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Contents: The conceptual framework -- Educational outcomes and their impact on labor market outcomes -- Employment outcomes and links to the broader economic context -- Conclusion : how education can improve labor market outcomes.

Sub-Saharan African countries are increasingly recognizing the contribution of post basic education to economic growth and social development. However, policy makers in many poor countries struggle to balance expansion and upgrading of post-basic education reform against competing development priorities. They must consider how and sometimes whether, to fund post-basic education in the face of demographic growth, limited public resources, and political and social imperatives. In its new poverty reduction and growth strategy, the Madagascar Action Plan (MAP), the Government of Madagascar made the transformation of its education system one of the key pillars of its development agenda. An important decision was the reform of basic education, covering primary and junior secondary education, including extension of the basic education cycle to 10 years. The Government's new Education for All (EFA) plan provides the policy framework and operational strategies for basic education, covering changes to curricula and learning materials, teaching methods and student assessment. The EFA plan was endorsed by donors and the reform of basic education launched in 2008.The main purpose of this report is to provide analytical inputs for the development of post-basic education reforms. Specifically, the report identifies and prioritizes: (i) the need for change in the structure, content and delivery of Madagascar's post-basic education and training system, and (ii) the key reforms in financing, governance and sub-sector management required to support changes to the structure, content and delivery of the post-basic system.

Introduction - International trends influencing secondary education in Sub-Saharan Africa - Issues of governance in secondary education in Sub-Saharan Africa - Management of secondary education: focus on the school - Accountability - The governance and accountability of private schools - Special issue: addressing ICT and technical training - Recommendations.

The report aims to gain a better understanding of youth employment outcomes in the hope of crafting more sound and responsive policies. The first part of this study provides an analysis of how youth spend their time and the determinants of this time use. The second part of the study provides an overview and analysis of the technical and vocational education and training sector. It also provides recommendations on how the sector can be made more responsive to the needs of youth in the light of the findings of the first part of the study.

This study aimed to determine the prevalence of type 1 diabetes mellitus (T1DM) in French Guiana and describe the social profiles of the patients. We conducted a multicenter cross-sectional study of children under 18 years who were diagnosed with type 1 diabetes and followed up from 2002 to 2021. Over a 20-year period, 48 children under 18 years with type 1 diabetes living in French Guiana were included in the study, out of a total of 59 cases. There were 26 girls and 22 boys. The median age at diagnosis was 8.52 years [IQR 6–12]. The incidence rate was 5.9 per 100,000 people in children aged 0–18 years. The 5–9-year age group was the most affected 43.7% (95% CI 38–51%). Of these children, 56.2% (95% confidence interval 40–70%) lived in single-parent households, and 35% (95% CI 23–57%) of the parents had a primary education. Of the children, 29% (95% CI 21–42%) were from families with no resources. Diabetes was diagnosed by ketoacidosis in 56% (95% CI 38–74%) of the patients. Forty percent (95% CI 35–66%) of the patients had an HbA1c > 9%. There was an imbalance in the prevalence of children with higher Hba1c (>9%), with 18.7% (95% CI 10–29%, p < 0.001) of children whose parents had a low level of education having an Hba1c > 9% compared with only 6% (95% CI 3–10%) of children whose parents had a university degree, and a marked imbalance in the prevalence of children with High Hba1c (>9%) among children from single-parent families (22.9%, 95% CI 17–30%) compared with children whose parents lived in couples (8%, 95% CI 5–12%). The 10–14-year age group (18.7%, 95% CI 11–25%) had the highest imbalance in the prevalence of poor diabetes control between children whose parents had lower versus higher education levels. Diabetic retinopathy and diabetic nephropathy were the only reported complications. The multivariate analysis showed that a low level of parental education (Odds ratio 2.9 [95% CI 2.1–4.5], p < 0.001) and single-parent families (Odds ratio 3.1 [95% CI 2.6–4.3], p < 0.001) were predictors of poor control of T1DM. However, the lack of social insurance coverage at diagnosis was not associated with poor T1DM control (p = 0.4). In conclusion, these sociodemographic factors should be considered when caring for children with T1DM in French Guiana.

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.

It starts with a demand-side analysis in chapter two, examining historical trends in demand for skills, revealing the types of skills in demand, and projecting future demand for skills driven by economic growth and policy development. Chapter two also highlights the emerging skills shortages and mismatches in Yunnan. The rest of the report focuses on the access, quality, and relevance of Yunnan's education and training system and how effective it is in supplying the skills in demand. An overview of Yunnan's formal and non-formal education and training system is presented in chapter three. Chapter four focuses on the formal Technical and Vocational Education and Training (TVET) system, examining its governance, industry participation, curriculum reforms, quality assurance, and finances. Analysis of the formal education and training system focuses mainly on secondary and tertiary TVET. Chapters five and six address two major training programs outside the formal education system: non-formal training for rural workers and work-based training for urban workers, both of strategic importance. Finally, chapter seven draws on lessons from the Shanghai Program for International Student Assessment, or PISA to demonstrate the role of schools in developing the cognitive skills of 15-year-olds. The report concludes with a summary of findings and a set of policy recommendations for meeting the skills challenges and improving the education and training system.

