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References: Learning to change: Skills development among the economically vulnerable and socially excluded in developing countries
References
The Vocational Education and Training Agency in Tanzania
Since the early 1970s, the government of Tanzania, with very considerable donor support, has developed a national network of 18 vocational training centres catering mainly for the traditional artisan trades.

2.2.2 The concept of training: Contributory factors
The general failure to clarify precisely what activities should be included in "training to overcome EVSE" has resulted in considerable confusion and vagueness.
Training and the Poor: Learning to change
This paper explores the role of training in assisting individuals who are economically vulnerable and socially excluded (EVSE) in developing countries. Roughly speaking, almost one in four of the population in the developing world lives in absolute poverty and this number continues to increase rather than decrease. Poverty reduction is now at the top of the policy agendas of most bilateral donor agencies and international development organisations within and outside the United Nations system as well as a growing number of governments. Ambitious targets to halve poverty by 2015 have been set by the Development Assistance Committee of the OECD (see UNDP, 1998; OECD, 1997).

Executive Summary: Learning to change
In the context of mass poverty in most developing countries, the critical role of training in furnishing badly needed skills to improve productivity, incomes and equitable access to employment opportunities seems particularly obvious and straightforward.

Summary: HUMAN CAPITAL FORMATION AND FOREIGN DIRECT INVESTMENT IN DEVELOPING COUNTRIES
This paper synthesises the existing literature on human capital formation and foreign direct investment (FDI) in developing countries.
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.
1.5 Skills development for sustainable livelihoods: Working Out of Poverty
We all know skills are essential to improve productivity, incomes and access to employment opportunities. Yet a striking feature of most poverty reduction strategies is the absence of vocational education and training – even though the vast majority of working people living in poverty cannot afford and have no access to training opportunities. The ILO is working with its constituents and others to rethink human resource development policies.

Other vocational education and training Related Articles

10.1 The education system: Support for Growth-oriented Women Entrepreneurs in Tanzania, 2005
Over 690 vocational training centres are registered with the Vocational Education and Training Authority (VETA),38 over 90 per cent of which are either private businesses or NGOs. VETA centres do offer skills training courses suitable for self-employment (tailoring, batik making, housekeeping, etc), but UDEC (2003) states that the primary emphasis on training is for employability in large public and private enterprises. Because there are few jobs available, most of the VETA graduates go unemployed or are inadequately trained for entrepreneurship. Data on the proportion of women students is not available.
10.2 Pre-start-up training: Support for Growth-oriented Women Entrepreneurs in Tanzania, 2005
Data from a 1997-98 training needs assessment of informal sector operators found that over 75 per cent of informal sector operators had primary education, while only seven per cent had attended vocational training courses. Most had acquired their skills in a variety of trades through apprenticeships or directly from their peers, but were unaware of the theoretical aspects (reported in Mlingi, 2000, p. 81). Only 5.3 per cent of the MSEs in the Swisscontact (2003) study had received any entrepreneurship training, and even fewer in new product technologies or costing and pricing. This suggests that most MSEs are “learning through trial and error” or from the practical know-how of other operators.
1.5 Skills development for sustainable livelihoods: Working Out of Poverty
We all know skills are essential to improve productivity, incomes and access to employment opportunities. Yet a striking feature of most poverty reduction strategies is the absence of vocational education and training – even though the vast majority of working people living in poverty cannot afford and have no access to training opportunities. The ILO is working with its constituents and others to rethink human resource development policies.
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 FDI in Developing Countries: Background
During the past two decades, a number of developing countries witnessed a growing importance of FDI as the primary source of financial capital flows into their economy. FDI brings not only increased access to foreign exchange, trade and employment, but also new products, information and technology. It is no coincidence that this rapid growth of FDI was accompanied by an increase in the level of human capital. The latter was achieved by strong government commitments to expand formal education and vocational training along with improved enterprise efforts to improve training opportunities for workers. This section looks at recent trends in both FDI and HRD in order to highlight the magnitude of this issue as well as to explain some of the key issues raised in this paper.
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.
2.2.4 National training systems: Contributory factors
While constant reference is made in the literature to 'vocational training systems', it is rarely made clear what exactly is meant by training system.

7.6 ILO Convention No. 142 and Recommendation No. 150
The International Labour Convention No.142 and Recommendation No. 150 concerning Human Resources Development, which deal with vocational guidance and vocational training in the development of human resources, are the key ILO policy statements on VET.

Is It Training or Education?
The word Training has been used to describe so many activities that the word has lost its meaning and value. In reality, most of the training in corporate America is education. Education provides knowledge but training provides the enhanced ability to perform. Consider this: Which gives the greatest return on investment – Education or Training – when it comes to leadership, teamwork, supervision, coaching sales and service? Training is the process of bringing a person to an agreed standard of proficiency by practice and instruction. Yet what is actually performed is mostly instruction with little to no practice.
Training vs. Coaching
Getting lost in the buzzwords of education and employee training? With so many terms and idioms, it’s easy to lose sight of the big picture. Between in-house training and outsourcing, e-learning and classroom education, and various other terms, it’s hard to imagine things could get much more pointlessly intricate. Yet the wordsmiths are at it again and the debate between training and coaching rages on.
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