Monthly Archives: November 2013

Winners announced in Plan-Asian Development Bank youth reporter contest

We are pleased to announce the selection of 9 brilliant youths from across the region in Asia who are winners of a Youth Reporters’ Initiative contest we held by Plan International and the Asian Development Bank.

Young people from 9 countries in Asia were invited to showcase their talent and creativity under the theme of “Skills Development and Employment for the iGen”.  The Youth were asked to respond in a creative and original way to the question of what skills and programmes young people need to succeed in finding and keeping a job in the modern world.

They could select any medium to present their stories including an article, a life story, audio or video material, an interview or a drawing. The key was that the submission demonstrated the realities of what it’s like being a young person and the challenges and opportunities of gaining the skills needed for getting a job. We’ll be showcasing the winning entries soon.

Next stop for the winners? The ADB International Skills Development Forum in Manila from 9-12 December 2013. The fantastic 9 will join a number of other youths from the Philippines and get a chance to take part in a dialogue with key regional players.

Congrats to Md S (Bangladesh), Khin S (Cambodia), Pu R (China), Amit K (India), Siti W (Indonesia), Shahid I (Pakistan), W.M.A. D (Sri Lanka), Chakrapan C (Thailand), Ngoc (Vietnam).

Adapted from

YOUTH SKILLS AND JOBS: Contribution of Apprenticeships

This is the second of a five-part article series by Dr David Smawfield, an international expert on technical and vocational education and training, exploring different dimensions of youth skills development for jobs and employability. This series leads to a discourse at the ADB International Skills Development Forum in Manila from 10-12 December 2013. Edited, Shanti Jagannathan, ADB. 

The main strengths of apprenticeships in skills development are that they reinforce the demand side in skills utilization by employers on the one hand and enable apprentices to apply skills learned in the workplace immediately without much time and transmission loss. However, in developing economies formal apprenticeships through formal technical and vocational education and training (TVET) are available only for a small minority of young people.

The majority of youth in developing countries work in the informal economy and it is thus informal apprenticeships that provide the largest and in some cases only advancement opportunity for young people. The informal apprenticeship system is inherently weaker in terms of quality and consistency of approach and does not provide much scope for monitoring and regulation compared to its formal counterpart. Therefore, there is much to be done to strengthen the apprenticeships regime for informal sector occupations. An ILO Report on The Youth Unemployment Crisis has prioritised the following for system improvement:

  • complement learning at the workplace with      more structured institutional learning;
  • upgrade the skills of master crafts      persons, e.g. by introducing modern technology and upgrading pedagogical      skills;
  • involve business associations and labour      organizations, especially those representing the informal economy;
  • introduce standardized contracts and      certification;
  • include literacy/numeracy training and      livelihoods skills; and
  • strengthen community involvement to open      more occupations for young women.

The ILO publication Upgrading Informal Apprenticeship: A Resource Guide for Africa advocates efforts to build bridges between informal and formal apprenticeship modalities. Examples of strategies identified for consideration (referenced to Africa, but arguably with wider relevance) include: promoting inclusion of informal apprenticeship in national training systems; devising skills development strategies inclusive of informal apprenticeship; improving recognition by involving other reliable institutions; by providing finance; and through introducing skills assessment of apprentices. The last mentioned has particular potential, particularly where competency based approaches are used. Apprentices can submit themselves for testing at formal testing centres. Provided competences can be demonstrated, it should not matter where or how these were attained: formally or informally. This is an approach adopted on a pilot basis by the EC funded ‘Labour Market Information Project’ in Vietnam. Pilot centres have been set up in formal training institutions where anyone can go for testing of their competences in welding.

In the aftermath of the global financial crisis, developed economies found that apprenticeships can be a powerful way to tackle youth unemployment and such programs have been given new impetus and emphasis.  A 2013 international study on good practice principles in apprenticeship systems compared and contrasted apprenticeship systems in 11 countries and has suggested that governments may consider  the promotion of the ‘brand’ of apprenticeship, particularly in countries where the status of apprenticeships is low. Measures such as promotion of apprenticeships as a valued school-leaving pathway, awareness building of secondary school and careers staff about apprenticeships, making apprenticeships more attractive through providing pathways to higher level qualifications, and encouragement to recognize apprentice qualifications for recruitment to jobs and/or reward with higher pay can contribute positively.

