Youth Employment Programs - Independent Evaluation Group
Youth Employment Programs - Independent Evaluation Group Youth Employment Programs - Independent Evaluation Group
A comprehensive approach is missing in the Bank’s youth employmentprojects (box 3.2). Most Bank projects (69 percent) include two to sixinterventions. However, the projects are not designed comprehensively, andinterventions from the three categories are not complementary. Rarely didprojects support youth in the rural economy. A comprehensive approach alsorequires that Bank-supported interventions be underpinned by solid analysiswithin the given country context.Challenges in Multisector CollaborationFragmented collaboration across ministries and levels of governments arechallenges to multisector programs. Youth employment programs are oftenspread across different government agencies and ministries and central andlocal government levels, which creates an additional burden on collaboration.In some countries, responsibilities for youth employment reside in theMinistry of Labor and Ministry of Youth. Often several ministries sharethe responsibility. For example, in Burkina Faso, six ministries (Commerce,Box 3.2What the Bank is Supporting: Findings from 18 CountriesIEG identified a number of areas where the World Bank Group is engaged. World Bank activitiesvary across countries:• In Armenia, the Bank helped promote a better business environment to improve the investmentclimate and encourage the hiring of young workers. It also made the TVET system moreresponsive to employers’ needs.• The Bank and IFC support the investment climate in Rwanda to encourage employers to hireyoung workers, and a TVET project to build skills.• In Burkina Faso, the Bank has helped to improve the TVET system with more labor marketrelevant curricula and training and private sector participation.• In Tunisia, the analytical work contributed to knowledge and public discussion on youthemployment.• In other countries, experience was gained by promoting specific initiatives such as: supportinga comprehensive skills development strategy in Ghana: investing in secondary educationto produce more employable graduates in Indonesia and Macedonia; and revising terms andconditions of employment contracts in Macedonia, Turkey, and Tunisia to allow for moreflexibility in hiring youth.• IFC has supported tertiary education and TVET for young working adults from middle- andlow-income backgrounds in Brazil, Chile, and Colombia.These findings illustrate that in most countries the Bank and IFC did not take a comprehensiveapproach addressing both supply and demand factors in a complementary way and underpinnedby diagnostic work. Furthermore, the employment and earnings effects of these interventionswere not tracked.Source: IEG country program analysis.30 Youth Employment Programs
Agriculture, Health, Education, Social Service, and Justice) operatespecialized training centers (World Bank 2006).Collaboration across sector teams within the Bank and with IFC is limitedin youth employment operations. Education sector staff participated inabout 40 percent of the preparation and 33 percent of the supervision ofthe 15 projects managed by other sectors with a skills-building component.However, staff from the Social Protection and Finance and Private SectorDevelopment units worked less often in multisector teams (figure 3.2). Thefour Social Development Network projects with interventions in education,school-to-work transition, and investment climate did not include any sectorspecialists. Similarly, the four Development Policy Operations (DPOs) withskills building that were led by Finance and Private Sector Development hadno education staff on the team.There were few cross-collaboration efforts between the Bank and IFC. Jointteams prepared a student loan program in Colombia, an impact evaluationof IFC’s Kenya Risk Shared Facilities project that did not materialize, andthe e4e Initiative for Arab Youth. 1 The two institutions also collaborated inpreparing the new Education Strategy 2020 “Learning for All.” Weak crosssectorcollaboration was confirmed in the IEG matrix evaluation (IEG 2012).The Bank is participating in international initiatives, albeit small inscope, relevant to youth employment. Millennium Development Goal 1,Figure 3.2Participation of Sector Specialists in Relevant ComponentsManaged by Other Sectors10080Senior staffLead staff% of projects604020027Education staff SP staff FPD staff13 1320 7201313 9Preparation Supervision Preparation Supervision Preparation SupervisionNon-education projects with skillsbuilding (n=15)Non-SP projects with school towork transition (n=15)Non-FPD projects withinvestment climate (n=22)Source: IEG review of Implementation Completion Reports.Note: n=number of projects in the sample with relevant component. Total n > the number of closed projectsbecause a project can have more than one component. FPD=Finance and Private Sector Development;SP=Social Protection.What is the Evidence of Support for Youth Employment Priority Country Needs? 31
- Page 16 and 17: implemented 12 of the 90 operations
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- Page 44 and 45: ReferencesBegg, David, Stanley Fisc
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- Page 63 and 64: school dropouts early. Learning opp
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- Page 78 and 79: facilitated 69 foreign work contrac
- Page 80 and 81: awarded vouchers to about 1,000 out
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- Page 87 and 88: Chapter 5Recommendations
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- Page 98 and 99: Table A.1Types of Youth Employment
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- Page 109 and 110: Table B.3ApprovalFYList of Projects
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Agriculture, Health, Education, Social Service, and Justice) operatespecialized training centers (World Bank 2006).Collaboration across sector teams within the Bank and with IFC is limitedin youth employment operations. Education sector staff participated inabout 40 percent of the preparation and 33 percent of the supervision ofthe 15 projects managed by other sectors with a skills-building component.However, staff from the Social Protection and Finance and Private SectorDevelopment units worked less often in multisector teams (figure 3.2). Thefour Social Development Network projects with interventions in education,school-to-work transition, and investment climate did not include any sectorspecialists. Similarly, the four Development Policy Operations (DPOs) withskills building that were led by Finance and Private Sector Development hadno education staff on the team.There were few cross-collaboration efforts between the Bank and IFC. Jointteams prepared a student loan program in Colombia, an impact evaluationof IFC’s Kenya Risk Shared Facilities project that did not materialize, andthe e4e Initiative for Arab <strong>Youth</strong>. 1 The two institutions also collaborated inpreparing the new Education Strategy 2020 “Learning for All.” Weak crosssectorcollaboration was confirmed in the IEG matrix evaluation (IEG 2012).The Bank is participating in international initiatives, albeit small inscope, relevant to youth employment. Millennium Development Goal 1,Figure 3.2Participation of Sector Specialists in Relevant ComponentsManaged by Other Sectors10080Senior staffLead staff% of projects604020027Education staff SP staff FPD staff13 1320 7201313 9Preparation Supervision Preparation Supervision Preparation SupervisionNon-education projects with skillsbuilding (n=15)Non-SP projects with school towork transition (n=15)Non-FPD projects withinvestment climate (n=22)Source: IEG review of Implementation Completion Reports.Note: n=number of projects in the sample with relevant component. Total n > the number of closed projectsbecause a project can have more than one component. FPD=Finance and Private Sector Development;SP=Social Protection.What is the Evidence of Support for <strong>Youth</strong> <strong>Employment</strong> Priority Country Needs? 31
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