Educational attainment significantly influences post-transplant outcomes in kidney transplant patients. However, research on specific attributes of lower-educated subgroups remains underexplored. This study utilized unsupervised machine learning to segment kidney transplant recipients based on education, further analyzing the relationship between these segments and post-transplant results. Using the OPTN/UNOS 2017-2019 data, consensus clustering was applied to 20,474 kidney transplant recipients, all below a college/university educational threshold. The analysis concentrated on recipient, donor, and transplant features, aiming to discern pivotal attributes for each cluster and compare post-transplant results. Four distinct clusters emerged. Cluster 1 comprised younger, non-diabetic, first-time recipients from non-hypertensive younger donors. Cluster 2 predominantly included white patients receiving their first-time kidney transplant either preemptively or within three years, mainly from living donors. Cluster 3 included younger re-transplant recipients, marked by elevated PRA, fewer HLA mismatches. In contrast, Cluster 4 captured older, diabetic patients transplanted after prolonged dialysis duration, primarily from lower-grade donors. Interestingly, Cluster 2 showcased the most favorable post-transplant outcomes. Conversely, Clusters 1, 3, and 4 revealed heightened risks for graft failure and mortality in comparison. Through unsupervised machine learning, this study proficiently categorized kidney recipients with lesser education into four distinct clusters. Notably, the standout performance of Cluster 2 provides invaluable insights, underscoring the necessity for adept risk assessment and tailored transplant strategies, potentially elevating care standards for this patient cohort.

The informal sector of Sub-Saharan Africa is comprised of small and household enterprises that operate in the non-farm sector outside the protected employment of the formal wage sector. The sector was identified 40 years ago by the ILO representing a pool of surplus labor that was expected to be absorbed by future industrialization, but rather than gradually disappearing, it has become a persistent feature of the region’s economic landscape accounting for a majority of jobs created off the farm. Acknowledging its potential as a source of employment for the region’s expanding workforce and improving its productivity and earnings is recognized as a priority for poverty reduction. This study examines the role played by education and skills development in achieving this objective.Until now, few studies have used household labor force surveys to capture the skills profile of the informal sector and study how different means of skills development - formal education, technical and vocational education and training, apprenticeships, and learning on the job -- shape productivity and earnings in the informal sector as compared with the formal wage sector. This study uses household labor force surveys to look at the experience of skills development in five African countries - Ghana, Kenya, Nigeria, Rwanda, and Tanzania - that together account for one-third of the nearly 900 million persons living in SSA. The study defines the non-farm informal sector as the self-employed (own account and with workers), contributing family members, and wage workers in small and household enterprises.Of the nearly 36 million working off the farm in the five countries, 7 out of 10 are working in the informal sector. The importance of this study is its quantitative assessment of how different sources of skills development are related to the sector in which one works and the earnings received in that sector. It further highlights a set of economic constraints to acquiring skills in the small and household enterprises of the informal sector that will have to be overcome if skills are to become a means for improving productivity and earnings in this sector. The study offers a comprehensive strategy for improving employment outcomes in the informal sector through skills development with examples of successful interventions taken from international experience and the five countries.

In the German system of dual vocational training, in which companies recruit apprentices, graduates from low-level secondary schools (Hauptschule), and particularly those from immigrant families, are at a significant disadvantage regarding access to such apprenticeships. Previous qualitative studies have already pointed to the role of companies’ recruiting criteria for mechanisms of indirect discrimination, e.g., their desire for smooth social interaction within the firm. This article builds on a standardized survey among companies to which low-skilled adolescents successfully or unsuccessfully applied for dual vocational training. The company data are matched with secondary longitudinal survey data on the same girls and boys. Which recruiting criteria put ethnic minorities at a disadvantage and hence indirectly facilitate ethnic discrimination? The theoretical approach considers (knowledge of) the immigration country’s official language as both a functional requirement and a tool of hierarchical ethnic boundary making. In addition, concepts of social interaction within firms and respective norms as well as of homophily are subjected to an empirical test. Statistical results show that the below-average recruitment chances of applicants with a migration background are somewhat lower if companies stress a social fit criterion in their selection procedures. Furthermore, contrary to the initial hypothesis, ethnic minority youths are only substantially disadvantaged when applying to firms which consider the ability of verbal expression less crucial. Firms which consider this criterion very important may give applicants from immigrant families the chance to present themselves in a job interview and thus dispel ethnic stereotypes like the one that second-generation immigrant youths display serious language deficiencies.