Youth Employment Programs - Independent Evaluation Group

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for Employment and Entrepreneurship program train, certify, and matchunemployed youth with domestic and overseas jobs in either the formal orinformal sectors.The four skills building projects with an impact evaluation show mixedresults—although more so for females than males (table F.4). The Bank-supportedKenya Technical and Vocational Voucher Program (Hicks and others2011) randomly awarded vouchers to youth for technical and vocationaltraining. Among voucher winners, a random half were awarded a voucher thatcould only be used in public vocational institutions, while the other half wereawarded a voucher that could be used in both private and public schools. Theevaluation is ongoing. 1 The Chile Califica project evaluation did not identifyprogram impacts on younger age groups. Positive monthly wage impactswere found for participants older than 40 years of age and individuals frommetropolitan regions, as well as for trainees who received certification of jobcompetencies but not for those without certification. There is no impact onemployment; however, formalization of employment increased especially forindividuals above the age of 40.Table F.4Program to promote YouthEmployment and SourceBosnia and HerzegovinaEmergency Demobilization andReintegration Project (Benus2001)Kenya Technical and VocationalVouchers Program (Hicks 2011)ChileCalifica Program LifelongLearning and Training Project(Santiago Consultores 2009)bDominican Republic Juventud yEmpleo (Tesliuc 2011; Card 2011)Colombia Jóvenes en Acción(Attanasio and others 2011).Impact Evaluations of Bank Projects Promoting School-to-WorkTransition and/or Skills BuildingBank ProjectstatusClosed 1999. Notincluded in portfolioreviewAnalytic andAdvisory ActivityClosedActiveNot applicableInterventionCounseling, job searchskills, matching, placement.Remedial education and vocationaltrainingTraining subsidies and vouchersfor vocational trainingSkills training with andwithout certification of jobcompetencies.Remedial education/secondchance /non-formal technicaland vocational training.Vouchers and trainingsubsidiesRemedial education/secondchance /non-formal technicaland vocational trainingEmploymenteffect YouthPositiveNegative (still intraining)NoneNonePositive andFormalityEarningseffect YouthPositiveNoneNone. Positivefor age 40+PositivePositiveSource: IEG.a. Portfolio review includes World Bank Group projects approved in FY2001–2011. Kenya: The TVET vouchers impact evaluationwas a background report for the Skills Development for Youth in Kenya’s Informal sector Analytic and Advisory Activity.Colombia: The Bank (P088857) supported the evaluation of the Jóvenes en Acción program.b. ChileCalifica is a Life-long Learning and Training Project. Therefore, impact evaluation does not identify impact on youth;age break is 40 years in analysis.156 Youth Employment Programs
The Juventud y Empleo program in the Dominican Republic, which issupported by the Inter-American Development Bank and the World Bank,features several weeks of basic skills and technical/vocational training bya private training provider, followed by an internship with fully-subsidizedwages to ensure training responds to the needs of the local employers. Duringthe internship, participants received limited follow-up with counseling andtechnical assistance. Nearly all interns were let go after the internship. Theprogram had no effect on participants “employability” and employment, buta modest impact on earning (table F.4) (Card and others 2011). The ColombiaJovenes en Acción program, supported by the Inter-American DevelopmentBank, has a significantly positive impact on formality of employment forboth young men and women. For young women with skills training, earningsincreased by 19.6 percent and their probability of paid employment by 6.8percent when compared to women without training and to men (Attanasioand others 2011).Transport and Residential ChangeMany skills-building programs support the transport and residentialexpenses of trainees, which is helpful for youth from lower-income groups. InHonduras, participants receive a stipend during the training and internshipto cover the costs of transportation and food for each day of attendance.In St. Lucia, trainees receive a stipend to pay for transportation, childcare,and other costs of participation. In Burkina Faso, Bank support financedresidential boarding capacities for engineering students. In Grenada,trainees are paid a stipend during course work for transport and other costs;once they start their on-the-job apprenticeship, the stipend is paid by theemployer. TVET trainees in Liberia receive a stipend to pay for transport andother expenses from the employer or the training institutions. The Bankis supporting transportation for girls to and from the training locations inPakistan.Summing up the experience from TVET and remedial skills building, twokeys to success emerge, namely, a comprehensive approach and private sectorinvolvement:• First, comprehensive programs with a counseling and job search componentin addition to the skills training perform stronger than programsthat focused exclusively on skills training. The combination of labormarketrelevance of skills training and career guidance are key.• Second, private sector participation in skill development programs—includingin the program design, the private provision of classroom andwork-based training, the accreditation of training, as well as training ofteachers—leads more often to success. Remedial education and non-formaltechnical and vocational training programs were especially sensitiveto private sector participation.Appendix F: Lessons from Impact Evaluations and World Bank Group Operations 157
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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
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Table A.1Types of Youth Employment
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Notes1. This phenomenon could be le
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Appendix BEvaluation Data Sources a
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Identification and Analysis of the
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• Making the labor market work be
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Table B.3ApprovalFYList of Projects
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Table B.3ApprovalFYList of Projects
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Table B.4(I)nvestmentClimate(L)abor
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Table B.6List of Economic Sector Wo
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ment, Private Sector Development, a
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Other evaluations with outcome meas
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Table B.8CountryFranceKenyaMexicoPa
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Table B.8CountryUnitedStatesYouth E
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Table B.8CountryEuropeancountriesLa
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Bidani, Benu, Niels-Hugo Blunch, Ch
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Training Replication Sites.” Manp
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Appendix C provides additional info
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Box C.2Global Partnership for Youth
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ReferencesAedo, Cristian, and Ian W
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This appendix provides additional i
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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 148 and 149: Table D.9Target Groups of Project O
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
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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 194 and 195: Note1. The Technical and Vocational
Page 196 and 197: Ibarraran, Pablo, and David Rosas.
Page 198 and 199: World Bank. 2012a. “World Bank an
Page 200 and 201: IEG’s Youth Employment Evaluation
Page 202 and 203: Figure G.1 Facebook Demographics Ba
Page 204 and 205: Figure G.3Results on Rural Employme
Page 207 and 208: BibliographyBarrera, Felipe, Paul G
Page 209 and 210: ———. 2011b. Migration and Rem
Page 211 and 212: The World Bank GroupWorking for a W
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