Education-training-employement

EDUCATION-TRAINING-EMPLOYMENT youth at the heart

of development

2013 2015 Agence Française de Développement ACTION PLAN

CONTENTS

EXECUTIVE SUMMARY 04 I.

Education-training-employment, social pillars of sustainable development

07

Guaranteeing the right to education and the capacity to work

08

Education systems need support in developing and emerging countries

10

Developing human capital, a priority for AFD

12

II. 2010-2012: A diversified support to youth access to decent life and work

13

AFD at the heart of French cooperation in the fields of education, training, employment

14

2010-2012: To meet the new challenges: a wider scope of activities

15

Diversified financing tools and increased funding

17

III. 2013-2015: Education is a continuum from basic education to employment

19

Ensure that all children have access to quality basic education

21

Develop a training offer that meets labour market needs

22

Promoting successful transition to the labour market and access to decent jobs

23

Gender and Environment, as cross-sector key issues in development

24

APPENDICES

27

AFD intervention framework for the education-training-employment sectors

29

Detailed breakdown of AFD interventions in the education-training-employment sectors

30

EXECUTIVE SUMMARY

The global economic crisis, environmental challenges, growing inequality and the “democratic awakening” of some societies are shaking up the world order. In order to deal with these challenges the international community needs to create new models and conditions for sustainable and equitable development. Protecting, strengthening, adapting and promoting human capital are some of the strongest means of achieving these goals.

Poor education systems and the risks associated with runaway youth unemployment means we must act before it is too late. Education, and more broadly, the development of human capital, give people the opportunity to develop freedom and autonomy, and can help to turn the tide of poverty, social exclusion and inequality.

Education is a key factor in improving health, promoting citizenship, making possible the emergence of a middle class, creating inclusive growth, building dynamic, innovative and competitive societies, and improving social cohesion and peace. Hence the importance of investing in the development of young people and their capacities – to give them the knowledge and skills they need to become full members of society, socially, professionally and economically. Failure to act would risk wasting this immense human potential, and having to bear a greater cost at a later date.

As a result, the international community has moved beyond the goal of defeating poverty (via the Millennium Development Goals) to a global debate around the universal challenges of sustainable development, linking issues of education to those of employment and social protection. French diplomacy is actively championing this agenda, in particular the concepts of the “Social Protection Floor” and of “Decent Work”.

This is in response to the vital needs of the most vulnerable populations as well as a strong desire by the middle classes, who are calling for greater solidarity and equity. However it also reflects a global desire for stronger social rights. The development of human capital has thus become a major sphere of intervention for AFD, in order to reduce inequalities resulting from globalisation.

4

Between 2010 and 2012, AFD diversified its activities and increased its funding to contribute to the youth challenge. It financed the development of public education policies and supported innovative initiatives to improve the quality of learning. AFD increased its technical and financial support to create public vocational training centres in partnership with the private sector and also started to tackle the needs of rural areas. It begun to promote the reform of national vocational training policies and the development of quality higher education, both private and public. The Arab Spring was an added impetus to AFD’s involvement in the employment sector.

AFD is continuing to invest in these three sectors for the 2013-2015 period and is championing an integrated approach of “Education-Training-Employment” as a continuum preparing for the job market and reinforcing active citizenship.

As part of this, the Agency is supporting the development of a quality basic education including lower secondary which will ensure long term literacy and capacity to move on to training or employment.

AFD is also increasing its support for the upper levels of the education system (higher secondary education, vocational training and higher education) by developing an offer adapted to economic, social and environmental challenges. Finally, the Agency’s programmes are helping to facilitate young people’s transition from education and training to work and access to decent jobs, through their support to national policies and programmes.

AFD is mobilising the expertise and financial support of its partners, particularly those within the French cooperation system, as well as other donors, civil society actors and the private sector. It also aims to be a leader in terms of incorporating gender issues into its programmes.

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1

EDUCATION-TRAININGEMPLOYMENT: SOCIAL PILLARS OF SUSTAINABLE DEVELOPMENT

1 EDUCATION-TRAINING-EMPLOYMENT:

SOCIAL PILLARS OF SUSTAINABLE DEVELOPMENT

GUARANTEEING THE RIGHT TO EDUCATION AND THE CAPACITY TO WORK Working towards sustainable and equitable development includes strengthening skills and a guarantee of decent work

Education – a fundamental human right In much the same way as health, the international community agrees that education is an important factor in social progress and in the fight against poverty and inequality, particularly gender inequality. It is also a key factor when it comes to growth, stability and social cohesion. Two of the eight Millennium Development Goals (MDGs) were related to education.

