000			03950cam a22005175i 4500
001			210890
003			US-djbf
005			20210811114003.0
006			m d
007			cr cn|||||||||
008			020129s2017 dcu o i00 0 eng
020			_a9781464808913 _c35.00 USD
020			_z9781464808906
035			_a(The World Bank)210890
040			_aDJBF _beng _cDJBF _erda
100	1		_aDel Carpio, Ximena. _925489
245	1	0	_aSkills for a Modern Ukraine / _cXimena Del Carpio.
264		1	_aWashington, D.C. : _bThe World Bank, _c2017.
300			_a1 online resource (164 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aDirections in Development; Directions in Development - Human Development
520	3		_aUkraine's economic progress since its independence in the early 1990s has been uneven, in part due to the slow pace of reforms, unfavorable demographic factors, and low productivity. One of the key factors limiting success is the inadequacy of the skills of Ukraine's workforce with the needs of a modern economy. While the country demonstrates a strong record of educational attainment and acquisition of foundational skills, the post-secondary education and training system fails to equip workers with the right advanced skills for labor market success. This study provides new evidence on the nature of skills valued in the labor market, reviews the institutional constraints hindering the development and use of workforce's skills, and proposes a set of policy options. This study argues that, to improve skills formation and use, Ukraine needs to renew its public policies on post-secondary education, labor-market intermediation and information, and labor regulations. Drawing on household and firm surveys, the study finds that workers need a mix of advanced cognitive skills (like problem solving and communication), socio-emotional skills (like self-management and teamwork), and technical skills (like computer programing or sale skills) to be successful in the labor market and meet employers' demand. These skills are not necessarily explicitly taught in traditional learning settings. Policy makers should therefore rethink the content of post-secondary education and training to focus on the development of skills for the labor market rather than only attendance. To do so, establishing steady links between education institutions and enterprises, by setting up occupation standards and adapting curricula to firm demand, is crucial. An essential instrument to identify the demand for skills and facilitate fruitful investments in skills formation is a labor market information system-which provides reliable information on labor market prospects across post-secondary education fields and institutions and job requirements and characteristics to students, their families, and jobseekers. Nonetheless, a better formation of skills would only be beneficial if most of the workforce can put them at use in jobs, promoted by better labor regulations.
588			_aDescription based on print version record.
650		4	_aCognitive Skills _925490
650		4	_aEducation _925491
650		4	_aEmployment _925492
650		4	_aEmployment Service _925493
650		4	_aJob Vacancies _925494
650		4	_aLabor Market _925495
650		4	_aLabor Regulations _925496
650		4	_aSkills _925497
650		4	_aSkills Demand _925498
650		4	_aSkills Gaps _925499
650		4	_aSocioemotional Skills _925500
650		4	_aTechnical Skills _925501
700	1		_aDel Carpio, Ximena. _925489
700	1		_aKupets, Olga. _925502
700	1		_aMuller, Noel. _925503
700	1		_aOlefir, Anna. _925504
776	0	8	_aPrint Version: _z9781464808906
830		0	_aWorld Bank e-Library. _925505
856	4	0	_uhttp://elibrary.worldbank.org/doi/book/10.1596/978-1-4648-0890-6
999			_c5056 _d5056