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The aim of the partnership is to jointly develop training offers and to make these available to provide young people in disadvantaged regions with life skills and job skills. The goal is to prepare them for the jobs of the future and for active participation in the life of the community. 
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Scoop.it!
free portal offering tailored learning solutions to UNICEF's staff, partners and supporters.
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Scoop.it!
This report provides guidance on ways that UNICEF can support governments and partners to help adolescents to make a smooth transition from school to decent work. To prepare them for life, work, citizenship and life-long learning, UNICEF encourages governments and partners to expand access to learning and skills development for all children and adolescents – from pre-primary to upper-secondary age, and particularly for the most marginalized. UNICEF further advocates strengthening systems to enable them to develop a breadth of skills across the life course and through multiple learning pathways, such as formal, non-formal, on the job and community based.
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Each UNICEF job will require the following: CORE VALUES are attitudes and convictions that should be held by all UNICEF staff. These attitudes/convictions will manifest as behaviors as indicated by the behavioral indicators (BIs) listed for each value. COMPETENCIES are “sets of behaviors that are instrumental in the delivery of desired results”. There are two types of competencies that apply to UNICEF staff: Core Competencies apply to all UNICEF staff, although the expected levels of these competencies may depend on the specific job. As a default, the competency levels will be assigned to specific roles on the basis of the functional area and the seniority of the role. Functional Competencies apply to some, but not all UNICEF staff. Each role in UNICEF will be assigned a subset of 3-5 functional competencies, based on the functional area of the job. All competencies are leveled in that different levels of each competency will apply to different functional areas and different levels of seniority within these functional areas. KNOWLEDGE AND SKILLS are technical requirements for specific jobs. In the previous competency framework, these were designated as „Technical Competencies‟. These are specified in the Generic Job Profile (GJP).
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