USAID Youth in Development Policy 2022 Update 508 - 2

YOUTH IN
DEVELOPMENT POLICY
2022 UPDATE
U S A I D YO U TH I N D E V E LO PM E NT P O LI C Y
Acknowledgments
A Youth Policy Drafting Team (PDT), co-chaired by the Bureau for Policy,
Planning, and Learning (PPL) and the Bureau for Development, Democracy, and
Innovations (DDI) led the process to produce USAID’s new Policy on Youth
In Development. The PDT, as well as the Working Group of the Youth Policy,
comprised staff from across the Agency recognized for their knowledge and
expertise on these issues. These USAID staff worked intensively and collaboratively
in service to this critical policy, and will continue to serve as important resources in
the policy’s implementation: Michael McCabe (DDI/Inclusive Development), Hilary
Taft (DDI/Inclusive Development), Nikki Enersen (DDI/Inclusive Development),
Fauve Johnson (DDI/Education), Neetha Tangirala (DDI/DRG), Sarah Byrne (E&E
Region), and Irena Sargasyan (PPL).
The Agency Youth Policy Working Group (WG) participated in developing

analysis and content for the policy components, convening colleagues for dedicated
feedback sharing, idea generation and engaging their respective leadership. Working
Group Members included: Samantha Alvis (DDI/Education); Nancy Taggart (DDI/
Education); Sylvia Cabus (DDI/Gendev); Amadou Bakayoko (PCL/SPD); Linda
Sussman (Global Health); Elizabeth Berard (Global Health); Cory Wornell (Global
Health); Amy Uccelo (Global Health); Alison Collins Global Health); Rashad Nimr
(Conflict Prevention and Stabilization); Jane Lowicki-Zucca (Resilience and Food
Security); Meg Lavery (DDI/Education); Bryan Dwyer (DDI/Education); Sofia Schmidt
(Asia Region), Brad Strickland (Africa Region); Lubov Fafjer (E&E Region); Ben
Rempell (LAC Region); Carey Utz (MENA Region); Joshua Kaufman (PPL); Amy Scott
(USAID Guatemala), Mariela Peña (USAID Dominican Republic); and Tevin Shepherd
(USAID Eastern Caribbean).
The Policy Working Group and Drafting Team held a series of internal and
external listening sessions involving over 350 young leaders, USAID staff, and
partner practitioners, as well as a review of the knowledge and evidence base
for international youth development and relevant lessons from international and
domestic experience. Early drafting was further informed by the USAID Washington
YouthCorps and Mission resource groups, and we thank them for their thoughtful
feedback and contributions. We would also like to acknowledge our Virtual Student
Federal Service (VSFS) Interns for providing critical support to the Team in the
analysis. Interns included: Ava Lundell; Jack Nichting; and Katie Clements. All
contributions substantially informed and improved this final policy. We are grateful
to Assistant to the Administrator for PPL Michele Sumilas for her commitment to
this policy and the young people it serves. As we move to implement this policy, we
intend to embrace feedback on how to ensure the Agency is achieving maximum
impact and sustainable partnerships with host countries, other donors, young
people, and a wide range of youth practitioners.
COVER PHOTOS (Clockwise from left):

USAID/DAI, Tanzania; USAID, North Macedonia; AFP; USAID/Young African Leaders Initiative
CONTENTS
Acronyms and Abbreviations 4
Executive Summary 5
Introduction: Youth in Development 9
Principles and Approach 19
Vision, Goal, and Objectives 23
Objective 1: Access 25
Objective 2: Participation 29
Objective 3: Systems 35
Agency Requirements, Recommendations, and Best Practices 41
Strategic Priorities: A Global Snapshot 45
Conclusion 51
Annex 1 – Demographics on Youth 52
Annex 2 – USAID Advances on Youth 2012–2021 56
Annex 3 – USAID Youth Programming Metrics 58
Annex 4 – Stages of Development by Age Bands 59
Annex 5 – Sex- and Age-Disaggregated Standard Indicators 60
Bibliography 62
Glossary 68
3
ACRONYMS AND
ABBREVIATIONS
CDCS Country Development and Cooperation Strategy
CLA Collaborating, learning, and adapting
DREAMS Determined, Resilient, Empowered, AIDS-free, Mentored and Safe
FGM Female genital mutilation
GBV Gender-based violence
LGBTQI+ Lesbian, gay, bisexual, transgender, queer, and intersex
MO Mission Orders
OHW-NG One Health Workforce – Next Generation Activity
OU Operating Unit
PDD Project Development Documents
PPR Performance Plan and Report
PYD Positive Youth Development
RDCS Regional Development and Cooperation Strategy
USAID United States Agency for International Development
USG U.S. Government
WASH Water, sanitation, and hygiene
WPS Women, peace, and security
YDI Youth Development Index
YP2LE YouthPower2: Learning and Evaluation
YPAT Youth Programming Assessment Tool
4
E x EC U TI V E S U M M A RY
ExECUTIVE SUMMARY
The 2012 USAID Youth in Development Policy government institutions. Around the world,
was the first of its kind by a bilateral donor, youth are turning away from institutional politics
and has proven pivotal in moving the needle for as they feel their governments are not addressing
millions of young people around the world. As critical issues they care about. Perhaps most
USAID updates this policy, however, the need to front and center is youth frustration with inaction
invest in young people to help solve our world’s on climate: a recent global survey demonstrated
pressing issues is even more apparent. Our that 83 percent of young people said their
world faces no shortage of crises that demand government has failed to care for the planet.
urgent action and partnership across borders
Recognizing the imperative of combating
with all demographics. A pandemic reminded
these crises of growing economic inequality, a
us of our global interconnectivity. A changing
democratic recession, and rising climate change,
climate is challenging marginalized communities
USAID is launching its updated policy with a
around the world through extreme temperatures
renewed focus on working closely with young
and weather patterns. And, the very notion of
people as partners in development.
democracy is at risk, with a democratic recession
threatening the freedom and stability of billions of
people.
Investing in young people is critical to solving

these pressing and growing challenges. Since
2012, the youth population around the world
has grown by 1.4 billion, with nine out of ten
youth projected to live in Africa and South
Asia by 2050. The global youth landscape has
Photo: USAID, Bangladesh
evolved dramatically to include demographic
shifts creating pressures to migrate. Young
people specifically are also facing unprecedented
economic challenges: throughout the world,
due to the inequitable economic policies and
the aftermath of the economic crisis that has
followed the COVID-19 pandemic, youth
Evidence shows that if we invest effectively
throughout the world are predicted to be worse
in youth’s integrated development, the
off financially than their parents’ generation.
current generation will contribute to greater
These challenges have led to a rise in adverse
economic growth, democracy, and stability,
mental health impacts on young people.
and development efforts are more efficient and
Critically, increasingly closing civic and political effective when we engage youth as partners.
spaces has contributed to a declining trust in However, youth, especially those encountering
5
Photo: USAID, El Salvador

discrimination based on their identity, are less other USAID policies and strategies.1 However,
likely to be engaged in international development USAID has not always approached its work
programming. Without thoughtful and deliberate with youth systematically or at scale. This Policy
program design to ensure their inclusion, posits an overarching vision and goal for youth
these programs are likely to replicate systems development along with related objectives
of exclusion. Development will likely stagnate and outcomes that address both systems and
or even decline without the partnership and scale. It outlines a conceptual approach of PYD
leadership of youth themselves. and provides updated guiding principles and
operational practices in support of USAID’s
USAID’s decades of experience working with
efforts to mainstream youth in development;
young people and local communities on the
design and implement more effective programs;
transition from youth to adulthood inform the
and elevate youth participation and collective
foundation of this Policy. Further, the valuable
action. Importantly, by recognizing and
experience of our partners and young people
responding to the youthful age composition
informs its principles and practices, building
of many of the countries where we work,
on a development vision articulated in many
implementation of this Policy—by, with, and for
1 Documents informing the Youth Policy: the Interim National Security Strategic Guidance, the (forthcoming) Department of State and USAID
Joint Strategic Plan, U.S. Strategy on Women, Peace, and Security, U.S. Government National Strategy on Gender Equity and Equality, U.S. Government
Strategy on International Basic Education, U.S. Strategy on Advancing Protection and Care for Children in Adversity, U.S. Strategy to Prevent and
Respond to Gender-Based Violence Globally, U.S. Global Strategy to Empower Adolescent Girls, and U.S. Strategy to Prevent Conflict and Promote
Stability. Further, the policy aligns with the existing USAID policies and strategies, including the Digital Strategy (2020-2024), the Education Policy,
Countering Violent Extremism Through Development Assistance, Local Systems: A Framework for Supporting Sustained Development, (forthcoming)
Local Capacity Development Policy, (forthcoming) Geospatial Strategy, (forthcoming) Climate Strategy, the Private Sector Engagement Policy, the
Global Food Security Strategy, USAID’s Vision for Health System Strengthening 2030, Policy on Promoting the Rights of Indigenous Peoples, USAID
Disability Policy (forthcoming), LGBT Vision for Action, Gender Equality and Women’s Empowerment Policy, USAID’s Building Resilience to Recurrent
Crisis Policy, and USAID’s Economic Growth Policy, among others.
6
E x EC U TI V E S U M M A RY
youth—will position USAID’s partner countries advantage in addressing the development

to make investments that can open the window challenge, all USAID Operating Units (OUs)
for a demographic and democratic dividend and should include youth-specific narratives and
catapult long-lasting sustainable economic growth desired outcomes in CDCSs. With expanding
and human development.2 youth portfolios, the number of dedicated
technical youth specialists and trained staff should
Over time, USAID anticipates change in a number
continue to increase. The youth evaluation,
of ways. At the planning level, youth should be
research, and learning agenda will yield an
more strategically and prominently featured in
enhanced body of knowledge around what works
policies and strategies, and youth assessments
in youth development and how to increase
should be considered as a component of all
impact.
country strategies. As appropriate and based on
evidence of both need and USAID’s comparative
IN THIS UPDATED POLICY, USAID PUTS FORTH THE FOLLOWING

VISION, GOAL, AND OBJECTIVES:
VISION: USAID envisions a world in which young people have agency,3 rights, influence,
and opportunities to pursue their life goals and contribute to the development of their
communities.
GOAL: Increase the meaningful participation of youth within their communities, schools,
organizations, economies, peer groups, and families, enhancing their skills, providing
opportunities, and fostering healthy relationships so they may build on their collective
leadership.
POLICY OBJECTIVES:
1. ACCESS: Youth are better able to access high-quality information, safe services, and
livelihood opportunities and build the skills they need to lead healthy, productive, and
engaged lives.
2. PARTICIPATION: Youth have the right to fully participate in decision-making as key

partners to contribute to individual, household, community, and national well-being.
3. SYSTEMS: Youth have a stronger collective voice in, and are better served by, local and
national systems through more coordinated and effective services, practices, and policies
that embody the principles of PYD.
2 Democratic Dividend refers to the concept that when young people have greater participation in volunteering, engagement, and voting early in
life, they are more likely to be more civically active throughout their lives.
3 Youth have the ability to employ their assets and aspirations to make their own decisions about their lives, set their own goals, and act on those
decisions to achieve desired outcomes without fear of violence or retribution.
7
Youth in Development at USAID is the

intentional, ongoing process of supporting youth
engagement in their transition from childhood
into adulthood. It is based on a PYD approach—
drawn from best practices in youth-specific
Photo: USAID/Generation workforce program, Kenya

programs—focusing on four key domains: assets,
agency, contribution, and enabling environment.
The PYD approach and guiding principles will
shape efforts to meet objectives and achieve
expected outcomes.
Development can be accelerated when the

