Education, training and the informal sector by kennet king

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TABLEOF CONTENTS

Page ABSTRACT I. II. INTRODUCTION....
.. .......... 1

THE NEW ENVIRONMENT EDUCATION,TRAININGAND WORK ... . . . . OF

.

2 2 4 6 7 8

Stagnationin formal vocational training . . .. . .. . .. . . . Distinguishing trainingby source of skillsacquisition . . . . . . New work orientationsin school................. . III. RESEARCHING THE INFORMALSECTOR:CHANGES IN METHOD AND ASSUMPTIONS School curriculum and the informal sector . . . . . . . . . . . . . Continuing education and training .10 Formalizing informal training .14 Political acceptance of the informal sector .16 Sumary on methods .17
IV.

THE IFORAL

SECTORANDTHE INFORMALIZATIONTHE ECONOMY . . . OF

18 19 23 26

Stratification educationand the informal3ector . . . . . . . . in Summary and research suggestions . .. . .. .. . . .. . .. . . REFERENCES. .......

ABSTRMT This paper discussesthe changingnature of the relationships between education,training,and informalsector employmentin Sub-Saharan Africa, and proposesdirectionsfor future research.Importantdevelopments in the last 15 years have reduced the extent to which earlier informalsector researchrelates to present realities: o o o Under the impact of adjustmenton mcdern sector activity,the informal The policy interest sector increasingly is the ordinary than before; in informalsector entrants' economy; towards climate in most countries sector increase is much more disposed

in the informal

Therehas been an impressive exposureto schoolir.g. The paper reviews how these Before sector,

changes may affect focusing however,

the nature effort

of of education should be

informal

training

arrangements.

on the specifics

and training

in the informal

a considerable

mada to improve the understanding its historicaldynamic,and related of technological and organizationalchanges. This paper is the result of a joint initiativeof the Development Center of the Organizationfor EconomicCooperation and Development(OECD) and the World Bank (Population and Human ResourcesDepartment,Educationand EmploymentDivision;and Africa TechnicalDepartment, Educationand Training Division). It has been discussedin a seminar,held in Paris in September 1988, entitled"The InformalSectorRevisited.' The completeproceedingsof the seminarwill be publishedshortly in the OECD Development Center Seminar Series.

1. INTRODUCTION 1. with sifting direction studies This paper is more concernedwith the changingnature of the out the significance of earlier still data. An understanding of the of new to

relationships among education,training,and work in the present period than of thesecurrent relationsis clearly crucial to the design and interuentions. There will be an historical dimension

this account,but to some extent two recent papers by the author have explored some of the previousliterature:in particular how the earlierwork on the informaleconomy relates to present realitiesin one country,Kenya (1). There are, however, two things that need to be underlinedat the outsetabout the larger task with which this meeting is concerned. First, there have been significantshifts of emphasisby the agenciesasking the questionsabout educationand the informal sector. And second, in the intervalbetween the early 1970s and the late 1980s, a number of sub-Saharan countrieshave themselvesintervenedin ways that alter out of recognition the earlier relationsbetweeneducation,trainingand work. There is at the country level a new politicsof eduction-work relationsemerging,and it is importantto take cognisanceof this in thinkingabout the informalsector. 2. One of the more importantdifferences between studies launchedin

the 1970s and those that might be pursued now is that the policy climate is currentlymuch more disposedtowardsinterestin the informalsector than before....
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