Skills Development in Afghanistan

After three decades of conflict, Afghanistan needs a well-trained and flexible workforce to help rebuild the country. The conflict has decimated Afghanistan's training infrastructure, torn the fabric of human society, and relegated the country to the status of one of the least developed in the world. The country's efforts to emerge from near-total collapse is hampered by a number of factors, one of which is absence of a well-educated and -trained labor force able to acquire the skills and trades the country needs as it grows. A well-trained labor force will yield higher levels of productivity and be able to accommodate the changing needs of a post conflict economy while ensuring higher earnings and greater mobility for workers. Though most of the Afghan labor force is in the informal sector, skills acquisition judiciously combined with literacy and numeric programs should produce a workforce able to adapt modern production technologies and take advantage of opportunities through self-employment and small-enterprise development. The report is organized into four sections. Section one provides an introduction to Afghanistan. Section two focuses on recent economic trends and labor market demands. Section three is an overview of the country's education and training sector, while examining the main providers, recent changes in institutional framework, and key issues in the vocational education and training (VET) sector. Finally, section four reviews possible reforms the country will need in order to improve the delivery of VET services.

Bibliographic Details

Main Author:	World Bank
Language:	English en_US
Published:	Washington, DC 2008-10
Subjects:	ACADEMIC QUALIFICATIONS, ACADEMIC SUBJECTS, ACADEMIC TRAINING, ACCESS TO DATA, ACCESS TO INFORMATION, ACCESS TO QUALITY EDUCATION, ACCESS TO SCHOOLING, ACCESS TO TEXTBOOKS, ACCESS TO TRAINING, ACCREDITATION, ACCREDITATION SYSTEMS, ACHIEVEMENTS, ASSOCIATE DEGREE, BASIC SCHOOLING, BASIC SERVICES, BASIC SKILLS, BASIC SKILLS TRAINING, CAREER, CIVIL SERVICE, COLLEGE PROGRAM, COMMUNITY DEVELOPMENT, COMPETITIVE EXAMINATION, COMPUTER LITERACY, CONVENTIONAL EDUCATION, COST OF TRAINING, COURSE CONTENT, CURRICULA, CURRICULUM, CURRICULUM DEVELOPMENT, DEGREE PROGRAMS, DEGREES, DEMONSTRATION, DONOR SUPPORT, DROPOUT RATES, EDUCATION CURRICULUM, EDUCATION MANAGEMENT, EDUCATION PROGRAMS, EDUCATION QUALITY, EDUCATION SECTOR, EDUCATION SERVICES, EDUCATION SYSTEM, EDUCATIONAL ATTAINMENT, EDUCATIONAL INFRASTRUCTURE, EMPLOYMENT, EMPLOYMENT GROWTH, EMPLOYMENT OPPORTUNITIES, ENROLLMENT, ENROLLMENT BY GRADE, ENROLLMENT FOR BOYS, ENROLLMENT RATE, ENROLLMENT RATES, ENROLMENT RATE, EQUAL ACCESS, EQUITABLE ACCESS, EXAMS, EXPENDITURES, FIRST GRADE, FORMAL