Earlier this year I was on a panel organized during the Fragility Forum 2016, where the question posed to a panel of five was, “ ”
But I found myself thinking, "how can we afford to do nothing?"
Modern energy is a cornerstone of sustaining and empowering people, as much as it is for economic growth. When I think about it, the first thought that comes to mind is that children in any country have the right to learn to read and write without being put in danger through kerosene lighting at night. It is precisely this .
Earlier this year I was on a panel organized during the Fragility Forum 2016, where the question posed to a panel of five was, “ ”
Tell people you work in Juba – capital of South Sudan and now the newest member of the East African Community – and more often than not they won’t know where to find it on a map. Those of us who know are often met with doubtful stares when we talk about enhancing trade and competitiveness in a country that is struggling to emerge from decades of grueling civil war, not to mention a 98 percent illiteracy rate, inadequate capacity, a maternal mortality rate of 254 for every 100,000 births and a 250 out of 1,000 infant mortality rate.
Fact is, Juba is situated in the heart of Africa, where such challenges, and the daunting figures that go along with them, exist. But look deeper and you see commitment, potential, and signs of the World Bank Group’s positive impact. In short, you see opportunity.
Five of the eight AGI pilots were able to successfully embed a rigorous impact evaluation design. We also had a centralized research team that ensured standardization of the research objectives and methods as much as possible. You can access the papers from the individual pilots on our website, and you can download useful documents such as our evaluation concept notes, list of core indicators, and survey instrument in our Resource Guide.
Here are some key recommendations for further research:
Unbundle evaluation designs and provide cost-benefit information by project component. AGI evaluations weren’t able to compare the relative impact of technical training versus life skills training or measure the impacts of specific project strategies, such as mentoring or placement assistance. Similarly, we can say very little about disaggregated costs of these components.
Have a cash-only evaluation arm. Youth employment interventions of all kinds are under pressure to demonstrate that their impacts are larger than what could be achieved through giving cash directly. See, for example, this relevant blog post from Chris Blattman. As part of this agenda we also need to understand the differential impacts of cash provision on young men and women.
Determine the optimal composition, intensity, and delivery of different mixes of skills. This is particularly true for life skills training, which tends to be much more heterogeneous across contexts and is far less expensive to implement than technical or business skills. Related questions around the appropriate age to focus on different types of skills and whether training works better in sex-segregated classrooms will aid in designing the next generation of youth employment programs.
Test strategies for job placement. Progress has been made in improving the delivery of skills training and in helping youth start businesses, but much less is known about how to cost-effectively assist youth to find and retain wage jobs. Interventions—some implemented in AGI pilots—that deserve more testing include:
- Variations in the length and intensity of job placement support: Most AGI interventions included three to five months of placement support;
- Performance-based contracts for the training providers, as used in both the Liberia and Nepal AGI pilots, though these have not been tested rigorously;
- Wage subsidies, as tested among young female community college graduates in the Jordan AGI, which achieved significant short-term gains but no long-term impact;
- Partnerships with large firms to create custom training programs.
Untangle the relationships between young women’s labor and health outcomes. The AGIs in Liberia and Nepal, using a technical and vocational education and training (TVET) model, did not have significant impacts on sexual behaviors or health outcomes, while the Uganda girls' club-based approach dramatically lowered fertility and increased condom use. One distinguishing factor about the Uganda project was that it worked with younger girls, starting at age 14. Another important question to answer is whether there is an optimal age threshold or whether there are other conditions under which skills training projects can affect sexual behaviors.
As the refugee crisis continues, there has been a chorus of fear in host countries that they will “drain precious state resources” by putting pressure on healthcare, education and welfare systems.
But that’s not the only side of the story. I met an inspiring refugee during the Fragility Forum 2016 - Deng Majok-gutatur Chol – who is living proof of why we need to support refugees like him – especially children.
Driven from his village in South Sudan by a devastating civil war, Deng was one of more than 25,000 boys and girls who ran to safety, leaving their parents behind. Only 10 years old, Deng walked more than a thousand miles, traversing forests, deserts, and rivers in a journey that took nearly four months. He kept moving, at some points going thirsty and hungry for days, to reach Ethiopia.
The three years that followed brought mind-numbing horrors, during which many of his companions – other children – were shot dead or died of exhaustion, starvation, and dehydration. Unfortunately, Ethiopia was not safe for them when they became targets of the conflict there. They fled back to South Sudan and finally, Deng arrived at Kakuma refugee camp in Kenya.
Natural resources management, particularly in the extractives industry, can make a meaningful contribution to a country’s economic growth when it leads to linkages to the broader economy. To maximize the economic benefits of extractives, the sector needs to broaden its use of non-mining goods and services and policymakers need to ensure that the sectors infrastructure needs are closely aligned with those of the country’s development plans.
