Implications for Education and Training Policies

Cho, Yoonyoung; Feda, Kebede

Implications for Education and Training Policies | Skills and Employability in Mozambique

2015

Cho, Yoonyoung | Feda, Kebede

Mozambique is experiencing significant population growth with a growing number of youth (ages 15-34) into the labor market. The surge of the raw number of individuals, particularly young people, opens both challenges and opportunities: challenges, because of the need to create sufficient jobs to employ new entrants; opportunities, because if well managed, the country will benefit from a young, dynamic labor market where innovations and creative activities serve as an engine of growth, driving up per capita income and standards of living. The paper is organized as follows. The first two sections describe the supply and demand side diagnostics of the labor market, respectively, by analyzing the profiles of workers and by examining where jobs are being created. The next section discusses the determinants of employment, type of work, and earnings. Based on this analysis of the trends and labor market outcomes, the last section identifies and discusses key areas of policy interventions.

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Mots clés AGROVOC

age groups basic education child development children curriculum education formal education groups investment knowledge learning literacy manuals nutrition participation partnerships primary education quality assurance rural areas schools science students teacher education teacher training teachers teaching training vocational education vocational training women youth

Informations bibliographiques

Editeur

World Bank, Washington, DC

D'autres materias

Primary students; Intake rate; Costs of education; Quality education; Primary schools; Levels of education; Non-formal education; Gender disparity; Basic literacy; Education policies; Education programs; Cognitive skills; School tuition; Young people; School leavers; School age children; Completion rates; Early childhood development; Private partnerships; School quality; Gross enrollment; School retention; Skills training; Basic skills; Repetition rates; Retention rate; Primary school; Instructional materials; Access to primary schooling; Entrepreneurial skills; Life skills; Primary completion; Educational attainment; Orphans; Universal access; Primary gross enrollment rate; Primary school age children; Exams; Gender disparities; Enrollment; Completion rate; Childhood development; Enrollment rate; Tuition; Returns to education; New entrants; Access to education; Ger; Schooling; Training opportunities; Child labor; Technical education; Participation rates; Training programs; Quality of education; School system; Human development; Primary gross enrollment; Curricula; Fees; Universal primary education; Out-of-school children; Fee abolition; Girls; Primary school level; Learning achievements; Functional skills; Basic numeracy; Numeracy; Primary school completion; Primary levels; Direct costs of education; Skills; Primary schooling; Public schools; Intake rates; Teacher absenteeism; Learning outcomes; Private schools; Unemployment rates; Primary school age; Training of teachers; Retention rates; Low levels of education; Adult literacy; Classroom; Education variables; Interventions; Primary completion rates; School attendance; Campaigns; Vocational skills; School uniforms

Langue

anglais

Type

Working Paper; Text; Working Paper

Sur AGRIS depuis: 2016-03-15

Format: AGRIS AP

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Implications for Education and Training Policies | Skills and Employability in Mozambique

2015

Mots clés AGROVOC

Informations bibliographiques