For example, in a highly segregated labor market, the relevant control group would be women similar to those participating in the program, based on age, education and work experience.
Gender comparisons, between male and female participants, can lead to spurious conclusions. In addition, comparative rates of return to training can be calculated between male and female participants. However, the existing wage differential between men and women in the economy at-large leads to distortions in the calculation of expected benefits and opportunity costs, which, in turn, can lead to misestimations in rate of return calculations Fawcett, Training projects proceed through the various stages of project preparation, where the final step is the loan agreement between the IDB and the borrowing country.
The project concept is presented in Profile I; the objectives and scope of the project are defined in Profile II; and the specific activities, costs, and financial, institutional and legal obligations are established in the Project Report. The purpose of the project preparation process is to detail and refine the project to meet both country and IDB objectives, and to ensure a dialogue between the two parties in the negotiation of the loan agreement.
Appendix A includes Terms of Reference for this specialist. As part of project identification, the initial project idea is defined, including a general statement of objectives, the potential target population, and an explanation of how the project will achieve IDB goals and policies.
Gender analysis and targeting activities should be incorporated during project identification. A clear statement of the target beneficiaries will allow for the design of specific activities to encourage the participation of these groups, including women. C screening and orientation activities; and C trainee support services, such as child care and family support activities.
Appendix B includes the Terms of Reference for this specialist. During the orientation stage, the specialist or team member should also:. The gender and other analyses undertaken during the identification stage provide the necessary information on the characteristics and size of the potential beneficiary population.
The composition of the project beneficiaries by sex can be predicted based on these analyses. It is extremely important that assumptions about the target population and the specific project activities that are designed be consistent. C define the resources needed to implement these activities; and C identify the different agencies that are capable of implementing the above activities and potential interinstitutional coordination schemes. The analysis stage should identify how the stated WID objectives can be achieved in project implementation and at what cost.
The findings of the feasibility studies and the specific design components should be analyzed and finalized at this stage. Throughout the entire project preparation process, the types of indicators required for monitoring and ex-post evaluation should be identified. In most instances, the training institutions and the executing agencies do not have the resources to devote to evaluation. Should specific evaluation indicators for the project be recommended, it is imperative that.
There are several important areas of project preparation which are worth highlighting: Area 1: Target Population Analysis. Similar to the monitoring issue, legal obligations are mechanisms to ensure project accountability. The following are feasible types of obligations:. C Selection criteria in the contracting process for the training service providers will include specific targets to include women in the training programs, with the renewal of training contracts based on meeting those targets, as well as special consideration for institutions that have experience in training women.
C The mid-term and final evaluation reports should present the distribution of beneficiaries by gender, monitoring the fulfillment of the established targets.
The legal obligations should be carefully discussed during the analysis of the project with the project team, the country representative and the government counterpart institutions. Bibliography Abadzi, Helen. Antrobus, Peggy and B. Rogers, Baez, Clara. Prepared for the InterAmerican Development Bank.
Santo Domingo. Berger, Marguerite and Mayra Buvinic, eds. Birdsall, Nancy and Jere R. In: Birdsall, N. Sabot, eds. World Bank Regional and Sectoral Studies. Washington, DC: World Bank. Birdsall, Nancy and M. Louise Fox. World Bank Regional and Sectorall Studies. Birdsall, Nancy, and Richard Sabot, eds. Bonilla, Elssy. Working Women in Latin America. Borcelle, Germaine. Technical Education, Vocational Training and Employment. Buvinic, Mayra. Buvinic, Mayra, and Margaret A. Santiago, Chile. Women in Development: A Sectoral Perspective.
Doherty, Stephen. Written communication with the authors. InterAmerican Development Bank. Dougherty, C. Statistical Yearbook for Latin America and the Caribbean. Chile: United Nations. Fawcett, C. Latin American Women: Compared Figures. Floro, Maria S. December, Fluitman, Fred, ed. Training for Work in the Informal Sector. Geneva: International Labour Office.
Gantt, Tahnee. Inter-American Development Bank. September 5, Goldberg, M. Enterprise Support Services for Women.
Goodale, Gretchen. In: Fluitman, Fred, ed. Geneva: ILO. Horton, Susan, et al. Labor Markets in an Era of Adjustment. An Overview. Howden, Sarah. Argentina Program in Support of Productive Reconversion. PR-1 Basic Socioeconomic Data. Statistics and Quantitative Analysis Section. Chile: Worker-Training Program. Costa Rica. Special Programs, Microenterprise Division.
Economic and Social Progress in Latin America. Washington, DC. Project No. Report on the Eighth General Increase in Resources. GN-1 Job Corps. Fawcett, December, Lalonde, Helene.
Toronto: Pentacle International Consulting. Massey, Ruth. New York. December McLeod, Ruth. In: Leonard, Ann, ed. Morley, Samuel A. June, Pineda, Magaly. Interview with M.
Howden, November, Santiago: ILO. World Employment Programme. Psacharopoulos, George, and Zafiris Tzannatos, eds. Tools for Tomorrow.
A Program of Employment Options, Inc. Madison, Wisconsin. Tzannatos, Zafiris. In Psacharopoulos, G. Statistical Yearbook. The Gender Manual Series. Gender Issues in Latin America and the Caribbean. Publication No. Valenzuela, Maria Elena. Trends in Adolescent Fertility in Chile. Winter, Carolyn. Women Ventures. Annual Report. World Bank. Hogares comunitarios: El caso de Colombia.