Exponential needs School age children demand for education (from preschool to university, including primary, secondary education as well as vocational training) is growing rapidly in partner countries. This is particularly the case in Africa, where more than 60% of the population is under 24, compared to 45% in the Latin America/Caribbean region and 43% in Asia.

World population by age group in 2011 and 2050 (millions) 6 0006 000 5 0005 000

80+ 80+ 60+ 60+

4 0004 000

25-2925-29

3 0003 000

15-2415-24 0-14 0-14

2 0002 000 1 0001 000 0

0

2011 2011 2050 2050 2011 2011 2050 2050 2011 2011 2050 2050 2011 2011 2050 2050

Asia Asia

8

AfricaAfrica

America Developed countries LatinLatin America Developed countries and Caribbean and Caribbean

E D U C AT I O N -T R A I N I N G - E M P LO Y M E N T : Y O U T H AT T H E H E A R T O F D E V E LO P M E N T

While a young population is developing and emerging countries’ greatest asset (by 2040 Africa will have the world’s largest active population), it is also a challenge on a grand scale. The explosion in youth unemployment risks wasting this extraordinary human capital.

According to the International Labour Organisation (ILO), 73.4 million young people were unemployed in 2013. The situation is particularly serious in North Africa and the Middle East, where more than one in four young people are out of work.

Unlocking the growth potential of developing and emerging countries by matching young

people’s skills with the needs of local economies

Improving training to encourage the development of dynamic, innovative societies Youth unemployment is a stark illustration of a lack of skills suited to the local economy and the needs of investors. Hence the need to support the development of human capital through training, which is a key factor in diversifying and modernising local economies and making them competitive.

Improving the skill-set of the next generation should increase productivity in the secondary and tertiary economic sectors, which generate both growth and employment. It should also help respond to the needs of the informal sector, which accounts for between 70% and 90% of Arab and African economies, particularly in agriculture.

In addition, developing countries are both victims and stakeholders when it comes to the global environmental crisis. The transition to green growth1, being championed

by AFD, requires the development of new training and retraining programmes which are designed to address environmental challenges.

The social and professional integration of young people is now a global challenge, putting the spotlight on education, citizenship and employment

Education and employment - pathways to sustainable and equitable development Inequality is one of the main barriers to progress in developing countries. In an environment where social protection is practically non-existent, the promotion of a young, educated active and engaged population is the best defence against poverty and social exclusion, and the best hope for protecting the vulnerable and promoting women’s rights.

Education also contributes to the emergence and the development of the middle class, whose role as primary key engine of economic and social development justifies significant expenditure on education.

At a wider level, supporting education, training and youth access to decent jobs and life helps to strengthen the social foundations for sustainable development.

The « Arab Spring » has shown that unemployment and youth exclusion can be seriously destabilising factors.

1 - See “Reconciling development and the struggle against climate change”, Action Plan 2012-2016, AFD 2012.

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EDUCATION SYSTEMS NEED SUPPORT IN DEVELOPING AND EMERGING COUNTRIES Despite significant progress and substantial spending, education systems in developing countries remain fragile, particularly in Mediterranean and African countries Real progress at primary level, but it’s not enough Ninety per cent of children in developing countries are following a primary school curriculum and the number of countries that have not reached gender parity parity in enrolment has fallen substantially (9% in 2011 versus 19% in 1999).

However 57 million children still do not go to school, more than half of them in Sub-Saharan Africa. One hundred and seventy five million young people between the ages of 15 and 25 are illiterate in low and medium income countries.

There is still inequality in terms of access to education. Vulnerable and rural populations, particularly girls, minorities, people with disabilities and children in conflict zones are the most disadvantaged. In addition, the quality of learning is often poor, particularly in Sub-Saharan Africa, where 10 million children still fail to complete primary school every year.

This situation is questioning the focus put on access to education via Millennium Goal 2 over the past few years, while not enough attention has been paid to quality and learning outcomes, or to achievement rates. Other issues include weaknesses in policy implementation, quality teaching solutions and teacher training.

Secondary level systems under pressure With the increase in the number of children completing primary school, the numbers at secondary level are growing rapidly, particularly in Sub-Saharan Africa where the gross enrolment rate rose from 19% to 40% between 1999 and 2010. But supply is not enough to meet demand and conditions at secondary level have deteriorated, with cramped infrastructure and equipment, lack of facilities and a high proportion of untrained teachers.

In addition curricula are poorly adapted to needs, are too general in nature and too oriented towards higher education, whereas vocational training and integration into the formal or informal labour market are relevant for most young people.

