subnational Doing Business studies The subnational Doing Business studies expand the Doing Business analysis beyond the largest business city of an economy.
Different locations, different regulatory processes, same economy The subnational Doing Business studies create disaggregated data on business regulations.
and Google Scholar (http://scholar. google. com). 2. The conference took place at Georgetown University's Mcdonough School of business in WASHINGTON DC.
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Florida University Law Review 33: 1067 118. Divanbeigi, Raian, and Rita Ramalho. 2014. Business Regulations and Growth.
University of Kentucky Law Review 77: 569 646. Eisenberg, Melvin Aron. 1995. The Limits of Cognition and the Limits of Contract.
OPHI Working Paper 26b, Oxford Poverty and Human Development Initiative, Department of International Development, University of Oxford. http://www. ophi. org. uk/wp
American University International law Review 13: 647 703. Haselmann, Rainer, Katharina Pistor and Vikrant Vig. 2010.
Tuck School of business Working Paper 2009-57, Dartmouth College, Hanover, NH. Available at http://ssrn. com/abstract=1304760.
Boston University Law Review 79: 263 354. Pierre, Gaëlle, and Stefano Scarpetta. 2007. How Labor market Policies Can Combine Workers'Protection with Job creation:
Department of economics, University Linz, Linz. Scott, Robert E. 2002. The Rise and Fall of Article 2. Louisiana Law Review 62: 1009 64.
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Learning from Emergent Practices. Nairobi: UN-Habitat..2013. Tools to Support Transparency in Land Administration.
but does not have any special accreditation, such as an authorized economic operator status. is owned 100%domestically.
Namibia Paying taxes Namibia made paying taxes more complicated for companies by introducing a new vocational education and training levy.
) OF ARMENIA Vardan Bezhanyan LAW FACULTY YEREVAN STATE UNIVERSITY Abgar Budaghyan PUBLIC SERVICES REGULATORY COMMISSION OF ARMENIA Vahagn Dallakyan Marine Derdzyan KPMG Kristina Dudukchyan KPMG Aikanush Edigaryan TRANS-ALLIANCE
Dean Schiller FAYMAN INTERNATIONAL PTY. LTD. Ruwan Senanayake O. T s. AUSTRALIA PTY. LTD. Damian Sturzaker MARQUE LAWYERS Simon Truskett CLAYTON UTZ, MEMBER OF LEX MUNDI Jenae Webb ASHURST LLP Ffion Whaley ASHURST LLP Juliet
Dubravko Bacic UNIVERSITY OF ZAGREB Milan Bandic CENTRAL CITY ADMINISTRATION OF ZAGREB Hrvoje Bardek CMS LEGAL Tena Baricic GLINSKA & MI KOVIC LTD.
Lassalle SDV LOGISTICS Sébastien Lechêne PWC EQUATORIAL GUINEA Angel Mba Abeso CENTURION LLP Ezequiel Robbe Mbila CCEI BANK GE Paulino Mbo
Assefa Liban TAMRAT ASSEFA LIBAN LAW OFFICES Deepak Mathur ETHIOPIAN ELECTRICAL UTILITY Tewodros Meheret ADDIS ABABA UNIVERSITY Misrak Mengehsa PACKFORD INTERNATIONAL
INTERNATIONAL Alexandre Riou GONDRAN DE ROBERT AVOCATS Nicolas Rontchevsky LAWYER & PROFESSOR Philippe Roussel-Galle Hugues Roux BANQUE DE FRANCE Emmanuel Schulte BERSAY
LETSA & ANKOMAH, MEMBER OF LEX MUNDI Frank Fugar COLLEGE OF ARCHITECTURE AND PLANNING Abeku Gyan-Quansah PWC GHANA Alwin Hoegerle GHANA COMMUNITY NETWORK
Laforest CABINET LAFOREST Ronald Laraque AAU Patrick Laurent CABINET PATRICK LAURENT & ASSOCIÉS Camille Leblanc CABINET LEBLANC & ASSOCIÉS Ludwig Leblanc CABINET
SAR, CHINA Albert P. C. Chan THE HONG KONG POLYTECHNIC UNIVERSITY Kenneth Chan HONG KONG ECONOMIC & TRADE OFFICE Leonard Chan JLA-ASIA Nick
SCHOLEFIELD DELEON & CO. Peter Knight NATIONAL ENVIRONMENT & PLANNING AGENCY Joan Lawla UNIVERSITY OF TECHNOLOGY Grace Lindo NUNES, SCHOLEFIELD DELEON & CO. Melinda
Soogeun Oh EWHA WOMANS UNIVERSITY Yon Kyun Oh KIM & CHANG Han-Uk Park KOREA CUSTOMS SERVICE Jihye Park LEE & KO Sang Il Park
AL-AYOUB & ASSOCIATES, MEMBER OF LEX MUNDI Ali Al Faqan INTERNATIONAL COUNSEL BUREAU Fahad Al Zumai KUWAIT UNIVERSITY Aiman Alaraj KEO
Tarpeh UNIVERSITY OF LIBERIA Justin Tengbeh NATIONAL CUSTOM BROKERS ASSOCIATION OF LIBERIA Madlyne Wah CENTER FOR NATIONAL DOCUMENTS
Dino Amritlal Raval WILSON & MORGAN Vincent Chikaonda SAVJANI & CO. Marshal Chilenga TF & PARTNERS Andrew Chimpololo UNIVERSITY OF MALAWI Gautoni D. Kainja
MARSHALL ISLANDS SOCIAL SECURITY ADMINISTRATION Don Hess COLLEGE OF THE MARSHALL ISLANDS Jerry Kramer PACIFIC INTERNATIONAL, INC. Donna Lacuesta ROBERT REIMERS ENTERPRISES, INC. James Mccaffrey THE MCCAFFREY
Emilia L. C. van Egmond-de Wilde de Ligny FACULTY OF TECHNOLOGY MANAGEMENT, EINDHOVEN UNIVERSITY OF TECHNOLOGY Gert-Jan van Gijs VAT LOGISTICS
C PORTUGAL CREDINFORMAÇÕES-EQUIFAX Victor Abrantes Maria Isabel Abreu POLYTECHNIC INSTITUTE OF BRAGANÇA Luis Filipe Aguiar BANCO DE PORTUGAL Anabela Aguilar Salvado PEDRO
ADVOGADOS, RL Jorge Pedro Lopes POLYTECHNIC INSTITUTE OF BRAGANÇA Tiago Gali Macedo GALI MACEDO & ASSOCIADOS Ana Margarida Maia MIRANDA CORREIA AMENDOEIRA & ASSOCIADOS
Titien Habumugisha KIGALI INDEPENDENT UNIVERSITY Jean Havugimana ECODESEP LTD. Francois Xavier Kalinda UNIVERSITÉ NATIONALE DU RWANDA Désiré Kamanzi ENSAFRICA RWANDA Marcellin Kamanzi Tushabe Karim RWANDA DEVELOPMENT BOARD Julien Kavaruganda
VINGE KB, MEMBER OF LEX MUNDI Teodor Brissman ÖHRLINGS PRICEWATERHOUSECOOPERS AB Alexander Broch ÖRESUNDS REDOVISNING AB Laura Carlson STOCKHOLM UNIVERSITY
THINK TANK RESEARCH CENTER H. Altass DAMASCUS UNIVERSITY Jamil Ammar SYRIAN STRATEGIC THINK TANK RESEARCH CENTER Ghada Armali SARKIS & ASSOCIATES Karen Baroud PWC LEBANON
Walker M. HAMEL-SMITH & CO.,MEMBER OF LEX MUNDI Turkessa Warwick BROKERAGE SOLUTION Dion Wilson THE UNIVERSITY OF WEST INDIES TUNISIA Adly Bellagha ADLY
OF TURKEY, SABANCI UNIVERSITY Ergun Benan Arseven MOROGLU ARSEVEN Ilkay Arslantasli Bilen KPMG Özgür Asik INLAWCO LAW FIRM Banu Aslan BEZEN & PARTNERS
KOCAELI UNIVERSITY, HUKUK FAKÜLTESI Nurhan Ersoy GUNDUZ SIMSEK GAGO AVUKATLIK ORTAKLIGI Deniz Zeynep Erverdi ADMD-MAVIOGLU & ALKAN LAW OFFICE Umurcan
& CO. ADVOCATES Charles Lwanga Ssemanda MUKWANO GROUP OF COMPANIES Winifred Tarinyeba Kiryabwire MAKERERE UNIVERSITY Obed Tindyebwa GRAND & NOBLE, CERTIFIED PUBLIC ACCOUNTANTS Milton Turyaguma
MEMBER OF LEX MUNDI Mohammad Z. Kawasmi AL TAMIMI & COMPANY ADVOCATES & LEGAL CONSULTANTS Samantha Kelsey BAKER BOTTS LLP Dean Kern PWC UNITED ARAB EMIRATES
Jaswant S. Gill JASWANT S. GILL CPA PROFESSIONAL CORPORATION Robert Goethe CORNELL GROUP, INC. Carol Goforth UNIVERSITY OF ARKANSAS SCHOOL OF LAW Peter
CLEARY GOTTLIEB STEEN & HAMILTON LLP Kenneth Rosen UNIVERSITY OF ALABAMA SCHOOL OF LAW Joshua Roy MORRISON & FOERSTER LLP James Rusin UPS SUPPLY CHAIN SOLUTIONS 316
Citizens, enterprises, universities and governments become increasingly connected in the digital world. Digital is changing people's lives:
and higher education in order to shape the curriculum and skills required for success . Although there are some examples of successful cooperation between higher education and industry throughout Europe,