World Bank, Washington, D. World Development Report Investing in Health. New York: Oxford UP. IDB mission to identify project, including project conceptual framework, objectives, main activities, and risks. Specification of activities to be included in the project. Prepare PPF to contract short-term consultants. C Gender training of faculty and staff. C Multi-service support. Preparation of project design and specific activities, financing and costs, technical assistance, and legal obligations of project.
Incorporate WID components into various aspects of project. C Cost of specific WID activities. C Institutional WID representatives. C Monitoring and evaluation of WID targets. C Legal obligations for meeting WID objectives. Venezuela 22 27 29 70,6 0, 17,8 Must have at least two years of experience in gender analysis using socioeconomic statistics and survey data. Must have excellent research, statistical, writing and presentation skills.
Requires at least M. Must be professionally proficient in English and language of specific country of assignment. Activities: The specialist will provide the project team with an evaluation of the Women in Development WID issues related to the planning and design of the training project.
In conducting this analysis, the specialist will provide in-depth information on these country conditions, as well as any other characteristics which relate to the participation of women in the training program.
Based on this assessment, the specialist will rank the significance of these various conditions, and recommend specific WID objectives that must be addressed in the project. The specialist will prepare a report of the analysis which must include the following points: C Analysis of potential beneficiaries based on gender-disaggregated data.
C Institutional assessment with discussion of programming alternatives and recommendations. C Labor market diagnostic with analysis of employed and inactive population, employment and recruitment patterns of firms, and growth potential of various sectors, distinguished by gender considerations. C Ranking and recommendations on key WID concerns regarding the project. Reports: Work Plan: Specialist will present to the Bank a work program containing a schedule of activities to be performed during the consultancies.
WID Assessment: Specialist will prepare report on the relevant country conditions which will influence the participation of women and other gender issues of the specified project, as stated in the Activities section of these Terms of Reference. Final Report: Summary of activities undertaken, accomplishments, conclusions and recommendations related to the performance of the Terms of Reference.
Duration: Sixty consulting days with approximately one-half of this time spent in the country of the project, and the remaining time writing the report, having discussions and presenting findings to IDB staff and country representatives.
Must have significant experience in the planning of training activities, including the cost, sequencing and technical assistance required during project implementation. Must have excellent writing and presentation skills. Must be professionally proficient in Spanish and English.
Activities: The specialist will provide the project team with a feasibility analysis of specific activities to be included in the training project. As part of the assignment, the specialist will develop the plan of operation for the specific WID activities, provide cost estimates, the sequencing of the activities, and the technical assistance requirements, including the terms of reference for the consultants.
Additionally, the consultant must provide an analysis of the complementarity of these activities to the rest of the project, as well as a ranking of the importance of the specific activities. The specialist will work in coordination with the other project consultants. Recommendations of project activities to address these concerns. Design of project activities in response to the specific country conditions. WID activities relationship to other project objectives and activities.
Priority ranking and sequencing of the WID activities. Monitoring and evaluation of WID targets. Revisions will be undertaken as needed to incorporate the comments made by education specialists in the relevant regional division.
Reports: Work Plan: Specialist will present to the Bank a work program containing a schedule of activities to be performed during the consultancy. Final Report: Summary of activities undertaken, accomplishments, conclusions and recommendations related to the performance of the terms of reference. Duration: Sixty consulting days with approximately one-half of this time spent in the country of the project, and the remaining time writing the report, having discussions and presenting findings to lDB staff and country representatives.
Millions discover their favorite reads on issuu every month. Give your content the digital home it deserves. Get it to any device in seconds. Publish for free today. Gender gap in skill development: an analytical review ; Chapter 2.
Youth participation in the national development plan through technical and vocational education and training: the case of young black women in South Africa ; Chapter 3. Gender issues and priorities in Republic of Belarus ; Chapter 4. Gender issues in vocational education and training in India: imperatives and challenges ; Chapter 5. Skill challenge in Bengaluru's garment industry: a gender perspective Section 2. Promoting gender equity through skill development. Chapter 6.
Gender equity and social inclusion: holistic approach to education, training, and labor market demand ; Chapter 7. Vocational education and training for women: a gender divide perspective ; Chapter 8. How Bangladesh is increasing the employability of females with technical training programs ; Chapter 9. Skill acquisition and entrepreneurial intention among corp members in southwestern Nigeria ; Chapter Skill development, skill premium, and technological change: a gender-based approach ; Chapter Significant influences of digital literacy to promote gender equity and equality in education: digital literacy perspective ; Chapter Summary Technical and vocational education helps to empower marginalized sections of society by increasing their employability.
However, access to skills training provided by formal technical and vocational institutions is often limited for these sections of society. Women from poor communities are especially disadvantaged in this regard due to community or family beliefs that undermine their potential for career development and economic independence.
Gender Issues in Technical and Vocational Education Programs is an essential critical resource that probes the issue of gender equity in specialized educational programs, such as vocational or technical education programs. Offer expires June 30, Browse Titles. DOI: Hardcover: Available. E-Book: Multi-User License.
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