Youth Employment Programs - Independent Evaluation Group

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tems; ALMPs; and informal sector employment. However, they do notcover school-to-work transitions, and cover only to a limited extentunemployed out-of-school youth (Ghana, Jordan, Nigeria, Serbia, andTunisia).• General Youth Assessments relate to the broader topic of youth empowerment,of which employment is a central feature. There is limitedcoverage of labor market policies and regulations, skill building relevantto labor markets, and links between employment and growth (Argentina,Timor-Leste, and Zambia).• Youth Employment Assessments conducted in countries where youthemployment is a pillar in a country program or poverty reductionstrategy program. The focus is on skills building, school-to-work transitions,labor market regulations, and demand for youth by firms. Theseassessments also examine sectoral growth patterns, unemployment, andfinancing of youth employment programs (Burkina Faso, The Gambia,Kosovo, Sierra Leone, Sri Lanka, and Tanzania).• Skills Development Assessments identify the demand for skills and educationand TVET systems. Studies develop strategies to ensure relevantskills for rapidly growing economies (Bangladesh, Cambodia, Indonesia,and Mongolia).• Special Studies focusing on a particular aspect of youth employment,such as school-to-work transition, the nexus between child labor andyouth employment, and the relationship between economic growth, thebusiness cycle and youth employment (Brazil, Ethiopia, and Turkey).Analysis. Each report was reviewed with respect to four dimensions: (i)strategic relevance, consisting of timeliness, government ownership, andstrategic coherence; (ii) quality of contextual and diagnostic analysisincluding coverage of relevant factors such as data, hypotheses testing, andclarity of presentation; (iii) quality of conclusions and recommendations foryouth employment with regard to macroeconomic conditions, the investmentclimate, labor market institutions, education, and social protection; and (iv)dialogue and dissemination, including consultation with stakeholders, publicavailability of the report and national awareness, and the degree of follow-upin implementing recommendations.Identification and Analysis of Country Case Study ProgramsCountries face different youth employment issues and challenges. Theevaluation takes these differences into account with 18 country casestudies to understand the nature of the World Bank Group’s work on youthemployment in client countries from 2001 to 2011, as well as the relevanceof the youth employment program given the countries’ needs. The casestudies use the MILES framework to provide information on the types andcauses of youth unemployment, the strategies used by countries with andwithout World Bank and IFC support to promote youth employment through78 Youth Employment Programs
Table B.6List of Economic Sector Work AnalyzedCountry Fiscal year Abbreviated title CategoryArgentina 2009 Argentine Youth: An Untapped Potential GYABangladesh 2008 Learning for Job Opportunities SDABrazil 2008 Is the Window of Opportunity Closing for Youth SSYBurkina Faso 2007 Creating Better Jobs for Poverty Reduction YEACambodia 2011 Providing Skills for Equity and Growth SDAEthiopia 2007 The Twin Challenges of Child Labor and Youth Employment SSYThe Gambia 2011 Youth Employment and Skills Development YEAGhana 2009 Job Creation and Skills Development GLMAIndonesia 2011 Education, Training and Labor Market Outcomes SDAJordan 2009 Resolving Jordan’s Labor Market Paradox GLMAKosovo 2009 Youth in Jeopardy YEAMongolia 2007 Building the Skills for the New Economy SDANigeria 2010 Putting Nigeria to Work GLMASerbia 2007 Labor Market Assessment GLMASierra Leone 2009 Youth Employment in Sierra Leone YEASri Lanka 2010 The Challenge of Youth Employment in Sri Lanka YEATanzania 2007 Youth in the Labor Market YEATimor-Leste 2008 Youth in Crisis GYATunisia 2004 Employment Strategy GLMATurkey 2008 Investing in Turkey’s Next Generation SSYZambia 2008 The Economic Empowerment of Young People GYASource: IEG 2012.Note: GLMA=General Labor Market Assessment (GLMA); GYA= General Youth Assessment ; SDA=Skills Development Assessment;; SSY= Special Studies on Youth Employment ; YEA=Youth Employment Assessment.firms, self-employment, and effective skills building systems to enhanceemployability in higher quality jobs and entrepreneurship.Identification. The 119 countries with populations greater than 1 millionthat were also eligible borrowers between 2001 to 2011were categorized basedon high, low, or no engagement with the Bank on youth employment issues.Countries were grouped into one of the Bank’s regions, resulting in 12 strata.Countries were classified as having high youth employment engagement ifthey had at least two lending operations with youth employment programs.They were classified as having low youth employment engagement if they hadone lending operation or AAA on youth employment.A sample of 18 countries was selected from the 119 countries from amongboth high and low engagement countries in each World Bank region (tableB.7). The following criteria were used for the selection process:Appendix B: Evaluation Data Sources and Methods 79
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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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Figure 2.2Top 12 Youth Employment I
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• the substitution effect of bett
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Chapter 3What Is the Evidence that
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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
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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 and 106: Identification and Analysis of the
Page 107 and 108: • Making the labor market work be
Page 109 and 110: Table B.3ApprovalFYList of Projects
Page 111 and 112: Table B.3ApprovalFYList of Projects
Page 113: Table B.4(I)nvestmentClimate(L)abor
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
Page 156 and 157: approach in Turkey and Sierra Leone
Page 158 and 159: This appendix presents a detailed a
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Page 162 and 163: 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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