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Purpose This study aims to examine the association between apprenticeship training and self-employment and how gender moderates the association. Design/methodology/approach Secondary data from the World Bank’s Skills Towards Employment and Productivity (STEP) survey on Ghana were analysed using a binary choice (logit regression) model. The STEP survey drew its nationally representative sample from the working-age population (15–64 years) in urban areas. Findings After controlling for several factors identified in the literature as determinants of self-employment, the results indicate that completing apprenticeship training increases the likelihood of being self-employed. However, women who have completed apprenticeship training are more likely to be self-employed than men. Originality/value By examining the moderating effect of gender on the association between apprenticeship training and self-employment, this study has offered new evidence that policymakers can use to promote self-employment, especially among women, to reduce the entrepreneurial gap between men and women.

The relevance of the declared in the article problem is caused by both universal integration processes and necessity of elaboration of effective management mechanisms for requirements to learning outcomes .First of all the qualifications frameworks of any level is created for formation of the interaction basis between the labor market and the system of education through establishment of compliance to qualification requirements of knowledge, abilities and competences regardless of a form of their acquisition (formal, informal, non-formal). The aim of the research is a qualifications framework elaboration of regional system of continuing professional education as a model of identification and adaptive management of requirements to personality's educational outcomes. The article focuses on elaboration of the qualifications framework for system of continuing professional education in Chelyabinsk region. The research is based on methods of the system analysis and the competence-based approach is applied. The work presents the elaborated regional qualifications framework for system of continuing professional education, on the example of the Ural region: requirements to the contents, structure and structure concerning system of descriptors, qualification levels; the scheme of coordination of the developed qualifications framework with the project of the National qualifications framework of the Russian Federation; the ways of achieving qualification levels according to respondents' opinions who are representatives of educational community and labor market. The results of the research can be the basis for creating an adaptive control system of requirements to the results of training in a regional education system and also they can be used for elaboration of adequate requirements for labor market, educational community, systems of certification of graduates of professional education establishment and certification of employees of the enterprises.

Ethics training—an important means to foster ethical decision-making in organisations—is carried out formally as well as informally. There are mixed findings as regards the effectiveness of formal versus informal ethics training. This study is one of its first kinds in which we have investigated the effectiveness of ethics training as it is carried out in the Indian IT sector. We have collected the views of Indian IT industry professionals concerning ethics training (N = 266), and employed positivist (regression analysis and hierarchical linear modeling) and interpretive research (content analysis). We first have argued that the importance of the perception towards ethics has bearings not only on the individual ideologies but also on the organisational ethical values. In doing so, first we have conceptualised a theoretical framework: Perception of Ethics Training in Employees and Organisations (PETINEO). Second, we have studied the correlations between various components of this model. Third, we, under the rubric of PETINEO, examined the effectiveness of ethics training programmes for the Indian IT companies. Fourth, we have elaborated upon the results of our study. Our results suggest that the combination of both formal and informal means to undertake ethics training has superior impact on ethical decision-making in the Indian IT industry as compared to the use of any one of them in isolation.

This book analyzes skills demand and supply in Sri Lanka and scrutinizes how skills are formed, the factors shaping skills demand, and the responsiveness of the system. Sri Lanka has made strong progress in economic growth and poverty reduction. Economic growth and structural changes in the economy, however, make skills development imperative as Sri Lanka implements its the Mahinda Chintana plan to become a regional hub in strategic economic areas. Yet, skills shortages and mismatches are widespread, and firms with undereducated employees and a shortage of skilled labor are less productive. This book proposes an effective skills development system to help diversify the country's economy, improve its labor productivity and competitiveness, offer the country the flexibility to compete effectively in the global economy, and further reduce poverty in the country. After the book's introduction to the Mahinda Chintana plan, chapter two describes the general education and training system in Sri Lanka, especially the TVET sector. Chapter three examines the main drivers of skills demand and skills mismatches and gaps in Sri Lanka. Chapter four studies the relationship between education, training, and labor market outcomes, including skills already available in the workforce. Chapters five and six analyze factors affecting the skills supply system, such as cost, financing, and governance and also private sector provision. Chapter seven briefly reviews firm-based training in Sri Lanka based on evidence from the employer survey. Chapter eight assesses workforce development policies in Sri Lanka based on the World Bank's Systems Approach for Better Education Results (SABER) framework. Finally, chapter nine provides the summary of main findings and outlines possibilities for the way forward in skills development in Sri Lanka. Please note that Figure 5.2 in the book is incorrect, and should be replaced by the corresponding figure in volume 2 of this report.

