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.
TechnoServe, African Management Initiative, The MasterCard Foundation
With 11 million young people entering sub-Saharan Africa’s job market annually, youth account for 60% of the region’s unemployment. Many lack basic skills and struggle to and or create work for themselves. And the needs and challenges of rural and urban youth can vary greatly. To address this employment gap, job training and skills development programs not only need to address rural vs.
What attitudes and behaviors can improve the likelihood of positive livelihood outcomes? How can one screen for these traits in dynamic, low-capacity contexts? What processes and tools would be beneficial, and can these same systems work efficiently at scale?
Standard workforce development models assume a tight coupling between student, school, and employer locations. Indeed, training providers are admonished to “just find out what local employers want/need” and then simply recruit and train local youth for these jobs. But what if these dynamics are not exactly local but more regional, national, and transnational due to youth migration and/or job availability?
Young people are increasingly linked to targeted agriculture and food security interventions. In Africa, the argument is that the combination of agricultural value chains, technology and entrepreneurship will unlock a sweet spot for youth employment. This article examines this argument from a rural transformations perspective. A framework is proposed with which to analyse young people’s economic room to manoeuvre in different rural contexts and the differential abilities of young people to exploit associated opportunities.
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.