Seiteninhalt
Projekte
Learning to Earning Digital Youth Solutions (LEDYS)
Kurzbeschreibung:
Projektziel
By 2030, marginalized youth in Eastern and Southern Africa (ESA) will benefit from better earning opportunities. LEDYS will contribute to the 2030 Sustainable Development Goals (SDGs), in particular: 1) No Poverty; 4) Quality Education; 5) Gender Equality; 8) Decent Work and Economic Growth; and 10) Reduced Inequalities.
LEDYS outcome is threefold:
1.0 Stakeholders have increased capacities to support recognition of informal skills training in the labour market in the region (e.g. credentials, micro-crediting, verifications, and certifications).
2.0 Stakeholders have increased capacities to provide scalable digital/blended learning and earning opportunities for the marginalised youth.
3.0 Youth have increased access to pathways for skills development, including work-based learning opportunities within at least 2 sectors (green, technology and other to be decided, as appropriate).
Erwartete Ergebnisse
The outputs of LEDYS are:
1.0 Stakeholders have access to a compendium of evidence on existing and effective credentialing systems.
2.0 Stakeholders have access to evidence on digital/blended learning and earning solutions for marginalised youth.
3.0 Learning to earning pathways are established, with an ecosystem of supply & demand partners.
Zielgruppe
LEDYS will work with 70,100 youth (aged 15-24 years old), focusing on the most marginalised from Burundi, South Africa and Uganda in ESA. A consortium of partners (key stakeholders from the public and private sector) across the region include, but are not limited to: UNICEF Country Offices, GIZ, University partners, research institutions, the private sector, Goodwall, African Coding Network, Umuzi and Shujaaz Inc.
Maßnahmen
LEDYS theoretical activities include: research, guidance, case studies and strategies. Practical activities include: applied research-testing/piloting, training, and job-matching.
Hintergrundinformation
Adolescents and young people make up a quarter of the population in ESA and are projected to increase from 257 million to half a billion by 2050. While on- and off-line youth skilling/employability initiatives have burgeoned in ESA, a significant shortage of viable and quality “learning to earning” opportunities for youth exist. This is especially true for the most marginalised: displaced youth, adolescent girls and young women, out of school/work youth and youth with disabilities.