51800 September 2009 . Number 11 I VESTI G I YOUTH I THE ME A REGIO : HOW TO OPERATIO ALIZE YOUTH I TERVE TIO S (II) Gloria La Cava, Matteo Morgandi, Iqbal Kaur, Amina materialize. This approach complements traditional Semlali 1 sector-based investments. Introduction: The objective of this Fast Brief, The six case studies included in the two briefs presented in two parts, is to illustrate several illustrate scalable self-standing interventions in concrete examples from MNA, ECA and LAC of support of youth development. Following youth-focused AAA, investment lending, and examples from the ECA and LAC region in the grant-funded engagements, which can inform the previous issue, the current issue focuses on growing work program in the region. ongoing and completed experiences in MNA. The Arab World's Youth Bulge: Despite all the A - Providing school drop-outs with equivalency efforts to promote growth and significant education, job training and life skills in the investments in education by Arab countries, a large Hashemite Kingdom of Jordan3: The project, segment of Arab youth continues to remain outside initiated through a JSDF4 grant through the of the mainstream of economic and social life. In Ministry of Social Development and the NGO 2006, the Middle East and North Africa already Questscope5, supports working children and youth exhibited the highest youth unemployment rate in in earning income in day jobs while attending the World (24.6% and 25.7% respectively) as well as evening classes in public schools. Certified teachers the largest gender gap in unemployment. Recent help youth earn a proficiency certificate (10th grade estimates predict that as a result of the economic level), leading to vocational certification. crisis, youth unemployment could increase by a Vocational graduates also receive business- further 4.6% in the Middle East and up to 4% in management training, enhancing future North Africa over the 2008-2009 periods, and employability and livelihood options. Other impact particularly on young women. learning elements include: coaching in life, social and coping skills, which will help youth to Relevant research and experience shows that integrate into society. Young participants express traditional single-sector policies and interventions increased self-confidence and improved relations offer only partial solutions to this challenge. Unless with family, friends and authority figures. a youth-focused approach across multiple dimensions is established and interventions are developed with a sizable critical impact at the N. 2009. "Youth Transitions to Employment and Active Citizenship in ECA: From Policy to Action", World Bank, community level2, the needed results will not forthcoming. 3 Semlali. A. "MENA Youth Employability and Job Matching Challenges and Opportunities" (2009). Dr. Curt Rhodes, Director 1 G. La Cava (MNSSD, Regional Youth Coordinator), M. Questscope International. www.questscope.org Morgandi (MNSHD, JPA), I. Kaur (MNSHD, Social Protection 4 The Japan Social Development Fund (JSDF) was established in Specialist), A. Semlali (MNSHD, Consultant) June 2000 by the Government of Japan (GoJ) and the World 2 Bank as a united mechanism for providing direct assistance to Betcherman, G., M. Godfrey, S. Puerto, F. Rother, and A. Stavreska. 2007. "Global Inventory of Interventions to Support the poorest and most vulnerable groups in eligible World Bank Young Workers: Synthesis Report." World Bank, Washington, group member countries. Since inception, GoJ has provided $396 DC; Bamfield, Louise. 2007. "The Contribution of Non-formal million to the JSDF program, and 278 grants with a total value of Learning to Young People's Life Chances." A Fabian Society $295 million have been approved. 5 report for the National Youth Agency. National Youth Agency, For more on this Youth oriented private voluntary Leicester, England; La Cava, G., Stadlbauer, V. and O'Higgins, organization please see www.Questscope.org The primary outcome of the JSDF program was the project relies on the development of partnerships development of a "Street Education" program between vocational institutions and the based on the Paulo Freire Education Model (PEM)6 establishment of a network of referral services to be offered to marginalized youth in order to assist and integration into the Ministry of Education's 3- them in skills training and employment. Two Year Alternative Education Curriculum, which Private Sector Councils of employers will be supported learning among school dropouts to formed to hire marginalized youth in Damascus complete the course and obtain a 10th grade and Aleppo and define critical content for equivalency certification. Since the introduction of curricula. Vocational training schools and NGOs the new methodology and certification, 80,000 to will receive training and capacity building on (i) 100,000 school dropouts (between the ages of 10-18) life skills and entrepreneurship development and improved vocational training design and have benefitted from the 10th grade certification implementation; (ii) techniques for better case program to diversify their training and management and psychosocial support; and (iii) employment opportunities. upgraded training equipment. Participants will rely on supporting job matching services, including In 2007, Jordan's Ministry of Education authorized counseling and advisory services and an interactive Questscope's Non Formal Education Program as database of job opportunities and skill the official program to an alternative 10th grade requirements based on employer surveys in certification. This is a unique Government-NGO