Education, Skills, and Labor Market Outcomes : Results from Large-Scale Adult Skills Surveys in Urban Areas in 12 Countries
In recent years, skills development has become a priority among developed and developing countries alike. The World Bank Group, in its quest to end extreme poverty and promote shared prosperity, has joined efforts with countries and multilateral de...
| Main Authors: | , , |
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| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2016
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| Online Access: | http://documents.worldbank.org/curated/en/2016/05/26350363/education-skills-labor-market-outcomes-results-large-scale-adult-skills-surveys-urban-areas-12-countries http://hdl.handle.net/10986/24276 |
| Summary: | In recent years, skills development has
become a priority among developed and developing countries
alike. The World Bank Group, in its quest to end extreme
poverty and promote shared prosperity, has joined efforts
with countries and multilateral development partners to
ensure that individuals have access to quality education and
training opportunities and that employers can find the
skills they need to operate. The skills towards
employability and productivity (STEP) skills measurement
program is part of the World Bank’s portfolio of analytical
products on skills. The STEP program consists of two survey
instruments that collect information on the supply and
demand for skills in urban areas: a household survey and an
employer survey. STEP has been implemented in waves, the
first surveys being implemented in seven countries in 2012
(Bolivia, Colombia, Ghana, Lao Peoples Democratic Republic
(PDR), Ukraine, Vietnam, and the Yunnan Province in China),
and the second in five countries in 2013 (Armenia,
Azerbaijan, Georgia, Kenya, and Macedonia, Former Yugoslav
Republic of (FYR)). The data presented in this publication
correspond to these countries. It illustrates the
similarities and differences among groups that have
completed different education levels on a wide range of
issues and outcomes. Section one analyzes the trajectory of
skills acquisition: participation in early childhood
education programs, educational attainment by gender, and
participation in training and apprenticeship programs.
Section two explores background conditions associated with
educational attainment, including the socioeconomic status
of survey respondents at age 15, the educational attainment
of their parents, their households’ asset levels, their
health (as expressed by the presence of chronic illness),
and their overall satisfaction with life. Section three
covers cognitive skills: writing, numeracy, and reading
(which is also evaluated through a direct reading
assessment). Section four covers job-relevant skills, which
are task-specific and which respondents possess or use on
the job; and section five covers socio-emotional skills,
using established metrics to measure personality and
behavior. Section six covers the status of survey
respondents in the labor market: whether they are employed,
unemployed, or inactive. |
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