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3.1.2 Training for the formal sector: Training priorities, resources and reorientation
Despite oft-repeated government pronouncements about the need for concerted efforts to improve the skills of the poor, responding to formal sector training needs has remained the top priority for most public sector training institutions during the 1990s.

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3.1 Skills development for sustainable livelihoods: Working Out of Poverty
It is a commonplace in debates about how to reduce poverty to assert that poor people’s main or only asset is their labour. It seems obvious that training has a critical role to play in improving productivity, incomes and equitable access to employment opportunities. Yet a striking feature of most poverty reduction strategies in developing countries is that the vocational education and training component is largely absent.
Trends in Human Capital Formation in Developing Countries: Background
The level of human capital in developing countries has on average improved over the past three decades, owing to enhanced government commitments in formal education and vocational training as well as increased incentives of firms to provide enterprise training.
Policies to Develop Human Resources
Now that the importance of human capital in attracting FDI is understood, the next question is: what are the past HRD policy experiences of host developing countries that have strived to attract inward FDI? This section focuses on formal education policies to attract FDI. While vocational training policies also help improve human resources of host developing countries, they are likely to be more important after some influx of FDI into the economy.
Technology Transfer through Training Spillovers
HRD activities conducted by the MNEs have proven to be important for host developing countries since domestic firms are more likely to face training constraints due to market failure. MNE training is also important since it is most likely to bring in the advanced skills and technologies to which domestic firms otherwise have no access. One important channel through which this technology may transfer from MNEs to domestic firms is the so-called training spillovers.
HRD Policies to Promote Training and Spillovers
The above assessment of selected past empirical evidence suggests that firms, in spite of large productivity gains, underinvest in training due to market failures such as credit market constraints, lack of information and labour turnovers. The underinvestment is even more acute among small- and medium-sized domestic firms that tend to have higher productivity gains from training compared to MNEs or large domestic firms. It has also shown that MNEs have numerous channels to improve HRD in host developing countries by training their own workers and facilitating training spillovers. This calls for policy measures to tackle market failures in training and to stimulate training spillovers, especially among domestic small- and medium-sized firms.
2.1.2 Lack of provision and system reorientation
It is widely argued that training systems in developing countries should meet the training needs of the poor in an effective and equitable manner. "The bulk of new jobs are being created in micro and small enterprises. Consequently, the training system should prepare people to be productively employed in these sectors" (ILO, 1998:57). The continuing lack of training opportunities for the poor and disadvantaged is, therefore, a constant refrain in the VET literature.

3.1 The public sector: Training priorities, resources and reorientation
"While there is long history of poverty-focused training in developed industrial economies, it is still relatively rare in the large majority of developing countries where most of the poor live" (Malik, 1996:46). This seems particularly ironic given that most of the world's poor live in developing countries. The following discussion looks at why public sector training priorities continue to favour non-poor groups. We shall focus in particular on the design of poverty reduction programmes, overall resource availability and competing claims over training resources from other sectors and groups.

4.2.2 Training provision for women
The identification of women's training needs has often been flawed because "women are rarely treated as knowing what they need" (ibid: 30). The available evidence tends to show that poor women in most developing countries are usually most interested in skills training that meets their own immediate 'practical gender needs' as opposed to longer term, "strategic gender needs" that directly tackle the basic underlying causes of female subordination (see Moser, 1989).

Gathering Good Requirements
Successful training programs come from knowing exactly what the training must accomplish for the business, the department, and the individual. They don't just happen. Whether you are developing or contracting training, use these steps to improve your requirements-gathering process, spend less time doing it, and drive more effective training:

Is Your Sales Training Missing These Ingredients?
The last time you went on sales training, were you engaged in the decision? How long was the sale training and/or was the sales training ongoing or was it just the flavor of the month? When or what day(s) of the week was the sales training delivered - during pay time or no pay time? Did the sales training take your personal sales needs and learning methods into consideration? Were you able to apply the sales training methods in the real world? Were you encouraged to return for further sales training or to meet with your sales coach and discuss your experience? Was the sales training based on sales management objectives?

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