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The potential for work-based learning to improve the quality and relevance of vocational education and training is widely recognized. Work-based learning allows students to develop skills and gain experience through practical, real-life experiences in the workplace, complementing what is being learned in the classroom. However, many vocational education and training systems worldwide are still largely school-based and do not incorporate much work-based learning. There are many studies of mature training systems that are already largely employer-driven and firm-based, but less is known about how school-based vocational education and training systems can best transition to including stronger elements of work-based learning. This report takes a region of Poland as a case study to explore the complexities around strengthening work-based learning opportunities as a part of vocational education and training programs. The report focuses on the practical challenges faced by employers and schools in implementing workplace training opportunities and it also draws on international practices for addressing specific constraints. The report highlights that while a conducive policy framework is important, it is not sufficient on its own to improve the incidence, duration, and relevance of work-based learning. Efforts to strengthen work-based learning need to consider the capacity of both firms and training providers, their incentives to take part, and the support they need for their ongoing participation. International practices show that even in vocational education and training systems, where firm-based learning is part and parcel of training provision, significant resources are structurally allocated to support mechanisms to facilitate the process. This report thus recommends investing sufficiently in support mechanisms to firms and schools to facilitate the transition to increased and improved work-based learning. Specific recommendations for Poland's Swietokrzyskie region include piloting different approaches to implementing and facilitating work-based learning. Lessons learned should be incorporated in a subsequent roll-out. The findings and recommendations in this report were developed as part of World Bank assistance provided to Poland's Swietokrzyskie region under the European Union-financed Catching-Up Regions Programme. The analytical framework applied in this report, the findings, and the recommendations will provide knowledge and guidance for stakeholders and practitioners in this field globally.

Apprenticeship --- Demand-Driven VET --- Demand-Responsive --- Employer Engagement --- In-Firm Training --- Labor Market --- Private Sector --- VET --- VET Reform --- Vocational Education And Training --- Work-Based Learning

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Poor people derive most of their income from work; however, there is insufficient understanding of the role of employment and earnings as a linkage between growth and poverty reduction, especially in low income countries. With the objective of providing inputs into the policy discussion on how to enhance poverty reduction through increased employment and earnings for given growth levels, this study explores this linkage in the case of Madagascar using data from the national accounts and household surveys from the years 1999, 2001, and 2005, a period characterized among others by a short but se

Labor market --- Wages --- Poverty --- Labor productivity --- Marché du travail --- Salaires --- Pauvreté --- Productivité --- Labor market. --- Business & Economics --- Labor & Workers' Economics --- Marché du travail --- Pauvreté --- Productivité --- Labor output --- Productivity of labor --- Destitution --- Compensation --- Departmental salaries --- Earnings --- Pay --- Remuneration --- Salaries --- Wage-fund --- Wage rates --- Working class --- Employees --- Market, Labor --- Supply and demand for labor --- Supply and demand --- Industrial productivity --- Capital productivity --- Hours of labor --- Labor time --- Productivity bargaining --- Wealth --- Basic needs --- Begging --- Poor --- Subsistence economy --- Income --- Labor costs --- Compensation management --- Cost and standard of living --- Prices --- Markets

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This report examines one of the most influential forces in any society, one that can contribute both to bridging differences or to deepening divides among people: skills. The skills that people have when they enter the workforce and that they can build on later in their work life determine to a large extent their ability to thrive, to raise families, and to feel vested in their country's economic and political future. Skills gaps and their formation, mirror and exacerbate social divides as well. In the European Union (EU), this issue has new urgency: changes in the labor market have made human capital an increasingly important divider between those how thrive on the labor market and those who not. Importantly, education systems in the EU are not becoming more successful in ensuring that all students acquire the skills needed. This report takes an in-depth look at socioeconomic disparities in educational opportunity and achievement, to aid policymakers in identifying where and how changes can be made to bring more educational equity, ultimately, into the future employment and well-being of Europe's more vulnerable populations. This report explores the extent to which education systems across the EU succeed in providing equal opportunities for all Europeans to build the relevant foundational skills required to thrive in the 21st century economies. The World Development Report 2018, Learning, showed there is a learning crisis around the world. Today, more children are in school than ever before, but there are still millions of children who are not learning, 60 percent of primary school children in developing countries still fail to meet minimum proficiency. Europe is no exception to this learning crisis. While European countries have much higher levels of learning among their students than many other countries, many education systems across Europe have become less successful in ensuring that all students acquire the skills that they need. In other words, just when skills became more important, schools became worse-or at least not any better-at providing equal opportunities to developing them. The WDR 2018 states that schooling without learning is not just a wasted opportunity, but also a great injustice. This report shows that the big education quality challenge in Europe is fundamentally one of equity. Education poverty and inequality have widened in many countries in Europe over the last 15 years.

Curriculum --- Curriculum and Instruction --- Education --- Education for All --- Educational Institutions and Facilities --- Inequality --- Poverty Reduction --- Skills Development and Labor Force Training --- Social Protections and Labor --- Vocational and Technical Education