Creating jobs and increasing productivity are key concerns for policy makers across the globe. For East Asian countries seeking to reduce poverty, expanding employment and productivity is at the top of the agenda. This book is a comprehensive look at the demand and supply of skills in Indonesia how skills have changed, how they will continue to evolve, and how the education and training sectors can be improved to be more responsive and relevant to the needs of the labor market and the economy as a whole. Using an innovative firm survey, the authors shed light on the functional skills that workers must possess to be employable and to support firms' competitiveness and productivity. They also assess the role of the education and training systems in providing those skills. Although this book focuses specifically on Indonesia, its methodologies, messages, and analysis will be instructive for researchers and policy makers who shape the delivery of education and training in other middle-income countries around the world.

The purpose of this article is to obtain an understanding of which factors determine whether an university graduate receives formal on-the-job training or not and the amount of informal training received. Using a cross-sectional survey of Spanish graduates, this paper confirms that the informal training graduates receive in their jobs is more intense among doctors and lawyers - professions that require a more extensive period of learning before reaching the required level of skills. Likewise, those graduates that hold jobs requiring greater know-how than they can actually provide (infra-educated) also receive more informal training. In the case of formal training, the likelihood of taking part in in-house training programs is greater among civil servants and the employees of large private firms. However, the belief that workers with higher ability (a positive signal of a worker's trainability) should have higher chances of receiving employer-provided formal training is not confirmed in this study. (HRK / Abstract übernommen).

Using the backdrop of an economy emerging from a decade of restructuring and on the brink of the longest expansion on record, this paper is an exploratory work that examines employer-provided training to temporary workers and the characteristics of firms associated with that training. The focus is on the training of two types of temporary workers: intermediated workers employed by temporary agencies and working for other firms and \"in-house\" temporary workers who are employed by the firm for which they are working. Results indicate that factors associated with the training of regular or standard employees differ from those factors associated with the training of temporaries. Further, factors associated with the training of the two types of temporary workers differ.

In this paper, we address two entrepreneurship puzzles prevailing in developing countries. First, field experiments on business training programs and grants have shown that it is much more difficult to improve business outcomes for female entrepreneurs than for their male counterparts. Second, empirical studies have revealed that it is difficult to increase entrepreneurial performance in the informal sector. We argue that an extended version of the entrepreneurship model in Lucas (Bell Journal of Economics, 9, 508–523, Lucas 1978) can provide insights into these recurrent puzzles. In particular, if female entrepreneurs are time constrained, interventions that only target business ability and credit constraints may not be sufficient to raise the entrepreneurial outcomes of female entrepreneurs. In addition, if informal entrepreneurs face business constraints in terms of both their access to credit and entrepreneurial ability, interventions that target these constraints together can have a potentially greater impact than those that target either in isolation. We support our theoretical predictions using data from a field experiment with microfinance clients, conducted in Tanzania.

Despite growing informality in developing economies, identifying correlates of informality continues to be a challenge due to multiple definitions of informality as well as data limitations. In order to explain the determinants of informality, the authors use two operational definitions of informality, namely ‘informal sector’ and ‘informal employment’, based on enterprise characteristics and employment characteristics, respectively. Using unit-level data from a nationally representative dataset, the authors find that, irrespective of how informality is defined, workers’ education, vocational training and gender play a significant role in determining participation in the informal labour market. The results of this study are robust to correction for selection bias and controlling for regional variations. The findings emphasise the need to restructure skill development programmes to account for the heterogeneity of informal workers.

This paper analyzes the effects of the accumulating human capital proxied with the educational level on the decision to work as self-employed in Cameroon. The methodological approach mobilizes discrete-choice models on data drawn from the second Employment and Informal Sector Survey carried out by the National Institute of Statistics. By releasing the hypothesis of the uniqueness of the labor market and assuming that decisions to work as wage earned and as self-employed are occupational choices, empirical findings reveal that the willingness to become self-employed declines with the increase of the accumulating human capital. This main result suggests that becoming self-employed in Cameroon is not a return to human capital accumulation but a default option which is probably derived from the poor wage employment opportunities and the prevalence of the informal sector. By also suggesting that opportunity motivation is less common among individuals with a higher level of education, another explanation for this result may be the lack of formal entrepreneurial culture as well as educational and training programs targeting entrepreneurial skills development.