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This folder contains a mapping of youth-employment initiatives and programmes in the Asia-Pacific region.

'Bright Spots' inspire young Cambodians in Loy9 show

BBC, 16 September 2012 - Two million Cambodians will reach voting age in 2012, yet few people say they think young people should be involved in local or national decision-making.

'Not an ordinary May 1st', says ILO chief

ILO, 1 May 2012 - Opinion piece delivered for May 1st, 2012 by ILO Director-General Juan Somavia.

'Safe work for youth' Kit

contributed by Steffi Jochim — Nov 30, 2011 03:03 PM

Author: ILO
Publishing Date: 2011
Category: Training Material

ILO, 2011 - The “Safe work for youth” Kit have materials designed for administrators, employers and young people about the occupational hazards and risks faced by young workers and what to do about them. These materials are in the form of templates in Microsoft WORD format. This makes them easy for you to adapt to your own situation, adding your own illustrations, case studies, and laws. This kit contains three packets.

'Youth Employment in Bangladesh'

Financial Express, 9 April 2012 - Only less than 10 per cent of the total youth population of the country live a prosperous life in terms of standard of living as youths face inequality, insecurity and vulnerability in workplaces, analysts said Sunday.

(C1) Vulnerable youth: Stream 3 - Young People in Emergencies

Dear AP-YouthNet members, Welcome to the 4 th AP-YouthNet online discussion on vulnerable youth. In this stream we will focus on young people in emergencies in sharing our experiences and expertise. Young people in countries affected by emergencies represent a force for renewal, re-birth and change. At the same time, youth also represent a highly vulnerable group before, during and after emergencies, facing particular risks and vulnerabilities and requiring special services, support and protection. Young people’s needs and disadvantages vary depending on age, gender, ethnic group and language, socio-economic class and caste, disability, HIV etc. Young women and men have different interests and priorities, and experience different opportunities and challenges; a 15 year-old adolescent has different capacities, perspectives and life experiences to a 24 year-old young adult. Further, understandings and expectations of youth and young people and concepts of adulthood vary across communities and cultures across Asia. Young women and men’s vulnerability in emergency stems in part from the impact of conflict or disaster on this formative stage of life representing young people’s development and transition from childhood through to adulthood. Both conflict and disruption generated by conflict, crisis and disaster deprive many young people of secure family environment and community networks, leaving them with a lack of physical care, personal support and guidance and positive role models to refer to. Schools close down, education and training opportunities can be unavailable for long periods. Decent job options are likely to be very scarce, and when few jobs are available, young people tend to be the least likely to find work. The effect of missed stages in their school-to-work transition can push young people into a vicious cycle of poverty and exclusion, with critical impacts on their ability to secure decent work in the years ahead and in realizing their full potential. In addition, due to a lack of adult protection and inability to protect themselves, youth become particularly vulnerable to abuse and exploitation, with young women particularly at risk of gender-based violence, unwanted pregnancies and sexually transmitted disease. Age-appropriate health care services are likely to be entirely unavailable. In such circumstances, many young people lose their trust in others, hope for the future, sense of belonging, and pride, self-respect and respect for others, with severe/significant consequences to the individual and to the community and wider society. They become alienated and disenfranchised. Depression, anxiety and frustration can expose them to risky and anti-social behaviour, criminality and violence, and to the risk of recruitment into armed groups and gangs out of despair or sense of revenge. Reconstruction processes rarely involve young women and men and there are limited capacities, opportunities and ‘platforms’ for youth participation and citizenship in emergencies, generating further insecurity and instability. Countries in emergency cannot afford such a waste of positive energy. Young people can make a crucial contribution to the reconstruction and recovery of emergency-affected countries. They can be at the forefront of social movements and promote change, a more equitable society and a lasting peace. It is therefore adults’ responsibility to support young people in directing their energy positively, involving them in catch-up education programmes, restoring their hope in a better future and developing their capacity to contribute to society as parents, caregivers and community leaders. This discussion forum is seeking inputs and guidance from members to gather ideas about what can and should be done to empower youth during the different phases of emergency management, such as response, rehabilitation and reconstruction, and prevention. The goal is to develop coherent strategies, solutions and good practice for policy-makers and other decision-makers in the Asia Pacific region, and beyond. The purpose of this discussion is not to define key concepts around ‘emergency’. In this discussion we understand ‘emergency’ according to UNICEF’s definition: “A situation which threatens the lives and well being of large numbers of a population and in which extraordinary action is required to ensure their survival, care and protection. Emergencies may be created by natural or technological disasters, epidemics, or conflicts” In sharing experiences and expertise, we encourage participants to respond to the following: 1. What strategies and approaches are currently used to promote/ensure: Smooth school-to-work transitions for youth before, during and after emergencies? Non-formal education and/or re-integration for out-of-school youth? What works, what doesn’t and what more is needed? Integration of youth protection and psychosocial support as part of emergency programming? Youth participation throughout response, reconstruction, rehabilitation, preparedness/readiness phases of emergency, and inclusion of vulnerable/marginalised (groups of) youth? 2. What are the roles and responsibilities of different actors at different levels in the successful implementation of the above? 3. How can we effectively monitor policy/programme results and impact on the lives of young people at different levels and dimensions of change? 4. Are there resources, tools, contacts and promising models you can share with our community of practice? I very much look forward to hearing your ideas and insights on the above. With best regards, Anne-Marie Davies

