2014年-世界发展银行全球_Sri_Lanka_Workforce_Development___SABER_Country_Report_2014_43页_1mb

Sri Lanka Workforce Development Summary (2014 SABER Country Report)

Core Content

The 2014 SABER Country Report on Workforce Development (WfD) in Sri Lanka outlines the current state and challenges of the country's WfD system. It highlights the government's strategic commitment to developing a skilled workforce to support its vision of becoming a regional hub in strategic economic areas and an efficiency-driven middle-income economy. The report is structured around three functional dimensions: Strategic Framework, System Oversight, and Service Delivery, each with specific policy goals and areas for improvement.

Main Views and Key Information

1. Strategic Framework

• Government Commitment: Sri Lanka has shown sustained leadership in promoting WfD through advocacy and policy formulation. The "Mahinda Chintana" development plan and the National Human Resources and Employment Policy emphasize a demand-led approach.
• Policy Goals:
  • Policy Goal 1: Articulating a Strategic Direction for WfD.
  • Policy Goal 2: Fostering a Demand-led Approach.
  • Policy Goal 3: Strengthening Critical Coordination for Implementation.
• Challenges:
  • The system is still largely supply-driven with limited private sector involvement.
  • Coordination between ministries (e.g., Department of National Planning, TVEC, MYASD) is insufficient.
  • Advocacy from non-government stakeholders is lacking.

2. System Oversight

• Funding: Training institutions are largely government-funded, but funding is not tied to outcomes or performance. This limits efficiency and equity.
• Quality Assurance: The National Vocational Qualifications (NVQ) Framework, established in 2004, provides diverse pathways for skills acquisition and is mapped to the broader Sri Lanka Qualifications Framework.
• Standards: Competency standards have been established with industry participation, but their implementation and market relevance remain limited.
• Policy Goals:
  • Policy Goal 4: Ensuring Efficiency and Equity in Funding.
  • Policy Goal 5: Assuring Relevant and Reliable Standards.
  • Policy Goal 6: Diversifying Pathways for Skills Acquisition.
• Challenges:
  • Weak links between training institutions and employers.
  • Limited course accreditation for non-MYASD providers.
  • Insufficient RPL (Recognition of Prior Learning) mechanisms and career advancement services.
  • Need for stronger monitoring and assessment of funding equity.

3. Service Delivery

• Training Providers: Most training is delivered by public institutions, with 70% of students enrolled in public TVET institutions.
• Private Sector Involvement: Private sector participation is limited, and there are few incentives to improve performance or diversity in training.
• Professional Development: Training for instructors and center managers is ad hoc and lacks institutionalization.
• Accountability: There is no robust mechanism for evidence-based accountability for training results. Institutions mostly track enrollments and completions, not outcomes.
• Policy Goals:
  • Policy Goal 7: Enabling Diversity and Excellence in Training Provision.
  • Policy Goal 8: Fostering Relevance in Public Training Programs.
  • Policy Goal 9: Enhancing Evidence-based Accountability for Results.
• Challenges:
  • Weak industry linkages in most institutions.
  • Inadequate data collection and reporting.
  • Need for improved management information systems (MIS) and tracer studies.

Country Context

• Political: Sri Lanka is an island nation in the Indian Ocean, gaining independence in 1948. The end of the 30-year civil war in 2009 has allowed for economic recovery and growth.
• Economic: A lower-middle-income country with a per capita GDP of $2,835 in 2011. The economy has shifted from agriculture to manufacturing and services, with services now accounting for 57.8% of GDP.
• Employment Trends:
  • Unemployment has decreased from 9% in 2000 to 4.2% in 2011, but youth unemployment (13%) is significantly higher than adult unemployment (4.2%).
  • Education levels do not match employer expectations, especially in high-skilled roles.
  • Women have a higher unemployment rate than men (10% vs. 3%).
• Poverty and Inequality:
  • Poverty declined from 22.7% in 2002 to 8.9% in 2009.
  • Inequality increased, as measured by the Gini coefficient (0.49 in 2009).
• Demographics:
  • Population: ~20.3 million in 2011, with a low age-dependency ratio.
  • Urbanization increased from 24.9% in 1991 to 31.3% in 2011.
  • Youth population is expected to decline from 19% in 1995 to 12.8% by 2030.
  • High internal migration to urban areas due to economic opportunities.

Demand for Skills

• Economic Transformation: Sri Lanka's shift toward a productivity-driven economy has increased the demand for skilled labor.
• Skill Gaps: Despite high education levels, there is a significant mismatch between employer expectations and actual workforce capabilities.
• Employer Expectations:
  • 60% of employers in high-skilled roles expect workers to have technical/vocational training.
  • Only 16% of the working-age population has such training.
• Critical Skills:
  • English and computer literacy are highly expected but underrepresented in the workforce.
  • Only 20% of Sri Lankans aged 15–64 speak English and 15% can use computers.

Key Findings and Policy Implications

• The Sri Lankan WfD system is Established in the Strategic Framework but Emerging in System Oversight and Service Delivery.
• The system lacks effective implementation, coordination, and accountability mechanisms.
• The NVQ Framework provides a good foundation but requires better integration and application.
• Private sector participation and training quality need to be significantly enhanced.
• There is a need for better data collection, professional development, and RPL mechanisms to improve relevance and effectiveness.

Looking Forward

• Strategic Framework Improvements:
  • Strengthen coordination between ministries.
  • Institutionalize labor market information collection and monitoring.
  • Encourage employer participation in WfD.
• System Oversight Enhancements:
  • Ensure funding is tied to training outcomes.
  • Improve course accreditation and RPL mechanisms.
  • Broaden learning pathways and promote lifelong learning.
• Service Delivery Reforms:
  • Increase private sector involvement and incentives.
  • Strengthen industry partnerships and training relevance.
  • Improve data collection and reporting systems.
  • Institutionalize professional development for instructors and center managers.

Conclusion

The SABER-WfD tool highlights the need for systemic improvements in Sri Lanka's workforce development system. While the government has set a clear strategic direction, the implementation, oversight, and service delivery mechanisms remain underdeveloped. Addressing these gaps through enhanced coordination, better funding practices, stronger industry linkages, and improved data systems is essential for aligning WfD with the country's economic and social priorities.