Youth Version of the 2012 Global Monitoring Report:

Youth and skills: Putting education to Work

Written and designed by youth of the world
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EFA
3 Foreword
4-5 Young Editors introduction
6-9 Progress towards Education for All
38-39 Task Force members
10-11 What skills are needed?
12-19 Disadvantaged youth
20-29 Pathways to empowerment
30-31 Financing education
34-36 Youth in action
32-33 Steps to a better future
37 Youth Conclusion
12-13 Introduction
20-21 Introduction
22-23 Access to school
24-25 Second chance
26-27 Practical training
28-29 Digital learning
14 Rural poor
15 Urban poor
18-19 Marginalized minorities
17 Young people affected by conflict
16 Young women
C
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Every time ycu spct cne
cf tbese iccns, ycu can
see tbe page number cf a
qucte frcm tbe EFA 6HP
2012. 6c tbere tc Iearn
mcre abcut tbe tcpic.
Editcr
Willow Hewill, Uniled Kingdon
Designer & IIIustratcr
Ronoin 0rio, Fronce
DigitaI 5trategists
Hons Bolnen Fide, Norwoy
Sinon Howlell, Uniled Kingdon
\irginio Ponlorolo, lrgenlino
5taff Pbctcgrapber
Srosh lnwor, Pokislon
InternaticnaI Editing Team
Srosh lnwor, Pokislon
Roluco Besliu, Rononio
Huong Dong Thu, \iel Non
Noin Keruwolo, ndio
lndre Melo, Brozil
\irginio Ponlorolo, lrgenlino
Lubno Sodek, Fgypl
lngod Singh, Soinl Lucio
Slephen Swoi,
Uniled Republic of Tonzonio
Wolhoni Woiyoki, Kenyo
Prcject Adviscr at Peace CbiId
InternaticnaI
Dovid Woollconbe,
Uniled Kingdon
0nIine CcnsuItaticn Team
lyshoh Moende, Kenyo
lkochukwu 0kofor, Nigerio
Prcject Hanager assistant
Rofoel 0obrer, lrgenlino
Prcject 5uppcrt
Fducolion for lll 0lobol
Moniloring Reporl leon
Frcnt ccver
|t |/ ||JJ/ c| |c./t
by Kholid Mohoned Honnod Flkholeen,
oged 23, fron Sudon, winner of lhe FFl
0lobol Moniloring Reporl`s orl conlesl.
The orlisl soys. ` decided lo give ny work
very uncerloin shopes ond quile onbiguous
feolures lo refecl how lhe link belween
youlh, skills ond |obs renoins in lhe niddle
of nowhere.`
Peoce 0hild nlernolionol
The While House, / High Slreel,
Bunlingford, Herls. S0? ?lH, UK
Tel. l-//I 173 27//5?
Fox. l-//I 173 27//O
www.peocechild.org
Uniled Nolions Fducolionol,
Scienlifc ond 0ullurol 0rgonizolion
7, ploce de Fonlenoy
75352 Poris O7 SP Fronce
hllp.//www.eforeporl.unesco.org/
The conlenls of lhis publicolion noy be reproduced wilhoul chorge in whole or in porl ond in ony forn for educolionol purposes wilhoul
speciol pernission, provided lhol Peoce 0hild nlernolionol, UNFS00, ond lhe oulhor or phologropher concerned ore crediled os lhe source,
ond lhe edilors ore nolifed in wriling.
No use of lhis publicolion noy be node for resole or ony olher connerciol purpose wholsoever wilhoul prior pernission in
wriling fron Peoce 0hild nlernolionol ond UNFS00. lll inoges in lhis Reporl hove been reproduced wilh lhe knowledge ond prior consenl of
lhe orlisls concerned, ond no responsibilily is occepled by lhe producer, publisher or prinler for ony infringenenl of copyrighl or olherwise,
orising fron lhe conlenls of lhis publicolion.
Fvery efforl hos been node lo ensure lhol lhe credils occurolely conply wilh lhe infornolion supplied.
The oulhors ore responsible for lhe choice ond lhe presenlolion of lhe focls conloined in lhis book ond for lhe opinions expressed lherein,
which ore nol necessorily lhose of The FFl 0lobol Moniloring Reporl leon or UNFS00 ond do nol connil The FFl 0lobol Moniloring Reporl
leon or lhe 0rgonizolion. 0veroll responsibilily for lhe views ond opinions expressed in lhe Reporl is loken by lhe oulhors ond Peoce 0hild
nlernolionol.
2
Forewords
T
his Reporl shows lhe energy, invenliveness ond enlhusiosn of young people os lhey slrive
lo nolch lheir ospirolions lo lhe opporlunilies lhe world offers lhen. The currenl youlh
generolion is lhe lorgesl we hove ever seen. To bridge lheir hopes ond lhe reolilies of lhe world
of work, young wonen ond nen know lhol lhey need os voried o ronge of skills os lhey con obloin.
To help lhen neel lheir needs, we nusl lislen lo lheir voices. When we noke decisions oboul lhe
fulure, we nusl seek lheir opinions - becouse lhe fulure belongs lo lhen. Fron lhe evidence in lhis
Reporl, lhol fulure is in good honds, bul we hove lo noke sure il hoppens. This is UNFS00`s |ob, lo
nobilize energy ond bring people logelher lo provide quolily leorning lo oll young wonen ond nen.
Foreword by rino Bokovo,
Direclor-0enerol of UNFS00
for lhe Youlh \ersion of
lhe 2O12 |Jtc||ct |ct /// c/c|/ |ct||ct|tq |jct|
Foreword by Pouline Rose,
Direclor of lhe 2O12 |Jtc||ct |ct /// c/c|/ |ct||ct|tq |jct|
T
en |Jtc||ct |ct /// c/c|/ |ct||ct|tq |jct|s hove been published over lhe posl
decode, bul lhis is lhe frsl line we hove ever osked young people lo give lheir loke
on our fndings, ond conlribule lo helping us connunicole our reconnendolions for
skills developnenl lo governnenls. on exlrenely inpressed lo see how lhis dynonic group
of young people working on lhe Youlh \ersion of lhe Reporl hove expressed so cleorly ond
possionolely lhe skills crisis foced by nony of lheir nore disodvonloged peers whose needs
ore ocule. They ore |uslifed when lhey soy lhol oll young people, ond oll children, whelher
nole, fenole, rich, poor, living in cilies or nol, should hove equol chonces of going lo school
ond leorning relevonl skills lo fnd decenl |obs. This is vilol lo ensure we do nol wosle lhe
lolenls of o generolion who ore so keen lo conlribule lo o beller world in lhe fulure. l is ny
hope lhol governnenls oround lhe world will lislen lo lhe voices in lhis Youlh \ersion of lhe
Reporl ond recognize lhol, equipped wilh lhe righl sels of skills, young people reolly con be lhe
0honge 0enerolion.
3
Young Editors introduction
F
ducolion is o righl. l is one so inporlonl lhol il is enshrined in lhe Universol Declorolion of
Hunon Righls, olongside lhose lhings os vilol os freedon fron slovery ond freedon
fron lorlure.
n lhe decodes since lhe Universol Declorolion of Hunon Righls wos drown up, lhere hove been
nony inlernolionol connilnenls node lo providing every child oround lhe world wilh
lhis righl. lnd yel, os you con see opposile, nol only ore nillions of young people nol in
school, bul lhere ore olso nillions who hove been lo school ond ore slill locking lhe skills
needed lo gel o |ob. This is nol occeploble.
ls you`ll leorn lhroughoul lhis book, young people oll oround lhe world ore nissing oul
on lheir righl lo on educolion becouse of where lhey live, how nuch noney lhey hove, or
whol gender lhey ore. We now hove lhe lorgesl youlh populolion lhol hos ever exisled on
lhis plonel, ond our generolion is being lel down.
UNFS00 knows whol o force for chonge youlh con be. Thol is why 12-young people fron
oround lhe world hove been osked lo forn on independenl ediloriol group lo creole lhis book.
For lhe frsl line in lhe 1O-yeor hislory of lhe publicolion of lhe |Jtc||ct |ct /// c/c|/
|ct||ct|tq |jct|:, lhe Reporl leon hos osked young people lo creole lheir own sunnory of one.
Thol is whol you ore now reoding - lhe voice of youlh.
nfornolion is power. orn yourself! Leorn lhe focls in lhis book, so you con lell your
governnenls whol chonges lhey need lo noke. Reod lhe slories of young people who hove
loken educolion inlo lheir own honds - gel inspired lo noke o chonge yourself.
The group of 12 young people who hove pul lhis book logelher ore llop row, fron lefl lo righlI.
Srosh lnwor, lngod Singh, \irginio Ponlorolo, lndre Melo, Slephen Swoi, Ronoin 0rio ond
lbollon row, fron lefl lo righlI Wolhoni Woiyoki, Roluco Besliu, Noin Keruwolo, Lubno Sodek,
Huong Dong Thu, Willow Hewill.
|/c|cqtj/t. || S.|c, qJ ., |ttqty
4
/
1 in 8
They havent got the skills needed
for work.
young people are unemployed.
1 in 5
1 in 4
people around the world
are aged 15-24. They
are disproportionately
concentrated in the worlds
poorest countries.
1 in 6
/t||:|. |qtc|c |ttJtc|c, qJ ., |/tt|t||ct/ S|| c| |c/|v|
young people earn
less than $1.25
per day.
$
young people in
developing countries
have not completed
primary school
and 58% of
these are female.
$
5
P
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F
ducolion for lll is o uniled globol
novenenl oined ol providing quolily ond
occessible educolion lo every person on
lhe plonel. n 2OOO, 1/ counlries connilled lo
lhe novenenl, ond logelher lhey sel lhe gools
you see below. The gools were esloblished ol on
inlernolionol neeling in Dokor, Senegol, wilh
o deodline of 2O15. This incredible novenenl
hos inspired nony counlries lo noke signifconl
chonges lo lheir educolion syslens. However,
over recenl yeors lhere hos been o slognolion
in progress lhol will deloy lhe neeling of
lhese lorgels unlil ofler lhe 2O15 deodline. l
is lherefore essenliol lhol we oll keep working
lowords lhese gools.
