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Karrox Franchise Expanding Across India
After expanding its presence into West Bengal recently, IT education and training company Karrox Technologies is planning its foray into the southern Indian market. The company is looking to start operations out of Bangalore, followed by Kerala and Tamil Nadu sometime this year, according to Karrox CEO Jeetendra Nair.
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.

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.

7.4.1 Governance and organisation
Once again, little or no systematic research has been undertaken on the governance and organisational arrangements of national training systems in developing countries. In particular, little is known about recent attempts that have been made to improve the level of representation and thus the power and influence of the poor in governance structures and with what results. Similarly, virtually nothing is known about specific organisational changes that have been made in an attempt to ensure that the special training needs of the poor are adequately catered for.

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.

7.4 Characteristics of a pro-poor training system
Many of the key characteristics of market-driven VET reform strategies can and should be incorporated into the design of pro-poor training strategies. In particular, the state should perform a largely regulatory and facilitatory role while actual training provision should, wherever possible, be contracted out to independent training providers. The state must, therefore, take primary responsibility for the funding of such a strategy and, in consultation with the major stakeholders, take the lead in the overall design of the strategy with clear priorities and related resource allocations.
6. For-profit and NGO training activities
There are two basic types of private sector training institutions (PSTI) - for-profit and not-for- profit. For-profit PSTIs usually focus on the sale of training services. With economic liberalisation, most governments have adopted a more positive attitude towards PSTIs and have, therefore, taken steps to create a more enabling environment. Many NGOs are only involved in income generation and other activities (advocacy, life skills) where skills development is mainly on a learning-by-doing/learning-by-earning basis.

3.1.4 Overall resource availability: Training priorities, resources and reorientation
The extent of public sector training for the poor is also strongly influenced by resource availability and the overall incidence of poverty.

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.

2.1.1 Poor outputs, limited impact
During the 1970s, there was considerable optimism among policymakers, donors and researchers about the potential impact of vocational training on productivity and incomes for the poor.

Study objectives: Learning to change
The main objective of this paper is to analyse the reasons for this alleged failure of national VET systems to provide the main target groups among the poor with the knowledge and skills needed to increase significantly their productivity and incomes.

Prospects of Human Capital in the Future: Background
Future prospects of human capital development can be seen from the current trends in education among the children as well as the training efforts made in enterprises.
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.
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.
Corporate leadership in global development
Poverty continues to be one of the main challenges facing the countries that will be home to 85% of the world's population in the decades to come. Today some 2.7 billion people worldwide continue to subsist on less than US$2 per day. The challenge facing the global community is to eradicate extreme poverty and to foster broad based economic development that benefits all while preserving the world’s ecosystems. Business is a core human activity, and it has a key role to play in bringing about sustainable development.
Doing Business with the World - The New Role of Corporate Leadership in Global Development
Geneva, 10 October 2007 - Poverty remains the main challenge facing the countries that will be the home of 85% of the world's population in the decades to come. Some 2.7 billion people worldwide continue to subsist on less than US$2 per day. The challenge facing the global community is to eradicate extreme poverty and to foster economic development that benefits all while preserving natural habitats and biodiversity. Business is a core human activity, and it will be instrumental in bringing about sustainable development.

Wanted: jobs for Africa’s youth - Education and training
“It is clear that to rise out of poverty, the people of our continent need jobs and education,” says ECA Executive Secretary Janneh. “Not just any job, but one that provides a decent wage and employment conditions.” According to the Addis Ababa-based ECA, it is crucial for countries to expand training, lifelong learning, education and other means of improving skills, with a particular focus on young people.

Other vocational 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.
2.1.1 Poor outputs, limited impact
During the 1970s, there was considerable optimism among policymakers, donors and researchers about the potential impact of vocational training on productivity and incomes for the poor.

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.

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.

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.

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