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Vol. 8, Issue 9, February 2021

In this issue Skills Development

Page 1 - Skills Development Background Skills development is globally considered as key for productive . Hence Page 2 - Legislative Updates it is an important means for increased productivity, private-sector development, - Facts and Figures inclusive economic growth and poverty reduction. Economic diversification and Page 3 - Vocational Skills structural change towards high productivity sectors is necessary for combating Development in poverty in a sustainable way. This requires a better skilled and more adaptable Tunisia – Destination labour force which can spur domestic and foreign investment. Linking skills Employment development to broader and employment, growth and development Page 4 - Support for Skills strategies and systems is essential to ensure relevance, policy coherence, Development Centres coordination and alignment. Studies show that effective, sustainable approaches to in Eritrea workforce development and employment must improve a combination of skills for Page 5 - Tender Opportunities of individuals, and at the same time build a sustainable system for improved private-sector competitiveness. Especially, youth resulting Page 6 - ECA’s ERA 2020 from mismatch between the supply of the education system and labour market needs Launched; Focuses on could in part be addressed through adequate skills development within a future- Innovative Finance oriented, flexible and holistic education system for lifelong learning… for Private Sector Development What Is Skills Development? Skills development is generally used to refer to the productive capabilities acquired through all levels of learning and training, occurring in formal, non-formal, informal

and on-the- settings. It enables individuals to become fully and productively engaged in livelihoods, and to have the opportunity to adapt these capabilities to meet the changing demands and opportunities of economy and labour market. The acquisition of such capabilities depends on many factors, including a quality lifelong learning system and a supportive learning environment. The types of skills required for employment can be divided into: • Basic and foundation skills, which are acquired through the primary and secondary formal school system, or through non-formal and/or informal

learning processes (e.g. active learning, oral expression, reading comprehension, written expression, ICT literacy, active listening). These are pre-requisites for acquiring further skills enhancing the prospect of sustainable employment. continued on Page 3

Mark Your Calendar! "Building and Managing Knowledge Portals in Government and Private Organizations": ARADO, Sharjah, UAE, 14-17 February 2021. "The Third African Science, Technology and Innovation Forum": United Nations Economic Commission for Africa (ECA), 28 February – 1 March 2021.

Vol. 8, Issue 9, February 2021

Legislative Updates

Bahrain: Resolution No. 83/2020 indirectly through other means such as Niger: Law on Interception of Bahrain's Ministry of Industry, personal communications or through Communications Commerce and Tourism (MOICT) participation in the financing of the Niger promulgated, in May 2020, a issued, in July 2020, Resolution No. project, a familial relationship, any Law on Interception of 83/2020 regarding the Criteria, contract, arrangement or Communications sent electronically. Conditions and Rules Governing the understanding, or through a Article (2) of the Law provides that Disclosure of Ultimate Beneficial hierarchical entity (in the chain of only the President, Prime Minister, Owner (UBO), which sets out the ownership in regard to legal entities); Minister of Defense, Minister of the rules and guidance for companies in contributing to the financing of the Interior, Minister of Justice, and the Bahrain to register those who fall Registered Entity’s business, its assets Minister of Customs and Trade have within the definition contained within or the transactions made for the benefit the authority to order an interception the legislation with MOICT. Article of the Registered Entity, even if such of communication. Article (11) states (3) of the Resolution provides that contributions are hidden. Submission that records related to interception where a natural person satisfies all or of the required Data is completed are destroyed on the president’s order some of the specified conditions, they through the MOICT’s online Sijilat and expire a month after the order for are required to register as an UBO. portal. In the event that a Registered communication interception has been Specified conditions for example Entity fails to comply with the terms issued, and that investigation reports include: Owning or controlling, set out in the Resolution or submits on the operation of the interception directly or indirectly, 10% or more of incorrect Data, the MOICT may are written. However, Article (12) the Registered Entity’s capital or impose the following sanctions: allows the extended storage of voting rights; where the Registered suspend the Registered Entity’s CR or interception records for an Entity is a legal person owned by strike it from the commercial register; unspecified period stating that another legal person (or governed by a and/or impose an administrative fine transcriptions of interceptions “must legal arrangement), the UBO is the not exceeding BHD 1,000 per day for be destroyed as soon as their natural person who is the ultimate a first time offence and BHD 2,000 per preservation is no longer necessary” owner within the chain of ownership day thereafter for subsequent offences to preserve national security, and that and the person who exercises effective committed within three years from the the aforementioned destruction of control over it; holding influence and date on which the previous notice of transcripts is documented. decision-making power over the non-compliance was issued. The total Registered Entity, either directly or fines shall not exceed BHD 50,000.

