The economic and social prospects are daunting for the 89 million out-of-school youth who comprise nearly half of all youth in Sub-Saharan Africa. Within the next decade when this cohort becomes the core of the labor market, an estimated 40 million more youth will drop out, and will face an uncertain future without work and life skills. Their lack of work and life skills will impair these youth’s ability to get good jobs in desirable occupations, resulting in low and unstable incomes while exposing them to potentially long periods of unemployment.
he 8th International Youth Leadership Conference-UAE is NOW OPEN to applications from ambitious University students and graduates aged 18-26, from all over the world seeking to exchange diverse ideas and views concerning global challenges and the future of world leadership. Applications will be processed on the 1st and 15th of every month. Accepted participants will receive an electronic Acceptance Package, and are expected to confirm their attendance at their earliest convenience.
In her response to Nicholas Burnett and Shubha Jayaram’s “Skills for Employability in Africa and Asia”, Youth Advisory Board member Michaella Munyuzangabo notes that while extra-curricular activities can be downplayed by teachers, especially in Africa, they can be very important in developing non-cognitive skills for students who will use them in the workplace. Parents and students, employers, and school officials should rebrand extra-curricular activities, highlighting
Youth is commonly conceptualised as a period of transition in which young people strive to meet the social markers of adulthood, such as getting work, starting families and being recognised as full and productive citizens. Here we extend our analysis of youth to capture the developmental needs of young people in this process of ‘becoming’. In doing so we explore the literature on developmental psychology and youth well-being that has been well explored in the Global North, but less so in the Global South.
Susan Crown Exchange and the David P. Weikart Center for Youth Program Quality
In 2014, the Susan Crown Exchange (SCE), a national foundation, and the David P. Weikart Center for Youth Program Quality, a research center, set out to determine how out-of-school programs throughout the country can be more intentional about providing social and emotional skill development. From an extensive pool of applicants, the Weikart Center and SCE selected eight top out-of-school programs that not only make a commitment to SEL, but have a proven track record of working with one of the hardest populations to reach: vulnerable and at-risk adolescents.
In this study, disadvantaged Brazilian youth participated in a year-long program that used technical skills training as the foundation for learning, while also developing the soft skills that are potentially more important for longer term success.
In this report, The National Research Center for Career and Technical Education (NRCCTE) presents a conceptual foundation for furthering work based learning (WBL) through a review of the three main WBL models: internships, youth apprenticeships, and school-based enterprises.
This report provides an overview of efforts of the African Union (AU) and its development partners to strengthen education in Africa, in the context of the urgent and growing youth employment challenge facing the Continent. It begins with an overview of the AU’s role, structure, and main strategic frameworks and priorities as they relate to youth employment and education.
Organisation for Economic Co-operation and Development (OECD)
This paper reviews the recent literature on measuring and fostering cognitive and non- cognitive skills. IQ tests and achievement tests do not adequately capture non- cognitive skills personality traits, goals, character, motivations, and preferences that are valued in the labour market, in school, and in many other domains. For many outcomes, their predictive power rivals or exceeds that of cognitive skills. Evidence from the General Educational Development (GED) testing programme in the United States shows the importance of non-cognitive skills.