Youth Employment Programs - Independent Evaluation Group

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Appendix C provides additional information on strategic thinking andcollaboration in youth employment.Strategic Thinking on Youth EmploymentThe World Development Report 2007: Development and the Next Generation(World Bank 2007) emphasized the urgency of investing in youth. Thereport highlighted the fact that young people make up nearly half of theunemployed worldwide, and that decisions about continuing to learn andstarting to work have the biggest long-term impact on how human capital isdeveloped and deployed. To support youth, the report presents three strategicpolicies to enhance investment. These include expanding opportunities,improving capabilities, and offering second chances for young people whohave fallen behind due to difficult circumstances or poor choices. During thepast decade, other World Development Reports also raised the issue (box C.1).The Bank’s Human Development Network has produced several regionalreports about skills development. Putting Higher Education to Work: Skills andResearch for Growth in East Asia (World Bank 2012) identifies the functionalskills needed for employability and discusses how higher education systemscan produce these skills. It also addresses research to promote growth. Moreand Better Jobs in South Asia (Nayer and others 2012) examines what needsto be done to meet the region’s employment challenge of large demographicpressures. Reforms that cut across sectors are needed; some include improvingearly child nutrition and improving the quality of education to equip workerswith relevant skills. Skills Not Just Diplomas: Managing Education for Resultsin Eastern Europe and Central Asia (Sondergaard and Murthi 2012) argues forBox C.1Other World Development ReportsThe World Development Report 2004: Making Service Work for Poor People indicated that manygovernments are falling short in ensuring basic education services, especially for poor people.One of the key messages of the World Development Report 2005: A Better Investment Climate forEveryone was that a top priority for governments is to improve the opportunities and incentivesfor companies to invest productively, create jobs, including for young people. The WorldDevelopment Report 2006: Equity and Development emphasized that excessively stringent formsof employment protection legislation can make it costly to hire unskilled, young, and femaleworkers—exactly those groups the laws seek to protect.The 2008 World Development Report: Agriculture for Development argued that agriculture hasfeatures that make it a unique instrument for development. It is a source of livelihoods for anestimated 86 percent of rural people and provides jobs for 1.3 billion. The 2013 World DevelopmentReport on jobs sets out to explore the notion of the quality of jobs and the connectionbetween jobs and economic and social development.Sources: World Bank 2013; World Bank 2008; World Bank 2006; World Bank 2005; World Bank 2004; WorldBank 2000-2001.Note: WDR= World Development Report.96 Youth Employment Programs
eform of the Eastern Europe and Central Asia education and training systemsto support the competitiveness of their economic systems.Skills for the 21 st Century in Latin America and the Caribbean Region (Aedoand Walker 2012) highlights the large achievement gap between the LatinAmerica and Caribbean region and advanced economies and East Asia,which keeps the former region from developing cutting-edge industries. Thereport recommends the need to address problems of quality and relevancein secondary and tertiary education. These recent Bank reports contributeto the discussion about what is needed on a regional level to improve youthemployment.Collaboration in Youth EmploymentThe full extent of cross-sector collaboration in youth employment operationsis not known. Most operations are multisectoral and support someinterventions in skills building, school-to-work transition, and investmentclimate reforms. When Bank teams prepare and implement these operations,they generally include Bank staff, consultants, and government counterparts,who can have different sector expertise. IEG reviewed the ImplementationCompletion Reports of 36 closed projects to identify the number of staff fromdifferent sectors working on a project team. The data in these reports donot identify how long staff from other sectors spent on a team, the sectorspecialty of consultants, or the contribution of government counterparts.Thus, the full extent of cross-sector collaboration in youth employmentprojects is unknown.Institutional structures and lack of incentives to work across sectors canbe addressed. Youth employment issues can benefit from cross-sectoralcollaboration. Discussions with key informants and the results of the surveyof task team leaders suggest that the Bank’s sector organization is perceivedto constrain cross-sector collaboration in multisectoral projects. Credit foran operation goes to the units that officially manage the tasks. Indeed, fewconnections are built across sectors to address youth employment. Crosssectorcollaboration and coordination in both the Bank and the client countryare useful in addressing youth employment in a comprehensive way. In Brazil,for example, matching the Bank team with the client “teams” (representativesfrom different ministries) helped support cross-sector projects and enhancedcoordination within both the Bank and the government.The Bank is participating in international initiatives relevant for youthemployment (boxes C.2 and C.3).In 2008, the Adolescent Girls Initiative (AGI) was created as part of the WorldBank Group’s Gender Action Plan, “Gender Equality as Smart Economics.”It is cofinanced by the NIKE Foundation and the governments of Australia,Denmark, Norway, Sweden, and the United Kingdom. AGI aims to promote thetransition of adolescent girls from school to productive employment in wage-Appendix C: Strategies and Collaboration 97
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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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school dropouts early. Learning opp
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evaluations on what works best to p
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Agriculture, Health, Education, Soc
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Holzmann, Robert. 2007. MILES: Iden
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• Chapter Highlights• The Bank
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Argentina, Bulgaria, Colombia, and
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facilitated 69 foreign work contrac
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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 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 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
Page 160 and 161: to Finance business line, over a si
Page 162 and 163: entrepreneurship projects. Investme
Page 164 and 165: IFC has three types of investments
Page 166 and 167: Box E.1Africa Schools ProgramIFC su
Page 168 and 169: Box E.2e4e Initiative for Arab Yout
Page 170 and 171: 3. IFC’s Advisory Services corpor
Page 172 and 173: This appendix presents lessons for
Page 174 and 175: Labor Market RegulationsLabor marke
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Page 178 and 179: In post-conflict zones with small f
Page 180 and 181: 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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