Table 3 illustrates that the level of cooperation is limited currently rather and varies strongly between different Member States and industries.
most cooperation between enterprises and higher education can be found in Finland with a cooperation degree of 28,
currently cooperate with universities or other higher education bodies. At industry level, i e. analysing horizontally the right-hand side of Table 3,
given the fact that those industries are by definition closely related with higher education. At the bottom of the list there are industries such as‘wholesale trade,
'‘transportation and storage'and‘financial and insurance services',cooperating less with universities or other higher education bodies. 2 8 7 7 11 10 15 18 17 19 19 18 19 21 21 21 23
25 25 24 24 27 26 28 28 28 30 30 32 34 Ireland Poland Slovenia Estonia Cyprus United kingdom Denmark
Austria Germany Romania Greece 21%of European workers believe that their ICT skills are currently insufficient for them to change job within 1 year 25 Table 3 Enterprise cooperation with universities or other
higher education bodies(%of innovative enterprises) Source: European commission (2011. Science, Technology and innovation in Europe; Deloitte analysis Column1 All NACE activities related to innovation Agriculture, forestry & fishing Mining & quarrying Manufacturing Utilities Water management Construction Business services
Primary and secondary schools offer entrepreneurship classes, students are given the chance to participate in businesslike projects
and innovation at all levels of the Danish education system, the foundation aims to develop more competent pupils and students,
hopefully starting up their own business one day. More information: http://eng. ffe-ye. dk The South East European Centre for Entrepreneurial Learning (SECEL), aims to support the needs of South East European countries for structured strategic regional cooperation
in the development of a lifelong entrepreneurial learning system as a part of their implementation of the Small Business Act for Europe (SBA) human capital dimension,
their pre-accession process and the overall Europe 2020 strategy. http://www. seecel. hr/27 from 65%of respondents in Portugal agreeing that their school education had made them interested in becoming an entrepreneur to only 17%in both Germany
Despite this gain, too little action is being taken by Member States to promote entrepreneurship as a desirable career path upon graduation
which gives university graduates with promising business ideas the opportunity to start a business, supported by corporate mentoring,
it is important to note that supporting a change in mind-set towards entrepreneurship should not be limited to formal education
and support services targeted at the needs of adults too. 28 Figure 13 Entrepreneurship and the educational system:
Deloitte analysis Statistics on the number of ICT graduates in the EU are showing that,
and more attractive for non-EU national students and researchers to stay in the EU and to identify job opportunities
Proposal for a Directive of the European parliament and of the Council on the conditions of entry and residence of third-country nationals for the purposes of research, studies, pupil exchange, remunerated
defence research, military spending, world-class universities and technology investments Applicable to: Silicon valley & Sweden Hands-off Emerged organically Little active and direct government involvement Role of government might change rapidly,
the go traditional graduate route Those policy initiatives were implemented relatively quick (up to 6 months) Strong collaboration between the U k. government
the European commission published in September 2011 a new agenda for modernisation of Europe's higher education systems28.
Increasing the number of higher education graduates; Improving the quality and relevance of teaching and researcher training,
to equip graduates with the knowledge and core transferable competences they need to succeed in high-skill occupations;
Providing more opportunities for students to gain additional skills through study or training abroad, and to encourage cross-border cooperation to boost higher education performance;
Strengthen the'knowledge triangle, 'linking education, research and business; Creating effective governance and funding mechanisms in support of excellence.
Developing world-class vocational education and training to raise the quality of vocational skills; Promoting work based learning including quality traineeships,
apprenticeships and dual learning models to help the transition from learning to work; Promoting partnerships between public and private institutions
in order to ensure appropriate curricula and skills provision; Promoting mobility through the proposed Erasmus for All programme. 28 COM (2011) 567.
Supporting growth and jobs An agenda for the modernisation of Europe's higher education systems 29 COM (2012) 669.
literacy, skills and inclusion. 7. ICT-enabled benefits for EU society. Figure 20 Digital Scoreboard:
'and'production process')by involving policy makers, industry associations, universities and private partners. Description Setting up of cooperative frameworks with specific education and industry associations to understand the drivers of low digital uptake
or talented graduates in companies which apply digital applications in order to transfer the knowhow to setup entrepreneurial activities in other EU countries (e g. the country of origin of the young entrepreneur).
Supporting schools to incorporate entrepreneurship in their curriculum e g. distribution of teaching materials funding of pilots, promotion of best practices through various channels and promotion of partnerships with businesses.
Introduction of specific topics on entrepreneurship in the curricula of universities and colleges e g. enhance business games
The role of university and college education in some fields of training is of importance in this respect. 2 Impact:
Therefore, universities should stay ahead and develop the skills of their students in the newest technologies (including e-leadership skills).
Keeping the curricula of the universities and colleges up-to-date in a fast-growing technological environment is a prerequisite for graduates with a good‘match'to the evolving needs of the labour market.
The EC could foster this through the development of a European reference framework that will embed entrepreneurship into education.
This can involve the introduction of entrepreneurship subjects in the curriculum not only of universities and colleges but also of schools,
at the same time, updating the knowledge of teachers with respect to entrepreneurship and the educational approach to entrepreneurship in secondary education.