8jggZcih^ijVi^dc/
Since 1???, lhe nunber of children in pre-school hos risen
by olnosl holf, however, nore lhon one in lwo children
ore slill nol ollending ol lhis level. n nosl counlries,
less lhon 1O% of lhe educolion budgel is spenl on eorly
childhood, ond il lends lo be porliculorly low in poor
counlries. This level of educolion is essenliol - o 2OO? sludy
on 5 counlries oround lhe world showed lhol 15-yeor-
old sludenls who ollended ol leosl o yeor of pre-school
oulperforned lhose who hod nol.
GOAL
1:
Expand early childhood care and
education
Pre-schooling in Peru
has expanded over the past
decade. Enrolment is above
average for the region. And there
is a programme that specifically
targets marginal areas. The cost of
this is kept low through community
involvement, so a large number
of children can be reached. Local
communities provide the buildings
and furniture, and the government
trains and pays a member of the
community to teach.
case study:
|/c|cqtj/t. |t/mmJ 7cqt, qJ ., |/|:|t
6
8jggZcih^ijVi^dc/
l is essenliol lo ensure lhol lhe leorning needs of oll young people ond odulls ore nel lhrough
equiloble occess lo oppropriole leorning ond life skills progronnes. n 2O1O, 71 nillion odolescenls of
lower secondory school oge were oul of school, which deprived lhen of lhe opporlunily
lo develop skills needed for work ond life. The noin problen wilh lhis gool is lhol
il hos nol been well defned. However, inlernolionol connunilies ore close lo
reoching on ogreenenl for conporoble indicolors of skills developnenl, ond
lhe neons lo neosure lhen.
In Mexico, a programme developed by a local NGO and the Ministry of Public
Education incorporated HIV awareness and life skills. Through role playing activities,
students practised assertive communication and negotiations about sexual relations under peer or
partner pressure. The students who took this programme displayed positive changes in attitude, self-
esteem, decision making, and communication.
GOAL
2:
Achieve universal primary education
GOAL
3:
Promote learning and life
skills for young people
and adults
8jggZcih^ijVi^dc/
lll counlries nusl offer prinory educolion lhol is free ond conpulsory
for oll, in occordonce wilh lhe Uniled Nolions 0onvenlion on lhe Righls of
lhe 0hild. 0urrenlly, il oppeors lhol lhis gool will nol be ochieved by 2O15.
Fcononic borriers ore prevenling children fron ollending prinory school
becouse lhey ore nol oble lo offord lhe expenses such os fees, uniforns,
books ond lronsporlolion, keeping school oul of lhe reoch of nillions.
In order to ensure that young children attend primary school, the Pantawid Pamilyang Pilipino
Program was launched in the Philippines in 2008 beneficiary households receive an average
monthly cash transfer of US$19 if they have one school-age child. In 2011 the programme was
scaled up to reach 2.3 million poor households and further expansion to 4.8 million households by
2014 is planned. Results from a pilot phase showed that primary school completion rates increased
from 68% to 73%.
?
How many people are missing school
71
61
/
lower secondary-
school age
adolescents
primary-school
age children
million
7/ q/c|/ ttm|t c| c/|/Jtt ct| c| :c/cc/
:|qt|J | m|//|ct |t .00.
(2012 ||/ c|| p. 34)
ct/J.|J, m|//|ct Jc/:ct|: c| /c.t
:cctJty :c/cc/ q .t ct| c| :c/cc/ |t .00.
(2012 ||/ c|| p. 4)
million
ool
case study:
case study:
7
8jggZcih^ijVi^dc/
This gool is especiolly focused on wonen, who noke
up o high proporlion of lhe illilerole odulls in lhe world.
The lorgel is for 5O% inprovenenl in lilerocy levels lo be
ochieved by 2O15, however progress on lhe gool hos been
very slow.
There ore slill 775 nillion illilerole odulls in lhe world.
Two-lhirds of lhese ore wonen.
Reduce adult illiteracy by 50%
GOAL
4:
China has managed
to reduce the
number of illiterate
adults by 66% since
1994, from 183 million
to 62 million.
Some countries that have
made progress in female
literacy are Cambodia,
Chad, Equatorial Guinea,
Malawi, Nepal, Saudi
Arabia and Timor-Leste.
GOAL
5:
Achieve gender parity and equality
8jggZcih^ijVi^dc/
lllhough il is one of lhe biggesl successes
of Fducolion for lll lFFlI since 2OOO, lhere
ore slill nony counlries lhol ore folling
behind lhe gool of ochieving gender porily in
prinory ond secondory educolion by 2O15.
Sixly-eighl counlries hove slill nol ochieved
gender porily in prinory educolion, ond
girls ore disodvonloged in sixly of lhen.
Neverlheless, lhere ore reosons lo hope.
Severe disodvonloge in educolion for girls
is signifconlly lower lhon o decode ogo. l is
inporlonl lo nole lhol boys ore olso offecled
by gender disporily, due lo poverly ond lhe
pull of lhe lobour norkel.
Some countries, such as Burundi, India and Uganda, have achieved gender
parity in education. This can be done through adopting a variety of strategies,
which include targeting financial support for girls, ensuring gender-
sensitive teaching measures and materials and providing safe, healthy school
environments.
|/c|cqtj/t. Arkie J. Tarr, aged 23, Liberia
Progress towards Education for All
case study:
case study:
8
8jggZcih^ijVi^dc/
0f lhe 5O nillion children of prinory school oge, over 13O nillion of lhose ollending school
ore foiling lo leorn lhe bosics. Teochers ore essenliol resources for inproving lhe quolily of
educolion. n 112 counlries, over 5./ nillion schoolleochers ore required lo ochieve lhis
gool by 2O15. Sub-Sohoron lfricon counlries olone need lo recruil nore lhon 2
nillion. 0f 1OO counlries wilh dolo on prinory educolion, in 33, less lhon 75% of
leochers were lroined lo lhe nolionol slondord. This problen is enhonced by
populolion growlh. The nunber of pupils in sub-Sohoron lfrico hos increosed
by 5O nillion, ond in Soulh ond Wesl lsio by 33 nillion in 2O1O conpored lo
1???.
To reod nore oboul lhe FFl gools ond
lhe cose sludies quoled here, see lhe
2O12 ||/ c||, porl 1. 0ool 3 forns porl
of lhe Reporl, ond il will be lhe focus
of lhe renoining porlion of lhis Youlh
\ersion.
The progress lowords 0ool 3 hos been
slow. This is becouse il hos previously
nol been well defned, ond only recenlly
hos on efforl been node lo ogree lhe
neosures by which progress lowords
lhis gool is defned.
GOAL
6:
Improve the quality of education
Senegal has managed to improve the
pupil/teacher ratio significantly. The gross
enrolment ratio rose from 68% in 1999 to
87% in 2010, while the pupil/teacher ratio
fell from 49:1 to 34:1. One of the measures
through which this was achieved was by
increasing the number of trained primary
schoolteachers.
|/c|cqtj/t. Muneeb Ahmed, aged 21, Pakistan
case study:
9
What skills are needed?
T
he lhree lypes of skills shown in lhe
levels opposile provide o fronework
oround which lo develop o polh lo
produclive enploynenl. Young people ore
nore nunerous lhon ever l1 in people
in lhe world ol lhe nonenl ore belween
15-2/I, ond lheir enploynenl is key lo lhe
fulure of lhe globol econony.
Fducolion ond skills forn on essenliol porl
of lhis fulure, bul lhey nusl be linked wilh
lhe |ob norkel in order lo provide o reol
inprovenenl in lhe lives of young people
ond lhe econonies of lheir connunilies,
socielies ond counlries.
0ver lhe following poges you will see lhol
nony groups of young people lock occess
lo lhe educolion lhey require, ond so connol
goin lhe skills needed for enploynenl.
They ore consigned lo hord, subsislence
work for lhe resl of lheir lives. This is lhe
nosl inporlonl problen for lhe fulure of
our generolion.
/t||:|. cc//|t: ||qt, qJ ., ||qt|
p
. 1
3
If ccuntries are tc
grcw and prcsper in
a rapidIy cbanging
wcrId, tbey need tc
pay even greater
attenticn tc deveIcping
a skiIIed wcrkfcrce.
And aII ycung pecpIe,
wberever tbey Iive
and wbatever tbeir
backgrcund, require
skiIIs tbat prepare
tbem fcr decent jcbs
sc tbey can tbrive and
participate fuIIy in
scciety.
`
`
10
Foundation skills
Technical and
vocational skills
refer tc a wide variety cf skiIIs, such as prcbIem
scIvin, entrepreneurship and ccmmunicaticn
skiIIs, which are essentiaI fcr prcductive jcbs.
They can be cbtained thrcuhcut educaticn.
These skiIIs aIIcw ycun pecpIe tc adapt tc
different wcrk envircnments.
are the hrst steps in educaticn, they are basic skiIIs such
as readin, writin and mathematics, which can be ained in
primary and Icwer seccndary schccI. These are prerequisites
fcr ccntinuin in educaticn. Fcr thcse whc miss cut cn Iearnin
these skiIIs, seccnd-chance prcrammes are a way tc ain them
when cIder.
Transferable skills
are specihc practicaI skiIIs that
incIude metaIwcrk, !CT, sewin,
and farmin, that prepare ycu fcr
a particuIar jcb. They are Iearned
at hiher IeveIs cf educaticn and
fcrmaI and infcrmaI cn-the-jcb
trainin such as apprenticeships.
11
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Disadvantaged
youth
I have always wanted to attend
school with other kids my age.
Unfortunately, this has never
been possible. Why have I been
prevented from getting the skills
I need for work?
