2014年-世界发展银行全球_The_Skills_Road___Skills_for_Employability_in_the_Kyrgyz_Republic_82页_3mb

Summary of "The Skills Road: Skills for Employability in the Kyrgyz Republic"

Core Content

This report, The Skills Road: Skills for Employability in the Kyrgyz Republic, analyzes the relationship between education, skills, and labor market outcomes in the Kyrgyz Republic. It emphasizes the need for developing both cognitive and non-cognitive skills to enhance employability and align with the country's aspirations to become a middle-income economy. The study is based on a comprehensive household survey conducted in 2013 by the World Bank and GIZ, covering three Central Asian countries: the Kyrgyz Republic, Uzbekistan, and Tajikistan.

Main Findings

• Structural Changes in the Labor Market:
  The Kyrgyz Republic has undergone significant structural transformations, leading to a shift in the demand for skills. The service sector has grown rapidly, now accounting for about 54% of GDP, while agriculture and industry have seen declining and moderate shares, respectively.

  • The demand for "new economy skills" (analytical and organizational skills) has increased, especially in the service and manufacturing sectors.
  • Productivity growth has been slow, with an average of less than 2% between 2000 and 2011, lagging behind countries like Turkey and Russia.
  • Formal employment rates have grown slowly, at 0.14% annually, while the population has grown at 1.2% annually.

• Employment and Skills Use:

  • The overall employment rate is relatively high, with 82% of men and 59% of women aged 15–64 in the labor force.
  • Job quality remains a concern, as many workers are engaged in low-quality, repetitive, or informal jobs.
  • Informal employment is particularly common in agriculture and among individuals with secondary general or less education.
  • Women are more active in the labor market compared to their counterparts in neighboring countries.

• Skills and Employability:

  • Cognitive skills (literacy, numeracy, problem-solving) and non-cognitive skills (extraversion, conscientiousness, growth mindset) are strong predictors of labor market outcomes.
  • Higher-skilled workers are more likely to be employed and to use their skills in the workplace.
  • Preschool attendance is positively correlated with better labor market outcomes.
  • Tertiary graduates have better employment outcomes than those with only secondary general education.

• Skill Formation:

  • Skills are developed throughout the life cycle, with families, schools, and employers playing key roles.
  • Preschool access is low, with only 25% of 3–5-year-olds enrolled, raising concerns about early skill formation.
  • While education completion rates are high, many secondary general graduates lack the skills needed for quality jobs.
  • Tertiary graduates often have skill levels similar to secondary general graduates, indicating inefficiencies in the education system.
  • There is significant variation in cognitive and non-cognitive skills among individuals with the same level of education.

Key Policy Recommendations

• Ensure early childhood development (ECD):

  • Promote universal access to preschools and integrate ECD strategies into national policies.
  • Focus on nutrition and early learning to build strong cognitive and non-cognitive skills from an early age.

• Improve job-relevant skills in education:

  • Develop policies that ensure students acquire both cognitive and non-cognitive skills that align with labor market needs.
  • Encourage technical and science training at both secondary and tertiary levels.
  • Systematically measure skills alongside education and labor market outcomes to guide policy improvements.

• Support entrepreneurship and innovation:

  • Promote firm-level skill investments and on-the-job training to enhance productivity.
  • Support migrants in developing skills that increase their earning potential and ability to support their families.

Methodology and Survey Details

• The survey includes two main components: a core questionnaire and a skills questionnaire.
• The core questionnaire covers education, employment, migration, health, remittances, and housing.
• The skills questionnaire includes assessments of cognitive and non-cognitive skills, as well as technical training.
• The cognitive skills module is based on a survey instrument used in Bulgaria.
• The non-cognitive skills module is aligned with the STEP framework.
• The survey was conducted from July to September 2013 and included 1,500 households with 7,706 individuals.

Conclusion

The report highlights the importance of skills in the Kyrgyz Republic's labor market and identifies key gaps in both skill formation and utilization. It calls for policy interventions that target early education, skill development throughout the life cycle, and improved alignment between education and labor market needs. The findings are part of a broader effort to understand the drivers of economic growth and employment outcomes in the region.