Entrepreneurs are finding it harder and harder to source staff possessing the right high-tech skills (e-skills and e-leadership skills) and with the right entrepreneurial attitude.
ACTION 9 Encourage students and graduates to start a digital start-up Initiate a pilot program to work with large companies to encourage students
and/or graduates to acquire and demonstrate e-leadership skills and found a digital start-up,
paying some of those or co-founding a start-up and holding a graduate job open for one
) Description Promoting entrepreneurship as a desirable career path in the EU by offering students and graduates alternatives to the classic route (i e. working at‘traditional'companies Encourage higher education to invite start-ups and entrepreneurs to career fairs.
Invite‘icon companies'to jointly provide funding schemes for graduates willing to start-up their own company
when graduating. Foster collaboration between universities and SMES, for instance through the provision of funding schemes, pilot projects or apprenticeships/internships.
Owner: European commission Member States Private partners Very often it seems that what keep people from starting up a company is the fear of risk and the lack of confidence in starting entrepreneurial activities alone.
Therefore, supporting the‘first steps'of recent graduates or young potential entrepreneurs can boost entrepreneurship. The role of universities and colleges, on the one hand,
and that of existing companies, on the other hand, are both crucial. Collaborative projects between educational bodies and companies that promote internships
graduates from European universities with advanced degrees in science, technology, engineering or mathematics. ACTION 11 Relax the visa requirements applied to highly skilled individuals Provide recommendations to relax the visa requirements applied to highly skilled individuals (science, technology,
MEDIUM-HIGH 57 ACTION 12 Online courses to close knowledge gaps Analyse which skills digital entrepreneurs are currently lacking in the European union
and the private sector-online courses to close knowledge gaps (e g. accounting, web development, coding,).Description Leverage the European ecompetence Framework to identify which e-leadership skills are currently lacking across the European union.
Development and promotion of open online courses in various fields (e g. accounting, web development, finance. Owner:
Developing and rolling out open online courses in various relevant fields for entrepreneurs would assist businesses at low cost and within a mouse click.
However, online courses would have a broader and cost-effective impact on SMES and start-ups. Throughout the business life cycle, it is very important to have access to sufficient financial resources which in turn boost growth.
or young talented graduates who do not necessarily have a full‘picture'of the available options.
raising of awareness, capability development and mutual learning amongst all relevant parties to procurement of innovation, contracting authorities, organisations and SMES in order to show how contracting authorities
and networking platforms 6 Erasmus for young entrepreneurs 7 Open data initiatives 8 Embedding entrepreneurship in education 9 Encourage students
and graduates to start a digital start-up 10 Europe Entrepreneurial Visa Act 11 Relax the visa requirements applied to highly skilled individuals 12 Online courses to close knowledge gaps 13 Promote use of existing financial
'and'production process')by involving policy makers, industry associations, universities and private partners. Pillar 2: Create a digital entrepreneurial culture (5) Mentoring
and talent (9) Encourage students and graduates to start a digital start-up Initiate a pilot program to work with large companies to encourage students
and/or graduates to acquire and demonstrate e-leadership skills and found a digital start-up,
paying some of those or co-founding a start-up and holding a graduate job open for one
12) Online courses to close knowledge gaps Analyse which skills digital entrepreneurs are currently lacking in the European union
and the private sector-online courses to close knowledge gaps (e g. accounting, web development, coding,).Pillar 4:
Proposal for a Directive of the European parliament and of the Council on the conditions of entry and residence of third-country nationals for the purposes of research, studies, pupil exchange, remunerated
Supporting growth and jobs An agenda for the modernisation of Europe's higher education systems-De Buysere, K. e. a. 2012.
/Anna Whicher, Head of Policy, National Centre for Product Design & Development Research, Cardiff Metropolitan University, Wales.
Theapplication of a design-driven approach fosters organisational learning through the integration of design thinking. It has been proven that
Ladder models of design propose that there is a range of rolesof design that are stepped from the bottom-up from no designuse to more integrated and sophisticated applications of designby firms. 9the Danish Model and theglobalizing Learning Economy, Bengt-Åke
Innovation capability building is a learning activity that is incremental in nature but it needs the right environment to foster creative and innovative behaviour that will develop
and the willingness to learnand a learning organisation encourages thought leadership, problem solving best practice and creative thinking. 04mindsetthe main barriers 27 to innovation are perceived to be norms andvalues prevailing in the organization and the lack of strategicdirection.
Firms need structured methodologies that use best practice tools within an applied learning process. The figure below shows a design-driven innovation approach that builds an integrated innovation business capability by aligning the company vision and strategy with its customers.
The following figures illustrates the design thinking process as practiced by the the d. design) School a hub for innovators atstanford University. 2928brown, T. 2008) Design thinking.
techniques and learnings to cover both the front and back end of theinnovation process. Communicationsthe purpose and vision of the organisation acts a guide whendeveloping concepts
when he was a secondary student in Ireland watching a BBC special. It was while earning his doctorate degree at Trinity college Dublin that he saw firsthand the limitations on the use of the technology related mainly to the rising cost of the model making consumables.
and this view may prevent firms taking advantage of the potential for the accumulation of designer capability
Partnership was also important through research and development with the University of Limerick as part of an Innovation Partnership Scheme supported by Enterprise Ireland.
It was felt that the education system was not producing rounded designers that understand business adequately,
one which was not bridging the gap between different disciplines/faculties, and was also not producing graduates with adequate practical experience.
The main conclusions from theinterviews were focused aroundfour key areas: Strategic Design in Ireland 55 Expert Workshop Conclusionsa one-day expert workshop on‘Design-Driven Innovation'was held on June 12th at the Wood Quay Venue in Dublin City council
Ph d Thesis. The University of Wales: UK. 33dumas, A. 1996. From Icon to Beacon: The New British Design Council and the Global economy.
It takes a‘learning by doing'approach whereby coaching enables the business to identify where design can best meet their goals
while adhering to a strict code of practice. Design Leadership/Designing Demand Programmecountry: UK Funded by: Department for Business, Innovation and Skillsinvestment:
National Centre for Product Design and Developmentresearch (PDR), Cardiff Metropolitan University, Walessupport Programmes43engineers Employers Federation (2009.
Connacht Gold engaged with Institute of technology Sligo design students and staff to develop a range for 12-month and 5-year product concepts.
Participants will take on the‘challenge'by applyingthe new learning, tools and techniques to their own company situation.
and Design Flanders Programmesundertake the Measuresrequired to Integrate Design-Driven Innovation Process Training in both Design Programmes and across Other Degree programmes and Further Educationdepartment of Enterprise, Jobs and Innovation/Enterprise
Ireland/Design and Craft Council of Irelanddepartment of Enterprise, Jobs and Innovation/Enterprise Ireland/IDA/Science Foundation Ireland/Higher education Authority/Irish Research Council Enterprise
/Eddie Cummins, Assistant Director, The CIRCA Group Europe/Frank Devitt, Senior Lecturer, Designinnovation, Maynooth University/Calre Dunne, Assistant Secretarygeneral, Department of Jobs
Ireland/Frank Devitt, Senior Lecturer, Design Innovation, Maynooth University/Clare Dunne, Assistant Secretary general, Department of Enterprise, Trade andemployment/Stephen Dunniece, Technical
, Design Council UK/Laura Lee, Professor of Architecture, Carnegie mellon University/Christina Melander, Senior Projectmanager, Design and Innovation, Danish Design Centre/Inés Pelaez
Imperial College London; 2008. Available online from: http://www1. imperial. ac. uk/resources/1636368e-DDEE-42a0-85ac-BDE9EC3B9EA1.