12
;
M
any young people around the world leave school without the skills they
need for work and life. In both developed and developing countries, they
are deprived of their right to have access to learning opportunities, due
to poverty, conflict, disabilities, their social status, their gender, or where they
live. Together, we will examine how each of these factors impacts their access
to education and their possibilities in life, such as their future employment
opportunities.
In this section, I will present to you the various groups of young people, who,
just like me, cannot experience the basic right of learning the skills needed for
work. We will listen to their stories, see their pictures , and strive to better
understand their experiences.
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he no|orily of lhe poor worldwide live in
rurol oreos, where lhe youlh ore dependenl
on o conbinolion of snoll-scole forning
ond poorly poid cosuol lobour.
ln exlrene lock of occess lo educolion in rurol
oreos neons lhol young people con rorely leorn
lo reod ond wrile, lel olone leorn lhe skills
needed lo work on nodern lechnologicolly
enhonced forns.
ncreosing lond-scorcily olso neons lhol non-
forn |obs ore nore inporlonl lhon ever. Bul
lhese require business ond fnonce skills
lhol ore nol loughl in such educolionolly
deprived oreos.
Rural poor
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Where do people live in
extreme poverty?
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2012
p. 279)
Early before setting off for school and shortly
after knocking off from school, Poline (12) and
her brother, Chifundo (14), are forced to join their
father in the field. Poline complains: Tobacco
picking can be so tedious and burdensome for me.
I put the leaves on my hands and throw them into
the basket while I bend my back for a long time.
My back really pains afterwards. She complains
that some of the work she is subjected to is
extremely wearisome for her age, but she cannot
avoid it.
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I really want to study, but the
school does not have proper
toilets and sanitation facilities;
also the school is so far for us
to travel, and being responsible
for the majority of domestic
work makes it hard for us to
take time-out for school.
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7
R
opid urbonizolion
oround lhe world hos
lefl nillions of people living
in squolid slun condilions. Young
people noke up o disproporlionolely
high shore of lhis. For nony, lhe only
enploynenl oplions ore insecure,
subsislence oclivilies. Schools ond
leochers ore scorce in sluns, ond
fnonciol pressures force nony young
people inlo work before lhey hove even
goined bosic educolionol skills.
n low-incone counlries, lhe infornol
seclor nokes up lhe no|orily of
enploynenl in urbon oreos. This is o
diverse seclor covering o wide ronge of
econonic oclivilies, fron subsislence
oclivilies, such os wosle-picking ond slreel
vending, lo sewing ond gornenl- noking,
cor repoir, conslruclion ond vorious crofls.
Mony of lhese hove lhe polenliol lo creole
weollh, bul require skills educolion lhol is
unovoiloble lo nosl.
Urban poor
Ycung pecpIe tend tc make
up a disprcpcrticnate
sbare cf tbcse Iiving
in squaIid ccnditicns
in unpIanned urban
settIements ... Hany cf
tbese ycung pecpIe Ieft
scbccI befcre mastering
basic skiIIs sucb as
Iiteracy and numeracy.
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Ali is 9 years old. He lives and works
as a servant in Waqeel Saabs flat
in the city. Throughout the day,
he cleans the house, washes and
irons clothes, and does whatever
work they tell him to do. When he
is free, he looks at the world from
his window. There is a park in front
of the balcony everyone there
seems to be happy. Children in this
neighbourhood speak English, but
not Ali. He is poor so he cannot
study, and it makes him feel
illiterate. He wishes he could get
just one chance to study like other
children.
The best part of the day for Ali is
night-time. It excites him enough
to survive the whole day working,
waiting for the night to come. When
Saab and Baaji go to sleep and Ali
finishes cleaning, he peeks into
Saabs cabinet with some books.
Some have pictures too but most are
just words. He doesnt understand
what they mean but they refresh his
dream to go to school.
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Umwiza,
passed her exams,
but sacrihced tc marriae
fcr her twc brcthers tc
reIish the fruit cf educaticn.
A dream, distant iIIusicn,
beccmin a Iawyer
cr the hrst femaIe president.
A never-endin struIe
ensues as her baby bursts cut cryin.
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Chisomo Phiri is a 15-year-old-girl who
became a sex worker at 14 after she
escaped from a forced marriage to
a man almost three times her age. I
became angry to hear that my 17-year-
old brother is almost completing
secondary school back home, yet I
couldnt be given the same chance.
Instead, my parents subjected me to a
polygamous man who used to beat me
up almost every time he comes home
drunk, she recalls emotionally.
Rukaiya left school at the age of 9; she
was not allowed to go to school simply
because she was a girl. She cried telling
me her story since her brothers enjoyed
going to school while she stayed back
home doing household chores. Her
parents think educating girls is a waste
of money. I want to become a doctor, if
only education was free of cost I could
go to school like my brothers.
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Umwiza (Beautiful)
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very issue lhol linils occess lo
educolion offecls girls nore lhon boys.
The problen hos neonl lhol wonen
ore excluded fron lhe world of fornol work.
Two-lhirds of illilerole people ore wonen,
ond lhose who connol reod will nol be oble lo
leorn olher skills.
The problen is lhol where noney ond
resources ore liniled, cullurol norns oflen
diclole lhol girls should be lhe ones lo niss
oul on educolion. Their opporlunilies ore
socrifced in order lhol lhey supporl lheir
fonilies wilh long hours of orduous doneslic
lobour.
There is on lfricon proverb lhol sloles `f you
educole o non you educole on individuol, bul
if you educole o wonon you educole o fonily,
ond o whole nolion.` f girls conlinue lo be lefl
oul of educolion, nony counlries ore nissing
oul on lhe greol polenliol for developnenl.
Young Women
Disadvantaged youth
16
0
onficl-offecled counlries ore lhe
furlhesl fron ochieving Fducolion for
lll. Widespreod inslobilily, lock of long-
lern developnenl ossislonce ond shorl- lern
hunonilorion oid, os well os o lock of odequole
educolionol infroslruclure, prevenls children
living in wor -lorn zones fron occessing
educolion. This severely linils lheir fulure
enploynenl opporlunilies, ond honpers lhe
econonic recovery of lheir counlry.
ls o resull of conficl ond loss of
lives, counlries fnd lhenselves wilh
disproporlionolely high youlh populolions.
This increoses lhe inporlonce of educolion
lo lhe fulure developnenl of lhe counlry, bul
il olso neons lhol lhere is o generol lock of
skilled professionols, such os leochers. This
is diffcull lo resolve os conficl uses up no|or
fnonciol resources, which would be necessory
lo inprove educolion.
0flen, sludenls feor relurning lo school ofler
experiencing conficl-reloled lrouno. lporl
fron children living in conficl-oreos, refugee
children ore olso excluded fron educolion, due
lo inoppropriole ossislonce fron lhe receiving
governnenls os well os lhe inlernolionol
connunily.
Ccnict-affected ccuntries
are tbe mcst cff track in
effcrts tc acbieve EFA.
Hany faII tbrcugb tbe
cracks in tbe internaticnaI
aid structure, witb tbeir
educaticn systems
receiving neitber Icng-term
deveIcpment assistance ncr
sbcrt-term bumanitarian
aid.
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It was a day in early summer of
1998 when the Taliban fighter jets
bombed my hometown of Bamyan.
These actions were quite regular,
but that day they bombed the
schools and children. I got up and
saw some of my friends screaming,
some yelling for help, some did not
talk, just gazed at me, and some of
them were not even alive. It was
the most horrible thing for me to
see, when I was ten years old. From
twenty people that we were, two
of my close friends got killed and
twelve others injured.
For me, that was not the end of my
education career. I was not scared
to go back to school and fight to
continue my education, though I
was not sure if I was going to get
hit by another bomb in the future.
I continued one more month, until
the Taliban captured Bamyan and
we had to leave our homes and
schools by walking via mountains to
Kabul.
It was not until the Taliban were
ousted from the country that my
family went back to Bamyan and I
went back to my school again.
Stc:/ /t.t, qJ ., |/|:|t
Young people affected by conflict
p. 151
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Young people with disabilities
When I enrolled in a school, other kids
teased me and called me moatia (dwarf). I had
to quit when it became unbearable. I managed
to learn the trade of shoemaking but have no
capital to start.
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I am disabled. My family
members drive me out of
the house before 4am and I
have to stay outside till after
10pm so that no one sees me
as part of the family.
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Tien is six years old and lives in extreme poverty in a sub-urban
area of Ho Chi Minh City. What makes his situation worse,
however, is the fact that he is HIV-positive and thus denied the
right to attend any public school. The local stigma is strong. The
community is small. Almost everyone in his neighbourhood knows
hes been suffering from this disease. Tien is still too young to
know that hes growing into a future where education and work
opportunities for HIV-positive people are almost impossible to find.
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n nony counlries, young people ore

pushed lo lhe norgins of sociely due lo
circunslonces lhey foce. Young people
wilh disobililies or wilh H\ ond lDS hove
very differenl experiences. Bul lhey ore foced
wilh discrininolion ond sociol sligno lhol
holds bock lheir chonces in bolh educolion
ond work.
For lhose wilh disobililies, fnding o |ob con
be specifcolly diffcull becouse of lheir low
level of educolion ond occessibilily borriers
lo lheir workploces.
Young people slill know very lillle oboul how
lo prevenl lhe lronsnission of H\ ond lDS.
This increoses lheir vulnerobilily lo infeclion.
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Marginalized minorities
Disadvantaged youth
Young people with
HIV and AIDS
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In my country, the Roma are an ethnic minority who have lived here for hundreds of years, but are still very
isolated from the rest of society. The Roma face significant social stigma in Romania, which excludes them
from both school and work. I work with an NGO, OvidiuRom, which provides a summer school that targets
the Roma children. The students are aged 8 to 11, and have never attended any classes before. Many do not
even have basic knowledge, such as knowing the days of the week or the months of the year.
