2014年-世界发展银行全球_Building_the_Skills_for_Economic_Growth_and_Competitiveness_in_Sri_Lanka_237页_3mb

报告摘要

Summary of Building the Skills for Economic Growth and Competitiveness in Sri Lanka

Core Content

This report, published by the World Bank in 2014, focuses on the challenges and opportunities in developing skills for economic growth and competitiveness in Sri Lanka. It provides an in-depth analysis of the current state of technical and vocational education and training (TVET), skills demand and supply, and the broader implications for the labor market and economic development.

Main Findings

Skills Development Importance: Skills development is critical for sustaining economic growth and improving competitiveness, especially as Sri Lanka transitions from a factor-driven to an efficiency-driven economy.
Economic Context: Sri Lanka has made significant progress in economic growth and poverty reduction, but its workforce is shrinking while the demand for skilled labor, particularly advanced technical and soft skills, is increasing.
Education System: Despite high literacy rates and access to education, the system is not effectively meeting the needs of the labor market. There are major skills shortages and mismatches, leading to reduced productivity and competitiveness.
TVET System: The TVET sector is underdeveloped, with fragmented responsibilities, limited information on labor market needs, and a supply-driven approach. Enrollment and completion rates are low, and the system lacks relevance and quality.
Private Sector Role: Private sector engagement in TVET is growing, but it remains limited. Private providers offer diverse training programs, yet their impact on employment and productivity is not well understood.
Firm-Based Training: Firm-based training is important for skill development, but it is not widely utilized. Employers often lack confidence in the quality of such training and are not fully integrated into the system.
Workforce Development Policies: The SABER-WfD (System Approach for Better Education Results - Workforce Development) framework highlights gaps in Sri Lanka’s workforce development policies, including weak institutional capacity, limited funding, and insufficient coordination between education and labor market actors.
Policy Recommendations: The report suggests improving the alignment of education with labor market needs, enhancing the quality and relevance of training programs, increasing investment in TVET, and promoting public-private partnerships (PPPs) to support skills development.

Key Challenges

Fragmented Responsibility: TVET is managed by multiple ministries, leading to inefficiencies and lack of coordination.
Low Enrollment and Completion: TVET enrollment and completion rates are low, with limited progress in recent years.
Gender Disparity: Female participation in TVET programs remains low, despite efforts to improve inclusivity.
Lack of Information: There is insufficient data on skills demand and supply, making it difficult to design effective policies.
Employer Exclusion: Employers are not adequately involved in the design and delivery of training programs.
Funding Issues: TVET is underfunded, and resources are not effectively linked to performance outcomes.
Quality Concerns: Employers are skeptical about the quality of skills provided by the current education system, especially in firm-based training.

Strategic Priorities

The report outlines several strategic priorities to improve skills development in Sri Lanka:

Align Education with Labor Market Needs: Develop curricula that reflect current and future labor market demands.
Enhance TVET Quality and Relevance: Improve the quality of training programs and ensure they are aligned with industry standards.
Increase Investment in TVET: Boost funding for TVET to ensure sustainability and scalability.
Promote Public-Private Partnerships (PPPs): Encourage collaboration between the public and private sectors to enhance training delivery and relevance.
Improve Data Collection and Monitoring: Strengthen data systems to better understand skills demand and supply, and to monitor the effectiveness of training programs.
Enhance Female Participation: Implement targeted strategies to increase female enrollment and completion in TVET programs.
Support Continuing Vocational Education (CVET): Develop CVET systems to ensure workers can continuously upgrade their skills in response to changing job markets.
Strengthen Institutional Capacity: Improve the governance and management of TVET institutions to ensure efficiency and accountability.

Conclusion

To achieve its economic development goals, particularly under the Mahinda Chintana (MC) strategy, Sri Lanka must invest in a robust and responsive skills development system. This includes enhancing the quality and relevance of education, increasing funding, and fostering collaboration between the public and private sectors. The report emphasizes the need for a more integrated and data-driven approach to skills development to ensure that the country can maintain its economic growth and reduce poverty effectively.

Key Information

Author(s): Halil Dundar, Benoit Millot, Yevgeniya Savchenko, Harsha Aturupane, and Tilkaratne A. Piyasiri
Publisher: World Bank
Year Published: 2014
ISBN (Paper): 978-1-4648-0158-7
ISBN (Electronic): 978-1-4648-0159-4
License: Creative Commons Attribution 3.0 IGO
Cover Photo: © Luxshmanan Nadaraja, World Bank/Sri Lanka Photo Collection
Key Frameworks: SABER-WfD (System Approach for Better Education Results - Workforce Development)
Targeted Areas: Technical and vocational education and training (TVET), workforce development, education policy, and labor market outcomes

