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international

“it’s about micro credentials, It’s a full feedback loop—from future job market
predictions all the way back to course design.
online modules, peer learning, and at kind of model is exactly what we need to
maybe even on-the-job skilling replicate in other regions. And we can. We live in
a world that’s rich with data. Today, it’s possible to
with mentors. Modular, practical, build real-time maps of skill demand vs. supply.
e problem isn’t access to information—it’s
and accessible.”
how we use it.

ere’s a major mismatch right now: we have
people looking for work, and companies looking
for people—but the skills don’t line up. at’s
preparing for. We want young people to integrate where we step in.
with technology, use it to their advantage, and stay
mentally strong to resist the harmful aspects. What we want to build is personalized
reskilling pathways. Imagine being able to say:
In short, we’re not asking anyone to step “You’re in marketing, but the future of marketing
backwards. We’re helping them leap forward— requires skills in data analysis, social algorithms,
with intention, resilience, and readiness. and short-form video content. Here’s a pathway
for you to get there.”
I’m still wondering—what about the outsiders?
e ones who aren’t curious or don’t have access? And it’s not about going back to school for four
You said they will fall. But what happens when years. It’s about micro credentials, online modules,
they do? Do you have a mechanism to pull them peer learning, and maybe even on-the-job skilling
back in? with mentors. Modular, practical, and accessible.
Absolutely—and we must. Because if we don’t
invest in people who are at risk of falling behind, So yes, we want to make sure that even if
we face two major consequences. First, they’re someone falls o the learning path, there’s a
not economically productive, which holds back clear, supported way back in—because when
entire communities. Second, we still end up we bring people back into the fold, everyone
supporting them through social programs, so bene ts. Economically. Socially. Systemically.
the cost doesn’t disappear—it just shi s.
Finally, you’re talking about projects. How do
So yes, we have to build systems that catch people you select them?
when they fall and help them get back on track. at’s a great question. Our approach to project
selection is demand-driven, not supply-driven.
One country that does this well is Singapore. We don’t start by saying, “Let’s build more
ey take a proactive, data-driven approach. schools.” Instead, we ask, “What is the purpose of
Here’s what they do. this school in this speci c context? How will this
1. ey identify the top 20 growth industries in project help learners transition from learning to
the country. earning to thriving?”
2. en, they research what skills will be needed
in those sectors ve years down the line. So, we work closely with ministries of education
3. ey collaborate with universities and in each country to co-design projects that are
vocational programs to design relevant tailored to their unique challenges. Our work
curricula. spans the entire education spectrum—from early
4. en they go a step further—they take those childhood to tertiary education—and focuses on
programs to employers and ask: Would you hire where the majority of the population is, and what
someone with these skills? will have the greatest long-term impact.
5. Employers say yes—or no. And if yes, they’re
also asked: What would you pay them? Multilateral development banks (MDBs)
6. Finally, they do salary tracking one, three, and like the Asian Development Bank (ADB) and
ve years a er graduation to ensure those skills the World Bank help us shape and fund these
are actually translating into economic mobility. projects. We rely on their deep local knowledge

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