This is because most of them come from underprivileged families, who cannot pay for school supplies,
clothes, and other education related costs. It is important to create programmes that address the specific
cultural needs of the Roma communities and adequately integrate them into the schooling system.
Harke and Bhola
Damai are two
brothers living
together in a
remote area of
Nepal. Due to
their caste, they
are regarded as
untouchable and
are not allowed
to mix with the
people who are
considered elite
and go to school.
This communitys
people are isolated
and out of the
mainstream.
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Factcrs Iinked tc
disadvantae in
educaticn, such
as ... disabiIity, are
cften aIsc asscciated
with disadvantae in
the Iabcur market. This
is nct a ccincidence
unequaI skiIIs
deveIcpment, scciaI
ncrms and Iabcur
market discriminaticn
ccmbine tc Iead tc this
cutccme.
e#&,
Mony ninorily groups in vorious counlries oround lhe
world ore norginolized due lo lheir closs, elhnic group,
cosle or colour. Fducolionol provisions focus on lhe
no|orily, ond lhe requirenenls ond wishes of ninorily
groups ore oflen discorded. ls o resull, ninorily
children ore less likely lo ollend school.
Moreover, lhe lock of specifc educolionol provisions
for ninorilies nol only reduces lheir chonces lo ocquire
bosic skills, bul olso lo hove occess lo quolily ond
cullurolly-oppropriole educolion. This oflen leods lo
low ochievenenl ond high dropoul roles. Their lock of
skills ond lroining oflen resulls in lheir norginolizolion
in lhe lobour norkel.
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19
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Pathways to
empowerment
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Although many of the stories in
our previous sections might have
been disheartening, there are
reasons to hope.
20
T
here is an increasing global effort to improve both access to, and quality of,
education for people like me. Governments, private organizations, NGOs and
the United Nations are striving to ensure that young people are able to go to
school and learn the skills needed to get a job. They are also providing second-chance
education programmes for those who missed out, and practical training to teach
vital skills for work. In addition, they are paving the way to the future of education
by increasing access to digital learning.
In this section, youll see examples of these mechanisms of educating young people
with the skills they need to work. Youll also find a section about the strategies for
financing this education. Plus you can read on to find what needs to be done, and then
find examples of what young people themselves are doing to provide skills training,
and a youth conclusion that looks to what needs to be the focus in the future if all
children and young people, regardless of their background, are equipped with education
and skills.
|/c|cqtj/t. |mJ |t|m, qJ .-, |qyj|
21
Access to school
M
illions of children oround lhe world
slruggle lo occess lhis life-chonging
resource. 0ender, locolion ond
econonics oll foclor in lo lhe reosons why
children eilher never noke il or connol
renoin in school. Wilhoul even lhe bosic skills
of reoding ond wriling, lhey will never fnd
produclive work.
Progronnes lhol specifcolly lorgel lhese
issues will enoble lhose nosl in need lo gel
lhe educolion lhol is currenlly so for oul
of reoch. Solulions con include lineloble
fexibilily lhol occonnodoles children
who hove lo work or do chores, connunily
engogenenl lo ensure lhol everyone
underslonds lhe need lo educole girls, or
sociol proleclion neosures such os cosh
lronsfers lo help lhe pooresl wilh lhe cosls of
books ond uniforns.
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Pathways to empowerment
My family was too poor so my
older brother sent me to an
orphanage. Here was where
I first went to school. I was 2
years late when I came to grade
1 at the Charity School. Now I
study at the Educational Center
District 3. I dont need to pay
school fees as my orphanage
supervisor applied for a fee
waiver.
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Hadiza was brought from her village to live with
a family as their house maid; she attends evening
secondary school that fits to her work schedule.
She does her chores in the morning, while her
employers and their kids are away to work and
school, so on their return, she heads to school. The
concern is the fatigue and concentration level in
school, after such a tedious work, but she feels it
is better than no education at all, at least she can
read now and is getting to write gradually. She
says: Though to be honest afternoon school is not
that good because then the environment is not
conducive to learn but for many people like me
that cannot wake and get ready for school, unless
we finish our house work, it is helping us to at least
get a form of education. So I appeal to government
to build more schools in our neighbourhood and
get us better environment.
22
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c#
Tbe mcst ccst-effective way tc prcvide basic skiIIs is
tc ensure tbat aII cbiIdren bave access tc gccd quaIity
primary scbccIing.
`
When I reached school going age, I was taken to a private primary school
though it was far away and expensive for my mother (HIV widow) in terms
of paying school fees and other scholastic materials. Discrimination by
fellow pupils was another challenge faced in that school.
In 2008 my mother surprised me that I was given a vacancy in COTFONE
Childrens Centre that purely provides free basic formal primary education
(Vocational Integrated). In addition to that, I am receiving scholastic
materials for my efficient and effective education. Besides that, my family
received pigs and seeds to act as income generating activities to cater for
other household needs. When I am at school, I receive psycho-social support
(counselling and guidance) with other students like me which makes me
extremely happy and enjoying my remaining life time as a normal child.
Due to extensive vocational knowledge acquired, I am now able to produce
my own handcrafts and sell them to available local markets within my
community and look forward to stretching to outsider markets. Besides
that, I am a peer educator to other vulnerable girls within my HIV Social
Network whom I train in the same skills to foster their self-reliance.
|t|/, |t|tv|. c .t|||tq |y |tJJt \|:||c |y|tq, qJ ., JqtJ
p. 22
|/c|cqtj/t. |mJ |t|m, qJ .-, |qyj|
Live as if
you were
to die
tomorrow.
Learn as
if you
were to live
forever.
Mahatma Gandhi
`
23
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T
here ore 2OO nillion young people who
nissed oul on school ond hove foiled lo
leorn even lhe nosl bosic skills. For lhose
nissed by lhe frsl slep of convenlionol schooling,
lhere nusl be o second chonce lo obloin lhe skills
needed for enploynenl. Though second-chonce
progronnes focus on prinory educolion, il is
essenliol lhol lhis lroining is nol liniled lo lhe
very young, os is oflen lhe cose. Second chonce
for individuols gives lhen on opporlunily lo goin
foundolion skills lhol will leod lhen lo beller
enploynenl.
Second chance
Pathways to empowerment
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Mr. Chun, the chief of school affairs at
Gangdong Night School, says: Night
School has covered where public education
couldnt. Also it has been run by volunteers
like me. I think the Night School is the
alternative education for those who
couldnt participate in public education.
If public schools and night schools were
connected, it can make all generations get
along within education. Young people are
still being left out of education and it will
last for a long time. A Night School has
to be maintained for the young peoples
second chance.
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|jt|/|c c| |ct
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24
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Education is the great
engine of personal
development.
It is through education
that the daughter of
a peasant can become a
doctor, that a son of
a mineworker can
become the head
of the mine, that
a child of farm
workers can become
the president of a
great nation.
Nelson Mandela
^in#
Radha Khanal was born in a stereotype, superstitious society. She passed her childhood being her mothers
helping hand and then married away in a tender age of 20. She became an early mom and started raising
her own children and fulfilling all the responsibilities coming along with it. Being illiterate, she had lost
her confidence and self-esteem. However, her children encouraged her to study and fulfil her dreams.

Its never too late to start learning. I could not study during my childhood but the desire to learn
was always burning in my heart, explains Radha. Where there is a will, there is a way. She joined a
second-chance programme and now she studies in Grade 5. She believes that education has brought a
drastic change in her life. She has regained her self-confidence and dares to dream her future. She says:
Education has been a boon in my life. I can read and write on my own. Im very thankful to my teachers
and friends for all their support and guidance. She aims to work as a social worker to teach
underprivileged children and women like her in the future.
|t|tv|. c .t|||tq |y /tt| !c:/|, qJ .0, |j/
At the age of 7, Emmanuel left his
family and went to live a street life.
This was due to poverty they were
hopeless in their family to the point
that he found the street life more
enjoyable than being at home. For a
period of 6 years he lived on the street.
He could often spend 3 to 4 days
without eating, he was beaten most of
the time, and turned to drugs.
I met him last year when I joined the
university where he could hang most
of the time near the campus begging
for money. He told me: If I ever get a
chance to go to the university like you,
I will strive to become a mechanist, I
will help my little sisters to move out
of the misery they are in and I will
buy a car!
At that time he was 16 years old, but
he had never been to school before. In
other words he had to start with the
basic skills that are taught to kids of 3
years old. I started procedures to get
him back to school, I went to many
schools but none wanted to have
him for he was too old, but finally
I found what we call in my country
The Catch Up Program. This program
is incorporated in primary school
on local levels to help assist young
men and women who did not get the
chance to go to school at the early age.
Here they study the primary level that
normally takes 6 years in only 3 years.
Finally I managed to get him back to
school!
|mmtt/, |t|tv|. c .t|||tq |y S/m S|v,
qJ ., |.tJ
/
?
What is the proportion of young people who
missed primary school in low and middle income
countries?
/
1 in 5
|t . /c. tJ m|JJ/ |tccm cctt|t|:, tcttJ .00 m|//|ct c| |/ qJ 5 |c . /v
tc| vt ccmj/|J jt|mty :c/cc/. 7/|: |: qt|v/t| |c ct |t |v ycttq jcj/.
/.0. ||/ c||,e&+/
(= 200 million)
25
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POEM
nlernships ond opprenliceships ore
lwo of lhe nosl well-known lypes
of work-bosed leorning. For higher-
level skills, il noy be nore suiloble
lo sludy in o proclicol environnenl.
0ne of lhe problens wilh leorning
skills in lhis nonner is lhol oulside
of lhe fronework of o curriculun
lhere is, in nony counlries, no
woy lo fornolly recognize lhe
skills goined. More work needs lo
be done lo ensure lhol whenever
inveslnenls ore node in young
people lo help lhen olloin proclicol
skills, lhese ocquired obililies
con be o recognizoble golewoy lo
enploynenl. Fxlending foundolionol
skills lo lhose oged 15 lo 2/ ond
conbining lhol wilh vocolionol
lroining con help lhen fnd secure
work.
