2018 Annual ReportArgentina . Chile . Mexico . Peru . Uruguay
Develop employability capacity in Young people of low-income families through an innovative training and work program.
A prosperous and equitable Latin America, built upon ethics and decent work. We aim to be recognized as the most innovative, efficient training and job placement program of the decade.
Non-profit organization established in 2005.
Student growth by country 2013-2018
10,000 Students in training centers
40,000 Students through strategic alliances
x4 Growth in the last 6 years
83%Retention of students
6Partnerships with public sector
80%Quality job placement
16Training centers in 5 countries
+400Companies in the network
Lead Specialist at IDB Lab
With support from the IDB and the ILO, the Zigla consultancy conducted an independent study on companies that hire young Forge graduates, comparing their performance with those of other non-Forge employees from the perspective of return on investment.
This shows that the Forge program is not only achieving its goal of including young people in the system who otherwise would not have had that opportunity. They perform well in their companies, and in fact do it better than other employees.
Forge has initiated a change in its strategy aiming to exponentially scale its current school-to-work transition model. In line with this, Forge has decided to:
The new Advisory Council, chaired by Sam Mizrahi, is made up of important referents of essential topics for Forge: education, work, innovation and technology.
José Luis Roces
Innovation and Technology
Pablo Rodríguez de la Torre
Corporate Human Resources
Claudio Fernández Araóz
Operation Model Centres
INNOVATION AND KNOWLEDGE MANAGEMENT HUBS
Transform its current training centres (in Argentina, Chile, Mexico, Peru and Uruguay) into Operation Model Centres that will operate as innovation hubs.
Develop an innovative digital platform to train youth in socio-emotional competencies and digital skills to provide vocational guidance and facilitate job intermediation services.
GROW WITH OTHERS
Expand geographically by developing a “social franchise” model to be transferred to strategic partners.
Build partnerships with the public sector advocating for the inclusion of socio-emotional competencies and digital skills in education systems.
In 2018, we have launched our Manual at the regional level, which standardizes our pedagogical process. This document contains our conception of the young the theoretical foundation and the content of the different levels of the program, class to class until the detail of the activities that are developed.
New soft skills Evaluation process.
We developed a new model for evaluating the progress of young people throughout the pedagogical program, which allows us to evaluate their progress in the competences that make the profile of graduate Forge.
New process of labor intermediation.
We launched the System module in all the countries, which allows to completely manage the labor intermediation process; from the demand of the company, to the nomination of young people, going through the internal process that allows tutors to derive every job opportunity to the best prepared candidates.
Manual of Monitoring and Evaluation Indicators.
In 2016 we created a complete Manual of Monitoring and Evaluation Indicators. We launched the new Management System, our own development fully adapted to the needs of the program, which gradually incorporated the data collection tools established in the Indicators Manual.
Methodological Transfer Kit.
We launched the Methodological Transfer Kit, an online e-learning tool that will reduce face-to-face training processes for allies that fully or partially implement our program. The tool has details about our approach, the breakdown of the pedagogical manual, tutorials, videos, images, infographics and a battery of useful resources to learn what is necessary to operate under the Forge methodology.
The impact of new technologies is changing the way we work and the nature of the work itself. 65% of children entering primary school will have jobs that do not yet exist and for which the education they receive will not be able to prepare them, which exacerbates skill gaps and unemployment.
This problem is exacerbated for the population with fewer economic resources (especially women), with less access to training related to technology and difficulties in access, preparation and insertion in jobs with better future prospects, growth and salary.
In this context, we present a project to the IDB LAB, which the Board of Directors of that entity decided to accompany. The program will be carried out over 3 years, and its objective is to reduce the gap that exists between vulnerable youth and the market of future jobs, using disruptive technologies to benefit 100,000 socioeconomically vulnerable youth in Mexico, Peru, Argentina, Chile and Uruguay.
In order to accelerate its scale and impact, the Forge model will integrate more and more technologies of the fourth industrial revolution, transforming digitally.