Abstract:Some rights reserved 1 2 3 4 17 16 15 14 World Bank Studies are published to communicate the results of the Bank's work to the development community with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally edited texts. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World… Show more
“…A key participant said:“During my time at my previous organisation, one of the comment I use to hear is that oh…………..the Ghanaian [worker] is an expert at passing examinations. That was some of the comments the Expats [Expatriates] use to say and they think, oh they have just passed their exams but they're not solid [they don't imbed the practical skills and knowledge] that kind of thing” [SK4, IN3].Other challenges with the educational system that were identified included low‐quality teaching and learning, poor quality of technical and science education, poor infrastructure and poor management, and the lack of supervision among others (Bawakyillenuo, Akoto, Ahiadeke, Aryeetey, & Agbe, ; Darvas & Palmer, ; National education sector performance report, ).…”
Section: Dimension: Education and Training Arrangementssupporting
confidence: 87%
“…The study found that the host country's educational and training arrangements placed strong emphasis on academic qualifications with little recognition of practical skills, especially vocational and technical skills training (Darvas & Palmer, ). One major issue identified by participants was the way the country and some organizations have, over the years, placed too much emphasis on employee qualification and less significance on employee competence and performance.…”
“…Almost all HR managers commented on the lack of credible labor market information within the Ghanaian labor market. Documentary evidence by Darvas and Palmer () indicated that information asymmetry has become a major issue between employers and employees concerning the quality of education and training providers and the required skills needed within the Ghanaian labor market. The report further pointed out that information asymmetry has led to difficulties in identifying quality training providers by employers, whereas individuals are unable to select training programs based on projected or current industry needs.…”
Multinational enterprises (MNEs) originating from advanced economies with operations in less developed host countries need to have a good understanding of the macro-institutional conditions of the host country. Given HRM practices are context-specific and embedded within the institutional and cultural settings of the host country, an exploratory qualitative study approach was employed to ascertain the host country's institutional dimensions (drivers) likely to undermine HRM program implementation in large local companies and in MNEs. Data were drawn from key stakeholder participants, including HR managers from MNE subsidiaries, domestic firms, and officials from key stakeholder institutions. The evidence points to six (6) dimensions of a less-developed host country's macro institutions that undermine firms' HRM advancement.These include the regulatory system, education and training arrangement, labor market conditions, cultural barriers, political actors' intrusion, and economic uncertainty. The implications thereof are discussed.
“…A key participant said:“During my time at my previous organisation, one of the comment I use to hear is that oh…………..the Ghanaian [worker] is an expert at passing examinations. That was some of the comments the Expats [Expatriates] use to say and they think, oh they have just passed their exams but they're not solid [they don't imbed the practical skills and knowledge] that kind of thing” [SK4, IN3].Other challenges with the educational system that were identified included low‐quality teaching and learning, poor quality of technical and science education, poor infrastructure and poor management, and the lack of supervision among others (Bawakyillenuo, Akoto, Ahiadeke, Aryeetey, & Agbe, ; Darvas & Palmer, ; National education sector performance report, ).…”
Section: Dimension: Education and Training Arrangementssupporting
confidence: 87%
“…The study found that the host country's educational and training arrangements placed strong emphasis on academic qualifications with little recognition of practical skills, especially vocational and technical skills training (Darvas & Palmer, ). One major issue identified by participants was the way the country and some organizations have, over the years, placed too much emphasis on employee qualification and less significance on employee competence and performance.…”
“…Almost all HR managers commented on the lack of credible labor market information within the Ghanaian labor market. Documentary evidence by Darvas and Palmer () indicated that information asymmetry has become a major issue between employers and employees concerning the quality of education and training providers and the required skills needed within the Ghanaian labor market. The report further pointed out that information asymmetry has led to difficulties in identifying quality training providers by employers, whereas individuals are unable to select training programs based on projected or current industry needs.…”
Multinational enterprises (MNEs) originating from advanced economies with operations in less developed host countries need to have a good understanding of the macro-institutional conditions of the host country. Given HRM practices are context-specific and embedded within the institutional and cultural settings of the host country, an exploratory qualitative study approach was employed to ascertain the host country's institutional dimensions (drivers) likely to undermine HRM program implementation in large local companies and in MNEs. Data were drawn from key stakeholder participants, including HR managers from MNE subsidiaries, domestic firms, and officials from key stakeholder institutions. The evidence points to six (6) dimensions of a less-developed host country's macro institutions that undermine firms' HRM advancement.These include the regulatory system, education and training arrangement, labor market conditions, cultural barriers, political actors' intrusion, and economic uncertainty. The implications thereof are discussed.
“…Funding and equipping TVET institutions is a vital policy and strategy to draw the map for policymakers to be taken into account (AU, 2007). Furthermore, TVET institutions are more expensive in comparison to other institutions that offer other kinds of education (Darvas & Palmer, 2014). Studies revealed that poor facilities, inappropriate equipment and under-funding were the common criticisms from TVET in developing countries which impacted on institutions to purchase the significant tools so as to improve the quality of TVET (RMoE, n.d.).…”
Technical and Vocational Education and Training (TVET) system can play a significant role in providing human resources to enhance the structure of economic development in developing countries. However, despite the introduction of this kind of education in as early as 1902, there is still no significant progress and achievement in as far as Sudanese TVET system is concerned. This paper attempts to address the challenges and opportunities in developing countries, a case study of Sudan. The study was done in technical secondary schools and vocational training centres in Khartoum, Sudan. The sample size was 7 participants which was obtained through purposive sampling. The data was analysed qualitatively basing on thematic analysis. Both primary and secondary data were collected. Primary data were collected through open-ended interview from 2 ministerial experts in TVET, 4 students and 1 parent. Secondary data involved the contextual analysis from empirical studies. The findings revealed that; although in developing countries, governments persistently call for TVET development, there is still a number of restrictions hindering this field to attain the required standards and success such as; management system, teacher/instructors and training program, curriculum and pedagogy, financial support, the misconception of society and technology integration. Finally, the study recommended that TVET administration should implement what has been drawn internationally.
“…Despite existing attempts at skills training, the skills gap remains relatively large, as has been noted by a number of researchers. Darvas and Palmer (2014), for example, found a shortfall of 60,000 skilled artisans in the construction sector, with the dearth projected to increase to as many as 250,000 by 2020. A large proportion of the Ghanaian construction industry's growth originates from its residential market, followed by commercial and retail shopping, heavy engineering (especially road works), and multi-storey and high-rise buildings.…”
This study has been prepared within the UNU-WIDER project on 'Natural resources, structural change, and industrial development in Africa' as part of a larger UNU-WIDER research project on 'Jobs, poverty, and structural change in Africa'.
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