Youth Employment Programs - Independent Evaluation Group

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Table D.9Target Groups of Project Objectives over Time (percent)Percent of operations with individual attributes in projectobjective2001–05 (n=28) 2006–11 (n=62) 2001–11 (n=90)32 39 37Youth 4 21 16Disadvantaged, vulnerable or disabled 14 13 13Gender 4 3 3Poor 18 13 14Equity 7 10 9Source: IEG portfolio review based on World Bank data.What Types of Youth Employment Interventions Are BankProjects Supporting?In line with objectives, interventions mainly focus on skill development andschool-to-work transition. Bank projects include several components withactivities to support youth employment interventions in countries. Projectsgenerally include several interventions. Using the MILES framework, theportfolio review found that most Bank projects include interventions in skillsdevelopment (82 percent), and school–to-work transition (79 percent). Abouthalf of the projects include interventions to foster job creation and work opportunitiesfor youth (table D.10). It is likely that this share is lower becauseyouth are beneficiaries of other Bank support, which does not explicitlytarget youth, or identify youth as a beneficiary.Interventions reflect the priority of the managing sector. Education-managedoperations mostly include interventions in skill development and school-to-worktransition, but relatively few interventions that seek to create jobs. Operationsmanaged by Social Protection, FPD, PREM, and SDN are more balanced across allthree intervention categories and have a stronger focus on job creation. All fiveregions emphasize skill development and school–to-work transition, whereas jobcreation is most prominent in ECA (tables D.11 and D.12).Formal vocational training reform is most often supported in DPOs. The 15DPOs supported 115 prior actions, of which 30 (26 percent), mostly in Africa,emphasized the need to “improve the quality of formal secondary and postsecondaryvocational education and training.” Other relevant prior actionswere mentioned considerably less often, among them, the need to “improveinformation on the labor market” (five times) and support for “counseling,job search skills, matching and placement” (four times). Prior actions tosupport job creation and the investment climate were only mentioned fourtimes (table D.13).Projects equally target their interventions to young women and men, butlittle is known about whether women have benefited. Youth employment112 Youth Employment Programs
Table D.10Intervention typeType of Intervention Supported by YouthEmployment Projects (percent of projects)2001–2011 (n=90)Fostering Job Creation/Work Opportunities (I) 54Business environment and investment climate 7Regulations to provide incentives to firms to hire young people 18Training in entrepreneurship or business management 21Support business start up and access to credit 18Wage subsidies and minimum wages 6Direct job creation and public works programs 23School to Work Transition and Job Mobility (L) 79Counseling, job search skills, matching, placement 38Improving information on labor market 76Overseas employment programs 1Skill Development and Labor Market Relevance of Skills (E) 82Improving quality formal vocational education 73Expanding work-based vocational education 34Skills recognition and certification 41Remedial/second chance/non-formal technical and vocational education trainingprogramsProviding information on training and outreach 50Training subsidies and vouchers 28Support transportation and residential changes 7Source: IEG portfolio review based on World Bank data.Note: n=the number of projects.33interventions were fairly equally targeted to young women. The fourmost frequently mentioned interventions for women are all in the skillsdevelopment category, including “providing information on trainingopportunities,” “recognition and certification of skills,” “training subsidiesand vouchers,” and “expanding work-based learning.” However, the resultsframework in projects is weak in identifying gender-specific projectbenefits. Nonetheless, the systematic review of impact evaluations showsthat skills training programs generally have stronger employment effectsfor women.What Types of Skills Are Being Trained?Technical skills training is most commonly provided in Bank projects.According to project documents and Implementation Completion Reports,technical skills training is the most common type provided, followed byAppendix D: The World Bank Portfolio for Youth Employment 113
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Youth EmploymentProgramsAn Evaluati
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The Bank’s Impact Evaluations on
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LACLICLILMBAMENANEETNGOOECDPADPCRPD
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IEG management and colleagues provi
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Youth Employment ChallengesIn gener
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implemented 12 of the 90 operations
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Kenya, entrepreneurship training fo
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• Help countries design intervent
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support to youth employment program
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tive rules on hiring and firing as
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Management Action RecordIEG Finding
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IEG Findings and ConclusionsIEG Rec
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IEG Findings and ConclusionsIEG Rec
