Urgent investment in human capital is needed to create a fairer world> 1.1 billion jobs are liable to be radically transformed by technology in the next decade. The Reskilling Revolution will position education at the core of the economic recovery by updating teaching and education systems to effectively prepare today's students for tomorrow's economy and society. This work aims to benefit 150 million students and young learners by 2024.

Jobs entry conditions are tough for disadvantaged youth in a tight labor market. South African employers prefer to hire employees who have at least completed a secondary school education and one year of work experience. Yet, over 47 percent of South Africa’s unemployed youth have education levels below secondary (termed “Matric” in South Africa) level education and most youth have not held a job. However, growing evidence globally and in South Africa demonstrates that 21st century skills – non-technical skills which include executive function skills and socioemotional skills – rival technical skills in their ability to positively impact employment and earnings, and may be the single most important predictor of a new employee’s success, providing a new entry point for disadvantaged youth.

New technologies, including the recent progress in Artificial Intelligence (AI), are transforming work and jobs worldwide. Climate change is also having an impact on the job market. To thrive in today’s world, young people need a full range of skills and knowledge to work, be active citizens, and live in the 21st century. This blog post explores how UNICEF is supporting young people with the skills they need to succeed in school, work and life.

Leveraging the ILO’s microdata, an analysis of global labour market and occupational trends highlights strategies to strengthen skills development and boost the competitiveness, agility, and resilience of youth.

This report talks about the impact of the Duke of Edinburgh’s International Award. It discusses the award’s non-formal education and learning framework which operates in more than 130 countries and territories. It aims to challenge young people to discover their potential and find their purpose, passion and place in the world. This publication sets out the Award’s global impact in 2020.

This research provides valuable insights about the South African labor market, through the identification of future employment pathways with greater earning potential based on the tasks and skill-sets young people develop in their current occupation.

This study provides an overview of impact investment and skills creation in innovation, covering the main features of impact investment, the historical development of the phenomenon, and how it can be linked to the skills creation process. The study examines the emergence of impact investing and explains its principles and defining features. It maps some existing initiatives at European and local levels, presents examples of good and innovative practices in investments with social impact, and explores what practices and instruments for impact investment in innovation skills have been and/or could be applied in the Western Balkans.

This note focuses on the linguistic challenges many faces as they try to acclimate to life abroad when their native language is no longer dominant in their surroundings. From designing curricula around the needs of families to recognizing and accounting for dialects when sharing resources or providing services, this note takes an in-depth look at how to use #2GenImm approaches to help families overcome the language barrier.

This report proposes a new approach to tackling plastic pollution. It focuses on empowering informal waste recovery systems (IWRS) and their workers. These workers, often overlooked, possess valuable skills and knowledge in waste collection. The report argues that current solutions often exclude them, harming their livelihoods and hindering waste management. Instead, it proposes using resources to support a smooth transition for these workers and their communities,essentially bringing them into the fold as key players in solving plastic pollution.

This study maps the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). It identifies the main challenges to skills development among LACs indigenous peoples at the five life stages infancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. It summarizes evidence-based policies and programs that address access and achievement gaps between indigenous and non-indigenous children, youth, and adults gasp that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.

It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.

This S4YE Discussion Note explores three critical and growing sub-sectors within the health workforce that could offer opportunities to increase youth employment: (i) new non-clinical support roles (ii) digital health jobs and (iii) jobs in the care economy. Overall, gaps in the health workforce supply chain must be addressed through investment in education, TVET infrastructure and resources to align workforce demand and supply for emerging healthcare jobs and the migratory health labor force.

The Toolbox for Rural Youth Employment is a vital resource for enhancing employment opportunities in the agri-food sector and supporting rural development. This comprehensive guide offers a curated selection of effective tools and methodologies, with detailed instructions and practical examples demonstrating their application in various contexts. It also provides links to additional resources for a deeper understanding and effective implementation.

This report presents the results of the UNESCO-UNEVOC trends mapping study on progress and challenges in TVET teacher and trainer digital skills development before and during the COVID-19 pandemic. The study’s findings – in terms of data, policy trends and identification of good practice examples – offer guidance to governments and TVET institutions that wish to improve teachers’/trainers’ acquisition of digital skills, as well as their capacities and propensities to apply digital tools, services and technologies to deliver quality, learner-centred education and training.

As Europe goes through its green and digital transformations, high-quality vocational education and training (VET) is key to ensuring people have the right skills for the jobs of today and tomorrow. The Council Recommendation on VET for sustainable competitiveness, social fairness and resilience, adopted in November 2020, sets out the EU’s comprehensive vision and strategic objectives for the future of VET. This brochure outlines this vision and the importance of VET reforms at national level, including key principles and actions to support these reforms.

This World Bank report incorporates youth aspirations and employment module of High-Frequency Phone Surveys (HFPS) into multi-topic household surveys to present the differences in education and career aspirations across Ethiopia, Nigeria, and Malawi. The data collected is nationally representative, and age distribution is similar across countries. Understanding the aspirations and goals of the youth is expected to lead to the development of effective employment policies.

This report explores how to maximize the economic value of skills in a dynamic job market. It emphasizes that a skill's worth depends heavily on how well it complements other skills, particularly those in high demand. The value of any skill is also relative to the worker's existing skillset, with the greatest value often arising from combining skills from different areas. Focusing on Artificial Intelligence (AI) skills, the report finds them especially valuable due to their strong complementarity and rising demand, boosting worker wages by an average of 21%. These findings can inform policies and practices for digital reskilling initiatives.

This Knowledge Brief highlights examples of music enterprises in Africa and the types of opportunities they offer for youth in the broad music ecosystem.  The Brief also suggests some strategies for translating music into economic and social benefits: 1) Access to finance to support music enterprises, 2) Targeted music-friendly policies, 3) Support for networks and enabling infrastructure, 4) Enhanced participation of women and artists from marginalized communities, and 5) Human capital development through skills, training, and innovation.

These guidelines provide information, guidance and tips on organizing and managing virtual internships. They focus on those aspects of an internship that are particularly important for internships conducted entirely virtually, and these where all activities and interactions are performed remotely.