be skilled be emploeyed be change generation

7/30/2019 Be Skilled Be Emploeyed Be Change Generation

1/40

Youth Version of the 2012 Global Monitoring Report:

Youth and skills: Putting education to Work

Written and designed byyouthoftheworld

Beskilled

Beemployed

Youthvers

ion

BetheChangeGeneration

EFA


2/40

3 Foreword4-5 Young Editors introduction

6-9 Progress towards Education for All

38-39 Task Force members

10-11 What skills are needed?

12-19 Disadvantaged youth

20-29 Pathways to empowerment

30-31 Financing education

34-36 Youth in action

32-33 Steps to a better future

37 Youth Conclusion

12-13 Introduction

20-21 Introduction22-23 Access to school

24-25 Second chance26-27 Practical training

28-29 Digital learning

14 Rural poor15 Urban poor

18-19 Marginalized minorities17 Young people affected by conflict16 Young women

Content;l[hoj_c[oekifejed[e\j^[i[_Yedi"oekYWdi[[j^[fW][dkcX[he\Wgkej[\hecj^[;ciZgcVi^dcVaI]ZL]^iZ=djhZ!)+=^\]HigZZi!

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3/40

Forewords

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4/40

Young Editors introduction

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4


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/

1 in 8They havent got the skills neededfor work.

young people are unemployed.1 in 5 1 in 4

people around the world

are aged 15-24. They

are disproportionately

concentrated in the worlds

poorest countries.

1 in 6

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young people earnless than $1.25per day.

$

young people indeveloping countrieshave not completedprimary school

and58% ofthese are female.

$

5


6/40

ProgresstowardsEducationforAll

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i]ZbdkZbZci!VcYid\Zi]Zgi]ZnhZii]Z+\dVahndjhZZWZadl#I]Z\dVahlZgZZhiVWa^h]ZYViVc^ciZgcVi^dcVabZZi^c\^c9V`Vg!HZcZ\Va!l i]VYZVYa^cZd['%&*#I]^h^cXgZY^WaZbdkZbZci]Vh^che^gZYbVcnXdjcig^ZhidbV`Zh^\c^XVciX]Vc\Zhidi]Z^gZYjXVi^dchnhiZbh#=dlZkZg!dkZggZXZcinZVghi]ZgZ]VhWZZcVhiV\cVi^dc^cegd\gZhhi]VilâaYZaVni]ZbZZi^c\d[i]ZhZiVg\ZihjciâV[iZgi]Z'%&*YZVYa^cZ#>i^hi]ZgZ[dgZZhhZci^Vai]VilZVaa`ZZeldg`^c\

idlVgYhi]ZhZ+\dVah#

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X]âY]ddY!VcYîiZcYhidWZeVgi^XjaVganadl ceddgXdjcig^Zh#I]^haZkZad[ZYjXVi^dc^hZhhZci^VaV'%%.hijYndc+*Xdjcig^ZhVgdjcYi]ZldgaYh]dlZYi]Vi&*"nZVg"daYhijYZcihl]dViiZcYZYViaZVhiVnZVgd[egZ"hX]ddadjieZg[dgbZYi]dhZl]d]VYcdi#

GOAL 1:Expand early childhood care andeducation

Pre-schooling in Peruhas expanded over the past

decade. Enrolment is aboveaverage for the region. And there

is a programme that specificallytargets marginal areas. The cost ofthis is kept low through communityinvolvement, so a large number

of children can be reached. Localcommunities provide the buildingsand furniture, and the governmenttrains and pays a member of thecommunity to teach.

case study:

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6


7/40

8jggZcihîjVi^dc/

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In Mexico, a programme developed by a local NGO and the Ministry of Public

Education incorporated HIV awareness and life skills. Through role playing activities,students practised assertive communication and negotiations about sexual relations under peer orpartner pressure. The students who took this programme displayed positive changes in attitude, self-esteem, decision making, and communication.