The economics of standardization, Final report for Standards and Technical Regulations Directorate. UK department of Trade and Industry, University of Manchester;
Our home, learning and working environments are all becoming increasingly digitally networked. Digitisation also facilitates the provision of medical care, for example,
and of the worlds of learning, work and business is achieved in a systematic, socially acceptable, responsible and safe manner.
In all areas of education, developing well-rounded media literacy will help people to respond competently and responsibly to digitisation,
are exploited fully for the purposes of learning and research. The State is also a major player in the digital space.
this is as a result of increasing volumes of video communication and transfer, simultaneous use of digital devices in the home, digital learning and other applications,
for the remote metering, control and overview of devices or for new ways of working such as home offices or educational models in schools and universities.
This development means that all citizens can availing of tremendous opportunities in the above areas for learning
More specifically, a copyright limitation for education and science is to be introduced. 3. Education campaign for the digital knowledge society Our education system needs to better equip people to meet the requirements of the digital working environment and the knowledge society.
It must also enhance media literacy. zzthe Federal government will therefore work with the Länder and other stakeholders in the education sector to support greater use of digital media in education and over the entire lifetime of the individual.
Together with the Länder and all education stakeholders, the Federal government will develop a digital learning strategy that will systematically use,
and/or enhance measures to implement them. zzwith the Digital Media in Vocational education and Training support programme (Digitale Medien in der beruflichen Bildung),
we are strengthening vocational education and initiating structural changes with the aim of significantly increasing the use of digital tools for initial and continuing training in vocational education.
The Digitisation University Forum (Hochschulforum Digitalisierung) identifies opportunities for digitisation in universities and drafts recommendations for action. 4. Exploiting digitisation's potential for innovation To help innovations enjoy market success,
we are focusing on a continuous value chain from basic research to transfer and commercialisation. zzwe are developing our High-tech Strategy into a comprehensive,
we will improve the media literacy of users and ensure they are equipped better to distinguish between legal and illegal activities on the Internet. zzwe will clarify the future status and role of the Data protection Foundation (Stiftung Datenschutz).
and in turn learning from the progress made in this area by our partners on the neighbouring continent. zzdigitisation is seen increasingly as a crosscutting issue in German development cooperation.
Chris holds a Master of Public Administration and a Master of arts in International Studies, both from the University of washington.
Bachelor of arts in International Development, and Bachelors in Education. Heidi Rauch is an entrepreneur who has designed
and Technology from Georgetown University. Nathalia Rodriguez Vega is an economic analyst with experience performing macroeconomic
At Carnegie mellon University she worked as a research assistant employing large-scale data analysis tools to analyse the impact of foreign-born workers in the US economy.
Nathalia holds a Master of science In public Policy and Management and a Bachelor of arts in Economics. The authors wish to thank Susan Schorr, Head, ITU Telecommunication Development Bureau Special Initiatives Division, for her advice, direction and contributions during the preparation of the report.
many governments are enacting policies aimed at encouraging more graduates to become job creators, not job seekers.
which provides access to a myriad of learning systems, job matching services, entrepreneurship courses, contests,
29 5. 2 Digital literacy...30 5. 3 Web literacy...32 5. 4 Complementary skills...
34 Digital opportunities: Innovative ICT solutions for youth employment vi Page 6 Entrepreneurship skills and support...
42 7. 1 New learning models...44 7. 1. 1 Blended learning...44 7. 1. 2 Self-directed learning...
46 7. 1. 3 Collaborative learning...48 7. 2 Partnerships for learning and jobs...49 7. 3 Learning and innovation places...
50 7. 3. 1 Co-working spaces and technology hubs...51 7. 3. 2 Hacker/maker spaces...
51 7. 4 Repositories, games and mobile resources...52 7. 4. 1 Online repositories...52 7. 4. 2 Games...
52 7. 4. 3 Social media...53 7. 4. 4 Mobile phones learning on the go...53 7. 5 Certification...
54 7. 5. 1badges...55 8 The role of government...56 8. 1 ICTS in education...
59 8. 3 Alternative accreditation and certification methods...59 8. 4 Public-private partnerships...60 8. 5 Policies to support youth entrepreneurship...
This transformation is effectively making digital literacy a prerequisite for both wage employment and creating one's own business.
ICT literacy not only qualifies people for jobs in conventional job sectors, but also opens doors to participate in rapidly growing markets such as business process outsourcing and microwork.
and what institutions of learning formal and non-formal are providing. Schools and other centres of learning are challenged to keep pace with rapid technological changes
and many are stuck in old methods of instruction that are suited ill to ways in which ICT skills can be acquired.
Against this gloomy picture there is an explosion of new learning opportunities that employ novel (and often free or inexpensive) ways for people to gain the right skills.
The same forces that have unleashed a myriad of new career options are generating new forms of learning.
flipped classrooms, mobile learning, and other innovations are redefining the realm of the possible, propelling a learning revolution that has the potential to reach a far greater proportion of the world's youth.
What is needed for youth to acquire ICT and entrepreneurship skills and seize new ICT-enabled career prospects?
the authors encountered a huge volume of job matching services, employability programs, contests and other programs for entrepreneurs, online learning platforms,
Some of the nascent markets and learning programmes will become huge forces that reshape entire industries;
and new ways of learning. Chapter 4 identifies and discusses a range of emerging work opportunities, from microwork to app development,
again with a greater focus on new models of learning. Chapter 8 discusses the role of government in supporting youth employment and entrepreneurship.
It is beyond the scope of this report to provide in depth discussions of the ways ICTS can be used in agriculture or the pedagogical strengths and weaknesses of different learning models.
have low levels of education, be an immigrant or of ethnic minority status, or possess a disability. 21 In addition,
Low quality schooling and high dropout rates supress youth employment. According to the Economic Commission for Latin America and the Caribbean, completing a high quality secondary education is an important threshold for increasing the odds of obtaining a quality job. 32
While about 89 per cent of young people in the region begin secondary education, less than one-half complete it. 33 In addition,
rates of educational achievement indicate that Latin american and Caribbean countries rank in the bottom third in all three subjects measured by the Programme for International Student Assessment (PISA),
and 30 to 80 per cent of students performed at the lowest level in all subjects. 34 Employment opportunities do not necessarily increase with higher levels of education.
In countries such as Argentina Chile, and Peru there exists a higher concentration of unemployment among youth with secondary education than either primary
or advanced education. 35 This situation reflects a skills mismatch wherein there is stronger demand for workers with a college education than those with secondary education. 2. 4. 2 Arab States Youth unemployment rates in the middle East continue to be the highest in the world.
