Providing Out-of-School Girls with Skills : A Review of the Global Evidence

Providing Out-of-School Girls with Skills : A Review of the Global Evidence

Promoting relevant technical and life skills is one option to empower adolescent girls by increasing their capacity to generate income and therefore by enhancing their bargaining power within the household. This Note presents a situation analysis of the current skills set and employment outcomes of...

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Main Authors: Khan, Ayesha, Mupuwaliywa, Mupuwaliywa
Format: Brief
Language:English
en_US
Published: World Bank, Washington, DC 2016
Subjects:
LABOR
ADOLESCENT
GIRLS EDUCATION
EMPLOYMENT
SKILLS
Online Access:http://hdl.handle.net/10986/23868
id okr-10986-23868
recordtype oai_dc
spelling okr-10986-238682021-04-23T14:04:18Z Providing Out-of-School Girls with Skills : A Review of the Global Evidence Khan, Ayesha Mupuwaliywa, Mupuwaliywa LABOR ADOLESCENT GIRLS EDUCATION EMPLOYMENT SKILLS Promoting relevant technical and life skills is one option to empower adolescent girls by increasing their capacity to generate income and therefore by enhancing their bargaining power within the household. This Note presents a situation analysis of the current skills set and employment outcomes of adolescents (aged 15-19 years) in Zambia, with a focus on adolescent girls. The main source of data is several rounds of the Zambia Labor Force Survey (years 2005, 2008, 2012). The data reveal that although adolescent girls are more economically active than their male counterparts, they are also more likely to be engaged in part-time employment, be unemployed, and earn less than their male counterparts. However, little is known about how these trends affect choices made by adolescent girls and their households. 2016-03-07T17:00:27Z 2016-03-07T17:00:27Z 2015-11-25 Brief http://hdl.handle.net/10986/23868 English en_US Policy Brief Zambia; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Brief Africa Zambia
repository_type Digital Repository
institution_category Foreign Institution
institution Digital Repositories
building World Bank Open Knowledge Repository
collection World Bank
language English
en_US
topic LABOR
ADOLESCENT
GIRLS EDUCATION
EMPLOYMENT
SKILLS
spellingShingle LABOR
ADOLESCENT
GIRLS EDUCATION
EMPLOYMENT
SKILLS
Khan, Ayesha
Mupuwaliywa, Mupuwaliywa
Providing Out-of-School Girls with Skills : A Review of the Global Evidence
geographic_facet Africa
Zambia
relation Policy Brief Zambia;
description Promoting relevant technical and life skills is one option to empower adolescent girls by increasing their capacity to generate income and therefore by enhancing their bargaining power within the household. This Note presents a situation analysis of the current skills set and employment outcomes of adolescents (aged 15-19 years) in Zambia, with a focus on adolescent girls. The main source of data is several rounds of the Zambia Labor Force Survey (years 2005, 2008, 2012). The data reveal that although adolescent girls are more economically active than their male counterparts, they are also more likely to be engaged in part-time employment, be unemployed, and earn less than their male counterparts. However, little is known about how these trends affect choices made by adolescent girls and their households.
format Brief
author Khan, Ayesha
Mupuwaliywa, Mupuwaliywa
author_facet Khan, Ayesha
Mupuwaliywa, Mupuwaliywa
author_sort Khan, Ayesha
title Providing Out-of-School Girls with Skills : A Review of the Global Evidence
title_short Providing Out-of-School Girls with Skills : A Review of the Global Evidence
title_full Providing Out-of-School Girls with Skills : A Review of the Global Evidence
title_fullStr Providing Out-of-School Girls with Skills : A Review of the Global Evidence
title_full_unstemmed Providing Out-of-School Girls with Skills : A Review of the Global Evidence
title_sort providing out-of-school girls with skills : a review of the global evidence
publisher World Bank, Washington, DC
publishDate 2016
url http://hdl.handle.net/10986/23868
_version_ 1764455023436103680

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