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E D U C AT I O N -T R A I N I N G - E M P LO Y M E N T : Y O U T H AT T H E H E A R T O F D E V E LO P M E N T

Ill-adapted higher education Despite a massive increase in numbers – often at the expense of teaching quality– the enrolment rate at tertiary level in most of Sub-Saharan Africa and the Arab countries is still among the lowest in the world. In francophone Africa, where tertiary education is predominantly the responsibility of the public sector, the numbers studying arts, and human and social sciences have grown. However there has been little or no development of short vocationally oriented training courses, the science and technology streams, or the kinds of high added value skills which could be significant in terms of employment opportunities and which are needed for local economic competiveness.

Countries in Asia and Latin America, while better positioned in terms of international trade, are also facing the need to bring their university systems and vocational training up to standard.

The share of GNP

allocated to education in low income countries grew from 3.2% to 4.3% between 1999 and 2010.

There is still a need for more and better spending

Vocational training marginalised Technical and vocational education and training (TVET) is often marginalised in the education system. Only a small number of young people benefit from it. In most of Sub-Saharan Africa the rate of enrolment in formal technical or vocational education at secondary level is less than 5%.

TVET suffers from a shortage of qualified staff, obsolete equipment and poor funding as well as a lack of involvement by the private sector. As a result programmes are ill-suited to the needs of the labour market. While the apprenticeship system is widespread it tends to be based on traditional models, and fails to equip young people with the skills they need to earn a decent living and to contribute to a more productive economy.

Budgets have increased substantially but are still too low In several developing and emerging countries, the proportion of public spending allocated to education averages around 15%, whereas 20% is the recommended level. On top of that, these budgets have been hit by the financial crisis and by the heavy cost of the tertiary sector. Seven out of 18 low-income countries have made cuts in their education budgets (EPA report 2011). In 16 African countries the cost of the higher education sector is up to ten times that of the secondary sector (UIS study 2011).

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DEVELOPING HUMAN CAPITAL, A PRIORITY FOR AFD Since 2000, the international agenda has moved from combating poverty to a global debate on the challenges of sustainable development, linking education with employment and social protection

The social, economic and environmental dimensions of development are now inextricably linked. Massive increases in unemployment and inequality, along with demographic pressures, mean the international community must take action to promote sustainable and inclusive growth, particularly in support of young people.

While not giving up on the MDGs, it is important to look beyond them. In addition to consolidating the progress made in terms of basic education, the challenge now is to improve the quality of apprenticeships, the equitable access to education and the governance of the education sector. The emphasis now is on building capacities to steer and implement reform, as well as on performance accountability.

The international community has also become aware of the risks posed by the large numbers of students finishing school, with or without qualifications. This has led to a greater interest in supporting secondary education, as well as vocational training, including third level. It is now vitally important to strengthen the relevance, governance, financing and recognition of technical and vocational education and training. It is also essential to involve the private sector, so that training is relevant to economic and environmental needs, and supports young people’s transition into the workplace.

French diplomacy is actively championing this agenda, in particular the concepts of the “Social Protection Floor” and of “Decent Work”. This is in response to the vital needs of the most vulnerable populations as well as a strong desire by the middle classes, who are calling for greater solidarity and equity. However it also reflects a global desire for stronger social rights.

In line with this approach, the “Education-Training-Employment” continuum has become a major sphere of intervention for AFD, in order to reduce inequalities resulting from globalisation. Given the scale and urgent nature of the requirements, the Agency is proposing to support basic quality education for all, as well as the development of knowledge and skills, and youth access to decent jobs.

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2

A DIVERSIFIED SUPPORT

TO YOUTH ACCESS TO DECENT LIFE AND WORK

2 A DIVERSIFIED SUPPORT

TO YOUTH ACCESS TO DECENT LIFE AND WORK

AFD AT THE HEART OF FRENCH COOPERATION IN THE FIELDS OF EDUCATION-TRAINING-EMPLOYMENT Human capital, as a key social pillar of sustainable and equitable development is at the core of AFD’s priorities

AFD has been involved in education since 1999, and in 2005 took on responsibility for France’s bilateral cooperation in the field of education. The Ministry of Foreign Affairs, one of AFD’s oversight bodies, has kept operational responsibility for cultural and linguistic cooperation, as well as research and higher education. In these sectors, synergies could be developed with AFD activities.

Over the last fifteen years, AFD has been involved in the promotion of free compulsory education for all, particularly in the priority countries for French cooperation in Sub-Saharan Africa2, where its expertise is recognised. Its main intervention has been in the form of programme aid for national public education policies, complemented by projects to support key reforms in the sector.

In line with the Millennium Development goals and with commitments made at Dakar (2000) and Paris (2005), AFD has concentrated its efforts on supporting partner countries in the development and monitoring of their education policies. It has also focused on coordinating its activities with other donors, both bilateral and multilateral, with the aim of improving access to primary education and aid efficiency.