Facts & Figures

- One third of the working age for example, the lowest literacy rate 65%), ranging from 73 to 68% in population in low- and middle- of any world region. Similarly, 84 high-income Gulf countries such income countries lack the basic skills percent of children and adolescents as Bahrain, Qatar and the United required to get quality , leaving have not achieved the minimum Arab Emirates (UAE), to 64 and them unable to achieve their full proficiency for mathematics; for 58% in post-Arab spring productive potential and limiting context, the global average is 56 economies such as Egypt and economic investment and growth. percent. These significant gaps in Tunisia, respectively, to less than The challenge is further exacerbated education have labor market 50% in fragile and conflict-affected by a rapidly changing global implications, and education experts countries such as Yemen and economy that increasingly requires fear that many Africans are not Mauritania. workers to be innovative, flexible learning the skills they need for 21st- Less than a third of training and adaptive. According to World century jobs. - programs have positive results for Bank calculations, more than two The World Economic Forum’s earnings and employment and billion working-age adults globally - Human Capital Index—which even those that are successful are are not equipped with the most measures the extent to which costly, with returns that rarely essential literacy skills required by countries and economies optimize justify the investment. employers. Among young adults their human capital potential under the age of 25, the number is through education and skills - Private sector partnerships and about 420 million worldwide. workplace training have been development and its deployment important in helping create - Although sub-Saharan Africa has throughout the life-course—finds programs that match the needs of experienced an increase in that the MENA region as a whole the labor market and teach critical education and literacy rates, the currently only captures 62% of its quality of the education remains full human capital potential skills. below par: Sub-Saharan Africa has, (compared to a global average of 2 Vol. 8, Issue 9, February 2021

continued from Page 1 • Transferable skills, which include the abilities to learn interaction will create win-win relationships between the and adapt, solve problems, communicate ideas world of learning and training and the world of work. effectively, think critically and creatively and the ability Ensuring quality training: Well qualified teachers are key to manage self and others. These skills enable people to to improving quality of training. Thus, investing in adapt to different work environments as well as training of teachers, trainers and managers is decisive for improving their opportunities to -building. quality. Interaction with the world of work is also crucial • Technical and vocational skills, which are specialized for improving the quality of learning and training skills, knowledge or know-how to perform specific activities. Improved quality in turn increases the duties or tasks, mainly in a professional environment. attractiveness of skills training programmes. These include, but are not limited to, the traditional training is one way to make employers forms of technical and and more actively involved in skills development and training (TVET), skills acquired through the secondary contributing to the improvement of quality. level of the formal school system or through non-formal Enhancing the capacity of delivery: In many low-income and/or informal learning processes. countries skill training providers, both public and private, • Professional and personal skills, including individual are often small and poorly equipped to meet the required attributes relevant to work such as honesty, integrity, needs for adequate and quality training. Investment in reliability, , and judgement. infrastructure, facilities, equipment and materials to meet Skills Development as an Integral Part of Lifelong Learning the ever growing and changing demands of the world of Lifelong learning takes on a broader approach than work requires incentives and support mechanisms to education. It is the organising principle putting adequate stimulate and improve training capacity. integrated and systematic policy and practice into place for Ensuring broad and continued access to quality training social transformation within a framework of sustainable and skills development, including quality counselling: It is development. In an education system that provides essential to foster opportunities and benefits of initial and opportunities for lifelong learning, policy and practice lifelong learning for all, including disadvantaged young provide every individual and community with a flexible and people who have dropped out of school or are working in diversified range of useful learning and training options the informal sector under precarious conditions. The throughout his or her lifetime (context specific). A skills- participation of women in skills training should be ensured development strategy, as an integral component of a and gender stereotyping in occupational choice should be national education system for lifelong learning, successfully actively discouraged. links skills to productivity and employment creation while Establishing a system for labour market forecasting and at the same time coping with all life situations (e.g. work, information: Up-to-date labour market information and active citizenship, and family life). forecasting is key to match current and future labour market needs for skills with the supply of skills. Such a To ensure leaving no one behind, lifelong learning also system will provide necessary information for short-term requires that the poor and most vulnerable groups in society and long-term planning as well as provide disaggregated fully participate in and contribute to the development data to track changes in labour market outcomes for process. The adoption of a human rights-based approach to different population groups (women, youth, the disabled skills development requires training contents and methods and minority groups). as well as a learning environment adapted to varied groups Mechanisms for efficient recognition, validation and of people. accreditation of skills: Such a system is necessary to allow Factors for Success, Principles and Approaches to Skills for multiple paths for further learning and training Development (formal, non-formal and/or informal) and for the mobility Adopting demand-led models: An active involvement of of the workforce. Furthermore, such mechanisms for local communities, employers, unions, and other social efficient recognition, validation and accreditation need to partners is crucial for planning, carrying out and following be developed with active participation of labour market up of responsive skills development programmes. It helps actors. the training providers to better understand the variety of (SIDA, Skills Development, Information Brief, March 2018, needs in the workplaces and respond appropriately. Such available at: https://publikationer.sida.se/contentassets/71147e904b194e3a9345b3b2d84391f5/information_brief_skills_development_webb.pdf)