The 2012 youth unemployment rate was estimated at 28.3 per cent in the middle East, and 23.7 per cent in North africa. 36 Labour market conditions for young people remain dire,
despite advances in educational attainment over the past two decades. 37 Gender disparities are also common in this region,
As a result, young people with a university degree are more likely to be unemployed than their less-educated peers,
there are not enough jobs for young university graduates. On the other hand, there is high and unmet demand for technicians of all skills levels
and for skilled blue-collar workers. 46 The region has high numbers of university graduates in fields highly desired by employers today, like science, technology,
Innovative ICT solutions for youth employment 10 cent in one 2008 survey. 48 Educational achievement as measured by the Programme for International Student Assessment (PISA) indicates that the education system in this region is performing adequately at imparting basic skills,
In China, rural/urban disparities exist in access to education. About 61 per cent of the 225 million people aged 15 to 24 in China live in rural areas. 52 While half of youth in rural China complete lower secondary education or less
in urban areas young people have at least a high school education. As a result, 17 per cent of urban youth in China attend university,
compared to 5 per cent of rural youth. 53 In India, the youth population suffers from low levels of education.
On average, young people in India receive just over seven years of education. Moreover, there are wide disparities according to caste, class, and gender.
whereas the poorest quintile averages only four years. 54 The education deficit is filled not by technical/vocational education
and Lesotho (34.4 per cent in 2008). 57 48 Lars Sondergaard and Mamta Murthi, Skills, Not Just Diplomas, Managing Education for Results
In Sub-saharan africa just 77 per cent of students enrol in primary education, the lowest in the world.
Only 41 per cent of boys and 32 per cent of girls in Sub-saharan africa enrol in secondary education. 60 In the short-term,
. 74 This industry offers a good salary, career development opportunities for graduates and professionals, and the opportunity to incorporate into the labour market marginalized groups like rural women or unemployed youth.
in order to fill the knowledge gap between local education systems and the high-quality standards required to serve the global market. 77 This includes training in English language as well as in new technologies and processes, the latter
These services are proving to be very beneficial for people with basic literacies but who may not possess the knowledge to create a résumé
The association will produce educational materials for business leaders designers, and software developers; administer professional accreditation certifications; elevate awareness of local and regional activities, and;
build community and provide opportunities for accessibility professionals to engage with each other. 98 There are also numerous targeted efforts to spur the development of accessible ICTS.
Accessible ICTS have the potential to provide persons with disabilities unprecedented levels of access to education, skills training and employment,
youth and young students from some universities are preparing for the expansion of green jobs to increase our employment and youth employment rates. 115 Paulo,
In addition to jobs that require higher education such as engineering, the pervasive use of ICT applications from web portals, text messages (SMS), mobile phone based monitoring systems,
experts have developed new literacy frameworks in order to describe and delineate other types of ICT skills. These go by such names such as digital literacy, information literacy, ICT literacy, media (or multimedia) literacy,
and web literacy, among others. New curricula and training programs have emerged to cover the broader set of skills contained within these new frameworks.
This chapter begins with a look at the evolution from computer to digital literacy, the latter widely recognized as a more comprehensive and relevant inventory of the range of ICT-related skills needed for success in career and life.
Next the concept of web literacy is explored, exemplifying new thinking around 113 Youthpolicy. org, www. youthpolicy. org/blog/category/rio-2012/.114 Michael Davidson and Kyle Gracey.
Green Jobs for Youth, 2011, http://switchboard. nrdc. org/blogs/mdavidson/Youthgreenjobs%20-%20gracey,%20davidson. pdf. 115 UN Focal point on Youth,
Innovative ICT solutions for youth employment 30 5. 2 Digital literacy Most of today's attention around ICT skills is focused on the concept of digital literacy.
has undertaken extensive work around digital literacy. In its 2013 report they propose a comprehensive framework that exemplifies the types of competencies many experts note are required to be digitally literate. 118 Figure 10:
and other digital literacy frameworks and those focused on computer literacy. First, digital literacy frameworks are typically more explicit about the breadth of life purposes for
which being digitally literate is necessary. The IPTS framework, for instance, articulates the following life activities:
leisure, social, buying and selling, learning, citizenship, well-being, and employability. The list above illuminates this tendency with the inclusion of such competences as netiquette,
In this way digital literacy frameworks adopt a holistic approach, recognizing the deeply embedded nature of technology is all aspects of life. 118 European commission, DIGCOMP:
This has strong implications for lifelong learning and ensuring people have multiple avenues for acquiring new skills,
Innovative ICT solutions for youth employment 32 All of these distinctions have important implications for digital literacy training.
what it means to be digitally literate. 5. 3 Web literacy While digital literacy may be established the most concept,
other efforts have emerged also that reflect differing philosophies of how the internet should be maintained, as well as different skillsets.
The concept of web literacies is worth discussing in this context. Advanced by the Mozilla Foundation in collaboration with global experts
web literacies refers to not only being able to read the web but also having the ability to‘write'it.
competencies and literacies to be able to tinker and make things with and on the web. 122 122 Doug Belshaw,"
competencies and literacies necessary to be a Webmaker,"Mozilla Foundation, http://mzl. la/weblit. Digital opportunities:
Web skills/Competencies/Literacies grid EXPLORING CREATING CONNECTING PROTECTING BEGINNER Browser basics (e g. URLS, copy/paste) HTML basics (e g. adding images,
The Framework for 21st Century Learning, produced by the Partnership for 21st Century Skills, articulates the key elements needed to ensure people are equipped for lifelong success. Among other features,
learning and innovation skills, and; information, media and technology skills. The latter has been addressed in detail above. The contents of the other two areas deserve elaboration because of their relevance to employability.
Innovative ICT solutions for youth employment 35 Learning and innovation skills: creativity and innovation; critical thinking and problem solving;
A learning and networking event for NGOS. Workshop Report, Barcelona, June 2007,"(Seattle: Technology & Social Change Group, 2007), http://hdl. handle. net/1773/16291.126 Global Entrepreneurship Monitor, 2011 GEM Global Report.
In cases where ICT students graduate with the skills to be developers, most of these students lack the basic business skills needed to get an idea off the ground.
They are developers, not CEOS. 136 As a result, mentorship is perceived as the fundamental component needed to close the developer-entrepreneur gap. 135 Search engine Optimization (SEO) involves the implementation of techniques
It engages learners by using games, exercises, video clips, and case studies to explain and break down complex business skills from learning how to research the market to developing an effective sales pitch
and obtaining start-up capital. BYB uses a blended learning strategy in which skills introduced on e-learning modules are enriched reinforced
and with face-to-face instruction led by a classroom facilitator and hands-on activities conducted by the learners in their communities.
Website: www. iyfnet. org/build-your-business 6. 5 Mobile resources An increasing number of mobile phone resources are enabling entrepreneurs to access capital,
In addition, Microsoft Youthspark will include Office 365 for education, free technology tools for all teachers and students,
and Skype in the classroom, a free global community for teachers to connect their students with others around the world.
www. microsoft. com/about/corporatecitizenship/en-us/youthspark/youthsparkhub/7 Getting there becoming ICT-savvy Young people have an innate appetite for learning-be it, alone, in the school system,
Innovative ICT solutions for youth employment 43 A study looking at learning spaces and the influence of ICTS identifies six trends as the hallmark of the learning experience of and with ICTS:
148 a. Classrooms are not the only form of learning space. b. Social interaction is a growing part of learning.
Team and collaborative learning is encouraged. c. Technology is natural in the lives of the student as the digital native
while the teacher as the digital immigrant may perceive technologies as a new part of the educational landscape. d. Internet resources can bypass peer review,
E learning can occur out of sequence as a result of intentional and serendipitous interactions on and offline. f. Students construct content rather than just consuming it.
