JBS International, Inc.
My name is Matthew French and I work for JBS International, Inc. This blog draws upon research conducted under contract with USAID’s office of Education (read the full youth engagement report here), as well as my own experiences working with young people.
International Labour Organization
PEMBA, Tanzania (ILO News) – Twenty-four-year-old tailor, Nuru Nassor, struggled to make ends meet. She was one of many underemployed young Tanzanians who wanted to work more hours.
Brookings Institute & Youth Advocacy Group (YAG)
The idea of global citizenship has existed for several millennia. In ancient Greece, Diogenes declared himself a citizen of the world, while the Mahaupanishads of ancient India spoke of the world as one family. Today, education for global citizenship is recognized in many countries as a strategy for helping children and youth prosper in their personal and professional lives and contribute to building a better world.
The Skills for a Changing World project presents evidence of a movement of education systems globally toward a more explicit focus on a broad range of skills that our 21st century society needs and demands. This movement can be seen in the vision and mission statements of education systems as well as through their curricula. Although clearly endorsed at the policy level, implementation is just beginning in some countries.
Apr 5, 2017 (09:00am to 05:00pm)
Education systems across the world are undertaking transformations in order to develop essential skills and competencies in students to be successful in the 21st century. This global movement is reacting to and preparing for changing social, technological, and economic demands. In order to be effective, the full breadth of skills, from literacy and numeracy to creativity, collaboration, and problem solving, must be cultivated across age groups and learning environments, including school, community, home, and society at large.
Stanford Social Innovation Review
Instead of prescribing higher education as the silver-bullet solution to poverty, we must provide diverse and contextualized pathways to disadvantaged children, enabling them to redefine the dominant narrative of success.
Center for Work Ethic Development, Georgetown
As the economy becomes increasingly automated, employment skills for both blue and white collar jobs must evolve to keep up. So-called “21st-century skills” learning rotates away from hard STEM (Science, Technology, Engineering and Math) and incorporates soft skills to augment the progression of technology.
Although countries have dramatically closed gender gaps in education and labor force participation, gender differences within education and employment persist. Women earn less income and work in lower paying occupations and sectors than men do. Women are less likely to become entrepreneurs, and, when they do, they typically run smaller, less-profitable firms. These gender gaps in entrepreneurship, incomes, and productivity persist at all levels of development, despite a multitude of policies aimed at eliminating them.
Center for Financial Inclusion & Accion
We celebrate our youth and their achievements and reflect on the goals of “eradicating poverty and achieving sustainable consumption and production” for the youth of this generation. To achieve these goals, a culture of saving money consistently over time will be important.
Abdul Latif Jameel Poverty Action Lab (J-PAL)
From conception to five years of age, early childhood is an extremely important period for cognitive and psychosocial development. Children’s high levels of brain plasticity and neurogenesis make them especially receptive to external stimuli. Young children’s minds are still learning how to learn, and simple play activities that stimulate the brain through all the senses can help improve their ability to think, communicate, and connect with others. Research from around the world suggests that guaranteeing such early childhood stimulation is critical.