majority of youth in any community or country
are able to make significant contributions to
economic, social, and political life in a way
that inclusively lifts countries out of poverty,
ensures greater stability, and promotes healthier
societies. With increased efforts to expand
With this policy, USAID seeks to strengthen access to voluntary contraception, improve
cross-sectoral youth programming, participation, education, develop human capital, and create
and partnership in support of Agency jobs, developing countries in the coming decades
development and humanitarian objectives. can have a population age structure that favors
It applies to programming in all sectors and long-lasting economic growth. Countries
acknowledges the following types of youth that create supportive policies, systems, and
programming at USAID: institutions to drive development benchmarks
in health, education, economics, and governance
• Youth-focused: An activity in which youth will have greater likelihood of achieving this
are the primary program participants. demographic dividend. Sizeable youth populations
• Youth-relevant: An activity that includes will not only benefit from these efforts but, by
youth within its targeted participants utilizing their innovative and creative potential,
or beneficiaries or has a youth-specific can also help create the conditions for achieving
component.4 the above objectives. To fulfill youth potential, we
• Youth-led: An activity in which youth must prepare them and create spaces for them to
are the primary implementers. 5 A youth- participate in development and resilience efforts.
led organization focuses on youth-led It is critical to plan a life-course approach of
development, promotes youth participation, support and intergenerational engagement to set
and often has young people as staff. the stage for tomorrow’s development outcomes.
4 Youth-relevant activities may be focused on policy development, service delivery, and a broad array of other modalities and objectives.
5 Note that very little USAID funding goes to fully youth-led programming at the time of Policy drafting.
8
I NTRO D U C TI O N : YO U TH I N D E V E LO PM E NT
INTRODUCTION: YOUTH IN
DEVELOPMENT
Engaging youth and emerging leaders in young people between the ages of 15 and 29 is
development is essential to achieving the United directly affected by conflict and violence in their
States’ most important foreign policy objectives. community.7 Gender inequalities persist that
The voices and skills of 2.4 billion youth between particularly threaten the successful transition of
the ages of 10 and 29 are critical to development young women to adulthood. The global youth
work. Youth engagement and partnership offer employment crisis also persists, placing enormous
leaders a chance to fully understand what it is pressure on governments, employers, and
like to grow up in today’s rapidly changing world. workers to promote, create, and maintain decent
Instead of viewing youth as passive recipients, and productive jobs and ensure just transitions to
young people should be viewed as agents of greener economies.
their own development. USAID must invest
Globalization, technological advances, and the
in youth so that they are actively involved in
spread of social media offer new opportunities
shaping development interventions. They have a
for youth to connect and become more active
right to represent their own interests. Through
leaders in development and building resilience,
youth engagement, USAID and our development
while at the same time making their lives more
partners can do a better job of creating the
complex and challenging. For example, while
services, opportunities, and support young
globalization has the potential to connect people
people need to develop in healthy ways.
and ideas, it is also a pull factor for potential
Today’s youth face tremendous opportunities youth migrants who are searching for educational,
and challenges. This generation of young people economic, political, and social opportunities
is spending more time in school, meaning on that ultimately affect their communities in both
average they are starting work and families later positive and negative ways. Additionally, as social
in life. However, the COVID-19 crisis has placed media advances, so does the risk of the spread of
an enormous strain on their physical and mental disinformation and the complexity and scope of
health, access to services, economic livelihoods, digital harm.
and overall well-being—not to mention raising
the potential of new threats to their civic
and political freedoms.6 At least one in four
6 Rachel Nugent, “Youth in a Global World,” Population Reference Bureau, May 2006.
7 SFCG Team, “The Missing Peace: Independent Progress Study on Youth, Peace and Security,” SFCG, April 26, 2018.
9
AGE RANGE
USAID uses the terms youth and young people interchangeably. Youth is a life stage, one that
is not finite or linear. Key multilaterals define youth as 15–24 years for statistical purposes, yet
for policy and programming many countries and organizations expand this range to reflect the
broader range of changes and developmental needs in the transition to adulthood, as well as
the diversity among cultural and country contexts. USAID defines youth as individuals between
the ages of 10 and 29; it also recognizes that those under age 18 are universally considered
children and subject to numerous national and international norms and legal protections this
policy seeks to reinforce.
Based on international research on stages of youth development, USAID defines the different
stages of youth as follows:8
• Early adolescence (10–14)

• Adolescence (15–19)
• Emerging adulthood (20–24)
• Transition to adulthood (25–29)
OUs are required to use these age band disaggregations across all relevant
indicators. See Annex 4 for more information.
This policy will advance global priorities, such and long-term catastrophic consequences
as supporting young people’s contribution to of climate change; at the current country-
meeting the Sustainable Development Goals, and level commitments to lower greenhouse
government priorities and mandates including gas emissions, 172 million children born in
young people’s civic participation and role in: Sub-Saharan Africa since 2016 will face nearly
6 times as many extreme weather events,
• Pandemic and humanitarian response - and about 50 times as many heat waves as
These crises disproportionately affect young previous generations.10
people—35 million of the 82 million displaced • Peace and security - Violence affects 1.1
persons in 2020 were under age 18.9 billion young people and contributes to long-
• Climate action - This generation of term consequences affecting their health,
youth will have to deal with the immediate productivity, and wellness.
8 Note: In some countries, the legal definition of youth goes beyond age 29.
9 United Nations High Commissioner for Refugees, “Figures at a Glance,” UNHCR, June 18, 2021.
10 “The Kids are Not Alright,” International Institute for Applied Systems Analysis, September 27, 2021.
10
• Gender equity and inclusive instrumental in transforming their society. Young

development - Only 2.2 percent of women and girls, gender non-conforming youth,
parliamentarians are under 30, and less than indigenous youth, and youth with disabilities
1 percent are young women.11 The specific are disproportionately affected by many of
contextual and structural factors that affect the barriers to their full development and
diverse and marginalized cohorts of youth participation in society. Of the 180 to 220 million
must be taken into consideration for their full youth with disabilities worldwide, upward of 80
participation and protection.12 percent live in developing nations.13 The diverse
needs of youth at different stages in their lives
Inclusive development is the concept that and within their specific contexts are key to
every person, regardless of their identity, is Positive Youth Development and this policy.
Photo: USAID/Alcance Positivo, Michael McCabe
11 Call to Action–On young women’s political participation and leadership

12 A Systematic Literature Review of Positive Youth Development Impacts on Marginalized and Vulnerable Youth
13 UN, Youth With Disabilities
11
GENDER AND ADOLESCENCE
USAID works to advance gender equity and equality, with sensitivity to the experiences of
those who suffer systemic discrimination, including adolescent girls and young women and
lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) youth. Adolescence and
young adulthood is a pivotal period through which USAID supports generational foundations
for gender equality. Differences in gender norms emerge most sharply with the onset of
puberty, affecting the life trajectories of adolescent girls and young women, adolescent boys
and young men, and gender-nonbinary youth in profoundly different ways.
USAID’s work is deeply motivated by a commitment to adolescent girls and young women,
in light of longstanding systemic discrimination and barriers that continue to affect their full
participation and access to opportunity. Adolescence is a critical period, especially for girls,
when significant physical, emotional, and social changes shape their futures. One in three girls
in the developing world is married by the time she is 18, and approximately 21 million girls aged
15–19 in low- and middle-income countries become pregnant. The consequences of child, early,
and forced marriage and unions are severe, affecting girls’ and boys’ present and future lives.
Every year, millions of girls undergo female genital mutilation/cutting. Many girls continue to be
infected with HIV/AIDS, and too few girls have the education or skills they need to participate
fully in their countries’ economies. Support for adolescent girls also benefits their families and
communities; educated, healthy, and safe adolescent girls possess a better complement of tools
to make the transition into adulthood and engage productively in society as adults.
USAID’s efforts also combat discrimination and harmful gender norms that affect young men
and adolescent boys and LGBTQI+ youth. While adolescence for boys can be a time for
expanded participation in community and public life, harmful gender norms can hold adolescent
boys and young men back from meeting their potential. They may be socialized in ways that
lead to limited participation in sexual and reproductive health and acceptance of violence as
a form of conflict resolution. Yet, globally, youth are refashioning gender norms for the 21st
century, and development partners must work with adolescent boys and young men to support
healthy expressions of masculinity, advance gender equity and equality, and promote young
men’s respect for themselves and others.
USAID recognizes that the development and realization of an individual’s sexual orientation and
gender identity is a process, rather than a singular event. This implies that young people may
need varying levels of support during self-identification of sexual orientation, gender identity,
and gender expression. Violence, discrimination, stigma, and exclusion may lead to increased
risks to physical and mental health, social isolation, and being denied educational and formal
employment opportunities. USAID upholds the protection and advancement of human rights
for LGBTQI+ youth across our policies, training, and inclusive programming.
12
Development processes that are inclusive and How USAID Defines Youth
gender-equitable yield better outcomes for the
communities that embark upon them. USAID The transition to adulthood involves multiple
promotes the rights and inclusion of marginalized and overlapping physical, cognitive, emotional,
and underrepresented populations in the and moral changes. Successful youth engagement
development process. Youth have intersectional and programming are based on a life-course
identities that should be considered throughout continuum, beginning with deliberate attention to
the Program Cycle. For the purposes of this the critical years of children entering adolescence.
Policy, vulnerable and marginalized groups The overlapping youth years are critical windows
include, but are not limited to, women and girls, of opportunity to help older children thrive and
persons with disabilities, LGBTQI+ people, reach their fullest potential, especially during this
displaced persons, migrants, Indigenous Peoples second important period of brain development.
and communities, youth, older persons, religious Other socially ascribed factors, such as age of
minorities, ethnic and racial groups, people in voting, marriage, parenthood, and work, can also
lower castes, persons with unmet mental health affect how young people are defined.
needs, and people of diverse economic class and Age-specific factors, such as brain development,
political opinions. Any reference to youth in physical changes, and social and emotional
this Policy acknowledges and incorporates development, should inform and target USAID
youth with intersecting identities who programming to ensure that programming
may be marginalized by society. is age-appropriate along the life span from
adolescence through early adulthood. Young
Photo: Lasha Kuprashvili and Ellie Van Houtte/USAID
13
people experience physical, cognitive, emotional, young men, women, and gender-diverse youth
and social changes that influence their needs, differently. Better understanding of the biological,
identities, behavior, and opportunities.14 Research social, and cultural dimensions of youth behavior
shows that they also make choices and respond facilitates the design of programming that better
to incentives differently than young children supports youth and enables USAID to partner
and adults. This is further affected by gendered with them to become part of the solution to
perspectives and local social norms that affect today’s challenges.
WHAT IS THE DEMOGRAPHIC DIVIDEND?15
The Demographic Dividend is the accelerated economic growth that may result from a decline
in a country’s birth and death rates and the subsequent change in the age structure of the
population.16 With fewer births each year, a country’s young dependent population declines in
relation to the working-age population. With necessary investments in policies, systems, and
institutions to reach key benchmarks in health, education, economics, and governance, and
with a demographic transition to fewer non-working dependents, a country with these
context-specific conditions has a window of opportunity for rapid economic growth. The
window to capitalize on this opportunity opens when fertility declines rapidly, and economic
and social policies facilitate increased education and labor-force participation (especially for
women and girls).
The stage of development along the lifespan will • Late Adolescence (15–19 years): These
strongly determine the types of intervention years are critical to sustain and expand
selected.17 health and education gains; protect against
• Early Adolescence (10–14 years): rights abuses such as trafficking, exploitation,
This is a critical time to build on previous or hazardous work; and prepare youth for
investments in child health, nutrition, and citizenship, family life, and the workforce.
education and to lay the foundation for • Emerging Adulthood (20 –24 years): As
life skills, positive values, and constructive behaviors form with last brain development,
behaviors. The onset of puberty makes programs should continue to support positive
reproductive health and maturation an and constructive decision-making and build
important area of focus. As the brain is now resilience.
primed to learn new skills, developing critical
thinking skills is essential.
14 “The Adolescent Brain New Research and Its Implications for Young People Transitioning from Foster Care.”
15 Kaitlyn Patierno, Smita Gaith, and Leahy Madsen, “Which Policies Promote a Demographic Dividend? An Evidence Review,” PRB, October 2019.
16 “Fact Sheet: Attaining the Demographic Dividend,” Population Reference Bureau, November 2012.
17 Developmental protection programming for those aged 10–17 years should incorporate guidance and adhere to the U.S. Government Action
Plan on Children in Adversity.
14
Photo: Roman Shalamov, IFES

