2010年-世界发展银行全球_Gambia_The_-_Youth_Employment_and_Skills_Development_Study___Improving_Youth_Employment_Outcomes_Through_Enhanced_Skills_Development_122页_2mb

Summary of the Youth Employment and Skills Development Study in The Gambia

Core Content

This report, published by the World Bank in August 2010, focuses on youth employment and skills development in The Gambia. It highlights the challenges faced by young people in transitioning from education to employment, the role of technical and vocational education and training (TVET), and the need for policy reforms to improve employment outcomes and human capital development.

Main Findings

• Economic and Social Context:
  The Gambia has experienced economic growth and improved access to basic education, yet it still struggles with high poverty rates, particularly among youth. Over 60% of the poor are under 20 years old, and many young people lack the necessary skills and education to secure quality employment.

• Youth Employment Trends:

  • Youth (aged 15–24) face a difficult transition from school to work.
  • School attendance declines significantly between 15 and 19 years, with many dropping out and becoming inactive.
  • Rural youth are more likely to leave school early and enter the labor market, while urban youth have higher school attendance but also higher unemployment rates.
  • Most youth are employed in low-quality, informal jobs, with over half working in agriculture.
  • Female youth are less likely to be employed or in education, and more likely to be inactive.
  • Services sector is the main employer of urban youth, while agriculture dominates in rural areas.

• Determinants of Youth Employment Outcomes:

  • Higher household income in rural areas is associated with lower youth employment.
  • Female youth are 8% less likely to be employed, and this gap widens with higher education levels.
  • Education level is a key determinant of employment probability, with better-educated youth facing more difficulty in securing jobs but finding better-quality employment.
  • Local labor demand significantly influences employment opportunities, regardless of education level.

• Children's Employment and Schooling:

  • Children (aged 7–14) are mainly involved in employment in rural areas, driven by the agriculture sector.
  • Urban children are more likely to attend school without working, while rural children are more likely to be employed on family farms.
  • School attendance peaks at age 12, after which it declines as children begin to leave school for work.
  • Boys are more likely to be employed than girls, and children from larger households are more likely to be idle.

TVET Overview

• TVET Provision:

  • TVET includes pre-employment training provided by government institutions, NGOs, and private bodies.
  • Public institutions, such as the GTTI, focus on postsecondary training in commerce, business, accounting, engineering, and construction.
  • Private institutions offer certificate and diploma courses in commerce, management, accounting, finance, and IT.
  • NGOs and CBOs mainly serve low-income individuals and those with limited education.
  • Traditional apprenticeships are a major source of skills acquisition, especially for male youth, but often lack quality and formal structure.

• TVET Financing:

  • Public TVET expenditure is minimal, with less than 4% of recurrent education spending.
  • The GTTI is mainly funded by student tuition fees, and government subsidies have declined.
  • Non-government sources are the primary financiers of TVET, with only a minority of institutions being government-owned.
  • Parents and trainees are willing to pay for training, indicating a potential for private investment.

Strengths and Weaknesses of TVET

• Strengths:

  • Existence of a sound policy and strategic framework.
  • Establishment of the National Training Authority (NTA) to lead reforms.
  • Long-standing tradition of skills provision at GTTI.
  • Extensive NGO and CBO involvement in TVET.
  • Informal apprenticeship system is widespread.
  • Willingness of parents and trainees to pay for training.

• Weaknesses:

  • Inadequate and unsustainable financing for TVET.
  • Lack of tracer studies to assess labor market outcomes.
  • Limited access to training for youth.
  • Insufficient coverage in priority areas such as horticulture.
  • Weak management information systems and accreditation processes.
  • Disparities in training quality.
  • Insufficient entrepreneurship training.
  • NTA lacks the capacity to support curriculum development and has limited financial resources.
  • GTTI is relatively isolated from employers and the labor market.

Key Recommendations

For Policy Makers

• Improve Fiscal and Monetary Policies:

  • Enforce a hard budget constraint on state-owned enterprises.
  • Reduce unnecessary government spending.

• Stimulate Enterprise Growth:

  • Develop policies that promote enterprise creation and growth, thereby increasing demand for skilled labor.
  • Training alone is insufficient; enterprise development is crucial for job creation.

• Create an Enabling Environment for Business Innovation:

  • Establish a transparent business environment.
  • Simplify the tax system.
  • Improve public administration services to set high standards.

• Encourage Foreign Investment in Skills Development:

  • Promote technology transfer and local training through partnerships with foreign companies.
  • Foster collaboration between local training institutions and foreign firms.

• Conduct In-Depth Research on Children's Employment:

  • Investigate the impact of children's employment on schooling and youth employment outcomes.
  • Explore options for providing "second chance" education to disadvantaged children, such as:
    • Mainstreaming: Special support within regular classrooms.
    • School-based catch-up education: Intensive courses using school facilities.
    • Non-formal bridging education: Courses to improve academic proficiency.

• Revise the Training Levy System:

  • Correct the current levy system, which has caused resistance and disproportionately affects small businesses.
  • Urgently evaluate alternative financing models for TVET.

For TVET Level

• Strengthen Partnerships Between Training Providers and Employers:

  • Develop joint skills training programs.
  • Employ part-time industry experts as advisors and instructors.
  • Provide access to modern equipment for learners in pre-employment training.

• Enhance Professional and Pedagogical Skills of TVET Instructors and Managers:

  • Ensure they are equipped to design and improve training programs.

• Integrate Technology and Modern Practices in Agriculture:

  • Improve productivity and create demand for skilled labor in areas such as food preservation, agro-processing, and machinery maintenance.
  • Help reduce rural-urban migration by modernizing rural agricultural practices.

• Consider Globalization in Skills Development Strategies:

  • Align TVET with sectors where The Gambia has a competitive advantage.
  • Address the impact of international market liberalization on domestic competitiveness.

• Promote Life-Long Learning:

  • Include training in creative thinking, problem-solving, and teamwork.
  • Support the development of the Gambia Skills Qualification Framework (GSQF) by the NTA.

• Incorporate Environmental Sustainability:

  • Include training in areas such as refrigeration, air-conditioning, and automobile repair that align with sustainable development goals.

Conclusion

The Gambia needs a comprehensive and sustainable approach to youth employment and skills development. This includes improving TVET financing, enhancing the relevance and quality of training programs, and creating an environment that supports both education and enterprise growth. The report emphasizes the importance of addressing both supply-side (training provision) and demand-side (employment opportunities) challenges to improve youth employment outcomes and reduce poverty.