Global trends in youth education Rika UNESCO institute for lifelong learning
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Global and Regional Overview of Trends, Policies & Challenges in Youth Education. Youth and Inclusive Citizenship Workshop, 8-10th September 2014 https://priaaspbae50.wordpress.com/
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Global trends in youth education Rika UNESCO institute for lifelong learning
- 1. Youth Education – Global Trends, Policies and Challenges Workshop on Youth and Inclusive Citizenship (New Delhi, India, 8-10 September 2014) Rika Yorozu -- r.yorozu@unesco.org 1
- 2. Mission: To promote the recognition of and create the conditions for the exercise of the right to education and learning Mandate: Lifelong Learning with a focus on adult and continuing education, literacy and non-formal basic education Activities: uil.unesco.org
- 3. YOUTH EDUCATION 1 Trends 2 Policies 3 Challenges 3
- 4. POPULATION 4
- 6. EDUCATION 6
- 7. Out of school adolescents 8
- 8. Youth literacy rate 9
- 9. WORK 10
- 10. Youth unemployment rate 2013 Source: ILO 2014 11
- 11. Youth unemployment rate projections Source: ILO 2013 12
- 12. Youth Employment - Developing Countries - ILO : A generation at risk: Global employment trends for youth 2013 13
- 13. SOCIAL 14
- 14. 15
- 15. Factors of vulnerability Religious, social and community identity Family’s socio-economic status Education level and literacy skills Physical and medical conditions Gender
- 16. YOUTH EDUCATION 1 Trends 2 Policies 3 Challenges 17
- 17. United Nations • International Youth Day: 12 August • UN World Programme for Action on Youth • World Youth Report 18
- 18. UNESCO Operational Strategy on Youth • 2014-2021 (previous one: 1998 UNESCO Strategy for and with youth) • Axis of operation: 19
- 19. Latin America Eighth general goal . To offer all individuals lifelong educational opportunities • Employment for graduates of TVET • Access to education for those with greatest disadvantage and needs • Increase participation in class-based and remote learning for further training 20
- 20. EU Youth Strategy for 2010-18 21
- 21. Findings on policy environment • Most policies have similar objectives for employment for better health for active citizenship • No clarity on stakeholder involvement • Agencies responsible for formulation and for implementation are not the same • Monitoring and evaluation are not clearly defined
- 22. YOUTH EDUCATION 1 Trends 2 Policies 3 Challenges 24
- 23. Challenges 25 Source: http://childrenyouth.org/about/who-we-are/
- 24. Youth-less Development is Useless Development? • Individuals (who are under 30) • Organisations (who are led by young people under 30) 26
- 25. UNESCO Online Youth Community http://www.wsis-community.org/pg/groups/809448/ Contact: Youth@unesco.org 27
- 26. Youthink! World Bank blog http://blogs.worldbank.org/youthink/ 28
- 27. • What? mobile app makers for sustainable development • By whom? UNESCO and IT partners (i.e. The MASH Project in India, FOSSASIA in Vietnam) • For whom? By youth and youth organizations • What does it offer? Access to software, training materials, mobile app competitions • More information : http://www.youthmobile.org/ 29
- 28. Five stages of transition learning after primary school age starting a productive working life adopting a healthy lifestyle forming a family exercising citizenship Socio-cultural context Life circumstances
- 29. Education is key in preparing youth for transition stages formal informal non-formal
- 30. 32
- 31. Learning outside the school • EU Validation of non-formal and informal learning (2009) • OECD Recognition of Non-Formal and Informal Learning (2010) • UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning (2012) 33
- 32. Youth Matters • Target a specific group of young people • Recognise reasons for vulnerability • Not “stand-alone” • Integrate basic education + vocational skills + life skills • Effective partnerships with a variety of stakeholders • Involve learners at different stages 34
- 33. Community Matters • Engaging youth in community learning centres As managers As volunteers As learners 35
- 35. Curriculum: Youth PATH UNESCO Kingston: Carribean Countries • Expected use: Ministries of Tourism, Youth Development, Culture and for Non- Governmental and Community Based Organizations to design projects in collaboration with and for young people to engage them in the conservation, development and management of natural 37
- 36. And more: • Another way to learn (UNESCO 2007) – Country case studies, many from LAC • Community Youth Mapping (USAID 2011) • Girls’ education, empowerment and transitions to adulthood (International Center for Research on Women 2012) 38
Editor's Notes
- The mission of UNESCO Institute for Lifelong Learning (UIL), established in Hamburg, Germany in 1951, is to promote the recognition of and create the conditions for the exercise of the right to education and learning. As one of UNESCO’s seven education institutes, UIL undertakes research, capacity-building, networking and produces publications on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. To support the follow-up and monitoring at the international level of the Belém Framework for Action: Harnessing the power and potential of adult learning and education for a viable future (2009), UIL is advocating for the realization of the vision of a learning family, learning communities, learning cities, learning countries and learning planet.
