PERSPECTIVEReleasing the potential of adolescents:Education reform in the Middle East and North Africa regionby Her Highness SheikhaMozah bint NasserAl Missned, UNESCOSpecial Envoy for Basicand Higher Education“In order torelease thepotential of thenext workforce –adolescents – wemust ensure thattheir educationproperly preparesthem for a career”On 12 August 2010, the second United NationsInternational Year of Youth commenced. We stakeholdersand advocates for children must therefore turnour attention to the problems adolescents face today.In the Middle East and North Africa region, these areparticularly serious in the areas of education andfuture employment.The region is also experiencing an unprecedentedyouth bulge. In the next 10 years, 65 per cent of thepopulation will be 24 years old or younger. In additionto the demographic pressure, young people arefinding it increasingly difficult to break into the labourmarket, especially with the larger number of newentrants every year. The region has a rapidly growinglabour force, and both unemployment and underemploymentare major concerns for young people tryingto provide for themselves and their families. By thetime a 13-year-old today turns 23, as many as 100million jobs will be needed to accommodate theserising numbers. That means creating 6.5 million jobsper year.While the Gulf countries have experienced a surgeof wealth during recent decades, this has not beenentirely beneficial for our young people. Many adolescentshave grown accustomed to a materialisticlifestyle that distracts them from reaching their fullpotential. Likewise, the seduction of consumerismtraps adolescents in an endless quest for possessionsand encourages them to disregard their role ascitizens responsible for community involvement andpositive self-development. Moreover, the labour marketcannot support the current youth bulge, impedingyoung people’s ability to achieve financial independence.Unable to find work, they extend their studies,in turn delaying marriage and parenthood.Acknowledging that our youth are consumers ratherthan producers is alarming, but it is not their faultalone. The education system in Arab countries ispartly responsible for the soaring unemployment rate,because it focuses more on granting diplomas than oneffectively training students in practical skills. It doesnot prepare young people for the global job market,as it neither encourages versatility nor enables themto apply a diverse set of abilities across a number ofdisciplines. In today’s rapidly changing technologicalworld, young people need to learn critical thinking,writing skills and flexibility – areas virtually absentfrom our curricula at present. If we do not reformour current practice and aim to transform today’sadolescents into creative, productive and diligentcontributors, our economies will not be able tocompete globally.My work with the United Nations Alliance ofCivilizations inspired me to launch Silatech, a regionalyouth initiative whose name derives from the Arabicterm ‘your connection’. Particularly active in theGulf countries, the initiative aims to partner youngpeople with leaders, corporations and organizationsglobally to promote opportunities for innovation andenterprise. In order to release the potential of thenext workforce – adolescents – we must ensure thattheir education properly prepares them for a career.If we do not invest in this generation, I believe thatthe devastating cycle of unemployment will continue.Adolescents represent a tremendous asset for ourfuture, and this historic opportunity to empower themand help them flourish must not be missed.Her Highness Sheikha Mozah bint Nasser Al Missnedserves as Chairperson of the Qatar Foundation forEducation, Science and Community Development; ViceChair of the Supreme Education Council; Presidentof the Supreme Council for Family Affairs; andChairperson of the Sidra Medical and Research Centerproject. She established the Silatech initiative to helpgenerate new jobs and opportunities for young peoplein the Arab world.58THE STATE OF THE WORLD’S CHILDREN 2011
e stranded in poverty by conflict or other emergencies,unable to pursue a livelihood, and they are often at greaterrisk of sexual violence and exploitation. 23 They may belured or dragged into participation in criminal activities asa way of coping with the material and emotional uncertaintiesof their lives. 24The risks adolescents face, and the contributionsthey make in conflict and emergency settings,deserve great recognitionThe past two decades has witnessed a growing recognition ofthe impact of armed conflict on children and youth, anda strengthening international response to the issue. TheConvention on the Rights of the Child stipulates that childrenunder age 15 should not take a direct part in hostilitiesand should be protected from the effects of armed conflict.This legal safeguard was then extended and reinforced inthe Optional Protocol on the Involvement of Children inArmed Conflict, adopted by the UN General Assembly in2000 and which entered into force in 2002. The OptionalProtocol raised the minimum age for recruitment intomilitary service to 18 and criminalized the recruitment ofchildren under 18 by rebel groups.often the best means of ensuring their protection – thoughcare clearly has to be taken when adolescents are politicallyoutspoken in conflict and post-conflict situations.Adolescent participation in challenging situations can beboth a means and an end. It can allow young people todevelop their problem-solving and negotiating