youth education - global trends, policies and challenges

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Youth Education – Global Trends, Policies and Challenges Prepared for the Workshop on Youth and Inclusive Citizenship (New Delhi, India, 8-10 September 2014) Rika Yorozu -- [email protected] 1

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Presented in the Workshop on Youth and Inclusive Citizenship (New Delhi, India, 8-10 September 2014).

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Page 1: Youth Education - Global Trends, Policies and Challenges

Youth Education – Global Trends, Policies and

Challenges

Prepared for the Workshop on Youth and Inclusive Citizenship (New Delhi, India, 8-10 September 2014)

Rika Yorozu -- [email protected]

Page 2: Youth Education - Global Trends, Policies and Challenges

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1.Introduction

Mandate:Lifelong Learning with a focus on adult and continuing education, literacy and non-formal basic education

Modalities: • research• capacity-building• networking• publication

Page 3: Youth Education - Global Trends, Policies and Challenges

2. Past ActivitiesReview of policies and practices

Literacy and basic life skills for vulnerable youth initiated by UIL and Canadian International Development Agency (2010):

• Multi-country desk research Bangladesh, Bolivia, Brazil,Cambodia, Ethiopia, India, Indonesia, Haiti, Mali, Mexico, Morocco, Mozambique, South Africa, Tanzania, Viet Nam

• Literature review

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Global space

• International Youth Day: 12 August• UN World Programme for Action on Youth &

indicators • World Youth Report: 2013’s theme is migration• UNESCO Youth Forum: every 2-years since 1999• EFA Global Monitoring Report 2012: focus on skills

for youth• Agenda for action: engaging youth in planning

education for social transformation (IIEP Policy Forum on Youth 2012)

• UIL Youth Taskforce – Literacy and Life Skills

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Out of school adolescents

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Youth Employment- Developing Countries -

ILO : A generation at risk: Global employment trends for youth 2013

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2. Past ActivitiesReview of policies and practices

Literacy and basic life skills for vulnerable youth initiated by UIL and Canadian International Development Agency (2010):

• Multi-country desk research Bangladesh, Bolivia, Brazil,Cambodia, Ethiopia, India, Indonesia, Haiti, Mali, Mexico, Morocco, Mozambique, South Africa, Tanzania, Viet Nam

• Literature review

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Theme:

Youth and Social Inclusion: Civic Engagement, Dialogue and Skills Developm’t

• Vulnerable youth’s participation encouraged by UNESCO.

• Strategic recommendations to the UNESCO General Conference.

• 3 action projects for and by the youth from the Asia-Pacific region.

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UNESCO Operational Strategy on Youth

• 2014-2021 (previous one: 1998 UNESCO Strategy for and with youth)

• Axis of operation:

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Global SIDS Conference (Apia, Samoa, Sept. 2014)

Youth’s voice in shaping the Small Island Developing States’ future development agenda.

Affordable & holistic education

Enabling policy environments

100% sustainability literacy

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Latin America

• Specific goal 19. To increase the levels of employment insertion among the young people graduating from vocational and technical education.

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EU Youth Strategy for 2010-18

• The European Commission promotes dialogue between youth and policy makers in order to increase active citizenship, foster social integration, and ensure inclusion of the young in EU policy development.

• These priorities form a core part of the EU Youth Strategy for 2010-18, which has two overall objectives:

• to provide more and equal opportunities for young people in education and in the job market

• to encourage young people to actively participate in society.

• The Strategy proposes initiatives in eight fields of action:

• Education and training• Employment & entrepreneurship• Health & well-being• Participation• Voluntary activities• Social inclusion• Youth & the world• Creativity & culture

• Social exclusion and poverty among young people has grown over the course of the economic crisis. The EU youth strategy seeks, in particular, to:

• realise the full potential of youth work and youth centres as a means of inclusion;

• support the development of intercultural awarenessand combat prejudice;

• address the issues of homelessness, housing, andpoverty;

• promote access to services – e.g. transport, e-inclusion, health, and social services;

• promote specific support for young families.

ERASMUS+ • The new EU programme for Education 

, Training , Youth , andSport  for 2014-2020.

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Field activities

• Beijing Office: – Awareness raising toolkit on gender-

based violence

• Bangkok Office: – Youth Empowerment Project

• Jakarta Office: – Youth civic engagement

• Phnom Penh Office: – Sexuality education

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TVET

• Online discussion on tackling youth unemploymet through TVET

• Discussion question: –What are the main impediments to

widening TVET access and participation by disadvantaged (and often hard-to-reach) groups, and how can these problems be overcome?

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Challenge s

• Sustainable development

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Youth-less Development is Useless Development?

• Individuals (who are under 30)

• Organisations (who are led by young people under 30)

Page 25: Youth Education - Global Trends, Policies and Challenges

25Source: http://childrenyouth.org/about/who-we-are/

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UNESCO Online Youth Communityhttp://www.wsis-community.org/pg/groups/809448/

Contact: [email protected]

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Youthink! World Bank bloghttp://blogs.worldbank.org/youthink/

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Five stages of transition

learning after

primary school age

starting a productive

working life

adopting a healthy lifestyle

forming a family

exercising citizenship

Socio-cultural context Life circumstances

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Education is key in preparing youth for transition stages

formal informal non-formal

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Factors of vulnerability

Religious, social and

community identity

Gender

URBAN RURAL

POST-

CONFLICT

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Findings on policy environment

• No clarity on stakeholder involvement • Agencies responsible for formulation and for

implementation are not the same• Monitoring and evaluation are not clearly defined

• Most policies have similar objectives for employment for better health for active citizenship

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Youth Matters

• Target a specific group of young people

• Recognise reasons for vulnerability

• Not “stand-alone” • Integrate basic

education + vocational skills + life skills

• Effective partnerships with a variety of stakeholders

• Involve learners at different stages

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Community Matters

• Engaging youth in community learning centres As managers As volunteers As learners

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RVA• Request to

UNESCO in the International Conference on Adult Education (2009)

• Translations available in Arabic, Persian, Khmer, etc.

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3. Future Plans (2014–2015)• LAC Regional Conference on Literacy and

Basic Skills for Urban Youth (incl. migrants from rural areas) in Mexico

• Compendium of life skills education curriculum

• Literacy programmes targeting young women

• Special issue on youth in the International Review of Education

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• Beijing Declaration on Building Learning Cities: Lifelong Learning for All: Promoting Inclusion, Prosperity and Sustainability in Cities

• Key Features of Learning Cities: List of key features and measurements

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Others

• APEC Human Resources Development Working Group – Labour and Social Protection Network (hrd.apec.org)

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• What? mobile app makers for sustainable development• By whom? UNESCO and IT partners (i.e. The MASH Project in India, FOSSASIA in Vietnam)• For whom? By youth and youth organizations• What does it offer? Access to software, training materials, mobile app competitions• More information : http://www.youthmobile.org/

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References

• Another way to learn (UNESCO 2007)– Country case studies, many from LAC

• Community Youth Mapping (USAID 2011)

• Girls’ education, empowerment and transitions to adulthood (International Center for Research on Women 2012)

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