GOAL 2:Achieve universal primary education

GOAL 3:Promote learning and life

skills for young people

and adults

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In order to ensure that young children attend primary school, the Pantawid Pamilyang PilipinoProgram was launched in the Philippines in 2008 beneficiary households receive an averagemonthly cash transfer of US$19 if they have one school-age child. In 2011 the programme was

scaled up to reach 2.3 million poor households and further expansion to 4.8 million households by2014 is planned. Results from a pilot phase showed that primary school completion rates increasedfrom 68% to 73%.

?How many people are missing school

7161 /lower secondary-

school age

adolescents

primary-school

age children

million

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8/40

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Reduce adult illiteracy by 50%GOAL 4:

China has managedto reduce thenumber of illiterate

adults by 66% since1994, from 183 million

to 62 million.Some countries that havemade progress in femaleliteracy are Cambodia,Chad, Equatorial Guinea,Malawi, Nepal, Saudi

Arabia and Timor-Leste.

GOAL 5:Achieve gender parity and equality

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Some countries, such as Burundi, India and Uganda, have achieved genderparity in education. This can be done through adopting a variety of strategies,

which include targeting financial support for girls, ensuring gender-sensitive teaching measures and materials and providing safe, healthy schoolenvironments.

E]did\gVe]Zg/Arkie J. Tarr, aged 23, Liberia

ProgresstowardsEducationforAll

case study:

case study:

8


9/40

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10/40

Whatskillsareneeded?

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10


11/40

Foundation skills

Technical andvocational skills

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12/40

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Disadvantagedyouth

I have always wanted to attendschool with other kids my age.

Unfortunately, this has never

been possible. Why have I been

prevented from getting the skills

I need for work?

12


13/40

Many young people around the world leave school without the skills they

need for work and life. In both developed and developing countries, they

are deprived of their right to have access to learning opportunities, due

to poverty, conflict, disabilities, their social status, their gender, or where theylive. Together, we will examine how each of these factors impacts their access

to education and their possibilities in life, such as their future employment

opportunities.

In this section, I will present to you the various groups of young people, who,

just like me, cannot experience the basic right of learning the skills needed for

work. We will listen to their stories, see their pictures , and strive to betterunderstand their experiences.

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14/40

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Rural poor

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^dcVa VcY ZXdcdb^X ZmXajh^dc ^c bdhi YZkZade c\XdjcigZh#

? Where do people live inextreme poverty?

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I really want to study, but theschool does not have propertoilets and sanitation facilities;also the school is so far for usto travel, and being responsiblefor the majority of domesticwork makes it hard for us totake time-out for school.

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Disadvantaged youth

s

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15/40

f$(+-

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>cadl"^cXdbZXdjcig^Zh!i]Z^c[dgbVahZXidgbV`Zhjei]ZbV_dgînd[

ZbeadnbZci^cjgWVcVgZVh#I]^h^hVY^kZghZhZXidgXdkZg^c\Vl^YZgVc\Zd[ZXdcdb^XVXi^kî^Zh![gdbhjWh^hiZcXZVXi^kî^Zh!hjX]VhlVhiZ"e^X`^c\VcYhigZZikZcY^c\!idhZl^c\VcY\VgbZci"bV`^c\!XVggZeV^g!XdchigjXi^dcVcYkVg^djhXgV[ih#BVcnd[i]ZhZ]VkZi]ZediZci^VaidXgZViZlZVai]!WjigZfj^gZh`âahZYjXVi^dci]Vi^hjcVkVâVWaZidbdhi#

Urban poor

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Ali is 9 years old. He lives and worksas a servant in Waqeel Saabs flatin the city. Throughout the day,he cleans the house, washes andirons clothes, and does whateverwork they tell him to do. When he

is free, he looks at the world fromhis window. There is a park in frontof the balcony everyone thereseems to be happy. Children in thisneighbourhood speak English, butnot Ali. He is poor so he cannotstudy, and it makes him feelilliterate. He wishes he could get

just one chance to study like otherchildren.

