- The Oxford Handbook of Skills and Training
- List of Contributors
- Introduction: Skills and Training: Multiple Targets, Shifting Terrain
- Disciplinary Perspectives on Skill
- Skill Builders and the Evolution of National Vocational Training Systems
- The Changing Meaning of Skill: Still Contested, Still Important
- A New Social Construction of Skill
- Measuring Job Content: Skills, Technology, and Management Practices
- Accreditation and Assessment in Vocational Education and Training
- Education and Qualifications as Skills
- Pre-Employment Skill Formation in Australia and Germany
- Skill Development in Middle-level Occupations: The Role of Apprenticeship Training
- What Is Expected of Higher Education Graduates in the Twenty-first Century?
- Employer-Led In-Work Training and Skill Formation: The Challenges of Multi-Varied and Contingent Phenomena
- Unions, the Skills Agenda, and Workforce Development
- A Working Lifetime of Skill and Training Needs
- Skill Under-utilization
- Business Strategies and Skills
- Measuring Skills Stock, Job Skills, and Skills Mismatch
- The Individual Benefits of Investing in Skills
- The Economic and Social Benefits of Skills
- Theorizing Skill Formation in the Global Economy
- Different National Skill Systems
- Skill Ecosystems
- Employment Systems, Skills, and Knowledge
- Skill Demands and Developments in the Advanced Economies
- Approaches to Skills in the Asian Developmental States
- Emerging Economic Powers: The Transformation of the Skills Systems in China and India
- Projecting the Impact of Information Technology on Work and Skills in the 2030s
- International Skill Flows and Migration
- Professional Skills: Impact of Comparative Political Economy
- Skills and Training for the Older Population: Training the New Work Generation
- Rethinking Skills Development: Moving Beyond Competency-Based Training
- Who Pays for Skills?: Differing Perspectives on Who Should Pay and Why
- Current Challenges: Policy Lessons and Implications
- Author Index
Abstract and Keywords
This chapter aims to provide a review and analysis of skill development in China and India that do not neatly fit any skill formation model found in the literature. Although both China and India have made some impressive achievements in skill formation in the past two decades, great challenges remain on their way toward high-skill equilibrium including providing a strong educational foundation for vulnerable groups, corruption and rising inequality, skills mismatch, and raising employer skill demands. Despite many similar goals and challenges, the trajectories of skill development of the two countries are shaped by different sets of political, socioeconomic, institutional, cultural, demographic, and organizational factors, leading to two different skill formation and demand models with some complementary strengths and weaknesses.
Mingwei Liu PhD is Assistant Professor of Labor Studies and Employment Relations at Rutgers University. His research interests include labour relations, trade unions, and skill development in China; high performance work practices; and labour standards and corporate social responsibility in global value chains. He has published articles in leading journals such as the Industrial and Labor Relations Review and British Journal of Industrial Relations as well as chapters in many books.
David Finegold is Distinguished Professor at Rutgers University and is the founding Chief Academic Officer for American Honors. He is a leading international expert on skill development systems and their relationship to the changing world of work and economic performance.
Access to the complete content on Oxford Handbooks Online requires a subscription or purchase. Public users are able to search the site and view the abstracts and keywords for each book and chapter without a subscription.
If you have purchased a print title that contains an access token, please see the token for information about how to register your code.