FHI 360, National Institute for Work and Learning
In this report, The National Research Center for Career and Technical Education (NRCCTE) presents a conceptual foundation for furthering work based learning (WBL) through a review of the three main WBL models: internships, youth apprenticeships, and school-based enterprises.
USAID, JBS International, Inc.
This report draws from a review of 54 studies of programs related to youth workforce development to assess what packages of workforce development services work best for which populations.
Education Development Center, USAID
Established in 2009, Akazi Kanoze (AK) meaning “work well done” in Kinyarwanda, provides Rwandan youth ages 14-35 with market-relevant life and work readiness training and support, hands-on training opportunities, and links to the employment and self-employment job market. Akazi Kanoze builds capacity and creates linkages between youth, the Rwandan economy and the public and private sector so that youth can access increased opportunities for productive engagement in society.
At the request of the USAID mission in Zimbabwe, the FHI 360 Workforce Connections team conducted a Labor Market Assessment (LMA) to systematically analyze the country’s labor market system to better inform USAID & DFID on youth employment and entrepreneurship programming.
Workforce Connections, FHI 360
This report provides an overview of efforts of the African Union (AU) and its development partners to strengthen education in Africa, in the context of the urgent and growing youth employment challenge facing the Continent. It begins with an overview of the AU’s role, structure, and main strategic frameworks and priorities as they relate to youth employment and education.
At the request of the USAID mission in Kenya, the FHI 360 Workforce Connections team conducted a Labor Market Assessment (LMA) to analyze the youth workforce and labor market in Kenya.
The assessment team was asked to identify and propose interventions that would have the highest potential sector and economy wide impacts that lead to generation of employment, better labor market outcomes and strategies for effective youth participation.
World Bank Group
Although there is a general agreement in the literature of the importance of social-emotional skills for labor market success, there is little consensus on the specific skills that should be acquired or how and when to teach them. The psychology, economics, policy research, and program implementation literatures all touch on these issues, but they are not sufficiently integrated to provide policy direction.
Bridge Housing, Health Equity Institute
Workforce Connections, FHI 360, Child Trends
Soft Skills Key to Success for Youth Worldwide
New report identifies five most important “soft skills” that will help youth find and keep jobs
Organisation for Economic Co-operation and Development (OECD)
This paper reviews the recent literature on measuring and fostering cognitive and non- cognitive skills. IQ tests and achievement tests do not adequately capture non- cognitive skills personality traits, goals, character, motivations, and preferences that are valued in the labour market, in school, and in many other domains. For many outcomes, their predictive power rivals or exceeds that of cognitive skills. Evidence from the General Educational Development (GED) testing programme in the United States shows the importance of non-cognitive skills.