Youth Employment Programs - Independent Evaluation Group
Youth Employment Programs - Independent Evaluation Group Youth Employment Programs - Independent Evaluation Group
Organization for Standardization (ISO) management certification and formaltraining programs with Internet use. These factors are especially importantfor young firms and small and medium enterprises (SMEs) (Dutz and others2011). Youth who cannot find work in rural areas tend to migrate (box A.2).Labor Supply Side: Education and SkillsEmployers identify the lack of skilled labor as a major constraint to doingbusiness. Country program analysis indicates that workers without acompleted primary education do not qualify for most wage jobs in mediumand large enterprises. Many workers lack cognitive skills regardless of theirlevel of educational attainment. The lack of catalytic skills is particularlyharmful for the development of the service sector—where communicationand other social abilities are important. School dropouts are not trained infinancial literacy, including spending and saving, and they lack informationon the variables that affect business development.The level of education and skills can have a positive impact on youthemployment. Rising levels of education of youth cohorts can respond to thedemand for more educated workers in growing economies (as human capitalcomplements physical capital). Education is also closely tied to upwardmobility in income and occupation, increasing the probability that workerscan move out of agriculture, casual, and low-wage jobs into better-paid jobsand more stable employment. Thus, productivity can be augmented througheducation and training. In addition, education may permit a better job matchas educated youth tend to be more efficient in acquiring and processing jobsearch information. Firms also tend to engage in greater hiring efforts forhigher-wage, skilled jobs (the cost of keeping unfilled vacancies is higher).Box A.2Rural Investment and Employment Opportunities Affect YouthMigrationRural areas generally offer fewer employmentopportunities, causing young people to eithermigrate to urban areas or work locally in lowerincomeagriculture and informal sector jobs. Ifjobs were available in rural areas, young peoplemight remain in place, as suggested by Facebookusers who responded to an IEG poll. Urban areasin Africa have been very slow to create jobs toaccommodate the increasing numbers of youngmale migrants. As a result, migrants are morelikely to be unemployed and out of the laborforce than their non-migrant counterparts (WorldBank 2008–09).Would you stay in rural areas ifthere were jobs for youth?No(n = 39),22%Yes(n = 140),78%Source: IEG; Facebook Users, 2012. See appendix G.58 Youth Employment Programs
Finally, during business downswings, greater firm attachment and a higherlevel of skills reduce the probability of being laid off.Education is less beneficial to employment if there is an oversupply and lowqualitytraining. Depending on the context, education brings several benefits:a lower probability of unemployment, lower job turnover, higher wages, andgreater upward mobility in income and occupation. However, these benefitsmay be reduced (or not arise) when the supply of skills outpaces the demandor when the education and training system fails to produce the skills requiredby the labor market (such as a low quality of education and obsolete skills).Furthermore, the efficiency of the job search process can be reduced whendiplomas and certificates are no longer reliable indicators of qualificationsand skills.The mismatch between the skill composition of the labor force and the needsof a changing labor market affect employment. One could expect that wagepremiums for different education and training levels would adjust to changesin demand, creating incentives or disincentives to acquire the correspondingskills. The severity and duration of unemployment will then depend onthe capacity of response in the education and training sector to build therelevant skills for a fast-changing labor market. However, wage premiums arenot the only market signal. Other factors such as a heightened prestige for aspecific profession play a role in the education and career decisions of youngpeople, which may lead to a mismatch with the needs of the labor market.Labor Supply Side: Size and Composition of Youth CohortsThe extent to which demographic factors affect youth employment dependson country context, including the magnitude of the demographic change, thecapacity of the economy to create jobs (box A.3), the flexibility of the labormarket, and the pay determination process. In the countries of the MiddleEast and North Africa, in a context of lower growth rates in the 1980s and1990s, the demographic expansion led to both higher unemployment ratesand lower returns to investment in education. In South Asia, demographicfactors have not affected employment as large cohorts of new entrants havebeen absorbed by a dynamic labor market able to create some 800,000 newjobs a month for a decade (Nayar and others 2012). In the United States,which is characterized by a flexible wage determination process, the primaryimpact of large cohorts of new entrants in the 1970s has been to depressyouth wages relative to adult wages, rather than to affect employment rates(Freeman and Wise 1982).Youth cohorts—as well as the whole labor force—are heterogeneous withregard to gender, social class, and other cultural and personal characteristics.To the extent that specific youth groups have different behavioral patternsor that employers value differently their characteristics, their employmentopportunities will differ. Possible youth employment solutions have toaccount for these heterogeneities.Appendix A: Conceptual Foundation of the Evaluation Framework 59
- Page 44 and 45: ReferencesBegg, David, Stanley Fisc
- Page 47 and 48: Chapter 2What Are the World Bank an
- Page 49 and 50: The strength and openness of the ec
- Page 51 and 52: Interventions to Address Youth Empl
- Page 53 and 54: 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
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- 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
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- 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
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- 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
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Organization for Standardization (ISO) management certification and formaltraining programs with Internet use. These factors are especially importantfor young firms and small and medium enterprises (SMEs) (Dutz and others2011). <strong>Youth</strong> who cannot find work in rural areas tend to migrate (box A.2).Labor Supply Side: Education and SkillsEmployers identify the lack of skilled labor as a major constraint to doingbusiness. Country program analysis indicates that workers without acompleted primary education do not qualify for most wage jobs in mediumand large enterprises. Many workers lack cognitive skills regardless of theirlevel of educational attainment. The lack of catalytic skills is particularlyharmful for the development of the service sector—where communicationand other social abilities are important. School dropouts are not trained infinancial literacy, including spending and saving, and they lack informationon the variables that affect business development.The level of education and skills can have a positive impact on youthemployment. Rising levels of education of youth cohorts can respond to thedemand for more educated workers in growing economies (as human capitalcomplements physical capital). Education is also closely tied to upwardmobility in income and occupation, increasing the probability that workerscan move out of agriculture, casual, and low-wage jobs into better-paid jobsand more stable employment. Thus, productivity can be augmented througheducation and training. In addition, education may permit a better job matchas educated youth tend to be more efficient in acquiring and processing jobsearch information. Firms also tend to engage in greater hiring efforts forhigher-wage, skilled jobs (the cost of keeping unfilled vacancies is higher).Box A.2Rural Investment and <strong>Employment</strong> Opportunities Affect <strong>Youth</strong>MigrationRural areas generally offer fewer employmentopportunities, causing young people to eithermigrate to urban areas or work locally in lowerincomeagriculture and informal sector jobs. Ifjobs were available in rural areas, young peoplemight remain in place, as suggested by Facebookusers who responded to an IEG poll. Urban areasin Africa have been very slow to create jobs toaccommodate the increasing numbers of youngmale migrants. As a result, migrants are morelikely to be unemployed and out of the laborforce than their non-migrant counterparts (WorldBank 2008–09).Would you stay in rural areas ifthere were jobs for youth?No(n = 39),22%Yes(n = 140),78%Source: IEG; Facebook Users, 2012. See appendix G.58 <strong>Youth</strong> <strong>Employment</strong> <strong>Programs</strong>