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Please complete both side of the index cards: Side 1: What are your expectations for this session? Side 2: What are some indicators for success in achieving.

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Presentation on theme: "Please complete both side of the index cards: Side 1: What are your expectations for this session? Side 2: What are some indicators for success in achieving."— Presentation transcript:

1 Please complete both side of the index cards: Side 1: What are your expectations for this session? Side 2: What are some indicators for success in achieving your expectations? Please complete both side of the index cards: Side 1: What are your expectations for this session? Side 2: What are some indicators for success in achieving your expectations?

2 When it comes to Youth Employability, “One-Sized Approaches” DO NOT fit All Eric Rusten, Senior Associate, Workforce Development Linda Adami, Technical Manager, Communities in Transition Magdalena Fulton, Senior Associate, Youth in Development

3 Driving Question Can Workforce Education and Development Programs Enable Large Numbers of Marginalized and Disaffected (M&D) youth in crisis & conflict affected environments to Permanently Transform their Lives and Achieve Economic Empowerment? Yes, if they are designed and executed well. Okay! How do we achieve this at scale?

4 Youth Profile - Agustin Coroy -Former gang member -Father -Mentor -Employee -Activist -Model of success Video Story: Youth Transformation


6  We are focusing on marginalized and disaffected youth.  We are focusing on youth in conflict/crisis-affected environments and those dealing with internal crisis.  We are concerned about the need to rapidly replicate and scale high-impact programs without losing quality.  We seek to enable permanent positive transformation that enables an intergenerational shift in the state of young people with a significant multiplier effect.  We believe that youth are the engines for their transformation and the architects of their future. Discussion Context

7 Why are we concerned? A workforce supply & demand disconnect Economic crisis and distortions The “youth bulge” a youth wave & dividend Extreme unemployment & underemployment Increasing inequality, poverty & human suffering Social and civil unrest, conflict & war Environmental crisis & climate change Accelerating rates of change & feelings of losing control Lower resilience in many human & natural systems Five forces: a) globalization; b) technology; c) economic shifts; d) political change; & e) demographic shift

8 Characteristics of Marginalized & Disaffected youth living in conflict & crisis affected environments or with internal crisis? Blue Group Activity

9 Marginalized youth are characterized by poverty, lack of formal education, few or no support mechanisms / networks, unsupportive or broken family structure, and lack of positive reinforcement. Yet marginalized youth have assets which they may be aware of and some perceived opportunities pulling towards both positive and negative risk-taking. Their expectations are largely unmet, however they generally express hope for a better future. Disaffected youth are characterized by those mentioned above but compounded by additional losses which pull a young person towards greater negative risk-taking. There is a perceived or a real loss of support structures and supporting values; dignity; increase in humiliation; opportunities for education, work, inclusion; and positive risk-taking. In short, they lack hope for a better future. Definitions

10 What are some characteristics & principles of WED Learning Systems? What is Workforce Education & Development (WED)? Green Group Activity: Who is part of the workforce? What characteristics & principles of effective WED learning system are most important?

11 Focuses on student learning with outcome measures Learning integrates relevant technical, social-life, basic education & employability skills. Fosters authentic, persistent and consistent caring of all Connected to employers for relevant learning and jobs Access to mentors and guided internships Enables autonomy, mastery and purpose Access to psychosocial and career counseling Staff have strong technical & pedagogical skills Uses self, peer and external assessment methods Based on international standards and certification Select Characteristics & Principles of Effective WED Systems

12 Conventional View of WED Systems What is missing? Supply Demand Workforce Training Providers Basic Education System Higher Education System Employers Self-Employment Entrepreneurship

13 What is missing… People: With connections & relationships to other people, civil society, communities, & the environment As decision makers who seek autonomy, mastery & purpose in their lives As individuals with talents, potentials, desires, challenges, needs & dreams WED should NOT happen to people; people should drive the systems WED competencies cannot be given, they can only be learned.

