Youth Employment Programs - Independent Evaluation Group

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IEG’s Youth Employment Evaluation Team, in collaboration with IEG’s OnlineCommunications team, used social media to reach out to beneficiariesand stakeholders to complement its data collection activities and conductpublic outreach to youth across the globe. The engagement plan aimed togather additional information in the form of qualitative data that could: (i)be triangulated with other sources used in the evaluation; (ii) make theevaluation process transparent by posting study questions and updates onlinefor public use; and (iii) create a group of interested stakeholders to championthe recommendations and findings of the completed evaluation.Methodology for Social Media OutreachIEG used its existing Facebook and Twitter accounts to reach out to targetgroups with key messages and questions. Through these channels, IEGsolicited comments from users worldwide. Specific questions were askedsequentially and in multiple formats. Each question was posted for a week.Some questions were posted both as open-ended queries to solicit descriptivecomments and as polls to obtain quantitative data. Additionally, theevaluation team responded to questions posted by users on Facebook andTwitter, serving as a valuable source of information exchange.IEG set up a dedicated tab/sub-page on Facebook for users to interacton youth employment issues. IEG also posted all of the questions on theFacebook Wall. Main topics covered included government strategies to addressyouth employment, gender differences in accessing labor market, access tocredit and banking, and adequacy of skills and training among youth.Each question was posted along with a descriptive picture to attract theinterest of the users. According to Google Analytics, between December 20,2011 and March 28, 2012, the page generated 300 visits. The top 10 countriesfrom which users accessed the sub-page were the United States, Pakistan,United Kingdom, Armenia, Uganda, Egypt, Argentina, Switzerland, Chile, andCanada. IEG also ran advertising campaigns on Facebook for some questionstargeting youth in particular countries and users with specific interests inyouth and youth employment. Additionally, some questions were cross-postedon other organizations’ Facebook profiles to make their users aware of theevaluation and to prompt their reactions.On Twitter, IEG used a distinct hashtag 1 —#Youth&Jobs—to group contentand people following the discussion. IEG researched and connected with themost influential Tweeters on youth and youth employment issues, such asthe U.K.’s Youth Parliament, the World Bank’s YouThink, UNICEF’s Voices ofthe Youth, and so on. The outreach team also followed certain youth-relatedtopics to stay updated on main events and developments.IEG also supplemented its online outreach efforts with face-to-facepresentations to youth groups. IEG presented the study and social mediaoutreach plan at the World Bank Speaker’s Bureau presentations to groups164 Youth Employment Programs
of students and interns visiting the World Bank and to interns from theOrganization of American States and the Washington Center for Internshipsand Academic Seminars. The presentations focused on encouraging youth toparticipate in discussions and share their experiences.Responses from Social Media OutreachDuring the three-month outreach campaign, IEG’s posts on the FacebookWall reached over 600,000 people, according to Facebook Insights. 2 IEG alsoreceived over 50 comments, which were synthesized into the “I, L and E”categories examined by the study. In addition, three polls garnered around750 votes. Comments came from users in Afghanistan, Canada, Colombia,Egypt, Ghana, India, Kenya, Nepal, Pakistan, Sri Lanka, Zambia, Uganda, andthe United States.Although IEG reached out to youth groups and organizations workingwith youth, it is not possible to confirm the age or nationality of peopleresponding to the outreach efforts unless it is stated in their social mediaprofiles. However, the general demographic on IEG’s Facebook page betweenJanuary 1 and March 26, 2012 was predominantly comprised of people 18–34years old. Males were the majority. Most users came from Pakistan, Egypt,India, Indonesia, the Philippines, Afghanistan, and the United States.The outreach methodology and tools reached only literate individuals withInternet access and those who speak English. Nevertheless, it was a usefulway to gather the opinions and experiences of youth. It also made theevaluation process more transparent and accessible and created interest inthe evaluation before completion. Overall, the responses were in line with thefinding that youth unemployment is a big issue across the world.Data gathered from social media were analyzed, triangulated with othersources of data, and incorporated into this report to illustrate the findings.Below is a summary of some of the comments received by question and topicposed on social media sites.Skills and TrainingQuestion: Do you think most youth lack the business skills and connections tobecome successful entrepreneurs?Summary of responses: Most youth have the business skills to becomesuccessful entrepreneurs but lack connections and financial empowerment. Atthe same time, more needs to be done to create better training opportunitiestargeting marketable skills for youth.IEG also conducted a poll asking whether youth lack business skills andconnections to be successful entrepreneurs. This poll generated 185 responsesof which 209 said “Yes,” and 76 said “No” (figure G.2).Appendix G: Social Media Outreach Goals, Methodology, and Results 165
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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
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• Comparing the interventions ana
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Hjort, Jonas, Michael Kremer, Isaac
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Chapter 5Recommendations
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farm self-employment and employment
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This appendix presents the factors
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Organization for Standardization (I
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Box A.3Youth as a Demographic Divid
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Table A.1Types of Youth Employment
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Notes1. This phenomenon could be le
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Appendix BEvaluation Data Sources a
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Identification and Analysis of the
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• Making the labor market work be
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Table B.3ApprovalFYList of Projects
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Table B.3ApprovalFYList of Projects
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Table B.4(I)nvestmentClimate(L)abor
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Table B.6List of Economic Sector Wo
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ment, Private Sector Development, a
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Other evaluations with outcome meas
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Table B.8CountryFranceKenyaMexicoPa
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Table B.8CountryUnitedStatesYouth E
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Table B.8CountryEuropeancountriesLa
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Bidani, Benu, Niels-Hugo Blunch, Ch
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Training Replication Sites.” Manp
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Appendix C provides additional info
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Box C.2Global Partnership for Youth
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ReferencesAedo, Cristian, and Ian W
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This appendix provides additional i
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The number of projects and total le
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Figure D.2World Bank Youth Employme
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Table D.5Intervention categoryYouth
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Table D.7Prevalence of Project Obje
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Table D.9Target Groups of Project O
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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
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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
Page 182 and 183: marginal impact of school-to-work t
Page 184 and 185: of the program. However, results fo
Page 186 and 187: • Weak results frameworks on the
Page 188 and 189: sustainability. Zambia’s TEVET pr
Page 190 and 191: unemployed youth registered with th
Page 192 and 193: for Employment and Entrepreneurship
Page 194 and 195: Note1. The Technical and Vocational
Page 196 and 197: Ibarraran, Pablo, and David Rosas.
Page 198 and 199: World Bank. 2012a. “World Bank an
Page 202 and 203: Figure G.1 Facebook Demographics Ba
Page 204 and 205: Figure G.3Results on Rural Employme
Page 207 and 208: BibliographyBarrera, Felipe, Paul G
Page 209 and 210: ———. 2011b. Migration and Rem
Page 211 and 212: The World Bank GroupWorking for a W
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