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Scoping papers
The state of evidence on the impact of transferable skills programming on youth in low- and middle-income countries

The state of evidence on the impact of transferable skills programming on youth in low- and middle-income countries

3ie Scoping paper 4

Annette N. Brown, Kristen Rankin, Mario Picon and Drew B. Cameron

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Young people make up the majority of the world’s population, and the majority of those young people are in the developing world (USAID 2012). Educators recognise that the skills a person needs to succeed in today’s world are more than just reading, writing, and arithmetic. Transferable skills are higher-order cognitive skills and non-cognitive skills that individuals can use to be successful across different situations in work and life. As international agencies and governments are increasingly funding and implementing programmes to build transferable skills for youth, more high-quality evidence is needed to inform those decisions and designs. This scoping paper by Brown et al. explores the state of evidence for interventions in low- and middle-income countries aiming to build transferable skills.

The core of the paper is an evidence gap map, which catalogues all the impact evaluations of youth and transferable skills interventions and maps them according to intervention categories and outcome categories. The paper also analyses the demand for evidence from information gathered at the secondary education and transferable skills roundtable event, which brought together over two dozen experts in the field.

The analysis of the evidence gaps combined with the information on stakeholder demand reveals that one priority for future impact evaluation investment is formal education interventions including interventions designed to: reform curricula and train teachers to build transferable skills; provide teachers with incentives or help them to network; or to build institutional management and other capacity. There is also a gap in evidence about whether learner-centred approaches are effective for teaching transferable skills, which was a concern among many roundtable participants.

3ie also produced an evidence gap map report which presents the evidence gap map (EGM) for the impact evaluation of youth and transferable skills interventions. It describes the scope and methods for the EGM and the analysis of the information in the map.

Scoping paper 8

Promoting latrine use in India

Scoping paper 3ie 2017  

To inform 3ie’s Promoting Latrine Use in Rural India Thematic Window, we undertook a scoping study to identify the state of rigorous evidence in this area and to find out what decision makers,

Scoping paper 9

Understanding financial risks for smallholder farmers in low-and middle-income countries: what do we know and not know?

Scoping paper 3ie 2017  

3ie undertook this scoping study to inform the focus for the Agricultural Insurance Thematic Window grant-making.

What evidence is available and what is required in humanitarian assistance?

What evidence is available and what is required in humanitarian assistance?

Scoping paper 3ie 2014  

Most areas in the humanitarian sector suffer from a paucity of evidence.

3ie Scoping Paper 2

The current state of peacebuilding programming and evidence

Scoping paper 3ie 2015  

Currently very few conflict-affected countries have met a single Millennium Development Goal.

Engaging communities for increasing immunisation coverage: what do we know?

Engaging communities for increasing immunisation coverage: what do we know?

Scoping paper 3ie 2015  

Immunisation coverage rates continue to stagnate or even decline in some parts of the world.

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  • DOI : 10.23846/SP0004

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