There are over 1.2 billion adolescents in the world today, an all-time high. The vast majority of these 10-to-19-year-olds live in lower and middle-income countries (LMICs). Adolescence is a transformational phase of human life, but also a period of heightened risk and vulnerability. International literature identifies quality secondary education as a pivotal factor in raising future opportunities for adolescents.
This report explores how a well-being approach can help build back better and identifies common well-being priorities for recovery.
This study by UNESCO-UNEVOC aims at understanding the barriers to the participation of disadvantaged youth in TVET and examines some strategies being used to meet their needs.
In partnership with Philippine Department of Education, the World Bank conducted a series of assessments of the Alternative Learning System ( for out-of-school youth and adults). This policy note summarizes the empirical evidence obtained from these assessments and other program data and presents policy options to increase the effectiveness of the such programs.
This report focused on the challenge of economic engagement among Brazilian youth. In the context of a fast-aging population, Brazil’s greatest economic opportunity is to increase its labor productivity, especially that of youth. This report documents important new facts about the extent of the youth economic disengagement, while at school and at work.
This study aims to identify what works, how and why to re-engage and retain out-of-school and at-risk adolescents and youth in education and explore for out-of-school adolescents and youth of secondary school age by country income group.
The objective of the report is to explore the overarching factors in the Central African Republic (CAR) that contribute to the out-of-school youth phenomenon to provide recommendations for improving existing policies and programs.
This note analyses the gender profile of youth not in employment, education, or training (NEETs) in Georgia and Armenia according to individual and household characteristics, the gender differences in the school-to-work pathways, and the characteristics or risk factors that are correlated to being NEET and their differential effect between men and women.