• Transition into Adulthood (25 –29 Research also highlights the impact of adverse
years): Although physical maturation is childhood and youth experiences
largely complete, learning continues. In post- (ACES) on long-term outcomes. Failure to
conflict situations, programs that provide address adversity while young leads to lifelong
accelerated learning opportunities to make deficiencies. It compromises future opportunities
up for lost years due to war and that provide for individual, community, and national
psychosocial support are often needed. development.
By taking a life-course approach through each

sector, focusing on child, adolescent, and youth
development at each stage in development,
USAID can better achieve outcomes such as
violence prevention, education, health, food
security, and water, sanitation, and hygiene
(WASH). Enabling countries to engage youth in
development and contribute their demographic
dividend requires continued investment across
this life course.
15
IMPACT OF ADVERSE CHILD AND YOUTH EXPERIENCES ON LIFE

OUTCOMES18
Adverse Childhood Experiences (ACES) are traumatic events that, if not mitigated, can be
harmful to children (ages 0 –17). Traumatic events include a wide range of experiences, such
as experiencing or witnessing violence or growing up in households with substance misuse,
mental health concerns, household instability, or parental separation. The Centers for Disease
Control and Prevention reports that, “toxic stress during childhood can harm the most basic
levels of the nervous, endocrine, and immune systems, and that such exposures can even
alter the physical structure of DNA.”19 These changes affect young people’s decision-making,
attention, learning, emotion, and response to stress and can have long-term impacts such
as decreased school completion, increased risk of engaging in violence and drug and alcohol
use, mental health, and other health-risk behaviors. Failure to ensure that young women have
equal opportunity, complete secondary education, access high-quality health services and
good-quality jobs, and avoid early and forced marriage, early pregnancy, and gender-based
violence leads to the intergenerational transfer of poor development outcomes. The COVID-19
pandemic has exacerbated existing and created new adverse childhood experiences for millions
of children. Globally, more than five million children have lost a primary or secondary caregiver
from the pandemic,20 increasing vulnerability and the potential for youth-headed households.
What Has Changed in the Last Challenges:

Decade, and How It Is Reflected in • Demographic shifts such as in Europe
the New Youth Policy and Eurasia, where the percentage of youth
Since 2012, the youth population around the in the population is shrinking, or in Africa
world has grown by 1.4 billion, and by 2050 an and Asia where the percentage of youth in
estimated 9 out of 10 young people worldwide the population is growing. In Latin America
will live in Africa and South Asia.21 More and Sub-Saharan Africa, youth face growing
importantly, the global youth landscape has pressures to migrate because of violence,
evolved dramatically to include the following political instability, and climate change.
challenges and opportunities: • Stagnant underemployment and
unemployment at rates of two to three
times higher than the adult population,
18 “Preventing Adverse Childhood Experiences,” Centers for Disease Control and Prevention, April 6, 2021.
19 Ibid.
20 “Global Minimum Estimates of Children Affected by COVID-19 Associated Orphaned and Deaths of Caregivers: A Modelling Study,” The Lancet
398, no. 10298 (2021).
21 Demographic challenges and opportunities for child health programming in Africa and Asia. World Population Prospects 2019, United Nations.
16
particularly facing youth in rural areas of young people globally, and the World Health
developing countries, especially young Organization found that there has been a 13
women. This persistent trend means that percent rise in mental health conditions and
young people often never transition into substance use disorders in the last decade.
stable employment, even once they are • Governments have been shrinking
older.22 Other labor market factors such civic and political spaces around the
as ongoing digital transformations and the globe, which challenge the ability of youth
labor market dynamics due to the COVID-19 to contribute to society effectively and
pandemic put increased pressure on young meaningfully, often resulting in declining
job seekers to adapt to changing needs. trust in government institutions among
• Interconnected global and youth, leading to youth directing social,
humanitarian crises such as climate change civic, and political participation to informal
and increasingly common extreme weather channels.
events, natural disasters, and complex crises, • Recognition that violence often begets
all of which have been amplified by the violence, with greater evidence of the
COVID-19 pandemic. Young people will face linkages between violence in the home and
the most severe consequences of climate violence in communities, particularly as
change and environmental degradation related to gender-based violence.
including increased frequency and severity of
extreme weather events leading to increased Opportunities: This Policy updates the last
migration, decreased living standards, food and youth policy and applies lessons learned from
water scarcity, reduced agricultural bilateral and global projects, their evaluations and
productivity, and destruction of natural monitoring data, and an overarching assessment
ecosystems. 84 percent of young people of the Policy in 2018.23 Some key elements and
surveyed across 10 countries reported feeling opportunities that are new are:
at least moderately worried about climate
change and reported feelings of climate anxiety • Prioritized PYD approach based on new
impacting overall youth mental health. research in cross sectoral-based approaches
to youth development;
• Increasing adverse mental health
impacts on young people, along with the • Increased programming and reporting
recognition of their negative influence on on results using an “ages and stages”
youth life outcomes. Mental health related approach with awareness of the needs and
issues are the leading cause of disability for opportunities of individuals at different stages
of their lives to match the various stages of
brain development;
22 Alam, Andaleeb and Maria Eugenia de Diego. “Unpacking School-to-Work Transition: Data and Synthesis Analysis.” UNICEF Office of Global
Insight and Policy, Scoping Paper No. 2, August 2019.
23 In July 2018, USAID’s Office of Policy within the Bureau for Policy, Planning, and Learning conducted the Youth Policy Implementation Assessment
(PIA). The goals of the assessment were to identify progress, successes, challenges, and lessons learned and recommend actions the Agency could
take to improve the Policy’s implementation. Key recommendations include: 1) strengthen leadership and organizational support structures, 2)
enhance technical capacity-building and expertise, and 3) prioritize youth engagement in capacity-building efforts of partners and local youth-serving
organizations.
17
• Increased focus on diversity, equity, • Application of digital technology

inclusion, and accessibility in our and innovation for youth inclusion,
workforce and partnerships and inclusive participation, and leadership, understanding
development, with a strong focus on gender the growing ability of youth to network
equity and intersectionality to improve globally, the increasing power and risks of
inclusion in our programs; social media, and the transformations in
• Increase in national and transnational the future of work; and
youth-led movements pressing for social • Maximized impact through using conflict-
justice, government accountability, and sensitive and trauma-informed
democratization and to strengthen youth approaches and integration of “Do No
capacities as leaders; Harm” elements throughout USAID’s
• Increased knowledge of the importance sectors including within digital spaces.
of soft and socio-emotional skills for
predicting the long-term success of youth
activities and outcomes;
Photo: IRI
18
PR I N C I PLE S A N D A P PROAC H
PRINCIPLES AND APPROACH

Guiding Principles and PYD YOUTH-FOCUSED: An activity in
Approach which youth are the primary program
participants.
With this Policy, USAID seeks to strengthen
youth programming, participation, and YOUTH-RELEVANT: An activity
partnership in support of Agency development that includes youth within its targeted
and humanitarian objectives, with a specific focus participants or beneficiaries or has a
on intersectionality and the impact of social and youth-specific component.24
cultural norms on young people’s participation.
YOUTH-LED: An activity in which
Youth in Development at USAID is the
youth are the primary implementers.25
intentional, ongoing process of engaging youth in
A youth-led organization focuses on
their transition from childhood into adulthood.
youth-led development, promotes youth
The Policy addresses programming that is youth- participation, and often has young people
focused, youth-relevant, and youth-led. as staff.
Photo: Feed the Future, Guatemala
24 Youth-relevant activities may be focused on policy development, service delivery, and a broad array of other modalities and objectives.
25 Note that very little USAID funding goes to fully youth-led programming at the time of Policy drafting.
19
YOUTH-LED MONITORING, RESEARCH, AND LEARNING
YouthPower2: Learning and Evaluation (YP2LE)

YP2LE’s Learning Network connects youth-serving initiatives, community-based organizations,
international donors, academics, and government entities engaged in improving the knowledge,
skills, practices, and partnerships around positive youth development. By compiling and
sharing resources that take an evidence-based approach, YP2LE provides youth practitioners
and researchers with the necessary tools to continuously improve the effectiveness of youth
development practices.
Example: The YouthLead Youth Ambassadors cohort, led by YP2LE, advises and supports
special events such as USAID’s International Youth Day, the annual YouthPower PYD Summit,
the consultations that informed this youth policy and listening sessions, speaker outreach, and
facilitation. The ambassadors also provide outreach to thousands of YouthLead members and
other youth groups for PYD research activities such as focus groups.
Youth Excel
Youth Excel supports youth-led and youth-serving organizations around the globe to conduct
high-quality implementation research; use data and learning to improve their own cross-
sectoral, PYD programs; synthesize data and learning; and engage in intergenerational dialogue
with adult decision-makers so that, together, youth and adults can shape and advance data-
informed development policies, agendas, and programs.
Example: Youth Excel’s Issue-based Collaborative Networks (ICONs) in Guatemala, Kenya,
and Iraq use a “whole-system-in-the-room” model that convenes a diverse group of youth-led
and youth-serving organizations and groups to form a place-based collaborative that collectively
tackles a shared problem. The participants build skills in Research-to-Change (implementation
research), conduct research to strengthen their own work, share data, create new knowledge
collectively, learn from each other, and produce knowledge products to support youth
advocacy and engage with local decision-makers.
Youth Programming Assessment Tool (YPAT)

YPAT is a self-assessment for organizations and grantees to measure their progress on
advancing youth engagement in their programs. USAID highly recommends the integration of
this activity into broader youth-related activities as a means to socialize PYD competencies and
to help organizations effectively engage youth across their programming through the various
competencies outlined in the YPAT.
USAID will work to strengthen mechanisms to ensure youth perspectives are solicited for
feedback and accountability.
20
PR I N C I PLE S A N D A P PROAC H
The policy is based on a PYD Approach—drawn youth mobilize, lead, and contribute to design,
from best practices in youth-specific programs— implementation, monitoring, and evaluation.
focusing on four key domains: • Enabling Environment: Youth are
• Assets: Youth have the necessary resources surrounded by an enabling environment
and skills to achieve desired outcomes. that maximizes their assets, agency, access
Programming should incorporate skills to services and opportunities, and ability to
development through direct implementation avoid risks while promoting their health and
or coordination with other initiatives. their social and emotional competence to
thrive. Developing high-quality, safe spaces;
• Agency: Youth can employ their assets and
building relationships; and addressing norms,
aspirations to act on their own decisions. This
expectations, perceptions, and access to
requires that programs engage with families,
youth-responsive and integrated services
adults, leaders, and institutions and work to
help build enabling environments. Creating
strengthen policies to reduce obstacles that
more supportive environments requires
prevent youth from participating in decision-
improved coordination; instituting supportive
making processes and applying their assets.
policies; optimizing resources; and better
• Contribution: Youth are encouraged, integrating services focused on safe, gender-
recognized, and able to be involved in and transformative programming. Programming
lead through various channels as a source needs to engage parents, community leaders,
of change. Meaningful participation requires and peers as partners, given their importance
dedicated time and funding to ensure that to youth development.
21
Youth programming varies widely because of the these into account while using best practice
distinct phases of the life span, the multiplicity interventions and responding to broader Agency
of sectors and policies that influence youth objectives, the following principles are designed
development outcomes, and the diversity among to improve the consistency and quality of
youth and their context and aspirations. To take USAID’s youth development efforts.
USAID Youth in Development Guiding Principles
Apply meaningful youth engagement and leadership in the design and delivery of
projects and strategies. Meaningful youth engagement is defined as an inclusive, intentional,
1 mutually respectful partnership between youth and adults whereby power is shared and
respective contributions, including young people’s ideas, leadership, perspectives, skills, and
strengths, are valued.
Recognize that youth are not homogeneous. 26 Promote meaningful inclusion of diverse
2 groups of young people to ensure equity and address systemic barriers to participation based on
gender, race, ethnicity, disability, sexual orientation, and gender identity/expression.
Recognize, map, and plan holistically with local systems to involve the private
3 sector, community organizations, faith-based organizations, governments, and families in youth
programming.
Integrate intergenerational approaches to strengthen youth participation in decision-

