Special+Conference

World complexity of the young specialists’ employment because of lack of experience, also in connection with the global economic crisis
Every year millions of young specialists graduate from the universities and leave their childhood behind, making efforts to find a job and their own place in life. Unfortunately, not everyone gets the chance to be recruited. The problem of youth unemployment reached the peak of actuality when the global crisis stroke world economy and we can still feel the consequences of the economy recession nowadays. The problem of youth unemployment tends to become a vicious circle: employers need experienced employees to fulfill all their duties properly, therefore they choose those who have some work experience, and young specialists just get lost in the ocean of prospectives as far as most of the doors to their bright future are closed. At the same time, world economy is not strong enough yet, it has no forces to take risks. “The youth unemployment rate is now running at just over 20 per cent, which is the highest level since records began in 1992. What’s the explanation for it? The economy is still reeling from the effects of the recession of 2009: confidence is low, as is investment, and the jobs are simply not being created. Millions of youngsters leave school or university every year – and that’s why, this year, there are fewer jobs than ever available to them.” (“The Telegraph”,2011) Moreso, youth employees face problems with employment policies: they tend to get lower salaries and their working conditions are worse than those of the adult employees. Governments and international organizations have to support young specialists in the world labour market. Special attention to the integration of the youth specialists into the labour market has to be paid. There is no need to say, that youth specialists are the future of the economy – on both local and global levels. Investments in the future have always been profitable for the investors, so far. Useful links: []

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[|http://w3.unece.org/pxweb/Dialog/varval.asp?ma=013_GEWEUnEmpYouth_r&ti=Youth+unemployment+by+Sex%2C+Measurement%2C+Country+and+Year&path=../Database/STAT/30-GE/03-WorkAndeconomy/&search=YOUTH+UNEMPLOYMENT+RATE⟨=1] Olga Glyoza

The problem of accessibility of higher education in less developed countries.
A right to education has been created and recognized by some jurisdictions: since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. At world level, the United Nations' International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13. As knowledge becomes more important, so does higher education. The quality of knowledge generated within higher education institutions, and its availability to the wider economy, is becoming increasingly critical to national competitiveness. more and better higher education, developing countries will find it increasingly difficult to benefit from the global knowledge-based economy

Problem: The per capital income depends upon the state of economy which is directly proportional to the literacy rate in a country. The economy of a country mainly depends upon the able economists who formulate such economic policies which play an effective role in the progress of the country. And the fact remains that the able and competent economists are produced only if a country has a sound system of education. Besides, the failed economic systems will have its negative effects on all the other fields. The health care, industry, agriculture, defence, etc. countries place a vital role in the development. More industries mean more progress as more products are produced which not only cater to the needs of the nation itself but can also b exported to earn foreign exchange for the country. Stronger capacities in educational planning and management may have an important spill-over effect on the system as a whole. The illiterate or less educated society has the corruption rampant in various forms - bribery, jobbery, nepotism, etc. on the contrary; the educated people realize that the society cannot b reformed unless these social evils are eradicated from the society. And this realization comes only and only with the education. If the society is illiterate, it would become extremely difficult to put the country on way to progress. The education also makes people realize that a nation can come out of the vicious economic cycle only if it works hard.

Reasons: Acute shortages are evident in technology, the sciences, and medicine—fields in which training is particularly expensive to provide most developing countries face powerful pressures to expand its higher education sector Corruption in the education sector Lack of good universities The process is especially difficult because in most cases there is no tradition of planning at the institutional level and often not even at the system level. Demand in the developing world for improved educational access is not as high as one would expect as governments avoid the recurrent costs involved and there is economic pressure on those parents who prefer their children making money in the short term over any long-term benefits of education Families are able to provide their childrens` basic needs when poor families reach a certain economic threshold, so parents return their children to school. Finances are usually controlled by the ministry of education or finance (or both), with little or no flexibility for the university as a whole, let alone for a department or program.