Practical training
Pathways to empowerment
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||c|tt jtcv|JJ |y c/t||/ |c|t|
A difhcuIt ccncepticn,
rcbbed me cf educaticn.
PcwerIess empty hands,
denied me the ABC pIans,
and sc frcm the wcmb,
a street kid was bcrn.
But a dccr swun cpen,
Iiht Ieamed, a Iid brcken.
A ift cf practicaI trainin
bestcwed a siIver Iinin.
PrcpeIIed tc new hihs,
jcb cppcrtunities neared,
wcrkpIace access reaIized.
Tcday a mentcr cf passicn,
inspirin with reveIaticn,
empcwerin destinies,
scribbIin success stcries.
S|j/t S.|, qJ ., Jt||J |jt|/|c c| 7t.t|
Bestowed opportunity
F
nployobilily skills ore nol only developed
in schools, bul olso oflen in ollernolive
progronnes, such os vocolionol cenlres
schools, or lhrough work-bosed lroining. Mony
|obs specifcolly require lechnicol know-how, fron
growing vegelobles lo using o sewing nochine. For
young odulls who hove nissed fornol schooling or
who did nol nonoge lo goin skills for work lhrough
lheir educolion, goining proclicol lroining con be o
neons of securing enploynenl.
26
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Wg^X`"aVn^c\! XVgeZcign! [Vgb^c\ dg Xdbeji^c\#
My brother and I have a company that manufactures renewable energy from value added sawdust
and biofuel. We hire new employees from vulnerable communities. For the first week, they undergo
entrepreneurship training to acquaint them with the business environment, and then an orientation in
the practical side of the production process. Through working with us, our employees learn how to raise
money, make money and save money. This is done to enable them to gain the skills so that they will also
be able to run their own businesses one day.
One of our employees, Collins Mwewa (26), has only attended primary school, he lost his parents when he
was 16 and could not continue with his education. He became a street kid and was involved in drugs and
theft. He says working for the company and having gone through the training has inspired him to one day
run his own company. He says you dont need to have a degree or PhD to have a successful life.
t|||tq |y !c/ ||.t/, qJ -, Zm||
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In September 2011 the Grounded and Holistic
Approach for Peoples Empowerment (GHAPE), an
NGO in Bamenda, Cameroon, developed a project on
vocational training. It helps underprivileged children
who cannot afford secondary education to develop
their skills through two-year apprenticeships.
The young people are taught in fields such as
techniques of woodwork, electrical engineering,
hospitality management, tailoring, and interior decor.
Within their 2 year training period, the child reports
to the GHAPE office every Monday to also strengthen
and build their skills in reading and writing,
empowerment on basic knowledge including health
and human rights awareness.
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27
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|/c|cqtj/t. ||/ St|c:, qJ ., Jt||J S||:
The use cf infcrmaticn and
ccmmunicaticn techncIcy
(!CT) in educaticn is atherin
mcmentum acrcss the wcrId,
even in scme cf the mcst
chaIIenin envircnments
in deveIcpin
ccuntries.
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Pathways to empowerment
N
ol only ore digilol lechnologies o fonloslic
ollernolive nelhod of providing on
educolion lporliculorly lo hord-lo-reoch
groups such os rurol youlhI, lhey`re olso on
increosingly inporlonl lool in lhe workploce.
Fducolion con benefl fron using digilol elenenls,
ond il`s olso essenliol lo include lhese in order
lo give young people on essenliol skill for
enployobilily.
In Zambia young university graduates have teamed up and their goal is to enable
educational information to be packaged and shared with members of the public via
mobile phone SMS system. They have named their company Nchitonet Dot Com. They
have a wonderful SMS application system that school management can use to send
standardized and personalized messages to students and parents. Its aim is to help schools
provide educational information to disadvantaged children and other young people who
could not have had the chance to go to school.
t|||tq |y 7t/|:.t:| S|tytq, qJ .c, Zm||
Digital learning
e#'),
28
P
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Y
Tcday is just ancther day
Yet tcday is a new day
Fcr tcday is the day when
fcr the hrst time in my 11 years
! am cin tc watch a teIevisicn!
With a sprin tc my step ! waIk briskIy
dcwn the sIcpe, acrcss the bride and thrcuh the heIds.
! wish tc ccver the three kiIcmetres
between cur hut and the schccI in haIf the time.
The schccIrccm is aIready fuII cf my chatterin cIassmates
whc seem tc have wcken up earIier and waIked faster than ! did.
But as sccn as we hear the wcrds 'Let's watch this'
everycne faIIs siIent and seems tc be hcIdin their breath.
Eyes Iued cn the teIevisicn.
We watch a videc cf the human circuIatcry system
Ah sc that's hcw bIccd is carried intc the heart by the veins.
Ah sc that's hcw the heart pumps bIccd cut!
0h but it's a pcwerfuI muscIe!
! never reaIIy understccd cIearIy hcw the whcIe thin wcrked
frcm Mrs. Abc's hand drawins.
At the end cf cne episcde we aII were cravin fcr mcre.
!t's a shame that it's ncw the Crade 3 pupiIs' turn.
Never mind, as we'II have cur turn aain tcmcrrcw.
Sc ! shaII make sure never tc be absent.
Nct tcmcrrcw.
Nct ever.
/ :|cty c| ctJ :|tJt| c/t|:||t 7cm|/cy |tcm ttt/ :c/cc/.
t|||tq |y |J//|t |cmtc, qJ 0, 7/ |/|/|jj|t:
The internet can be a godsend
for young people looking for
an education. The majority of
the population has a mobile
subscription in every continent,
and computers are becoming
more widespread. The Indian
Government has launched tablets
with internet at just $35 for
students, with plans to distribute
10 million over the next few
years. The ability to learn from
the internet is making education
more accessible for everyone.
Even right now, many young
people that cant afford full
schooling are able to access the
internet. They can use the internet
(whether at home or somewhere
public like a library) to learn at
their own pace for free, even if
they have to work in the daytime
or cant afford or access regular
schooling. If they want to get a
qualification like a high school
diploma, then they just need to
afford time and money for one or
two days to attend an exam. This
lowers the cost barrier of pursuing
an education a lot.
t|||tq |y //| Zyt, qJ -, |/J|v:
Never Absent Again
29
Financing education
Spending more and effectively
Bridging the gap
F
xperience shows lhol invesling in educolion con ochieve lhe FFl gools. However,
nore slill needs lo be done lo ensure lhol cosl is nol o borrier lo young people
leorning lhe skills lhey need lo gel o |ob. Money olone is nol lhe onswer, bul less
noney will cerloinly be hornful.
Since Dokor, counlries hove been invesling nore in educolion.
The greolesl increose in spending hos been in low ond niddle
incone counlries. lnong lhen, 3% increosed lheir nolionol
budgel on educolion. However, lhe currenl fnonciol crisis hos
highlighled lhe problen of relying on inlernolionol oid. Mony
donor counlries ore nol only liniling lhe noney lhey invesl
in educolion in developing counlries, bul ore olso noking
educolion o lower priorily.
Nol only is lhere o need lo spend lhe noney lhol is being
invesled in nore effcienl woys, il is olso inporlonl lo look for
new sources of funding lo pronole leorning ond life skills for
young people.
The fnoncing gop noy increose if donors don`l pul educolion ol lhe lop of lhe polilicol ogendo. llso,
innovolive solulions worldwide noy be required. Finonciol oid fron energing donors such os Brozil,
0hino ond ndio is one possible resource. However, lhis nighl be nol enough lo reoch oll counlries
in need, so olher sources of funding need lo be found, l good nonogenenl of nolurol resources ond
cooperolion wilh privole orgonizolions nighl olso help lo ochieve lhe FFl gools ond consequenlly
provide young people wilh educolionol progronnes lhol help lhen lo ocquire lhe skills lhey need lo fnd
o beller |ob ond live o decenl life.
l2O12 ||/ c|| .0. p. 1OI
Fiures cn aid tc
educaticn teII cnIy
part cf the stcry.
Ensurin that
mcney is spent
effectiveIy that it
reaches cIassrccms,
is directed tc thcse
mcst in need and
has a Iastin impact
is just as vitaI.
Bridging the gap
e#&*'
`
`
30
l2O12 ||/ c|| .0. p. 2O5I
Strong investment in
skills education is key to
national prosperity
31
S
C
H
O
O
L
. |/ tjjt :cctJty Jtc||ct mct cc::||/ |c |/
J|:Jvt|qJ tJ |mjtcv ||: t/vtc |c .ct/
Jjjt :cctJty :c/cc/: :/ct/J | |/ |c qt|j yct|/ .||/ .ct/j/c
:/|//: |y.
- |t:tt|tq |c/t|c/ tJ vcc||ct/ |t|t|tq .||/ |x||/ :c/Jt/:,
- |tcv|J|tq cjc||y tJ ct||v/y jj/|J /tc./Jq |/| t t/vt|
|c mty c| cct|x|: |/tctq/ cttt|ct/tm t|ctm:.
- c|v|tq ctt qt|Jtc.
Governments development strategies need to provide
a clearer indication of how the skills needed by young
people living in urban poverty will be met and funded.
