Gwang Chol Chang - Youth and Skills

7/30/2019 Gwang Chol Chang - Youth and Skills

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YOUTH AND SKILLSPutting education to work:

Highlights from EFA GMR 2012and implications for the region

International Forum on Skills for Inclusive and

Sustainable Growth in Developing Asia-Pacific

Manila, 11-12 Dec 2012

Gwang-Chol Chang

Chief, Education Policy and Reform UnitUNESCO Bangkok (Asia and Pacific Regional Bureau for Education)


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Key messages: EFA Global Monitoring Report 2012

Progress towards Education forAll is stagnating

Aid to education is slowing down

Slow progress has left a hugeskills deficit among young people

Poor urban and rural youth,especially women, urgently needsupport to acquire skills
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Out-of-school children: lower secondary school

2510

40

31

36

29

-10

10

30

50

70

90

110

1999 2010

East Asia and Pacific South and West Asia Rest of the world

Out-of-school adolescents (in million), 1999-2010

101 million

70 million


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Youth and skills

Three main types of skills that all young people need:

Foundation skillsthe literacy and numeracy skills necessary for getting work that can payenough to meet daily needs

these skills are a prerequisite for continuing in education and training, and alsofor acquiring transferable and technical and vocational skills

Transferable skillsthe ability to solve problems, communicate ideas and information effectively,be creative, show leadership and conscientiousness, and demonstrateentrepreneurial capabilities

these skills are required for young people to be able to adapt to different andchanging work and life environments.

Technical and vocational skillsthe specific skills since many jobs require specific technical knowhow andcompetencies often provided at upper and post-secondary education levels, either in formal

and non-formal education institutions.


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Pathways to skills

A primary and lower secondary educationgives young peoplefoundation skills.

Young people learntransferable skills andtechnical andvocational skills atupper secondaryschool.

Work-based trainingteaches transferable andtechnical and vocational skills through direct workexperience.

200 million youngpeople need asecond chance.


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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Kazakhstan 2006

Armenia 2005

Kyrgyzstan 2006

Azerbaijan 2006

Tajikistan 2005

Indonesia 2007

Philippines 2003

Timor-Leste 2010

India 2006

Nepal 2006

Bangladesh 2006

Pakistan 2007

Cambodia 2010

No education Dropped out (primary) In primary Dropped out (lower secondary)

In lower secondary Dropped out (upper secondary) In upper secondary or higher

Source : GMR team analysis based on UIS (2012).

Many young people lack foundation skills

In 3 out of 13 countries,more than half of youthlack foundation skills

Education status of 15- to 19-year-olds, by country, latest available year


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0

20

40

60

80

100

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N e p a l

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. M o

l d o v a

A z e r b a i j a n

A l b a n i a

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b i q u e

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. R .

M a u r i t a n i a

T i m o r - L e s t e

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L e s o t h o

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B e l i z e

D . R . C

o n g o

N i g e r i a

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T u r k e y

G h a n a

P h i l i p p i n e s

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l

D o m i n i c a n R e p u

b l i c

B o

l i v i a

, P . S .

G u y a n a

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l o m

b i a

Y o u t h p o p u

l a t i o n

( % )

Rural poorest 40% Urban poorest 40% Urban richest 20%

52%

Percentage of 15-24 year-olds leaving before completing lower secondary school

Source: GMR team analysis based on UIS (2012).

Urban poorest are at agreater disadvantage

than rural poorest

Rural poorest are at agreater disadvantagethan urban poorest

90%

82%

31%

43%

9%

Urban poverty reduces chances of acquiring skills


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Percentage of youth (age 15 to 24) with less than lower secondary education, bygender, in rural areas

Source: GMR team analysis based on UIS (2012).

0

20

40

60

80

100

N i g e r

B u r k i n a F a s o

M o z a m

b i q u e

C . A . R .

S e n e g a l

M o r o c c o

G u i n e a

M a l i

E t h i o p i a

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C t e

d ' I v o i r e

B e n i n

L i b e r i a

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a n z a n i a

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D . R . C

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Z a m

b i a

P a k i s t a n

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M a u r i t a n i a

T u r k e y

N e p a l

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. R .