Students are active authors of content and innovation. These trends reflect changes in the larger phenomena in society
and are the subject of this chapter, which looks at how people acquire ICT skills
methods and channels for learning and teaching. Most of the programmes and activities target youth,
the first explores new learning models; the second looks at partnerships for promoting jobs and learning;
the third examines the role of physical places for learning; the fourth explores the range of online resources that have proliferated;
and the last section presents new accreditation models that are expanding ways to recognize skills. 148 Andrew J Milne,"Chapter 11:
Designing Blended learning Space Student Experience, in Learning Spaces. eds. Diana G Oblinge (EDUCAUSE, 2006. Digital opportunities:
Innovative ICT solutions for youth employment 44 Figure 15: Story of Kelvin Doe Source: Authors 7. 1 New learning models New technologies are changing how learning
and teaching is done, creating new opportunities and challenges for teachers and learners alike. Teachers can take on the role of expert-facilitators of learning,
while students can own the learning process and acquire knowledge at their own pace. New ways of interacting in the learning environment are also emerging.
Three key trends are explored below: blended learning, self-directed learning, and collaborative learning. 7. 1. 1 Blended learning Blended learning is the pedagogical integration of digital and face-to-face instruction.
Blended learning encompasses flipped classroom, mix-mode, hybrid, technology-mediated instruction, and web-enhanced instruction. In flipped classrooms, 149 for instance, technologies are integrated intricately in the teaching process.
The use of new technologies in learning is more than a mere substitution of the medium of instruction;
it is an intentional design that takes advantage of digital tools and technology to enhance learning. 149 Flipped classroom is a blended learning model that where the teacher leverages technology to instruct,
while reserving the classroom time to interact with students. Video lectures and other class-related information are delivered via the internet.
The story of Kelvin Doe Kelvin Doe is a young teenager from Sierra leone whose self-taught technical wizardry
and abilities attracted the attention of the Massachusetts institute of technology (MIT) one of the most prestigious technical schools in the world.
He became the youngest fellow at MIT's International Development Initiative where he demonstrated his impressive skills to more experienced engineers.
Kelvin also participated at the Meet the Young Makers panel at 2012 Maker Faire in New york,
serving as an inspiration to young innovators. Choosing a hands-on, do-it-yourself (DIY) path to search
and learning potential, Kelvin could make significant engineering contributions to his country. Digital opportunities: Innovative ICT solutions for youth employment 45 Figure 16:
Blended learning and ICTS Source: Authors The blended learning process relies on digital environments called Learning Management Systems (LMS.
LMS enable the creation of a virtual classroom for the students, complete with lessons plans, discussion fora, grades, quizzes,
tests, class calendar and other resources. By having access to the class material, students can learn the concepts at their own pace
and use the face-to-face time with the instructor to deepen their knowledge or to explore other issues of interest.
The virtual classroom on LMS is also a space for community building and interaction. Many LMSS integrate web 2. 0 tools and applications such as prezi (prezi. com), slideshare (slideshare. net), youtube (youtube. com
Blended learning requires active participation and engagement from the students, thereby changing the experience of knowledge acquisition.
where the student only consumes. The innovative aspect of blended learning rests on the new way it encourages students to learn about the technology
while discovering other subjects. Students have the option to present their work using the technology for example,
instead of writing a paper or report, they can make a video, wiki, or podcast. There are some exciting examples of universities organizing contests with Phd students who present their scientific work using video
or other technology. 150 150 See the creative products that came as a result of the Contest Dance your Ph d. organized by University of Sidney in Australia. http://sydney. edu. au/news/science/397. html?
newsstoryid=10307. Similar stories emerged earlier in Canada: http://vimeo. com/14528924. Digital opportunities: Innovative ICT solutions for youth employment 46 Blended learning has gained popularity mostly in European and North american high schools, colleges and universities,
especially those equipped with broadband access. The implementation of blended learning is growing slowly in the developing world,
where connectivity and infrastructure continue to present challenges. Nonetheless, a number of universities from the South have enhanced their distance education programmes by turning them into blended learning opportunities to reach migrant populations living abroad,
mostly in Europe and the United states. These universities operate through satellite offices around the world,
and attract working mothers as well as young and older professionals who take advantage of these offerings to complete their academic studies with lower costs,
The African Virtual university is a Pan African Intergovernmental Organization created with the mandate to increase access to quality higher education and training through the innovative use of information communication technologies.
AVU has the largest elearning network, and it currently works in 27 countries, through 53 partner institutions, reaching Anglophone, Francophone and Lusophone African students.
The AVU has its headquarters in Nairobi, Kenya and a Regional office in Dakar Senegal.
www. avu. org One appeal of the blended model for youth and lifelong learners is the flexibility it offers to combine work and study.
It is expected that more and more universities and institutions will be using the blended learning model around the world. 7. 1. 2 Self-directed learning With ICTS
and the vast amount of free content available on the internet, the student (young and old) can choose what
and when to learn. The student is no longer bound by curricular programmes, and can learn in a formal or non-formal manner.
There is a transformative element to self-directed learning as Kelvin's case illustrates above. Self-directed learning is an option for youth who find themselves trapped in the vicious circle of low skills,
low productivity and low income. 151 The opportunities to learn in a selfdirected fashion are enormous.
Figure 17: Self-directed learning Source: Authors 151 International Labour Office, Apprenticeship in the Informal Economy in Africa,(Geneva:
ILO, 2008. Digital opportunities: Innovative ICT solutions for youth employment 47 Prominent and emerging models of self-directed learning include open universities, open course ware (OCW), open educational resources (OER), and massive open online courses (MOOCS.
They have in common the desire to democratize high-calibre educational materials across the world, empower learners of any age to take learning into their own hands by providing them with good educational options,
and foster connections without boundaries. Experts think that MOOCS, OERS, and OCW constitute a disruptive technology in education.
MOOCS are becoming vehicles for unrestricted and unfiltered knowledge acquisition. One purveyor, Coursera, found that 68 per cent of its users are from outside the United states, with India, China, Brazil,
and Mexico all in the top 10.152 At the same time, researchers have observed that very few people complete courses
and have uncovered other evidence suggesting that the reality is currently falling short of the promise. 153 Like many innovations in their infant stage,
it is still too soon to predict the future of MOOCS. There may be unanticipated effects, for instance, if relying on MOOCS results in not building local capacity for education, research or knowledge creation in the education sector. 154 Or,
countries may figure out how to incorporate MOOCS into their societies in ways that strengthen, not detract from, building their education capacities.
What can be assumed is that this type of learning will expand exponentially. This movement marks a transition to a learning paradigm in
which knowledge acquisition is no longer only in the hands of policy-makers, publishing houses or instructors. Youth feel more empowered to decide on the type of education
and the type of knowledge they want to acquire. Coursera is a for-profit social enterprise that facilitates large-scale participation of students who sign up for free online courses with top universities around the world.
Coursera launched in April 2012, and it has partnered since with a number of universities interested in capitalizing on reaching a larger number of students.
Professors affiliated with universities lead courses offered through Coursera, and students have the option of taking them for credit
or just to learn something new. There is a high level of interactivity between students and professors.
