Liberia Skills Development Constraints for Youth in the Informal Sector

World Bank

Liberia Skills Development Constraints for Youth in the Informal Sector

2016

World Bank

The labor force in Liberia is quite young. Youth aged 15 to 34 constitute over a third of thepopulation in Liberia and are somewhat concentrated in urban areas, according to the 2008census. These youth represent both a demographic dividend and a concern. The educational attainment of Liberian youth is steadily improving but remains low on average.Youth recognize that their lack of skills and experience are impediments to employment.The objective of this report is to assess youth skills development in Liberia.Given the composition of Liberia’s economy and the concentration of the labor force outside formal employment, this report has a particular focus on skill development in vocational trades and the informal sector. This report comprises three analyses. Section Two constructs a profile of Liberian youth from existing administrative data are studied to enable a more detailed understanding of the current skill levels among working youth. Section Three first assesses skills development providers based on new survey data summarizes the results of original analysis carried out on data collected on a sample of 139 skill providers’ training offerings, capacity, target beneficiaries, and other criteria. Next section three goes on to present young trainees’ perceptions of skills development opportunities and limits, based on 354 interviews with recent trainees. This report contributes to the Government of Liberia’s Agenda for Transformation (AfT) and the World Bank’s Country Partnership Strategy (CPS) 2013-2017. Both recognize that inadequate skills and vulnerable employment are key constrictions on rapid, inclusive and sustainable growth.This report provides practical recommendations that align with pillars of the National Technical and Vocational Education and Training (TVET) Policy 2015-2020. This report makes recommendations specific to three pillars: promoting productivity in the agricultural sector through TVET, promoting productivity in the informal sector through TVET, and financing TVET.

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adults age groups attitudes basic education children curriculum education groups higher education informal education knowledge learning literacy newspapers participation primary education private enterprises radio rural areas sanitation schools secondary education students teachers teaching training training courses training materials vocational education vocational training women youth

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Trainees; Daily attendance; Access to training; Levels of education; Gender bias; Classrooms; Quality of teachers; Education system; Skill acquisition; Class size; Primary school enrollment; Young people; Educational quality; Rural locations; Basic knowledge; Level of education; Formal schooling; Average level of education; Education outcomes; School graduates; Skills training; Academic skills; Teacher; No access to electricity; Basic skills; Higher levels of education; Average educational attainment; Primary school; Life skills; Unemployed youth; Educational attainment; Exams; Education for youth; Gender differences; Enrollment; Youth participation; Teacher ratio; School certificate; Formal training; Quality teachers; Access to computers; Tuition; Returns to education; Learners; Youth population; Enrollment of males; Training opportunities; Schooling; Training programs; Job training; Quality of education; Literacy development; School system; Human development; Class room; Learning resources; Fees; Adolescent girls; Learning environments; Entrance exam; Girls; Literacy skills; Exam; High school; School curriculum; Course content; Basic primary education; Numeracy; Training centers; Equal access; Basic reading; Skills; Vocational skills; Skills acquisition; Learning outcomes; Instruction; Reading; Skills development; Class sizes; Student-teacher ratio; School enrollment; School; Low levels of education; Learning materials; Skill development; Number of students; Secondary school; Classroom; Female youth; Learning activities; Teaching resources; School attendance; Disadvantaged groups; Textbooks; Access to capital; Assessment methods; Equitable access

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Liberia Skills Development Constraints for Youth in the Informal Sector

2016

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