The world's greatest risks can't be confined within borders. This is clearly the case with the ongoing refugee crisis, which is unprecedented in scale and affecting people and places far from the scene of civil war, fragility and conflict. The UK vote to leave the European Union showed, in part, the volatility and reach of the impact of forced displacement.
Two recently released World Bank reports — one on commodities and the other on remittances — lend insight into an unfolding dynamic in the world today. As oil prices dropped from more than $100 per barrel in June 2014 to as low as $27 in the last few months, the money sent home from people working abroad in oil-producing countries also fell. This drop is a major reason remittances to developing countries declined in 2015 to their lowest growth rate since the 2008-2009 financial crisis.
Jordan’s Queen Rania and other high-ranking officials said Friday that the world needs a new approach to deal with historically high numbers of forcibly displaced people.
“This is a global crisis, and we’re deluding ourselves if we think it can be contained,” the queen said at the World Bank Group-IMF Spring Meetings, where forced displacement is a top issue on the agenda amid a refugee crisis that has spread from the Middle East into Europe over the last year.
Queen Rania said Jordan has received 1.3 million Syrian refugees over the past five years. The influx has been a “demographic shock that is exhausting our social and physical infrastructure to its absolute limits,” she said. International contributions have made up less than a third of Jordan’s expenses.
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.
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.
There is a horrible old saying in some Arab countries: Women belong to their homes and husbands only. They shouldn’t be educated, work, or have an opinion. This belief, unfortunately, still dominates some areas in the Arab world. But modern, educated, and strong-willed Arab women and men find this saying backward and unfitting.
Women are 49.7% of about 345.5 million people in the Middle East and North Africa region. Some in the West think of these women as zipped up in a tent in the desert, probably beaten up by their husbands, a stereotype many of today’s Arab women fight and prove wrong.
Yes, there are still many barriers remaining in the way of closing the gender gap in the Arab world, but many advances have been made in education, politics, entrepreneurship, labor, and health. Arab women today are entrepreneurs, leaders, activists, educators, Nobel Prize winners, and much more. They are reshaping their societies and building a better road to gender equality and girl empowerment for generations to come.
Here are some of many stories on how women from different Arab countries are reshaping their societies and fighting gender inequality:
- refugee crisis
- Refugee Camps
- Road to Refuge
- Girl's Education
- Arab Spring
- gender equality
- International Women's Day
- Arab Women
- Agriculture and Rural Development
- Climate Change
- Middle East and North Africa
- Syrian Arab Republic
- Yemen, Republic of
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.
She is described as having strong ideas. A spirited and energetic girl who dreams of a big future, Shams helps children and encourages them to learn and play.
But Shams is not a real child. She is a Muppet and one of the most popular fictional characters in the children’s show Iftah Ya Simisim, the Arabic version of the popular, long-running US children’s show Sesame Street, which was introduced in the Arab world in the 1980s.
- Gender Equality and Socia Inclusion
- gender equality
- Gender and Equality
- women empowerment
- Girl's Education
- Children's rights
- Children's Education
- Middle East and North Africa
- West Bank and Gaza
- Yemen, Republic of
- United Arab Emirates
- Syrian Arab Republic
- Saudi Arabia
- Egypt, Arab Republic of
Female board members can dramatically improve the fortunes of public companies — and the Middle East
While the Middle East has made strides towards gender equality in recent years, the upper echelons of its corporate world are still dominated by men.
Nowhere is that more apparent than in Jordan. Women there hold just 4% of all board of directors’ seats, and nearly four-fifths of firms don’t have any women on their boards. Those numbers pale in comparison with many other countries, including the United Kingdom, where 25% of all board members are women.
But a new study from IFC, a member of the World Bank Group, suggests that companies would do well to inject some female leadership into their ranks — a finding that has deep implications for the entire region.