1. YOUTH AND SKILLS Putting education to work Olivier LABE Regional Education Workshop for Southern and Eastern African countries Addis Ababa (Ethiopia), 6 Nov., 2012

2. Key messages: EFA Global Monitoring Report 2012  Progress towards Education for All is stagnating  Aid to education is slowing down  Slow progress has left a huge skills deficit among young people  Poor urban and rural youth, especially women, urgently need support to acquire skills

3. Progress towards EFA is stagnating  Goal 1: Early childhood care and education  171 million children under 5 were affected by moderate or severe stunting in 2010.  Less than half went to pre-school in 2010; less than 1 in 6 in low-income countries.  Goal 2: Universal primary education  Number out of school stagnated at 61 million in 2010, half live in sub-Saharan Africa.  Of 100 children not in school, 47 expected never to enter.  More than 4 in 10 drop out in half of poor countries.  41% in sub-Saharan Africa start 2 or more years late.

4. Number of out-of-school children of primary school age, 1999–2010 Progress towards UPE has ground to a halt

5. Progress towards EFA is stagnating  Goal 3: Youth and adult learning needs  In poorer countries, only one half of young people enrol in lower secondary school.  71 million adolescents are out of school, remaining unchanged since 2007.  Goal 4: Adult literacy  775 million adults could not read or write in 2010, two-thirds of whom are still women.  Even in rich countries, 160 million adults have poor literacy skills.

6. Progress towards EFA is stagnating  Goal 5: Gender parity and equality  In 17 countries, there are fewer than 9 girls in primary school for every 10 boys.  Boys are disadvantaged in over half the 97 countries that have not achieved gender parity in secondary school. Goal 6: Quality of education  Of 650 million children of primary-school age, at least 250 million could be failing to read or count.  In 33 countries, less than three-quarters of primary school teachers were trained to the national standard.

7.  $16 billion needed for basic education in low income countries – but only $1.9 billion provided in aid in 2010.  An additional $8 billion needed to send all young people to lower secondary school. Financing Education for All Most poor countries have maintained or increased their education spending. These countries also need aid: In 9 Sub-Saharan African countries, donors fund more than a quarter of public spending on education. BUT donors are not keeping their promise in Dakar in 2000 to ensure no countries seriously committed to Education for All will be thwarted by a lack of resources. There is a big funding gap:

8. Source: OECD-DAC (2012). Has aid to education reached its peak? Total aid to education disbursements, 2002 to 2010

9. For some donors, a large proportion of ‘aid’ never leaves the country Source: OECD-DAC (2012). Aid needs to be spent on education and skills in poor countries

10. How much do donors spend on skills development?

11. Youth and skills

12. Pathways to skills One in four young people is in a job being paid less than $1.25 per day One in five young people in developing countries has not completed primary school One in six of the world’s people is aged between 15- 24-years-old Six in ten Africans are under 25 years old One in eight young people is unemployed

13. Pathways to skills  Technical and vocational skills  Transferable skills  Foundation Skills

14. Pathways to skills A primary and lower secondary education gives young people foundation skills. Young people learn transferable skills and technical and vocational at upper secondary school.

15. Pathways to skills Work-based training teaches transferable and technical and vocational skills through direct work experience. 200 million young people need a second chance.

16. Pathways to skills

17. Skills development and economic growth in the Republic of Korea and Ghana Sources: UIS database and World Bank (2012). Economic growthSecondary education gross enrolment ratio Education and skills contributes to growth

18. Many young people are unable to acquire foundation skills Education status of 15- to 19-year-olds, by country, latest available year Source: GMR team analysis based on UIS (2012a).

19. Source: GMR team analysis based on UIS (2012). Many young people lack foundation skills In 30 out of 59 countries, more than half of youth lack foundation skills

20. 69% Percentage of 15-24 year-olds leaving before completing lower secondary school Source: GMR team analysis based on UIS (2012). Urban poorest are at a greater disadvantage than rural poorest Rural poorest are at a greater disadvantage than urban poorest 90% 82% 31% 57% 7% Urban poverty reduces chances of acquiring skills

21. Percentage of youth (age 15 to 24) with less than lower secondary education, by gender, in rural areas Source: GMR team analysis based on UIS (2012). Females are at a disadvantage Gender parityMales are at a disadvantage Poor, rural young women lack skills the most

22. Introducing a 9 year cycle and eliminating fees for lower secondary school in Rwanda boosted enrolment by 27% in a year. Remove barriers to secondary education Germany’s apprenticeship model has helped keep youth unemployment at just 8% even during economic downturn. Make secondary school relevant to world of work In the Philippines, flexible provision, including distance learning, reduced dropout from 13% to 8% over 5 years. Provide alternative routes to early school leavers Delivering skills through secondary schooling

23. ProJoven in Peru provided 42,000 youth with training with paid internships. This increased chances of paid work and higher earnings, especially for young women. Target unemployed youth In Senegal, many young people gain skills via traditional apprenticeships. Professional associations help set rules, so apprentices gain nationally recognized diplomas. Support training through traditional apprenticeships In Ghana, car mechanics receiving business training were more likely to improve business practices if they already had some education. Make foundation skills part of entrepreneurial skills training Delivering skills training to urban poor youth

24. A second chance programme in Malawi provides flexible learning to primary school dropouts. After 3 years, around 40% have passed a numeracy test equivalent to 5 years in primary school. Provide second chance programmes BRAC, an NGO, gives assets such as a cow to poor, rural women in Bangladesh along with training in business skills. Participants’ income nearly tripled. Combine skills training with assets In Mexico, 1.26 million in rural areas learned by television in 2010 through the Telesecundaria programme, equivalent to 20% of total secondary enrolment. Provide training via ICTs to reach young people in remote areas Delivering skills training to poor rural youth

25. What governments and aid donors should do Governments  Prioritize second chance programmes in national plans  Ensure education gives youth relevant skills for work  Target youth in poor rural and urban areas, especially women Aid donors  Increase aid for lower secondary and second chance education  Reallocate aid spent on those studying in their own countries  Replicate successes of BRICs in poor countries

26. What the private sector and youth should do Private sector  Step up financial support to Education for All  Expand their own skills development programmes to reach disadvantaged young people  Align support with national government priorities, including through training funds Young people  Join us in calling on governments to provide skills programmes for disadvantaged young people  Spread the word when we publish a youth version of our report in November

27. www.efareport.unesco.org Blog: efareport.wordpress.com Twitter: @efareport #YouthSkillsWork