Education in basic skills and training for productive work

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cepal.callNumberX/C 22(59/96)
cepal.docTypeRevistas
cepal.idSade19960
cepal.topicEngEDUCATION
cepal.topicSpaEDUCACIÓN
cepal.workareaEngSOCIAL DEVELOPMENT
cepal.workareaSpaDESARROLLO SOCIAL
dc.contributor.authorLabarca, Guillermo
dc.coverage.spatialEngLATIN AMERICA
dc.coverage.spatialSpaAMERICA LATINA
dc.date.accessioned2014-01-02T18:41:40Z
dc.date.available2014-01-02T18:41:40Z
dc.date.issued1996-08
dc.descriptionIncludes bibliography
dc.description.abstractThe success of global policies and strategies aimed at training for productive work depends to a large extent on the level of development of basic skills among the work force and, likewise, training costs will vary according to the level of general preparation of those entering on the process. In view of the close relationship between the structure of the school system, the development of basic skills and actual training, different options are available for attempting to resolve imbalances between training for productive employment and previous basic education. These range from expanding and upgrading formal education to hiring persons with a low level of education and compensating for their weaknesses through training, with a number of variants that lie somewhere between those two alternatives. Our conclusions, based on the available information, are that training cannot replace basic education, that the process of technological change goes hand in hand with an increased demand for workers with a high level of education, that substituting training in specific skills for good basic education is not the most efficient option, and that one of the favourable effects of primary education is that it facilitates after-school training. Attempting to improve labour productivity solely through specific training would not appear to be the most efficient option. Basic skills development is a necessary complement, if not a downright prerequisite, for vocational training. This article seeks to identify certain dimensions of human resource training which are often overlooked in relation to both basic skills and specific training proper: namely, the imbalances existing between vocational training and previous education, and the options available for correcting them.
dc.formatTexto
dc.format.extentpáginas. 55-72
dc.format.mimetypeapplication/pdf
dc.identifier.unSymbolLC/G.1931-P
dc.identifier.urihttps://hdl.handle.net/11362/10569
dc.language.isoeng
dc.physicalDescriptionp. 55-72
dc.relation.isPartOfCEPAL Review
dc.relation.isPartOfNo59
dc.relation.isPartOfSeriesCEPAL Review
dc.subject.unbisEngEDUCATIONAL COSTS
dc.subject.unbisEngEDUCATION
dc.subject.unbisEngHUMAN RESOURCES
dc.subject.unbisEngLABOUR PRODUCTIVITY
dc.subject.unbisEngTRAINING PROGRAMMES
dc.subject.unbisEngTECHNOLOGICAL CHANGE
dc.subject.unbisEngVOCATIONAL TRAINING
dc.subject.unbisSpaCAMBIO TECNOLOGICO
dc.subject.unbisSpaPROGRAMAS DE CAPACITACION
dc.subject.unbisSpaEDUCACION
dc.subject.unbisSpaFORMACION PROFESIONAL
dc.subject.unbisSpaPRODUCTIVIDAD DEL TRABAJO
dc.subject.unbisSpaRECURSOS HUMANOS
dc.subject.unbisSpaCOSTO DE LA ENSEÑANZA
dc.titleEducation in basic skills and training for productive work
dc.type.coarrevista
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