The impact of the COVID-19 pandemic in the United States has been unlike anything most of us have seen in our lifetimes. Conditions such as stay-at-home orders, wearing masks in public and the highest unemployment rate since the Great Depression affect all of us in different ways.
While the COVID-19 pandemic has been difficult for everyone, imagine you are a young person just out of jail, on parole or dropped out of high school. You are determined to get a new start on your life, and you are focused on getting the education and workforce skills you need to move from surviving to thriving. You already have a steep hill to climb. And then, the pandemic hits and everything becomes more complicated.
This post was originally published on the Atlantic Council’s New Atlanticist blog. It is reprinted with permission.
Youth unemployment — particularly in the developing world — is one of the most pressing and challenging issues facing the global community. Rates of youth unemployment are the highest across the Middle East and North Africa region, around 30 percent, and close to 17 percent in Latin America and the Caribbean, and the micro and macro consequences loom: stunted economic growth, poverty, migration, crime and poor health, among many others.
The global economic landscape, along with the nature of work, is rapidly changing. More and more people are working outside of a typical office environment and in the gig economy. This is creating new economic opportunities — and challenges. The abilities and aspirations of young people, who now number almost two billion, are often unrealized, especially in the developing world. What is the best way to secure their futures?
We believe that positive youth development interventions can support and empower youth to be more engaged, healthy and productive members of their communities. Meeting young people where they are — whether in person or online — is necessary to build the critical skills and competencies to meet the demands of a growing and evolving economy. Our research shows that positive youth development interventions can facilitate resilience and, when combined with labor market analysis, prepare young people for future employment.
A version of this post originally appeared on FHI 360’s R&E Search for Evidence blog.
As we work to realize the Sustainable Development Goals (SDGs) related to education, it is the responsibility of every funding, implementing and research organization internationally to be asking questions about our own contributions to building equity in education. While a great amount of data gets produced in the course of education projects, only a fraction provides the detail that is needed to assess intervention impact on different equity dimensions. At the technical and implementation level, organizations need to capture and use the necessary evidence to understand and respond to inequity in education provision and outcomes.
Preparing the future workforce requires transformations in what we know, how we learn and how we workWritten by
Artificial intelligence, smart systems, decentralized manufacturing and other technologies are driving major uncertainties around the future of work. Experts from MIT and the World Economic Forum suggest that we are in the midst of a fourth industrial revolution, characterized by new technologies that will affect all industries. As the very nature of work changes rapidly, old jobs are disappearing and new jobs are emerging in every sector of the economy. This has produced a major shift in the demand for skills that is happening worldwide, and we can expect further shifts going forward.
Reducing the lag time between the development of new jobs and the preparation of the workforce to meet new skills needs is a core concern for workers, new graduates, employers and governments. And while the pace of transformation in jobs and skills differ by country and region, evolution along the technological spectrum is taking place everywhere.
A version of this post originally appeared on Girls’ Globe. Reposted with permission.
Opening up the panel, Greg Beck, FHI 360‘s Director of Integrated Development, told the story of one particular attempt to aid in relief efforts. After great effort, and amassing donations and supplies, they opened boxes to find stacks of things like inflatable toilets and acne cream.
Asked Beck, “How is this going to help anybody rebuild their life?”
Beck’s point was an extreme example of a nonetheless integral point: development and aid are not straightforward, not simple. They don’t consist of simply hurling donations and good intentions at a problem and hoping something sticks.
The term “integrated development” means just that — that development is complex and requires coordinated, planned effort across sectors.
It operates around the idea that development does not exist problem by problem, sector by sector. You can’t improve global health without improving education without improving women’s rights. Naturally, there are some specific efforts that require a concentrated approach, but overall, a holistic view is more effective, and organizations and governments need to address what people really lack in the complex, multilayered environments in which they live — not just what we think they need.