skills whilefostering a wider atmosphere of tolerance, democratic practiceand non-violence. There is a virtuous circle within reachhere: Just as adolescents are more likely to flourish andrealize their potential in conditions of peace and security, sothose conditions of peace and security are more likely to beattained if young people are encouraged to play a full part.The bar was raised even farther in 2007, when representativesof 59 countries committed themselves to ending theunlawful recruitment and use of children and adolescents inarmed conflicts in what were called the Paris Commitmentsand Principles. As of the beginning of 2010, 84 countrieshad endorsed the Commitments.Adolescents are not only victims and witnesses to conflict,however; given the chance, they can also be an integral partof its resolution and societal renewal. Ever since the firstInternational Youth Year was designated in 1985 with a themeof ‘Participation, Development and Peace’, UN organizationshave regularly attempted to stress the positive contributionadolescents and youth have made to resolving social problemsand the even greater contribution they could make.During the two-and-a-half decades that have ensued betweenthe first and the current (August 2010–2011) UN InternationalYear of Youth, the focus on involving adolescents and youngpeople in conflict resolution and postconflict rebuilding hasbeen greatly strengthened. There has also been increasingrecognition of the importance of adolescent participation inemergency situations, as noted in chapter 2. Encouragingthe participation of adolescents in all aspects of communitylife is not only the best way to realize their potential but alsoGLobal challenges for adolescents 59
- Page 2 and 3:
© United Nations Children’s Fund
- Page 4 and 5:
AcknowledgementsThis report was pro
- Page 7 and 8:
THE STATE OF THE WORLD’S CHILDREN
- Page 9:
GLobal challenges for adolescents 1
- Page 12 and 13:
large cohort of unemployed youth, w
- Page 14 and 15:
FOCUS ONEarly and late adolescenceR
- Page 16 and 17: ment and active participation. Disa
- Page 18 and 19: age at which individuals are legall
- Page 20 and 21: the rights of adolescents or to pro
- Page 22 and 23: The Convention was sufficiently ins
- Page 24 and 25: Adolescents are often consideredthe
- Page 26 and 27: HALLENGES ANDRealizing the rights o
- Page 28 and 29: FOCUS ONDemographic trends for adol
- Page 30 and 31: country are particularly serious, g
- Page 32 and 33: Gathering accurate data on adolesce
- Page 34 and 35: sexes, there is still a considerabl
- Page 36 and 37: PERSPECTIVEFacing the challenge:Rep
- Page 38 and 39: FOCUS ONInequality in childhood and
- Page 40 and 41: ADOLESCENT VOICESAct responsibly:Nu
- Page 42 and 43: past decade, though not all of them
- Page 44 and 45: Yet other initiatives against child
- Page 46 and 47: PERSPECTIVEChernobyl 25 years later
- Page 48: Adolescents are deeply concernedabo
- Page 51 and 52: OPPORTUNITIESrisk of climate change
- Page 53 and 54: Poverty, unemploymentand globalizat
- Page 55 and 56: PERSPECTIVEThe effects of climate c
- Page 57 and 58: high-level competencies that are in
- Page 59 and 60: a window for possible economic deve
- Page 61 and 62: ADOLESCENT VOICESReclaim Tijuana:Pu
- Page 63 and 64: are exacerbating those risks, inclu
- Page 65: sentencing wherever possible, inclu
- Page 70 and 71: HALLENGES ANDOver the course of the
- Page 72 and 73: gated by age, disability, sex, ethn
- Page 74 and 75: FOCUS ONPreparing adolescents for a
- Page 76 and 77: the Ministry of Education, in colla
- Page 78 and 79: exactly ‘youth participation’ l
- Page 80 and 81: spaces as part of Aprendiz, the ‘
- Page 82 and 83: PERSPECTIVEAdolescent girls:The bes
- Page 84 and 85: ADOLESCENT VOICESFrom victims to ac
- Page 86 and 87: ReferencesCHAPTER 11United Nations,
- Page 88 and 89: 19United Nations Children’s Fund,
- Page 90 and 91: STATISTICAL TABLESEconomic and soci
- Page 92 and 93: Under-five deaths (millions)Region
- Page 94 and 95: STATISTICAL TABLESapproach is not t
- Page 96 and 97: TABLE 1. BASIC INDICATORSCountries
- Page 98 and 99: TABLE 1. BASIC INDICATORSUnder-5mor
- Page 100 and 101: TABLE 2. NUTRITIONCountries and ter
- Page 102 and 103: TABLE 2. NUTRITIONCountries and ter
- Page 104 and 105: TABLE 3. HEALTHCountries and territ
- Page 106 and 107: TABLE 3. HEALTH% of populationusing
- Page 108 and 109: TABLE 4. HIV/AIDSCountries and terr
- Page 110 and 111: TABLE 4. HIV/AIDSEstimatedadult HIV
- Page 112 and 113: TABLE 5. EDUCATIONCountries and ter
- Page 114 and 115: TABLE 5. EDUCATIONPrimary schoolNum
- Page 116 and 117:
TABLE 6. DEMOGRAPHIC INDICATORSCoun
- Page 118 and 119:
TABLE 6. DEMOGRAPHIC INDICATORSPopu
- Page 120 and 121:
TABLE 7. ECONOMIC INDICATORSCountri
- Page 122 and 123:
TABLE 7. ECONOMIC INDICATORSCountri
- Page 124 and 125:
TABLE 8. WOMENCountries andterritor
- Page 126 and 127:
TABLE 8. WOMENCountries andterritor
- Page 128 and 129:
TABLE 9. CHILD PROTECTIONChild labo
- Page 130 and 131:
TABLE 9. CHILD PROTECTIONChild labo
- Page 132 and 133:
Summary indicatorsAverages presente
- Page 134 and 135:
TABLE 10. THE RATE OF PROGRESSCount
- Page 136 and 137:
TABLE 10. THE RATE OF PROGRESSUnder
- Page 138 and 139:
TABLE 11. ADOLESCENTSCountries and
- Page 140 and 141:
TABLE 11. ADOLESCENTSAdolescents po
- Page 142 and 143:
TABLE 12. EQUITYCountries andterrit
- Page 144 and 145:
TABLE 12. EQUITYBirth registration
- Page 146 and 147:
AcronymsAIDSCEDAWDHSFGM/CGDPHIVIUCW
- Page 148:
United Nations Children’s Fund3 U