This paper utilizes the linear programming technique for developing a general model to solve choice-involving questions in the area of manpower training policy. The model can be used to bring about a more efficient allocation of budgetary and non-financial resources among given training activities. It was applied in an empirical evaluation of on-the-job and institutional training activities in the Province of Ontario, Canada. Some of the findings are reported in the last section of the paper. Theoretically, the objective function is set up to maximize the contribution of government-sponsored training to social real income subject to constraints. Empirically, this contribution is measured as the present value of the cumulated stream of additional earnings of placed graduate-trainees; externalities are ignored due to measurement difficulties. Three resource constraints are used: (1) trainee allowances paid during the course of training, (2) cost of instruction, and (3) government administration expense, which reflect actual budgetary conditions of the training activities evaluated. Also there is an upper boundary for each training activity showing the maximum volume of demand for training by employers and trainees. The empirical evaluation refers to the fiscal year 1966/67. A total of six linear programming models were constructed for purposes of evaluation. The main empirical results were as follows : 1. There was considerable sub-optimality in the conduct of on-the-job activities, chiefly for two reasons; (i) much training was carried in relatively low-yielding industries, (ii) excess administration capacity existed in the handling of these training activities. 2. Training of the under-employed was virtually as efficient as that of the unemployed. 3. Institutional training had comparative advantage in academic upgrading courses. The operation of institutional training activities was sub-optimal, but less so than on-the-job activities, because of (i) the provision of a large volume of commercial training for which the pay-off per unit of cost was relatively low, and (ii) low demand for skill development courses in institutions in spite of fairly high pay-off rates. 4. While some economies of integration of institutional and on-the-job activities could be realized, it would be virtually as efficient to maintain the existing departmental division of responsibilities provided that each were run optimally. In that event, the most efficient choice would be to devote institutional training exclusively to academic upgrading courses and on-the-job training to occupational skill development.
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