4 making with local leaders and systems. Recognize the traditional roles that youth play in their
communities and families, and meaningfully address youth-adult power dynamics in interventions.
Protect and support young people’s overall well-being by building resilience to shocks,
5 reducing harmful practices, and supporting mental health and wellness while applying trauma-
informed approaches.
Apply conflict sensitivity and Do No Harm principles, while recognizing that engaging
6 young people as partners in peacebuilding and humanitarian activities is critical to success in
fragile environments.
Create pathways for youth who have experienced marginalization or disenfranchisement to

7 access opportunities for development.
Promote responsible use of technology by and for youth by leveraging digital literacy,
8 appropriate skills development, and digital citizenship opportunities, while reducing risks for
digital harm.
26 USAID defines youth as “a full spectrum of the population aged 10–29, regardless of socioeconomic status, ethnic identity, religion, race, sex,
sexual orientation and gender identity, disability, political affiliation, or physical location.”
22
V I S I O N , GOA L , A N D O B J EC TI V E S
VISION, GOAL, AND OBJECTIVES

USAID envisions a world in which young USAID efforts toward these objectives are
people have the agency, rights, influence, designed to achieve three critical outcomes
and opportunities to pursue their life goals across multiple programs and sectors:
and contribute to the development of their
communities. • Youth are better able to access economic
and social opportunities; share in economic
The goal of the USAID Youth in Development growth; live healthy lives; and contribute to
policy is to increase the meaningful participation household, community, and national well-
of youth within their communities, schools, being.
organizations, economies, peer groups, and
• Youth fully participate as key community
families, enhancing their skills, providing
partners, leaders, innovators, and researchers
opportunities, and fostering healthy relationships
in democratic and development processes
so they may build on their collective leadership.
and play active roles in peacebuilding and civil
In support of this goal, USAID will work toward society.
three objectives: • Youth have a stronger voice in, and are better
served by, local and national institutions, with
1. ACCESS: Youth are better able to access more robust and youth-responsive policies
high-quality information, safe services, and and services, while experiencing a decrease in
livelihood opportunities and build the skills practices that marginalize and harm youth.
they need to lead healthy, productive, and
engaged lives.
2. PARTICIPATION: Youth have the right
to fully participate in decision-making as
key partners to contribute to individual,
household, community, and national well-
being.
3. SYSTEMS: Youth have a stronger
collective voice in, and are better served
by, local and national systems through more
coordinated and effective services, practices,
and policies that embody the principles of
positive youth development.
23
24
Photo: Diego Aranguren, Sport Power2/Arcangeles Foundation
O B J EC TI V E 1: ACC E S S
OBJECTIVE 1: ACCESS
Youth are better able to access high-quality information, safe
services, and livelihood opportunities and build the skills they need to
lead healthy, productive, and engaged lives.
build and effectively use youths’ skills.

Too often the services provided by
local governmental agencies don’t USAID’s programming that supports
service-delivery—whether through direct
take into account our realities and service provision, technical assistance to
needs as young people, leading to service providers (both governmental and
nongovernmental), policy, or monitoring
us too often not taking advantage of
interventions—will intentionally seek to
these needed resources. increase the quality of and access to services
- Youth Listening Session Participant for young people. To improve the uptake of
critical services by youth, USAID will need to
design interventions with youth in mind. Key
All young people, including those with sectors include education; employment; physical,
intersecting identities from marginalized reproductive, and mental health; nutrition;
groups, have the right to access high-quality, WASH; protection and security; and social
relevant, respectful information, services, and services and includes services delivered in conflict
opportunities. More equitable access for youth and crisis situations. There are opportunities
is also critical to creating the conditions for a to leverage and continue gains made from
potential demographic dividend and unlocking childhood interventions in health and education
the economic gains many low- and middle- in the past decade and to expand the provision
income countries could experience. Ensuring of services to marginalized youth who may not
that youth develop social-emotional,27 technical, currently receive formal services because of their
and employment-specific skills is essential to vulnerabilities.
their own economic and social development.
Governments and institutions must create and
sustain systems that fully engage youth and that
27 “Social and Emotional Learning and Soft Skills,” USAID EducationLinks, August 1, 2019.
25
Photo: Erald Lamja for USAID, Albania

When services are not designed with youth opportunities because of gender- or identity-
in mind, youth may have low uptake because based discrimination and violence. In other
of barriers including existing cultural and words, youth-responsive services aim to be
social norms, insecurities, lack of age-specific inclusive and appropriate for all youth regardless
information, limited mobility, time restrictions, of socioeconomic status, ethnic identity, religion,
financial considerations, low personal decision- race, sex, sexual orientation, gender identity
making power, and security considerations. and expression, disability, political affiliation,
Young people from diverse backgrounds and or physical location. While youth-responsive
circumstances will have differing needs and services are often conducted within family,
barriers. USAID must consider the diverse needs peer, and community settings, being inclusive
of youth populations to avoid unintentionally and appropriate may lead to settings that are
increasing disparities and reinforcing biases. conducive to greater levels of privacy to reduce
Adolescent girls, young women, and youth from vulnerabilities.
other marginalized groups or communities,
in particular, experience barriers to accessing
26
O B J EC TI V E 1: ACC E S S
Youth-responsive services are services that are equitable, SNAPSHOT: Improved Access
accessible, acceptable, appropriate, and effective. USAID to Education, Employment, and
should: Entrepreneurship
The Puentes Project (2018–2023)
• Analyze relevant data to understand trends and
supports youth in high-migration areas
patterns with youth within targeted populations;
of Guatemala to increase their skills,
• Apply nuance to ensure that services and information
complete their education, and find new
are age- and developmentally appropriate;
or better employment in Guatemala. The
• Guarantee accessibility by considering languages activity facilitates access to education,
spoken and literacy rates and including features such employment, and entrepreneurship
as braille, alternative (ALT) text, and captioning; opportunities while providing youth
• Support the reduction of financial barriers to youth with basic life skills so they can actively
entrepreneurship or services; contribute to their communities.
• Reduce risk to ensure safety and security Puentes supports private and public
considerations for diverse youth, including analysis of education providers to train vulnerable
age, gender, and ethnic considerations; youth and improve the quality of their
• Prioritize establishing conditions and service that are programs so they are training youth
respectful of all; for job and market opportunities. The
• Maximize innovation and use of technology activity also works with private-sector
to promote digital literacy, appropriate skills employers to help them expand their
development, and citizenship for positive change, businesses and hire trained youth for
while ensuring equitable Internet access; vulnerable populations. Additionally,
the activity ensures that vulnerable
• Consider opportunities to make services holistic
youth have access to social services
and connected to reduce opportunity costs,
that are critical to their overall well-
including integration of health, education, and social
being, so they may take full advantage of
services and incorporating youth-centered social
opportunities available to them, improve
and behavioral approaches and evidence-based
their quality of life, and fully participate
components, rather than implementing isolated
in civic spaces. The project’s ability
interventions;
to increase youth access to services
• Integrate screening for specific issues such as mental include appropriate inclusion of family
health and gender-based violence referrals; and and community, youth engagement and
• Minimize barriers to obtaining parental consent leadership, and participatory mapping
for young people under 18 or in conflict-affected of barriers and opportunities at the
environments, while also considering the appropriate community level. It also includes youth
level of family and community engagement and in strategic decision-making, such as
information dissemination to ensure acceptance through youth networks and youth
of necessary service provision for adolescents and participation in the steering committee.
youth.
27
Photo: USAID, Egypt
28
O B J EC TI V E 2 : PA RTI C I PATI O N
OBJECTIVE 2: PARTICIPATION
Youth have the right to fully participate in decision-making as key
partners to contribute to individual, household, community, and
national well-being.
To accomplish USAID’s development and

Prioritize youth in the design
humanitarian outcomes, USAID will encourage,
phase as it gives youth ownership recognize, and enable youth, especially those
of the project and its strategic from marginalized groups, to be a source
of positive change for themselves and their
direction. Having your voice heard communities. Therefore, OUs and projects
is empowering. Relationships should should purposefully create opportunities for
consistent youth engagement in initiatives and
continue after as well, such as
core processes. The Policy calls for Agency-wide
through listening sessions. prioritization of meaningful youth engagement
- Youth Listening Session Participant in defining needs, assets, and voice within
and across systems, including programming in
education, health, justice, security, employment,
humanitarian systems, and all levels of governance
(local and national).
The DREAMS (Determined, Resilient, Empowered, AIDS-free, Mentored

and Safe) Program aims to reduce HIV among adolescent girls and young women in 15
countries. DREAMS Ambassadors ages 15–24 advocate for and raise community awareness
on DREAMS; recruit adolescent girls and young women to the program; engage in design,
implementation, and program assessment; and promote HIV and sexual and reproductive
health services. Namibia’s DREAMS Ambassadors work to strengthen the use of pre-exposure
prophylaxis (PrEP) among young women, including promoting and answering questions from
peers about PrEP and building community support around PrEP use. Namibia’s DREAMS
Ambassadors are compensated for their work and are selected by implementing partners and
peers based on leadership skills, interest in advocacy, and local knowledge of the community.
29
Youth Engagement within the world.28 Agency policies, country strategies, and
Program Cycle partnerships will not only be inclusive of youth
needs, but will also actively leverage the assets,
OUs should ensure that they have established priorities, and ideas of young people.
avenues to seek youth input across the Program
Cycle, including research and development of new The kinds of resources and skills necessary to
awards and throughout project implementation. meaningfully engage adolescents differ from those
needed to engage young adults. These specific
and different considerations and resources should
EFFECTIVE YOUTH be reflected in budgets and program planning.
PARTICIPATION IN THE
USAID PROGRAM CYCLE
ENSURES:
• Roles: Youth have specific roles
in assessment, program design,
implementation, and evaluation.
• Support: Youth-serving and youth-
led organizations are supported and
engaged.
• Networks: Youth have access
to virtual platforms for voice,
networking, and innovation.
• Assessment: Strategies are
informed by youth input and
research.
Meaningful youth engagement is an inclusive,

intentional, mutually respectful partnership
Photo: Helen Manson for USAID
between youth and adults whereby power is

shared, contributions are valued, and young
people’s ideas, perspectives, skills, and strengths
are integrated into the design and delivery
of programs, strategies, policies, funding
mechanisms, and organizations that affect their
lives and their communities, countries, and the
28 YouthPower 2, Youth Engagement Measurement Guide
30
Additional examples of youth engagement at

SNAPSHOT: Enhancing the implementation stage include: employing
the Relevance of USAID youth as part of the implementing team,
Programming to Local Youth establishing a USAID youth advisory group
Priorities through Listening composed of heterogeneous youth voices,
engaging older youth as peer leaders and/
USAID/Timor Leste’s Local Works
or mentors, and establishing youth networks
(2020–2021) activity started with a
for advocacy, watchdog, and other activities.
youth listening tour to better understand
Most efforts to partner with local youth civil-
youth needs, challenges, and priorities.
society organizations to date have limited their
The local NGO Haburas Ita Moris
participation to delivering a project designed
supported the Mission to conduct a
by others without their valuable input and have
month-long youth listening tour to gather
constrained their sustainability through lack of
youth views on development priorities
capacity-building and contract constraints. This
and challenges.
is described below in the “Agency Best Practices
for Mainstreaming and Engaging Youth” and in the
forthcoming Implementation Guidance.
Photo: USAID/MOMENTUM, India
31
SNAPSHOT: Setting Up USAID

