This report refers to four fundamental tensions holding back education in the MENA region: Credentials and skills, discipline and inquiry, control and autonomy, and tradition and modernity. If not addressed, MENA will continue to operate below its potential.
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.
This report presents the findings from the second phase of the Research for Results (R4R) program. The R4R’s primary objective is to generate quantitative evidence on student and teacher performance, school environment and management, and qualitative evidence related to vulnerable youth at risk of dropping out. This evidence-based analysis is supported by policy recommendations and featured in the new government's five-year general education strategy (2021-2025).
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 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 note illustrates how AI can support post-secondary learning across the entire tertiary and vocational education sector in emerging markets.
This study looks at markets across four key areas to provide a dual perspective from both youth and employers regarding sectoral opportunities and challenges, qualifying the skills gap, bridging the gap, and the impact of COVID-19 on the labor market.
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.
The COVID-19 pandemic has seriously disrupted the skilling, upskilling and reskilling of employees, apprentices and interns in all types of enterprises and organisations around the world. To assess the impact of the pandemic, 10 development partners together undertook a global online survey of enterprises from 27 April to 5 June 2020. This report presents the findings from a global survey of enterprises.
This study explores how the centres of vocational excellence (CoVEs) implement their autonomous role in public-private partnerships (PPPs), and the specific features and benefits of CoVEs’ collaborations in PPPs for vocational education and skills development.