A lot of developing countries have tried to redirect their efforts in the field of education for the village poor, recognizing the shortcomings of the colonial legacy. Practical solutions. Areas where immediate, practical action is needed include: • funding—a mixed can be suggested to fund model to maximize the financial input of the private sector, philanthropic individuals and institutions, and students. + more consistent and productive public funding mechanisms. personal attitude (partners should commit to a long-term investment in capacity development, while working towards some short-term achievements; • resources—a more effective use of physical and human capital, including an urgent plea for access to the new technologies needed to connect developing countries to the global intellectual mainstream.  • governance—a set of principles of good governance (acknowledged by many as the central problem facing higher education in developing countries) and discusses tools that promote their implementation; better management will lead to the more effective deployment of limited resources. International cooperation - national leadership and ownership should be the touchstone of any intervention;

Traditional approaches to higher education planning and decision making have failed to build into their development and reform strategies appropriate mechanisms to evaluate risks and deal with uncertainties. Countries have been following three main strategies to minimize the adverse effects of the higher education crisis: thepassive risk approach, thepositive risk approach, and thediffuse risk approach. Experts have advocated a contingency planning approach to planning for educational projects sponsored by international donor agencies, taking into account the management requirements for a smooth implementation of innovative projects. In the case of higher education reforms, focusing on management variables is important but not sufficient. Animpact assessment approach is needed to reflect the challenging nature of higher education reforms which, by essence, confront established practices and vested interests.

_________________________________________________________ Overseas Development Institute UNESCO International Institute for Educational Transparency International (deal with corruption in the field of education) International Development Agency various Education Funds OECD education statistics worldbank Liza Keshkova

World complexity of the young specialists’ employment because of lack of experience, also in connection with the global economic crisis.
Pre-History of the question: Youth unemployment rate started to grow in the end of XX and the beginning of XXI century. In 2003 this rate reached 10 percent, but it kept on rising. At the end of 2009, researches showed 81 million unemployed young people in the world. This was 7.8 million more than the number in 2007 at the beginning of the global crisis.

Current Situation: a) The youth unemployment rate was rising sharply during the economic crisis –sharplier than ever before – from 11.9 to 13.0 per cent. The point is that governments cannot provide youths with vacancies due to lack of available jobs. As nowadays the influence of crisis is not so powerful, we can suggest some changes in current situation. b) Tripartism[|[1]] and social dialogue Underlying the ILO’s( International Labour Organization) work is the importance of cooperation between governments and employers’ and workers’ organizations in fostering social and economic progress. d) The World Programme of Action for Youth on Employment (A/RES/50/81)[|[2]] - some acts to fight against this problem such as Governments and organizations should create or promote grant schemes to provide seed money to encourage and support enterprise and employment programmes for young people. e) ILO (International Labour Organisation); Youth and the United Nation f) Developed Economies & European Union (12.5 per cent), the ageing of the population has become a particular concern. In contrast, youth continue to make up approximately one-fifth of the total population in many developing regions, including the Middle East (20.5 per cent), Sub-Saharan Africa (20.3 per cent), North Africa (20.0 per cent), and South Asia (19.5 per cent). In these regions, the share of youth in the population started to decline only as late as 2005 or, in the case of Sub-Saharan Africa, even more recently. g) If the situation does not change, it will have a global affect on young people life’s ( they will have to choose worst jobs with bad salary, unappropriate conditions and exhausting schedule)

Looking Ahead: Youth unemployment numbers and rates are expected to decline only in 2011. The ILO forecasts a continued increase in global youth unemployment to an all-time high of 81.2 million and a rate of 13.1 per cent in 2010. In the following year, the number of unemployed youth is projected to decline to 78.5 million and the global youth unemployment rate to decline to 12.7 per cent. Only in the Middle East and North Africa are youth unemployment rates expected to continue the upward path in 2011. For all other regions, slight improvements over the peak years (2010 in most cases) are forecast.

Conclusion: As this problem is connected and depended on financial development of different countries and regions, first of all it is necessary to support each other in these sphere.

Useful links: 1. [] -Youth employment. UN. 2. [] - Reasons for youths to become employed. 3. [] - the Situation in India with employment. 4. [] - ILO: Global Employment Trends for Youth 2010 5. [] - History dependence in Youth employment. 6. [] – how America solves this problem. 7. [] - catastrophes lead by unemployment and lack of education. 8. []–book about economy and also includes facts and causes of unemployment of youth. 9. [] – research the situation in the UK, what is done there. 10. Do not ignore information from Wikipedia, but pay special attention to links that are often given in the end of the article. They might help you much in finding specific information to a topic.