The Nuts and Bolts of Designing and Implementing Training Programs in Developing Countries

Training programs mainly address market failures related to lack of skills (technical, cognitive, non-cognitive). This paper conducts a comprehensive review of training programs effectiveness in developing countries. Based on relevant international experiences, the paper highlights key design features associated with program success as well as implementation challenges and discusses their policy implication. Success of training programs is deeply related with the content of the skills provided and how well they serve the local labor demand (demand-driven design) and with the presence of a sound governance structure for training providers and beneficiaries. In particular, the effectiveness of training programs for youth tends to be higher when a 'comprehensive' approach is taken by combining different types of training with complementary support services. The ultimate goal is to inform new program design and improve the performance of current training programs.

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Bibliographic Details
Main Authors: Honorati, Maddalena, McArdle, Thomas P.
Language:en_US
Published: World Bank, Washington, DC 2013-06
Subjects:accreditation, achievement, achievement level, Adolescent Girls, adult learners, adult learning, adults, advanced training, advertisements, apprenticeship training, aptitudes, basic education, Basic skills, binding, birth certificate, business associations, Business development, business performance, business plans, business services, career opportunities, child care, Class size, class sizes, classroom, classroom instruction, classroom teaching, classroom time, classrooms, cognitive skills, collaboration, communication skills, communication technology, community development, competitive bidding, computer facilities, computing skills, continuing education, counseling, counselors, curricula, curriculum, data entry, decision-making, diagnostic instrument, diagnostic testing, diplomas, disadvantaged groups, drug use, educated workers, education components, education programs, educational assistance, educational levels, educational requirements, entrepreneurial skills, exercise books, formal education, formal education system, formal schooling, formal schooling system, formative assessment, Girls, high school, higher education, instruction, Instructional delivery, Instructors, internships, interventions, job training, leadership, learners, Learning, learning materials, learning outcomes, learning process, learning styles, lesson plans, level of skill, libraries, Life Skills, life-skills, lifelong learning, literacy, literacy training, living conditions, manuals, media, Migrant Workers, mobility, modular training, new entrants, numeracy, occupational training, occupations, orphans, pamphlets, papers, Partner organizations, partnership agreements, People with disabilities, personality, public institutions, Quality Assurance, radio, reading, remedial education, retraining, rural areas, rural women, school dropouts, school graduates, School Leavers, school records, schooling, schools, secondary education, skill development, skill training, skilled workers, skills development, Skills Training, social groups, social work, stipends, street children, Target Populations, teachers, teaching, technical training, technicians, television, tertiary education, textbooks, trainees, training centers, training institutes, training interventions, Training materials, training modules, Training Programs, training providers, training schools, training services, tutoring, unemployed youth, university students, vocational education, vocational skills, vocational training, vouchers, Vulnerable groups, word processing, work experience, working children, young people, youth, youth populations, labor market policy, program evaluation,
Online Access:http://hdl.handle.net/10986/16101
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