A couple of days ago, my five year old declared that she wanted to be a Super Hero. From wanting to be a little pony a few months ago, she was moving up the role model chain. She, however, was more interested in finding out which monster she would have to fight. Without giving it much thought, I told her that the biggest monster she would have to fight was Climate Change.
she asked, suddenly very interested.
Should citizens give up some of their rights in the interest of national security? This and many other questions were up for debate when Tunisian youth came together in the capital of Tunis recently to address one of their country’s most pressing questions.
Imagine a school that teaches knowledge and provides hands-on training. A place where students express confidence in their skills, and are excited to make a difference in their future jobs. A bastion of confidence and optimism, where 100% of graduating students have jobs lined up before graduation.
Sounds too good to be true? I found this haven at the University of Moratuwa’s Department of Textile and Clothing Technology, supported by the Higher Education for the 21st Century Project (HETC), which is designed to modernize education by its increasing its quality and relevance. 24-year-old Malaka Perera, who is graduating next month, told me how the program has helped him build a foundation for his career. “The program taught me how to deal with people, along with communications and problem solving skills that I used during my internship. As a result, finding a job was quite easy.”
Sri Lankans have enjoyed the benefits of broad education access for decades, which has allowed the country to build human capital to rise and become a middle income country. However, as a country with rising aspirations in an increasingly globalized world and competitive region, the quality and relevance of its education system is key for the country to maintain its edge and reach new heights.
“There’s no weekend for an entrepreneur,” said 24-year-old Hamdy Ben Salah with a smile, when we met on a sunny Saturday morning at his home-based office, where Elyes Labidi and Boulabiar Marwen—two of his five colleagues—were already sitting in front of their computers. The small room they sit in used to be kept for household garbage. But, with furniture and some paint, today it is the base of AlphaLab.
The International Labour Organization estimates that 73.4 million people aged 15-24 do not have a job (43% of global youth), and three times as many young people are underemployed. At the same time, 40% of employers report skills shortage for entry level vacancies, according to McKinsey (Social Initiative 2015). Hence, skill gaps have become an issue to both employers and the unemployed. This trend is exacerbated by technological advancements which are rapidly replacing manual jobs, leaving millions of young people unprepared to participate in the 21st-century knowledge economy.
Three aspects of the skills gap problem need to be addressed in order to find a sustainable solution: urgency, proficiency in technology, and job market readiness. The 2016 World Development Report finds that returns to education are particularly high for ICT-intensive occupations. The wage premium for working in ICT-intensive occupations is around 5% for both men and women in developing countries (WDR 2016). This suggests a tremendous potential of technology education for reducing poverty and boosting prosperity in the developing world.
Eight years on from the start of the global economic crisis, close to one quarter of the European Union’s population remains at risk of poverty or social exclusion. But one group in particular stands out: Europe’s growing and marginalized Roma population.
The equivalent figure for Roma children stands at 85 percent in Central and Southeastern Europe. Living conditions of marginalized Roma in this region are often more akin to those in least developed countries than what we expect in Europe.
This year’s Fragility Forum themed Take Action for Peaceful and Inclusive Societies was held at a time when the plight of millions of forcibly displaced people and growing violent extremism shows real urgency. The 70 plus sessions touched on so many intersections of development, peacebuilding and governance and recurring themes from how to strengthen the global response to forced displacement; to exploring next generation technology; to ending poverty in fragile settings. The following are my key takeaways.
1. Partnerships are the cornerstone of greater success.
The panelists emphasized strongly the idea of partnerships to tackle fragility, conflict and violence. Particularly, the development community and humanitarian groups have long worked separately but with the growing development challenge of the Syrian refugee crisis, a new approach is required. President Kim stressed that “it’s time to work together”. Better cooperation also requires avoiding overlapping goals as Ali Sindi, Minister of Planning, Kurdistan Regional Government, Iraq noted during the first plenary.
Tuberculosis is the #1 infectious disease killer in the world. It kills more people annually than HIV/AIDS. Tuberculosis (TB) is caused by bacteria that most often affect the lungs. TB is spread from person to person through the air (coughing, sneezing, etc). Each year, almost 10 million people develop TB, at least 1 million of which are children.
Tuberculosis is curable and preventable. However, since it’s most affected areas are in developing countries, international assistance and action is critical to help control, contain and eliminate this disease. To raise awareness about TB, especially its effect on children, the campaign “Louder than TB” produced this short - yet hard to watch - video:
Source: TB Alliance
Amidst the risk assessments, results frameworks, and implementation arrangements of any World Bank-financed project, it’s easy to lose sight of the impact that education projects can have on individuals, especially students and teachers. To launch our higher education project in Tajikistan, we used a youth contest to tie the project to personal success stories.
We asked young people in Tajikistan between the ages of 18-25 to tell us in an email of 100 words: why is higher education important to you? How is it impacting your life? Entries could be submitted in Tajik, Russian, or English.
Since the contest was the first of its kind in Tajikistan, we didn’t know what to expect. To spread the word, we engaged the leader of a youth-oriented NGO in Tajikistan to email, telephone, and visit higher education institutions. Different universities posted contest details to their websites and social media pages.