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Plugging into ICT: Secondary education, IT skills, and employability Shubha Jayaram Results for Development Institute Global Youth Economic Opportunities.

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Presentation on theme: "Plugging into ICT: Secondary education, IT skills, and employability Shubha Jayaram Results for Development Institute Global Youth Economic Opportunities."— Presentation transcript:

1 Plugging into ICT: Secondary education, IT skills, and employability Shubha Jayaram Results for Development Institute Global Youth Economic Opportunities Summit October 7, 2014

2 Results for Development Institute 2 | Market dynamics R4D targets four areas in the fight against global poverty:  Results for Development Institute (R4D) is a Washington-DC based non-profit organization.  R4D works with leaders, globally and at the country level, to provide analysis and design and test solutions to some of the world’s biggest development challenges  Major supporters include Rockefeller Foundation, Gates, DFID, Hewlett, and USAID What is R4D? Global Heath Market Dynamics Global Education Governance


4 The National University of Educational Planning and Administration (NUEPA), India Institute of Statistical, Social and Economic Research (ISSER), Ghana Council for the Development of Social Science Research in Africa (CODESRIA), Senegal Thailand Development Research Institute (TDRI), Thailand Dalberg Global Development Advisors conducted a deep dive study on Kenya, Senegal, India and Cambodia. ISESE focus countries Innovative Secondary Education for Skills Enhancement (ISESE) Project: Overview Supported by the Rockefeller Foundation, R4D explored the skills required for employability and innovative models of skills delivery to youth in partnership with 5 regional institutions 4 |

5 Methodology  79 enterprises surveyed in sub-Saharan Africa  220 enterprises surveyed in Cambodia, 190,024 in Thailand, and 21 in Vietnam. A mix of sectors were surveyed, with a focus on manufacturing industry.*  78 industry leaders met in focus groups in 5 cities across Bangladesh, India, and Pakistan.  Educators and NGOs surveyed to capture innovative models  Online competition held in partnership with Ashoka scanned for new ideas in operation. * The data for Cambodia is from the Cambodian Federation of Employers and Business Associations in 2008, and that from Thailand is from the Labor Demand of Establishment Survey carried out by the National Statistical Office in 2008. 5 |

6 Focus areas Research findings focused on three key areas:  Skills for employability and innovative models of delivery  In-depth case studies for closing the skills gap  Training models for employment in the digital economy  Download reports at 6 |

7 What are skill needs in the digital economy? Non cognitive skills such as teamwork, communication skills and time management. General requirements for ICT Employment ICT skills alone are not sufficient for employment: broader, non-cognitive or ‘soft’ skills also needed. Cognitive skills such as English language and literacy skills. Technical requirements vary by ICT job Basic computer skills such as inputting data and using a mouse. Specialized capabilities such as database and graphics knowledge and graphics design. Programming knowledge, website management and network administration. 7 |

8 What are characteristics of effective programs? Study of 20 programs revealed some common characteristics. 8 | Demand driven Highly responsive to industry needs and courses are designed with input from employers Holistic training in both ICT and non-cognitive skills Incorporate skills relevant to the broader digital economy, providing flexible, rather than restrictive, technical training Multi-stakeholder partnerships Tend to be Public Private Partnerships, with financing and training provided by the public and private sectors respectively Post-training support and job placement Provide youth with internship and employment-matching services

9 How to foster the growth and expansion of ICT training models? Demand- driven, holistic training initiatives Focus on increasing general capability in transferable, life long skills For those in labor market, need to increase e- skills and physical access to digital tools Multi- stakeholder partnerships Private sector is a source of investment, innovation, and employment, and PPPs allow for greater scale and impact PPP examples are found in several countries where they are used for both specific job training programs and large-scale sector training initiatives Many partnerships have payment incentives that maximize post-training placement rates 9 |

10 Sample list of programs profiled include…  “Education de Base” or the Basic Education project (Senegal)  Education for Employment (Middle East and North Africa)  Himayat (India)  IT Training Program for People with Disabilities (Vietnam)  Paradigm Initiative Nigeria (Nigeria)  Women in Technology (Middle East and North Africa) 10 | For more information, please email Shubha Jayaram at or visit

11 And now for a specific example… 11 |

12 Discussion questions  How can we further foster and support demand-driven training initiatives that allow youth the opportunity to participate in the digital economy?  How can we better target marginalized populations (e.g. rural populations, girls, disabled youth, those in the informal economy)?  How can we increase the co-operation and dialogue between different stakeholders? 12 |

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