Yemen : Workforce Development
Yemen, which belongs to the category of Least Developed Countries according to the OECD s Development Assistance Committee, has faced many challenges during the last two decades in its endeavor to achieve an acceptable level of economic development...
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| Language: | English en_US |
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Washington, DC
2015
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| Online Access: | http://documents.worldbank.org/curated/en/2014/11/24016931/yemen-workforce-development-saber-country-report-2013 http://hdl.handle.net/10986/21512 |
| Summary: | Yemen, which belongs to the category of
Least Developed Countries according to the OECD s
Development Assistance Committee, has faced many challenges
during the last two decades in its endeavor to achieve an
acceptable level of economic development. To inform policy
dialogue on these important issues, this report presents a
comprehensive diagnostic of the country s WfD policies and
institutions. The results are based on a new World Bank tool
designed for this purpose. Known as SABER-WfD, the tool is
part of the World Bank s initiative on Systems Approach for
Better Education Results (SABER), whose aim is to provide
systematic documentation and assessment of the policy and
institutional factors that influence the performance of
education and training systems. The SABER-WfD tool
encompasses initial, continuing, and targeted vocational
education and training that are offered through multiple
channels, and focuses largely on programs at the secondary
and post-secondary levels. The tool is based on an
analytical framework3 that identifies three functional
dimensions of WfD policies and institutions: (1) 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; (2) 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 (3) 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. |
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