Figures and Tables

Figure O.1: GDP Per Capita, Selected Countries, 2011
Figure O.2: Real GDP Growth Rates, Selected Countries
Figure O.3: Wage Premiums in Sri Lanka, by Education and Skill Type
Figure O.4: Skills Mismatches
Figure O.5: Employer Perceptions of General Education, TVET, and University
Figure 1.1: Shares of Agriculture, Services, and Industry in GDP, 2010
Figure 1.2: Structural Changes in Employment, Sri Lanka
Figure 1.3: Unemployment, by Age and Education
Figure 1.4: Educational Attainment in Sri Lanka, India, Malaysia, and the Republic of Korea
Figure 2.1: The Education and Training System in Sri Lanka
Figure 2.2: Structure of the TVET Sector, 2011
Figure 3.1: Skills Constraints as a Major or Severe Obstacle, South Asia
Figure 3.2: Biggest Perceived Obstacle in the Business Environment, Sri Lanka, 2011
Figure 3.3: Labor Factors That Affect Firm Operations and Growth
Figure 3.4: Skills Shortages, by Job Category
Figure 3.5: Ranking of Job-Related Skills for Retention
Figure 3.6: Skills Stock of the Labor Force and Employer Requirements
Figure 3.7: English and Computer Use Skills Available in the Labor Force and Employer Requirements
Figure 3.8: Firm Contacts with Institutions: Across All Firms and by Sector
Figure 3.9: Use of Contractors for Skills Shortages, Full Sample and by Sector and Firm Type
Figure 3.10: Methods Used to Recruit New Workers
Figure 3.11: Expected Hiring in the Next 12 Months, by Occupation
Figure 3.12: Expected Hiring in the Next 12 Months, by Occupation and Sector
Figure 3.13: Employer Perceptions of TVET, General Education, and University
Figure 4.1: Highest Level of Education Completed, by Region, Gender, and Age
Figure 4.2: Education and Training, by Wealth Quintile
Figure 4.3: The National Vocational Qualification (NVQ) System and Distribution of Student Population, by NVQ Level
Figure 4.4: Population with TVET, by Level of Education
Figure 4.5: Cognitive Skills, by Level of Education
Figure 4.6: Distribution of Cognitive Skills, by Area and Type of Employment
Figure 4.7: Lack of Literacy Skills as a Barrier to Career Development
Figure 4.8: Computer Use at Work
Figure 4.9: Technical Skills by Level of Education
Figure 4.10: Change in Soft Skills by Level of Education
Figure 4.11: Wage Premiums, by Level of Education
Figure 4.12: Returns on Education after Controlling for Technical Skills
Figure 4.13: Probabilities of Being Self-Employed, by Skill
Figure 5.1: Total MYASD Expenditure in Current and Constant Prices, 2000-11
Figure 5.2: MYASD Expenditure as a Share of GDP, 2000-11
Figure 5.3: Share of Donor Financing in MYASD Budget, 2001-11
Figure 5.4: Ministry of Construction, Engineering Services, Housing and Common Amenities Expenditures on Training, 2007-11
Figure 5.5: Share of Recurrent and Capital Expenditure in the MYASD Budget, 2009-12
Figure 5.6: Unit Costs in MYASD Agencies and Number of Participants, 2011
Figure 5.7: Per Student Expenditure as a Percentage of Per Capita GDP, Comparator Countries, 2007 and 2009
Figure 5.8: Expenditure Distribution, Don Bosco Technical College and ATIs, 2011-12
Figure 5.9: Earning Profiles of School Teachers, Principals, and SLITHM Assistant Lecturers
Figure 7.1: Firm-Based Training in Sri Lanka and Selected Countries and Regions (Various Years)
Figure 7.2: Incidence of On-the-Job Training, by Type
Figure 7.3: Firm-Based Training Incidence, by Firm Level and Type
Figure 7.4: External Training Incidence, by Firm Level and Type
Figure 7.5: Firm-Based Training Using Outside Providers, by Type
Figure 7.6: Share of Employees Receiving Firm-Based Training, by Source
Figure 7.7: Employees Receiving External Training, by Source
Figure 7.8: Employer Perceptions of In-Service Training, by Outside Providers
Figure 8.1: Functional Dimensions of Workforce Development Policies
Figure 8.2: Pathways for Upgrading Qualifications through NVQ
Figure 8.3: Sri Lanka WfD Benchmarking Results, 2011

