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Building resilience now and for the future: Adolescent skills to address global challenges

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  • Sophia D'Angelo

Abstract

Motivation Young people's futures are at risk. Global crises such as armed conflict, climate change, mass displacement, and public health emergencies are threatening the education and wellbeing of adolescents all over the world. But young people are also resilient and innovative. It is vital that they have opportunities to develop relevant skills and knowledge, to build resilience, and overcome these challenges now and in the future. Purpose This special issue brings together researchers and practitioners in the field of international education. Its purpose is twofold: to illustrate how current global challenges shape the types of skills needed to build resilience; and to offer possible solutions to supporting young people's development of such skills. Methods and approach The articles in this special issue draw on both quantitative and qualitative data, including surveys and interviews with students, parents, teachers, school leaders, nonformal education providers, and government officials. Most studies present evidence from sub‐Saharan Africa. Findings The findings presented in this special issue address a range of skills, including foundational literacy and numeracy, hard skills in digital literacy, financial literacy, and entrepreneurship, and soft skills, such as critical thinking, confidence, voice and agency. Policy implications With the special issue we aim to draw more attention to the need for research and policy that equip youth with relevant skills and that see them not just as subjects of the challenges they encounter, but also as active agents of change. We also highlight the importance of an intersectional lens that addresses not just gender, but also other individual and household characteristics, such as student age, disability status, and poverty to support youth resilience and skills development.

Suggested Citation

  • Sophia D'Angelo, 2022. "Building resilience now and for the future: Adolescent skills to address global challenges," Development Policy Review, Overseas Development Institute, vol. 40(S2), October.
    • Handle: RePEc:bla:devpol:v:40:y:2022:i:s2:n:e12670
    DOI: 10.1111/dpr.12670
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    References listed on IDEAS

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    1. Stephanie Diepeveen & Melanie Pinet, 2022. "User perspectives on digital literacy as a response to misinformation," Development Policy Review, Overseas Development Institute, vol. 40(S2), October.
    2. Kalifa Damani & Rebecca Daltry & Katy Jordan & Libby Hills & Laura Evans, 2022. "EdTech for Ugandan girls: Affordances of different technologies for girls' secondary education during the Covid‐19 pandemic," Development Policy Review, Overseas Development Institute, vol. 40(S2), October.
    3. Sarah Baird & Laura Camfield & Ashraful Haque & Nicola Jones & Anas Masri & Kate Pincock & Mahesh C. Puri, 2021. "No One Left Behind: Using Mixed-Methods Research to Identify and Learn from Socially Marginalised Adolescents in Low- and Middle-Income Countries," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 33(5), pages 1163-1188, October.
    4. Sarah Baird & Laura Camfield & Anita Ghimire & Bassam Abu Hamad & Nicola Jones & Kate Pincock & Tassew Woldehanna, 2021. "Intersectionality as a Framework for Understanding Adolescent Vulnerabilities in Low and Middle Income Countries: Expanding Our Commitment to Leave No One Behind," The European Journal of Development Research, Palgrave Macmillan;European Association of Development Research and Training Institutes (EADI), vol. 33(5), pages 1143-1162, October.
    5. Christina T. Kwauk & Olivia M. Casey, 2022. "A green skills framework for climate action, gender empowerment, and climate justice," Development Policy Review, Overseas Development Institute, vol. 40(S2), October.
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