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Showing items related by title, author, creator and subject.
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Republic of CameroonThe overarching goal of this study is to
 facilitate Cameroon’s strategic objective of ensuring a
 well-educated human resources base in support of its quest
 to emerge as a strong middle-income economy by 2035. This
 study is intended to support Cameroon in preparing a
 national strategy for skills development, related policies,
 and institutions to boost competitiveness and productivity,
 and job creation - while being aware that many factors other
 than skills can limit productivity and job creation,
 including weak governance, bureaucracy, infrastructure, and
 taxation policies that directly affect the business
 environment. The study focuses on skills development for the
 informal and formal labor markets. For this purpose the
 authors have undertaken empirical analyses on growth
 accumulation effects, skills development through the
 education, and training system that is presented by
 examining skills accumulation effects, and value-chain
 analysis that shows the constraints for the demand and
 supply of skilled and unskilled labor in Cameroon. This
 report also presents a comprehensive diagnostic of skills
 development policies and institutions in Cameroon. It
 analyzes the various mechanisms for skills development and
 their alignment with emerging sector demand. The study
 attempts to bridge a knowledge gap about the skills mismatch
 in Cameroon, and address the question of how education and
 training can make valuable contributions to developing
 skills, spurring growth, increasing competitiveness, and
 helping Cameroon evolve to higher-value products and
 services. This study attempts to understand the skills in
 demand by employers, the constraints on the development of
 those skills, and the skills that make a difference in
 raising productivity.
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NigeriaThis policy note is a diagnostic of the
 state of Nigerian skills and human capital. It seeks to
 understand the kinds and levels of human capital that
 Nigeria possesses to support its efforts toward economic
 competitiveness over the next two decades. It also looks at
 inefficiencies of the Nigerian skills-building system,
 including the barriers to growth, barriers to sharing
 prosperity, and presents policy recommendations and actions
 to overcome these constraints. The policy note offers key
 insights into the drivers of the labor market, the
 underlying analysis of why Nigeria has been unable to reduce
 its poverty rate over time, the jobs landscape, and the
 drivers, dimensions, and directions for skills development
 to transform the Nigerian economy. The emphasis is on
 directions for public sector responsibility and
 public-private partnerships. The study reinforces the nexus
 between the jobs and the employability. Finally, it provides
 the analytical bases and policy and programmatic directions
 for the government of Nigeria in keeping with the World Bank
 country partnership strategy (FY2014-17).
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Intelligence, Personality, and Creativity : Unleashing the Power of Intelligence and Personality Traits to Build a Creative and Innovative EconomyCognitive ability, as measured by IQ and
 background factors such as socioeconomic status and
 demographics have historically been seen as the principal
 determinants of a student s academic success. However, a
 growing body of research from psychology, education,
 behavioral economics and neuroscience is showing that
 personality traits also predict academic and work
 performance. This change in paradigm suggests that education
 systems face a more complex challenge than traditionally
 recognized: to work not only with the different types of
 intelligence possessed by students but also with their
 different personality traits in order to produce academic
 success measured by cognitive and non-cognitive skills. This
 paper reviews the research findings from the different
 literatures (psychology, education, behavioral economics,
 and neuroscience) that relate to these questions. Several
 good reviews summarize the findings on aspects of these
 questions, but rarely address all of the questions above. In
 particular, those reviews do not shed light on how education
 can improve both cognitive and non-cognitive skills and how
 such skills promote creativity and labor market outcomes.
 The scientific literatures on human intelligence and
 personality are large, but our focus is on the subset of
 research findings that relate intelligence and personality
 to academic performance. Likewise, the literature on
 creativity, innovation, and productivity is extensive, but
 our focus will be on the research findings that relate
 academic performance to creativity and, ultimately, to
 productivity in the workplace.