Support has since been extended to secondary level, as well as to vocational training, and to a wider number of countries. The public-private partnership route has been prioritised so that training is better suited to the needs of the labour market. The Agency has also supported public and private institutes of higher education, in cooperation with the French Ministry of Foreign Affairs.

2 - List of priority countries for French cooperation: Benin, Burkina Faso, Burundi, Djibouti, Comoros, Ghana, Guinea, Madagascar, Mali, Mauritania, Niger, Central African Republic, Democratic Republic of Congo, Chad, Togo, Senegal.

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E D U C AT I O N -T R A I N I N G - E M P LO Y M E N T : Y O U T H AT T H E H E A R T O F D E V E LO P M E N T

2010-2012: TO MEET THE NEW CHALLENGES: A WIDER SCOPE OF ACTIVITIES 2010-2012 was a time of transition: while continuing to support basic education,

AFD diversified its activities, particularly towards training and access to decent jobs

Stronger support to public education policy Between 2010 and 2012, AFD reinforced its support for education policies in French priority aid countries. This funding (grants or Debt Reduction and Development Contracts – called C2D3) is mainly destined for those countries which are eligible (or in the process of becoming eligible) for the Global Partnership for Education, particularly in French-speaking Africa.

In order to consolidate the progress made in basic education, AFD support aims at contributing to improved access to school, particularly for girls, as well as to better system efficiency and smooth transition to the secondary cycle. It has developed support for the secondary system in Burundi, Mauritania and Senegal. It includes capacity building activities, both at central and local level, and targets not just the capacities in educational planning but also in piloting and implementing the reforms.

AFD has been supporting innovative regional initiatives to improve quality learning outcomes. For example, it supports regional programmes created by the Agence Universitaire de la Francophonie and the Organisation Internationale de la Francophonie to develop distance teacher training programmes (IFADEM) and to support the use of local languages at primary level. It is also funding a programme by the Conference of Education Ministers of French-speaking Countries (CONFEMEN) to evaluate pupil’s learning outcomes at primary level (PASEC). It is financially and technically contributing to the development of the Pôle de Dakar as an expert platform which focuses on education policy analysis and planning. Created by the Ministry for Foreign Affairs, the Pôle de Dakar is now part of UNESCO’s International Institute for Education Planning (IIEP).

Boosting Technical and Vocational Education and Training (TVET) offer Between 2010 and 2012, AFD significantly strengthened its support, via both grants and loans, to public sector-based training centres established in partnership with the private sector. The goal is to respond to the needs of vital sectors in terms of employment and growth such as construction, logistics and transport, industrial maintenance, the food industry, engineering and welding, among others.

More than sixty such centres have been developed or refurbished in more than 15 countries (Cambodia, Cameroon, Congo, Guinea, Madagascar, Mali, Morocco, Niger, Senegal, Tanzania, Togo, Tunisia, Dominican Republic, and Vietnam). In addition to public facilities, AFD has also supported training centres managed by private companies but open to all in the sector.

3 - C2D is a debt reduction procedure for highly indebted countries. The countries involved continue to honour their debts, but AFD refunds the amount repaid, in the form of grants for anti-poverty programmes identified with the partnering country, particularly in the education-training-employment sectors.

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Finally AFD has supported the reform of national vocational training policies to enrich the offer and make it more suited to the needs of companies particularly in rural areas and in the informal sector. These include funds to support training and apprenticeships in Burkina Faso, support for vocational training in Cameroon and for the National Institute for Vocational Training in Democratic Republic of Congo.

In cooperation with the Ministry of Foreign Affairs, AFD has supported public professional higher education with the establishment of a National Engineering University at Bizerte in Tunisia (ENIB). It has also provided loans to both private and cooperative operators such as the University of the Mountains in Cameroon, the Higher Institute of Technology for Central Africa (Cameroon/Congo), and the Pontifical Catholic University Madre y Maestra in the Dominican Republic.

Promoting transition from education and training to work to combat youth unemployment For the first time ever, AFD has funded two projects to facilitate access to the labour market. The first involved a loan of 185 million euros to fund a programme in Tunisia, which was also supported by the European Union, the World Bank and the African Development Bank. The second was part of the Debt Reduction and Development Contract agreed with the Ivory Coast in 2012. This project, targeting more than 18,000 young people, involved funding a series of measures to support the transition to employment, the development of entrepreneurship and self-employment as well as the implementation of a national employment policy.

Ivory Coast: A pathway from primary school to the workplace As part of a 630 million euros debt reduction and development contract agreed in 2012, AFD made 93 million euros available to the education training and employment sector. This was the first time AFD created a programme that covered not only the primary and secondary sector but also vocational training and higher education as well as supports to integrate young people into employment.

