Youth Employment Programs - Independent Evaluation Group

secondary education), China (86 compared to 70 percent), and Vietnam (57compared to 36 percent) (Patrinos and others 2006).The former socialist countries of Europe and Central Asia reformed theirvocational training systems to respond to the needs of a market-basedeconomy. The 1973 reforms in Romania added two years of general educationand shortened vocational training accordingly. Malamud and Pop-Eleches(2010) find insignificant differences in unemployment, non-employment, andearnings for the cohorts before and after the reforms. However, the type ofoccupation changed and, after the reform, men were less likely to work asartisans and manual workers than their counterparts were.Bank projects supported quality reforms in technical schools by seekinggreater private sector involvement primarily in three ways: private sectorrepresentation on governance boards; private sector involvement in makingcurriculum more labor market relevant; and private sector provision of workbasedtraining. The Bank is implementing this agenda in collaboration withother donors (box F.4) who generally have strong TVET systems in their owncountries, including among them, Germany, Switzerland, and South Korea.In many low-income areas, there is a limited formal private sector. In India,the Bank tried to encourage private sector involvement on the Board ofGovernors through the Technical Education/Engineering Quality ImprovementProject I. This ensured industry involvement in matters such as curriculumrevisions. At project closing, 96 percent of technical institutes had functioningBoards of Governors. However, the involvement of private sector employersis limited in areas without a thriving industry (IEG 2011b).An IEG Project Performance Assessment Report in Zambia (IEG 2011e)found that weak management and financial obstacles affected the project’sBox F.4Donor Coordination to Technical and Vocational Education andTraining in GhanaThe Ghana Skills Development Fund of the Council for Technical and Vocational Education andTraining (COTVET) creates a coordinated approach in skills building among the World Bank, theAfrican Development Bank (ADB), the Danish International Development Agency (DANIDA), andthe Gesellschaft fuer Internationale Zusammenarbeit/Society for International Cooperation,Germany (GIZ). Donors co-finance the Ghana Skills Development Fund. Employers define thecontent and duration of the training and provide matching funds (larger formal sector employersare expected to pay 20–25 percent of the total training costs while informal sector employers ormaster craftspeople provide 10 percent in-kind contributions). The forthcoming ADB project andGIZ will both focus on master craftspeople and apprentice-based training in order to strengthenthe capacity of the trade associations. TVET has targeted five job-creating sectors: garments,construction, auto mechanics, civil engineering, and hospitality and tourism. Scholarships willbe provided for students who cannot afford to pay for training or apprenticeships.Source: IEG 2012a.Appendix F: Lessons from Impact Evaluations and World Bank Group Operations 151