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 landscape surrounding agriculture has undergone significant changes in recent years. Higher food prices, the consequent world food price crisis in the late 2000s, along with a projected 60 percent expansion in demand for agricultural products by 2050, has driven a resurgent interest in the sector – among policy-makers, development practitioners, and private actors. As rural and agricultural markets are transforming, with higher demand and prices, more integrated supply chains, greater rural-urban connectivity in many areas and exponential growth in urban markets, new opportunities are emerging for young people to start up and run profitable agribusinesses.
Food & Agriculture Organization of the United Nations
The agricultural sector needs to engage youth in order to increase global food production. In doing so, agricultural transformation can balance out-migration from rural areas and thus contribute to stable growth. This document presents the conceptual framework for distress migration of rural youth. The framework focuses on the migration of rural youth (aged 15–24), who account for a large proportion of migrants and are a particularly vulnerable group. The framework comprises three sections: 1. Analysis of the main factors determining the propensity of rural youth to migrate; 2. Assessment of the likely impacts of distress migration of rural youth in terms of rural development for local areas of origin; 3. Illustration of the most promising policies and programmes to reduce distress migration of rural youth and maximize its developmental benefits for the communities of origin.
The Educate! Experience (2009–present), implemented by Educate!—a U.S.-based nonprofit—is an experience-based education program that addresses the mismatch between education and employment opportunities in Uganda. The program focuses on three areas: student skills development, teacher training, and advising on national policy. Educate! Scholars, a select group of secondary school students, are provided with skills training in leadership, entrepreneurship, and workforce readiness, along with mentorship to start real businesses at school. The Educate! Experience program is delivered by young entrepreneurs, called Mentors. As part of their work in schools,
THE World Youth Report on Youth Civic Engagement has been prepared in response to growing interest in and an increased policy focus on youth civic engagement in recent years among Governments, young people and researchers. It is intended to provide a fresh perspective and innovative ideas on civic engagement and to serve as an impetus for dialogue and action. The objective of the Report is to provide a basis for policy discussions around youth civic engagement in order to ensure that young people are able to participate fully and effectively in all aspects of the societies in which they live.
It’s not surprising that rural youth around the world don’t want to follow well-worn paths into low-return, subsistence agriculture. But does this mean that agriculture programs shouldn’t bother trying to connect with youth, or that youth programs can forget about agriculture as a viable livelihood option? At Making Cents International, we answer these questions with a resounding “No.” Indeed, we are encouraged by what we learned from youth in South Sudan, Kenya, and other countries about the kinds of agriculture programs and activities that interest them.
The Aspen Network of Development Entrepreneurs (ANDE)
2015 was a year for global progress in development policy. The ratification of the Paris Agreement marked the first unified, global effort to set targets to combat climate change. In 2015, UN member states also agreed on the Sustainable Development Goals (SDGs): 17 universal targets that will guide policies, investments, and political agendas across the globe. The SDGs explicitly focus on economic development and reducing inequality, as well as specific sectors like energy, water, and agriculture.
The report introduces 30 innovators, 21 featured with full stories, and nine ‘innovators to watch’. Case studies include innovations from Barbados, Botswana, Cameroon, Côte d'Ivoire, Jamaica, Kenya, Nigeria, Senegal, Tanzania, and Uganda. A couple of innovators who come from outside ACP but offer services in these regions are also featured. The publication is a collection of life stories of interest to aspiring agri-tech entrepreneurs from all countries. Featured innovations include: how the innovation came about; what problems it addresses; how the innovations are implemented; impacts so far; the business model; challenges faced; strategies to address sustainability; and, the future outlook.
Positive Youth Development (PYD) is recognized as a paradigm shift for international programs. This approach pivots youth programs fixated on “No”—don’t leave school, don’t have risky sex, don’t join a criminal gang—toward activities that strengthen youth competencies and assets and support positive life choices. Important components of these affirming youth programs are a strong sense of belonging for youth and supportive relationships with peers and adults in their communities.
A young person’s first job is a critical developmental step toward adulthood. A first job provides an opportunity for youth to engage with the financial system and also infuses earnings into the local economy. In cities across the nation, youth employment programs are the single most significant way that hundreds of thousands of teens are introduced to the working world each year. With municipal ingenuity as well as private sector and philanthropic support, some city leaders and partners have developed innovative, locally-financed summer employment programs in recent years. Related year-round programs complement summer efforts, typically for smaller numbers of youth.
Educators believe that they are adequately preparing youth for the labor market while at the same time employers lament the students' lack of skills. A possible source of the mismatch in perceptions is that employers and educators have different understandings of the types of skills valued in the labor market. Using economics and psychology literature to define four skills sets—socio-emotional, higher-order cognitive, basic cognitive, and technical—this paper reviews the literature that quantitatively measures employer skill demand, as reported in a preference survey.