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E D U C AT I O N -T R A I N I N G - E M P LO Y M E N T : Y O U T H AT T H E H E A R T O F D E V E LO P M E N T

DIVERSIFIED FINANCING TOOLS, AND INCREASED FUNDING In Africa, Asia, Latin America and the Mediterranean, AFD provides technical and financial support to public authorities and entities, civil society organisations (such as NGOs and local communities) as well as public and private training centers and institutes of engineering or universities.

To do this, AFD has a set of financial tools that are tailored to fit the needs of its partners: • Grants for priority French aid countries and Debt Reduction and Development Contracts (C2D) for eligible countries; • Sovereign loans to governments and public authorities; • Non-sovereign loans (with no state guarantee) to private organisations (subsidised loans and loans at market rates, or equity investments by PROPARCO, a subsidiary of AFD which focuses on the private sector); • Grants for projects run by French civil society organisations through its division responsible for partnership with NGOs (DPO).

Ministries working in partnership with AFD can also mobilize funds through the Study and Capacity Building Fund (SCBF), which are made available for project preparation.

AFD can also manage funds on behalf of other donors, both bilateral and multilateral, such as the UK Department for International Development (DFID), the European Union and the Global Partnership for Education (GPE).

Between 2000 and 2009, AFD provided funding of 632 million euros for basic education (from preschool to lower secondary cycle) and vocational training. Seventy seven per cent (77%) was by way of grants and twenty three per cent (23%) via loans.

During the 2010 to 2012 transition period the Agency went through substantial change. The financial support it provided doubled from 100 to 200 million euros a year, a total of 592 million euros over three years.

How AFD is making an impact Between 2010 and 2012 AFD’s funds have helped to: > send 31.4 million children to primary school; > increase the proportion of girls at lower secondary level to an average of 42%; > made vocational training available to 330,000 people.

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AFD commitments by geographic area and sector during the 2010-2012 period (in millions of euros)

Basic Education

Vocational Training

Higher Education

Employment

Total

SUB-SAHARAN AFRICA

247.8

115.5

53.7

16

433

MIDDLE EASTNORTH AFRICA

46.5

28.3

36.7

185

296.5

ASIA

29

LATIN AMERICACARIBBEAN

3.8

6

176.6

96.4

TOTAL

294.3

29.0 9.8

201

768.3

AFD commitments by financial instrument and sector during the 2010-2012 period (in millions of euros)

Basic Education

Vocational Training

Higher Education

Employment

Total

79.4

51

32

16

178.4

2.5

27.7

49

67.7

36

GRANTS

107.5

55.4

0.7

DELEGATED GRANTS

58.4

C2D NON SOVEREIGN LOANS SOVEREIGN LOANS

TOTAL

294.3

30.2 185

337.7 163.6 58.4

176.6

96.4

201

768.3

In addition to these activities of the Education-Training-Employment division, more than fifty projects with an education or training component were funded through other departments of the AFD between 2010 and 2012, for a total amount of 160 millions euros, half of which were supported by the division responsible for partnership with the NGO sector.

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3

2013-2015:

EDUCATION IS A CONTINUUM: FROM BASIC EDUCATION TO EMPLOYMENT

3 2013-2015:

EDUCATION IS A CONTINUUM: FROM BASIC EDUCATION TO EMPLOYMENT In response to a strong demand from its partners in developing and emerging countries, AFD is championing the promotion of an “educational continuum” for the period 2013-2015, linking it with access to decent jobs and lives. This will be carried out based on a three-stage integrated approach: • Education: ensure that all children have access to quality basic education, from primary school through to lower secondary school, to guarantee long-term literacy and successful access to training and employment; • Training: equip young people with competencies and skills that meet the needs of social life and job market by developing a training offer (higher secondary, vocational training, higher education) which is designed to meet to current economic, social and environmental challenges; • Employment-social protection: promoting successful transition to the labour market, and access for all young people to decent employment.

Other key goals for AFD are to improve the efficiency and results of its activities particularly in terms of gender parity and environmental protection.

In order to achieve this, the Agency also relies on the expertise and financial assistance of its partners, particularly those within the French cooperation system as well as other donor, civil society organisations, experts, researchers and the private sector.

The planned commitments for education training and employment are up to 800 million euros for the 2013-2015 period, that is between 250 and 300 million euros a year.