The important actions are:
Strengthening training provided by master
craftspeople and improving training conditions
Providing budding entrepreneurs access to funds
to start their own business as well as much- needed
training
1
3
4
5
2
Providing second-chance education to a large number
of young people requires well-coordinated and
adequately funded programmes. This is achieved by:
Increasing government and donor support
prioritizing policy-creation for young people without
foundation skills
Developing and including second-chance education
in the national budget forecast
Without the foundation skills that primary and lower
secondary schools should offer, the chances of finding
a rewarding job are severely limited. These skills can
be secured by:
Increasing the number of public schools that cover
all education costs and ensuring accessibility in rural
areas
Promoting female participation in schools by
understanding and overcoming the cultural barriers
Provide second-chance education for
those with low or no foundation skills
Tackle the barriers that limit access
to lower secondary school
Upper secondary schools should be able to equip
youth with workplace skills by:
Ensuring technical and vocational training is
included with flexible schedules
Creatively teaching applied skills that are relevant
to many job contexts through curriculum reforms
Giving career guidance
Make upper secondary education more
accessible to the disadvantaged and
improve its relevance to work
Give poor urban youth access to skills
training for better jobs
Aim policies and programmes at youth in
deprived rural areas
National governments should give greater attention to
rural young people by:
Providing second-chance education to acquire
foundation skills as well as training in agriculture
techniques to enhance productivity
Ensuring they have access to training on
entrepreneurship and financial management to widen
their opportunities, especially where farmland is
becoming scarce
Steps to a better future
l
s o cilizen of your counlry, you ore responsible for ensuring lhol
your governnenl fulfls ils obligolions lo provide educolion. nforn
yourself, reod lhese 1O sleps for o beller fulure ond loke oclion.
32
6
Skills training alone is unlikely to
be sufficient for most disadvantaged
urban and rural poor. Therefore,
measures should be taken by:
Including those involved in
subsistence activities, such as street
vendors, waste-pickers, smallholders,
and home-based workers in social
protection schemes
Combining microfinance or social
protection with training in basic
literacy and numeracy, as this can
help in overcoming the multiple
forms of disadvantage that can lock
youth into poverty
Link skills training with
social protection for the
poorest youth
More should be done to help young women make
productive use of their skills by:
Providing them with microfinance and livelihood
assets as well as skills to manage them
Giving women control over their resources, to
benefit them and their families
Creating programmes that take into account
the socio-economic and cultural restrictions that
women face in their countries
7
Make the training needs of
disadvantaged young women a high
priority
Government should involve various young
stakeholders in the planning process to identify
constraints and develop appropriate solutions by:
Collaborating with businesses and trade
unions, to ensure that skill training efforts and
national qualification frameworks are relevant to
employment
Initiating skills development programmes beyond
the formal school system that includes second-
chance programmes and apprenticeships, while
linking to the labour market
9
Improve planning by strengthening data
collection and coordination of skills
programmes
There is a pressing need for resources, especially in
low income countries, to be diverted to the training
needs of disadvantaged youth. This can be achieved
by:
Ensuring that national governments and
international agencies prioritize training
programmes and provide additional funds for their
effective implementation
Involving private companies in training
disadvantaged youth through their foundations and
corporate social responsibility funds
10
Mobilize additional funding from diverse
sources dedicated to the training needs
of disadvantaged youth
Information and Communication Technology
(ICT) should be used to provide skills training to a
larger audience by:
Using basic technology, such as radio, to
disseminate information and provide skills
training, particularly for people in remote rural
areas
Enhancing and improving ICT training prospects
for urban youth
8
Harness the potential of technology to
enhance opportunities for young people
/t||:|. |t||t \|//vtJ, qJ c, /tqt||t
33
Youth in action
Youth across the world are facing a
number of problems and the root cause of
most of the problems is illiteracy and the
extremely low level of education which
leads to unemployment. While a number
of organizations are pondering over this
problem, a group of youngsters from
the city of Ahmedabad in India formed
an organization in 2006 YUVA (Youth)
Unstoppable gives us some very simple
yet effective solutions to these complex
problems.
Volunteers of YUVA Unstoppable have
started weekend schools at various
locations in the city where youth who
couldnt continue their education could
learn elementary English and mathematics.
In 2009, the programme was joined by
Microsoft India, and within
a span of a few months, the
weekend school programme
was operational in 30 different
cities of India with the help
of Microsoft Student Partners
and Volunteers of YUVA
Unstoppable.
The programme focuses on
English, mathematics and
computers that enhances the
employability of the youth. More
than 25,000 youth have benefited
from this programme since its
inception. A number of universities
and corporate companies have
joined the programme and it is still
growing.
l
llhough nony governnenls hove foiled lo neel lheir educolion obligolions, young people oround lhe
world ore loking oclion lo ensure lhol everyone is oble lo leorn lhe skills lhey need in order lo gel o
|ob.
You should use lhe infornolion you hove leorned in lhis book lo lell your governnenl whol il needs lo do in
order lo educole ils youlh. Bul you con olso be o force for chonge yourself. 0n lhis poge, you con fnd sone
lruly inspiring slories of young people who ore loking oclion lo noke o chonge in lheir own connunilies. 0el
nolivoled lo loke porl in lhe educolion revolulion, ond |oin lhe 0honge 0enerolion.
YUVA Unstoppable

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P.19
Ycung pecpIe are rareIy abIe tc
ccntribute tc pcIicy-making, but it is
impcrtant fcr tbeir vcices tc be beard
... Tbey bave a deeper understanding
tban pcIicy-makers dc cf tbe reaIities cf
tbeir cwn Iives, incIuding tbe experience
cf educaticn and training and tbe
cbaIIenge cf hnding a gccd jcb.
p. 19
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34
The floods in Pakistan in 2010 affected
millions of people. Most of them never went
to school, were from villages, illiterate, and
uneducated. During the rehabilitation process
I analysed that skills or technical education
must be given to these disadvantaged families
(especially females, as they are the neglected
ones in the culture) so that in such situations
they may get a job and earn for their families.
I wanted to initiate a work which could be
started as early as possible and the effect of the
work must be long lasting.
Thus, I decided to open a FREE Sewing Centre
for poor/disadvantaged girls where girls
could get an opportunity to polish their skills
and could earn for their families. But when
I shared my idea, everyone discouraged me
except my parents. Everyone asked: Toqeer,
how will you make it possible? Its better to
focus on your studies rather than getting into
this work.
In those days I was in my 4th semester of
university and decided to execute my plan
from the money which I saved to buy a
laptop (approx. 320). My laptop was not
more necessary than the future of these
disadvantaged girls. I started it from a drawing
room, got it on a monthly rent. I bought
three used sewing machines of beginner
level, asked my friends, teachers, relatives for
some donations and somehow I succeeded to
arrange almost ten used sewing machines. I
also hired a tailor who could teach the basics
of sewing.
After continuous struggle and passion of two
months, almost 100 disadvantaged girls were
ready to work. Almost all of them started
to work with different boutiques on order
systemand a few of them started to work with
different tailors. Still they are earning for their
families a handsome amount.
100 Girls = 100 Families!
In places like Korogocho, the third largest slum
in Kenya, the dreams of many young people
remained trapped in poverty. Their dreams
shattered because they cannot access education.
Although many of them have no access to
education, particularly secondary and tertiary
education, they are hopeful and buoyant.
Just over one year ago, some of us who are
trained in media established K Youth Media. It
provides free journalism training and skills that
lead to employment and improvement of lives
in the informal settlement.
Crucially and as part of their training, those
who are enrolled at the Media Centre are
given special skills on how to cover and
produce stories on the adverse effects of lack
of education and other essential needs in the
informal settlements.
As a result of their efforts, mainstream media
houses in Kenya are now asking to partner with
K Youth Media to train some of the youth and
to offer them internships and employment.
Additionally, media houses are now coming
to ask for stories done by youth trained by
K Youth Media. Such transformative and
innovative initiatives are required to change the
lives of many young people who cannot afford
education.
t|||tq |y |j// 0|ctyc, qJ 0, |ty
K Youth Media
A journey from a drawing
room to an entrepreneurial
centre
||c|tt jtcv|JJ |y |t/mmJ 7cqt,, qJ ., |/|:|t
t|||tq |y |t/mmJ 7cqt, qJ ., |/|:|t
35
To educate young women in my culture was not acceptable. For the local villagers, there was a feeling of
shame to send their daughters and sisters to the school. This thinking left the women of the community in
the darkness of illiteracy.
I have a desire to educate the people of my village, especially the girls of the village because they are the
key factor to bringing change in the village and helping in the development of the village as well as the
nation. Education provides awareness to any society. Especially the education of the females because the
educated girl becomes a good daughter, sister, wife, mother and teacher to the future leaders of the nation.
In 2004, I started in my mission to educate the local young women with the help of my family. I got some
financial support from my family members for tents, blackboard, books, and stationery items. Then I started
a class in which girls aged 5 to 16 are inducted. They are taught by two of my sisters. There was much
resistance in launching this programme from the villagers, but my family supported me in trying to change
their minds.
The programme is free of cost, and in the second year the number of students increased. I have managed
to get some additional financial support from a local welfare body. The funds provide a daily stipend, which
motivates students to attend as well as reducing the financial burden on their families.
Following the success of this programme, the local government also provided support by building and
furnishing a classroom, so we can provide more schooling to the local young women. With the help of
my family, I managed to start this mission, and made it into a reality that keeps on growing. I believe that
change is never easy but with enthusiasm, imagination and integrity, its always possible.
t|||tq |t/mmJ /mJ |/t, qJ .c, |/|:|t
B
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.
Educating young women
in my culture
Youth, skills and Work: What can YOU do?
Youth in action
Sign up lodoy lo lhe FFl 0lobol Moniloring Reporl conpoign
lfnd infornolion ol. hllp.//www.eforeporl.unesco.org - see `push for youlh skills`I lo be updoled oboul
evenls hoppening in your own counlry, ond oclivilies you con gel involved in.
You con olso conlribule lhrough lhe conpoign lo o youlh newspoper lhol will send your opinions direclly lo
governnenls oround lhe world.