The best part of the day for Ali isnight-time. It excites him enoughto survive the whole day working,waiting for the night to come. WhenSaab and Baaji go to sleep and Alifinishes cleaning, he peeks intoSaabs cabinet with some books.Some have pictures too but most are

just words. He doesnt understandwhat they mean but they refresh hisdream to go to school.

s

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15


16/40

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Chisomo Phiri is a 15-year-old-girl whobecame a sex worker at 14 after sheescaped from a forced marriage toa man almost three times her age. Ibecame angry to hear that my 17-year-old brother is almost completingsecondary school back home, yet I

couldnt be given the same chance.Instead, my parents subjected me to apolygamous man who used to beat meup almost every time he comes homedrunk, she recalls emotionally.

Rukaiya left school at the age of 9; shewas not allowed to go to school simplybecause she was a girl. She cried tellingme her story since her brothers enjoyedgoing to school while she stayed backhome doing household chores. Herparents think educating girls is a wasteof money. I want to become a doctor, ifonly education was free of cost I couldgo to school like my brothers.

c ^c

Umwiza (Beautiful)

POEM

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djid[ZYjXVi^dc!bVcnXdjcig^ZhVgZb^hh^c\djidci]Z\gZViediZci^Va[dgYZkZadebZci#

Young WomenDisadvantaged youth

16


17/40

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18/40

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iZY a^`Z V cdgbVa ]jbVc WZ^c\ li] V g\]i id ZYjXVi^dc# >

Youngpeople withdisabilities

When I enrolled in a school, other kidsteased me and called me moatia (dwarf). I hadto quit when it became unbearable. I managedto learn the trade of shoemaking but have nocapital to start.

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19/40

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ghdX^Zin#

GVajXV7Zha^j!V\ZY')!GdbVc^V

In my country, the Roma are an ethnic minority who have lived here for hundreds of years, but are still very

isolated from the rest of society. The Roma face significant social stigma in Romania, which excludes themfrom both school and work. I work with an NGO, OvidiuRom, which provides a summer school that targetsthe Roma children. The students are aged 8 to 11, and have never attended any classes before. Many do noteven have basic knowledge, such as knowing the days of the week or the months of the year.

This is because most of them come from underprivileged families, who cannot pay for school supplies,clothes, and other education related costs. It is important to create programmes that address the specificcultural needs of the Roma communities and adequately integrate them into the schooling system.

Harke and BholaDamai are twobrothers livingtogether in aremote area ofNepal. Due totheir caste, theyare regarded asuntouchable andare not allowed

to mix with thepeople who areconsidered eliteand go to school.This communityspeople are isolatedand out of themainstream.

i

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20/40

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Pathways toempowerment

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Vi[dg6aa

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6aa":YjXi[dg6aa"

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Although many of the stories in

our previous sections might have

been disheartening, there are

reasons to hope.

20


21/40

There is an increasing global effort to improve both access to, and quality of,

education for people like me. Governments, private organizations, NGOs and

the United Nations are striving to ensure that young people are able to go to

school and learn the skills needed to get a job. They are also providing second-chance

education programmes for those who missed out, and practical training to teach

vital skills for work. In addition, they are paving the way to the future of education

by increasing access to digital learning.

In this section, youll see examples of these mechanisms of educating young people

with the skills they need to work. Youll also find a section about the strategies for

financing this education. Plus you can read on to find what needs to be done, and then

find examples of what young people themselves are doing to provide skills training,

and a youth conclusion that looks to what needs to be the focus in the future if all

children and young people, regardless of their background, are equipped with education

and skills.

E]did\gVe]Zg/:bVY@Vg^b!V\ZY'.!:\nei

21


22/40

Access to school

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23/40

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When I reached school going age, I was taken to a private primary schoolthough it was far away and expensive for my mother (HIV widow) in termsof paying school fees and other scholastic materials. Discrimination byfellow pupils was another challenge faced in that school.