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E D U C AT I O N -T R A I N I N G - E M P LO Y M E N T : Y O U T H AT T H E H E A R T O F D E V E LO P M E N T

ENSURE THAT ALL CHILDREN HAVE ACCESS TO QUALITY BASIC EDUCATION AFD continues to support its partners towards the efficient implementation of reforms, the balanced management of school cycles, and a high-quality

education system

Primary and lower secondary education are the bedrock of any education system. They remain an absolute priority, and are without doubt the best defence against youth exclusion particularly in rural areas. Thus, AFD intends to boost its support to national sector policies and programmes. AFD continues to seek better coordination between stakeholders and funding as well as between national programmes and regional initiatives, which are planned to scale up. This programme-approach funding can be complemented by specific projects to support the implementation of key reforms.

AFD also supports capacity building programmes, targeting education managers at central and decentralised levels, to improve the management and piloting of the system (in terms of human and financial resources).

Reaching the Education for All goal at primary and lower secondary level AFD contributes to the building and refurbishment of school infrastructures, particularly in rural areas, the purchase of equipment and educational materials. It also supports teacher training, curriculum development, development of scientific teaching and the programmes to develop girls’ education.

AFD also supports programmes designed and operated by NGOs, local communities and the United Nations to help isolated and marginalised pupils gain access to education.

Improving the quality of education and learning outcomes AFD is committed to scaling up initiatives which strengthen basic education outcomes, improve teacher training, both initial and continued and develop students achievement studies. Most of these initiatives are conducted in conjunction with Francophone organizations, through programmes such as ELAN, which promotes the use of both French and local languages in schools, IFADEM which promotes distance training for teachers, and PASEC which evaluates primary students’ learning outcomes.

For the 2013-2015 period, the Agency is planning to spend 30% of its education budget4 on this area: > supporting sector policies in 14 poor priority countries; > developing secondary level education in six countries; > funding three regional initiatives to improve the quality of education.

4 - Mainly in the form of grants for less developed countries, but also through C2D and loans to eligible countries.

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DEVELOP A TRAINING OFFER THAT MEETS LABOUR MARKET NEEDS A diversified training offer should help young people acquire talents and skills, to prepare for the world of work and active

citizenship

Strengthen public-private partnerships AFD intends to boost its cooperation with public services such as Ministries of training and employment to develop vocational training centres aimed at those productive, industrial and service sectors which generate employment, including those in the environmental sphere. It will provide funding to enrich and diversify the training on offer and promote reform of the sector in terms of governance, financing and certification.

To ensure that skills do match the labour market requirements, the Agency will encourage the involvement of business representatives in the development, implementation, financing and management of training projects. It will also support the strengthening of professional partner organisations as well as projects set up by private companies to meet the needs of their economic sector.

Develop training in the rural and informal sector In countries where the rural or informal sector are key elements of the economy, AFD intends to support training which focuses on innovative capacity, entrepreneurship and management for small businesses, principally in the agriculture, food and craft sectors.

The Agency will also supporting civil society and collective organisations (NGOs, small cooperatives) operating in this field, to strengthen mechanisms aimed at unqualified young people as well as training in the informal sector.

Encouraging reform of tertiary education The qualitative and quantitative weakness of higher education in AFD’s countries of operation threatens the education system as a whole, economic competitiveness and social cohesion. To address this problem, the Agency has the capacity to offer loans to promote the development of institutions geared towards the training of specialists particularly in the scientific and technological areas. This will be done in cooperation with the Ministry of Foreign Affairs.

For the 2013-2015 period the Agency is planning to allocate 40% of its funding5 to this activity: > supporting national vocational training policies, or training for the rural and/or informal sectors in nine countries; > funding 10 projects based on the public-private partnership approach; > funding five projects in the higher education sector

5 - In the form of grants for the strengthening and diversification of training programmes, or of loans to develop infrastructure in eligible countries.

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E D U C AT I O N -T R A I N I N G - E M P LO Y M E N T : Y O U T H AT T H E H E A R T O F D E V E LO P M E N T

PROMOTING SUCCESSFUL TRANSITION TO THE LABOUR MARKET AND ACCESS TO DECENT JOBS Once they finish training, young people’s chances of finding a decent job depend on the availability of effective support mechanisms to access the job market

Extending support to active labour market policies AFD’s goal is to promote school to work transition programmes with civil society and public employment services. Funding is aimed at facilitating access to information, promoting linkage between skill supply and demand, supporting entrepreneurship, self-employment and microfinance.

Exploring social protection schemes linked to education and employment In addition to employment policies, countries in the South need to develop policies for more inclusive growth, particularly by managing risk and the promotion of stronger social rights. In this sphere, the Agency will try to develop both financial and institutional structures to eventually set up sustainable social protection systems.

