tailieunhanh - SKILLS DEVELOPMENT AND POVERTY REDUCTION phần 1

Một đối thủ cạnh tranh độc quyền tương lai thường tìm thấy nó tương đối dễ dàng để bắt đầu sản xuất bởi vì rất ít vốn và không có kỹ thuật tuyệt vời biết được yêu cầu để mở một trạm xăng, cửa hàng tạp hóa, cửa hàng cắt tóc, | 1111111111k _ F pi etf IN TRAINING V vpprr OPMEN 111111111111 SKILLS DEVE AND POVERTY REDUCTION A STATE OF THE ART REVIEW SKILLS DEVELOPMENT AND POVERTY REDUCTION A STATE OF THE ART REVIEW Kenneth King and Robert Palmer European Training Foundation 2007. Reproduction is authorised provided the source is acknowledged. The views expressed in this document are those of the authors and do not necessarily reflect those of the European Training Foundation or the EU institutions. 1 1. Introduction Skills poverty and development The purpose of this state of the art review is to assess what is currently assumed and believed about the relationship of skills development to poverty reduction and to place that in historical perspective. There will be a particular attempt where possible to examine what is known about skills in rural areas. This task is made more complex by the fact that both skills development and poverty reduction are neologisms they have not been in common parlance for much more than a decade. Arguably skills development as a concept does not have much salience yet and particularly with the national policy community and with the professional constituencies of vocational and technical Skills development is a term that is more employed by development agencies but it is noticeable that many of these agencies no longer have technical or vocational specialists on their staff. And poverty reduction is also largely a donor term indeed it has become a core part of the mandate and vision of many such agencies as we suggested above. It has been routinised through the poverty reduction strategy paper PRSP process which can be seen as a new kind of aid The intention in this review is to suggest insights that may be derived from the wider but complex policy and research literature which may prove helpful for new thinking about skills development both in the developing and in the poorer transition economies. Before we turn to examine the .