Youth Employment Programs - Independent Evaluation Group

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Table B.2Distribution of Projects Selected for Review at Eachof Three StagesNumber of Operations TVET ILM ARD SD SMEs TotalProjects reviewed from BusinessWarehouseOperations identified for detailed documentreview89 149 767 418 162 1,58559 51 11 4 15 140Operations included in portfolio review 37 30 11 4 8 90Source: World Bank dataNote: ARD= Agriculture and rural development; ILM= Improving labor markets; SD= Social development,gender, and inclusion; SME= small and medium enterprise; TVET= technical and vocational educationtraining.For the final detailed review, IEG examined the Project Appraisal Document(PAD), last Implementation Status Report (ISR) of active projects, and theImplementation Completion and Results Report (ICR) of closed operations.Projects were selected for the portfolio review if they included the terms“employment” and/or “youth” either in the project objective or in anycomponent, youth as a target group, or an indicator in the results frameworkon youth employment or earnings. Ninety operations were selected for theportfolio review (see table B.3).Excluded Projects. Some youth projects may not have been included in theportfolio review for this evaluation because they did not have the relevantsector and theme codes (table B.1), or did not mention the relevant termsrelated to youth employment in the objective, components, target groups orindicators. Many World Bank and IFC operations have an indirect effect onyouth employment (for example, infrastructure and labor market operations).These operations were not included in the Bank portfolio review, as theireffect on youth employment cannot be disentangled from their overall effecton the working population.Coding Objectives. The stated objectives in the PAD for the 90 portfolioprojects were coded using the following five categories:• Supply of skills—Projects aimed at: (i) improving the relevance of skillsand learning outcomes for the labor market, or the functional applicationof literacy skills and response to employer needs for skilled graduates,and improvement in their satisfaction; (ii) developing or strengtheningdifferent aspects (quality, sustainability, efficiency, access) ofvocational education training.• Individual attributes—Projects targeted to individual attributes thataffect employment outcomes, such as youth, and disadvantaged or vulnerablegroups (such as the disabled, females, or the poor).70 Youth Employment Programs
• Making the labor market work better—Projects aimed at: (i) improvingthe employability and employment opportunities, or increasing theproductivity of employment; (ii) information and transparency; buildinginstitutional capacity, labor market strategies, policies and laws; andimproving fiscal sustainability or management; and (iii) employmentservices, job search assistance, or employment programs.• Firms and entrepreneurs—Projects with objectives to support :(i) entrepreneurs,start-ups, and self-employment; enterprises and small andmedium businesses; and (ii) the investment climate including access tocredit and other resources, contributing to growth and competitiveness.• Efficiency—Internal and external efficiency of skills building, labormarket programs, or service provision by the government.Coding Interventions. IEG reviewed the project documents for the 90projects to determine the planned activities it would support, its intendedbeneficiaries, and expected outcomes. The activities were categorizedusing the MILES framework and were coded into one of the following threeintervention categories:Fostering skill development and labor market relevance of skills (E):(i) improving quality in formal secondary and post-secondary vocational ortechnical education; (ii) expanding/improving work-based learning in postsecondaryor secondary vocational education and training and apprenticeshipsystems, including the private sector; (iii) recognition and certification ofskills (including improving education signaling, establishing school-employernetworks); (iv) remedial/second chance/non-formal technical and vocational andnon-technical programs (including literacy programs and language programs formigrants and minorities); (v) providing information on training opportunitiesfor youth; (vi) training subsidies and vouchers (including credit for access totraining); and (vii) support for transportation and residential movement.Fostering job creation and work opportunities (I): (i) improving theinvestment/business climate, including sector policies with high job-growthpotential and access to credit; (ii) enacting regulations to provide incentivesto firms to hire young people (including changes in rules for dismissal andwage setting to reduce layoff costs, introducing flexible contracting rules);(iii) fostering entrepreneurship through training in entrepreneurial orbusiness management skills or support for start-up businesses, includingaccess to credit; (iv) supporting wage subsidies (including social securitypayments waivers); and (v) creating public works programs and direct jobcreation which are part of Active Labor Market Programs (ALMP).Smoothing the transition from school to work and facilitating jobmobility (L): (i) counseling, job search skills, matching, placement andoutreach programs (including by public or private employment agencies, orcareer counseling in schools, information about job opportunities);(ii) building administrative capacity in monitoring and evaluation and laborAppendix B: Evaluation Data Sources and Methods 71
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Youth EmploymentProgramsAn Evaluati
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The Bank’s Impact Evaluations on
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LACLICLILMBAMENANEETNGOOECDPADPCRPD
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IEG management and colleagues provi
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Youth Employment ChallengesIn gener
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implemented 12 of the 90 operations
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Kenya, entrepreneurship training fo
