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.
Emerging economies within fragile environments hinge upon youth having the right kinds of technical and work readiness skills to secure meaningful, well-paid work and in turn contribute to family livelihoods. Throughout the world, EDC’s youth programs have helped young people succeed in jobs, entrepreneurship, and on-going career learning through programs that connect young people with skills training and employers.
“Building Inclusive Economies, where more people have access to more opportunities, equal shots at success, and the freedom to dene what success looks like for themselves” is a pillar of the Rockefeller Foundation's work. By 2050, 400 million young people in Africa will need sustainable employment opportunities, while national labor markets are struggling to keep up with this youth bulge.
Technical Centre for Agricultural and Rural Co-operation (CTA)
The role of information and communication technologies (ICTs) in strengthening and promoting agricultural enterprises has never been greater.Furthermore, governments, private sector, multi-lateral and non-governmental organisations (NGO), and especially young people, are increasingly viewing the intersection of ICTs and the agriculture sector as a prime means of tackling the global youth unemployment challenge by enabling enterprise.
Despite the recent economic slowdown, the majority of African countries continue to experience economic growth, rising trade and increasing inflows of foreign investment. Peace, political stability and good governance are also on the rise. Yet a closer examination offers a sobering reminder that growth alone does not guarantee equitable development.
With approximately two billion unbanked and underbanked individuals globally, down from 2.5 billion just a few years ago (Global Findex 2011-2014), substantial progress has been made towards the goal of full financial inclusion, but is still far from being achieved. In particular, financial inclusion rates in Sub-Saharan Africa, where poor infrastructure, low population density and high costs have created significant barriers for financial service providers (FSPs) to serve low-income clients, have remained among the lowest globally.
The idea of global citizenship has existed for several millennia. In ancient Greece, Diogenes declared himself a citizen of the world, while the Mahaupanishads of ancient India spoke of the world as one family. Today, education for global citizenship is recognized in many countries as a strategy for helping children and youth prosper in their personal and professional lives and contribute to building a better world.
African youth lead varied and complex lives. They face diverse situations and opportunities. The recurring theme is one of challenge. On one hand, Africa is experiencing unprecedented population growth, with limited formal sector employment prospects. Despite new economic opportunities, formal jobs and wage employment remain elusive. On the other hand, investments in primary education have created better access to education and have contributed to a new era of prosperity and opportunity across Africa, yet opportunities for youth are uneven across the continent.
While internal youth migration is thought to be an increasingly prevalent phenomenon in a number of Southeast Asian countries, very few research studies have examined this topic in depth. In particular, little is known about the experiences of young women who migrate internally, and the gender-specific aspects of youth migration. In response to these gaps in evidence, Plan International contracted Coram International in 2016 to conduct a research on the gender, youth economic empowerment, and internal economic migration experiences in Vietnam and the Philippines.
Gender-based wage discrimination is a highly researched area of labor economics. However, most studies on this topic have focused on schooling and paid limited attention to the mechanisms through which cognitive and noncognitive skills influence wages.
The Skills for a Changing World project presents evidence of a movement of education systems globally toward a more explicit focus on a broad range of skills that our 21st century society needs and demands. This movement can be seen in the vision and mission statements of education systems as well as through their curricula. Although clearly endorsed at the policy level, implementation is just beginning in some countries.