UNLOCKING THE POWER OF DIGITAL TECHNOLOGIES TO SUPPORT “LEARNING TO EARNING” FOR DISPLACED YOUTH Acknowledgements The report was developed by UNICEF’s Education Section and the Office of Our special thanks also to other UNICEF colleagues Robert Jenkins, Peter de Vries, Global Insight and Policy. It was authored by lead consultants Joel Mullan Divya Lata, and Jasmina Byrne for their helpful comments to shape this study. and Emma Broadbent. Bassem Nasir and Andaleeb Alam at UNICEF led the supervision and coordination of the report. Other members of the core UNICEF Editor: ProseWorks study team included Rachel Cooper, Giti Mohn, and Julia Sellers. Design and Layout: Big Yellow Taxi, Inc. The report was partially funded through the Partnership for improving prospects for forcibly displaced persons and host communities (PROSPECTS), which Suggested Citation: United Nations Children’s Fund, Unlocking the Power is supported by the Ministry of Foreign Affairs of the Netherlands, bringing of Digital Technologies to Support `Learning to Earning’ for Displaced Youth, together the ILO, IFC, UNHCR, UNICEF and the World Bank to address UNICEF, New York, 2021. education, employment and protection in the context of forced displacement. © United Nations Children’s Fund (UNICEF) The report would not have been possible without the thoughtful reviews and August 2021 insights from members of the Reference Group: They are: Patrick Daru (ILO), Sena Lee (Generation Unlimited), Suraj Shah (The Mastercard Foundation), ISBN: 978-92-806-5272-7 Alex Twinomugisha (World Bank), Kimberley Joanna Davis (UNICEF), Momo Duehring (UNICEF), Laura Linda Healy (UNICEF), Yazeed Sheqem (UNICEF), and Cover photo: © UNICEF/UNI346679/Alansi John Barrett Trew (UNICEF). 2 UNLOCKING THE POWER OF DIGITAL TECHNOLOGIES TO SUPPORT ‘LEARNING TO EARNING’ FOR DISPLACED YOUTH Click on chapter bars to navigate publication Contents CHAPTER THREE About this report ....................................................................................................... 4 Emerging lessons for displaced and host community contexts ......... 19 CHAPTER ONE 3.1 INTRODUCTION .......................................................................................................19 School-to-work transition in displacement contexts ................................. 5 3.2 LESSONS RELATED TO DESIGN AND IMPLEMENTATION .........................19 1.1 INTRODUCTION ......................................................................................................... 5 3.3 LESSONS RELATED TO SCALE, SUSTAINABILITY AND 1.2 BARRIERS TO SCHOOL-TO-WORK TRANSITION IN THE ECOSYSTEM ...........................................................................................................24 DISPLACEMENT CONTEXTS ........................................................................................ 6 CHAPTER FOUR CHAPTER TWO An agenda for action ............................................................................................. 29 Digital solutions ............................................................................................................ 9 4.1 INTRODUCTION ...................................................................................................... 29 2.1 INTRODUCTION ......................................................................................................... 9 4.2 RECOMMENDATIONS FOR COORDINATED ACTION ................................. 29 2.2 TYPES OF DIGITAL SOLUTIONS ........................................................................ 11 ......................................................... Learning and skills solutions ........................................................................................... 11 4.3 FUTURE DIRECTIONS FOR RESEARCH 32 Credentialing solutions .................................................................................................... 12 Annex 1: Study methodology .............................................................................. 33 Information, advice and guidance (IAG) solutions ......................................................... 14 Annex 2: Bibliography ............................................................................................. 35 Job search solutions ......................................................................................................... 