Youth Councils
USAID’s YouthPower2: Learning
and Evaluation sets up and manages
various youth councils to inform youth
programming.
• The Digital Youth Council

helps USAID explore issues around
digital harm by providing the lived
experience and expertise of youth
who work to reduce digital harm in
their countries.
• The Care Leaders Council
provides a forum for young leaders
to exchange practices on child care
reform while also providing feedback
to USAID on our engagement with
children and adults in institutionalized
or foster care systems.
• The YouthLead Ambassadors
Council mobilizes annual cohorts
of diverse young leaders who inform
USAID’s youthlead.org platform for
young changemakers.
USAID will seek to set up formal channels to

engage with youth, including but not limited to
Photo: USAID/LEER, Dominican Republic
youth advisory councils, youth listening tours, and

including youth on project steering committees
and evaluation teams.
32
Youth Citizen Engagement

USAID will seek to support structures to
SNAPSHOT: Connecting
Youth Leaders to Sri Lankan
increase citizen engagement between youth and
Government Officials
their governments. The Agency also anticipates
expanding its volunteer and civic engagement The Emerging Leaders Academy
strategies to mobilize collective action for (2016–2022) brings together youth
development priorities. community leaders, ages 21–25, from
across the country to provide technical
assistance and small grants to enable
young leaders to identify citizen
concerns and develop issue-based
advocacy campaigns and policy proposals
more effectively. Through intensive
workshops and follow-on community
projects, Emerging Leaders Academy
participants connect across a nationwide
network of like-minded youth and local
government officials to advocate for their
communities’ interests.
Partnering with Youth-Led

Organizations
As demonstrated by the New Partnership
Initiative, partnering is at the heart of USAID’s
effort to build a world that is safer, healthier,
and more prosperous for people everywhere.
The Agency works to expand partnerships with
local actors to bring about sustainable change.
Photo: USAID/IMPACT-MED,Vietnam
Practically, this means lowering the barriers

faced by nontraditional partners—including
local actors, U.S. small businesses, faith-based
organizations, cooperatives, diaspora groups,
civil-society organizations, and youth-led
organizations.
33
In its youth programming, USAID seeks to

identify and strengthen youth-led and youth- SNAPSHOT: Locally Led
serving organizations and networks, including Development
groups led by marginalized populations. This
includes providing training and capacity- Youth Excel (2020–2025)
development assistance and providing tools and endeavors to expand opportunities for
resources for potential and existing partners. nontraditional partners as sub-awardees
Youth-led and youth-serving organizations and through small grants to youth-led
often face challenges when seeking to partner organizations. Two of the activities
with USAID because of the complexity of the under Youth Excel include strengthening
acquisition and assistance process and financial intergenerational partnerships to
and reporting requirements. USAID will work to facilitate dialogue between youth and
reduce partnership barriers, while also looking adults and supporting advocacy to
to address sustainability challenges for local leverage youth-led research and adults’
youth organizations as an element of all relevant support to influence development
awards. agendas and policies.
Photo: IREx
34
O B J EC TI V E 3: S YS TE M S
OBJECTIVE 3: SYSTEMS
Youth have a stronger collective voice in, and are better served by,
local and national systems through more coordinated and effective
services, practices, and policies that embody the principles of positive
youth development.
deliver critical support and opportunities that

Being able to influence conversations
enable all youth to progress through adolescence
dedicated towards improving the and young adulthood to become healthy, engaged,
lives of other youth like me is the and successful adults.31 The daily practices and
services of these organizations and individuals
first step to a better society. are influenced by underlying norms, values, and
-Youth Listening Session Participant mindsets that may marginalize youth, many of
which are shaped by culture and are deeply held.
This critical support and these opportunities
USAID defines a system as “interconnected
are also shaped by laws, regulations, policies,
sets of actors—governments, civil society,
and standards at national, subnational, and
the private sector, universities, individual
institutional levels. Moreover, these laws and
citizens and others—that jointly produce
policies that could benefit youth are insufficiently
a particular development outcome.” 29
resourced (financial, material, and knowledge-
Achieving and sustaining any development
based). The process of social change toward
outcome involves multiple stakeholders and
more supportive systems for youth often
the application of youth-centered social and
requires that these underlying dynamics be
behavioral approaches.30 In the context of youth
shifted.32
development, education providers, health care
providers, donors, employers, governments,
communities, and young people and their families
29 “Local Systems: A Framework for Supporting Sustained Development,” U.S. Agency for International Development, July 12, 2021.
30 Ibid.
31 Clare Ignatowski et al., “Building Youth Infrastructure: Early Lessons from the Youth Systems Collaborative,” Journal of Youth Development 16, no.
2-3 (2021): pp. 74-99.
32 Ibid.
35
GLOBAL LEAD
Global LEAD is USAID’s Agency-wide initiative to support the capacity and commitment of
one million young people as partners in building healthy, peaceful, prosperous, and democratic
communities. USAID engages young people at the local, national, and global levels to promote
innovative solutions to critical development challenges.
The initiative builds on the Agency’s current work with young leaders, higher education
institutions, civil society, and other partners to develop a continuum of education, civic skills
and engagement, and leadership development activities across sectors to advance development
outcomes. Global LEAD supports Missions and OUs to respond to youth and emerging young
leaders and meet development priorities through:
• Technical assistance for program design,

• Platforms for youth engagement,
• Communications support, and
• Tools to integrate youth throughout the Program Cycle.
For example, by harnessing youth talents and engaging with youth as partners, such as through
the YouThink media literacy activity in North Macedonia, Europe and Eurasia Missions are
working with youth to expand opportunities to contribute positively to their communities and
countries. Young people are capable of solving some of the toughest development challenges,
and it will be critical to partner with them to build self-reliant communities.
Photo: Sharekna for USAID, Tunisia
36
SNAPSHOT: Systems Change

through USAID’s One Health
Workforce – Next Generation
Activity (OHW-NG) (2019–2024)
OHW-NG creates a pipeline of future
health leaders with the competencies
and skills to address pandemics and
other challenging infectious disease
threats. The activity applies a One
Health approach that recognizes that
Photo: UNFPA, Malawi
the health of people, animals, and their

environment is inextricably linked.
OHW-NG works in partnership with
One Health university networks in
17 countries in Southeast Asia and
Africa to empower the networks and
To advance sustainable and equitable systems that their member universities to develop
meet the needs of all youth on an intersectional and educational programming that trains
intergenerational basis, USAID and its partners must students in leadership, communication,
shift their own knowledge and practices to increase systems thinking, and other essential
their effectiveness at serving and engaging youth. competencies inside and outside of the
Moving from discrete, short-term projects that may classroom through student innovation
not be sustainable over the medium and long term, club activities in 50 member universities,
USAID and its partners will begin by mapping the national and regional student digital
systems that affect youth and listening deeply to the and case competitions, community
perspectives of stakeholders. USAID’s work will aim to awareness campaigns led by students,
support the convening, coordination, and collaboration and student mini-grants for research,
of stakeholders, including youth from marginalized conference attendance, and fellowships
communities, for continuous improvement in youth or internships.
development outcomes. The Agency will engage and
partner with new and underutilized partners, such as
youth-led and youth-serving organizations, and through
local public-private collaboration mechanisms dedicated
to improving youth outcomes. USAID’s work will seek
to amplify the voices and priorities of marginalized and
vulnerable youth populations, including gender and sexual
minorities, adolescent girls and young women, persons
with disabilities, and racial, religious, and ethnic minority
groups.
37
By increasing the capacity and self-reliance on indicators of positive, transformative, and

of the array of stakeholders, including youth, lasting change across the system writ large,
who support youths’ transition to adulthood, recognizing the contributions of diverse local
USAID maximizes the scale and sustainability stakeholders;
of its investments. USAID’s activities will thus • Supporting participatory mapping of
contribute to more supportive youth systems youth systems in close partnership with
by: stakeholders to understand the deficits
• Convening and facilitating mechanisms and assets within the system dynamics and
that allow for dialogue, experimentation, identify points of leverage and collaboration;
collaboration, and exchange of data and and
knowledge-sharing between system actors • Applying the 5R’s framework of
at local levels (going beyond the piloting of Results, Roles, Relationships, Rules, and
new service delivery models); Resources for identifying and monitoring
• Including specific attention to norms and interventions.34
culture, policies and laws, and resource
flows by taking into account context-specific
adaptations during youth program design,
implementation, and evaluation;
• Identifying and supporting local mechanisms
for stakeholder coordination,33 ensuring
that youth are engaged as leaders and
agents of change, especially vulnerable
and marginalized youth who bring
underrepresented perspectives to
implementation of interventions;
• Positively contributing to conflict dynamics
and sustainable peacebuilding;
• Prioritizing sustainability of efforts and
committing to transformational change (and
Photo: USAID, Guatemala

assessment or measurement of that change)
in youth outcomes over a longer time
horizon;
• Measuring success not only by the number
of youth reached by a single activity, but also
33 John Kania and Mark Kramer, “Collective Impact (SSIR),” Stanford Social Innovation Review: Informing and Inspiring Leaders of Social Change, 2011.
34 “Technical Note: The 5Rs Framework in the Program Cycle,” USAID, October, 2016.
38
SNAPSHOT: Systems
Approach in Rwanda Improves
Employment and Skills35
AKAZI KANOZE (2009–2018):
In Rwanda, more than two-thirds of
the population had less than a primary
education in 2008. Most employers
preferred to recruit university graduates,
but had difficulty finding qualified
candidates with work-readiness skills.
Since then, service providers have
made an important difference by
aligning themselves with the interests
and resources of youth and the private
sector. This success was a catalyst for
shifting norms and practices among a
number of other system actors, first by
prompting the government to integrate
a soft-skills curriculum into secondary
schools, and then into the entire national
secondary education and the technical
and vocational education and training
systems. Over time, such changes
have prompted other system actors to
actively engage in improving youth skills
and employment outcomes in Rwanda,
such as financial service providers
adapting and expanding their products to
meet youths’ drive to establish their own
businesses.
Photo: CRS
35 “Scaling Youth Workforce Development Outcomes by

Transforming Local Systems: A Rwanda Case Study,” Education
Development Center, May 2021.
39
Photo: USAID
40
AG E N C Y R EQ U I R E M E NT S , R ECO M M E N DATI O N S , A N D B E S T PR AC TI C E S
AGENCY REQUIREMENTS,
RECOMMENDATIONS, AND BEST
PRACTICES
This Policy applies to all USAID OUs (Missions, Bureaus, Independent Offices) and covers policy
and programming in Washington and in the countries where USAID works. The table below is a
compilation of requirements, recommendations, and best practices that are to be adopted for effective
youth integration.
Organizational 1. Mission Orders (MOs): USAID’s Missions, Regional Missions, and Country
Structure Offices are encouraged to adopt or revise, and periodically update, an MO on
youth integration or integrate youth considerations into relevant MOs. The
MO should describe how a Mission will implement this Policy, including by
mainstreaming youth considerations throughout the Program Cycle.
2. Youth Working Groups: Missions should establish cross-sectoral youth

working groups, as appropriate, to maximize coordination and integration.
Staffing 1. Agency Senior Advisor on Youth: The Administrator will designate an

Agency Senior Advisor responsible for youth development issues, including
to advocate for and integrate youth into Agency initiatives, oversee policy
coherence, support implementation and training, and serve as a senior
representative on youth issues in the Interagency and external community.
2. *New | Youth Advisors: Pillar and Regional Bureaus are required to

designate a Youth Advisor (part-time or full-time, through any hiring
mechanism) who has (or will develop) the technical skills, competencies, and
youth development experience necessary to provide appropriate, in-depth
guidance to technical and program staff across their respective Bureau to
ensure the integration of youth in meaningful ways across USAID’s Program
Cycle. Youth Advisors should have responsibilities including those listed above,
explicitly included in their job descriptions, as determined by the Pillar or
Regional Bureau.
3. Youth Points of Contact: Missions should designate a Youth Point of

