While Brazil faces a difficult fiscal and economic situation right now, I would like to view national progress on employment and incomes from a long-term perspective, which is valuable when addressing Education and Human Development issues in a broader sense.
Following the recent launch of the World Bank’s new Education Strategy for 2020 by President Robert Zoellick, we now turn to thinking about how the new strategy translates into action on the ground around the world. In Europe and Central Asia (ECA), how can the principles of learning for all make a difference for this rapidly transforming region?
The Seoul G20 summit in November ended with some homework for the World Bank. We were asked to work with the ILO, OECD and UNESCO to develop internationally comparable indicators of skills that can help countries in their efforts to better match education and job training to market needs. The G20 was right to make this a priority.
In this post-financial crisis period, jobs play an important role in recovery. Making sure that people have the right skills to get these jobs is the other side. Developing countries, especially, know that skills development is necessary if they are going to attract investment that will create decent jobs and raise productivity.
As the World Bank's Annual Meetings met to discuss global development this October, the issue of jobs was front and center. The new Open Forum 2010 allowed leading thinkers and engaged citizens from around the globe to weigh in on the ultimate question of how to jump-start jobs, as well as cultivate economic stabilty for future generations.
Read the Human Development Network's Vice President Tamar Manuelyan Atinc's commentary, as she discusses the Jumpstarting Jobs session from the Meetings Center blog:
Last weekend, I was fortunate to be at the same dinner party as Jeff Puryear, co-director of PREAL and a luminary in the education field. We got talking about his PhD thesis from 1977, which I later found out, was perhaps the first serious study of the impact of job training in Colombia's SENA industrial training programs in Bogotá.
First, to analyze the socioeconomic characteristics of people who enrolled with SENA relative to those who did not, with a view to identifying the kind of candidates that the programs attracted; second, to estimate the impact of SENA training on the wages of a randomly-chosen individual who had undergone no training before taking part in a SENA program; and third, to calculate the private and social benefits of the SENA program.