Youth Education - Global Trends, Policies and Challenges
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Presented in the Workshop on Youth and Inclusive Citizenship (New Delhi, India, 8-10 September 2014).
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Youth Education - Global Trends, Policies and Challenges
- 1. Youth Education – Global Trends, Policies and Challenges Prepared for the Workshop on Youth and Inclusive Citizenship (New Delhi, India, 8-10 September 2014) Rika Yorozu -- r.yorozu@unesco.org 1
- 2. 1.Introduction Mandate: Lifelong Learning with a focus on adult and continuing education, literacy and non-formal basic education Modalities: •research •capacity-building •networking •publication
- 3. 2. Past Activities Review of policies and practices Literacy and basic life skills for vulnerable youth initiated by UIL and Canadian International Development Agency (2010): • Multi-country desk research Bangladesh, Bolivia, Brazil, Cambodia, Ethiopia, India, Indonesia, Haiti, Mali, Mexico, Morocco, Mozambique, South Africa, Tanzania, Viet Nam • Literature review
- 4. 4
- 5. Global space • International Youth Day: 12 August • UN World Programme for Action on Youth & indicators • World Youth Report: 2013’s theme is migration • UNESCO Youth Forum: every 2-years since 1999 • EFA Global Monitoring Report 2012: focus on skills for youth • Agenda for action: engaging youth in planning education for social transformation (IIEP Policy Forum on Youth 2012) • UIL Youth Taskforce – Literacy and Life Skills 5
- 6. 6
- 7. 7
- 8. Out of school adolescents 8
- 9. 9
- 10. Youth unemployment rate 2013 Source: ILO 2014 10
- 11. Youth unemployment rate projections Source: ILO 2013 11
- 12. Youth Employment - Developing Countries - ILO : A generation at risk: Global employment trends for youth 2013 12
- 13. 2. Past Activities Review of policies and practices Literacy and basic life skills for vulnerable youth initiated by UIL and Canadian International Development Agency (2010): • Multi-country desk research Bangladesh, Bolivia, Brazil, Cambodia, Ethiopia, India, Indonesia, Haiti, Mali, Mexico, Morocco, Mozambique, South Africa, Tanzania, Viet Nam • Literature review
- 14. Theme: • Youth and Social Inclusion: Civic Engagement, Dialogue and Skills Developm’t • Vulnerable youth’s participation encouraged by UNESCO. • Strategic recommendations to the UNESCO General Conference. 3 action projects for and by the youth from the Asia-Pacific region. 14
- 15. UNESCO Operational Strategy on Youth • 2014-2021 (previous one: 1998 UNESCO Strategy for and with youth) • Axis of operation: 15
- 16. Global SIDS Conference (Apia, Samoa, Sept. 2014) Affordable & holistic education 16 Enabling policy environments 100% sustainability literacy Youth’s voice in shaping the Small Island Developing States’ future development agenda.
- 17. Latin America • Specific goal 19. To increase the levels of employment insertion among the young people graduating from vocational and technical education. 17
- 18. EU Youth Strategy for 2010-18 • The European Commission promotes dialogue between youth and policy makers in order to increase active citizenship, foster social integration, and ensure inclusion of the young in EU policy development. • These priorities form a core part of the EU Youth Strategy for 2010-18, which has two overall objectives: • to provide more and equal opportunities for young people in education and in the job market • to encourage young people to actively participate in society. • The Strategy proposes initiatives in eight fields of action: • Education and training • Employment & entrepreneurship • Health & well-being • Participation • Voluntary activities • Social inclusion • Youth & the world • Creativity & culture • Social exclusion and poverty among young people has grown over the course of the economic crisis. The EU youth strategy seeks, in particular, to: • realise the full potential of youth work and youth centres as a means of inclusion; • support the development of intercultural awarenessand combat prejudice; • address the issues of homelessness, housing, andpoverty; • promote access to services – e.g. transport, e-inclusion, health, and social services; • promote specific support for young families. ERASMUS+ • The new EU programme for Education , Training , Youth , andSport for 2014- 2020. 18
- 19. 19
- 20. Field activities • Beijing Office: – Awareness raising toolkit on gender-based violence • Bangkok Office: – Youth Empowerment Project • Jakarta Office: – Youth civic engagement • Phnom Penh Office: – Sexuality education 20
- 21. 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) 21
- 22. TVET • Online discussion on tackling youth unemploymet through TVET • Discussion question: –What are the main impediments to widening TVET access and participation by disadvantaged (and often hard-to-reach) groups, and how can these problems be overcome? 22
- 23. Challenges • Sustainable development 23
- 24. Youth-less Development is Useless Development? • Individuals (who are under 30) • Organisations (who are led by young people under 30) 24
- 26. UNESCO Online Youth Community http://www.wsis-community.org/pg/groups/809448/ Contact: Youth@unesco.org 26
- 27. Youthink! World Bank blog http://blogs.worldbank.org/youthink/ 27
- 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. Factors of vulnerability Religious, social and community identity Family’s socio-economic status Education level and literacy skills Physical and medical conditions Gender
- 31. 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
- 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 32
- 33. Community Matters • Engaging youth in community learning centres As managers As volunteers As learners 33
- 34. RVA • Request to UNESCO in the International Conference on Adult Education (2009) • Translations available in Arabic, Persian, Khmer, etc. 34
- 35. 3. Future Plans (2014–2015) • LAC Regional Conference on Literacy and Basic Skills for Urban Youth (incl. migrants from rural areas) in Mexico • Compendium of life skills education curriculum • Literacy programmes targeting young women • Special issue on youth in the International Review of Education 35
- 36. • Beijing Declaration on Building Learning Cities: Lifelong Learning for All: Promoting Inclusion, Prosperity and Sustainability in Cities • Key Features of Learning Cities: List of key features and measurements
- 37. Others • APEC Human Resources Development Working Group – Labour and Social Protection Network (hrd.apec.org) 37
- 38. • 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/ 38
- 39. References • 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) 39
- 40. 40
Editor's Notes
- A non-profit international institute of UNESCO. The Institute undertakes research, capacity-building, networking and publication on Lifelong Learning with a focus on adult and continuing education, literacy and non-formal basic education.
- 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
- 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.
- 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.