analytical framework and tool. The focus is on policies, institutions, and practices in three important functional dimensions of policymaking and implementation strategic framework, system oversight and service delivery.Publication Republic of Sierra Leone : Higher and Tertiary Education Sector Policy Note(Washington, DC, 2013-07-15)Chapter one provides background and context for these policy notes. It includes information on the history of Higher and Tertiary Education (HTEs), learning structures, the economy, relevant legal frameworks, and the general education sector. Chapter two deals with quality assurance: the structures of administration, legal framework, monitoring Commissions, internal and external quality assurance, policies, accreditation and participants. Chapter three highlights issues of academic Relevance to economic, social and national development. It reviews the Government of Sierra Leone (GOSL) priorities, the labor market, skills and competencies and employment status and opportunities for Higher and Tertiary Education Institution, or HTI graduates. The chapter further explores the supply of programs and courses while identifying gaps in offerings. Recommendations are provided. Chapter Four provides insight into the Cost and Financing of HTIs. The report highlights the financing of institutions, public financing, subventions, scholarships and projected demand for HTE and associated costs. Policy recommendations are provided in each chapter, and summarized here.Publication Technical Vocational Education and Training in Xinjiang(Washington, DC, 2013-01)This report documents progress, analyzes strengths and weaknesses of the Xinjiang Technical and Vocational Education and Training (TVET) system, and proposes recommendations that can be used to enrich policy dialogue and open opportunities for future cooperation between Xinjiang and the World Bank. The World Bank team discussed and agreed with the foreign capital project management office of the Xinjiang education department, the main counterpart for this study, on the selection criteria for the Principal Investigator (PI) responsible for data collection and the desk review of available documentation and interviews with key informants, including officials from related departments and representatives of training institutes and enterprises. This report is composed of three sections. The first section provides a brief overview and analysis of the Xinjiang setting, including economic trends, status of the workforce and TVET system. This is followed by a summary of the Systems Approach for Better Education Results (SABER)-Workforce Development (WfD) results including three dimensions, nine policy goals and 27 policy actions. Lastly, a brief policy analysis along with recommendations reflect upon the results of the SABER-WfD study by addressing key challenges and weaknesses of the Xinjiang TVET system in the context of Xinjiang's medium to long-term education and talent development plans. In medium to long-term, the quality of Xinjiang TVET system needs to be improved through enhanced governance, quality assurance and monitoring and evaluation, and through improved connections with quality basic education. The goal is to set up a flexible and diversified modern TVET system for a skilled workforce and to achieve the objectives of the Xinjiang medium and long-term education and talent development plans. Efforts also should be made to enable some TVET schools and programs to become recognized among the top level in China.Publication Developing Skills for Economic Transformation and Social Harmony in China : A Study of Yunnan Province(Washington, DC: World Bank, 2013-10-25)It starts with a demand-side analysis in chapter two, examining historical trends in demand for skills, revealing the types of skills in demand, and projecting future demand for skills driven by economic growth and policy development. Chapter two also highlights the emerging skills shortages and mismatches in Yunnan. The rest of the report focuses on the access, quality, and relevance of Yunnan's education and training system and how effective it is in supplying the skills in demand. An overview of Yunnan's formal and non-formal education and training system is presented in chapter three. Chapter four focuses on the formal Technical and Vocational Education and Training (TVET) system, examining its governance, industry participation, curriculum reforms, quality assurance, and finances. Analysis of the formal education and training system focuses mainly on secondary and tertiary TVET. Chapters five and six address two major training programs outside the formal education system: non-formal training for rural workers and work-based training for urban workers, both of strategic importance. Finally, chapter seven draws on lessons from the Shanghai Program for International Student Assessment, or PISA to demonstrate the role of schools in developing the cognitive skills of 15-year-olds. The report concludes with a summary of findings and a set of policy recommendations for meeting the skills challenges and improving the education and training system.
Users also downloaded
Showing related downloaded files
Publication Europe and Central Asia Economic Update, Fall 2024: Better Education for Stronger Growth(Washington, DC: World Bank, 2024-10-17)Economic growth in Europe and Central Asia (ECA) is likely to moderate from 3.5 percent in 2023 to 3.3 percent this year. This is significantly weaker than the 4.1 percent average growth in 2000-19. Growth this year is driven by expansionary fiscal policies and strong private consumption. External demand is less favorable because of weak economic expansion in major trading partners, like the European Union. Growth is likely to slow further in 2025, mostly because of the easing of expansion in the Russian Federation and Turkiye. This Europe and Central Asia Economic Update calls for a major overhaul of education systems across the region, particularly higher education, to unleash the talent needed to reinvigorate growth and boost convergence with high-income countries. Universities in the region suffer from poor management, outdated curricula, and inadequate funding and infrastructure. A mismatch between graduates' skills and the skills employers are seeking leads to wasted potential and contributes to the region's brain drain. Reversing the decline in the quality of education will require prioritizing improvements in teacher training, updated curricula, and investment in educational infrastructure. In higher education, reforms are needed to consolidate university systems, integrate them with research centers, and provide reskilling opportunities for adult workers.Publication The Journey Ahead(Washington, DC: World Bank, 2024-10-31)The Journey Ahead: Supporting Successful Migration in Europe and Central Asia provides an in-depth analysis of international migration in Europe and Central Asia (ECA) and the implications for policy making. By identifying challenges and opportunities associated with migration in the region, it aims to inform a more nuanced, evidencebased debate on the costs and benefits of cross-border mobility. Using data-driven insights and new analysis, the report shows that migration has been an engine of prosperity and has helped address some of ECA’s demographic and socioeconomic disparities. Yet, migration’s full economic potential remains untapped. The report identifies multiple barriers keeping migration from achieving its full potential. Crucially, it argues that policies in both origin and destination countries can help maximize the development impacts of migration and effectively manage the economic, social, and political costs. Drawing from a wide range of literature, country experiences, and novel analysis, The Journey Ahead presents actionable policy options to enhance the benefits of migration for destination and origin countries and migrants themselves. Some measures can be taken unilaterally by countries, whereas others require close bilateral or regional coordination. The recommendations are tailored to different types of migration— forced displacement as well as high-skilled and low-skilled economic migration—and from the perspectives of both sending and receiving countries. This report serves as a comprehensive resource for governments, development partners, and other stakeholders throughout Europe and Central Asia, where the richness and diversity of migration experiences provide valuable insights for policy makers in other regions of the world.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication World Development Report 2006(Washington, DC, 2005)This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.