14 Creative’s View WED systems are ecosystems comprised of people, organizations, governments, programs & the environment that enables individuals to make choices and to gain a mix of capabilities, skills, behaviors, attitudes and beliefs, over time, that can empower them to: realize their potential; create sustainable livelihoods; develop rewarding careers; establish healthy families & relationships; be creative and innovative; grow a country’s economy; and pursue happiness and purpose in their lives.

15 WED Systems in Action Central America–Enabling at risk youth to access alternatives Morocco, India, Cambodia – Dropout mitigation Mozambique – Enabling OVCs to transform their lives Brazil – Enabling economic empowerment by young women living in crisis environments South Africa – Enabling unemployed college graduates to secure quality jobs and build careers

16 The Creative-implemented AJR USAID/SICA project seeks to reduce youth gang activity in Central America. CASE: Enabling At-Risk Youth to Transition to Positive Futures

17 Change perceptions via Challenge 10 Reality TV Show Challenge 100 Job Placement Program Identifying ex-gang members Evaluating psychological state & capacity of ex-gang members Providing individual, group & family counseling and psychosocial support tattoo removal job skills learning & job placement follow up with youth >> 100% success rate Employability & Entrepreneurship English language Computer use and repair Graphic Design Electricity Microenterprise development WED to Reduce Violence in Central America

18 Safe spaces for youth living in marginalized areas plagued by endemic violence and crime. Formed through an alliance between churches, municipal governments and the community to reduce the risk factors for vulnerable youth. Responsive to the needs and desires for youth. Youth Outreach Centers Features of Outreach Centers: Positive use of free time Vocational skills learning Referral services School retention initiatives Life skills learning Volunteerism

19 eMentoring & Guided internships eMentoring PBL, Autonomy, Mastery and Purpose w/ flexible curricula School to job and career transitions Youth driven research/learning – MOM, CYM, Youth managed/owned outreach/learning centers FUN – sports, drama, music, competition, journalism, etc. Reflective learning & identity building Reflective learning Provider/Employer partnerships Accelerated learning–communication, literacy, numeracy, languages Accelerated learning Engaging with families and the larger community Preparing learning facilitators & ongoing PD Long-term (5+ years) impact/results assessments Using enabling technologies to accelerate learning & increase reach Strategies to Achieve Scale with Quality

20 Preparing WED staff to engage M&D youth & to use project-based learning methods Establishing & sustaining strong links among WED providers and employers Integrating social/life, basic education & employability skills into WED systems Providing psychosocial support and authentic, persistent & consistent caring for all Improving the structure, duration & delivery of existing WED learning programs Documenting the ROI/SROI of effective WED systems Critical Challenges

21 M&D youth must have authentic decision making roles in designing & implementing WED learning systems WED systems must focus on learning to enable permanent transformation not just immediate short-term results Quality WED systems create authentic durable partnerships with all stakeholders Quality WED systems are responsive to learners and local contexts Others? Concluding Thoughts

22 To learn more: THANK YOU! Linda Adami Technical Manager 202-572-1307 Magda Fulton Senior Associate 2027720507 Eric Rusten Senior Associate 202-551-9055

23  Overcomes geographic, time, socio-economic barriers  Use email, IM and phones for mentoring relationship  Rich professional network to learn  Powerful support for youth  Professional communication & problem solving  Heterogeneous network; positive reinforcing  Facilitates transition into a new world  “If they think I’m worth something maybe I am.” eMentoring

24 M m M m M m M m M m M m M m M m M m M m C Back

25 Integrated Curriculum

26 Integrating Increases Impact Back

27 Steps for Successful Inclusion Permanent social inclusion & employability requires creating and growing positive, attitudes, learning and professional networks Employability Program Community Learning Program Job Marketplace Professional Network Learning Disadvantaged Youth’s Environment Job Marketplace Community Civil Society Professional Networking Youth Sustainable Positive Future Professional Network Civil Society Community Learning Systems Job Marketplace Back

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