Demand-Driven Training for youth employment programs build job-relevant skills valued by employers and useful for self-employment by offering both pre-employment skills development and some form of on-the- job training.
University of Texas at San Antonio, The Johns Hopkins University, University of Texas at San Antonio, International Finance Corporation, George Mason University
Entrepreneurship in emerging markets is distinctive from that practiced in more developed countries. Better understanding these distinctions is critical to private sector development in developing countries. Of particular interest are new and growth-oriented enterprises, which have a greater capacity to create sustainable economic growth than microenterprises or long-established SMEs with limited growth prospects.
Technical and vocational education and training (TVET) has been an important area of intervention in German development policy for many years. As part of integrated education systems TVET contributes significantly to improving the living conditions in our partner countries, both at an individual and a societal level.
This research project examines workforce development strategies in developing countries in the context of the shifting upgrading dynamics of global value chains. Funded by RTI International and carried out by Duke CGGC researchers in collaboration with RTI, this research addresses policymakers, donors and development practitioners to improve our understanding of how workforce development strategies can enhance the upgrading efforts and competitiveness of developing countries in global industries.
This guidance note provides information on how the private sector can become involved in skills development; it identifies the contribution the private sector can make to increase both the quality and quantity of provision, complementing as well as challenging state provision. The note outlines the benefits of engaging the private sector and how that can complement the role of the public sector.
e4e is education that leads to improved employment prospects. The need for e4e in the Arab World is urgent and large scale. This report explores how private stakeholders can contribute to meeting this need and identifies what enabling environment would be required for these activities to flourish. Beyond data analysis, we engaged in discussions with all key stakeholders, including public and private education providers, civil society, public sector policy makers and administrators, private employers, and the youth themselves in order to understand each of their perspectives. In total, we carried out more than 200 in-depth interviews and conducted surveys of 1,500 employers and 1,500 young people, focusing on a set of deep dive countries accounting for approximately 70 percent of the Arab World’s population and 60 percent of its GDP and representing the diversity in geography, income, and population found in the region – Algeria, Egypt, Iraq, Jordan, Morocco, Oman, Saudi Arabia, Palestinian Territories*, and Yemen
Something strange and unexpected happened in the recent history of economic development: developing countries that succeeded during the second half of the 20th century did not follow the dominant development and policy prescriptions of the first and second wave of development thinking that emphasized structural transformations and market functions. That puzzling fact convinced researchers to revisit some of the big assumptions underlying theories of economic development.
In late 2010,USAID Administrator Rajiv Shah commissioned a new Agencywide Education Strategy to ensure that USAID’s global education investments would be informed by recent Presidential policy guidance; grounded in the most current evidencebased analysis of educational effectiveness; and aimed at maximizing the impact and sustainability of development results. This 20112015 Education Strategy was created to reflect these core principles.
This paper articulates a framework and approach to support the World Bank’s assistance to its partner countries with regard to the challenges of workforce development.3 The broader concept is the World Bank’s Skills toward Employability and Productivity4 framework which sets forth a holistic model encompassing five components for human development to support economic and social progress: (a) starting right in early childhood; (b) laying a strong foundation in basic and secondary education; (c) building and upgrading job-relevant skills; (d) fostering innovation and entrepreneurship; and (e)
United Nations Educational, Scientific and Cultural Organization (UNESCO)
These eight proposals derive from several bodies of work on skills development which have been completed in the last 3 years. They seek to avoid merely summarizing this work, but to extract from it, for this discussion on skills development, some new ways of thinking about the topic, some priority areas and neglected issues, key topics, as well as data and research needs. The work reviewed includes the valuable section in GMR 2010 (pp.
This report reflects on the damage done to young people in the Middle East by the turbulent economy, and what measures can be and are being taken by governments and international organizations to protect them.