Table of Contents
A skill that changed my future is community mobilization. Through my involvement in local initiatives in Bouaké, particularly the Bouaké Sustainable City project, I learned to work with communities, institutions and young people to design sustainable development initiatives.
For Mohamed Cissé, a learner in the UNESCO Learning City of Bouaké, Côte d’Ivoire, learning was about acquiring knowledge and about gaining the skills to make a difference in his community. His experience reflects a broader reality. Around the world, young people are navigating profound changes driven by digital transformation, demographic shifts, climate challenges and evolving labour markets.
Across the UNESCO Global Network of Learning Cities, local learning ecosystems connect schools, training centres, employers, community organizations and cultural institutions, creating opportunities for young people to learn in diverse settings throughout their lives. On World Youth Skills Day, celebrated each year on 15 July, cities across the network are showcasing how lifelong learning helps young people acquire the skills they need not only for employment, but also for active citizenship, community engagement and sustainable development.
Skills that open doors
While global youth unemployment has fallen to 13 per cent, approximately one in five young people worldwide remain outside employment, education or training (ILO, 2024). For many young people, learning new skills opens doors to employment, self-employment and economic independence.
In the UNESCO Learning City of Dakar, Senegal, where the city’s learning strategy prioritizes youth employability, entrepreneurship and digital transformation, learners are gaining practical skills that support professional integration and business creation. Thierno Gueye explains:
Thanks to the training I completed with the City of Dakar, I strengthened my skills in digital entrepreneurship, communication, and business development. This experience gave me the confidence to innovate, grow my business, and contribute to my city’s digital economy.
Youth skills development is also a priority in the UNESCO Learning City of Quezon, Philippines. Through the Quezon City Youth Development Office, the city offers technical and vocational education scholarships and skills training programmes for young people, while the Quezon City Technical and Vocational Assessment Center provides training and certification opportunities aimed at improving employability and supporting livelihoods. Jellie Ann Pasardoza used this opportunity to transform her future while contributing to sustainability in her community:
Through the training I received at the Quezon City Technical and Vocational Assessment Center, I learned how to repair and fabricate plastic products, allowing us to restore and reuse items that we would have otherwise thrown away. This training gave me self-confidence and a renewed sense of purpose.
Similarly, the UNESCO Learning City of Nairobi, Kenya, is creating opportunities for young people to develop entrepreneurial and business skills. Faith Mutio describes how training helped her gain both practical knowledge and confidence.
I am in the business training programme. I learned how to manage finances, serve customers, and the confidence to run a small business. Before joining the programme, I struggled to find a stable source of income. Today, I operate my own business, earn an income and support my family.
Skills for community leadership and citizenship
Youth skills are about more than employment. They are also about empowering young people to participate actively in civic life and contribute to the well-being of their communities.
While technical skills can open doors to employment, Learning Cities also help young people develop the leadership, communication and civic skills needed to strengthen their communities.
In the UNESCO Learning City of Chía, Colombia, learning opportunities for young people are designed to promote civic participation, leadership and community engagement, helping learners become active contributors to local development. Sara Ballesteros Celis, Learner, UNESCO Learning City of Chía, Colombia explains:
I discovered that true leadership is not about giving orders or being the loudest voice, but about understanding people, valuing their ideas, and representing them responsibly.
In the UNESCO Learning City of Limerick, Ireland, a strong network of educational institutions, youth organizations and community partners supports young people in developing the confidence and skills needed to make a positive impact in their communities. Jamie Daly, Learner, UNESCO Learning City of Limerick, Ireland highlights:
I’ve always had an interest in teaching, and throughout my traineeship I’ve had several opportunities to put that passion into practice. I’m excited to develop this skill further to not only grow as a person but to be a positive influence and empower the young people in my community to reach their full potential.
As technological change accelerates, learners are also reflecting on the importance of retaining human-centred skills. In the UNESCO Learning City of Dresden, Germany, Matti Kleber notes:
Social skills, human interaction and the ability to resolve conflicts will become even more valuable in the future. Standardized tasks such as calculating, writing, and interpreting information will increasingly be handled by AI. What will remain is our ability to build genuine human connections.
Together, these experiences demonstrate that youth skills are not only about preparing for work, but also about preparing young people to lead responsibly, strengthen communities and inspire others through learning.
Skills for sustainability and culture
Many UNESCO Learning Cities are helping young people connect skills development with local heritage, environmental stewardship and sustainable development.
In the UNESCO Learning City of Muscat, Oman, the city’s learning vision combines cultural preservation with innovation, encouraging residents to use learning to connect the past and the future. For Abdulaziz Yasser Al Raisi, photography became a way of documenting and celebrating his community:
Through learning opportunities and youth programmes in Muscat, I have developed my photography skills and learned to document the stories, culture, and the diversity of my community. My goal is to use technology to connect people with the city’s heritage while inspiring future generations through powerful visual communication.
In the UNESCO Learning City of Satun, Thailand, learning is closely linked to Thailand’s first UNESCO Global Geopark. Through initiatives such as Geo Camp and community-based learning activities, young people explore geoscience, cultural heritage, sustainable tourism and environmental conservation. Learner Aranee Chuaiklang recalls:
I saw how local wisdom and natural resources can create sustainable livelihoods, showing me that conservation and community development can thrive together when local people lead the way.
These experiences show how Learning Cities are helping young people use local culture, knowledge and natural heritage as foundations for innovation, sustainability and inclusive development.
Investing in youth, investing in the future
The stories highlighting the impact of youth skills development in UNESCO Learning Cities demonstrate that skills development is about far more than preparing for a job. It is about helping young people gain confidence, contribute to their communities, preserve cultural heritage, embrace innovation and become active agents of sustainable development.
At a time when millions of young people around the world still lack access to education, training or employment opportunities, their experiences offer a powerful reminder: when cities invest in learning, they invest in a more inclusive, resilient and sustainable future for all.
READ MORE: https://www.uil.unesco.org/en/articles/young-people-unesco-learning-cities-are-building-future-one-skill-time