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Report to the Board from the Commit
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could have focused more on the lack
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• Chapter Highlights• High yout
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and can afford to wait for a better
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ConsequencesEarly unemployment is s
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ReferencesBegg, David, Stanley Fisc
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Chapter 2What Are the World Bank an
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The strength and openness of the ec
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Interventions to Address Youth Empl
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commitments by the International Ba
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Figure 2.2Top 12 Youth Employment I
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• the substitution effect of bett
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Chapter 3What Is the Evidence that
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school dropouts early. Learning opp
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evaluations on what works best to p
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Agriculture, Health, Education, Soc
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Holzmann, Robert. 2007. MILES: Iden
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• Chapter Highlights• The Bank
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Argentina, Bulgaria, Colombia, and
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facilitated 69 foreign work contrac
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awarded vouchers to about 1,000 out
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• Comparing the interventions ana
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Hjort, Jonas, Michael Kremer, Isaac
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Chapter 5Recommendations
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farm self-employment and employment
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This appendix presents the factors
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Organization for Standardization (I
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Box A.3Youth as a Demographic Divid
Page 98 and 99: Table A.1Types of Youth Employment
Page 100 and 101: Notes1. This phenomenon could be le
Page 103 and 104: Appendix BEvaluation Data Sources a
Page 105 and 106: Identification and Analysis of the
Page 107 and 108: • Making the labor market work be
Page 109 and 110: Table B.3ApprovalFYList of Projects
Page 111 and 112: Table B.3ApprovalFYList of Projects
Page 113 and 114: Table B.4(I)nvestmentClimate(L)abor
Page 115 and 116: Table B.6List of Economic Sector Wo
Page 117 and 118: ment, Private Sector Development, a
Page 119 and 120: Other evaluations with outcome meas
Page 121 and 122: Table B.8CountryFranceKenyaMexicoPa
Page 123 and 124: Table B.8CountryUnitedStatesYouth E
Page 125 and 126: Table B.8CountryEuropeancountriesLa
Page 127 and 128: Bidani, Benu, Niels-Hugo Blunch, Ch
Page 129: Training Replication Sites.” Manp
Page 132 and 133: Appendix C provides additional info
Page 134 and 135: Box C.2Global Partnership for Youth
Page 136 and 137: ReferencesAedo, Cristian, and Ian W
Page 138 and 139: This appendix provides additional i
Page 140 and 141: The number of projects and total le
Page 142 and 143: Figure D.2World Bank Youth Employme
Page 144 and 145: Table D.5Intervention categoryYouth
Page 146 and 147: Table D.7Prevalence of Project Obje
Page 150 and 151: Table D.11Type of Interventions Sup
Page 152 and 153: Table D.13 Frequently Used Youth Em
Page 154 and 155: In sum, this portfolio review chapt
Page 156 and 157: approach in Turkey and Sierra Leone
Page 158 and 159: This appendix presents a detailed a
Page 160 and 161: to Finance business line, over a si
Page 162 and 163: entrepreneurship projects. Investme
Page 164 and 165: IFC has three types of investments
Page 166 and 167: Box E.1Africa Schools ProgramIFC su
Page 168 and 169: Box E.2e4e Initiative for Arab Yout
Page 170 and 171: 3. IFC’s Advisory Services corpor
Page 172 and 173: This appendix presents lessons for
Page 174 and 175: Labor Market RegulationsLabor marke
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Page 178 and 179: In post-conflict zones with small f
Page 180 and 181: Public works programs in Bank proje
Page 182 and 183: marginal impact of school-to-work t
Page 184 and 185: of the program. However, results fo
Page 186 and 187: • Weak results frameworks on the
Page 188 and 189: sustainability. Zambia’s TEVET pr
Page 190 and 191: unemployed youth registered with th
Page 192 and 193: for Employment and Entrepreneurship
Page 194 and 195: Note1. The Technical and Vocational
Page 196 and 197: Ibarraran, Pablo, and David Rosas.
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World Bank. 2012a. “World Bank an
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IEG’s Youth Employment Evaluation
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Figure G.1 Facebook Demographics Ba
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Figure G.3Results on Rural Employme
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BibliographyBarrera, Felipe, Paul G
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———. 2011b. Migration and Rem
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The World Bank GroupWorking for a W
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Youth Employment Programs - Independent Evaluation Group

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