Training policies, supply of skills, labor market, skills development, strategy, economy, education
The authors focus on skills development policies and their relative ineffectiveness since they are not properly distributed. They question the place of the private sector as a complementary solution to provide a real boost to this essential sector of the economy. Despite the action of the State, problems remain. Indeed, the training courses do not reach their goal despite the importance of the means invested. The supply of skills must therefore be renewed with strategies that are equal to the challenge. According to them, there are four reasons for the suboptimal nature of the market's action on the supply and demand for skills, producing an imbalance and a poor distribution. These are imperfections in the labor market, capital market, but also decision and coordination failures.
[...] Sources Bishop, D. (2015). Small firms and the failure of national skills policies: adopting an institutional perspective. International Journal of Training and Development, 69‑80. Karanikola, Z., & Panagiotopoulos, G. (2018). International Organizations Policies and New Era of Work: Education in What Skills? International Journal of Learning and Development, Rodriguez-Segura, D. (2020). [...]
[...] Rethinking training policies for workers, Chapter Almeida, Rita, Jere Behrman, and David Robalino (2012) - Labor Economics in Latin America: The Economic Rationale for Skills Development Policies What is the author main idea and what is the reading purpose? The authors focus on skills development policies and their relative ineffectiveness since they are not properly distributed. They question the place of the private sector as a complementary solution to provide a real boost to this essential sector of the economy. [...]
[...] Before regarding skills policies, we need to focus on the existence of a significant gap between the educational performance of a secondary school student in Latin America and that of an OECD student: the equivalent of 2.4 additional years of schooling. Socio-economic inequalities also have a significant impact on both access to education and educational outcomes that leads to skills contest. Only 56% of students from lower socio-economic backgrounds attend secondary school, compared to 87% in the higher income sector. [...]
[...] Another challenge to the effective implementation and enforcement of these policies in Latin America is related to the dominance of elite interests in low productivity sectors. In the past, this has resulted in inefficient allocation of resources and failed attempts to increase productivity. Powerful segments of the Latin American elite have permanently "bought" political protection, which has reduced the state's ability to withdraw support from unproductive enterprises. In addition, the monopolistic control of productive sectors by a few powerful firms has hampered the goal of increasing domestic competition. [...]
[...] While these power structures persist to a large extent in most Latin American economies, one of the main problems faced by these firms is their high dependence on exogenous factors and their vulnerability to external shocks (global financial crises, falling commodity prices, etc.). Competency standards, as the articulating axis of the educational process, have allowed for curricular and pedagogical decentralization, giving greater responsibility to educational institutions, and for the design and operation of the quality management cycle based on ensuring the continuous and permanent improvement of the country's educational institutions. [...]
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