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A ‘Skilled’ Approach to Development

Ariel Fiszbein's picture

These days, there is a lot of talk about skills and their importance for a country’s development. Not too long ago the Indian Prime Minister Manmohan Singh called skills and knowledge “the driving forces of economic growth and social development in any country.” Last week, President Obama in his State of the Union address mentioned, once again, the critical importance of upgrading workers skills as part of his call for ‘An America Built to Last’.

The focus on skills and skills development (ironically, once considered obscure themes, of concern only to specialists) makes sense. Our enterprise surveys show that between 20 and 40 percent of firms in most developing regions identify the lack of appropriate labor skills as a major constraint to development.

Not surprisingly many governments are rushing to fill the gap. The National Skills Development Corporation in India was set up to achieve the goal of developing the skills of 150 million people by 2022. China plans to build 1200 technical training centers and train 3.5 million technical workers and 1 million senior technicians in the next 10 years. Many other countries are embarking on similar skills development initiatives.

There’s no question there’s a gap that needs to be filled. But there’s also a knowledge gap. 

In fact, for all the rush to finance training programs, we really don’t know what the best way is to ensure that people acquire the needed skills – or what skills truly are needed. I would like to suggest that we stop and reflect about the issue before jumping to the conclusion that setting up large (government-sponsored) training programs is THE answer to the ‘skills problem.’  I propose we consider two broad questions.

First, which skills are missing? There is growing recognition that there is a range of skills (academic, life, technical, etc.) that may matter for productivity – and that there are different ways to acquire these skills (in schools, through training, on the job and at home). But there is uncomfortably little, solid, empirical evidence from developing countries on the relative returns of different skills and on the effectiveness of different methods for acquiring skills. Until recently we didn’t even know how to measure most of these skills!

Second, given the apparent high return of having the right skills, why aren’t firms and individuals investing in these skills themselves? Some basic economic thinking could be extremely helpful here. If rates of return are indeed high, what are the constraints that cause firms and individuals to under-invest in skills?  Is it enough to just blame it on ‘externalities’? Or should we consider other factors such as lack of information, credit market constraints, etc? Or perhaps the problem is that certain distortions (e.g. lack of mobility) have depressing rates of return? 

Depending on the answers to these questions, the policy conclusions may be very different – particularly if we take into account the presence of government failures.
I do not think that there are generic answers to these questions. Conditions are likely to vary significantly across countries and a ‘one-size-fits-all’ response won’t work. I believe that the critical first step would be to have a solid framework for analysis and action. At the very least, this framework must provide a system for measuring different types of skills, assessing local markets and above all, committing to experimentation and evaluation to find the ‘right’ policy responses in each case.  

 

Comments

Submitted by Ashwini Saxena on
Dear Ariel, Your views on skills education and why the firms, individuals and others (essentially private sector) are perhaps not picking it up for investments. I would like to submt the following for your consideration: When we talk of skills for overall development, I think we need to look beyond just the skill sets to help people get jobs/ livelihoods/ means of earning. But it opens up a vast range of skills that are needed. Even in purely economic returns from skills, the studies/ surveys are pointing to the lack of lateral thinking ability which mires the effective use of technical skills. As such skills and competencies related to people's management, team work, work ethics and other non technical skills (leading to virtues such as honesty, team spirit etc.) are grossly missing in any curriculum. Perhaps the reason why skills of this nature do not find space in people's minds is that these can be felt only over a period of time, cannot perhpas be very numerically measured and above the marekt economy doesnt seem to lay too much emphasis on these. As such schools and colleges (at least in India) perpare people for examinations and jobs... nothing mroe and nothing less... In fact one of the key indications of this approach is now visible in the deteriorating standards of the prestigious IIMs and IITs. Since a plethora of coaching institutes have made the entry into these institutions comparatively easier and almost mechanical but in the end when it comes to the contribution from these very people to the overall development of a nation, its very limited. Thus skills per se are not the focsu area for firms but imparting of tools to succeed are onyl provided. Another facet to this is that even the individuals are not being abel to fathom the seriousness of the skill sets that are required. Perhaps the very system which can help an individual assess the need for skills based on aptitude and aspirations is missing. that what is provided by some firms in this field is very stereotypical and limited in effectiveness.

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