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How are future blue-collar skills being created?

Victor Mulas's picture

A technology bootcamp in Medellín, Colombia. © Corporación Ruta N Medellín/World Bank

The fourth industrial revolution is disrupting business models and transforming employment. It is estimated that 65 percent of children entering primary school today will, in the future, be working in new job types that do not exist today. These changes have been more noticeable in developed countries, with the 2008 financial crisis accelerating this transformation process. However, they are also affecting emerging economies that have traditionally relied on routine blue-collar jobs (e.g., textiles, manufacturing or business process outsourcing) for broad employment and economic development.

Start-ups are at the core of these disruptions in business models. In recent years, we have witnessed how completely new market categories have been created out of the blue, transforming entire sectors of the economy, including transportation, logistics, hospitality, and manufacturing. When start-ups disrupt a market, a new business category is created and new sources of growth and employment are generated.

When we think about start-ups and employment, the first thing that come to mind is the start-up founders, typically highly educated and motivated individuals. However, evidence from New York startup ecosystem, a testing ground of new jobs generated through technology after the financial crisis, suggests otherwise.

First, most of the jobs generated by the tech start-up ecosystem are not in start-ups but in the traditional industries that either are influenced or disrupted by start-up technologies (with over three times more employment generated in the non-tech traditional industry).

Second, more than 40 percent of these new jobs did not require bachelor’s degree skills or above. These are jobs like building a website, a basic database, a web or mobile app.

What are the skills needed to fill these categories — which we can call tech blue-collar skill jobs — and how people are being trained for them?

Education reform to create entrepreneurs

Hala Fadel's picture
 dotshock l

The demographic clock is ticking on both sides of the Mediterranean, from an aging workforce at one end to a workforce surplus on the other. Yet, whatever the demographic dynamics, the Mediterranean area is facing an incredible challenge, that of providing a safe, buoyant and prosperous future for its youth, one which would benefit its societies, their economic development, and progress.

Improving data collection to improve welfare in the Middle East

Aziz Atamanov's picture
Emad Abd Elhady l World Bank

The Middle East and North Africa (MENA) has witnessed a surge of conflict and economic uncertainty and, while the causes of conflict vary, there is no ambiguity about the negative impact it has on people’s wellbeing. Today, the region is both the world’s largest host for displaced populations and the single largest source of forcibly displaced people

An internship spent helping create an internship system for the Middle East and North Africa

Juliette Rosenberg's picture
 dotshock l

Every high school student in North America understands the importance of what they do during the summer break. Whether it’s working for the minimum wage at a restaurant or waking up early for an internship, the colleges they apply to will evaluate the commitment and effort they put into work experience. Chances are that colleges—and future employers—won’t be very impressed if students spent the whole summer doing nothing.  

Back to the beginning: What I learned about early childhood development in the Arab World

Angelena Simms's picture
 Egyptian Studio l World Bank

This year, I was given the incredible opportunity of a summer internship at the headquarters of the World Bank Group in Washington, DC, researching the different levels of investment that countries in the Middle East and North African (MENA) have made in Early Childhood Development (ECD). As a result, I gained insights into development issues I would not otherwise have been aware of, nor would I have had any idea of how to go about making improvements.

Q & A: New initiatives for education in the Middle East and North Africa, including for refugees

Safaa El-Kogali's picture
 Egyptian Studio |

In Part II of her interview, Safaa El Tayeb El-Kogali, World Bank Practice Manager for Education, explains the initiatives being take to improve all levels of public education in the Middle East and North Africa (MENA), and how important it is for children to be able to go to school, especially when their countries are affected by conflict.

Q & A: The importance of early childhood development in the Middle East and North Africa

Safaa El-Kogali's picture
 Egyptian Studio /

With the school year starting in the Middle East and North Africa (MENA), millions of children are busily preparing to resume their studies. Some, caught in conflict, may not be able to go to school at all; others may be joining schools in countries neighboring their own. At peace or in war, throughout MENA more emphasis is being placed on early education and care. World Bank Practice Manager for Education, Safaa El Tayeb El-Kogali, co-authored a study on Early Childhood Development (ECD) in 2015, which found that, with a few exceptions, the Middle East and North Africa (MENA) was faring poorly.

Arab world start-ups need partners, pathways, and talent to access markets

Jamil Wyne's picture
 dotshock | Shutterstock

Market access is critical to the growth of start-ups in the Middle East and North Africa (MENA). Start-ups seeking to scale up their operations need to think in terms of regional, rather than solely national, growth strategies from day one. However, maneuvering themselves into new countries is a complex process, and one that hinges on finding the pathways, people, and partners for market expansion.

Sensitizing development challenges through virtual reality

Bassam Sebti's picture

There is a round metal tray surrounded by four children and their parents. In it, there are plates filled with instant noodles, hummus, lebne, olives and pickled eggplant. I look left and there is a silver tea pot. I look right and my eyes catch a plastic bag of pita bread.
The tray is put on an unfinished concrete floor covered with a bunch of heavy winter blankets. The brick walls are partially covered with bedding sheets, while heavy winter clothes are hanging on a water pipe.
I lift my head up. I see a light bulb hanging from an unfinished cement ceiling. When I look back down, I see a toddler approaching me trying to poke my eyes, until I realize that I am not actually there and she is only trying to poke the 360 camera!