Contact or Youth Advisor with appropriate youth development experience
and technical skills to coordinate with Mission staff on youth integration. 36
Missions with significant youth-relevant funding are strongly encouraged to
have part-time or full-time Youth Advisors.
36 Agency Notice 0641, June 6, 2018.
41
Staffing (continued) 4. Training: All USAID staff should have a foundational understanding of
effective youth development programming principles and resources. The
Positive Youth Development 101 and 201 courses are highly recommended for
all applicable Agency staff across all hiring mechanisms. 37 It is recommended
that staff complete this training within one year of their start dates. USAID
should continue to develop and offer advanced training that meets the needs
of Youth Advisors and POCs.
Program Cycle 1. *New | Youth Analysis: USAID Missions and OUs should ensure that
Integration they adequately assess the needs of diverse youth when conducting planning
exercises. Missions should conduct stand-alone youth analyses or incorporate
analysis adequately into an inclusive development or other analysis that
includes intentional focus on dynamics affecting youth participation. Youth
assessments provide a detailed understanding of the needs of the diverse
youth population, including the identification of vulnerable and marginalized
youth, the areas of greatest need, the conditions that may drive youth toward
risky behavior, and the potential opportunity for impact. R/CDCSs, Strategic
Frameworks and other country strategy documents, Project Development
Documents (PDDs), Action Memoranda, and solicitations should integrate key
findings of youth analyses.
2. Country and Regional Strategic Planning: The Results Framework

and narratives of new R/CDCSs, Strategic Frameworks, and other country
strategy documents should reflect priorities related to youth, inclusive
development, and capacity-strengthening.38 Development Objectives should
describe integrated approaches, principles, and resources from various sectors
and sources to achieve a common objective. OUs should engage youth in
CDCS/RDCS consultations.
3. *New | Activity Design and Implementation: To ensure adequate youth

consideration in all new youth-relevant activities, Mission Youth points of
contact and/or Youth Working Group members should participate on activity
design teams and/or be included in the clearance process. Design teams should
reflect the relevant findings of the youth analysis in the different components
of the solicitation.
Monitoring and 1. Monitoring and Reporting: Relevant indicators should be age-disaggregated.

Reporting OUs must report on results related to youth realized during the reporting
Fiscal Year through the Performance Plan and Report (PPR) including use of
the Standard Foreign Assistance Youth indicators maintained by the Office of
Foreign Assistance (F), 39 which are required, as applicable.40
2. External Reporting of Results: USAID will report on the results of the

Agency’s efforts to advance youth integration and development through a
range of required and ad hoc reporting processes, including, but not limited to,
congressional, interagency, and donor reporting requirements and requests.
37 (a) all Agency staff who design, evaluate, or manage strategies and projects; (b) Agency staff (including Mission and Operating Unit Directors and
Deputy Directors) who directly or indirectly supervise staff who design, evaluate, or manage strategies and projects; (c) all Contracting and Assistance
Officers; and (d) Program Officers.
38 “Country Development Cooperation Strategies (CDCS): Results & Data,” U.S. Agency for International Development, June 22, 2021.
39 “Standard Youth Indicators Reference Sheet,” USAID, September, 2021.
40 All USAID’s people-level standard and custom performance indicators should be sex-disaggregated and age-disaggregrated.
42
AG E N C Y R EQ U I R E M E NT S , R ECO M M E N DATI O N S , A N D B E S T PR AC TI C E S
Collaboration USAID’s youth programming should be intentionally integrated across sectors and
and Learning coordinated with relevant actors at the Mission level through:
1. Youth Consultations: Missions and Bureaus should establish approaches to

regularly solicit feedback from diverse populations of youth, such as through
youth advisory committees or councils.41 USAID should also consider how it
can strengthen local youth spokespeople and youth-led organizations from
marginalized populations, such as through ministries and local government as
well as USAID’s own programming.
2. External Collaboration: USAID will liaise with a wide range of key

stakeholders to ensure that youth programming is coordinated and non-
duplicative and reflects country priorities. This may include government and
donor counterparts, civil society, youth-serving and youth-led organizations,
educational institutions, foundations, and the private sector, including youth-
led businesses.
3. Interagency Collaboration: USAID programs should be coordinated

with interagency efforts (Peace Corps, State Department, and others), at
headquarters and Mission levels, to ensure maximum efficiency of USG
investments.
At the headquarters level, collaboration and learning should occur across sectors,
including but not limited to:
• USAID Senior Champions for Youth Working Group: Composed of

senior leadership from every Regional and Technical Bureau, the group meets
on an as-needed basis.
• USAID Youth Corps Working Group: Composed of representatives

from every Regional and Technical Bureau, the group meets regularly to
produce tools and guidance to improve youth programming.
• Mission Youth Advisor and POC Coordination: USAID will increase

efficiency by coordinating learning across and within regions between youth
working groups and advisors.
Assessment of Policy Implementation

Following the requirements of ADS Chapter 200, USAID will assess the implementation of this Policy
periodically, approximately once every five years, by using appropriate performance benchmarks such
as our staff’s knowledge of, and experience with, the Agency’s youth requirements; youth integration in
R/CDCSs, Strategic Frameworks, other country strategy documents, PDDs, activities, and solicitations;
budget attributions to the youth Key Issues in OPs and PPRs; and the use of the standard indicators for
youth in PPRs. Part of this assessment will include structured engagement of youth representatives.
41 Consult your General Counsel or Legal Office before establishing a youth advisory committee in order to navigate any legal constraints.
43
44
S TR ATEG I C PR I O R ITI E S: A G LO B A L S N A P S H OT
STRATEGIC PRIORITIES: A GLOBAL

SNAPSHOT
Youth represent the opportunity of today and will continue to address youth priorities in
tomorrow. Their interests and skill sets are not sectoral and cross-sectoral interventions.
bound by sectors—young people are already Examples of strategic sectoral priorities for youth
educators and innovators, entrepreneurs and are discussed below.
investors, health professionals and scientists,
The Global Youth Development Index (YDI) is
politicians and peacemakers. This makes it doubly
one composite index of indicators that tracks
important to invest in them now—making it
trends in key youth development priorities across
possible for future generations not only to
regions and within countries, most recently
survive but also to thrive. The PYD approach
measuring from 2010–2018. The figure below
promotes cross-sectoral programming as the
shows the worldwide results of the 2020 YDI,
most effective method for holistically designing
highlighting countries where USAID can make
interventions with youth.42 Across sectors, soft
an impact. The countries in dark blue have very
skills such as self-control, higher-order thinking,
high levels of youth development relative to
positive self-concept, and communication skills
the rest of the world. Countries in the lightest
lead to improved outcomes. Interventions should
blue have the most room for improvement on
incorporate as many of the seven key features
priorities including education, employment, civic
of the PYD model as feasible: assets and skills
participation, gender, digital engagement, and
development, healthy relationship development,
health.45
youth contribution as changemakers, access
to safe spaces, promotion of a sense of
belonging and pro-social norms, and access to
youth-responsive services.43 Youth is not one
dimensional, meaning the youth programs we
design should foster cross-sectoral linkages
to complementary interventions to realize an
individual and program’s full potential.44 USAID
42 “What Works in Cross-Sectoral Skills for Youth,” YouthPower, n.d.

43 “A Systematic Review of Positive Youth Development Programs in Low- and Middle-Income Countries,” YouthPower, April 27, 2017.
44 Michael McCabe, “How the RUBIK’S Cube Helps Explain the Evolving Approach to Effective Youth Development,” Journal of Youth Development
16, no. 2-3 (2021): pp. 13-19.
45 “Global Youth Development Index and Report,” USAID EducationLinks, August 1, 2021.
45
2020 Global YDI World Map46
The following summary of Sectoral Strategic Priorities related to youth provides an overview of how
USAID’s Youth Policy intersects with sectors and regions across the development field. The sectoral
subsections are not intended to be exhaustive but rather provide a high-level overview of USAID’s
approach for youth-inclusive and youth-focused programming in these areas.
46 Commonwealth Secretariat, 2021. Global Youth Development Index and Report 2020. London: Commonwealth Secretariat (p.19).
46
EXAMPLES OF STRATEGIC PRIORITIES FOR ENGAGING YOUTH BY

SECTOR AND REGION
Climate Action Digital Technology and Innovation
Support behavior change and Support digital literacy, skills, and
communications campaigns that help opportunities (civic and economic) to
increase acceptance of young people’s maximize opportunities in today’s digital
participation, activism, and leadership age for all persons, especially those most
on climate actions. Amplify youths’ role affected by the digital divide.
as agents of positive change with other
climate stakeholders. Increase financial Gender
and technical resources to youth-led
Address issues of gender equity and
organizations and networks for climate
equality for young women and girls,
action and expand opportunities for youth
particularly in education, access to
in the increasingly green economy.
responsive health care, menstrual hygiene,
economic empowerment, and prevention
Democracy, Human Rights, and of gender-based violence, including child,
Governance early, and forced marriage and female
Advance civic education in formal and genital mutilation/cutting.
non-formal settings, increase youth
civic and political participation and Health
representation, and bolster collective
Support behavior change and
action and leadership to address issues
communications campaigns to promote
across sectors that improve democracy,
health-seeking behaviors.
human rights, and governance outcomes,
in particular, as part of increasing agency Ensure access to high-quality health
to engage meaningfully in the electoral services and information, including but
cycle, tackle corruption, and strengthen not limited to, comprehensive sexuality
civic spaces. education (CSE), reproductive health
including voluntary contraception, HIV/
Education AIDS, infectious diseases, malaria, and
nutrition.
Remove barriers to education and
support high-quality inclusive education
that matches market opportunities.
Provide programs for out-of-school youth
to develop skills that will either help them
re-enter formal schooling or prepare
them for the workforce.
47
Humanitarian Assistance Employment

Build the resilience and agency of youth Invest in inclusive economic growth
in contributing to supporting disaster addressing both demand and supply sides
preparedness, mitigation, and response, of job creation, particularly for young
while also providing tailored support to women and rural youth, by expanding
prevent and respond to protection risks economic opportunities and improving the
and improve the safety and well-being of quality of jobs available. Recognize that
affected individuals and communities. many of the viable opportunities for youth
are in the informal or self-employment
Inclusive Development sector but also in growth sectors such as
green jobs, the gig economy, and science,
Promote activities to advance diversity,
technology, engineering, and mathematics
equity, and inclusion of all young people
fields. Engage youth productively in youth-
with particular attention to the most
inclusive market systems and expand
marginalized, especially those with
services for economic success such as
intersecting identities, who face particular
financial services, access to appropriate
barriers (LGBTQI+, indigenous youth,
technology platforms, and business
youth with disabilities, etc.).
mentoring.
Mental Health and Psychosocial

Inclusive Agriculture-Led Growth,
Support
Nutrition, Resilience, and WASH
Support de-stigmatization of mental
Increase young people’s engagement and
health and expand access to appropriate
employment in resilient agri-food and
mental health and psychosocial services,
water systems to sustainably reduce
especially in multiple environments (family,
global hunger, poverty, malnutrition, and
school, and fragile situations).
water insecurity.
Peace and Security

Expand young people’s role in activities
that advance the five pillars of UN
Security Council Resolution 2250 on
Youth, Peace and Security: participation,
partnership, protection, prevention, and
disengagement and reintegration.
48
REGIONAL PRIORITIZATION
Europe and Eurasia