YOUTH SKILLS AND JOBS: Entrepreneurship Training and Second Chance Approaches

This is the first of a five-part article series by Dr David Smawfield, an international expert on technical and vocational education and training, exploring different dimensions of youth skills development for jobs and employability. This discourse leads to the ADB International Skills Development Forum in Manila from 10-12 December 2013. Shanti Jagannathan, ADB.

Entrepreneurship training and second chance approaches for early school leavers are valuable complements to formal education and technical and vocational education and training. Policy makers in developing Asia would do well to get the context and strategies right for such interventions and allocate adequate resources. However, it is important to acknowledge that they cannot substitute mainstream education and training.

The main rationale behind entrepreneurship training is to empower young people to become entrepreneurs, to take control of their own livelihoods and to offer an economic lifeline for those who work for self-betterment.  The 2013 Global Entrepreneurship Monitoring Report on “The State of Global Youth Entrepreneurship” sheds some unprecedented light on youth entrepreneurship, especially with regard to aspirations, attitudes and activities.  It says ‘young entrepreneurs are more confident than older entrepreneurs about creating jobs over the next five years in all regions except sub-Saharan Africa’. However, only 17% of Asia Pacific would be considered potential entrepreneurs, compared to 60% in Sub Saharan Africa.  But, youth in Asia Pacific are most likely to make use of an on-line trading environment whereas youth in Sub-Saharan Africa are least likely.

Barriers identified by young people to becoming entrepreneurs include lack of access to finance, appropriate skills, infrastructure, adequate support structures and a mentorship. The report has found entrepreneurship education at primary and secondary school levels across the globe almost universally ‘poor’.

There is little systematic impact evaluation of entrepreneurship training and educational support. The 2010 Global Entrepreneurship Monitoring “Special Report on Education and Training” finds that entrepreneurship training appears to have the greatest effect on early-stage entrepreneurial activity in countries with favorable institutional contexts and the impact of entrepreneurial training is related to the country’s level of economic development.

The importance of tailoring interventions to the context is elaborated further in the 2013 Overseas Development Institute Report – Youth Entrepreneurship, a Contexts Framework which outlines that diagnosing the context of the external environment, whether it is factor driven, efficiency driven, innovation driven or has conflict, post conflict or peaceful setting or is a urban or rural environment is as important as tailoring the intervention to the beneficiary.

Second Chance Approaches

While the promotion of entrepreneurship among youth including through education and training, has many positive dimensions, it is important to acknowledge that they may not completely transform the problem of mass youth unemployment. Strengthening basic and foundational skills are critical for success in the work place.

In developing countries, there are large numbers of youth who have failed to complete a full cycle of basic education. The  2012 UNESCO Global Monitoring Report – Youth and Skills: Putting Education to Work estimated that 200 million 15- to 24-year-olds in low and middle income countries have not completed primary school, let alone secondary education. It could be argued that the quality of schooling on offer in many instances is of such low quality that schooling is failing the learner, rather than that the learner failing in school. Many young people with high levels of intrinsic ability have not realised their potential. Second chance initiatives can be powerful means of unlocking that potential.

The 2013 OECD Action Plan for Youth has stressed that attaining a threshold level of foundation skills is essential for youth to have reasonable career prospects and that it is very important that those who have dropped out of school have some ways to return. The 2012 EFA Global Monitoring Report also recommends that governments should make second chance education a policy priority to reduce the number of disadvantaged youth without foundational skills and set aside adequate funds for second chance education in the country’s strategic plans.  A crucial part of any second chance strategy should be recognition and validation of relevant competencies that learners may have acquired outside of the education system. This is for both purposes of entry to programmes of study and entry to work.

Countries in the European Union and OECD have put in place robust second chance education programs that developing countries in Asia can learn from.  This defies the misconception that second chance education is only important for developing countries.  There is a lot of interest, experience and expertise in second chance education and training among more advanced nations.  The 2012 report on International Approaches to 2nd Chance Education examined models in USA, Canada, Australia, Japan, Germany and France, together with reference to practice elsewhere in Europe and the Nordic countries.  It offers a comprehensive list of successful characteristics of second chance programmes. It highlights that the most effective interventions combine life skills, basic education training and work placements or apprenticeships and stresses the importance of transferable skills.

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