The concept of the Business Labs emerged from a Trinidadian project undertaken by the Organization of American States, the Ministry of Education in Trinidad and Tobago. The Minister of Education thought that the way in which schools utilize laboratories to provide practical experience in the areas of science, could be applied to business education, thus adding a new dimension to the current theoretical approach.
This report summarizes the lessons learned and makes recommendations for the IDEJEN project as it moved from a pilot phase with 650 youth to a large-scale national project serving 13,000 youth. It examines the following aspects of the project: developing a knowledge base, informal basic education, life skills, technical/ vocational training, livelihood accompaniment, capacity-building of local organizations, monitoring and evaluation, and partnerships.
Studies based on firm-level data find that both exporting firms and multinational corporations pay higher wages for a given skill level. The author of this study, however, uses the case of Mexico to support his thesis that the existence of export manufacturing firms in the developing world deleteriously affects the educational choices of local youth. The author finds that these relatively high-paying jobs disincentivize youth from pursuing further education and graduating to higher skill levels that would ultimately be more lucrative.
Led by Partners of the Americas, A Ganar (Vencer in Brazil) is a youth workforce development program wrapped up in a soccer ball. By utilizing soccer and other team sports to help youth in Latin America, ages 16-24, find jobs, learn entrepreneurial skills, or re-enter the formal education system, A Ganar combats the serious problem of youth unemployment.
The Skills and Knowledge for Youth Employment (SKYE) project in seeks to strengthen youth’s access to justice and equip youth with market-driven skills and attitudes to improve their ability to transition to the workforce. SKYE will target a total of approximately 600 youth beneficiaries who do not have the necessary education, skills and behaviors for integration into the workforce; many will be school dropouts and/or involved in the juvenile justice system.
This project will bridge the gap between the country's labor supply and private sector demand. Through partnerships with public agencies, private businesses and organizations, the project will create alliances with key employers, training institutions, pivotal public agencies and NGOs to improve occupational training programs, establish consumer/employer-based employment information system and career counseling initiatives. Likely industries include aeronautics, energy, construction, software development, logistics, tourism and ICT.
This paper discusses the UNESCO Youth Poverty Alleviation through Tourism and Heritage (Youth PATH) project. The goal of this project is to train youth in poor communities of the Caribbean in the development and documentation of natural and cultural heritage sites to enable these sites to become the center of domestic and/or international tourism and in so doing, develop communities and reduce poverty.
The MDGs and the Education for All (EFA) goals are analyzed from the perspective of youth in this paper, which also details the contributions made toward these goals by UNESCO programs and activities. The paper also presents progress achieved and innovative experiences at the country level.
Center for the New Economy, Center for Social Development
In this paper, the author examines the establishment and operations of a CDA program in Caguas, Puerto Rico, testing whether asset-building policies can provide a new approach to social welfare in Latin American countries and Hispanic communities in the United States.