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Entrepreneurship education and training are an increasingly widespread component of governmental and nongovernmental efforts to address the interrelated challenges of youth unemployment and poverty reduction. In the absence of consensus regarding how best to design learning opportunities that effectively prepare youth to improve their livelihoods, this chapter explores the central debates surrounding three components that are integrated into most entrepreneurship training initiatives: learning, earning, and saving. Drawing on existing literature and considering three entrepreneurship training programs underway in East Africa, the authors argue that the effectiveness of any particular youth entrepreneurship program is highly dependent on a variety of contextual considerations, many of which are beyond the control of individual youth and program managers. Implications of this are that (a) program managers need to be modest in their expectations of program effects and avoid overpromising, (b) training is needed to help prepare youth to recognize, understand, and cope with various contextual factors that impact their livelihoods, and (c) NGOs and other private organizations that implement such programs are in a position to address certain contextual factors. By highlighting key debates relevant to the design of entrepreneurship training programs, this chapter contributes to the development of entrepreneurship training initiatives that are responsive to contextual realities, thereby increasing the potential effectiveness of entrepreneurship training as a poverty alleviation strategy.

The purpose of this paper is to provide a case study of the use of technology as a hidden curriculum in a youth leadership program (United Future Leaders-UFL).

A description of the UFL program, including theoretical framework and current use of various technology platforms, provide a backdrop to the hidden curriculum implemented by the programming staff. Both intended and unintended outcomes of the use of technology are discussed in the context of UFL values/themes.

A review of technology use in the UFL program resulted in the categorization of realms of influence (Staff ↔ Student Participants, Staff ↔ Staff, Staff ↔ Parents, Participants ↔ Participants) and five categories of technology use (reminders, communication, sharing of resources, reinforcing learning, increased parental involvement).

Examples of emerging patterns of this hidden curriculum, future directions for technology use within the program, and advice for youth program practitioners are included.

This paper adds to the general discussion of types and purpose of technology use, youth programming, and role of technology use as hidden curriculum.

Purpose: This chapter explores the two major schemes applicable to skill development in India: Skill Acquisition and Knowledge Awareness for Livelihood Promotion (SANKALP) and Pradhan Mantri Kaushal Vikas Yojana (PMKVY).

Need for the Study: The primary objective of this research is to check the role of these schemes in enhancing the skills of socio-economically stressed community members for their livelihoods. The secondary aim is to analyse the outcomes of these schemes through a qualitative inquiry.

Methodology: A survey was conducted, and the data was collected from trainees of the skill development programmes. Based on the responses, a qualitative content analysis was performed, which showed that most trainees have the thirst and urge to enhance their life skills for a minimalistic livelihood.

Findings: The study concluded that though there are many schemes, only PMKVY is active. They focus on more than just youth communities. Instead, they consider individuals in different age categories.

Practical Implications: The Government of India (GOI) is progressing towards a healthy economy to compete with other countries. For this mission to be achieved, skill and labour development is paramount. Appropriate training must be provided and administrated through government schemes.

This chapter develops a conceptual framework of economic development of Algeria with a particular focus on youth entrepreneurship. Drawing on the opportunity-based approach of Drucker (1985) and the impact analysis theory (IAT) advocated by Murphy and Marvel (2008), Lenjo (2015), and Dontigney (2018), this proposed conceptual framework theoretically allows the integration of different perspectives including economic development of a country and youth entrepreneurship. In principle, the opportunity-based theory posits that entrepreneurship represents a response to a stimulus, through a business venture, where an unemployed person exploits opportunities engendered by social, technological, and cultural changes in the environment. The IAT is a paradigm that deconstructs the causes and effects of a phenomenon (i.e. youth entrepreneurship) to afford greater understanding and appreciation of the research agenda, while providing an indicative assessment of the overall impact of the issue (OECD, 2014). The authors discuss the core barriers (venture capital, foreign direct investments, bureaucratic obstacles, gender discrimination, and soft skills) to entrepreneurship in Algeria, Furthermore, the authors assess the different economic forces in Algeria that appear to be promoting or sustaining entrepreneurship, particularly in young people. These forces have a tendency to be connected to a broader possibility of economic development. Further analysis is required that demonstrates the potential upsides of promoting youth entrepreneurship. Thus, the authors attempt to answer a key question: What can be done to engage the youth in small business entrepreneurship across Algeria and thus implement a sustainable solution to the country’s employment problem?