Also student can organize face-to-face meetings using the Meetup app. Coursera is growing rapidly. As of September 2013 Coursera has had 17 million enrolments from students in 190 countries. 155 Website:
www. coursera. org/152 Anya Kemenetz, Online courses are taking off: But there's a major downside,(Slate. com, November 2013) www. slate. com/articles/technology/future tense/2013/11/developing countries and moocs online education could hurt national systems. html 153 Tamar Lewin, After setbacks,
online courses are rethought,(New york times, December 10, 2013), www. nytimes. com/2013/12/11/us/after-setbacks-online courses-are-rethought. html?
emc=eta1 154 Anya Kemenetz, Online courses are taking off: But there's a major downside,(Slate. com, November 2013) www. slate. com/articles/technology/future tense/2013/11/developing countries and moocs online education could hurt national systems. html 155 Coursera, www. coursera
. org/about/community. Digital opportunities: Innovative ICT solutions for youth employment 48 Similar services continue to grow as universities
and other educational institutions seize the power of ICTS and adopt connectivist pedagogy principles156 to deploy free and open access to instructional material on the internet.
Other examples of initiatives assisting self-directed learning include: Moodle157, Udacity158, Edx159, Second Life160, among others. 7. 1. 3 Collaborative learning There are vast opportunities for youth to engage in collaborative
(or peer) learning using ICTS. Collaborative learning allows peers to share their knowledge, explore new areas of interest,
and benefit from the cumulative knowledge of the group. Collaborative learning relies on positive interdependence with the group, individual accountability for learning and teaching,
and clear processes to lead, follow and resolve issues related to project goals or group dynamics. Collaborative learning takes place both inperson and online,
with ICTS expanding the range of possibilities. There is evidence that working collaboratively increases productivity and improves learning outcomes.
As a model, collaborative learning undergirds many significant ICT initiatives such as the open source model. In the education sector, students enrolled in MOOCS are found to collaborate through social media and Meetups161 from their own locales across the world.
ICTS and social media have brought down the barriers to collaboration and openness. 162 With these barriers removed,
the possibilities for collaborative learning are open to anyone. Those who participate enrich their knowledge by being exposed to a multitude of viewpoints and experiences of people with
whom they otherwise would have been unlikely to connect. 163 156 Connectivism is based a network pedagogy.
It informs the work of MOOCS OCW and other open access pedagogical exercises. MOOCS for instances have drawn on such connectivist pedagogical principles as:
aggregation bringing a massive amount of content produced in different places online into one portal;
remixing associating materials from different sources together to create new ones; re-purposing aggregated and remixed materials to suit the goals of courses, and;
feeding forward sharing of re-purposed ideas and content with rest of the world. 157 Moodle, https://moodle. org/.158 Udacity, https://www. udacity. com/us. 159 Edx, www
. edx. org/./160 Second life Directory, http://wiki. secondlife. com/wiki/Second life education directory. 161 Meetups are intentional gatherings of people who share similar interests.
They are organized using the Meetup platform. See more at www. meetup. com/.162 Clay Shirky, The Political Power of Social media, Foreign affairs 90,
no. 1 (2011): 28 41.163 Nilofer Merchant, Let Your Ideas Go,"(Harvard Business Review, Blogs.
Collaborative learning events are opportunities for young people to learn ICTS (basic and advanced) as well as entrepreneurial skills.
thus collaborative learning offers networking opportunities that may lead to participants learning about jobs as well.
Peer 2 Peer University is an online space for learning guided by values of openness, community and peer learning.
It offers courses (MOOCS) and an open master programme for anyone who wishes to learn.
The courses are free and while the P2pu does not confer credits, it recognizes achievement through the Open Badges initiative,
Badges are granted based on how students work together to learn a particular topic. P2pu houses the following communities:
info. p2pu. org 7. 2 Partnerships for learning and jobs As noted in chapters 3 and 4,
Several reports point to the importance of mentoring in learning and skill development, finding that when youth Digital opportunities:
Students are paired with a mentor/s and given exposure to real-world software development scenarios and the opportunity for employment.
code. google. com/soc 7. 3 Learning and innovation places The classic notion of the learning place is associated with organized institutions such as schools, universities,
With the advance of new learning models described above, youth are taking learning to places like technology hubs, co-working spaces,
and hacker/maker spaces. The popularity of these places demonstrates the lasting value of face-to-face interaction,
allows these places to offer a rich environment for learning, collaboration and co-creation. 164 See reports by the European Youth Forum (2008);
Civil society organizations Tech Industry (private sector) Governments (public sector) Educational institutions Opportunities to work and learn on the job Digital opportunities:
especially in terms of the widespread impact of social networking and new locales for learning. 7. 3. 1 Co-working spaces and technology hubs There are a growing number of co-working spaces
launched a number of initiatives from research to a tech incubator, engaged with the university community,
an Imagining Exercise on the Future of Learning, JRC Scientific and Technical Reports (2008), doi:
Learning with games is not an entirely new phenomenon; roleplaying has been used for many years in education to impart new knowledge
including for learning. Games attract massive audiences with a diversity of backgrounds and gives rise to multiple opportunities for expanding the scope and uses of game playing.
and learning for use in the classroom or other setting. The game accommodates multiplayer activities
There are fees associated with using the games in classrooms. Website: www. minecraftedu. com/167 Manuel Castells and Gustavo Cardoso, The Network Society,(WASHINGTON DC:
Innovative ICT solutions for youth employment 53 7. 4. 3 Social media Social media are used extensively for learning as well.
and institutions of learning to enrich the learning experience. For example people who enrol in MOOCS take advantage of both online social media tools
and applications such as Meetup to organize face-to-face study sessions at a local coffeehouse, library, or someone's house.
and learning is nothing more or less than traversing them. In the same way that you become proficient in a piece of music by playing its notes in order in an expressive way that is
has turned them into a learning tool that can bring people living in remote areas closer to education.
basic education, literacy and numeracy; language learning; hard and soft skills, and; entrepreneurship training. 170 As described elsewhere in this report,
private and public entities have stepped up to offer mobile learning programs in numerous languages across all continents.
and dedication being directed to the potential of mobile phones to vastly expand learning opportunities, especially for those in developing countries. 171 Mobile learning is still in its infancy,
while others integrate mobiles into a broader educational experience following the blended learning, self-directed learning, and collaborative learning examples discussed earlier.
it is the proliferation of data-enabled phones (smart phones) that offers the greatest opportunities for mobile learning.
In all cases, mobile devices can help young students access information at their own pace, and in some cases minimize the costs
I'm in the Mood for MOOCS, Spectrum. Ieee. org, December 4, 2012, http://spectrum. ieee. org/atwork/education/im-in-the-mood-for-moocs. 169 ITU, Measuring the Information Society 2013,(Geneva:
ITU, 2013), www. itu. int/en/ITUD/Statistics/Pages/publications/mis2013. aspx. 170 Linda Raftree, Landscape Review:
Educational institutions, from private institutes to public universities, are the traditional purveyor of diplomas and certificates.
The self-directed learner can earn some of these certificates online directly. NGOS and private institutes also rely heavily on the curricula and certificates from these companies to offer face-to-face instruction.
For example, one can take the Microsoft Digital Literacy curriculum from the Microsoft site173 or enrol at one of the thousands of civil society organizations worldwide that offer this training.
Others are offered by civil society organizations and educational institutions. Global and regional initiatives also exist. 172 Marion Walton and Jonathan Donner, Public Access, Private Mobile, Global Impact Study Research Report Series,(Seattle:
Digital Literacy curriculum, www. microsoft. com/about/corporatecitizenship/citizenship/giving/programs/up/digitalliteracy/default. mspx. 174 European Computer Driver Licence, www. ecdl. org.
