Program engaged young people in Nigeria, Mali, Somalia and Somaliland, with a mission to unlock their potential, build their confidence and equip them with the essential skills required for successful careers or entrepreneurial ventures. The program ran from 2016 to 2023 and was developed and executed with diverse local partners and a consortium of partners in the Netherlands, and funded by the Netherlands Ministry of Foreign Affairs.
The Global Green Skills Report 2023 identifies trends at the intersection of the workforce and sustainability based on the activity of more than 930 million LinkedIn users worldwide. This report includes critical questions that policymakers, business leaders, and others might explore as they seek to develop regulations, programs, and policies that foster the development of green skills and create pathways for workers to transition into jobs that help green the planet. This report delves into three sectors: Energy production, Transportation, and Finance.
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.
This report details the first Australian exploratory study with students and young people to understand their perceptions and use of Generative AI. The study includes insight from 576 young people aged 14 to 26 across High Schools, Universities, TAFE, Colleges, and in work.
This paper assesses the reliability and validity of cognitive and socioemotional skills measures and investigates the correlation between schooling, skills acquisition, and labor earnings. The primary data from Pakistan incorporates two innovations related to measurement and sampling. On measurement, the paper develops and implements a battery of instruments intended to capture cognitive and socioemotional skills among young adults.
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.
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.
E-mentoring elevates the unique intersection of mentoring and technology by providing mentees and mentors with a diverse field of programs that center availability and accessibility of platforms, eliminate geographic barriers for matches, encourage improvement of social and relationship skills, and offer specialized academic or career related support. MENTOR’s e-mentoring resource offers best practices for e-mentoring programs.
This report analyzes the inclusion of socio-emotional skills in 12 education systems in the Latin America and the Caribbean (LAC) region and the training that teachers receive to develop these skills in their students.
This paper explores the "Scholas Occurrentes" pedagogical approach to addressing dropouts. "Scholas" focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. This paper presents "Scholas" work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that the "Scholas" intervention had on the participants.