Tables

Table 1.1: Higher Education and Training, Selected Indicators
Table 2.1: Sri Lanka: General Education at a Glance
Table 2.2: National Vocational Qualification Framework in Sri Lanka
Table 2.3: Student Enrollment, Completion, and Dropout, Vocational Training Institutes, 2009-2011
Table 2.4: MYASD Agencies: Training Profile, 2012
Table 2.5: Intake and Completion: MYASD Agencies, 2010
Table 2.6: Estimated Unemployment Rates of TVET Center Graduates, Various Dates
Table 2.7: Economic Performance and TVET Participation by Province, 2009-10
Table 3.1: Skills Constraints in Manufacturing, Sri Lanka, 2004 and 2011 (Share of Firms)
Table 3.2: Job-Related Skills Most Important for Retention Decisions
Table 3.3: Recent Hires: General Education, TVET, and Professional Certification
Table 4.1: Percent of the Sample with TVET or Apprenticeship Experience
Table 4.2: Skills Used by Area and Type of Employment
Table 4.3: Labor Market Outcomes by Demographic Characteristics
Table 4.4: Labor Market Outcomes by Education and Training
Table 5.1: Ministry of Youth Affairs and Skills Development—Total Expenditures, 2001-11
Table 5.2: Ministry of Agriculture Expenditure on TVET, 2010-14
Table 5.3: Aggregate Spending on TVET-Related Activities, 2010 or Nearest Year
Table 5.4: Spending on TVET as a Percentage of GDP, All Sources, 2010 or Nearest Year
Table 5.5: Public Spending on Education, Selected Countries, Percentage of GDP, 2008-10
Table 5.6: Public Spending on Education as a Percentage of Total Public Spending, Selected Countries, 2008-10
Table 5.7: TVET-Related Public Expenditure as a Share of the Total Education Budget, Selected Countries, 2000-09
Table 5.8: MYASD TVET Spending, by Sector, 2013
Table 5.9: Spending, by Category, MYASD and All Ministries, 2012
Table 5.10: Distribution of the Recurrent Budget—MYASD, MoE, and All Ministries, Various Years
Table 5.11: Distribution of the Capital Budget—MYASD, MoE, and All Ministries, Various Years
Table 5.12: MYASD Transfers to Public Institutions, 2010-12
Table 5.13: Average Annual Expenditure, NAITA and NYSC Centers, 2009
Table 5.14: Examples of Course Duration
Table 5.15: Agencywide Annual Unit Costs in Public Training Centers, 2011
Table 5.16: Per Student Recurrent Costs as a Percentage of Per Capita GDP, 2011
Table 5.17: SLITHM Annual Unit Costs, 2008-11
Table 5.18: Ratio of Per Student Expenditure in Postsecondary/Nontertiary Education to Per Student Expenditure in Various Levels of Education, Selected Countries, 2009
Table 5.19: MYASD Agency Staffing Profile, 2010
Table 5.20: NYSC Centers: Staffing Composition and Status, 2011
Table 5.21: Qualification and Experience of NYSC and NAITA Academic Staff, 2011
Table 5.22: CETRAC and OTC: Government Grants and Other Incomes, 2007-11
Table 5.23: SLITHM Sources of Revenue, 2008-11
Table 5.24: Sources of TVET Funding, Bangladesh, 2007
Table 5.25: Fee Ranges, Selected Training Centers, 2011 or Nearest Year
Table 5.26: Emerging Policy Consensus on Financing Vocational Training
Table 5.27: Options for PPPs in Infrastructure
Table 6.1: TVET Enrollment and Completion, Public and Private Institutions, by Gender
Table 6.2: Private Training Providers Registered with TVEC, 2010
Table 6.3: Distribution of Private Training Providers by Province, 2011
Table 6.4: Students and Graduates, TVEC-Registered Private Providers, 2011
Table 6.5: Number of Private Courses and Providers, by Field, 2011
Table 6.6: TVET Participation of Midcareer Trainees
Table 6.7: Employment of Graduates, Private For-Profit Training Providers, 2012
Table 6.8: Employment of Graduates, NGO Training Providers, 2012
Table 6.9: Employment of Graduates, Company-Based Training Providers, 2012
Table 6.10: Time Elapsed between Graduation and Employment, Public TVET Graduates, 2011
Table 6.11: Job Types of Wage-Earners, 2011
Table 6.12: Cost Per Student of Public and Private Courses, 2012
Table 6.13: Cost of Training, Institutes That Do Not Levy Fees, 2012

Key Policy Options

Integrate TVET into National Development Plans: Align skills development with the Mahinda Chintana strategy and other national development goals.
Enhance Employer Engagement: Involve employers in curriculum design and training delivery to ensure relevance and quality.
Improve Data Systems: Develop robust data collection mechanisms to monitor skills demand and supply.
Increase Funding and Efficiency: Allocate more resources to TVET and ensure efficient use of funds.
Strengthen Institutional Governance: Improve the management and governance of TVET institutions to enhance performance.
Promote Public-Private Partnerships (PPPs): Encourage collaboration between the public and private sectors to expand access and improve quality.
Support Continuing Vocational Education (CVET): Implement CVET programs to help workers adapt to evolving job markets.
Enhance Female Participation: Develop targeted initiatives to increase female enrollment and completion in TVET programs.

Conclusion

The report underscores the importance of a well-functioning skills development system for Sri Lanka’s economic growth and competitiveness. It calls for a more integrated, data-driven, and employer-focused approach to education and training to address the current gaps and ensure that the country can meet its development goals effectively.

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