Your nessoge nollers. becone o nenber of lhe 0honge 0enerolion ond connil yourself lo noking o
difference!
hllps.//www.focebook.con/eforeporl hllps.//www.focebook.con/#!/queslions/1O151O83852272285/
36
Y
ou hove reod lhol lhere ore nillions of young
people who do nol hove occess lo ony forn
of educolion, so ore locking even foundolion
skills. You hove olso reod lhol nony young people
ollending school foil lo ocquire even bosic lilerocy!
lnd you hove leorned lhol currenl school curriculo
ore insuffcienl, ond leochers nol oppropriolely
quolifed, lo equip youlh wilh lhe lechnicol ond
lronsferoble skills lhey need lo gel o |ob.
ls lhe lrob Spring hos shown, youlh wonl lo
be, ond con be, lhe 0honge 0enerolion. By
connissioning lhis Youlh \ersion of ils londnork
Reporl, UNFS00 hos shown lhol il wonls lhe
voices of young people lo be heord. We hove
chosen lo presenl our reconnendolions for lhe
fulure of skills educolion. While we connol hope lo
represenl lhe opinions of oll young people, we wonl
lo give you lhe inspirolion lo cone lo your own
conclusions on lhis sub|ecl.
The Reporl is huge ond conprehensive, bul il
shows lhol nore ollenlion needs lo be poid by
governnenls lo cerloin groups of people whose
problens hove been ignored for for loo long.
These ore lhe invisible groups like young people
wilh disobililies, lhose wilh H\ ond lDS, ond
lhose who ore discrininoled ogoinsl due lo lheir
sexuolily. Mony counlries deny lhe exislence of
lhese people. Their connunilies shun lhen ond
deny lhen lheir bosic hunon righl lo educolion.
Youlh recognize lhis scondol ond wonl il
oddressed. Mony of lhe slories subnilled lo lhis
Youlh \ersion node by lhe Tosk Force highlighled
lhe issues of norginolized youlh, ond lhose voices
need lo be heord.
We reconnend lhol in fulure, nore educolion
focuses on energing issues. digilol lechnologies,
lhe green econony, resource effciency ond
susloinoble energy will oll ploy increosingly
inporlonl roles in our lives. Schools need lo
chonge now in order lo ensure lhol young people
hove skills in lhese seclors.
Youth Conclusion
We olso reconnend lhol governnenls oround
lhe world consider nore seriously whol we young
people con do for ourselves. n lhis Youlh \ersion,
we hove lried lo show you o lillle of whol youlh
ore doing lo noke o chonge in lheir own socielies
- bul lhere is nuch, nuch nore hoppening oul
lhere. Wilh lhe ossislonce of governnenls, young
people con help lhenselves ond lhe olhers in lheir
connunilies.
Finolly, we invile UNFS00 ond ils Menber Sloles
lo |oin us in o 0oll lo lclion lo Youlh. our fulure
resls in our honds. We nusl loke oclion os bolh
odvocoles lo our governnenls ond providers of
educolion ourselves. This book hos orned you wilh
lhe lwo nosl inporlonl lools for noking o chonge
- infornolion ond inspirolion.
Wilh infornolion, you con lell your governnenl
exoclly how il is foiling in ils obligolion lo provide
oll young people wilh on educolion.
Wilh inspirolion, you yourself con be o force for
chonge - fnd lhose young people in your own
connunily who need lhe skills for work, ond leoch
lhen.
We need on educolion revolulion lo provide us
wilh lhe skills we need lo susloin hunon life
lhrough lhe coning yeors. So pleose |oin lhe
0honge 0enerolion. sign up lo lhe conpoign on lhe
opposile poge ond connil yourself lo beconing on
oclivisl for 0honge!

7/ \cttq |J||ct:
37
Task Force members
T
honk you lo lhe hundreds of young people ond orgonizolions who hove conlribuled lo lhis pro|ecl. Your
slories ond inoges, plus your ideos ond edils, hove oll gone lowords noking lhis Youlh \ersion o lrue
represenlolion of whol young people experience oll oround lhe world in lheir slruggle lo gel lhe skills
lhey need for work.
Afgbanistan
Wohid lhnodi
M. Sokhi Hossony
0noid Shorif
AIgeria
Scoul Bodr
kron 0ogoouo
Argentina
\eronico 0ipololli
\irginio Ponlorolo
Morlin \illoverde
AustraIia
Loki Boll
Tonoro Bezu
lniko Singh
Azerbaijan
Fnin lbbosov
lysel lsgorovo
Nurono Rod|obovo
tbe Babamas
0ryslol llexonder
Kyle Wolkine
BangIadesb
Fbney lyo| Rono
Tosnio llon
Pronil lswd
Md lzin
Foriho snoil
Proggno Poronilo Mo|under
Mohfu|o Porven
Soroh Shohid
Zoid Uddin Tonin
Son|ono Zerin
Barbadcs
Roshod Brolhwoile
Benin
Rononou Bioou
Lionel Kpenou-0hobli
Bbutan
Dhon Kunor Bhu|el
PIurinaticnaI 5tate cf BcIivia
Toliono Biggernonn
gnocio Prudencio
BraziI
Fvelyn lroripe
Moxwill Brogo
Lu|s Felipe Kilonuro
sobelo Mochodo
lndre Melo
Julio Toni
BuIgaria
0eorgi Mlodenov
Yordonko Pelrovo
Burundi
0izo idrisso
Desire Hoboninono
Cambcdia
Uy Rolheony
Kongou Teng
Camerccn
ln|ongo ldege
sooc Bohonok
Nliokon Divine
0hrisly Fon|ie
Modelle Kongho Mbong
0olorine Mod|oukouo
Louro Muno
D. Nyildon
Ngol`epie Pronise
Shoh Sinon
llexis Suffo
Jude Thoddeus
Canada
Ponelo Bisson
Delio Fogundes
Belsy Leinbigler
Shelby Levesque
Bukolo 0yinloye
0enevieve Proulx
lrnin Rezoieon-lsel
lngelo Yong
CentraI African PepubIic
Roselin lsseni
CbiIe
Miguel Soffo
Cbina
0live Lee lHong KongI
Wen-Yu Huong lToiwonI
Rucheng Yong
CcIcmbia
Froncisco 0ordobo
Shori 0orcio
tbe Ccck IsIands
Nolionol Youlh 0ouncil
Ccsta Pica
\iclorio Solis
Cte d`Ivcire
Benedicle Kouossi
Jordon Sero
lndy Tio
Cyprus
rini lnoslossiou
tbe Demccratic PepubIic cf
tbe Ccngc
Donny Mbuyi
Jinny Tshinuongo

tbe Dcminican PepubIic
Johonny Sierro
Ecuadcr
Morcelo l. 0rellono
Egypt
Shoinoo lly
Hosson 0odou
Mohnoud Fl-Tonbouly
ldhon Kossob
Fnod Korin
Senurilo Mogy
Nesno Roouf
Lubno Sodek
lhnod Shohoieb
Etbicpia
lnlesel Hoile
Fiji
Kelvin lnlhony
France
Yosnyn 0onier
Nicole Teke
tbe 6ambia
lbdou Jollo
Folou l. Dronneh
Monodou l. . Tekonyi
Nfonoro Jowoneh
Sheriffo Jor|u
Sove The Youlhs lclion 0roup
6ecrgia
Dovid Mirveloshvili
Tonor Pholsolsio
6bana
lwusolu lbubokor
Moxwell ldeoy
Joseph lkyeonpong
Solonon lllovi
Selh lsore
0yon Donkwo
Horrison Debroh
Nono Frinpong
S. 0poku 0yonf
Kwosi 0yeobour
Rofo Lowol
Fnnonuel Morfo
Reggie Nevil
Ben|onin Nobi
kwobeno Nsioh
Fiif 0duro-Nyorkoh
Selh Sorfo
6reece
lndreos lndreopoulos
rini Popogionnouli
Konslonlino Zoehrer
Raiti
llexondro Pierre
Rungary
Kolo Szob
India
lkshoro Boru
Souron 0holler|ee
Nikhil Horry D`Souzo
Pronod Frrobelli
Dinesh 0o|endron
0ovind 0M
Ulhoro 0onesh
Shrey 0oyol
lkonksho 0ulio
Sophie Hosi
\oisholi Joyoronon
Tosneen Kokol
Noin Keruwolo
Huno Khon
Ruchi Kunor
Roli Moho|on
\oibhov Molhur
Pronov Nogoro|on
Snrilhi Noir
Deepoli Porole
Tonyo Pinlo
\idyodhor Probhudesoi
Mohoned Puroyil
Mohonnod Shoyon
Rubino Singh
lkshol Singhol
loyush Surono
0hilronshu Tewori
lbhishek Thokore
Kuldeep Thokre
Syed Unorholhob
Soroh Zio
Indcnesia
Tilo ldelio
Hofz ll
lresly l. lndini
Novio lnggroeni
Tiko lnindyo
Sili Lulfyoh lzizoh
Shofo lzzohro
Yuso 0ho-0ho
Pribosori Donoyonli
Juli Flho
Sekor Herdiyoni
Morvin Nonesulislio
lnisso Nugroheni
Sherlilo Nurosidoh
0hivo. Prolono
ndro Purnono lsod
Disko Pulri
lnggroini Soriosluli
Zofro Shobrino
lghnio Sofyon
Relowon Telodon
Musliko \irginio
ludrey Willis
lndri Zoinol Kori
Iran, IsIamic PepubIic cf
llefeh lghoee
Nolosho Shokri
Iraq
Hoson Tolib
IreIand
Fnno Lyons
ItaIy
Donielo Di Mouro
0oio Roisoni
Jamaica
Soshell Holl
Jcrdan
Husson Khollob
Kenya
Yvonne lkolh
Diono lnyongo
Belh llenbo
Louro Belly
Nyonburo 0hris
Mercy Deche
Doninic 0ilongo
Hodi|o Juno
lnn Kohurio
Shodrock Koloso
Poul Konyi
Fphroin Kevogo
Doniel Kinondiu
Jinny Koech
Denis Kongere
lyshoh Moende
Kennedy Mbevo
Ben Mwongi
0roce Mwouro
Moris Mwouro
Jen Nduku
0eorge Ndung`u
Fric N|oroge
Rulh Nyonburo
Rophoel 0bonyo
lnlhony 0dhionbo
Julius 0goyo
Jose 0undo
Wolhoni Woiyoki
Kyrgyzstan
Soyid lbdulloev
lnnor Younos
tbe Lac PecpIe`s
Demccratic PepubIic
Bouolhipsong Sopho
Lebancn
Diolo ll Mosri
Jono Reslon
Liberia
Sonuel 0honchon
Bobby M. Flono
Jonolhon 0olowo
Kedrick Kweh
lrkie J.Torr
Junior Toe
Libya
Soloheddin llloiesh
Litbuania
Korolino Mozelyle
Hadagascar
Hosiniho|o Rohorison
Mioly Rondriononpionino
HaIawi
Kondwoni Nyenbo
Moyo \iolel
0nego Tongonyiko
HaIaysia
Kinlee 0hoy
Jonolhon Yong
HaIdives
lli Zoyoon
HaIi
Folounolo Sounooro
Hauritius
Borkho Mossoe
Hexicc
0scor sroel 0ornono
lide Fvilo
Jonolhon J. 0orc|o
Jessico Hernndez
Tonio Mocios
Juon Mirondo
Poolo Thonpson
HcngcIia
B. Boloroo
Tsogoo Fnhee
0ooperolion MYF
38
l group of 12 young people fron oround lhe
world creoled lhis publicolion. We wonl youlh
lo know lhol il is wilhin lheir power lo noke o
difference in lhe world ond ensure lhol every
person hos lhe skills lhey need for work. We ore
lhe 0honge 0enerolion.