Support development of workforce
readiness skills to mitigate high youth
unemployment and outmigration,
enhance opportunities for inclusive civic
engagement, and improve media literacy.
Latin America/Caribbean
Support young people’s education and
workforce readiness while also engaging
Photo: Kimberley Anne Weller for USAID, Jamaica them in building safe communities as a
Africa means of addressing drivers of irregular
migration.
Support equity and equality in education
and health, support productive
participation among the diversity of Middle East/North Africa
youth in their communities and societies, Support social protection, high-quality
particularly in fragile environments, education, employment, and skills
and bridge digital access issues to grow and opportunities for engagement.
opportunities. Prevent and address Address the social exclusion of girls,
gender-based violence, especially in refugees, the displaced, and persons with
relation to education, child, early, and disabilities; long-term negative impacts
forced marriage, female genital mutilation/ from crises and conflict; and grievances
cutting, and other forms. around government corruption, lack of
opportunities, and unemployment.
Asia
Support an integrated approach that
covers health, economic growth, and
education as well as programming around
maternal and child health and workforce
development.
Photo: Bikash Karki for USAID/Laxmi-ASIA
49
Photo: USAID/YouthLead, Making Cents
50
CO N C LU S I O N
CONCLUSION
This Policy strongly encourages USAID to especially in high youth population countries.
integrate critical priorities concerning youth Strengthening the support of youth-led and
into the mainstream of its programming; more youth-serving organizations at the sub-national
aggressively seek and design effective, evidence- level should be a key part of the Agency’s
based youth programming; and increase the localization strategy. The evaluation, research,
participation of young people in an effort to and learning agenda will yield an enhanced body
improve outcomes across all sectors and leverage of knowledge around what works in youth
the capacity of youth to help address global development and how to increase impact. As best
challenges that are the central to the national practices for youth development are garnered
security and prosperity of the United States. and assimilated into institutional practice,
USAID will transform program design and
Because this elevated approach is relatively new,
implementation with better results using fewer
we recognize that practices will be developed and
resources.
refreshed over time as the Agency implements
this Policy. Nevertheless, over time, USAID Youth are the major stakeholders of today and
expects to see change in a number of ways. For tomorrow. It is essential that their ambitions
example, at the planning level, youth and youth and aspirations become part of the current
partnerships should be more strategically and development paradigm to improve development
prominently featured in R/CDCSs, Strategic outcomes across sectors. The USAID Policy on
Frameworks and other country strategy Youth in Development is a critical step toward
documents. With expanding youth portfolios, the a fresh approach to development, one that
number of dedicated technical youth specialists proactively ensures youth can fulfill their dreams
in Regional and Pillar Bureaus and Offices is also for prosperity, peace, and justice.
expected to rise. Youth programs at USAID
are funded by multiple Bureaus, Missions, and
initiatives, and funding for youth programming
from existing resources is likely to increase,
51
ANNEx 1 – DEMOGRAPHICS ON
YOUTH47
USAID Countries with Youthful % of Population Under % of Population Median Age
Populations 15 (2021) 10–29 (2021) (2021)
Afghanistan 42% 43% 18.9
Albania 17% 29% 32.9
Armenia 21% 26% 35.1
Azerbaijan 24% 29% 32.3
Bangladesh 27% 37% 26.7
Belarus 17% 21% 37.1
Benin 42% 40% 18.2
Bosnia and Herzegovina 15% 23% 42.1
Botswana 33% 37% 24.5
Brazil 21% 30% 32.6
Burkina Faso 44% 41% 17.3
Burundi 45% 40% 17
Cambodia 31% 37% 25.3
Cameroon 42% 40% 18.5
Chad 46% 42% 17.8
Colombia 22% 33% 30
Côte D’Ivoire 42% 41% 20.9
Democratic Republic of the Congo 46% 39% 18.6
Djibouti 29% 36% 23.9
Dominican Republic 27% 35% 28.1
Egypt 34% 34% 23.9
El Salvador 27% 37% 27.1
47 “World Population Prospects - Population Division,” United Nations, July 1, 2021.
52
A N N E x 1 – D E M OG R A PH I C S O N YO U TH

Populations 15 (2021) 10–29 (2021) (2021)
Ethiopia 40% 42% 17.9
Georgia 20% 24% 38.1
Ghana 37% 39% 21.1
Guatemala 33% 41% 22.1
Guinea 43% 42% 18.9
Haiti 32% 39% 23
Honduras 31% 40% 23
India 26% 36% 28.1
Indonesia 26% 33% 30.2
Iraq 38% 39% 20
Jamaica 23% 33% 26
Jordan 33% 39% 22.5
Kazakhstan 29% 28% 30.6
Kenya 39% 42% 19.7
Kosovo 24% 33% 30.5
Kyrgyz Republic 33% 33% 26.5
Laos 32% 39% 23
Lebanon 25% 33% 30.5
Liberia 40% 40% 17.8
Libya 28% 33% 28.9
North Macedonia 16% 25% 39
Madagascar 40% 41% 19.7
Malawi 43% 42% 16.5
Maldives 20% 37% 28.2
Mali 47% 41% 15.8
Mauritania 40% 39% 20.5
53

Populations 15 (2021) 10–29 (2021) (2021)
Mexico 26% 34% 28.3
Moldova 16% 25% 36.7
Morocco 27% 32% 29.3
Mozambique 44% 41% 17.2
Nepal 29% 41% 24.1
Nicaragua 29% 36% 25.7
Nigeria 43% 39% 18.4
Pakistan 35% 39% 23.8
Paraguay 29% 37% 28.2
Peru 25% 32% 28
Philippines 30% 37% 23.5
Rwanda 39% 40% 19
Senegal 43% 40% 18.8
Serbia 15% 24% 42.6
Sierra Leone 40% 41% 19
Somalia 46% 42% 18.1
South Africa 29% 35% 27.1
South Sudan 41% 41% 17.3
Sri Lanka 24% 29% 32.8
Sudan 40% 40% 19.9
Syria 30% 37% 24.3
Tajikistan 37% 36% 24.5
Tanzania 44% 40% 17.7
Thailand 17% 26% 37.7
Timor-Leste 37% 42% 18.9
Tunisia 24% 28% 31.6
54
A N N E x 1 – D E M OG R A PH I C S O N YO U TH

Populations 15 (2021) 10–29 (2021) (2021)
Turkmenistan 31% 33% 27.9
Uganda 46% 42% 15.8
Ukraine 16% 21% 40.6
Uzbekistan 29% 34% 28.6
Vietnam 23% 30% 30.5
Yemen 39% 42% 19.5
Zambia 44% 42% 16.8
Zimbabwe 42% 41% 20
55
ANNEx 2 – USAID ADVANCES ON

YOUTH 2012–2021
The 2012 Youth Policy set USAID on a course to integrate youth and engage them more fully across its
programming. As highlighted in the 2018 policy implementation assessment48 and subsequent analysis,
the first iteration of the Policy helped USAID:
At the Agency level:
• Establish an Agency Youth Coordinator.

• Establish the YouthCorps, a formal structure of Youth Advisors and points of contact in all
Bureaus and Missions.
• Increase the integration of youth into the Program Cycle by completing a record number of
country youth assessments (approximately 50) that led to ensuring the issues affecting youth were
meaningfully integrated into new Country Strategies and activity designs.
• Create accessible youth-focused and youth-led central mechanisms such as YouthPower,49
Youth Excel, 50 Higher Education for Leadership, Innovation, and Exchange (HELIx), 51 and other
funding streams that advance cross-sectoral youth mainstreaming in programming.
• Improve professional development of staff through Positive Youth Development Training to
Agency, Mission, and partner staff.
• Increase annual investment in youth-focused activities to over $400 million, including
the President’s Emergency Plan for AIDS Relief (PEPFAR).
• Develop tailored guidance for integrating youth into programming in specific technical sectors.
• Hire youth technical advisors for multiple Bureaus, Offices, and Missions.
• Develop four Standard F Indicators to track youth programming.
• Strengthen Mission youth-focused and relevant programming resulting in:
– 100 percent of country strategies including recognition of the role of youth; 88 percent including
youth at the development objective level, and 90 percent including youth at the intermediate
results level.
48 “Assessment of the Implementation of USAID’s Youth in Development Policy,” USAID, July 2018.
49 “YouthPower,” YouthPower, n.d.
50 “Youth Excel: Our Knowledge, Leading Change,” IREX, n.d.
51 Lorena Marko, “USAID Releases New Higher Education for Leadership, Innovation, and Exchange (HELIX) Annual Program Statement (APS),”
USAID EducationLinks, April 9, 2020.
56
A N N E x 2 – U S A I D A DVA N C E S O N YO U TH 2 012 –2 021
With implementing partners:
• Expand implementing partners’ understanding of effective evidence-based youth practices

through Positive Youth Development, reaching hundreds of thousands of youth.
• Provided youth-related technical assistance through research mechanisms (YouthPower Learning
and its follow-on, YouthPower2: Learning and Evaluation [YP2LE] and Youth Excel).
• Promote and scale youth leadership and networking of youth including networking more
than 100,000 development professionals on YouthPower.org and 14,000 young changemakers on
YouthLead.org and launching the Young African Leaders Initiative (YALI) in conjunction
with the State Department to reach more than 20,000 youth, the European Democracy Youth
Network (EDYN) with 230 members across 23 countries, and the Yes Youth Can initiative to
coalesce more than one million Kenyan youth for actions such as income generation, community
service, and engaging in arts.
57
ANNEx 3 – USAID YOUTH

PROGRAMMING METRICS
Highlights from Fiscal Years 2012 through 2020
• Programming Investment: In FY 2020, USAID allocated approximately $412 million for youth
programming accounts across the following USAID Bureaus (bilateral, regional, and functional,
as well as President’s Emergency Plan for AIDS Relief [PEPFAR]); this represents a 134 percent
increase over the FY 2013 allocation of $178 million.
• From FY 2013–2020, USAID youth programming allocations totaled approximately $1.56 billion.
• Programming Results (FY 2016–FY 2020): USAID tracked certain results across its youth cohort,
notably Foreign Assistance Standard Indicators (including Youth Standard Indicators) starting in
FY 2016.
SECTORAL RESULTS
EDUCATION ACCESS 945,000 Secondary or tertiary school age learners supported
INCREASED SKILLS 1.4 million Youth trained in life and social leadership skills
DEVELOPMENT
EMPLOYMENT 86 percent Of youth completed USG-funded workforce

development programming, with 50 percent of
completing participants finding new employment
HEALTH 1.2 million Youth (ages 10–29) in FY 2020 on antiretroviral

treatment for HIV
CROSS-SECTORAL PYD RESULTS
PRODUCTIVE ASSETS 34 percent Of participants in programming designed to increase

access to productive economic resources were youth
BUILDING AGENCY 6,700 Young individuals from low-income or marginalized

communities received legal aid or victim’s support,
and 3,500 young human rights defenders supported
CONTRIBUTION 76 percent Of life and social leadership skill trainees subsequently

engaging in civil-society activities
ENABLING ENVIRONMENT 37 Laws, policies, or procedures adopted and

implemented to promote youth participation at
regional, national, and local levels
PRODUCTIVE ASSETS 34 percent Of participants in programming designed to increase

access to productive economic resources were youth
58
A N N E x 4 – S TAG E S O F D E V E LO PM E NT BY AG E B A N DS
ANNEx 4 – STAGES OF
DEVELOPMENT BY AGE BANDS
The stage of development along the lifespan will strongly determine the types of intervention selected. 52
• Early Adolescence (10–14 years): This is a critical time to build on previous investments
in child health, nutrition, and education and lay the foundation for life skills, positive values, and
constructive behaviors. The onset of puberty makes reproductive health and maturation an
important area of focus. As the brain is now primed to learn new skills, developing critical thinking
skills is essential. Vulnerabilities—especially for girls—may be particularly acute, so protection
efforts should be emphasized. Appropriate interventions will include preventing child labor, school
dropout, early marriage, pregnancy, and sexual exploitation; expanding learning opportunities; and
promoting gender awareness and tolerance for diversity.
• Adolescence (15–19 years): These years are critical to sustain and expand health and education
gains; protect against rights abuses such as trafficking, exploitation, or hazardous work; and prepare
youth for citizenship, family life, and the workforce. Programming includes health education for
healthy lifestyles, promotion of positive gender norms, provision of youth-responsive reproductive
health services, academic retention and vocational education, financial literacy and saving, soft skills
and service learning, mentoring peer networking, civic engagement opportunities, and legal rights
education. Second chance opportunities that allow disaffected youth to reconnect or reintegrate
into school and society are particularly important.
• Emerging Adulthood (20–24 years): As behaviors form with last brain development,
programs should continue to support positive and constructive decision-making and build
resilience. Second chance opportunities are still important. Examples of relevant programs include
advanced education and job-specific training, life and leadership skills, livelihood and citizenship
opportunities, asset accumulation, reproductive and maternal health, and family support.
• Transition into Adulthood (25–29 years): Although physical maturation is largely complete,
learning continues. Programs should link youth to employment and civic engagement opportunities,
such as peacebuilding, and enable youth to build assets and provide economic, health, and social
support for family life (e.g., housing). In post-conflict situations, programs that provide accelerated
learning opportunities to make up for lost years due to war and that provide psychosocial support
are often needed.
52 Developmental protection programming for those aged 10-17 years should incorporate guidance and adhere to the U.S. Government Action
Plan on Children in Adversity.
59
ANNEx 5 – SEx- AND AGE-