Damascus and Aleppo. A rigorous impact partnership and the first certification program for evaluation program will be in place. children who cannot compete in the formal system. There is also an interest in making further policy The expected outcomes include: changes as a result of the successful integration of · Enhanced technical and work skills for 10,400 school drop-outs. New changes may allow youth to marginalized youth; continue in secondary education after completing · 50% of trained youth to be employed within 8 10th grade equivalency. So far, 98 percent of those months of completing the program; who sit for the 10th grade proficiency test pass. · 20% of trained youth to develop The cost for each child is around US$350 per year. entrepreneurial skills; · 50% of trained youth who do not enter B - Improving Employability of Marginalized employment to enroll in further education; Youth in Syria through Enhanced Capacity and · Government Vocational schools to introduce Local Partnerships: The JSDF awarded a 2.4 education/training services for marginalized Million US$ grant in July 2009 for an integrated youth. youth development project targeted to "disadvantaged" youth - defined as out of work C - Morocco ESW on Youth Inclusion: This for more than 2 years and with less than a 9th operationally oriented ESW places the young grade education. people of Morocco at the center of the analysis, as The program's objectives are to: clients of public policies and services across sectoral · Improve employability and job placement boundaries. The objectives are to (i) identify the key opportunities; factors leading to the social and economic exclusion · Deliver targeted technical training and work of young people aged 15 to 29 years on the basis of skills in two pilot governorates; rigorous data analysis; (ii) provide an investment · Build partnerships across providers of youth roadmap for youth inclusion across participating service and develop the organization capacities ministries; (iii) support with data and analysis the of local institutions and NGOs to respond to the needs of the labor market and to the national youth strategy that is currently being psychosocial needs of beneficiaries. formulated by the Ministry of Youth and Sports. The preliminary research is informing the Country The program will be implemented by a Syrian Partnership Strategy, highlighting the potential NGO with experience in youth employment scope for follow-up assistance. programs, the Syria Trust for Development. The 6 For more on this see: http://www.ac.wwu.edu/~sibrown/freire.htm September 2009 Number 11 2 The ESW relies on an innovative nationally- Upgrading and expansion of infrastructure representative survey of 2,000 households and for youth services and for youth with special needs 3,000 youth, which will match data on youth (i.e. Maisons des Jeunes, Etablissements de economic inclusion, community participation and Protection Sociale, rural facilities, etc); active citizenship with their use of key public Improved delivery standards for integrated services. The survey will highlight critical and youth friendly services at community level with under-studied issues such as: labor force direct youth to youth engagement (i.e. IT and participation and intermediation, career choices language, healthy lifestyles, life skills, community and opportunities, the situation of youth in rural projects); areas, use of free time and of recreational and Support to Income generation activities (i.e. educational services complementary to formal employability trainings, apprenticeships, education. Econometric analysis will highlight the entrepreneurship, green jobs training). relationship between various dimensions of Capacity building for implementation of exclusions and household backgrounds, essential national and local youth policy with youth for the optimization of targeting and outreach participation. strategies. Focus groups, interviews and life- accounts of young people in different geographic Contact MNA K&L: locations (but focused on the same themes explored Emmanuel Mbi, Director, MNA Operational Core in the quantitative survey) will provide more in- Services Unit David Steel, Manager, MNA Development depth information on the causes of exclusion and Effectiveness Unit positive strategies to enhance inclusion. On the supply-side, the study will examine the targeting Regional Quick Notes Team: and outreach of youth-oriented services and the Omer Karasapan, Dina El-Naggar, Roby Fields, extent to which these respond to observed needs. Najat Yamouri, and Aliya Jalloh Tel #: (202) 473 8177 Overall expected outcomes include: (i) stronger synergies among the Ministry of Social The MNA Quick Notes are intended to summarize lessons learned from MNA and other Bank Development, Entraide Nationale7, the Agence de Knowledge and Learning activities. The Notes do not Developpement Social, the Ministry of Youth and necessarily reflect the views of the World Bank, its Sports, the Ministry of Agriculture, and INDH8 on board or its member countries. youth-oriented programs, as well as the Ministry of Finance for pro-youth expenditure tracking; (ii) recommendations for improved targeting, outreach and performance of existing programs for disadvantaged youth; (iii) increased social and economic inclusion of young beneficiaries through possible World-Bank financed assistance such as: 7 For more see www.entraide.ma 8French acronym for the National Initiative for Human Development ­ for more on this Bank project see Morocco page at www.worldbank.org ­ the TTL is Mohamed Medouar. September 2009 Number 11 3