EDUCATION, FORMAL EDUCATION OF GIRLS, FORMAL SCHOOLING, FORMAL SCHOOLING SYSTEM, FORMAL TEACHER TRAINING, FORMAL TRAINING, FORMAL TRAINING PROGRAMS, GENDER GAP, GENERAL EDUCATION, GENERAL SECONDARY EDUCATION, GER, GIRLS, GROSS ENROLLMENT, GROSS ENROLLMENT RATE, GROSS ENROLMENT, GROSS ENROLMENT RATE, HIGH SCHOOL, HIGH SCHOOL GRADUATES, HIGHER EDUCATION, HIGHER EDUCATION INSTITUTIONS, HIGHER LEARNING, HUMAN CAPITAL, HUMAN DEVELOPMENT, HUMAN RESOURCES, ILLITERACY, INSTITUTIONS OF HIGHER EDUCATION, INTERVENTIONS, JOB TRAINING, LABOR MARKETS, LEADERSHIP, LEARNING, LECTURES, LEVEL OF EDUCATION, LEVELS OF ENROLLMENT, LIFE EXPECTANCY, LIFE EXPECTANCY AT BIRTH, LIFE SKILLS, LITERACY, LITERACY COURSES, LITERACY PROGRAMS, LITERACY RATES, LITERATURE, LOWER SECONDARY LEVEL, MINISTRIES OF EDUCATION, MINISTRY OF EDUCATION, MOBILITY, NER, NET ENROLMENT, NET ENROLMENT RATE, NEW ENTRANTS, NONFORMAL TRAINING, NUMBER OF STUDENTS, NUMBERS OF GIRLS, NUMERACY, PAPERS, PARITY, PARTICIPATION OF CHILDREN, PEDAGOGICAL INPUTS, PEDAGOGICAL TRAINING, PEDAGOGY, PHYSICAL INFRASTRUCTURE, PRIMARY CYCLE, PRIMARY LEVEL, PRIMARY SCHOOL, PRIMARY SCHOOL TEACHERS, PRIMARY-SCHOOL, PRIMARY-SCHOOL TEACHERS, PRINCIPALS, PRIVATE INSTITUTIONS, PRIVATE SECTOR TRAINING, PRIVATE TRAINING, PRIVATE TRAINING INSTITUTIONS, PROFESSORS, PROVISION OF EDUCATION, PUBLIC FUNDS, PUBLIC INSTITUTIONS, PUBLIC SCHOOLS, QUALITY OF EDUCATION, QUALITY TRAINING, REHABILITATION OF INFRASTRUCTURE, REPETITION, RURAL AREAS, SCHOOL CURRICULUM, SCHOOL DROPOUTS, SCHOOL ENROLLMENTS, SCHOOL GRADUATES, SCHOOL STUDENTS, SCHOOL TEACHERS, SCHOOLING, SCHOOLING QUALITY, SCHOOLS, SECOND LANGUAGE, SECONDARY EDUCATION, SECONDARY SCHOOL, SECONDARY SCHOOL STUDENTS, SECONDARY SCHOOL TEACHERS, SECONDARY SCHOOLS, SKILLED LABOR, SKILLED LABOR FORCE, SKILLED PERSONNEL, SKILLED WORKERS, SKILLS ACQUISITION, SKILLS DEVELOPMENT, SKILLS TRAINING, SPORTS, STANDARDIZED TESTS, STIPENDS, TEACHER, TEACHER QUALIFICATIONS, TEACHER TRAINING, TEACHERS, TEACHING, TEACHING AIDS, TEACHING METHOD, TEACHING RESOURCES, TECHNICAL ASSISTANCE, TECHNICAL EDUCATION, TECHNICAL EXPERTS, TECHNICAL SKILLS, TELECOMMUNICATIONS, TERTIARY EDUCATION, TERTIARY INSTITUTIONS, TERTIARY LEVEL, TRAINED LABOR FORCE, TRAINEES, TRAINING CENTERS, TRAINING COSTS, TRAINING COURSES, TRAINING FACILITIES, TRAINING MATERIALS, TRAINING NEEDS, TRAINING OPPORTUNITIES, TRAINING PROGRAMS, TRAINING SERVICES, UNEMPLOYMENT RATE, VOCATIONAL COURSES, VOCATIONAL EDUCATION, VOCATIONAL SCHOOL, VOCATIONAL SCHOOLS, VOCATIONAL TRAINING, VOCATIONAL TRAINING COURSES, VOUCHERS, YOUTH,
Online Access:	http://documents.worldbank.org/curated/en/2008/10/10158916/skills-development-afghanistan https://hdl.handle.net/10986/17939
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