Vocational Skills Development in Tunisia – Destination Employment An SDC programme boosts the employability of young Tunisians entering the job market. It provides them with training in vocational skills to equip them with the practical experience and know-how required in the workplace.

Country/region Topic Period Budget

Tunisia Vocational training 01.01.2016 - CHF Employment & economic 30.06.2021 9'603'475 development Vocational training Employment creation

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Youth unemployment remains a major problem in Tunisia. programme to date. These organisations are unique in that In the most disadvantaged governorates – and among they function as real companies, although they only market women and young graduates – the unemployment rate is virtual products and services within a global exchange higher than 30%. network. The three-month on-the-job training enables On the one hand, some sectors of the economy do not young people to gain work experience in a company, provide enough jobs. On the other hand, the private sector strengthen their professional skills and also practise soft requires more skilled labour than the national education skills which are necessary for working life. The employment system can produce. As a result, around 150,000 jobs rate of former employees of these practice firms – 85% – remain vacant. confirms the added value of these temporary training jobs, which also help to prepare young people mentally for the Reducing the unemployment rate workplace. "Working in a practice firm has brought back Implemented by the Swisscontact Foundation under the some of the things I had lost, such as my self-confidence and aegis of the Tunisian Ministry of Vocational Training and my professional aspirations," says Abir Allouch, who has Employment (MFPE), the SDC's vocational training and since been recruited as a graphic designer by a integration programme comes in addition to Switzerland's communication company. initiatives promoting job creation in Tunisia. It has three The case of the Tree company key objectives: Tree is a practice firm based in Tunis. Its aim is to train and • to reduce the rate of unemployment by improving the find jobs for unemployed graduates seeking their first job in employability of young graduates the commercial, marketing and administrative sectors. It • to improve the image of vocational training in Tunisia has 18 job training positions. These young people are supervised by two experienced professionals from the • to align training programmes with labour market private sector. Since its creation in May 2016, Tree has demand. taken on 115 young people. Improving teaching and offering specialisations Swiss expertise Young Tunisians are being offered numerous opportunities As with its dual approach to vocational education and to upgrade their skills to enter the job market. Some young training, Switzerland has much to share from its long- people are invited to attend practice-based technical standing experience in the area of virtual companies. The courses in existing training centres. In this context, the Swiss organisation Helvartis manages about 60 of those programme is aimed at improving the quality of teaching, structures, which began to appear in Switzerland in the with so far some 90 company trainers having received middle of the 20th century. In collaboration with the SDC, training in innovative teaching methods. Swisscontact, the MFPE and the Confederation of Tunisian By 2017, 1,586 Tunisians (of whom 60% women) from Citizen Entreprises (CONECT), Helvartis has helped disadvantaged regions were able to participate in one-off launch and certify five practice firms in Tunisia. training sessions to either start or develop high value-added A long-term programme activities. Some of the specialisations taught so far, based The SDC programme is being implemented in several on specific requests, include farming quail, pruning vines regions of the country until 2020. Its main beneficiaries are and agricultural project management. In addition, several unemployed young men and women who have graduated technical training courses have been co-certified in from university or completed vocational training, living partnership with national authorities to ensure that they are mainly in the Greater Tunis area, in disadvantaged embedded in the national vocational training system. governorates (Kasserine, Sidi Bouzid, Siliana, Médenine From theory to practice and Tataouine) and in coastal areas affected by the crisis in In 2017, 704 young graduates (62% women) were recruited the tourism sector. by one of the five 'practice firms' set up under the (https://www.eda.admin.ch/deza/en/home/countries/north-africa.html/content/dezaprojects/SDC/en/2012/7F08328/phase2?oldPagePath=/content/deza/en/home/laender/nordafrika.html)