- http://www.adb.org/great-expectations/index.html#NaN
- Out of school adolescents In 2012, 63 million young adolescents around the world were not enrolled in primary or secondary school, compared with 97 million in 2000. ... South and West Asia has the biggest share of this population with 26 million out-of-school adolescents, although this represents a reduction by nearly one-third since 2000. Progress in the region has been especially notable for girls since 2000, when nearly three in five out-of-school children were female, compared to less than one-half in 2012. Data Source: UIS database Author: UIS Published: Jul. 2014
- http://public.tableausoftware.com/profile/aaabbb#!/vizhome/shared/X8FJJ4TGK
- Youth unemployment rate estimates and projections by region 2007-2017 In most regions, the youth unemployment rate is on an upward trend.
- In developing countries, the challenge is not only creating jobs, but also finding decent jobs for those young people who are often under-employed an working in the informal economy. Low levels of education and poor quality of education remain as developmental stumbling blocks in developing economies.
- http://www.oei.es/metas2021/summary.pdf Eighth general goal. To offer all individuals lifelong educational opportunities Specific goal 20. To guarantee access to education for young people and adults with the greatest disadvantages and needs. Indicator 28. Percentage of population with literacy skills. Level of achievement. To place the literacy rate for the region above 95% before 2015. The education we want for the Bicentennial Generation 29 Indicator 29. Percentage of young people and adults newly able to read and write who continue studying. Level of achievement. To ensure that between 30% and 70% of the young people and adults continue with basic education courses after learning to read and write. Specific goal 21. To increase the participation of young people and adults in class-based and remote learning for ongoing training programmes. Indicator 30. Percentage of young people and adults participating in class-based and remote learning for ongoing training and qualification programmes. Level of achievement. 10% of young people and adults participating in some level of training course in 2015 and 20%in 2021 during the four weeks prior to the date the corresponding survey is carried out.
- Youthpass
- All 15 countries have policies addressing vulnerable youth
- Informal learning opportunities for youth to engage in society and earn livelihoods as mobile app entrepreneurs. ICT-enabled youth organizations creating a sustainable pool of trainers, support staff, and mentors.
- http://www.cedefop.europa.eu/EN/about-cedefop/projects/validation-of-non-formal-and-informal-learning/validation-of-non-formal-and-informal-learning.aspx The importance to Europe of a skilled and knowledgeable citizenry extends beyond formal education to learning acquired in non-formal or informal ways. Citizens must be able to demonstrate what they have learned in order to use this learning in their career and for further education and training. To do so, they must have access to a system which identifies, documents, assesses and certifies (=validates) all forms of learning. This is what the EU has called upon Member States to put in place by 2018.
- Teaching and Learning for a Sustainable Future (UNESCO 2010) WEB 27 modules For example, Module 17: sustainable communities Module 27: community problem solving