Even in countries with strongly performing, business-friendly economies, a positive relationship between education and training rates and employment outccomes is not automatic. We can clearly see this in Asia.
What can policymakers do to provide young people with the skills they need to succeed in an increasingly technology-driven world? How can young people themselves play a bigger role in skills development?
Teaching science, technology, engineering and math benefits students and society in a variety of ways.
How is Nepal getting its education back on track after the deadly earthquake? The government has decided the best way forward is to deploy 15,000 transitional learning centers to re-start the education process immediately.
Fifteen years ago I was working for a nongovernment organization (NGO) in Bangladesh documenting stories of training and economic empowerment of communities. A common recurring theme in virtually all the communities was the gender stereotyping in skills training programs.
More than 4.4 million poor Filipino families receive regular cash grants from the government to help them make ends meet. But they aren’t getting money for nothing—there is a catch: families only get the cash if their children go to school and get regular health check-ups, and if the parents go to family development sessions every month.
Effective project implementation demands real-time monitoring of construction progress and quality in the field.
New technologies hold great potential to improve education in developing Asia and the Pacific. Here are a few guiding principles to help to ensure interventions are relevant.
When we look around the world there often seems a huge divide between young people and governments. While youth are frequently on the front line of civilian protests, criticizing the state, those in power often brand them as mere troublemakers and ingrates. How can we narrow this gap and help both sides better understand each other?