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An estimated 2.5 million more engineers are needed in sub-Saharan Africa to tackle its development challenges, yet, as things stand, the region falls short of meeting this demand. What is the missing link?
Science, technology, engineering, and mathematics (STEM) represents a vast and crucial domain of knowledge. Integrated STEM Education, a dynamic pedagogical approach, surpasses traditional teaching methods by intentionally weaving these four fields into a single cross-disciplinary program. It cultivates both technical and 21st-century skills through real-world problem-solving.
In principle, STEM skills encompass a blend of technical and soft skills acquired through authentic integrated STEM programs. However, globally, STEM skills typically refer to the technical competencies acquired through STEM education, without strict adherence to a specific pedagogical approach.
The question now is: Can STEM skills unlock Africa’s path to prosperity?
While investing in skills will remain a crucial factor for the twin, green and digital, transitions, it will also be vital in the coming years to invest in jobs that are learning-intensive, that make use of the skills of young people and give them a springboard to a successful career.
This brief provides an overview of selected online and digital tools to support career guidance for young people and adults.
This inventory showcases tools aimed at supporting career development processes of young people and adults, and complements the ILO Policy guidance note on digitalising career guidance services. This synthesis contains 25 exemplary online and digital websites, tools and platforms, from all global regions, and provides brief insight onto publics and needs addressed, their functionalities, accessibility and integration into career guidance processes.
Supporting youth and ensuring their inclusion in all aspects of Canada’s economic recovery takes a collaborative and dynamic approach. Through Budget 2021, the Government of Canada committed an additional $5.7 billion over the next five years to help young Canadians pursue and complete their education, acquire new skills and get hired.
On World Youth Skills Day, we asked young people their thoughts on redesigning education and skills for the post-COVID era. Here's what they had to say.
Over 70 per cent of young people who were either studying or combining study and work before the onset of the COVID-19 pandemic experienced school closures, and not all were able to transition into online and distance learning,
This policy brief highlights how youth, especially women, are being severely impacted by the COVID-19 pandemic. The crisis is likely to be particularly severe for youth across three dimensions: (1) disruptions to education, training and work-based learning; (2) increased difficulties for young jobseekers and new labour market entrants; and (3) job and income losses, along with deteriorating quality of employment. The brief calls for urgent, comprehensive and targeted policy responses to the global pandemic.
Nationwide stay at home orders have had an impact on everyone, but young Canadians experiencing closures of schools and businesses are facing uncertainty about their education, summer jobs, and even day-to-day structure.
Education and training for productive employment is an important tool for economic growth and development. Technical and Vocational Education and Training (TVET)—an aspect of the educational process—is viewed as a tool for productivity enhancement towards achieving economic growth. TVET focuses on practical applications of skills learned, and are intended to prepare trainees to become effective professionals in a specific vocation. It also equips trainees with a broad range of knowledge, skills, and attitudes that are indispensable for meaningful participation in work and life.
Data and research on education including skills, literacy, research, elementary schools, childhood learning, vocational training and PISA, PIACC and TALIS surveys., Dream Jobs? Teenagers' Career Aspirations and the Future of Work
New funding is being invested in thousands of youth, women and under-represented groups to get the training and support they need for apprenticeships and employment in the skilled trades.
As technology and automation sweep through our workplaces, enterprise skills are the skills which current and future workers need to thrive in their future careers.
Brookings, together with the nonprofit INJAZ, recently launched a "scaling lab" to study and improve financial literacy in Jordanian youth.
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The Cultivate Africa’s Future Fund (CultiAF) is a ten-year, CA$35 million partnership (AUD$37 million) between IDRC and the Australian Centre for International Agricultural Research (ACIAR). CultiAF funds applied research aimed at improving food security, resilience, and gender equality across Eastern and Southern Africa.
In Kenya, young people aged 18 to 34 years account for 29% of the population and play an important part in the country’s economic growth and transformation agenda. However, 70-80% of youth-established businesses fail within the first two years. To support entrepreneurs to create sustainable and profitable enterprises, the United States International University-Africa (USIU-Africa) hosts a business training and mentorship program that also links young people to financial institutions for loans to grow or enhance their businesses.
Now in its second phase, the project was set up by the Global Agribusiness Management and Entrepreneurship (GAME) centre at USIU-Africa. It is supported by the Cultivate Africa’s Future Fund (CultiAF), a 10-year partnership between IDRC and the Australian Centre for International Agricultural Research. The project aims to understand what combination of interventions works to ensure youth-led business success in the agriculture sector. Scaling out the approach of business training combined with mentorship and financing, this phase has attracted 1,200 applicants – up from 60 in the first phase – and has worked directly with 492 youths operating a wide range of agribusinesses.
This study explores school-to-work transitions in Germany, aiming to achieve a richer understanding of the complexity of labour market entry trajectories while focusing on transition measures. The term transition measures refers to additional training courses that complement the regular vocational education and training system of firm-based or school-based qualification routes. The contribution of supplementary training measures to the school-to-work transitions of young adults is a controversial issue. While programmes aim to ease the transitions of low-skilled youth in the training and labour market, critics point to the risks of long-term subsidised careers or fragmented employment trajectories in subsequent years.
Younger Canadians generally have a higher level of education than their counterparts across Organisation for Economic Co-operation and Development (OECD) countries, and they are more likely than previous generations to have completed a postsecondary education.
Non-cognitive factors have shown promise in determining how well a student prepares, adapts and succeeds in the transition from high school to post-secondary.
The report captures the immediate effects of the pandemic on the lives of young people (aged 18–29) with regards to employment, education, mental well-being, rights and social activism. Over 12,000 responses were received from young people in 112 countries.
This paper investigates the effectiveness of a small experimental pilot addressed to foreign adolescents with low language skills and high dropout risk in lower secondary school in Turin, North-West Italy.
Almost a quarter of young people who enrol in a VET program have already completed general upper secondary education (23% in 2018). Of learners who enrolled in a VET programme in 2018, 39% had already started another kind of education programme (Statistics Denmark 2019).
The aim of the partnership is to jointly develop training offers and to make these available to provide young people in disadvantaged regions with life skills and job skills. The goal is to prepare them for the jobs of the future and for active participation in the life of the community.
While the mismatch between labour market needs and prospective employees’ skills sets is growing, countries need to adapt the supply of skills in order to fuel economic prosperity and ensure that no one is left behind. Education systems can play a crucial role in channelling skills and talent into the labour market and helping young people develop a fair assessment of the opportunities available to them.
Promoting Women and Youth Financial Inclusion for Entrepreneurship and Job creation: Comparative study of selected sub-Saharan African countries
Could a high quality and specialized technical education in high school make a difference?
Sub-Saharan Africa has the youngest population of any region of the world, and that growing working-age population represents a major opportunity to reduce poverty and increase shared prosperity. But the region’s workforce is the least skilled in the world, constraining economic prospects. Despite economic growth, declining poverty, and investments in skills-building, too many students in too many countries in Sub-Saharan Africa are not acquiring the foundational skills they need to thrive and prosper in an increasingly competitive global economy. This report examines the balancing act that individuals and countries face in making productive investments in both a wide range of skills – cognitive, socio-emotional, and technical – and a wide range of groups – young children through working adults – so that Sub-Saharan Africa will thrive.
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