15 Endnotes ........................................................................................................................41 Digital employment and entrepreneurship solutions .....................................................16 2.3 FUTURE TRENDS ....................................................................................................17 3 UNLOCKING THE POWER OF DIGITAL TECHNOLOGIES TO SUPPORT ‘LEARNING TO EARNING’ FOR DISPLACED YOUTH About this report his report is developed by UNICEF’s Education Section and the Office of Global Insight and Policy, and partially funded through the Partnership for improving prospects for forcibly displaced persons and host communities (PROSPECTS). The PROSPECTS Partnership is supported by the Ministry of Foreign Affairs of the Netherlands, and Tbrings together the ILO, IFC, UNHCR, UNICEF and the World Bank to address education, employment and protection in the context of forced displacement. This report provides an overview of how digital technologies are being used to support youth’s transition from school to work, ‘learning to earning’, in displaced and host communities. Based on a rapid analysis of emerging approaches and lessons in this burgeoning space, the report’s purpose is to inspire concerted attention and action to ensure effectiveness and scale of such digital enablers. The focus of the report is on youth in forcibly displaced and host communities, though many of the solutions presented serve youth in vulnerable contexts more widely, with applicability to forcibly displaced persons (FDPs) and migrant populations more broadly. Many insights are also relevant to youth programming more generally, though efforts have been made to draw out the specific considerations for forcibly displaced youth. © UNICEF/UN0452204/BEGUEL The report intentionally takes a global view, though the majority of solutions This report is not intended to be a rigorous evidence review, due to constraints presented are implemented in the Middle East and North Africa (MENA) and sub- of time, and limitations in existing data and evidence. The report instead surveys Saharan Africa (SSA) regions, which coincides with the focus of the PROSPECTS current perspectives and directions, opportunities and challenges, and aims to Partnership. The experiences of forcibly displaced youth vary widely, across and serve as a basis for further work. The report is organized as follows: Chapter 1 within national boundaries. The solution landscape is also complex, involving provides a rapid overview of the school-to-work transition context and barriers different national and international agencies working at national and local levels.1 faced by forcibly displaced youth. Chapter 2 identifies emerging approaches in use Even within countries, school-to-work transition differs according to whether of digital technologies to support school-to-work transition of youth in displaced forcibly displaced youth reside in camps or in resettled urban settings, and whether and host communities (and similar contexts). Chapter 3 highlights key emergent youth are still ‘in transit’.2 This report does not aim to cover these considerations in lessons and insights related to design, implementation and scaling of these digital detail, though context specificities are of major relevance to solution design. solutions, with Chapter 4 providing some recommendations on a way forward. 4 UNLOCKING THE POWER OF DIGITAL TECHNOLOGIES TO SUPPORT ‘LEARNING TO EARNING’ FOR DISPLACED YOUTH School-to-work transition in displacement contexts 1.1 INTRODUCTION he rising numbers of forcibly displaced persons (FDPs) and the growing duration of displacement have made building their economic resilience a priority. By 2019, the global population of FDPs had doubled to 80 million. Of these, 45.7 million were internally displaced, 26.3 million were refugees, while the remaining were asylum seekers Tand Venezuelans displaced abroad (see Box 1).3 The majority of FDPs (86 per cent) live in low- or middle-income countries (LMICs) where host communities are themselves affected by food insecurity, malnutrition and weak labour markets.4 Many FDPs are in protracted displacement situations lasting over five years, making it necessary to find solutions that build their long-term productive capacity in ways that will lead to sustainable livelihoods.5 COVID-19 has exacerbated the economic vulnerability of FDPs which makes promoting their economic resilience even more urgent.6 © UNICEF/UN0452195/BEGUEL BOX 1 UN DEFINITIONS asylum seeker: An individual who is seeking of climate change, natural disasters, internally displaced person (IDP): refugee: someone who is unable or international protection but whose claim development projects or a combination of An individual who has been forced or unwilling to return to their country of has not yet been finally decided on by the these factors. This includes refugees, IDPs obliged to flee from their home, as a origin owing to a well-founded fear of country in which the claim is submitted. (see below) and asylum seekers. result of, or in order to avoid the effects of being persecuted for reasons of race, armed conflict,