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close this bookNon-formal Vocational Training Programmes for Disadvantaged Youth and their Insertion into the World of Work: Towards a Framework for Analysis and Evaluation (IIEP, 1999, 46 p.)
View the document(introduction...)
close this folderIntroduction
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View the documentObjective
View the documentMethodology
View the documentDefinitions
View the documentScope
View the documentStructure
close this folderPart I. What is the issue?
View the document1. Disadvantaged youth in developing countries
close this folder2. Disadvantaged youth in a global context
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View the document2.1 Unemployment trends, demographic growth and approaches to tackle unemployment
View the document2.2 The failing links between formal education, training and work in developing countries.
View the document2.3 The informal sector
close this folderPart II. In which ways has the issue evolved?
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View the document1. The economic crisis and the relativization of issues
View the document2. Formal education and training: emerging trends
close this folder3. Non-formal vocational training: alternative responses
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View the document3.1 Concept and goals
View the document3.2 Institutional nature, management structure and financing schemes
View the document3.3 Programme types
View the document3.4 Training modalities
View the document3.5 The relative power of non-formal structures
close this folderPart III. Developing a framework for the study and evaluation of non-formal vocational training programmes
View the document(introduction...)
View the document1. Features of 'successful' programmes
View the document2. Innovative strategies and approaches
View the document3. What does 'sustainability' mean in this context?
View the documentConclusion
View the documentBibliography

Methodology

By focusing on 'non-formal training programmes', and on 'disadvantaged youth in developing countries', this report attempts to inscribe these topics in the larger socio-political and economic context. For this reason, a diverse body of literature - empirical studies and conceptual papers - was selected for review. These publications covered the fields of: (a) disadvantaged youth in developing countries; (b) world employment, demographic growth and youth unemployment; (c) the informal sector in rural and urban areas of developing countries; and (d) the vocational and technical (formal and non-formal) training programmes within the context of larger, comprehensive supporting strategies, most of which are represented by the bibliographical references cited in this document. Therefore, this study also reflects an attempt to capture the issue of interest from different viewpoints, or perspectives.

It is worth noting that the aim of this report was not to cover and exhaust all the available material but, rather, to assure representativeness of topics consistently raised and discussed in the literature. Furthermore, whereas the publications on the employment problem, population growth and the structure of the informal sector in developing countries are quite abundant and easily located, only a scattered body of literature in which priority is given to the specific contribution of non-formal training programmes to disadvantaged youth could be encountered (e.g. Corval 1984 and Fluitman, in Wallenborn, 1989). Nevertheless, altogether these studies constitute a rich material from which to extract lessons to construct a framework for the analysis and assessment of non-formal vocational training programmes.

Furthermore, the recent literature reviewed for the purpose of this study points to an increasing number of phenomena - e.g. the informalization of the economy and the formalization of the informal sector - which lead to an inevitable relativization of concepts and categories being used. This study has, therefore, attempted to account for these complex changes and adaptations which have taken place in this field.

To sum up, the issue of 'non-formal training for disadvantaged youth (in developing countries) and their insertion in the world of work' is herein treated: (i) from an embedded or integrated approach, in which specific themes are contained in comprehensive approaches, and contextualized into a larger global perspective, and (ii) from a dynamic and inter-dependent perspective in which categories are not stable, cannot be discussed in isolation, or much less in opposition to one another.