In Africa, especially, mining and other companies that handle natural resources traditionally provide their own power, railways, roads, and services to run their operations. This “enclave” approach to infrastructure development is not always aligned with national infrastructure development plans.
The Adolescent Girls Initiative (AGI) through its eight pilots taught us a great deal about how to make skills training more female-friendly and support young women's transition to productive employment. In addition to all the lessons we learned about working with young women, the pilots also taught us a lot about how to improve the overall quality of skills training.
Our Top 5 quality enhancement lessons, along with links to more information, can be found online in our Resource Guide and here:
Lesson 1: Skills training projects need to set realistic expectations for self-employment versus wage employment. In contexts with limited opportunities for wage employment, skills training projects should help orient youth to the likelihood of self-employment and develop content suitable to different levels of aspiration in that sphere. In Liberia, for example, we offered a job skills track and a business skills track. We ended up having to gradually reduce the size of the job skills track from 35 percent of trainees in Round 1 to just 18 percent in Round 3 after our impact evaluation showed the employment rate in the business skills track was much stronger. This wasn’t easy—it involved changing the orientation of the client, the training providers, and the girls themselves.
Lesson 2: Involving the private sector can improve the market relevance and overall effectiveness of training. AGI pilots partnered with the private sector in the implementation arrangements by hiring private companies to provide training tailored to the needs of a specific firm/sector—as in the Rwanda AGI—and by hiring private sector training and employment service companies to deliver training and assist with job placement—as in Haiti, Liberia, and Nepal. We also took low-cost steps to engage the private sector throughout implementation. For example, the Liberia AGI organized Private Sector Working Groups to provide routine guidance on project activities and enlisted members of the private sector to inspire the trainees by serving as guest speakers in the classroom.
Lesson 3: Post-training support is critical and must be planned and budgeted for early on. Even Getting the training up and running always seems like priority number one, but over the course of implementing the AGI pilots we learned that we needed to do a better job planning and budgeting for more structured and intensive post-training support from the very beginning of each project. The AGI pilots provided three to six months of post-training job placement assistance—such as internships, job search coaching, and so on—or business advisory services—such as business mentoring and check-ins, linkages to micro-franchises and business capital, etc. The exact balance of classroom training versus placement support hasn’t been rigorously tested, but our experience suggests this support can really help trainees put their new skills to use in the labor market. An extended follow-up period may be particularly important for young women just entering the labor market or breaking into non-traditional trades.
Lesson 4: Improving the monitoring and verification of employment outcomes is essential if we want to improve employment outcomes in skills training projects. Many projects don’t monitor attendance or performance during training, let alone keep track of participants after training ends. AGI pilots monitored business and job performance and verified employment outcomes up to six months after classroom training ended. The pilots relied on self-reporting by service providers, then verified these claims among a random sample of trainees (about 25 percent) by talking with employers, local women, and community members, and by accessing the trainee’s business records. The percentage of employed youth in the sample was then extrapolated to the population that the training provider claimed to be employed. In Liberia and Nepal, where pilots implemented results-based contracts, this extrapolation was used as a basis for the final payment. Any inaccurate claims by training providers proportionally reduced their payment and could jeopardize eligibility for future rounds of training. In the Resource Guide, you can download the employment/business verification strategy from the Liberia AGI, as well as tools for monitoring and placement verification.
Lesson 5: Performance-based incentives are operationally feasible—even in fragile settings—and seem to improve outcomes, though this is an area for more rigorous testing. We used results-based contracts for training providers in the relatively small program in Liberia, targeting 2,500 young women, as well as in the Nepal AGI, which was embedded in a larger program that trains 15,000 youth annually. Both projects achieved impressive results and we hypothesize that the performance incentives for the service providers accounts for this in part.
A forthcoming and final blog in this series will address recommendations for future learning and research from the AGI.
From 2008-2015, we implemented pilots in eight countries, with the aim of supporting young women’s transition to productive employment. The AGI marked the Bank’s first experience working with this population—adolescent girls and young women—on this topic—skills and employment. We learned a great deal lot along the way, which we have collated in an online Resource Guide to share with other teams.
We tested two main program models—a classroom-based Technical and Vocational Education and Training (TVET) model that delivered job and business skills plus life skills, and a Girls’ Club model that delivered life skills and short livelihood trainings in community-based safe space clubs. Both significantly impacted economic outcomes for young women, though the Girls’ Club model was far less expensive.
In Liberia, for example, the Economic Empowerment of Adolescent Girls and Young Women (EPAG) project—a TVET, classroom-based program—increased participants' employment by 47 percent and earnings by 80 percent. In Uganda, meanwhile, the Girl's Club program raised the likelihood of girls’ engagement in income-generating activities by 35 percent and had large impacts on risky sexual behaviors and the girls’ experience of violence.
