Working Paper 204 - Skills and Youth Entrepreneurship in Africa: Analysis with Evidence from Swaziland
English
Other sources
Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.
Access to training
Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.
This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.
Anticipating and matching skills needs
Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions.
Lifelong learning
There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.
Research papers
Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.
For the past decade, Swaziland, as most of the other middle income countries in Southern Africa (e.g., Botswana, Lesotho, Namibia, South Africa) has been among the slow growing economies on the continent. With high unemployment and youth unemployment, inclusive growth in the region has remained elusive (Jauch, 2011; Ncube et al., 2014). Despite the oversized public sectors, the overall employment has been low, reflecting limited private sector job creation and entrepreneurship, both in the formal and informal sector. The countries were also negatively impacted by the global financial crisis, either through trade with Europe – directly (South Africa), via South Africa (Lesotho and Swaziland) – or through fall in commodity export proceeds (Botswana, Namibia).
Youth
Youth employment
Africa
