This literature review seeks to enunciate the different understandings of the term “circular economy” and the baselines that have been used for projections on job impacts and growth. It introduces some of the targets for European countries that are championing the transformation from a linear to a circular economy. The report also outlines the current literature’s understanding of job sectors that might change in the future.
This report offers a lens through which to view and act upon this goal for urban China’s future. It offers a framework that harnesses the heritage of innovative and systemic thinking in China, and applies it to a broad conception of a circular economy, one that can redefine economic value generation in China’s cities, and at the same time make them more liveable for their citizens.
Using product case studies and economy-wide analysis, this report details the potential for significant benefits across the EU. It argues that a subset of the EU manufacturing sector could realise net materials cost savings worth up to US 630 billion per annum towards 2025—stimulating economic activity in the areas of product development, remanufacturing, and refurbishment.
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 places the notion of social inclusion in an analysis of Africa’s achievements and challenges. Its interdisciplinary approach uses evidence to bring empirical weight to issues that are often debated through advocacy and contestation.
This note provides an overview of labor markets and job outcomes in the Horn of Africa. It provides an overview of issues related to jobs in the five countries of the region, Djibouti, Eritrea, Ethiopia, Kenya, and Somalia. It first discusses labor market characteristics, notably labor force participation, unemployment and underemployment,as well as demographics of the labor force. Secondly, it compares employment patterns, focusing on the type and sector of employment. Finally, it looks at the limited information available on jobs outcomes – notably, wage levels.
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 UNDP report aims to understand the needs of LGBTI young people and Young Key Populations (YKP) in the AIDS response in the Asia-Pacific region, in their quest for more secure digital spaces and improved experiences of digital citizenship. The assessment also acts as guidance material for Youth-led organizations (Youth Lead and Y-Peer) to develop their own tools and resources for their communities and support grassroot level organizations to build online platforms for advocacy.
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).
