<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Remington, Thomas F.</style></author><author><style face="normal" font="default" size="100%">Yang, Po</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Public-private partnerships for skill development in the United States, Russia, and China</style></title><secondary-title><style face="normal" font="default" size="100%">Post-Soviet Affairs</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2020</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://doi.org/10.1080/1060586X.2020.1780727</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">36</style></volume><pages><style face="normal" font="default" size="100%">495-514</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">We compare three countries where public policy has explicitly sought to align incentives of employers and educational institutions around closing the gap between skill formation and labor market demand.&amp;nbsp;In large, heterogeneous countries such as the United States, Russia and China, collaborative arrangements such apprenticeships and other forms of public-private partnerships can be constructed at the subnational level by building on direct, face-to-face ties across educational, business, government, and civic sectors. Drawing on existing literature as well as fieldwork studying a number of specific cases in the three countries, the paper develops a typology of such arrangements and proposes an explanation for the observed variation.&amp;nbsp;It emphasizes the importance of two sets of factors:&amp;nbsp;those that induce cooperation on the part of firms and schools, and those that influence the character of such partnerships.</style></abstract><issue><style face="normal" font="default" size="100%">5-6</style></issue></record></records></xml>