Digitally powered 'learning to earning'
Opening ‘learning to earning’ pathways for displaced young people, adolescent girls and young women
Highlights
Technology presents incredible new potential in opening ‘learning to earning’ pathways for traditionally marginalised groups, such as displaced young people, adolescent girls and young women. Developing and scaling digitally powered learning for displaced populations can provide alternative opportunities to those who have lost access public schooling, with information and communication technology (ITC) holding great promise to leverage innovative online, offline and blended learning in settings providing formal, non-formal and informal education. However, a persistent gender digital divide results in unequal access to and use of ICT.
This report aims to connect policymakers and practitioners with research and evidence on policy and programme solutions to support the inclusion, self-reliance and protection of displaced children and families. It synthesizes evidence on how digitally powered learning to earning for displaced young people, adolescent girls and young women can be further developed and scaled. It was produced to inform the learning agenda of PROSPECTS, a multi-year (2019–2023), multi-stakeholder partnership funded by the Government of the Netherlands, working together with the International Finance Corporation (IFC), International Labour Organization (ILO), United Nations High Commissioner for Refugees (UNHCR), United Nations Children’s Fund (UNICEF) and the World Bank.