When we nel lo creole lhis book, we spelled
oul lhe word `0honge`, lo show how eoch young
person oround lhe world con enbody lhis ideo.
Togelher, young people con creole lhe fulure lhol
we wonl lo live in.
The bock cover by lhe ediloriol leon.
Hcrcccc
KonFlio Lechoni
lyoub Noniq
Loubno Sodiki
Monio Worchon
Hczambique
Fgidio Sinbine
NepaI
loshulosh Bhondori
Nikun|o Bhondori
Dilli Bholloroi
Dineshwor 0houdhory
Kobilo 0oulon
ln|oni Joshi
Lok Ro| Joshi
Niro| Prosod Koirolo
Rinesh Khonol
Joyo Mohol
Joyo Nepoli
Sourov Ponl
Ro|esh Polhok
Kushol Pokhorel
Hordik Pokhrel
Tinilsino Rovi
Dhrubo Sopkolo
Mukesh Singh Thopo
Sushno Thopo
tbe NetberIands AntiIIes
0wendell Mercelino l0uroooI
New ZeaIand
Joshuo Kurene
Nigeria
Nurudeen lbokede
Jide ldons
Suzon lgholise
0lugbengo ldebiyi
Morcus lkor
Muoko 0bionu|u lnondo
lkinyeni lyo
Biodun lwosusi
0hukwunelo 0hiono
Joe 0hinezie
Segun Dovid
Frono Fgbe|ule
lnb. Fkwene
Toluwoni Fniolo
Rebecco Fnobong Roberls
Fslher Fshiel
0hrislopher Fro
Michoel-Donovon Fzeilo
so brohin
Kedei noh
Feni ronini
0lory zino
0luwoseun Jegede
soioh Johnson
Toluwonini Kolowole
Honzol Lowol
Niyi Mo|oson
Segun Michoel
ldenife Modile
Sorofo Mohonned
0nwunyi N|ideko
0ollins Nlogu
0lolunde 0derinwole
Fgwu 0go
lbiolo 0yebon|o
lkochukwu 0kofor
Fogbohun 0noloyo
0bengo-sooc 0ni
Purpose 0so
Nosokhore 0sobuohien
Seun 0li
0herilh Poinl
Yinuso 0. Soheed
Shodolo Seyi
Kunle Sobode
Nonyelun Uneosiegbu
Fno Uruelse
Doon \y
Nigerio Living \olues
YPLD lfrico
Pakistan
lkbor lbbos
ldnon lhned
Muneeb lhned
Huno lli
Konron lli
Zulfqor lli
Srosh lnwor
Konron lsif
Unoir lsif
Honon lsghor
lnon 0ill
Hiro Hur
lneelo Hussoin
Noveed Hussoin
0oploin Konron Tonveer
lziz Khon
Muhonnod Khon
Sofulloh Khon
Tonzilo Khon
Munlozir Mohdi
Monol Mushloq
Konol 0ureshi
Husno Rof
Loilo Rozo
Mosood Ur Rehnon
lllo Ur Rehnon
Forhon Shobbir
Usnon Shohid
0oiser Shohzod
Honodulloh Sohu
Sonoh Soonro
Sinon Sunny
Shohneelo Toriq
Muhonnod Toqeer
ln|od Zofor
lnilo Zohid
PaIestine
lhned llqoroul
Rosho Bodowi
lloddin FlReef
Boker Shobel
Peru
Miklevilo lbing
Dokilo ldone
\onnezzo lronos
Peorl Fvordone
Forohnoz 0hodsinio
lngelo Kolow
Julio Lovolle
Rosokebio Mendozo
Rowil Sonlinlo
Helen 0enno R. \olle|os
tbe PbiIippines
Krizelle Bolosobos
Ron Bosingon
Mo. Folino Desquilodo
Poulo 0onzoles
Leo 0hrislion Louzon
lngelo Moe Minos
Hosnine Monodog
Bien Monolo
Nolholie Joy Merlollo
0ion 0orlo Mirondo
0hndy Rogel
Modelline Ronero
Polrick Wee
PcIand
Kodongo Jones
Molgorzolo Mokowsko
PcrtugaI
Morilio Fozendo
tbe PepubIic cf Kcrea
Joe Woo Jong
Jun Woo Jong
Hye won 0hung
Who-Young 0ho
Pcmania
Roluco Besliu
Modolino Dobre
Mihoelo Morocine
luro slrole
0rislino Tobocoru
tbe Pussian Federaticn
Nololyo Belokopylovo
llex Fgorovo
lnno Molinovskoyo
Fkolerino Shishkino
Pwanda
Jeon Monirogobo
0loude Migisho
Sheno Sleve
5aint Lucia
lngod Singh
5ierra Lecne
Mohoned Kobbo
Mohoned Konoro
Poul Lengor
5ingapcre
Perdono Pulro-Pon
Soroh Seo Shu Lin
lnsoni Yusli
5Icvenia
l|do Zuponcic
5cIcmcn IsIands
Jerolie Novolo
5cmaIia
0uleed idoon
5cutb Africa
Josh Friedlonder
0coboni 0onbelo
Nlshodi Mofokeng
Tebogo Rokgobyone
Nonolongo Sihlongu
Tolenl Tinoopi
5ri Lanka
nzonon nliyoz
Hoqeeqo Munos
Hosilho Priyoshonlho
Moduboshini Rolhnnoyoke
\inuro Welgono
5udan
Mursi lwod
TbaiIand
Sudlhopo Thonolhonyo
Tcgc
Kokou Sod|in lziogbedo
0ilberl Soni
Nossifolou Koko Tillikpino
Trinidad and Tcbagc
Teocoh Dove
Roycy Rousseou
Tunisia
Mohoned Mohdi Me|ri
Turkey
0onze lkyuz
Sezen Bekta
lsyo Diril
Uganda
Fslher llolo
Jones lniyonuzoolo 0lhin
Fnock
Sinon Froku
0winy Hokiin
Newlon Kolinbo
Muddu Koyingo
Lillion Nonlezo
lngello Nonlongo
Roberl Nkwongu
lrnesl Sebbunbo
Sengendo Shofc
Morlin Wonzolo
Ukraine
\oleriio Brodnikovo
United Arab Emirates IDubai!
Sinron \edvyos
tbe United Kingdcm
Sodio lshrof
Louren Foves
0loudio Holey
Jess King
Megon Kinsey
Jude Millins
Honno Thonos
tbe United PepubIic cf
Tanzania
Fronk Kolobonu
Reynold Moedo
Slello Horold Mkonwo
Selh 0horles Mkisi
Slephen Swoi
United 5tates
Dovis ldero
Richord Blissell
0loylon Ferroro
Mide Kolowole
Seloli 0nuoho
lnilis 0skoui
Nicole Ropislo
Sononlho Ruiz
Nololie Roberlson
Jocob Tobio
Uzbekistan
Lolokhon Jobborovo
iet Nam
Huong Dong
Le Dieu
\u 0ioo
Dinh Hoo
Dung Keil
Huong Dong Thu
Nguyen Thu
Diu Trn
lnh Tuon
Yemen
lbdulnolek Shonson
Zambia
Lizzy Bondo
Jock Kofwonko
0olhy Mulengo
nbudzoi Mulole
Rhodo Mwole
Frosnus Mweene
Perry Sinkonde
Tuliswensi Sinyongwe
Ponlino Tenbo
Zimbabwe
Bhekunuzi Bhebhe
0hrislopher 0hokwono
Shingiriroi 0hikozhe
nnocenl Funguroni
0loro 0wolirero
Spencer Moronge
Keilh Moyo
Benedicl Mulinbo
0orllon Sounyono
Noel Siwelo
Tolendo Songore
Ccuntry Unkncwn:
Bossen llbloush
Michoel lwili
0honez Bill
Meriny 0hrislino
Lucos Fdword
0obrielo del \olle 0enovesi
Lodio Filroh
0yril Fronce
Fsnolhe 0ondi
Poul 0olhoro
Mocouley 0izzel
Tshewong 0yellshen
Slephon sooc
Zohro Jololkhon
Honno Kin
Borby Kins
Meslek Lonine
Hiroh Mohnood
Morino Monsillo
Milchelle Monzini
Mulole Mulenngo
Shonsio Noori
0hidozie Nweze
Nguyen Phuong
0zuzu Pronise
Hi|ob Rozo
Hoboosh Soeed
Noor Soeed
Nozio Sofdor
Dohin Solifu
Zulfyo Suleinenovo
0onesh Thopo
Jo|o Wood
000FDl 0oolilion
39 ED-2012/WS/21
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