STATE OF THE FIELD IN YOUTH ECONOMIC OPPORTUNITIES

Table of Contents
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8
Chapter 9
Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Annexes
2012 State of the Field in Youth Economic Opportunities
Education Development Center, Inc. Accessible at: http://www.equip123.net/docs/e3-
HaitiLessonsLearned.pdf
This report summarizes the lessons learned and makes recommendations for the IDEJEN project as it moved
from a pilot phase with 650 youth to a large-scale national project serving 13,000 youth. It examines the
following aspects of the project: developing a knowledge base, informal basic education, life skills, technical/
vocational training, livelihood accompaniment, capacity-building of local organizations, monitoring and
evaluation, and partnerships. As part of a series of publications summarizing what is being learned “on the
ground” from projects in more than a dozen countries, this report is from the pilot phase of the first EQUIP3
Associate Award, the Haitian Out-of-School Youth Livelihood Initiative (IDEJEN).
Bertini, C. (2011). Girls Grow: A Vital Force in Rural Economies. The Chicago Council
On Global Affairs. Accessible at: http://www.thechicagocouncil.org/UserFiles/File/
GlobalAgDevelopment/Report/GirlsGrowReportFinal_v9.pdf
Annexes
This report uncovers the potential of adolescent girls living in rural economies and the role they can play
in transforming their economic and social realities. An action agenda follows, outlining the steps needed to
support adolescent girls, their families, and their communities in creating a more sustainable and prosperous
future.
Biggeri, M., Ballet, J., Comim, F. (Eds.). (2011). Children and the Capability Approach (Studies
in Childhood and Youth). Available for purchase: http://www.amazon.co.uk/Children-
Capability-Approach-Studies-Childhood/dp/toc/0230284817
This collection places children’s issues at the center of understandings of human development. Using Amartya
Sen’s ‘Capability Approach’, the contributors to this book draw on new tools and theoretical perspectives to
understand the role of children in human development. Looking at a wide range of themes including child
poverty, microfinance, disability, education, the built environment, the role of emotions and promoting
children’s active participation, this study furthers the capability approach as a key theoretical perspective in
understanding children and development.
Bray, J., Painter, R., & Rosin, M. (2011, December). Developing Human Capital: Meeting
the Growing Global Need for a Skilled and Educated Workforce. McGraw-Hill Research
Foundation. Accessible at: http://mcgraw-hillresearchfoundation.org/wp-content/
uploads/2011/12/DevelopingHumanCapital.pdf
This policy paper combines the dialogue of three different authors. One who comes from the world of
workforce investment, one who represents the interests of professionals from the field of career and technical
education, and one who is an employee of a global education content provider serving K-12, higher education
and professional learning markets. These authors explore the disconnect between education and businesses, and
the barriers that exist to forge a comprehensive system of effective education in workforce development.
Center for Social Development. (2011, August). Broad and Deep: The Extensive Learning
Agenda in YouthSave. Washington University, Center for Social Development. Accessible at:
http://csd.wustl.edu/Publications/Documents/YouthSaveLearningAgenda.pdf
The Center for Social Development leads the learning agenda for the YouthSave Initiative. YouthSave is designed
to increase youth savings and related positive outcomes among low-income young people in developing
countries, as well as develop on-going in-country capacities in both youth savings and research. The YouthSave
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