Establishing an expert network In order to strengthen its knowledge of the employment/social protection sector, AFD will partner with the expert hub it leads within the Marseilles Centre for Mediterranean Integration, in partnership with the World Bank. At a more global level, AFD teams are committed to strengthening partnerships, including at operational level, with specialised institutions such as the United Nations, ILO, and French Inter Agency Council for Social Protection, French expertise and other donors (the European Union, World Bank, African Development Bank, and Asian Development Bank). The aims are to develop a community of practitioners, to organise and take part in studies and programme evaluations, as well as workshops on the exchange of experience, good practices and financing.

For the period 2013-2015, AFD is planning to allocate 30% of its funding6 to this activity: > supporting national employment strategies in three countries; > carrying out two research studies in the area of social protection; > organising three workshops in partnership with the Marseilles Centre for Mediterranean Integration

6 - Through grants for the goals of social convergence and for innovative integration mechanisms being implemented by civil society; through loans to support employment policies; or through technical assistance to help develop social protection in emerging countries.

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GENDER AND ENVIRONMENT, AS CROSS-SECTOR KEY ISSUES IN DEVELOPMENT In addition to the three strategic priorities outlined above, AFD is always trying to improve the effectiveness and results of its funding in two particular areas: gender equality and environmental protection Education-training-jobs, powerful levers to reduce inequality between men and women Of all sectors, education has shown the most tangible progress in terms of reducing gender inequality over the last few decades. However substantial gaps still exist in terms of primary school achievement rates, and also beyond secondary level. At higher level there may be more women students than men, but they follow different paths, which often impacts on their career opportunities. Female participation in the labour market remains below that of men, particularly in Central America, South Asia, North Africa and the Middle East.

France’s Gender and Development strategy seeks to take systematic account of the crosscutting “gender” objective at the development, monitoring, and evaluation stages of all projects. In line with this, AFD’s support for education programmes, principally in Sub-Saharan Africa, involves particular efforts to support the education of girls and to reduce the numbers leaving school early.

It also aims to promote access to secondary school and to ensure that pupils stay on, by working to combat gender violence in the school environment, avoid early pregnancy, establish local lower secondary schools and support teacher training.

To encourage female participation in the labour force the Agency supports the provision of scholarships for higher education, the modernisation of traditional apprenticeships and support for social protection mechanisms.

Professional training for green growth in developing and emerging countries Promoting sustainable development involves reconciling both economic and social goals and respect for the natural environment. This means that projects financed by AFD must actively manage their impact on the environment.

To encourage the transition by developing and emerging economies towards green growth, the Agency is supporting the development of skills that will reduce the environmental impact of human activity (green skills), and the creation of employment which better respects the natural environment (green jobs). As a result, funding allocated to education and vocational training is not only contributing to the development of people who can respond to their countries’ needs in terms of eco-building, renewable energy, sustainable forestry management, ecotourism, etc. It is also educating populations about environmental challenges, thanks to continuing teacher training.

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E D U C AT I O N -T R A I N I N G - E M P LO Y M E N T : Y O U T H AT T H E H E A R T O F D E V E LO P M E N T

In North Africa and the Middle East AFD is encouraging the development of national employment and training policies and of higher and vocational education which are geared towards meeting the labour market requirements and active participation in society, while also supporting the education system. The goal of this is to generate greater social cohesion in those regions with the highest rates of youth unemployment.

In Latin America and the Caribbean AFD is prioritising partnerships between Latin American and French institutions in the area of vocational training and higher education, with the goal of developing programmes of excellence which are available to the greatest number of students possible. This is being done in conjunction with PROPARCO, AFD’s subsidiary which works with the private sector.

In Asia AFD is concentrating its efforts on high growth economic sectors which create jobs, such as the industrial, rural, textile and tourism sectors in South East Asia.

The Agency is supporting the establishment and strengthening of vocational training centres as well as higher education institutions.

In Sub-Saharan Africa AFD is active in the fields of primary and secondary education, as well as vocational training and higher education in cooperation with the Ministry of Foreign Affairs in those poor countries which are defined as priorities by French cooperation policy (apart from Ghana and the Comoros).

It is supporting those countries eligible for the Global Education Partnership, particularly those in francophone Africa. The Agency is also continuing its funding of regional initiatives and hubs of expertise such as the Pôle de Dakar and PASEC.

In the French Overseas Territories and Departments In areas where unemployment among unqualified young people is particularly high, AFD is developing training opportunities and helping with knowledge and expertise on the challenges of vocational training. It can also support local authorities in developing educational policies and contribute to funding investments in this sector.

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Strengthening partnerships with civil society and other donors To gain the best added value for its activities, AFD works with partners whose activities are complementary.

Civil society The Agency fosters dialogue and collaboration with experts, researchers, NGOs and local communities who are the bedrock of local development and absolutely essential in the field of education. It also works through the partnership it has built with the Office for Economic Cooperation for the Mediterranean and the Middle East, to roll out the “Second Chance” school model in the Mediterranean.