DISAGGREGATED STANDARD
INDICATORS
Youth Standard Indicators and Other Sex- and Age-Disaggregated Standard Indicators
SPSD Category Indicator Number Indicator Title
Cross-Cutting Youth-1 Number of youth trained in soft skills/life skills through USG-
Youth assisted programs
Youth-2 Number of laws, policies, or procedures adopted or implemented

with USG assistance designed to promote youth participation at
the regional, national, or local level
Youth-3 Percentage of participants in USG-assisted programs designed to

increase access to productive economic resources who are youth
(15-29)
Youth-5 Percentage of youth who participate in civic engagement activities

following soft skills/life skills training or initiatives from USG-
assisted programs
Youth-6 Number of youth who complete USG-funded leadership programs
Health HL.7.2-1-a/b Percent of audience who recall hearing or seeing a specific USG-
supported Family Planning/Reproductive Health (FP/RH) message
Economic EG.3-2-f Number of individuals participating in USG food-security programs

Growth
EG.4.2-7-c Number of individuals participating in USG-assisted group-based
savings, micro-finance, or lending programs
EG.6-11-j/k/l/m/n/o Average percent change in earnings following participation in USG-

assisted workforce development programs
EG.6-12-g/h/i/j/k/l Percent of individuals with new employment following participation

in USG-assisted workforce development programs
EG.6-13-w/x/y/z/ Percent of individuals with improved soft skills following

za/zb/zc/zd participation in USG-assisted workforce development programs
EG.6-14-w/x/y/z/ Percent of individuals who complete USG-assisted workforce

za/zb/zc/zd development programs
EG.6-16-g/h/i/j Percent of individuals with improved perceived quality of

employment following participation in USG-assisted workforce
development programs
60
A N N E x 5 – S E x- A N D AG E - D I S AGG R EG ATE D S TA N DA R D I N D I C ATO R S
SPSD Category Indicator Number Indicator Title
Education and ES.1-3-c/d/e/f Number of learners in primary schools or equivalent non-school-

Social Services based settings reached with USG education assistance
ES.1-4-c/d/e/f Number of learners in secondary schools or equivalent non-school

based settings reached with USG education assistance
ES.1-46-g/h/i/j/k/ Percent of individuals who transition to further education or

l/m/n training following participation in USG-assisted programs
ES. 1-54-w/x/y/z/ Percent of individuals with improved reading skills following

za/zb/zc/zd participation in USG-assisted programs
ES.2-2-ba/bb Number of individuals attending higher education institutions with

USG scholarship or financial assistance
ES.2-55-c Number of learners reached by USG-assisted higher education

interventions
ES.5-1-h Number of USG social assistance beneficiaries participating in

productive safety nets [IM-level]
Democracy, DR.3.3-1-c Number of individuals who received USG-assisted political party

Human training
Rights, and
Governance DR.3.3-2 Number of USG-assisted political parties implementing initiatives
to increase the number of candidates and/or members who are
women, youth, and from marginalized groups
DR.6.1-2-d Number of human rights defenders trained and supported
DR.6.3-1-d Number of individuals from low income or marginalized

communities who received legal aid or victim’s assistance with USG
support
61
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67
GLOSSARY
Accountability Enabling environment
Decision-makers/systems are accountable to Youth are surrounded by an enabling
youth. Mechanisms are in place to ensure youth environment that maximizes their assets, agency,
understand the impact of their participation. access to services and opportunities, and ability
Youth actively participate in learning, monitoring, to avoid risks, while promoting their social and
and evaluation processes. emotional competence to thrive.
Assets Gender Equality

Youth have the necessary resources and skills to Gender equality concerns women and men as
achieve desired outcomes. well as gender and sexual minorities. Equality
involves working with all genders, including
Agency men and boys, and women and girls, to bring
Youth have the ability to employ their assets and about changes in attitudes, behaviors, roles, and
aspirations to make their own decisions about responsibilities at home, in the workplace, and
their lives, set their own goals, and act on those in the community. Genuine equality means more
decisions to achieve desired outcomes without than parity in numbers or laws on the books; it
fear of violence or retribution. means expanding freedoms and improving overall
quality of life so that equality is achieved for all
Capacity genders.
Youth have the necessary resources and skills
to participate and achieve desired outcomes. Inclusion
Adults have the skills and knowledge to facilitate Specific measures are in place to support the
meaningful and respectful youth participation. participation of youth who may face greater
discrimination and barriers to their full
Contribution participation. There is a clear understanding
Youth are encouraged, recognized, and able to of why youth may be marginalized, excluded,
be involved in and lead through various channels and silenced in the first place. Negative/harmful
as a source of change for their own and their attitudes are addressed at both a societal and an
communities’ positive development. individual level.
Demographic Dividend Inclusive development

The accelerated economic growth that may result The concept that every person, regardless of
from a decline in a country’s birth and death rate their identity, is instrumental in transforming
and the subsequent change in the age structure of their society. Development processes that
the population, if a country makes the right social are inclusive yield better outcomes for the
and economic policies and investments. communities that embark upon them. USAID
promotes the rights and inclusion of marginalized
and underrepresented populations in the
development process.
68
G LOS S A RY
Intersectional Psychosocial Interventions

A term that refers to the overlap of social Interventions that focus on addressing stress
identities that contributes to the specific type of through changes in the environment to make it
oppression and discrimination experienced by an less stressful (inclusive of the individual’s physical
individual. environment and social environment), or by
broadly applicable information and skills that
Local system can be easily disseminated to large groups or by
“Interconnected sets of actors—governments, media and are generally relevant to populations
civil society, the private sector, universities, under duress.
individual citizens, and others—that jointly
produce a particular development outcome. Support
The ‘local’ in a local system refers to actors Obstacles that prevent youth from participating
in a partner country. As these actors jointly or being respected are identified and
produce an outcome, they are ‘local’ to it. And removed. Youth are surrounded by an enabling
as development outcomes may occur at many environment that maximizes their participation.
levels, local systems can be national, provincial, or
community-wide in scope.”53 Systems
Local and national policies/laws/systems/budgets
Mental Health Interventions have been established (applying the principles of
Interventions that address mental conditions PYD) to institutionalize youth participation in
through personalized care delivered to individuals services, practices, and policies relevant to them.
or small groups with similar conditions. These Youth actively participate in monitoring and
include psychotherapy, psychoeducation to clients evaluating these systems/policies.
and their families, and pharmacology.
Youth Engagement or Youth Participation
Positive Youth Development Meaningful youth engagement or participation
PYD is an evidence-based model of youth is an inclusive, intentional, mutually respectful
development that promotes an assets-based partnership between youth and adults whereby
approach to working with youth rather than a power is shared, respective contributions are
problem behavior-based approach. YouthPower valued, and young people’s ideas, perspectives,
Learning has developed the following definition skills, and strengths are integrated into the design
of PYD: “PYD engages youth along with their and delivery of programs, strategies, policies,
families, communities and/or governments so funding mechanisms, and organizations that affect
that youth are empowered to reach their full their lives and their communities, countries, and
potential. PYD approaches build skills, assets, the world.
and competencies; foster healthy relationships;
strengthen the environment; and transform Youth
systems.” USAID defines youth to be people aged 10–29
years.
53 USAID, Local Systems: A Framework for Supporting Sustained Development (Washington, D.C.: USAID, 2014).
69
Youth-led organizations
Organizations that are led, managed, and
coordinated by young people. Staff and members
are generally below a certain age and work on a
variety of issues from a youth perspective.
Youth-serving organizations
Organizations that are not exclusively led or
managed by youth but provide youth with
recreational, educational, cultural, social,
charitable, political, or other activities or
services.
70
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Washington, DC 20523
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YOUTH IN

The Agency Youth Policy Working Group (WG) participated in developing

COVER PHOTOS (Clockwise from left):

Introduction: Youth in Development 9

Principles and Approach 19

Vision, Goal, and Objectives 23

Agency Requirements, Recommendations, and Best Practices 41

Strategic Priorities: A Global Snapshot 45

Annex 1 – Demographics on Youth 52

Annex 2 – USAID Advances on Youth 2012–2021 56

Annex 3 – USAID Youth Programming Metrics 58

Annex 4 – Stages of Development by Age Bands 59

Annex 5 – Sex- and Age-Disaggregated Standard Indicators 60

CLA Collaborating, learning, and adapting

DREAMS Determined, Resilient, Empowered, AIDS-free, Mentored and Safe

FGM Female genital mutilation

GBV Gender-based violence

LGBTQI+ Lesbian, gay, bisexual, transgender, queer, and intersex

OHW-NG One Health Workforce – Next Generation Activity

PDD Project Development Documents

PPR Performance Plan and Report

PYD Positive Youth Development

RDCS Regional Development and Cooperation Strategy

USAID United States Agency for International Development

USG U.S. Government

WASH Water, sanitation, and hygiene

WPS Women, peace, and security

YDI Youth Development Index

YP2LE YouthPower2: Learning and Evaluation

YPAT Youth Programming Assessment Tool

Investing in young people is critical to solving

Photo: USAID, El Salvador

youth—will position USAID’s partner countries advantage in addressing the development

IN THIS UPDATED POLICY, USAID PUTS FORTH THE FOLLOWING

2. PARTICIPATION: Youth have the right to fully participate in decision-making as key

Youth in Development at USAID is the

Photo: USAID/Generation workforce program, Kenya

Development can be accelerated when the

• Early adolescence (10–14)

• Gender equity and inclusive instrumental in transforming their society. Young

Photo: USAID/Alcance Positivo, Michael McCabe

11 Call to Action–On young women’s political participation and leadership

GENDER AND ADOLESCENCE

WHAT IS THE DEMOGRAPHIC DIVIDEND?15

Photo: Roman Shalamov, IFES

By taking a life-course approach through each

IMPACT OF ADVERSE CHILD AND YOUTH EXPERIENCES ON LIFE

What Has Changed in the Last Challenges:

• Increased focus on diversity, equity, • Application of digital technology

PRINCIPLES AND APPROACH

YOUTH-LED MONITORING, RESEARCH, AND LEARNING

YouthPower2: Learning and Evaluation (YP2LE)

Youth Programming Assessment Tool (YPAT)

Photo: USAID, El Salvador

USAID Youth in Development Guiding Principles

Integrate intergenerational approaches to strengthen youth participation in decision-

Create pathways for youth who have experienced marginalization or disenfranchisement to

VISION, GOAL, AND OBJECTIVES

build and effectively use youths’ skills.