El impacto del desarrollo de habilidades para la competitividad: Evidencia empírica de una comparación entre países The Impact of Skills Development on Competitiveness: Empirical Evidence from a Cross-Country Analysis O impacto do desenvolvimento de habilidades para a competitividade: evidência empírica de um estudo comparado

En el último medio siglo, la mayoría de los países enfatizaron el desarrollo del capital humano como un instrumento para el crecimiento económico, el desarrollo sustentable y la mejora de la competitividad global. Sin embargo, existen pruebas limitadas sobre la relación entre el desarrollo de capacidades y la competitividad de un país. Este artículo examina la contribución y la asociación de habilidades para la competitividad de un país. Este estudio utiliza datos de 84 países en la estimación de un modelo empírico. La disponibilidad de habilidades, la inversión extranjera directa, la educación secundaria y técnica (ingeniería), la educación y la formación contribuyen de manera significativa a la competitividad de un país en un mundo con tecnología cambiante y exigente. Esta dinámica requiere la institucionalización de altos niveles de desarrollo de competencias técnicas y programas de capacitación laboral en empresas que proporcionen formación específica y general a los empleados. Este trabajo recomienda aumentar la participación de la educación secundaria, cursos de orientación técnica en la educación superior y programas que fomenten la transferencia de competencias de las empresas extranjeras. La inversión extranjera directa, sin embargo, requiere un entorno propicio para la inversión. Aumento de la colaboración entre instituciones de enseñanza superior y la industria es crucial para el desarrollo de mejoramiento de la capacitación del personal. <p>In the past half-century, most countries have emphasized the development of human capital as an instrument for economic growth, sustainable development, and improved global competitiveness. However, limited evidence exists on the link between skills development and a country's competitiveness. This paper examines the contribution and association of skills to a country's competitiveness. The study uses panel data from 84 countries in estimating an empirical model. Skills availability, foreign direct investments, secondary education, and technical (engineering) education and training are significant contributors to a country's competitiveness in a technologically changing and demanding world. This dynamic requires institutionalizing high-level technical skills development and on-the-job training programs in various firms that provided company specific and general skills to employees. The study recommends increased participation in secondary education and technically-oriented courses in tertiary education and programs that encourage skills transfer from foreign companies. Foreign direct investment, however, requires a conducive investment environment. Increased collaboration between tertiary institutions and industry is crucial for improved skilled development.</p> Na segunda metade do século passado, a maioria dos países têm enfatizado o desenvolvimento do capital humano como um instrumento para o crescimento econômico, desenvolvimento sustentável e a melhoria da competitividade global. No entanto, existem poucas evidências sobre a relação entre o desenvolvimento de competências e da competitividade de um país. Este artigo analisa a contribuição e associação de competências para a competitividade de um país. O estudo utiliza dados de um conjunto de 84 países para desenvolver um modelo empírico. A disponibilidade de competências, o investimento estrangeiro direto, o ensino, secundário, e a formação técnica (engenharia) contribuem de forma significativa para a competitividade de um país em um mundo de grandes exigências e mudanças tecnológicas. Essa dinâmica exige a institucionalização de níveis altos de desenvolvimento de competências técnicas e programas de capacitação no lugar de trabalho em empresas que forneceram a seus empregados oportunidades de capacitação em habilidades gerais e específicas para cada empresa. O estudo recomenda maior participação no ensino secundário e em cursos de ensino superior orientados para as áreas tecnológicas, e programas que incentivam a transferência de competências técnicas de empresas estrangeiras. O investimento direto estrangeiro, no entanto, requer um ambiente propício ao investimento. Aumento da colaboração entre instituições de ensino superior e a indústria é fundamental para o melhorar um desenvolvimento qualificado

Increasing collaborative research output between early-career health researchers in Africa: lessons from the CARTA fellowship program

In 2008 nine African Universities and four African research institutions, in partnership with non-African institutions started the Consortium for Advanced Research Training in Africa (CARTA) to strengthen doctoral training and research capacity on health in Africa. This study describes particular aspects of the CARTA program that promotes collaboration between the PhD fellows in the program, and determines the patterns of collaborative publications that resulted from the intervention. We reviewed program monitoring and evaluation documents and conducted a bibliometric analysis of 806 peer-reviewed publications by CARTA fellows published between 2011 and 2018. Results indicate that recruiting multidisciplinary fellows from various institutions, encouraging registration of doctoral-level fellows outside home institutions, and organizing joint research seminars stimulated collaborative research on health-related topics. Fellows collaborated among themselves and with non-CARTA researchers. Fellows co-authored 75 papers (10%) between themselves, of which 53 (71%) and 42 (56%) included fellows of different cohorts and different disciplines respectively, and 19 (25%) involved fellows of different institutions. CARTA graduates continued to publish with each other after graduating – 11% of the collaborative publications occurred post-graduation – indicating that the collaborative approach was maintained after exiting from the program. However, not all fellows contributed to publishing collaborative papers. The study recommends concerted effort towards enhancing collaborative publications among the CARTA fellows, both doctoral and post-doctoral, which can include holding research exchange forums and collaborative grant-writing workshops

Inconsistencies in Self-Reporting of Sexual Activity Among Young People in Nairobi, Kenya

AbstractPurposeAccurate and reliable data on the prevalence of adolescents' sexual behavior are paramount for effective sexual and reproductive health intervention. Adolescents' sexual behavior has been widely studied. However, scholars have raised concerns about the accuracy and reliability of self-reported sexual behavior by adolescents. Previous research shows high levels of adolescent sexual activity in urban informal settlements; yet, the accuracy of self-reported sexual experience in these settings is understudied.MethodsThe objective of this article is to assess consistency of self-reported sexual activity among 2324 adolescents living in slum and nonslum settlements in Nairobi, Kenya. We examine two forms of inconsistencies, namely, what we term “reborn virgins” and inconsistent timing of sexual debut, during two rounds of survey. Factors influencing inconsistent reporting are explored through logistic regression.ResultsA total of 469 (20%) adolescents gave inconsistent information on whether they have ever had sex (n = 190) or timing of first intercourse (n = 279). Males, slum residents, and adolescents attending school were more likely to give inconsistent sexual information. Among inconsistent reporters, slum residents, adolescents reporting substance use, and those with secondary (vs. primary) education were more likely to reclaim virginity status than to misreport the timing of first sex. However, older adolescents were less likely to reclaim virginity status.ConclusionsWe found significant differences between adolescents who provide consistent reports and those who misreport sexual behavior data. We argue that researchers should account for biases stemming from misreporting of sensitive information among young people and, in particular, should be cognizant of how reporting quality may vary across demographic groups