Support for Skills Development Centres in Eritrea

Title: Improving informal options Commissioned by: German Federal Ministry for Economic Cooperation and Development (BMZ) Country: Eritrea Lead executing agency: Ministry of National Development Overall term: 2017 to 2020 Context Eritrea’s economy is primarily based on agriculture, light people have left school early, which means that they fail to manufacturing and the service sector. Around 80 per cent meet the eligibility requirements to attend vocational of Eritreans live in rural areas and earn their living through education institutions. They also have few opportunities to arable and livestock farming. There is high unemployment gain practical skills in an informal setting, which would in the cities. Vulnerable population groups in particular allow them to build a life for themselves. have only limited options for taking up employment. Examples of such groups are young single mothers, people Objective with minor physical disabilities and young people who are The conditions for building a life and generating income are already the head of their household. Many of these young improved for vulnerable population groups.

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Approach • Of these 1,400 young people, The project cooperates closely with the local approximately 700 completed a administrations, the Norwegian Refugee Council (NRC) training course in ‘Basic and church-based agencies (such as Don Bosco). In this knowledge for setting up a context, the main focus of the project is on renovating skills company’ and received a ‘start-up development centres and equipping them with machines, kit’. tools and work materials. It also provides support with • Another 160 young people were able to receive a drawing up curricula, providing teaching materials and qualification by October 2019. training teaching staff. • Graduates of a course in ‘Fisheries and repair of fishing Results nets’ at the skills development centre in Massawa • By July 2019, around 1,400 young people had receive support from the Ministry of Fisheries in setting completed training. 41 per cent of the graduates were up a business. men and 59 per cent were women. (https://www.giz.de/en/worldwide/79800.html)

Tender Opportunities

Consultancy services for design Contract to conduct an assessment of e-Consult: Hire of Monitoring review, preparation of bidding potential socio-economic impacts of Agent - Somalia Multi-Partner documents and construction COVID-19 pandemic in the COMESA Fund (MPF) supervision of the proposed 49.5 MW region: a computable general The World Bank seeks to engage a Malagarasi hydropower plant and equilibrium (CGE) analysis suitably qualified and experienced associated transmission & distribution The COMESA Secretariat herewith independent firm: the Monitoring lines in Kigoma region invites companies/firms to submit Agent (MA). The objective of the The Government of the United Applications for prequalification for assignment is to provide an Republic of Tanzania has applied for the abovementioned contract. The additional and third-party layer financing from the African specific objectives of the study include: monitoring and assurance ensuring Development Bank toward the cost of (i) Determine the economic impacts of that MPF funds executed by Somali Malagarasi Hydropower Project, and the COVID-19 in Member States i.e. authorities are utilized for the intends to apply part of the agreed economic growth, fiscal deficits, purposes specified in MPF grant amount for this loan to payments international trade, financial sector agreements. The MA will support under the contract for Consultancy and investments; (ii) Determine the the World Bank to fulfill its Services for Design Review, impacts of the COVID-19 on fiduciary, procurement, monitoring preparation of Bidding Documents production and employment in key and supervision obligations with and Construction Supervision, of the manufacturing sectors in COMESA respect to the expanding range of 49.5 MW Malagarasi Hydropower region – textile, food industries, MPF projects. The MA will also be Plant and associated Transmission & Pharmaceuticals, iron ore & steel, responsible to monitor the Distribution lines in Kigoma region in chemicals; (iii) Determine the impacts development of capacity within western Tanzania. The services of the COVID-19 on employment in recipient organizations and included under this project are: four services sectors in COMESA agencies such that they advise on (a) Design Review and preparation of Member States, i.e. business/ capacity building needs to carry out bidding documents; (b) Support the distribution, tourism, air transport, the financial management, Client in the procurement of ICT and energy; (iv) Determine the procurement, and project manage- Contractors for plant design, supply impacts of COVID-19 on agricultural ment obligations defined in MPF and installation of works; and production and trade in COMESA grant agreements that will need to (c) Construction supervision of works. Member States; (v) Determine the be supported by relevant projects. welfare effects of the COVID-19 The MA will be expected to provide Expression of interest deadline: 16 pandemic across various segments of advisory as well as monitoring Feb 2021 population; (vi) Examine the support to the World Bank and its implications of the pandemic and recipients.