Badges have become an alternative form of accreditation, led by the Mozilla Foundation and its Mozilla Open Badges.
As depicted, the learner is at the centre of the system. The badge itself is an online representation of a skill that has been learned.
Badge issuers schools and universities community and nonprofit organizations, government agencies, and companies among others establish the criteria
Learners collect badges in a backpack where they can be displayed online for potential employers and others to view.
precisely what skills have been learned, a level of granularity that is unavailable in other forms of accreditation. The importance of badges rests on its premise that ICT skills need to be recognized regardless of the place where the learner has acquired them.
For self-directed learners and others badges offer a promising way to demonstrate, acquire and promote their skills.
Digital opportunities: Innovative ICT solutions for youth employment 56 Figure 20: How Open Badges work Source:
1) integrating ICTS into education,(2) supporting non-formal channels of learning,(3) supporting alternative accreditation systems,(4) advancing public-private partnerships,
However, despite significant investments, formal educational systems continue to face challenges in preparing youth with the ICT-related skills they need to succeed.
traditional models of education are not adequately preparing students to meet the demands of a changing job market. 177 The report emphasizes that formal education remains the primary vehicle for improving the supply of skills needed for driving innovation,
Many experts have linked the limitations of the educational systems to a lack of real integration of ICTS in education.
and the acquisition of ICT skills, in particular, even when ICTS are available in the classroom.
inadequate student-computer ratios; ICT learning restricted to studying basic computer literacy and not for learning other subjects;
and importantly, the limited capacity of teachers to make more integrated use of ICTS for teaching
Other initiatives provide educators and students with practical resources for use in the classroom. In Asia, some countries have achieved a high degree of integration of ICTS in education
while others are still working to provide digital access and basic literacy to large parts of their populations. 180 In regional surveys, countries such as Korea, Singapore, Japan, China,
2012 Higher education Edition (Austin: The New Media Consortium, 2012), www. nmc. org/publications/horizon-report-2012-higher-ed-edition.
187 a comprehensive policy-driven national programme designed to facilitate the construction of new learning environments
and the generation of an adequate context for Uruguay's children to be able to answer to the demands of the information and knowledge-based society. 188 This programme aims to mainstream ICTS in the classroom,
and has been developed in coordination with multiple government agencies. 189 In Estonia the government has taken a more radical approach by launching a national programme to teach students aged 7 to 19 to write code as part of its national digital strategy. 190 Working
2012 Higher education Edition. 184 Kozma and Isaacs, Transforming Education: the Power of ICT Policies; OECD, OECD Science, Technology and Industry Outlook 2012.185 Kozma and Isaacs, Transforming Education:
/187 The Plan CEIBAL, Conectividad Educativa de Informática Básica para el Aprendizaje en Línea/Educational Connectivity of Basic Informatics for Online learning. www. ceibal
Innovative ICT solutions for youth employment 59 8. 2 ICT skill development in non-formal educational settings The examples from Uruguay and Estonia fall within the formal education systems.
Yet, as the earlier chapters show, the places where young people or lifelong learners can develop ICTS skills have transcended the walls of the classroom.
Learning can happen anywhere, be this in hackathons, meetups, MOOCS, codefests, using freely available information online,
or participating in contests. These are need opportunities governments to pay attention to and support as they have shown to be fertile sites for innovation and learning.
Promoting these kinds of activities requires openness to uncertainty and risk. To date most activities have been supported
Singapore plans to introduce MOOCS in K-12 education to provide alternatives for learning and promote curricular openness.
and knowledge sharing. 193 The benefits of such initiatives in elementary school remain to be evaluated. Nonetheless, it is encouraging to see governments taking interest.
young people from the open source movement, university researchers, the private sector, international donor agencies and national governments.
industry leaders and ICT innovators. 8. 3 Alternative accreditation and certification methods A key factor in the success of alternative learning pathways is recognizing the skills
and accreditation systems are appropriate. Conventional accreditation and certification systems represent agreed upon standards, often sanctioned by authorities created to guide the work of education granting organizations and institutions.
Such systems are of course important and need to be updated continuously to reflect changes in technology
and investments are designed to attract students into science, technology, engineering and mathematics (STEM) fields. Similar programmes are emerging in developing countries.
In Rwanda for example, the government has launched the National ICT Literacy and Awareness Campaign, a joint initiative of the Ministry of Youth and ICT, Ministry of Local government, the Ministry of Education, the Rwanda Education Board, Rwanda Development Board,
and Cisco Apprenticeship to offer high school graduates three-year apprenticeship opportunities with CISCO. 199 In Jordan the Ministry of Social Development is responsible for a programme designed to provide marginalized youth with training
While students in these programmes in general fare well this type of initiative could be complemented with a job placement element.
and exchange to encourage more South-South and North-South collaborations for learning and trade.
Innovations in learning both ICT and soft skills are plentiful and increasing every month. Existing programmes are improving,
Advances in mobile learning are opening new doors. Moreover, many of the resources are available at little or no cost.
enrol in a MOOC course, or receive a badge certifying mastery of a subject. Many programs feature face-to-face interactions.
Government can lead efforts to incorporate a number of the learning programmes and pedagogical models, such as blended learning and flipped classrooms, into K-12 and higher education.
thereby opening up ways to recognize skills mastery outside of formal education. Government can also lead dialogues with industry, academia, nonprofit organizations,
They represent a non-formal channel for learning, and as such they tend to have more flexibility than formal schools to experiment
and otherwise provide an environment that facilitates learning. While selfdirected youth can take advantage of online programmes on their own,
Competencies and Literacies Necessary to Be a Webmaker.""Mozilla Foundation. http://mzl. la/weblit. Belfield, Clive R.,Henry M. Levin, and Rachel Rosen."
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2012 Higher education Edition. Austin: The New Media Consortium. www. nmc. org/publications/horizonreport-2012-higher-ed-edition.
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I'm in the Mood for MOOCS. IEEE Spectrum, December 4, 2012. http://spectrum. ieee. org/at work/education/im-in-the-mood-for-moocs.
Merchant, Nilofer. Let Your Ideas Go. Harvard Business Review, HBR Blog Network, June 26, 2012. http://blogs. hbr. org/cs/2012/06/let your ideas go. html. Miller, Riel, Hanne Shapiro,
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Connectivism A network-based pedagogy that informs the work of MOOCS, OCW and other open access initiatives.
Flipped classroom An instructional model where students view video lectures and other online resources outside of class,
Massive open online courses (MOOCS) Online courses featuring limitless participation and open access. Meetup Intentional gatherings of people who share similar interests,
Mobile learning Learning via a mobile device or learning that happens when the learner is not at a fixed location.
Open educational resources (OER) Freely available documents and media for educational purposes. Open universities Refers to a university that is open to all learners with no admissions requirements.
Opencourseware (OCW) Courses offered by universities made available in digital format, at no cost, and free to adapt under an open licence.
OCW does not include access to faculty or certifications Pitch fests Events where entrepreneurs have the opportunity to pitch their ideas to potential investors Powerleveling Using the help of another,
stronger player in a role playing video game to level a character more quickly than is possible alone.
Web literacy Refers to not only being able to read the web but also having the ability to‘write'it (create pages, documents and multimedia assets).
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