With eight years to go before the goal of the Education 2030 Agenda are due to be achieved, Africa continent is still facing many different challenges in the education and training sector. Which priorities should we, the Africa Office of the International Institute for Educational Planning (IIEP), as a privileged partner of ministries in charge of…

India's informal economy accounts for more than half the country's GDP but is characterised by low levels of skills, and considerable barriers to skills development for workers. The Government of India has implemented ambitious policy initiatives for upskilling, designed to catalyse 'formalisation' of the economy, and improve productivity.…

USAID believes that education is a foundational driver of development and fundamental to achieving self-reliance. When children and youth go to school and receive training in skills they can use in the workforce and to navigate life, they are able to build more hopeful and prosperous futures for themselves, their families, communities, and…

Vocational education and training (VET) can contribute to the attainment of the United Nations Millennium Development Goals. A key to economic and social progress is the training of better-qualified individuals and skilled enterprise staff who will be more productive, improving goods, increasing incomes and adapting to changing markets. Experts…

Each night, around 20,000 people--both adults and children--make the streets of Dhaka (the capital city of Bangladesh) their home. Living amongst the noise, rubbish, and traffic, thousands of families walk down the streets of Dhaka, looking for a safe place to rest for just a few hours each night. Trapped in a vicious cycle of poverty, the…

While the conventional education system with different forms of E-learning and rigid academic instructive curriculum could not bring desired changes in specified timeframe work at rural level in the targeted communities and groups, a multipronged sociological approach with a sociable and flexible curriculum in new E-Learning programs becomes need…

This article examines the South African National Qualifications Framework as a case study of a particular approach to the design of qualifications frameworks, which revolves around the specification of learning outcomes separate from educational institutions or programmes. It shows how an outcomes-led qualifications framework was seen as a…

An estimated 800,000 persons have disabilities in Haiti, but there are no data that refer specifically to those with intellectual disabilities. Traditional fears and stigma about disability are widespread. While the constitution supports the idea that people with disabilities should have autonomy and education, there are no laws to mandate…

This paper examines vocational adult education concepts, issues and problems in the context of Kano State, Nigeria. It has been pointed out by a number of commentators that vocational education practices and problems have some relatively universal commonalities across Europe, the USA and developing countries such as Nigeria. State-sponsored…

A program to train literacy providers to help empower women was developed with funding from the United Nations Development Program. The training program is based on a manual titled "Educate to Empower." The manual, which is designed to train material developers to prepare gender-sensitive learning kits on various topics related to…

Morocco's existing non-formal education programs involving women (Foyers Feminins and Ouvroirs) cater to female adolescents from low-income families and are almost entirely oriented to the teaching of traditional feminine crafts. Efforts are being made by both programs to introduce non-craft training in areas related to the modern economic sector.…

Morocco's three non-formal educational programs for "the hard core poor female adolescent school drop-out" differ in the kind and effectiveness of training offered. The Foyers Feminins program, although it claims to emphasize crafts and literacy, is in fact, definitely geared towards the teaching of handicrafts. The Ouvroir Centers…

The six-chapter book highlights the main issues and findings of the 1979 New Delhi Conference on Non-formal Education for Development. Chapter 1 defines non-formal education, discusses development needs, and discusses motivation at the political, operational, and participatory level. Chapter 1 includes two case studies of non-formal education in…

Fifteen papers on aspects of education and training for agriculture and rural development are contained in this journal for 1977. Several deal with the rising need for more direct participation by the farmers, landless workers, foresters, and fishermen for whom rural education and training systems are designed to supplement traditional types of…

This book summarizes a 4-year program of research and consultation in vocational-technical education and training conducted by the Education and Employment Division of the Population and Human Resources Department of the World Bank. The introduction outlines the structure of the analysis and the research base on which it was developed. Part 1,…