Libya – Building the future with youth: Challenges for education and employability
English
Bilateral organizations
The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.
Youth employability
Globally, nearly 68 million young women and men are looking for and available for work, and an estimated 123 million young people are working but living in poverty. The number who are not in employment, education or training (NEET) stands at 267 million, a majority of whom are young women. Significantly, young people are three times as likely as adults (25 years and older) to be unemployed.
Skills development is a primary means of enabling young people to make a smooth transition to work. A comprehensive approach is required to integrate young women and men in the labour market, including relevant and quality skills training, labour market information, career guidance and employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. Improved basic education and core work skills are particularly important to enable youth to engage in lifelong learning as well as transition to the labour market.
Research papers
Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.
The strategies used in preparation of the studies include surveying the opinions and attitudes of various social groups (schoolboys and schoolgirls themselves, their parents, the staff of general schools, vocational schools and universities, and employers and employees in various sectors of the economy). This made it possible to analyse the close links between education, employment and the labour market from a variety of stakeholder perspectives.
One of the studies explored the job expectations of girls and boys in grades 9 and 12, and boys and girls attending vocational schools, bearing in mind that in the Libyan education system pupils specialise from grade 10 upward. These expectations were then compared with the actual employment situation. The second study focused on labour market study and a comparison of supply and demand. It explored the self-assessment of key competencies that young people had acquired in various educational and training institutions. These were compared with the competencies in demand among businesses and institutions in economic growth sectors in Libya.
Both studies are the result of interdisciplinary teamwork involving close and daily cooperation between international experts and a considerable number of Libyan experts.
Competency
Employability
Africa