A recent meta-analysis of Active Labor Market Policies (ALMPs) suggests that average program effects tend to be larger for females, and that training and other human capital interventions are particularly effective among women. This suggests that both AGI models—classroom-based vocational training and community-based Girls' Club training—should continue to be implemented and tested across a variety of settings.
So what made the AGI projects effective for young women?
First, AGI worked hard to get girls into the projects and to keep them there—which is challenging in itself, especially for younger girls. We know that attrition from training programs is high, but we don’t really know the magnitude of the problem because so many projects don’t monitor or report individual attendance. When projects do report attrition and disaggregate by sex, they often find young women drop out more than young men and for different reasons. AGI pilots were able to successfully recruit young women and maintained completion rates above 90 percent.
Here are some of the steps AGIs took to recruit young women and retain them:
- Consulted directly with girls in a vulnerability assessment to identify their constraints and needs;
- Budgeted time and resources for specialized communications and recruitment campaigns targeted to reach girls;
- Held morning and evening sessions in safe, accessible locations and took steps to prevent and respond to cases of gender-based violence;
- Provided free on-site childcare so young mothers could participate;
- Provided access to mentors inside and outside the classroom who helped follow up when girls missed training;
- Incentivized good attendance with stipends tied to participation, small completion bonuses, and trainee commitment forms, and facilitated access to savings so that participants could safely retain their stipends and earnings; and
- Incentivized training providers to help girls transition to jobs through results-based financing schemes.
Providing girls with accurate information about the returns to various male- and female-dominated trades is a first step. An experiment in Kenya provided such information and was able to get young women to sign up for training in male-dominated trades, but later on they were no more likely to complete training or pursue work in those trades than young women who had not received the information.
Qualitative work in Uganda among women who successfully "crossed over" into male-dominated fields found the presence of male role models early in a young woman’s career was an important factor, suggesting further that information alone isn’t enough.
Here are some things AGIs did to break occupational segregation:
- Conducted local labor market assessments that intentionally explored market demand in non-traditional trades for women;
- Included an orientation period to educate participants about their training options;
- Encouraged women to enter non-traditional trades in groups;
- Supported participants with mentors, other role models from the community, and careful monitoring for potential unintended consequences.
So what’s the bottom line?
Being intentional about designing and implementing projects that work well for young women requires more planning and resources up front, but the results are impressive—making the investment worthwhile. A single program doesn’t have to do it all—strategies for making training female-friendly need to make sense in the local context.
Forthcoming blogs will explore broader "good practice" lessons from the AGI—not specific to young women—and highlight recommendations for future research and learning.
The White Nile in South Sudan. Photo by Steve Utterwulghe.
As I was landing in Juba, the bustling capital of South Sudan, I couldn’t help but reminisce about my days working in Khartoum for the UN Deputy Special Representative of the Secretary General. The war between the North and the South, of what was then, in 2004, still the Sudan, was raging as the peace negotiations were taking place in a plush resort on the shores of Lake Naivasha in Kenya. I was mainly focusing on guaranteeing access to the people of the Nuba Mountains, one of the three fiercely contested areas between Khartoum and the Sudan People’s Liberation Movement/Army (SPLM/SPLA). I was doing my fair share of shuttle diplomacy, going back and forth between the SPLM/SPLA leadership based in Nairobi and the Government of Sudan in Khartoum. At that time, hopes were high that one would soon see the end of decades of a bloody war in Africa’s largest country. The Comprehensive Peace Agreement was finally signed in 2005. In 2011, South Sudanese participated in a referendum and 99 percent voted for independence. South Sudan became the newest country in the world.
But what should have been a new era of peace and prosperity quickly turned into a feeling of dejà vu. Dreams were shattered as a new internal violent conflict broke out in December 2013, putting the progress achieved at significant risk and disrupting economic activities and livelihoods.
The country is very rich in natural resources, including oil, minerals and fertile arable land. However, with 90 percent of its population earning less than US$1 per day, South Sudan is ranked as one of the poorest countries on the planet. South Sudan remains an undeveloped economy facing important challenges, including high unemployment, weak institutions, illiteracy and political instability. The economic overview of the country by the World Bank suggests that “South Sudan is the most oil-dependent country in the world, with oil accounting for almost the totality of exports, and around 60 percent of its gross domestic product.” The conflict has dramatically affected the production of oil, which has fallen by about 20 percent and is now at about 165,000 barrels per day. This, combined with the sharp global drop in oil prices, has greatly affected the fiscal position of the government.
In such an environment, private sector development is a must, since it has the potential to create market-led jobs and growth. However, private sector growth requires a conducive investment climate and an enabling business environment.
