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.
RTI International, Education Development Center (EDC)
In an environment of growing scrutiny of donor-funded development activities, practitioners, including youth practitioners, must show evidence of the broader economic value of investments in workforce development. Using the USAID’s Local Enterprise Value-chain Enhancement (LEVE) project in Haiti as a case study, RTI International will share a framework to support implementers to better estimate, understand and demonstrate the economic impact of workforce development and economic growth programs on the larger economy.
There has been a dramatic rise in the number of children enrolled in school. From 2000 to 2015, the portion of primary school age children (6–12 years old) enrolled in school worldwide rose from 83 to 91 percent. For those aged 12–16, enrollment rose from 55 to 65
Young women and men today face an ever more difficult task in finding their place in the world of work. In low- and middle-income countries, informal employment has come to dominate young people’s labour market experiences, while in high-income countries, work for youth increasingly means temporary and other non-standard forms of employment.
Between 2014 and 2015, Plan and partner organizations conducted research on the gender dimensions of Early Childhood Care and Education (ECCE) and parenting initiatives in 11 countries of the Asia region using Plan’s Gender in ECD assessment tools.
The workforce situation in El Salvador is typical of many countries around the world – on the one hand young people struggling to find meaningful work and on the other businesses complaining that their growth and competitiveness is constrained by the difficulty and cost of finding people with the right skills and competencies.
While the narrative around agriculture in Africa can invoke a story of back-breaking labor and subsistence, with agriculture seen as a last resort option for poor, there is a much different story to cultivate. Investing in agriculture growth is 11 times more effective for overall economic growth when compared to other sectors such as mining, utilities, and services. In fact, estimates project that African agriculture and agribusiness could be worth $1 trillion by 2030.
Over the next few decades, agriculture will continue to be the dominant sector of employment and a vital source of labor for most young people in Africa. Harnessing youth’s potential to participate meaningfully in their food systems, from production to plate, has the potential to increase their productivity and revenues, as well as ensure the resilience and food security of their households.
This global review is part of the thought leadership component of the Credit Suisse Financial Education for Girls (CSFEG) program. The purpose of this work is to provide recommendations regarding the design, implementation and research on programs for adolescent girls aged 10 to 18 that aim to contribute to their economic empowerment by containing a financial education component. Presented here are the findings from research into selected, highlighting key financial education program models.
The young people of today present unique opportunities and will confront unique challenges. To equip young people to take hold of these opportunities and meet these challenges, researchers, practitioners, and policy makers have highlighted the positive impact that life-skills education and financial education can have on children and young people.International bodies have stated the need for education in such skills,and a growing number of countries have strengthened the teaching of both social skills and financial skills in their curricula.
In recent years, as the evidence base on the importance of soft and life skills for fostering positive youth outcomes has grown, international youth development programs have increasingly focused on interventions that develop those skills (also referred to as socioemotional skills, transferrable skills, non-cognitive skills, and developmental assets, among other terms).