Education Development Center (EDC) considers the impact of gender, inclusion, and social norms throughout the project life cycle, while respecting local culture. EDC endeavors to promote gender equality and inclusion among our staff and in the communities where we work. through the implementation of gender and inclusion assessments and strategies. Additionally, we strive to design and implement programs and policies that:
EDC is proud to be an implementing partner of EQWIP, a youth-serving alliance led by Canada World Youth (CWY) and Youth Challenge International (YCI). EQWIP HUBs is a five-year workforce development project funded in part by the Government of Canada through Global Affairs Canada. The project operates in six countries —Bolivia, Ghana, Indonesia, Peru, Senegal, and Tanzania — and mobilizes a global network to deliver innovative, gender responsive livelihood programming for young women and men.
The USAID Huguka Dukore activity is a 5-year (December 9, 2016-December 8, 2021) youth employment program that will provide 40,000 out-of-school youth, including 34,000 new youth and 6,000 Akazi Kanoze alumni, with market-relevant employability skills and pathways to new or better employment. Huguka Dukore will build upon and scale up successfully proven Akazi Kanoze interventions, across at least 19 districts (of 30 total) countrywide using innovations that will invite more youth to participate in Rwanda?s continued economic growth.
A randomized controlled trial (RCT) found that students in the Akazi Kanoze 2 workforce development program were 8 percent more likely to land jobs than youth who did not participate in the program. The study, involving more than 1,500 young people during Year 1 of the three-year program, also showed increased work readiness and increased confidence in job-seeking.
This study was designed to gain a deep understanding of the skills that youth, employers, and educators think are important for education and employment. The study answers two central research questions: Which soft skills do youth think are most important for education and employment? What is the type and extent of the gap between the skills that youth, educators, and employers value? The researchers planned to uncover which skills (type of gap) were valued by youth, employers and educators, as well as how different (extent of gap) those soft skill values were.
Over two years, the JCP trained and certified unemployed young women and promoted better school readiness among children attending local ECD centers. The training participants had completed at least nine years of basic education as early childhood development (ECD) caregivers and ranged in age from 16 to 37 years old, with an average age of 23.
Technology has proven to be one of the missing links in order to guarantee educational and workforce improvement in developing countries. The Honduras METAS Project is now generating technology applications and creating an impact in the global education community through the use of innovative technologies and high-impact solutions.