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7.5.6 Women and disabled persons: Institutional design and capacity building
Increasing female enrolments in secondary and tertiary education is critically important, especially in subject areas that have been traditionally male dominated and where long-term occupational prospects are more promising.

7.5.5 Vocationalising the school curriculum: Institutional design and capacity building
Vocationalisation of the school curriculum will continue to appeal to politicians and policymakers as an appropriate way of promoting productive self-employment and thereby reducing poverty, especially in rural areas.

7.5.4 The role of public sector training institutions: Institutional design and capacity building
Many believe that public sector training institutions are intrinsically unable to support the training needs of the poor and disadvantaged and that, for this reason, primary reliance should be placed on NGOs and other private sector training institutions.

7.5.3 Public sector services for the poor: Institutional design and capacity building
Within the public sector as well, concerted efforts need to be made to improve the pre- and in-service training of all personnel who are directly involved in facilitating knowledge dissemination and skills development among the poor.

7.5.2 Social capital, community organisations and NGOs: Institutional design and capacity building
Another key issue is that most of the poor do not have access to the wider social networks that are usually needed to sustain new enterprises. Since enterprise creation is fundamentally a social rather than a technical process, appropriate steps must be taken to create and nurture social networks. A closely related concern is the need to develop 'industrial clusters' within the informal sector (see Schmitz, 1997).
7.5.1 Institutional specialisation: Institutional design and capacity building
The debate about specialist training versus multi-purpose organisations offering a range of services to the poor is still unresolved.

7.4.4 Donors
In poor, aid-dependent countries, the likelihood of pro-poor training strategies being introduced will depend very heavily on the policies and practices of their main donor partners. Unless, therefore, donors are prepared to concentrate the bulk of their assistance on poverty reduction as well as change their policies on VET, the prospects for the implementation of pro-poor training strategies are seriously reduced in most of these countries.

7.4.3 Funding
The poor do not have the resources to pay for their own training. The experience of nearly twenty years of structural adjustment has conclusively demonstrated that merely 'getting prices' and creating the appropriate enabling environment' for farmers and microenterprises is not sufficient in order to ensure a strong 'supply response'.

7.3.4 Labour market reform: Mainstreaming skills development for the poor
Training for the poor must also be part of a coherent set of active labour market policies. Without concerted government interventions to eliminate key impediments that prevent women, disabled persons and other discriminated groups from gaining equitable access to formal sector jobs, efforts to equalise training entitlements will ultimately fail.

7.1 Making the case for reform: A pro-poor training strategy
The need for fundamental reform of VET provision in most developing countries is compelling and should, therefore, be seriously addressed by governments and all other major stakeholders as a matter of urgency.

6.3.2 Group empowerment: For-profit and NGO training activities
The new approach to skill development tends to be more overtly political in that its primary focus is to support collective action among groups of the poor and, particularly women, in order to achieve specific economic, social and political objectives. Self-help associations (SHA) have become one of the main institutional mechanisms for achieving this. There are two main types of SHA- work-related (i.e. trade or occupation) and community-based.

6.3 Participatory skill development: For-profit and NGO training activities
'Participatory skill development' is perhaps the best term to describe the underlying rationale of an altogether new approach to skill development among the poor that has been adopted by many NGOs.

Principles of good practice for business development support projects
Business-like and demand-led. The best BDS organisations at supporting MSE are like those MSE in terms of their people, systems and values.

5.3.3 Women: Public sector training
common criticism of public sector training for the poor is that, at least up until fairly recently, it has been largely 'gender blind' which is part of a wider problem of mainly male policymakers simply 'not seeing' women.

5.3.2 Pre-employment: Public sector training
Most post-secondary public VET institutions have no explicit goals with respect to poverty reduction.
4.1.1 Survival enterprises: The demand for training
In simple numerical terms, 'survival' enterprises predominate in most informal sectors. The general view is that the skill requirements for most tasks undertaken in this type of enterprise are minimal and/or are relatively easily acquired on the job.

3.2 The private sector: Training priorities, resources and reorientation
Little is known about the extent to which private sector training provision benefits the poor and even less is known about recent trends.
3.1.3 Market-driven training reforms: Training priorities, resources and reorientation
During the 1990s, the World Bank has taken the lead in promoting the benefits of pro-market reforms for VET.
2.1 Dimensions of crisis
There are two basic sets of concerns about VET and poverty reduction. The first focuses on the failure of most targeted training interventions to have any appreciable, sustained impact on livelihoods.

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