In 2008 my mother surprised me that I was given a vacancy in COTFONEChildrens Centre that purely provides free basic formal primary education(Vocational Integrated). In addition to that, I am receiving scholasticmaterials for my efficient and effective education. Besides that, my familyreceived pigs and seeds to act as income generating activities to cater forother household needs. When I am at school, I receive psycho-social support(counselling and guidance) with other students like me which makes meextremely happy and enjoying my remaining life time as a normal child.

Due to extensive vocational knowledge acquired, I am now able to producemy own handcrafts and sell them to available local markets within mycommunity and look forward to stretching to outsider markets. Besidesthat, I am a peer educator to other vulnerable girls within my HIV SocialNetwork whom I train in the same skills to foster their self-reliance.

Gji]!^ciZgk^Zllgî^c\WnBjYYjN^hîd@Vn^c\V!V\ZY'+!J\VcYV

f$((

E]did\gVe]Zg/:bVY@Vg^b!V\ZY'.!:\nei

Live as ifyou wereto dietomorrow.Learn asif youwere to live

forever.Mahatma Gandhi

23

o i es


24/40

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cZZYZY[dgZbeadnbZci#I]dj\]hZXdcY"X]VcXZegd\gVbbZh[dXjhdceg^bVgnZYjXVi^dc!î^hZhhZci^Vai]Vii]^higV^c^c\^hcdia^bîZYidi]ZkZgnndjc\!Vh^hd[iZci]ZXVhZ#HZXdcYX]VcXZ[dg^cY^k^YjVah\^kZhi]ZbVcdeedgijcînid\V^c[djcYVi^dch`âahi]VilâaaZVYi]ZbidWZiiZgZbeadnbZci#

Second chance

Pathways to empowerment

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c a^[Z! hd ZkZgndcZ YZhZgkZh V hZXdcY deedgijcîn#

Mr. Chun, the chief of school affairs atGangdong Night School, says: NightSchool has covered where public educationcouldnt. Also it has been run by volunteerslike me. I think the Night School is thealternative education for those whocouldnt participate in public education.If public schools and night schools wereconnected, it can make all generations getalong within education. Young people are

still being left out of education and it willlast for a long time. A Night School hasto be maintained for the young peoplessecond chance.

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E]did\gVe]Zg/NkdccZ6`di]!V\ZY(%!@ZcnV

24

o is


25/40

Education is the greatengine of personaldevelopment.It is through education

that the daughter ofa peasant can become adoctor, that a son ofa mineworker canbecome the headof the mine, thata child of farmworkers can becomethe president of a

great nation.Nelson Mandela

Radha Khanal was born in a stereotype, superstitious society. She passed her childhood being her mothershelping hand and then married away in a tender age of 20. She became an early mom and started raisingher own children and fulfilling all the responsibilities coming along with it. Being illiterate, she had losther confidence and self-esteem. However, her children encouraged her to study and fulfil her dreams.Its never too late to start learning. I could not study during my childhood but the desire to learnwas always burning in my heart, explains Radha. Where there is a will, there is a way. She joined asecond-chance programme and now she studies in Grade 5. She believes that education has brought a

drastic change in her life. She has regained her self-confidence and dares to dream her future. She says:Education has been a boon in my life. I can read and write on my own. Im very thankful to my teachersand friends for all their support and guidance. She aims to work as a social worker to teachunderprivileged children and women like her in the future.

>ciZgk^Zllgî^c\Wn6c_Vc^?dh]^!V\ZY'%!CZeVa

At the age of 7, Emmanuel left hisfamily and went to live a street life.This was due to poverty they werehopeless in their family to the pointthat he found the street life moreenjoyable than being at home. For aperiod of 6 years he lived on the street.He could often spend 3 to 4 days

without eating, he was beaten most ofthe time, and turned to drugs.

I met him last year when I joined theuniversity where he could hang mostof the time near the campus beggingfor money. He told me: If I ever get achance to go to the university like you,I will strive to become a mechanist, Iwill help my little sisters to move outof the misery they are in and I will

buy a car!

