The Center for Universal Education at Brookings
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,
Youth for Technology Foundation
Entrepreneurs are made not born.
When I was growing up, my father often said to me, "They can take everything else away from you, but they can't take away how much you have in your head." His words have resonated with me throughout my life. Perhaps that is why, when I started Youth for Technology Foundation (YTF) from a cubicle at Microsoft in 2000, I became so obsessed with my vision that I had no choice but to pursue it. Fortunately, I did not have to convince my husband, Telema, that my vision for YTF was worth pursuing; he soon joined me as cofounder.
Inter-American Development Bank
The concept of shared value, coined by Harvard professors Michael E. Porter and Mark R. Kramer in 2011, is being discussed among businesses, governments and development practitioners alike as a way for businesses to increase financial returns while simultaneously delivering social and climate impact in the community. In other words, it is the new way of doing business responsibly.
Inter-American Development Bank
The Inter-American Development Bank partnered with public and private entities in Jamaica to build a new business hotel in the heart of Kingston. Through a shared value approach, the project surfaced employment for women-led SMEs and youth-at-risk. The objective of the project is for the Marriot to hire 5 percent of its labor force from local youth-at-risk as well as source fresh goods from up to 20 local SMEs, preferably women. While increasing the hotel's reputation, trust within the community will be built.
The University of Chicago
While non-academic or “social-cognitive” skills are important predictors of student outcomes, schools (particularly secondary schools) devote little explicit attention to such skills after the first few grades–perhaps partly because of uncertainty about whether these types of skills are actually amenable to policy intervention. A randomized field experiment in the Chicago Public Schools assigned 2,740 disadvantaged males in grades 7-10 to one year of social-cognitive skill development through in-school and after-school programming, or to a control group.
USAID commissioned a series of case studies to examine interventions and approaches to creating pathways out of poverty that either “pushed” the very poor towards productive engagement in markets and/or “pulled” the poor into markets. This case study, written by Ben Fowler Consulting Inc.
Bill and Melinda Gates Foundation
This profile is on Paul Kimeni Muchai who participates in the East Africa Dairy Development Project. The project provides training, veterinary care, financial services, and access to a chilling plant—allowing farmers to pool their milk and increase their income
In economies characterized by low labor demand and high rates of youth unemployment such as the Middle East and North Africa, entrepreneurship training delivered in school has the potential to enable youth to create their own jobs. This paper presents experimental evidence on a new entrepreneurship track that provides business training and personalized coaching to university students in Tunisia. Undergraduates in the final year of licence appliquée were given the opportunity to graduate with a business plan instead of following the standard curriculum. We rely on randomized assignment of the entrepreneurship track among applicants and identify impacts on labor market outcomes one year after graduation. We find that the entrepreneurship track was effective in increasing self-employment, but that the effects are small in absolute terms. In addition, the employment rate among beneficiaries remains unchanged, pointing to a substitution from wage employment to self-employment.
360° Responsibility; SPARK
This case study details a large part of SPARK’s work in the Western Balkans during the years 2006-2010. SPARK is a young, enthusiastic development organisation focusing on building the capacity of partner organisations in fragile states so they can develop entrepreneurship amongst youth. This should lead to new enterprises and growth of existing enterprises. In five countries (Bosnia and Herzegovina, Serbia, Kosovo, Macedonia and Montenegro) SPARK has set up Business Start-up Centres (BSCs) with the aid of local civil society stakeholders such as municipalities, universities, chambers of commerce, business associations and other relevant parties. More than 10,000 youth followed business skills training, ranging from administrative courses to business plan writing, leading to improvaed participant business skills. Read the case study to discover the key lessons learned.
SEEP, USAID, Fundacion Paraguaya, Partners of the Americas
This paper discusses the youth-workforce development programs of Fundación Paraguaya and Partners of the Americas, and explores their experiences implementing income generating activities to help ensure market orientation and improve the ability of trainees to find employment.