Knowledge Brief

Since 2018, the German Federal Ministry for  Economic Cooperation and Development (BMZ) has been promoting the sector cultural and creative industries (CCI) through its implementing organisations Deutsche Gesellschaft für Internationale  Zusammenarbeit (GIZ) and the Goethe-Institut. This future oriented sector offers important levers for the implementation of a feminist development policy, which is a priority of the BMZ. Almost half of employees in the CCI sector are women but they often work under precarious conditions.

Statistical data confirm the continued rise in the contribution of culture and art to the economy and employment in the EU and worldwide. The number of cultural professionals and artists is growing steadily, while their employment conditions become more and more unstable. This situation spreads to other sectors and needs to be addressed both in terms of social security and benefits, and revenues and taxation aspects. The EU competence in cultural, social and employment policies is limited, consisting of guidance and coordination without any possibility of harmonisation.

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.

Angola is at a critical juncture and a multi-sectoral strategy is needed to stimulate job creation that will help build the economy and future prospects for young Angolans, while more deeply engaging youth and increasing productivity in the short term. Job prospects are limited and although youth are better prepared for the labor market than adults, they are still vulnerable and face multiple constraints. The existing portfolio of Active Labor Market Programs offer few programs that are appropriate for the most vulnerable youth.

This note illustrates how AI can support post-secondary learning across the entire tertiary and vocational education sector in emerging markets.

The transition to a green economy will create many new jobs around the world, including in sub-Saharan Africa. But will women share in these new jobs, and will the economic transformation help them move into higher-paid, more stable jobs that require more education and skills?  This brief presents some insights into the green job opportunities available for women in Sub-Saharan Africa and provides policy recommendations to establish appropriate and enabling policies and programmes to ensure that women get an equitable share of green jobs.

This brief takes a closer look at the relationship between trade, employment and poverty reduction. Rather than being comprehensive on all aspects, it aims to give an evidence-based overview of some circumstances under which trade can lead to employment generation and poverty reduction that is relevant to Sida and its partners.

This technical note provides support for applying a human rights-based approach (HRBA). The note begins with a short introduction to the HRBA and Sida’s PLANET tool. It then explains how human rights norms and standards underpin the thematic area. The note demonstrates how PLANET can guide staff in planning, assessing and monitoring a contribution through a series of guiding questions and examples. Finally, it provides a simple empowerment and capacity development analysis model and a list of additional resources to explore.

This technical brief shares lessons learnt and practical examples from Ecuador, Rwanda, Vietnam and Zambia on how to scale up innovations in education for implementation in different contexts and then sustain the shifts in practice, policy, and each setting structures.

This report highlights how rapid and widespread digitalization has changed the nature of work. The report's findings stress the importance and urgency of addressing the digital skills gap and highlight that digital and social inequalities also affect the available opportunities to develop digital skills.