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically marginalized students, specifically refugees and forced immigrant (RFI) youth. Modes of inquiry are qualitative document analysis of New Jersey and Ontario leadership policies, preparation requirements, and standards. The objective of this paper is to present an extensive literature review of policies related to educational leadership and supporting RFI youth and their teachers as well as to reveal gaps in policies and examine pre- and in-service training requirements. Within the field of comparative and international education, this chapter highlights the institutionalization of trends in educational leadership at state or provincial levels and how these macro-level policies influence educators’ abilities to meet the needs of students from marginalized communities, such as refugees and immigrants.

Within the framework of potential efforts and strategies to employment generation for young people in Africa in general and Ethiopia in particular, the agricultural sector is increasingly considered as an important sector and a valuable means for poverty reduction, the promotion of economic development, and youth's economic independence. Renewed hope is placed on the sector to offer sustainable livelihood prospects for the rural youth. Yet, the success and sustainability of the sector require a proper understanding of how households allocate youth labor time in the sector and whether agricultural labor supply is responsive to economic incentives such as shadow wages. Using gender- and age-specific plot-level panel data, we systematically analyze the impacts of shadow wages of each household member on youth agricultural labor supply across types of farms. The results indicate that agricultural shadow wages matter for the youth's labor supply in the sector, but the impact differs for male and female youth. We also show that trends and patterns of youth labor supply vary across gender and whether they work on their own farm, and so do their labor returns. The results are consistent after controlling for individual heterogeneity and instrumenting for possible endogeneity. Taking into account the intensity of youth's actual involvement in the family farm, own farm or off-farm work instead of their stated intentions, the results challenge the presumption that youth are abandoning agriculture, at least in agricultural potential areas of Ethiopia. Instead, the frequent narrative of youth disengaging from agriculture may be a result of methodological flaws or data limitations. The findings suggest that it is necessary to invest in agricultural development to enhance labor productivity and employability of young people in agriculture.

This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-of-school youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICT-based training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy.

This chapter provides a theoretical and empirical examination of young people’s role in identifying and solving problems in their communities from a social justice perspective. The complex political processes in South Africa stymie a top-down approach for advancing social justice. Therefore, this study focuses on a bottom-up stance to nurture social justice efforts by concentrating on the role of the youth, younger than 18 years, in initiating change in their communities. Such engagement aligns with the principles outlined in the United Nations Convention on the Rights of the Child adopted in 1989 that aims to enrich both the individual and the community (Dirsuweit & Mohamed, 2016; Office of the United Nations High Commissioner for Human Rights, 1989). The University of South Africa is involved in a community outreach program of this nature, commissioned by Empowervate Trust, a South African non-profit organization that manages the Youth Citizen’s Action Campaign (Y-CAP), which equips learners with the skills to solve societal issues in their respective communities. This chapter thus attempts to clarify what active citizenship means to the youth, by focusing on the findings from focus-group interviews with South African learners who are involved with community development projects that advance social justice initiatives in their communities through the Y-CAP endeavor.

Recent figures show that half the world’s refugees are children, with young people now representing more than 50 percent of victims of global armed conflict and displaced persons. Increasing numbers of refugee youth are entering their host nations’ compulsory and postcompulsory educational systems having experienced frequent resettlements and disrupted education, which in turn, pose major barriers for educational and future employment. The consequences of these experiences raise pressing equity implications for educators and educational systems. However, the picture is not uniformly bleak. Employing Bourdieu’s thinking tools of habitus, field and capital, Yosso’s concepts of community cultural wealth and photovoice methods, this chapter draws on studies of refugee youth of both genders from diverse ethnic and faith backgrounds, conducted in regional Australia. It examines how everyday spaces for learning, for example, church, faith-based and sporting groups and family can play a crucial role in enabling young people to build powerful forms of social and cultural capital necessary to successfully access and negotiate formal education and training settings. Its findings suggest first that everyday spaces can act as rich sites of informal learning, which young refugee people draw upon to advance their life chances, employability, and social inclusion. Second, they suggest that how one’s gender and “race” intersect may have important implications for how refugee youth access social and cultural capital in these everyday spaces as they navigate between informal learning and formal educational settings.