The Need for Addressing Youth Unemployment in Yemen

• In Event: Roundtable Session (Tuesday VI)
  In Refereed Round-Table Session: Addressing youth employment and unemployment: different approaches

Proposal

Among the multi-faceted challenges that Yemen faces as a developing country, one of the critical policy issues is the high rates of youth unemployment. Estimates of unemployment among youth between the ages of about 15 to 25 hover at around 60% (World Bank, 2012). The voices of many youth, even those who have completed secondary or tertiary education, indicate the harsh realities of the issue; a young man described the situation as being “a living nightmare, because we feel we have let our parents down… and disappointed everyone around us” (Shamlan, 2012). Furthermore, the data does not account for the plethora of youth who are underemployed, being overworked for scant sums of money that do not cover basic food and transportation (Shamlan, 2012). Due to its powerful impact on the country’s economic, social, and political development, particularly with regard to the psychological well-being of youth and the importance of stability within the country, the goals for lowering the number of unemployed youth are of paramount importance.

A plethora of different factors contribute to the growing unemployment problem in Yemen. While an integrative approach is necessary to thoroughly counter the issue, different sectors must address the specific causes of unemployment that are impacted by their field. Particularly with regard to the current situation in Yemen for the Ministry of Education, the report highlights some of the most significant causes of youth unemployment that stem from education-related issues.

In a recent investigation by the USAID (2008), Yemeni students reported serious disconnects between their needs and the education that they receive; a young man in a focus group study felt that the educational system was the main reason behind unemployment. Many students who finish secondary or tertiary education complain that the curricula do not equip students with necessary skills and tools for life (USAID, 2008). Instead, the students spend most of their time memorizing theories and discover after graduation that they are not useful in the job market.

Dr. Mohammed al-Qubaty, a professor at Sana’a University, attested to the allegations by stating that the education curriculum heavily emphasized rote memorization and recitation, in contrast to necessary job skills such as English language proficiency and information technology skills (Northedge, 2011). In fact, some studies suggest that unemployment rates are highest among the most educated (Ahmed, 2012). Since the challenges of finding a job persist among the few students who complete their secondary or tertiary education, schools have potentially detrimental effects. Thus, the discrepancies in the learning at school and the skills necessary for today’s workplace from the studies show that the discrepancy significantly obstructs the lowering of unemployment rates in Yemen.

Other frustrations that students experience in schools include the low quality and efficiency of the institutions due to a lack of infrastructure and skilled teachers (Mohamed-Nour, 2005). Students express a lack of practical learning tools, such as science labs, in order to practice what they learned in books (USAID, 2008). Even though the investment budget for higher education gained substantial increases to approximately 21.2% of the total government expenditure in 2005, the tools and equipment are inappropriate for teaching necessary skills in the 21st century (Al-Wesabi, 2012; “National strategy for development”, 2005). The director of the Department of Quality for technical institutes reported that, “The skills of the training staff in these institutes need to be improved” (Al-Wesabi, 2012). These figures and voices indicate the failure of the education system to meet the demands of the job market.

On the demand side, entrepreneurs in the Middle East and North Africa (MENA) have reported that the lack of suitable skills is a significant constraint in hiring (Ahmed, 2012). For example, a recent Middle East Job Index Survey found that employers, particularly in neighboring countries, are seeking to fill positions related to business, engineering, and commerce (Thompson, 2011). With regards to abilities, many employers try to find students with technical or vocational skills including abilities in computer, managerial work or administration (Jayaram, 2012). Furthermore, language skills in both English and Arabic are sought after due to the increasing connectivity in the workplace across country borders (Thompson, 2011). Since job opportunities exist in these fields yet employers cannot find eligible students for the positions, a clear mismatch between the needs of the labor market and the current educational outcomes exist among youth in Yemen.

Several policies and practices have been implemented to counteract the problem of high unemployment, but the negative effects continue to permeate among the youth in Yemen. As a result, this report focuses on possible policy changes to bridge the prevailing gap. Specific policy recommendations include prioritizing human capital, improving school quality, reforming the current curriculum, and expanding existing programs to promote 21st century skills, particularly in information, communication, and technology.

Author

• Jinsol Lee, University of Pennsylvania