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Improving the quality of skills training: What the Adolescent Girls Initiative pilots can teach us

Sarah Haddock's picture
Also available in: Español

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.
 

Is climate-smart gender-smart?

Sanna Liisa Taivalmaa's picture
Also available in: العربية
Women farmers in Rwanda.
Women create terraces on a farm in Rwanda. Photo: A'Melody Lee / World Bank


Climate-smart agriculture (CSA) can help make the food system more sustainable in a changing climate. But does it come at a cost to women, in terms of a heavier workload?

Climate-smart agriculture’s three pillars: improved agricultural productivity, increased adaptation to climate change and reduction of greenhouse gases are goals well worthy of targeting. On the one hand, CSA practices such as water harvesting or planting trees that provide more accessible fuel, fodder and food can save women’s time. On the other hand, some practices such as increased weeding or mulch spreading can require women to spend more time in the field.

A Food System that can feed everyone, everyday, everywhere

Juergen Voegele's picture
Also available in: العربية | Français | Español



Whether you’re a food producer or consumer, and no matter what part of the world you live in, I’m sure we can agree: The world needs a food system that can feed everyone, everyday, everywhere.

A food system that works for everyone can also create jobs and raise the incomes of smallholder farmers and rural residents who are 78 percent of the world’s poor people. After all, growth originating in agriculture is proven to be 2 to 4 times more effective at reducing poverty than growth originating in other sectors. An effective food system can also provide better nutrition, steward the world’s natural resources, and even be a part of the solution to climate change.
 

Closing the Gap for Women in Business

Caroline Anstey's picture
Also available in: العربية

Read this post in Español, Français, 中文

 

woman in businessA woman works in a small shop in Ghana.
Photo by Arne Hoel

What will it take for the world to wake up and realize the advantages of supporting women entrepreneurs in the developing world?

If that sounds like an odd question to be asking in the 21st century, just consider some facts. We know that globally women make up almost half the world’s workforce. And we know that in developing economies, 30-40% of entrepreneurs running small or medium sized businesses are women.

But here’s something you may not know – at least 9 out of 10 women-owned businesses have no access to loans. So, just imagine the frustration of a woman in a developing country, who has started a small business, is attracting a good clientele, has a business plan to grow her business, but can’t get a loan to expand. That's not an isolated story. It’s a frustration shared by many women in the developing world. And the frustration of those women sounds echoingly similar to the frustration still lingering in the voices of older women from rich countries, telling how some three decades ago they were refused bank home loans, despite having a guaranteed income.

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