Without wading into debates on cause and effect or on the transferability of models, it is widely asserted that where economic development has taken root, national rates of literacy, education and training are relatively high (Cummings & Dall, 1995, p. 5; Lockheed & Verspoor, 1990, p. 1). This occurs, particularly in developing countries, despite the custom of national TVET programmes to train to standards that have little in common with the true needs of the economic sector–in other words, the ‘supply-driven’ approach. The result is educated unemployment co-occurring with many unfilled technical positions or the presence of foreign skilled workers2 (Middleton, Ziderman & Van Adams, 1993, pp. 51–66).
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Muskin, J.A. (2009). Tinkering with the Tinker: Meeting Training Needs in the Informal Sector of Chad. In: Maclean, R., Wilson, D. (eds) International Handbook of Education for the Changing World of Work. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5281-1_16
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