At that time he was 16 years old, buthe had never been to school before. Inother words he had to start with thebasic skills that are taught to kids of 3

years old. I started procedures to gethim back to school, I went to manyschools but none wanted to havehim for he was too old, but finallyI found what we call in my countryThe Catch Up Program. This programis incorporated in primary schoolon local levels to help assist youngmen and women who did not get thechance to go to school at the early age.Here they study the primary level thatnormally takes 6 years in only 3 years.Finally I managed to get him back toschool!

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/ ?

What is the proportion of young people whomissed primary school in low and middle income

countries?

/

1in5

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Practical training


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Bestowed opportunity

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26


27/40

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My brother and I have a company that manufactures renewable energy from value added sawdustand biofuel. We hire new employees from vulnerable communities. For the first week, they undergoentrepreneurship training to acquaint them with the business environment, and then an orientation inthe practical side of the production process. Through working with us, our employees learn how to raisemoney, make money and save money. This is done to enable them to gain the skills so that they will alsobe able to run their own businesses one day.

One of our employees, Collins Mwewa (26), has only attended primary school, he lost his parents when hewas 16 and could not continue with his education. He became a street kid and was involved in drugs and

theft. He says working for the company and having gone through the training has inspired him to one dayrun his own company. He says you dont need to have a degree or PhD to have a successful life.

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In September 2011 the Grounded and HolisticApproach for Peoples Empowerment (GHAPE), anNGO in Bamenda, Cameroon, developed a project on

vocational training. It helps underprivileged childrenwho cannot afford secondary education to developtheir skills through two-year apprenticeships.

The young people are taught in fields such astechniques of woodwork, electrical engineering,hospitality management, tailoring, and interior decor.

Within their 2 year training period, the child reportsto the GHAPE office every Monday to also strengthenand build their skills in reading and writing,empowerment on basic knowledge including healthand human rights awareness.

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In Zambia young university graduates have teamed up and their goal is to enableeducational information to be packaged and shared with members of the public viamobile phone SMS system. They have named their company Nchitonet Dot Com. Theyhave a wonderful SMS application system that school management can use to sendstandardized and personalized messages to students and parents. Its aim is to help schoolsprovide educational information to disadvantaged children and other young people whocould not have had the chance to go to school.

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Digital learning

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Financing education

Spending more and effectively

Bridging the gap

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6

Skills training alone is unlikely tobe sufficient for most disadvantagedurban and rural poor. Therefore,measures should be taken by: Including those involved insubsistence activities, such as street

vendors, waste-pickers, smallholders,and home-based workers in socialprotection schemes Combining microfinance or socialprotection with training in basicliteracy and numeracy, as this canhelp in overcoming the multipleforms of disadvantage that can lock

youth into poverty

Link skills training with

social protection for the

poorest youth

More should be done to help young women makeproductive use of their skills by: Providing them with microfinance and livelihoodassets as well as skills to manage them Giving women control over their resources, tobenefit them and their families Creating programmes that take into accountthe socio-economic and cultural restrictions that

women face in their countries

7Make the training needs of

disadvantaged young women a high

priority

Government should involve various youngstakeholders in the planning process to identifyconstraints and develop appropriate solutions by: Collaborating with businesses and tradeunions, to ensure that skill training efforts andnational qualification frameworks are relevant to

employment Initiating skills development programmes beyondthe formal school system that includes second-chance programmes and apprenticeships, whilelinking to the labour market

9Improve planning by strengthening data

collection and coordination of skills

programmes

There is a pressing need for resources, especially inlow income countries, to be diverted to the trainingneeds of disadvantaged youth. This can be achievedby: Ensuring that national governments andinternational agencies prioritize training

programmes and provide additional funds for theireffective implementation Involving private companies in trainingdisadvantaged youth through their foundations and

corporate social responsibility funds

10Mobilize additional funding from diverse

sources dedicated to the training needs

of disadvantaged youth

Information and Communication Technology(ICT) should be used to provide skills training to alarger audience by: Using basic technology, such as radio, todisseminate information and provide skillstraining, particularly for people in remote ruralareas Enhancing and improving ICT training prospectsfor urban youth

8 Harness the potential of technology toenhance opportunities for young people

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The floods in Pakistan in 2010 affectedmillions of people. Most of them never wentto school, were from villages, illiterate, anduneducated. During the rehabilitation processI analysed that skills or technical educationmust be given to these disadvantaged families(especially females, as they are the neglectedones in the culture) so that in such situations

they may get a job and earn for their families.I wanted to initiate a work which could bestarted as early as possible and the effect of thework must be long lasting.

