Abstract
Training and skills development play a vital role in individual’s productive capacity and are integral part of Human Resource Development (HRD). This study aims to examine the role of training in determination of wages. By utilizing the cross-sectional data from Labor Force Survey 2005-06, results have shown that training is not significant in the determination of wages, which shows the poor quality of training in the overall economy. Results were obtained by Ordinary Least Square (OLS) technique. However, schooling and other demographic variables have expected signs and magnitudes. The recommendations of the study based on empirical findings are toward technical education and vocational training institutions; they should ideally have to devise their technical education and vocational training exactly according to the requirements of industry. Empirical results also emphasize to improve the quality of training.
Highlights
The organization of the study is outlined: section describes the historical background of the topic in the country
The Federal Ministry of Education is basically responsible for policy planning, coordination of standards and curriculum development for post secondary technical education provided in colleges of technology and polytechnic institutes under the education department
During 1981-91 is the worst time period in terms promotion of vocational training in the country. During this period nothing special was added to the count of vocational education and training in the existing vocational education schools and colleges rather a number of polytechnic institutes and colleges were closed to avoid the student movement against the dictatorial government
Summary
The organization of the study is outlined: section describes the historical background of the topic in the country. The Education Policy 1972-80 duly recognized the concept of dignity of labour by advocating for trained human resources in different vocational trades. Under this policy, vocational education and training workshops were opened up at middle level in schools where students were imparted vocational training in weaving, book-binding, wood work, black-smithy, leather-work, food preservation, child care, home management, electricity and agriculture in accordance with the local needs. During 1981-91 is the worst time period in terms promotion of vocational training in the country During this period nothing special was added to the count of vocational education and training in the existing vocational education schools and colleges rather a number of polytechnic institutes and colleges were closed to avoid the student movement against the dictatorial government. Even while Education Policy 1992-2002 was under implementation, a new National Education Policy 1998-2010 was formulated to cater the needs of the time by incorporating new trends in the market oriented education system
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
