Presentation is loading. Please wait.

Presentation is loading. Please wait.

Examining the Evidence: Topics of interest to USAID in youth development & education Rachel Blum, USAID and Christy Olenik Caroline Fawcett Nancy Guerra.

Similar presentations


Presentation on theme: "Examining the Evidence: Topics of interest to USAID in youth development & education Rachel Blum, USAID and Christy Olenik Caroline Fawcett Nancy Guerra."— Presentation transcript:

1 Examining the Evidence: Topics of interest to USAID in youth development & education Rachel Blum, USAID and Christy Olenik Caroline Fawcett Nancy Guerra Valerie Haugen from JBS International, Inc.

2 Purpose To provide USAIDs Office of Education with information on the latest research regarding youth workforce development, youth education in conflict environments, and holistic or cross-sector youth development. To provide USAIDs Office of Education with support in setting priorities for a youth focused research and evaluation agenda. Work supports USAID Education Strategy Goals 2 & 3, as well as the impending USAID Youth in Development Policy.

3 Literature Scan *Numbers in each review overlap as some studies were considered evidence in more than one topic area Topic Number of Studies Reviewed* Youth Workforce Development36 Youth Education in Conflict Environments 27 Holistic, Cross-sector Youth Development 43

4 Types of Studies TopicExperimental Quasi- experimental Performance Evaluations Other Youth Workforce Development* Youth Education in Conflict Environments Holistic, Cross- sector Youth Development * The youth workforce development scan also included 3 meta-analyses not listed here.

5 Workforce Development Initial Findings Positive impacts on employment and earnings Less clear about rural youth and university educated youth Youth are gaining skills that foster outside employment including interviewing, resume development, and job search Entrepreneurship strategies seem to increase gaining targeted knowledge and skills in customer service, marketing of products, accounting, record-keeping, and understanding the market Youth are also acquiring life skills like positive work ethic, financial literacy, and other developmental assets (e.g., honesty, responsibility, decision-making) Institutional capacity development trends include labor market assessments, national-local partnerships, flexible short term training and active participation of youth

6 Potential Research and Evaluation Topics Most essential, cost-effective components for youth in general Most essential, cost-effective components for rural youth Most essential, cost-effective components for highly educated youth Link between life/soft skills and employment How programs can reach scale and sustainability What strategies are effective at integrating youth into value chains

7 Youth Education in Conflict Initial Findings Access to education including classrooms, community centers, and non-formal learning groups. Positive impact reported in reading, writing and math skills after access to basic education. Youth are gaining employability and life skills. Positive feelings and attitudes and also increased healthy behaviors. Positive impact on the longer-term outcomes of less violence and increased tolerance and feelings of belonging and empowerment. Long-term outcomes achieved through multi-component interventions: employment, psychosocial, peace-building, and conflict mediation.

8 Potential Research and Evaluation Topics What works at increasing youth access to education Link between youth education and country stability/mitigation of violence Link between youth employment and youth crime or violence What works to build youth-friendly systems What makes some youth more resilient than others

9 Holistic, Cross-sector Youth Development Initial Findings A broad set of academic and social-emotional skills predict academic achievement, positive social behavior, and resilience for youth across cultures and countries. As youth get older, these skills are complemented by specific technical, vocational, and health knowledge and skills (often called life skills) to facilitate the transition to adulthood. These skills and behaviors represent short-term developmental outcomes of PYD interventions; these short- term outcomes predict long-term, sector-based outcomes. These socio-emotional skills, academic skills, life skills, and behaviors can be improved through a range of different programs including school-based curricula, out-of-school training, and engagement with youth organizations. Cross-agency and cross-sector collaborations, although difficult to implement, produce the most enduring effects for PYD.

10 Potential Research and Evaluation Topics Should youth programming be universal or based on youth needs/risk factors What short term outcomes serve as milestones for long term outcomes What factors impact young peoples decision to engage in risky behaviors What assets do youth need at (10-15 yrs.) vs. (16-19 yrs.), vs. (20-29 yrs.) The impact of youth engagement in program design and implementation What benefits can be gained from cross-system, cross-sector collaborations

11 Questions & Answers

12 Rachel Blum – Christy Olenik – youth.aspx Thank You


Download ppt "Examining the Evidence: Topics of interest to USAID in youth development & education Rachel Blum, USAID and Christy Olenik Caroline Fawcett Nancy Guerra."

Similar presentations


Ads by Google