Jóvenes + Emprendedores
Jóvenes + Emprendedores identifies a need for skills training for disadvantaged youth, many of whom lack the resources to continue their education after secondary school and the skills for employment. Jóvenes + Emprendedores chose to operate in partnership with existing public schools, where the majority of disadvantaged students attend school. The program works with students in grades 9, 10, and 11 to develop necessary job skills to support their transition into the workforce after they leave school.
Background on Public-Private Partnerships
Persistently inadequate levels of access and quality in education are leading many low and middle-income countries’ governments to seek partnerships with the private sector. Students around the world need improvements that their countries’ governments do not have the capacity alone to provide. These needs include more effective teachers, school infrastructure and supporting resources, as well as relevant curricula or job skills training that will enable children to learn and become productive participants in their economies. Governments and non-state entities have responded to these education challenges by making greater use of public- private partnerships (PPPs) as a way of improving the quality, provision, and accountability to education. But how are these partnerships taking shape?
The Center for Education Innovations (CEI) has profiled over 120 programs that work to leverage the public and private sectors. This number includes instances where organizations are contracted by the government to provide a service, but also emerging models where the private sector involves itself directly in services more traditionally provided by the state.
Click below to read our Database-at-a-Glance report and find highlights from five common approaches & characteristics across ECD models. Learn about programs focusing on:
1) Building schools’ management capacity through training and community engagement
2) Skills that labor markets demand
3) Recruiting recent graduates as teachers
4) Providing critical auxiliary services
5) Splitting funding roles and responsibilities