(C3) Young People in Emeregncies: Pathways to Exclusion

Conversation 3: Pathways to Exclusion Dear AP-YouthNet members, The issue of youth exclusion has been raised in a number of postings across conversations and I would like to introduce a new Conversation exploring ‘pathways to exclusion’ for youth before, during and after emergency in some more depth. In this way we can develop a holistic situation analysis and develop an evidence base for our ongoing work. “Youth exclusion [in Yemen] is multi-faceted: no single axis of exclusion can fully explain the processes by which youth are excluded. Progress in assisting youth through one pathway will not ensure that youth are not excluded in other pathways. Exclusion is also interdependent: exclusion manifested during early stages of the transition can reinforce exclusion at later stages. For example, youth who receive inadequate schooling have trouble finding paid work, which can thereby limit their ability to purchase housing, get married and become independent adults” (Youth Exclusion in Yemen; 2009) Youth Exclusion in Yemen: Tackling the Twin Deficits of Human Development & Natural Resources (2009): http://www.ineesite.org/uploads/documents/store/Assaad_Barsoum_Cupito_and_Egel_Youth_Exclusion_in_Yemen_2009.pdf The report uses a life cycle approach to explore processes of exclusion at different stages of development, from young adolescence to young adulthood, to identify the pathways through which many youth are excluded from: Educational attainment Livelihood Family formation Citizenship Can we share information, ideas and insights on: 1. General vulnerabilities of youth in emergencies and specific vulnerabilities of different groups of most-at-risk young people? 2. Examples of youth exclusion for different stages of development in social, economic, cultural and political life (before, during and after emergency)? 3. ‘Pathways’ and processes that led to the exclusion of young people (before, during and after emergency) and explore the root and structural causes, and power dynamics at play? I look forward to hearing your ideas on how to move this important are of discussion forward. Have a good week all, Anne-Marie

2.3M Philippine youth in poor working conditions - ILO

Philstar.com, 4 April 2012 - Some 2.3 million young Filipinos were in vulnerable forms of employment in 2010, the International Labour Organization said.

2.5m Nepali youths in foreign land for job

The Himalayan, 3 January 2011 - Around 2.5 million Nepalis youth have left for different countries in search of job opportunities. The immigrant workers are contributing Rs 3 billion in remittance to the country annually.

2° Regional Youth Conference for Latin America and the Caribbian

4 in 1 - training handbook for non-formal training providers

contributed by Administrator — Mar 11, 2012 12:16 PM

Author: ILO
Publishing Date: 2011
Category: Training Material

ILO, 2011 - The “4 in 1 Approach” developed by the Government of Indonesia’s Ministry of National Education and the ILO seeks to address some of the key challenges faced in the skills development system for out-of-school youth by focusing on orienting skills training to market demand and by providing a comprehensive training package designed for out-of-school youth to enable them to access jobs and start their own businesses.

5th UNESCO Asian Youth Forum

The main theme of the Forum will be "Challenges of Asian Youth - Identity, Voices, Change, and Future". The objective is to identify youth-related issues relevant to the Asian region and the new role of youth in Asian societies and communities as well as to find and support youth-driven initiatives to solve youth-related issues. Participants will discuss as well the four following sub-themes: 1. "Youth Identity in Asia”: identity of youth in the Asian society and its necessary role in the region; 2. “Voices of Asian Youth”: ways through which youth can reach out to other members of society to solve problems that are specifically related to youth; 3. “Asian Youth Pursuing Change”: options that can be pursued by youth who are eager to explore different occupational and lifestyle pathways; 4. “Future of Asian Youth”: review of and recommendations about youth-led pilot projects that can be pursued after the Forum. The results of the 5th UNESCO Asian Youth Form will inform the preparation of the 7th UNESCO Youth Forum which will be held in October 2011 at UNESCO Headquarters in Paris.

7,400 candidates find employment through employment centre

The Times of India, 18 June 2012 - Over 7,400 candidates have been placed by Karnataka Employment Centre over its two years of existence.

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