14. EDUCATION & TRAINING AND LIFELONG LEARNING

EDUCATION POLICY

1. Is there a sufficient focus on sound basics, such as literacy and numeracy, at the primary school level?

2. Is policy under constant review and is it regularly tested, to ensure high standards?

3. Are education standards consistent?

4. Are education enrollment rates for girls and boys at par?

5. Are there sufficient efforts to raise the qualitative levels of education providers?

6. Do education and training policies enable all people to access jobs that match the education, skills, and experience they have attained?

7. Do education and training policies attempt to broaden girls’ exposure to non-traditional areas, such as in engineering, science, etc.?

8. Is policy demand-driven, accessible, relevant, adaptable, and specifically-aligned to changing labour market needs?

9. Are education and training policies underpinned by open competition principles that diversify the supply of training and enhance the 'user choice' principle?

10. Are there adult education opportunities?

11. Are there fees for 1st and 2nd level education?

  • Is this at a reasonable level to enable widespread access?

12. Is there a major issue with teacher absenteeism?

SKILLS

13. How effective is training infrastructure?

  • Is it characterized by excessive bureaucracy?
  • Is it tuned to the changing needs of the labour market?

14. Do skills development policies focus first on the basic skills of literacy, language, and numeracy?

15. Are skills development policies predicated on a short-, medium- and long-term analysis of the economy and on the identification of leading and growing sectors in which individuals can find employment opportunities?

16. Are there policies that encourage people to improve their skills during their whole career and adapt to changing labour market requirements? Is training directed at enhancing the skills of women in areas of high employment demand to better prepare them for "good jobs"?

17. Are there schemes that encourage people to improve their skills during their whole career?

ALMPs

18. Is improving productivity a significant factor in developing training systems?

19. Are labour market activation policies focused on preventing the long-term unemployed from becoming detached from the labour market?

20. Is there a focus on improving the quality of labour market activation policies, including those affecting the integration of women and young people into employment or self-employment?

THIRD LEVEL

21. Is there a need to raise the number of university graduates?

  • Raise the quality of university graduates?
  • Improve the workplace relevance of graduates?
  • Raise the number of PhD graduates?
  • Encourage higher rates of tertiary education enrollment amongst girls and women?

22. Are there strong research links between third level institutions and firms?

MOBILITY

23. Is there sufficient national budgetary support for skills development, and measures to improve worker mobility?

24. Is mobility promoted?

25. Is there a standardized national qualifications framework (NQF)?

26. Are there Brain drain issues?

27. Are there any platforms that help link skilled migrants in the country's diaspora with suitable employment at home?

EMPLOYMENT SERVICES

28. Do labour market policies seek to increase employability and 'employment security' rather than through the traditional approach of protecting jobs through legislation?

29. Do Public employment services contract the services of private employment agencies?

30. Do public employment services place emphasis on providing job-search assistance to the most employable workers who have lost their jobs, together with training opportunities, as well as greater use of targeted hiring and work experience subsidies and public-sector job-creation slots for the most hard-to-place unemployed?

PRIVATE SECTOR ROLE

31. Do national training systems work with private sector trainers?

ENTERPRISE LEVEL TRAINING SCHEMES

32. Can enterprises easily access government funding for training?

33. Are there adequate apprenticeship structures? 

34. To the extent that apprenticeship structures exist, do they encourage the participation of women in the various trades?

35. Do training systems promote training opportunities that lead to sustainable work upon completion?

36. Are training systems regularly audited to ensure that they are free of excessive bureaucracy and can be accessed widely and immediately?

37. Are private sector resources utilized to support active labour market programmes?

38. Is there funding to assist enterprises in increasing worker training?

39. Can enterprises identify their needs and gaps in skills easily?

VOCATIONAL

40. Is there a need to raise the level of technical skills?

41. Are there effective vocational and technical training systems?

42. Do they provide for entrepreneurial skills development, especially for unemployed youth and women?