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.
The MDGs and the Education for All (EFA) goals are analyzed from the perspective of youth in this paper, which also details the contributions made toward these goals by UNESCO programs and activities. The paper also presents progress achieved and innovative experiences at the country level.
Access to appropriate financial services can play a critical role in enabling young people to navigate the challenges and opportunities they face, regardless of their employment or educational status. This paper discusses: 1) the results of a global survey conducted in 2009 by Making Cents International; and 2) findings of leading NGOs and financial institutions which are pioneering youth-inclusive and youth-specific financial products.
This paper presents an overview of the business and social case for serving young people with appropriate financial services. Using examples form several global financial institutions, it addresses the differences between youth and adult market segments as well as how financial products differ for young people. The paper presents practical guidelines to help institutions begin thinking about developing or adapting financial services for youth and will highlight the essential non-financial aspects of serving young people with financial services including life skills, health and business training as well as providing safe meeting spaces and mentoring. Finally, it concludes by discussing a vision for the youth-intensive financial services including a call for youth-friendly banking regulation, greater research and experimentation, especially with services for the most vulnerable youth, as well as the need for greater advocacy to encourage financial institutions to invest in appropriate, demand-drive financial services for young people.
This policy outlook considers the implications of the Palestinian Labor Law on unemployment duration for young Palestinians in the labor market, and suggests alternative choices for policymakers in the Palestinian Territories seeking to shorten youth unemployment duration. In this regard, easing school-to-work transitions for Palestinian youth may require reforms that both loosen labor market restrictions while simultaneously providing workers with alternative forms of social protection.
The SEEP Network, BRAC USA, Making Cents International
The presentation “Financial Inclusion for Youth: Reaching the Next Generation” which took place at the QED group has been uploaded as a webcast. Viewers can hear and see presenters from BRAC, SEEP Network, and Making Cents International discussing program results, scaling up, and creating stronger linkages to youth.
This paper argues that common definitions of financial capability understate the role of psychological barriers to establishing sound financial behaviors, namely savings habits. Drawing on insights from psychology and behavioral economics, we explore these missing psychological variables in the standard financial capability equation and suggest mechanisms, or nudges, to overcome those barriers to accelerate financial capability among low-income youth.
Center for Social Development; University at Buffalo, State University of New York; Virginia Commonwealth University
This study examines the impacts of Child Development Accounts (CDAs) on account holding, saving, and asset accumulation for children, using data from the SEED for Oklahoma Kids experiment (SEED OK). SEED OK provides a 529 college savings plan account to every infant in the treatment group with automatic account opening and initial deposits. The results suggest that universal CDAs can result in higher levels of savings and asset accumulation targeted for children’s future development.
This paper conducts a landscape assessment of organizations delivering or facilitating financial education programs, identifies the purpose of the financial education, reviews the associated curricula (when available), understands target groups, and analyzes content and delivery. These findings and recommendations are then used to inform future approaches on how to extend financial education to adolescent girls.
This brief presents findings that came out of the 2009 AudienceScapes surveys on youth access to financial
information and services in Ghana and Kenya. It aims to provide guidance to the many development organizations
active in financial services and mobile money projects.
School of Advanced International Studies Johns Hopkins University, Center for Social Development, New America Foundation
This paper offers a review of Child Development Accounts in developing countries, including the types of institutions offering CDAs, and design features and delivery mechanisms common among such accounts. The paper concludes with implications of this analysis for policymakers and researchers.