LEADER 05552oam 22007335 450 001 9910806912303321 005 20240405010833.0 010 $a1-4648-0281-5 024 7 $a10.1596/978-1-4648-0280-5 035 $a(CKB)3710000000164925 035 $a(EBL)1757566 035 $a(SSID)ssj0001325888 035 $a(PQKBManifestationID)11788681 035 $a(PQKBTitleCode)TC0001325888 035 $a(PQKBWorkID)11518821 035 $a(PQKB)11405567 035 $a(MiAaPQ)EBC1757566 035 $a(Au-PeEL)EBL1757566 035 $a(CaPaEBR)ebr10888096 035 $a(CaONFJC)MIL633620 035 $a(OCoLC)884594630 035 $a(The World Bank)18304768 035 $a(US-djbf)18304768 035 $a(EXLCZ)993710000000164925 100 $a20140916d2014 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cn$2rdamedia 183 $anc$2rdacarrier 200 10$aDemand and supply of skills in Ghana $ehow can training programs improve employment and productivity? /$fPeter Darvas and Robert Palmer 205 $a1st ed. 210 1$aWashington, District of Columbia :$cThe World Bank,$d[2014] 215 $a1 online resource (xix, 185 pages)$d26 cm 225 0 $aA World Bank study 300 $a"A world bank study." 311 $a1-4648-0280-7 320 $aIncludes bibliographical references. 327 $aFront Cover; Contents; Foreword; Acknowledgments; About the Authors; Abbreviations; Executive Summary; Country and Sector Context; Social and Economic Demand for Technical and Vocational Skills in Ghana; TVET Supply, Coordination, and Financing; Policy Recommendations; Notes; Chapter 1Context, Drivers, and Challenges of Technical and Vocational Skills Development Reform; Introduction; The Global Rise in Importance of Technical and Vocational Skills Development; Technical and Vocational Skills Development Drivers in Ghana; Tables 327 $aTable 1.1 Total Enrollment in Primary and Lower Secondary Schools in GhanaTVET Policy, 2002-13; Table 1.2 Global Competitive Ranking Index of 144 Countries, Selected Sub-Saharan African Countries, 2012/13; A Framework for Assessing Market and Nonmarket Imperfections Related to TVET in Sub-Saharan Africa; Figures; Figure 1.1 Framework for Skills Assessment; Concluding Comments; Notes; Chapter 2Demand for TVET; Introduction; Social Demand for TVET; Economic Demand for TVET 327 $aFigure 2.1 Firms Identifying Labor Skill Levels as a Major Constraint, by Size: Ghana, 2007, and Sub-Saharan Africa and World, 2Figure 2.2 Portion of Firms Identifying Labor Skill Levels as a Major Constraint: Ghana, 2007, Compared with Other Sub-Saharan A; Table 2.1 AGI Business Barometer, Top Challenges, by Enterprise Size; Skill Demand and Supply in Selected Sectors; Figure 2.3 Skills Lacking in Existing Employees; Concluding Comments; Notes; Chapter 3TVET Supply, Performance, and Assessment; The Suppliers of Technical and Vocational Education and Training in Ghana 327 $aFormal Public TVET ProvidersTable 3.1 Main Public and Private TVET Providers, by Backer, 2012/13; Table 3.2 Coverage and Location of Public TVET Institutes, by Type, 2012; Table 3.3 TVET Enrollment of Full-Time Students, by Type of Institute and Gender, Latest Year; Table 3.4 TVET Staff and In-Service Training, by Type of Institute and Gender, Most Recent Year; Table 3.5 Public TVET Training Environment, by Type of Institute, 2012; Private Institution TVET Providers; Table 3.6 Private TVET Institutes Covered by EMIS Sample, 2006/07 to 2010/11; Enterprise-Based TVET Providers 327 $aFigure 3.1 Firms Offering Formal Training, by Size (Number of Employees), Ghana, 2007, and Sub-Saharan Africa and World, 2006 orConcluding Comments; Notes; Chapter 4TVET Coordination; Introduction; The Coordination of TVET Supply and Demand; Coordination of Government Strategies, Plans, and Development Partner Support; TVET Quality Assurance and Qualifications; Table 4.1 National TVET Qualifications Framework; Concluding Comments; Notes; Chapter 5TVET Financing; Systemic TVET Financing; Table 5.1 TVET Funding Recommendations, 2002-08 327 $aTable 5.2 Skills Development Fund Applications and Approvals 330 $aSkills development in Ghana encompasses foundational skills, transferable/soft-skills, and technical and vocational skills. This report focuses on one segment of this skills development system: formal and informal technical and vocational education and training (TVET) at the pre-tertiary level. TVET represents a major intersection between education, youth and the labor market. The government has long promised to the population that increasing technical and vocational skills training opportunities will help solve youth unemployment. However, market distortions and inefficiencies have led to an 410 0$aWorld Bank e-Library. 606 $aVocational education$xAdministration$zGhana 606 $aEducation and training services industry 606 $aOccupational training 607 $aGhana$2fast 615 0$aVocational education$xAdministration 615 0$aEducation and training services industry. 615 0$aOccupational training. 676 $a370.113 700 $aDarvas$b Peter$01142803 702 $aPalmer$b Robert 702 $aNaylor$b Debra 712 02$aWorld Bank, 801 0$bDLC 801 1$bDLC 906 $aBOOK 912 $a9910806912303321 996 $aDemand and supply of skills in Ghana$94011087 997 $aUNINA