N i g e r i a

G h a n a

Z i m

b a b w e

B o

l i v i a

K e n y a

E g y p t

T a j i k i s t a n

A z e r b a i j a n

R w a n

d a

M a d a g a s c a r

H a i t i

S . T o m e / P r i n c i p e

B a n g l a d e s

h

S w a z i l a n

d

T i m o r - L e s t e

I n d o n e s i a

A l b a n i a

K y r g y z s t a n

A r m e n i a

U k r a i n e

K a z a k

h s t a n

L e s o t h o

B e l i z e

N a m i b i a

B r a z i

l

P h i l i p p i n e s

D o m i n i c a n R e p

.

C o

l o m

b i a

M a l

d i v e s

G u y a n a

M o

l d o v a

Y o u t h p o p u

l a t i o n

( % )

Rural male Rural female

Females are at adisadvantage

Gender parity Males are at adisadvantage

Poor, rural young women lack skills the most


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In Bangladesh, providing stipends for secondary school girls has dramaticallyincreased enrolment.

Remove barriers tosecondaryeducation

Returns on male vocational secondaryschool graduates in wage employmentare 39% (compared to 32% for generalsecondary school graduates).

Make secondaryschool relevant to

world of work

In the Philippines, flexible provision,including distance learning reduceddropout from 13% to 8% over 5 years.

Provide alternativeroutes to earlyschool leavers

Delivering skills through secondary schooling


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Indonesias Education for YouthEmployment targets poor, unemployedyouth with low education. In 2006, 82% of participants were able to find employmentwithin 3-4 months after training.

Target unemployedyouth

An estimated 79% of Pakistani youth workin the informal sector where traditionalapprenticeships are the main mode of skillsacquisition.

Support trainingthrough traditional

apprenticeships

The Training for Employment project inNepal combines foundation skills andvocational training, primarily for disadvantaged castes and ethnic minorities.73% of graduates found employment.

Make foundationskills part of entrepreneurial

skills training

Delivering skills training to urban poor youth


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Equivalency programmes in Indonesiaprovide early school leavers with anopportunity to continue their education andinclude training in life skills.

Provide secondchance

programmes

BRAC, an NGO, gives assets such as acow to poor, rural women in Bangladeshalong with training in business skills.P articipants income nearly tripled.

Combine skillstraining with assets

Experiments in India have shown thepotential benefits of augmenting trainingwith ICT, especially radio, which can reachlarge numbers of disadvantaged farmers.

Provide training viaICTs to reachyoung people in

remote areas

Delivering skills training to poor rural youth


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What stakeholders should do

GovernmentsPrioritize second-chance programmes in national plansEnsure education gives youth relevant skills for workTarget youth in poor rural and urban areas, especially women

Private sectorExpand their own skills development programmes to reachdisadvantaged young peopleAlign support with national government priorities, includingthrough training funds

Aid donorsIncrease aid for lower secondary and second chance educationReallocate aid spent on those studying in their own countries


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Policy implications for countries in the region

Whole-system approach to skills development

Promote skills acquisition in both general and vocationaleducation

consider increasing blurred demarcation between general andvocational education (emerging trend toward the vocationalisation

of general education and the generalisation of vocational education)strengthen foundation and transferable skills acquisition in vocationaleducation, given rapid changes of the labour market

Extend basic education to include secondary where possibleprimary schooling is not enough to acquire foundation skills

Address knowledge gaps on skills needs and developmentlabour market information are the requirements for demand-drivenskills development

collect more data to analyse and build evidence (e.g. national

employer surveys on skills needs, graduate tracer studies)


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Policy implications for countries in the region

Strengthen skills development through alternative

programmesExpand second-change education programmes for those whomissed out on formal schooling

various experiences can be tapped on

providing a mix of foundation, transferable and vocational skills asrelevant

Pay greater attention to the recognition of non-formal andinformal learning

UNESCO guidelines on the recognition, validation and accreditation of non-formal and informal learning (RVA) could be a useful source


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www.efareport.unesco.org

Blog: efareport.wordpress.com

Twitter: @efareport #YouthSkillsWork

Documents

Gwang Chol Chang - Youth and Skills