South Sudan has made progress in this area, thanks in part to support from the international community, including the World Bank Group. Yet more needs to be done. South Sudan ranks 187th out of the 189 economies in the Doing Business ranking, just ahead of Libya and Eritrea. In addition, among the top constraints reported by firms in the World Bank Group's Enterprise Survey, 68 percent mention political instability and 58 percent cite access to electricity, followed closely by access to land and finance.
A boat trip from Port Elizabeth to Kingstown, in the Caribbean country of Saint Vincent and the Grenadines, is a one-hour trip that locals take several times a day. It was during one of these journeys that the boat of Kamara Jerome, a young Vincentian fisherman, ran out of gas six miles from Bequia City in what is termed locally as the "Bequia Channel." While waiting for help with strong wind gusts and the sun on his head, the idea of developing a boat that would run with wind and solar energy was born. Soon after, the idea became a prototype; a boat using green technology was on the water making 20-year-old Jerome a winner of international innovation competitions and a role model to other Caribbean youth.
In Mexico, young engineer Daniel Gomez runs a multimillion bio-diesel company originally conceived as a research project for his high school chemistry class. Gomez and his partners - Guillermo Colunga, Antonio Lopez, and Mauricio Pareja - founded SOLBEN (Solutions in bio-energy in Spanish) in their early twenties.
Although Daniel and Kamara have different educational backgrounds, they do share one important skill, the ability to identify a problem, develop an innovative solution, and take it to the market. In other words, being an entrepreneur, an alternative to be economically active, that seems to work and not only for a few.
- Global Youth; youth
- Global Economy
- Financial Sector
- The World Region
- South Asia
- Middle East and North Africa
- Latin America & Caribbean
- Europe and Central Asia
- East Asia and Pacific
- Yemen, Republic of
- Western Sahara
- West Bank and Gaza
- Wallis and Futuna Islands
- Virgin Islands, US
- Virgin Islands, British
- Venezuela, Republica Bolivariana de
- United States Minor Outlying Islands
- United States
- United Kingdom
- United Arab Emirates
- Turks and Caicos Islands
- Trinidad and Tobago
- Taiwan, China
- Syrian Arab Republic
- Svalbard and Jan Mayen Islands
- St. Vincent and the Grenadines
- St. Pierre & Miquelon
- St. Lucia
- St. Kitts and Nevis
- St. Helena
- Sri Lanka
- South Sudan
- South Africa
- Solomon Islands
- Slovak Republic
- Sierra Leone
- Saudi Arabia
- Sao Tome and Principe
- San Marino
- S. Georgia and S. Sandwich Islands
- Russian Federation
- Puerto Rico
- Papua New Guinea
- Northern Mariana Islands
- Norfolk Island
- New Zealand
- New Caledonia
- Netherlands Antilles
- Micronesia, Federated States of
- Marshall Islands
- Macedonia, former Yugoslav Republic of
- Macao SAR, China
- Lao People's Democratic Republic
- Kyrgyz Republic
- Korea, Republic of
- Korea, Democratic People's Republic of
- Jersey, C.I.
- Isle of Man
- Iran, Islamic Republic of
- Hong Kong SAR, China
- Holy See (Vatican City State)
- Heard and McDonald Islands
- Guernsey, C.I.
- Gambia, The
- French Southern Territories
- French Polynesia
- French Guiana
- Faroe Islands
- Falkland Islands (Malvinas)
- Equatorial Guinea
- El Salvador
- Egypt, Arab Republic of
- Dominican Republic
- Czech Republic
- Cote d'Ivoire
- Costa Rica
- Cook Islands
- Congo, Republic of
- Congo, Democratic Republic of
- Commonwealth of Independent States
- Cocos (Keeling) Islands
- Christmas Island
- Central African Republic
- Cayman Islands
- Cabo Verde
- Burkina Faso
- Brunei Darussalam
- British Indian Ocean Territory
- Bouvet Island
- Bosnia and Herzegovina
- Antigua and Barbuda
- American Samoa
- Bahamas, The
I like entertaining my western friends with stories of growing up in the post-communist Kazakhstan limbo, when everything ended, but nothing had yet started. Stories of how my friends and I would collect old newspapers to trade for books and Moscow magazine subscriptions. And later on, selling empty milk bottles back for some cash to buy candy and chewing gum in the newly opened Chinese shops. The audience goes “oohh” and “ahh”, and oh do I feel like I’ve seen a lot and know what life is like!
I have to admit – attending the Fragility Conflict and Violence (FCV) Forum 2015 that took place at the World Bank HQ last week was an experience that changed my perspective on hardships of life in developing countries. There are developing countries and then there are fragile and conflict-affected countries.