Global

This report explores how a well-being approach can help build back better and identifies common well-being priorities for recovery.

This report assesses the needs for future skills development and demand creation in Bhutan in the context of the changing nature of work, The report aims to contribute to Bhutan's future skilling strategy and share research insights on three globally implemented innovation labs: Standford’s d.school, the Harvard iLab, and the MIT Media Lab The report concludes that many of the core ingredients for future skilling and demand creation already exist in Bhutan. However, existing efforts, lack the momentum and coordination they need to thrive in the digital economy.

This report focuses on STEM (Science, Technology, Engineering and Mathematics) and presents findings drawn from the narratives of over 150 young female STEM professionals in seven countries. The report showcases how confidence in their own abilities helps women deal with setbacks. At the same time, the report highlights the critical role that support from parents, mentors, and partners play in women’s success in STEM.

School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries.

This study includes three main sections that have been organized in chronological order within this report: the first one, “What can we learn from education emergency responses in low- and middle-income countries?” analyzes the emergency education responses to the COVID-19 pandemic of over 120 governments from April until May 2020.

This paper assesses the link between human capital, emission and technological change, using OECD data on employed individuals’ cognitive skills as well as industrial emissions. The findings demonstrate that higher levels of cognitive skills are associated with employment in industries that rely less on emissions. In addition, those industries have been able over time to reduce their reliance on emissions for production.

This Global Guidance Document provides an overview of how educators can prepare students to participate in the just transition to a green and more inclusive economy.

Making smart decisions today could set up the world’s young people for success in the green jobs of tomorrow. But shaping those decisions can be tricky as many of those future jobs don’t yet exist. The United Nations Environment Programme has developed GEO-6 for Youth - a digital guide on sustainable career choices and the skills required to thrive in green industries. This article from the World Economic Forum discusses six key skill categories that can help youth build a successful career in the future.

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.

This report presents the findings of a survey of young people—the survey aimed at understanding the attitudes of youth towards the future of work. The results show that young people are agents of change, ready to stand up for their future and the planet.