containment measures on the Expression of interest deadline: 25 COMESA Member States health Feb 2021 systems; and (vii) Propose appropriate recommendations considering the study findings. Expression of interest deadline: 16 Feb 2021

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ECA’s ERA 2020 Launched; Focuses on Innovative Finance for Private Sector Development The Economic Commission for Africa (ECA) on Tuesday launched its flagship Economic Report on Africa, titled: “Innovative Finance for Private Sector Development in Africa”, which looks at innovate financing as a way of providing solutions to the challenges of private sector financing, hence enabling Africa’s private sector to thrive and drive the continent’s economic growth and recovery; and, importantly, to increase the private sector’s resilience to the effects of the global coronavirus pandemic. Prepared by the institution’s Private Sector Development and Finance Division and under the leadership of the Executive Secretary, Ms. Vera Songwe, the Report was presented during a virtual launch attended by some of Africa’s most eminent minds in the business and finance sectors, government officials, civil society, academia, representatives of the public and private sectors, as well as development partners. In remarks made at the launch, Ms. Songwe expressed her hope that the analysis in the ERA would allow stakeholders, particularly during, and in the post-COVID-19 pandemic, to look at how financing and innovative tools for infrastructure, agriculture and technology, are designed as the Continent tries to build forward out of the COVID-19 pandemic. The Report examines the innovative financial instruments, practices and policies required to enable African countries to make a step-change in growing the gamut of businesses, including start-ups, micro and small enterprises, social enterprises, professional businesses, exchange-listed corporates, and public-private companies, that will drive inclusive economic growth, create jobs and pathways to better livelihoods for African people. It’s key recommendations include regulating the banking and financial services sector; creating financial stability through effective policies; amending and updating financial sector legislation and regulatory policies; and promoting innovative private sector financing. The report also calls on African nations to embrace the continent’s Digital Transformation Strategy and the African Continental Free Trade Area (AfCFTA) to streamline policies and regulation. Furthermore, as the end of COVID-19 is uncertain, the Report calls on African governments to explore the full range of policy measures to stabilize the financial system and enable continued funding of the private sector; increase government capacity; strengthen financial sector resilience; and support all financial innovations that could mitigate the impact of the pandemic on African economies. Adelaide Matlanyane, Governor of Central Bank of Lesotho, emphasized that infrastructure financing should come from capital markets, pension funds, and other sources of funding, adding, against the COVID-19 backdrop, this was the best time to adopt robust policy frameworks for Africa. “We have to look for adaptable solutions to the unique circumstances of Africa. Governments should be moving to the provision of e-services and adopting technology to enhance financial inclusion,” she added. Louis Rene Peter LaRose, Seychelles former Finance Minister, said: “The way we look at aid for development needs to change. We need to tap into the private capital markets and be innovative, proactive, risk-takers. Andrew Mwaba, Board of Directors at the Bank of Zambia, said that Africa needs banking and strong institutions for the market to work. He noted that stock markets present key financing opportunities and the listing of public utilities offers more financing opportunities. He emphasized the need for governments and regulators to relax restrictions to allow foreign investors to provide additional financing. Iraj Abedian, founder and Chief Executive of Pan-African Capital Holdings (Pty) Ltd, said; “The fragmentation of regulation hinders the development of financial technologies (FinTech), which requires scale to be successful. We need to find bankable projects, and to maximize the circular flow of funding on the continent; We have to take consolidation of markets seriously.” Mohammed Ibrahim from the Ministry of Finance for Public Treasury, Egypt, for his part said; “As we continue grappling with the COVID pandemic, development of the capital markets and digitalization are key ways ahead for the continent. Climate risk and disaster risk finance also play key roles moving forward.” Mohamed Lemine Dhehby, Mauritania’s Finance Minister, stressed the need to learn from previous financial crises, adopt responsible investing and take advantage of the benefits of Islamic Banking. To access the report and its recommendations, please click here: https://www.uneca.org/era2020 (https://www.uneca.org/storys/eca%E2%80%99s-era-2020-launched-focuses-innovative-finance-private-sector-development)

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