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Chapter 6: The Role of the World Bank Annex Tables A1. Total Population 111 A2. School Age Population 112 A3. Total Fertility Rate 113 A4. Demographic Projections by Region 114 A5. Preschool Enrollment Rates 115 A6. Basic Education Enrollment Rates 116 A7. General Upper Secondary Enrollment Rates 117 A8. Vocational/Technical Upper Secondary Enrollment Rates 118 A9. Overall Upper Secondary Enrollment Rates 119 A10. Share of Students in Upper Secondary Education 120 A11. Tertiary Enrollment Rates 122 A12. Share of University Enrollments by Field of Study, Selected ECA Countries 123 A13. Unemployment by Educational Level, Selected ECA Countries 126 A14. Share of Registered Unemployed by Educational Level, Selected ECA Countries 127 A15. Total Public Expenditures on Education 128 A16. Student/Teacher Ratios in Basic Education 129 A17. Wages in Education in Selected ECA Countries

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A literature review examined the relationship of adults' verbal and mathematical liceracy to employers' investments in training, employee wages, unemployment probabilities, unemployment duration, technological change, productivity, and economic growth. Most of the publications analyzed dealt with the United States. The analysis revealed that adults' basic literacy skills, which are usually acquired in school, do Indeed affect the wealth of individuals and nations both directly and indirectly. The study also established that, although many workers receive some training from their employers, employers tend to invest most heavily in training their best educated/trained employees and concentrate training on craft, sales, managerial, and professional/technical skills. Employer-sponsored training has been found to complement rather than substitute for good foundation skills and to increase employees' productivity and earnings more than training in postsecondary institutions does. Employer-sponsored training also reduces job turnover, layoffs, and duration of periods of unemployment. Determining whether employers or economic sectors in a nation underinvest or overinvest in training depends on estimates of the rates of return to training; however, in the United States measurement of training costs is too poor to yield estimates of returns sufficiently narrow to serve as a basis for policy decisions.