Thus, I decided to open a FREE Sewing Centrefor poor/disadvantaged girls where girlscould get an opportunity to polish their skillsand could earn for their families. But whenI shared my idea, everyone discouraged meexcept my parents. Everyone asked: Toqeer,

how will you make it possible? Its better tofocus on your studies rather than getting intothis work.

In those days I was in my 4th semester ofuniversity and decided to execute my planfrom the money which I saved to buy alaptop (approx. 320). My laptop was notmore necessary than the future of thesedisadvantaged girls. I started it from a drawingroom, got it on a monthly rent. I boughtthree used sewing machines of beginnerlevel, asked my friends, teachers, relatives forsome donations and somehow I succeeded toarrange almost ten used sewing machines. Ialso hired a tailor who could teach the basicsof sewing.

After continuous struggle and passion of twomonths, almost 100 disadvantaged girls wereready to work. Almost all of them startedto work with different boutiques on ordersystemand a few of them started to work with

different tailors. Still they are earning for theirfamilies a handsome amount.

100 Girls = 100 Families!

In places like Korogocho, the third largest slumin Kenya, the dreams of many young peopleremained trapped in poverty. Their dreamsshattered because they cannot access education.Although many of them have no access toeducation, particularly secondary and tertiaryeducation, they are hopeful and buoyant.

Just over one year ago, some of us who aretrained in media established K Youth Media. Itprovides free journalism training and skills thatlead to employment and improvement of livesin the informal settlement.

Crucially and as part of their training, thosewho are enrolled at the Media Centre aregiven special skills on how to cover andproduce stories on the adverse effects of lack

of education and other essential needs in theinformal settlements.

As a result of their efforts, mainstream mediahouses in Kenya are now asking to partner withK Youth Media to train some of the youth andto offer them internships and employment.Additionally, media houses are now comingto ask for stories done by youth trained byK Youth Media. Such transformative andinnovative initiatives are required to change the

lives of many young people who cannot affordeducation.

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K Youth Media

A journey from a drawing

room to an entrepreneurial

centre

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To educate young women in my culture was not acceptable. For the local villagers, there was a feeling of

shame to send their daughters and sisters to the school. This thinking left the women of the community inthe darkness of illiteracy.

I have a desire to educate the people of my village, especially the girls of the village because they are thekey factor to bringing change in the village and helping in the development of the village as well as thenation. Education provides awareness to any society. Especially the education of the females because theeducated girl becomes a good daughter, sister, wife, mother and teacher to the future leaders of the nation.

In 2004, I started in my mission to educate the local young women with the help of my family. I got somefinancial support from my family members for tents, blackboard, books, and stationery items. Then I starteda class in which girls aged 5 to 16 are inducted. They are taught by two of my sisters. There was much

resistance in launching this programme from the villagers, but my family supported me in trying to changetheir minds.

The programme is free of cost, and in the second year the number of students increased. I have managedto get some additional financial support from a local welfare body. The funds provide a daily stipend, whichmotivates students to attend as well as reducing the financial burden on their families.

Following the success of this programme, the local government also provided support by building andfurnishing a classroom, so we can provide more schooling to the local young women. With the help ofmy family, I managed to start this mission, and made it into a reality that keeps on growing. I believe thatchange is never easy but with enthusiasm, imagination and integrity, its always possible.

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BanKi-moon,UNSecretary-General

Youngpeopleareaforcefortransformation.

Educating young women

in my culture

Youth, skills and Work: What can YOU do?

Youth in action

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Youth Conclusion

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Youthvers

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be skilled be emploeyed be change generation

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