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A comprehensive critique showing that training has been a near-total failure. Examines the economic assumptions and track record of training policy, and provides a political analysis of why job training has remained so popular despite widespread evidence of its failure. [book jacket].
Training of the Unemployed by United States. Congress. Senate. Committee on Labor and Public Welfare Pdf
Considers S. 987, the Vocational Retraining Act of 1961, and similar S. 1991, the Manpower Development and Training Act of 1961 to authorize cooperative Federal-state programs for retraining unemployed workers displaced by technological developments, foreign competition, or shifts in the market.
United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on Employment, Manpower, and Poverty
Author : United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on Employment, Manpower, and Poverty Publisher : Unknown Page : 416 pages File Size : 47,6 Mb Release : 1961 Category : Occupational retraining ISBN : MINN:31951D021133843
Training of the Unemployed by United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on Employment, Manpower, and Poverty Pdf
Considers S. 987, the Vocational Retraining Act of 1961, and similar S. 1991, the Manpower Development and Training Act of 1961 to authorize cooperative Federal-state programs for retraining unemployed workers displaced by technological developments, foreign competition, or shifts in the market.
Training While Unemployed. Final Report by Canada. Human Resources Development Canada Pdf
The recent publication of "Knowledge Matters: Skills and Learning for Canadians" highlights the importance of human capital as a means of improving the economic well-being of Canadians. This monitoring report looks at a subset of the issues in the document with a focus on the participation in training while unemployed. The report looks at: (1) The range of training undertaken by the unemployed, including types of training and time spent in training; (2) The characteristics of the unemployed who take training (e.g., gender, age, region and factors relevant to job search); and (3) The opinions of the unemployed concerning the perceived value of the training taken. The report uses data from the Canadian Out-of-Employment Panel (COEP) survey of individuals with a job separation between the fourth quarter of 2000 and the third quarter of 2001. A primary finding of this monitoring report is that a significant portion of the unemployed, 12.2 percent, participate in some form of training while unemployed. The courses taken by the unemployed vary widely in time commitment and type. Although the median number of hours spent on a course per week was 16, and the course lasted 6 weeks, half of the unemployed who took training were in courses that required between 7 and 30 hours a week. Similarly, half of the unemployed who took training were on courses that lasted between 2 and 12 weeks. Of the eight course types, three types made up 80 percent of the participation: trade vocational courses (32.3 percent), courses provided by post-secondary institutions (16.4 percent) and the "other" category (31.9 percent). Other types of courses included job search techniques (10.8 percent) and computer training (11.3 percent). All the major categories of unemployed participate in training to some degree, although there is considerable variation among some groups: (1) By demographic categories, females and youths are slightly more likely to take training than average. Among the HRDC equity groups (i.e., females, aboriginals, visible minorities and persons with disabilities), all but persons with disabilities have slightly more than average likelihood of taking training while unemployed; (2) Education appears to be a key factor, as university graduates are much more likely to take training than those who did not complete high school; (3) Location is also a factor. Those in rural areas are three percentage points less likely to take training. The unemployed in British Columbia are seven percentage points more likely to take training than those in Atlantic Canada; and (4) Those who receive EI or have been unemployed for a longer time are more likely to take training. Training is perceived as being useful in improving job prospects in 76 percent of the cases. However, there is a significant variation in the responses among types of training: (1) Virtually none of the unemployed who took courses to improve their reading and writing or numerical ability found the courses helpful in improving job prospects; (2) A substantial portion found the job search and computer courses useful; and (3) Highly specialized courses that were placed in the "other" category were found to be the most useful followed by trade vocational courses and post-secondary courses. The COEP Data Set is appended. (Contains 9 tables.).
For more than a century the state has prohibited children from obtaining full time employment and it has assumed increasing control over the conditions awaiting school leavers in the labour market. This book traces these developments from the introduction of compulsory schooling to the creating of the two year Youth Training Scheme.
This book addresses the question of how to build and upgrade job relevant skills. Specifically, the authors focus on three types of training programs relevant for individuals who are leaving formal general schooling or are already in the labor market: pre-employment technical and vocational education and training (TVET); on-the-job training (OJT); and training-related active labor market programs (ALMPs). ALMPs are usually of shorter duration and target individuals who are seeking a second chance and who do not have access to TVET or OJT; these are often low-skilled unemployed or informal workers. Contrary to training-related ALMPs, pre-employment TVET is usually offered within the formal schooling track and tends to be administered by the ministries of education. The book discusses the main justifications for these programs and how they relate to market failures that can lead to underinvestment in training and misalignment between supply and demand for skills. Unfortunately, governments are also prone to failure and many of the programs that countries have adopted today are part of the problem and not the solution. This book proposes options to improve the design and implementation of current skills development systems. Clearly, the authors cannot cover all issues in detail. Training methods among TVET, OJT, and ALMP programs are quite different, ranging from classroom instruction, laboratory research, TVET workshops, and apprenticeship arrangements and internships in firms. All have different challenges and specificities. The report highlights the most important design features of the different programs and points to the main knowledge gaps and areas for future research and analysis. The book is organized into five chapters. Following this overview, chapter two introduces the policy framework that guides the analysis in the book. This framework describes the main market and government failures that require attention and identifies potential interventions to address them. Chapter's three to five then discuss the main challenges facing, respectively, TVET, OJT, and training-related ALMP programs and outlines recommendations to address them. The rest of this overview summarizes the main messages from each of the chapters and in the last section outlines the main knowledge gaps and proposes an agenda for future research and policy analysis.
Unemployment, Schooling and Training in Developing Countries by M. D. Leonor Pdf
First published in 1985. Increasing doubt is being shed on the proposition that higher levels of education in developing countries are an unmitigated good. Unemployment among school leavers and university graduates is now a major problem. Some people argue that what is needed is a reform of primary education and the changing of attitudes to work; but many of the measures adopted have failed to achieve these goals and have only worsened the problem by increasing costs, making curricula less flexible and by increasing ‘mis-education’. This book examines the problems and the measures adopted to alleviate them in four important developing countries. It provides many new research findings and much new thinking and concludes with suggestions for improving policies.
United States. Office of Manpower, Automation and Training,Chester W. Hepler
Author : United States. Office of Manpower, Automation and Training,Chester W. Hepler Publisher : Unknown Page : 36 pages File Size : 43,6 Mb Release : 1963 Category : Government publications ISBN : SRLF:A0012142147
Training Disadvantaged Groups Under the Manpower Development and Training Act by United States. Office of Manpower, Automation and Training,Chester W. Hepler Pdf
Erwin Fauss,European Centre for the Development of Vocational Training
Author : Erwin Fauss,European Centre for the Development of Vocational Training Publisher : Berlin : European Centre for the Development of Vocational Training (CEDEFOP) Page : 324 pages File Size : 53,8 Mb Release : 1984 Category : Continuing education ISBN : UCAL:B4424491
