Youth employment looks different around the world

Transcription

1 Thinking in Systems

2 Youth employment looks different around the world MENA 22% youth unemployment Urban, with tertiary education 28% live in rural areas Half of all food is imported Pov ($2/day) 3% SE ASIA 9.5% youth unemployment 53% live in rural areas 25% land is agricultural Pov ($2/day) 25% LAC 12.5% youth unemployment 18% dropout rate prior to completing primary 29% live in rural areas Pov ($2/day) 9% SS AFRICA 15.5% youth unemployment 60% live in rural areas 51% land is agricultural 1/3 never attend or drop out of primary school Pov ($2/day) 80%

3 What is causing the problem? Simple demographics? Growth problem? Supply and demand matching problem? Legal and regulatory barriers? System shocks?

4 There are several scenarios linking skills, jobs, workers and economic growth; within each there are multiple storylines Growth paradigms Growth first Jobs first Skills first Workers first Growthfriendly policies Target key sectors Skill forecasting Workerfriendly policies Investment Align investments in sector growth and skills Public investments in skills Increase in firm productivity Increased demand for labor Cadre of managers and technicians pass on skills Skilled workforce attracts investment Improved satisfaction and job growth

5 What is workforce development? Enabling individuals to acquire knowledge, skills and attitudes for gainful employment or improved work performance; and providing employers with an effective means to communicate and meet their demand for skills Without a broad definition, WFD can get stuck at one or the other end of the spectrum, leading to less effective outcomes Tan, Jee-Peng, Robert McGough and Alexandria Valerio. Workforce Development in Developing Countries: A Framework for Benchmarking. Washington, D.C.: The World Bank, January 10, 2010.

6 Examples of WFD systems and frameworks

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8 Skills delivery systems internal processes

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10 What is a system?

11 Youth are not used cars

12 Stocks and flows in the Kenyan education system

13 Causal Loop Modeling Youth population bulge Ineffective educational system Low investment in in the the education system Content not relevant to today's jobs Weak connection to workplace learning Rigid labor Informal regulations educational system Actual employees Low or wrong skills Potential employees Companies challenged to to grow Companies Companies reluctant to hire reluctant to hire More youth looking for work than the labor market can absorb Unemployed Unemployed Youth Youth Political pressure for short-term visible action Limited capacity of the public sector Limited capacity of public sector Raise funds Underinvestment in infrastructure Low investments Slow economic growth Absence of regulations or enforcement to protect investors High transaction costs due to burdensome regulations Sector-specific regulation providing disincentives to investments Programs targeting marginalized youth Investment in special programs targeting youth High potential youth left out of programs

14 The AET System

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16 Modeled formal AET system Low Skill Agriculture Vocational Training Medium Skill Agriculture High Skill Agriculture Primary Education Lower Secondary Education Upper Secondary Post Secondary TVET Higher Education

17 What are the elements of an AET system Formal Elementary Secondary TVET University Informal Neighbors Business training On the job training

18 Things to keep in mind with AET systems Remedial education can be a constraint Technical and Vocational Education is vital to AET There is strong overlap between AET and agriculture extension Both the formal and informal economic systems are supplied by the AET system

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20 Things to keep in mind with AET systems Remedial education can be a constraint Technical and Vocational Education is vital to AET There is strong overlap between AET and agriculture extension Both the formal and informal economic systems are supplied by the AET system

21 Transferring the land grant mission around the world Major US LGUs trained mentored institutions in the developing world The Ohio State University with Punjab Agricultural University Curriculum was transferred Syllabi were translated Books were shipped Faculty were educated in the US

22 Secrets to AET success Relevant Must train/teach skills that are needed Responsive Must be able to adapt to changing demand for skills Present Must be connected to the training recipients Funded Must have the financial resources to fulfil their mission

23 What is the goal for the AET system? To recreate or replicate another system? To create an entirely new system? To support value chains? To maximize literacy rates?

24 Modeled formal AET system Low Skill Agriculture Vocational Training Medium Skill Agriculture High Skill Agriculture Primary Education Lower Secondary Education Upper Secondary Post Secondary TVET Higher Education

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26 Stakeholders in the Kenyan WFD system (current)

27 Examples of best practice countries & experiences Singapore - Alignment of economic strategy and investments with education, skills development and training. Interventions are continually updated. Ireland Development of public sector policies to promote private sector investment. Education and training is adjusted to meet private sector demand. Germany - Partnership between public sector education and private sector training. Mixed system supported by a levy.