This paper provides findings of a small-scale, innovative labor training program that uses expressive arts and theatre as a pedagogical tool. The corresponding life skills training component is combined with a technical component teaching vocational skills. To our knowledge, this is the first paper to rigorously evaluate the effectiveness of a training program constructed around expressive arts.
Nicaraguan youth complete an average of six years of schooling. Along the Caribbean coast, youth average less than three years of schooling. This not only results in a youth population with low levels of productivity and high unemployment rates, but also constrains economic development.
International Labour Office and The MasterCard Foundation
The Middle East and North Africa (MENA) region is in the grip of an unemployment crisis that is mainly affecting its countries’ youth populations. The region’s unemployment rates among the youth cohort are twice as high as the global average and are particularly high among those with tertiary education. High unemployment rates are accompanied by increased shares of inactivity among youth, with too many youth withdrawing from the labour market due to family responsibilities or discouragement with their labour market prospects.
The Financial Literacy Conference 2017 will be held from 9 to 11 March 2017 in Singapore with the theme “Expanding Possibilities”.
A highlight of the conference will be the sharing by educators, researchers, and practitioners on current findings and innovations in the teaching of financial education to children and youth. The conference now opens a call for submissions.
In this toolkit, we provide implementers of youth programming a variety of references, resources, and tools on how to use a positive youth development (PYD) approach for evaluating youth-focused programming. A PYD approach to evaluation will measure whether youth are positively engaged in and benefiting from investments that ultimately empower them to develop in healthy and positive ways so that they can contribute to the development of their communities.
Twenty-seven percent* of out-of-school youth in Ghana are unemployed. Yet the World Bank estimates that Ghana’s construction sector needs 60,000 more artisans and tradespeople – and that’s set to rise to 250,000 by 2020. So what’s stopping young people from making the most of job opportunities in construction?
A growing body of evidence recognizes the importance of soft skills in predicting long-term life outcomes, including labor market outcomes as well as social and health behaviors (Heckman et al, 2006; Kautz et al., 2014). Soft skills refer to a broad set of skills, behaviors, and personal qualities that enable people to effectively navigate their environment, relate well with others, perform well, and achieve their goals. These skills are applicable across sectors and complement the acquisition of other skills such as technical and academic skills. Although the returns to cognitive and technical skills have long been recognized, recent literature suggests that soft skills rival cognitive skills in their ability to predict positive outcomes. Moreover, evidence suggests that soft skills are more malleable than cognitive skills among adolescents and youth adults (Heckman et al., 2006; Kautz et al., 2014).
Young people today face an excruciating paradox when entering the workforce. After spending years obtaining the necessary training and accreditation for potential careers, they’re shut out from entry-level jobs because they lack “work experience”. It’s a ridiculous blocker because what person really has any relevant “work experience” straight out of school? I’ve seen the frustration in many young people who have worked hard to achieve good grades and have racked up countless hours volunteering, interning, or donating their skills to hopefully one day bridge their efforts toward paid work. Time and time again those young workers are told that the experience accrued is still not enough.