Human Capital Development in South Asia by Asian Development Bank;

Author:Asian Development Bank;
Language: eng
Format: epub
Publisher: Asian Development Bank Institute
Published: 2018-08-15T00:00:00+00:00

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Access to education and skills training remains limited. South Asia failed its children by not ensuring universalization of schooling up to at least class 8 early on in its development process. The result is that there are millions already on the workforce who do not have 8 completed years of education. So, historically, the paradoxical situation is that most of the children accessing formal TVET consist of young males who can afford to stay more years in school having completed at least class 8, but they have strong white collar job aspirations. As a result, those who do enter formal TVET actually have no interest in acquiring a vocational skill since their hope is for a government or a white collar job. Meanwhile, youth who do not complete 8 years of schooling are automatically excluded from entering TVET, since 8 years of schooling is a common prerequisite. In other words, those who would have benefited more from vocational education end up getting excluded from it. This is the foundational reason why vocational education has such a low rate of enrollment.

Historically, the groups who have been most likely not to complete 8 years of schooling are those who are most excluded from TVET, although they are the ones who need it most: the poor, the girls, and the rural population. On the other hand, the shortage of skilled workers reflects the capacity constraints in India in terms of skills development. While India has well-institutionalized public vocational education and training systems, they are not large enough to accommodate large numbers of school graduates.

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