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This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-of-school youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICT-based training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy.

Research on employee training has largely focused on either the employer or employees, and has investigated the likelihood or amount of training rather than the content of training. Our understanding about how organizations decide to focus on different skills therefore remains constrained. To address this issue, the current study examines what affects training consulting organizations’ focus on different types of training, and in particular, their focus on personal development training, a highly popular type of training in recent years. Training organizations have become an increasingly important supplier in the training field. Building on the neo-institutional perspective of organizations, I propose an institutional analysis of training organizations. I argue that at a fundamental level, the kinds of skills organizations consider useful (such as specific-technical, general-technical, human relations, and personal development skills), are affected by the shared organizing principles of their time, and I draw on the research on managerial ideology to understand how such shared frameworks evolved over time. Training organizations try to conform to the dominant organizational model at their founding in order to gain legitimacy for their product offerings and convince their clients of the efficacy of their services. The focus of training is thus shaped by the dominant organizational model at founding and tends to stay with training organizations. Specifically, I argue that training organizations founded later in time, when the participatory citizenship model of organization became dominant, are more likely to focus on personal development. I analyze a 10% random sample (N=269) of the population of training organizations in 1994 with logistic models. Empirical results are consistent with the proposed link between the skills trained and the dominant organizational model at the training organizations’ founding. Characteristics of training organizations focused on personal development are also compared with those focused on other types of training. The implication of this study for the classic question, “why do employers provide general-skill training?” is discussed.

Human capital theory hypothesizes that no firm rationally invests in general job skills training because its competitors might hire the trained employees away before the firm could recoup its costs through higher worker productivity. Drawing from four explanatory perspectives, we developed several research hypotheses about the organizational and environmental sources of variation in company-provided job skills training for core employees, which we tested with a national sample of U.S. work establishments. Contrary to human capital theory expectations, the large majority of employers with core training programs reported providing skills that were either “to a great deal” or “to some extent” useful to other employers. Our general skills training analysis supported only one hypothesis, suggesting the inadequacy of human capital theory for explaining company training investments. We found evidence that the substantive contents of company job skills training programs differentiated into technical skills and social skills dimensions. Multivariate equations supported several hypothesized effects of organizational and environmental factors on the social and technical skills contents of company core training investments. We conclude with a reassessment of the classic general-specific job skills hypothesis and speculate about future directions for job skills training theory and research.

The background and context of Australian Library and Information Services (LIS) education and the role LIS education plays in constructing the Australian workplace are explored in this chapter. It provides an analysis of the broader historical, social and educational imperatives which have shaped Australian LIS education. It also examines the pedagogical, structural and epistemological construct surrounding the development of education for LIS in that country. Specific questions are raised about divisions in LIS education and training which lay the framework for further research and discussion. The historical context for LIS education is covered and insights into the nature and background of the broader educational frameworks which have influenced it are provided.

The United Nations Industrial Development Organization (UNIDO) (2017, pp. 14–15) identified that “industrialization is the seedbed for entrepreneurship, business investment, technological progress, the upgrading of skills, and the creation of decent jobs.” This placed studying different industrial sectors and their respective clusters, which are key drivers for economy, innovation, and knowledge creation (Slaper, Harmon, & Rubin, 2018), at the forefront of research. This chapter tackles the automobile industrial cluster in Egypt that possesses promising potential yet faces some challenges. It aims to provide an overview of the cluster, alongside underpinning its strengths and obstacles facing it. Moreover, the chapter displays the importance of the labor dimension in increasing the labor competitiveness of the cluster and showcases this through two cases of German automobile manufacturers that pioneered in venturing into the market through employing technical and vocational education and training. In conclusion, recommendations are provided to help in steering the cluster toward success.

