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.
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.
This report shows the education and employment situation of young people in Latin America. It includes a description of the most important indicators, an analysis on the causes and consequences, and challenges youth access to productive and decent work poses to governments and other stakeholders in the region. Lastly, it discusses possible courses of action.
In recent years, there has been growing donor momentum around youth-focused programming with a focus on the role of youth in social, economic and political development, especially in conflict-affected countries. However, there is a lack of detailed information about donor policies and strategies and whether and how these strategies have been matched by an increase in funding and specific programming to meet youth needs.
To honor the 6th annual celebration of National Entrepreneurship Week, the host (The Consortium for Entrepreneurship Education) conducted a survey of U.S. state education leaders to determine “the state of entrepreneurship education” in 2012. The goal was to explore where each state stands on providing entrepreneurial experiences with emphasis on K-12 programs. This report shares the findings.
The Center for Social Development leads the learning agenda for the YouthSave Initiative. YouthSave is designed to increase youth savings and related positive outcomes among low-income young people in developing countries, as well as develop on-going in-country capacities in both youth savings and research. The YouthSave learning agenda aims to produce critical knowledge from multiple perspectives to inform the design of savings products, services, and policies targeted for youth, and at the same time provide insight into asset building among youth and their families.
This policy paper combines the dialogue of three different authors. One who comes from the world of workforce investment, one who represents the interests of professionals from the field of career and technical education, and one who is an employee of a global education content provider serving K-12, higher education and professional learning markets. These authors explore the disconnect between education and businesses, and the barriers that exist to forge a comprehensive system of effective education in workforce development.
This report uncovers the potential of adolescent girls living in rural economies and the role they can play in transforming their economic and social realities. An action agenda follows, outlining the steps needed to support adolescent girls, their families, and their communities in creating a more sustainable and prosperous future.