Youth Economic Opportunity Conference 13 September, 2012

2 Results for Development Institute (R4D): who are we? Market dynamics R4D targets four areas in the fight against global poverty:  Results for Development Institute (R4D) is a Washington-DC based non-profit organization, with ~50 employees.  R4D’s mission is to unlock solutions to tough development challenges that prevent people in low- and middle-income countries from realizing their full potential  Major supporters include Rockefeller Foundation, Gates, DFID, Hewlett, and USAID  Leveraging expertise from business, economics, and development, R4D works with leaders, globally and at the country level, to provide analysis and advice, enable communities of knowledge, and design and test solutions to some of the world’s biggest development challenges Who is R4D?

3 Search overview The National University of Educational Planning and Administration (NUEPA), India Research was commissioned to 5 regional institutions in Africa and Asia. Institute of Statistical, Social and Economic Research (ISSER), Ghana Council for the Development of Social Science Research in Africa (CODESRIA), Senegal Thailand Development Research Institute (TDRI), Thailand Dalberg Global Development Advisors conducted a deep dive study on Kenya, Senegal, India and Cambodia. ISESE focus countries Online competition held in 12 countries

4 Findings: what do employers want? Students in Lend-a-Hand-India’s Project Swadheen work together to explore electrical wiring. Technical Skills geared towards a specific occupation, e.g. electrical wiring, plumbing. Analytical Thinking skills Problem-solving skills “People-skills” Self-reliance, entrepreneurship, communication and discipline Skills needed:

5 Findings: what do employers want? Informal economy:  Majority of workers in many developing countries.  “People-skills” are especially crucial.  A focus on “people-skills” development in girls is key, as women are more likely to be engaged in this sector. TechnicalAnalytical“People-skills” Skilled ++ Unskilled Source: Dalberg, 2012 Skills needed by construction workers in India

6 Findings: how to effectively deliver relevant skills? The most effective models link training to employer needs. What did we find?  Successful public private partnerships and NGO programmes that linked skills training to needs of local employment markets.  Innovative use of ICTs to supplement mainstream teaching.  Successful models of open and distance learning.  Scholarship and mentorship schemes to address demand side constraints.  Innovations to improve teaching and modernise curriculum.

7 Findings: how to effectively deliver relevant skills? There is little evaluation currently done on the impact of different innovations.  Systematic evaluation of impact of innovations on job chances for young people.  More effective innovations to deliver ‘21 st century’ skills.  Affordable models to use ICTs effectively to improve learning and skills.  Successful models to mainstream innovation within government secondary education systems. What is needed next?

8 Next steps  Further analysis of innovative models to examine cost and impact.  Country-level convenings to share findings and explore options to test recommendations.  Publish and disseminate a final report which analyses employer skill needs, presents detailed case studies of effective skills delivery models, and assesses the lessons learnt from the regional convening. Further analysis of innovative models Convening (s) Final dissemination