Donors AFD continues its exchanges with the European Union and the Global Education Partnership regarding the mixing or delegation of funds as well as with other European donors such as the German and Luxembourg international cooperation agencies. It also endeavours to establish partnerships with multilateral and regional donors, including the World Bank for the employment-social protection agenda and higher education, the African Development Bank for vocational training and employment, the Asian Development Bank on developing green economy skills and jobs, as well as the Inter-American Development Bank on vocational training and higher education.

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APPENDICES

AFD INTERVENTION FRAMEWORK

FOR THE EDUCATION-TRAINING-EMPLOYMENT SECTORS (2013-2015) Objectives

Prioritise access for all children to high-quality basic education (from primary to lower secondary level) which guarantees long term literacy and pathway towards training or employment

Equip young people with useful skills: Develop training which is geared to economic and environmental challenges and which is combined with social inclusion, academic excellence and strategic partnerships

Activities

%

Financial Instruments

Regions

Grants,

Africa,

C2D,

French Overseas

delegated funds,

Territories and

loans

Departments

Continue support for national education programmes complemented by specific projects to support key reforms Contribute to reach the goal of Education for All (primary and lower secondary) in particular for rural children and girls, by supporting NGOs working with the marginalised

30 %

Improve the quality of education and learning outcomes: reading skills, teacher training, evaluation, innovation, new technology…

Strengthen cooperation with the private sector to develop training centres for the productive and service sectors as well as national training infrastructure Develop synergies and partnerships with civil society to offer training in rural settings and in the informal sector

Africa, Asia, Latin America,

40 %

Grants,

Mediterranean

C2D,

countries,

loans

French Overseas Territories and Departments

Support the reform of university systems particularly in the areas of science and technology Continue support for labour market activation measures and effective and sustainable employment policies

Promote successful transition to the labour market and access to decent work for young people

Support attempts to create financially viable social protection mechanisms

Africa,

30 %

C2D,

Asia,

loans

Mediterranean countries

Develop and lead a network of employment and social protection experts

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DETAILED BREAKDOWN OF AFD INTERVENTIONS

EDUCATION-TRAINING-EMPLOYMENT SECTORS 2013-2015 OUTCOME SOUGHT IN EACH OF THE THREE AREAS Sphere 1 Funding in the education sphere will increase the number of boys and girls in school at both primary and secondary level in the partner countries, as well as an improvement in achievement rates and in standards attained.

Sphere 2 Funding in the training sphere will contribute to an increase in the number of young boys and girls receiving training in the target countries.

Sphere 3 Funding in the employment sphere will contribute to an increase in the number of young people benefiting from labour market activation measures and employment policies in the target countries.

Indicators

Education

Training

Employment

30

Targets

1. Number of low-income countries (defined as priorities for French cooperation) in which AFD is budgeting new funding to support sector education policies

14

2. Number of new funding plans targeting the development of secondary education

6

3. Number of new regional funding plans targeting improvements in education quality

3

1. Number of countries in which AFD is budgeting new funding plans to support national vocational training mechanisms or training for the rural or informal sector

9

2. Number of new funding plans targeting the creation or refurbishing of public-private partnership training centres

10

3. Number of new funding plans dedicated to higher education

5

1. Number of countries where AFD is budgeting new funding plans to support national employment strategies

3

2. Number of new research studies in the area of social protection

2

3. Number of workshops at the Marseilles Centre for Mediterranean Integration

3

The Agence Française de Développement (French Agency for Development - AFD) is a public development finance institution that has been working to fight poverty and foster economic growth in developing countries and the French Overseas Provinces for seventy years. It executes the policy defined by the French Government.

AFD is present on four continents where it has an international network of seventy agencies and representation offices, including nine in the French Overseas Provinces and one in Brussels. It finances and supports projects that improve people’s living conditions, promote economic growth and protect the planet, such as schooling for children, maternal health, support for farmers and small businesses, water supply, tropical forest preservation, and the fight against climate change.

In 2012, AFD approved €7 billion to finance activities in developing countries and the France’s overseas provinces. The funds will help get 10 million children into primary school and 3 million into secondary school; they will also improve drinking water supply for 1.79 million people. Energy efficiency projects financed by AFD in 2012 will save nearly 3.6 million tons of carbon dioxide emissions annually.

Agence Française de Développement (AFD) 5, rue Roland Barthes - 75598 Paris cedex 12 FRANCE Tél. : + 33 1 53 44 31 31

www.afd.fr/lang/en/home Création : Arc en Ciel - Mars 2014 • Crédit photo : Thinstock