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• Help countries design intervent
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support to youth employment program
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tive rules on hiring and firing as
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Management Action RecordIEG Finding
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IEG Findings and ConclusionsIEG Rec
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IEG Findings and ConclusionsIEG Rec
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Report to the Board from the Commit
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could have focused more on the lack
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• Chapter Highlights• High yout
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and can afford to wait for a better
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ConsequencesEarly unemployment is s
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ReferencesBegg, David, Stanley Fisc
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Chapter 2What Are the World Bank an
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The strength and openness of the ec
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Interventions to Address Youth Empl
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commitments by the International Ba
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Page 58 and 59: • the substitution effect of bett
Page 61 and 62: Chapter 3What Is the Evidence that
Page 63 and 64: school dropouts early. Learning opp
Page 65 and 66: evaluations on what works best to p
Page 67 and 68: Agriculture, Health, Education, Soc
Page 69: Holzmann, Robert. 2007. MILES: Iden
Page 72 and 73: • Chapter Highlights• The Bank
Page 76 and 77: Argentina, Bulgaria, Colombia, and
Page 78 and 79: facilitated 69 foreign work contrac
Page 80 and 81: awarded vouchers to about 1,000 out
Page 82 and 83: • Comparing the interventions ana
Page 84 and 85: Hjort, Jonas, Michael Kremer, Isaac
Page 87 and 88: Chapter 5Recommendations
Page 89: farm self-employment and employment
Page 92 and 93: This appendix presents the factors
Page 94 and 95: Organization for Standardization (I
Page 96 and 97: Box A.3Youth as a Demographic Divid
Page 98 and 99: Table A.1Types of Youth Employment
Page 100 and 101: Notes1. This phenomenon could be le
Page 103 and 104: Appendix BEvaluation Data Sources a
Page 105: Identification and Analysis of the
Page 109 and 110: Table B.3ApprovalFYList of Projects
Page 111 and 112: Table B.3ApprovalFYList of Projects
Page 113 and 114: Table B.4(I)nvestmentClimate(L)abor
Page 115 and 116: Table B.6List of Economic Sector Wo
Page 117 and 118: ment, Private Sector Development, a
Page 119 and 120: Other evaluations with outcome meas
Page 121 and 122: Table B.8CountryFranceKenyaMexicoPa
Page 123 and 124: Table B.8CountryUnitedStatesYouth E
Page 125 and 126: Table B.8CountryEuropeancountriesLa
Page 127 and 128: Bidani, Benu, Niels-Hugo Blunch, Ch
Page 129: Training Replication Sites.” Manp
Page 132 and 133: Appendix C provides additional info
Page 134 and 135: Box C.2Global Partnership for Youth
Page 136 and 137: ReferencesAedo, Cristian, and Ian W
Page 138 and 139: This appendix provides additional i
Page 140 and 141: The number of projects and total le
Page 142 and 143: Figure D.2World Bank Youth Employme
Page 144 and 145: Table D.5Intervention categoryYouth
Page 146 and 147: Table D.7Prevalence of Project Obje
Page 148 and 149: Table D.9Target Groups of Project O
Page 150 and 151: Table D.11Type of Interventions Sup
Page 152 and 153: Table D.13 Frequently Used Youth Em
Page 154 and 155: In sum, this portfolio review chapt
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approach in Turkey and Sierra Leone
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This appendix presents a detailed a
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to Finance business line, over a si
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entrepreneurship projects. Investme
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IFC has three types of investments
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Box E.1Africa Schools ProgramIFC su
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Box E.2e4e Initiative for Arab Yout
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3. IFC’s Advisory Services corpor
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This appendix presents lessons for
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Labor Market RegulationsLabor marke
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to the definition of unemployment b
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In post-conflict zones with small f
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Public works programs in Bank proje
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marginal impact of school-to-work t
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of the program. However, results fo
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• Weak results frameworks on the
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sustainability. Zambia’s TEVET pr
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unemployed youth registered with th
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for Employment and Entrepreneurship
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Note1. The Technical and Vocational
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Ibarraran, Pablo, and David Rosas.
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World Bank. 2012a. “World Bank an
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IEG’s Youth Employment Evaluation
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Figure G.1 Facebook Demographics Ba
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Figure G.3Results on Rural Employme
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BibliographyBarrera, Felipe, Paul G
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———. 2011b. Migration and Rem
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The World Bank GroupWorking for a W
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