Long-duration spaceflight missions require many hours of pre-mission and inflight training to develop and maintain team skills. Current training flows rely heavily on expert instructors, while current inflight mission operations are supported by a complex series of support teams at Mission Control. However, future exploration space missions will not have real-time communications with ground-based experts at Mission Control. Portable intelligent tutoring systems may help streamline future training, reducing the burden on expert instructors and crew training time, and allowing for inflight support to mitigate negative effects of the loss of real-time communications. In this chapter, we discuss the challenges of long-duration exploration missions, and outline the myriad possibilities in which intelligent tutoring systems will enhance the crew performance and functioning.

Changes in the format of library materials, increased amounts of information, and the speed at which information is being produced have created an unrelenting need for training for library staff members. Additionally, library employees are retiring in greater numbers and their accompanying expertise is being lost. The purpose of this study was to document evaluation practices currently used in library training and continuing education programs for library employees, including metrics used in calculating return-on-investment (ROI). This research project asked 272 library training professionals to identify how they evaluate training, what kind of training evaluation practices are in place, how they select programs to evaluate for ROI, and what criteria are important in determining an effective method for calculating ROI.

Cross-cultural mergers and acquisitions (M&As) can generate the number of negative feelings and emotions among the survivors of the deal. These negative outcomes can range from lowered commitment, lack of productivity, and talent loss to the more serious work alienation. Hence, this chapter is an attempt to identify the employees’ level of commitment and their feelings of alienation in the post-M&A integration phase. Also, provided training has proven to be important in building employee commitment and mitigating the feelings of alienation, this studies the relationship of these psychological outcomes with the different kinds of training provided to them during post-M&A situations. The vast literature review studied revealed a significant relationship between employees’ perceived effectiveness of training and their level of commitment with the newly merged firm, while an inverse relationship was found with employees’ feelings of alienation. This chapter has crucial implications for researchers and practitioners.

This chapter aims to investigate and interpret China’s educational aid by analyzing its history, philosophies, and practices in Africa. The study is based on review and analysis of governmental documents, reports, academic papers, and news by Chinese and foreign scholars on China’s aid, particularly educational aid to Africa. The analysis unveils three transformations of China’s aid “from pro-ideology to de-ideology,” “from single area to multiple areas,” and “from pragmatic economy driven to sustainable and humane economy focused” in Africa. Meanwhile, it indicates a continuity of the philosophy of solidarity, morality, and reciprocity in China’s South-South cooperation with African educational development.

The analysis also shows China’s educational aid does not match well with the framework of the Western donors. China, under the FOCAC framework, is devoted to higher education cooperation, human resources training program, scholarship, and Chinese language education with African partners. With the growth of its economic and political influence, China will play multiple roles as the biggest developing country and as an active promoter and provider for South-South cooperation in the negotiation and construction of the post-2015 agenda. Nevertheless, we assume China will keep a pragmatic higher education cooperation with its developing country partners to inclusively link it with business, technology transfer, and people-to-people exchange.

This study delivers a comprehensive review and analysis of paradigm shift, philosophy, mechanism, and practice of China’s educational aid to Africa to fill up the literature gap in this field. It also timely presents China’s stance toward discussion on the post-2015 agenda.

Malaysia has shifted from a labor-intensive, agriculture-based economy since its independence in 1957 to a knowledge and innovation-based economy. Human capital development (HCD) is a key enabler for driving and sustaining Malaysia's socioeconomic growth. The education and training system is the main platform for HCD intervention. To sustain and achieve goals, long-term survival, competitive advantage, and sustainability, the workforce is optimized through comprehensive HCD interventions to provide the necessary knowledge, skills, and competencies needed to work effectively in a rapidly changing and complex environment. Numerous efforts have been made by the government to ensure that the education and training system has the capacity to enhance the quality and availability of intellectual and skilled human capital to support the transition toward knowledge-intensive activities, sustain economic growth, and compete in the global market. The country's development plans and policies as well as the economic development which lead toward a knowledge-based economy with a knowledge-based workforce have charted out clear transformation journeys for the development of the human capital ecosystem. This chapter presents an overview of the landscape of HCD in Malaysia. Relevant reports, plans, policies, and strategies to strengthen human capital through education and training is reviewed. Finally, a few issues and challenges that Malaysia experiences are discussed.