Evidence-led comparison of skills training and job creation for youth employment, including labour demand, training quality, work experience and the limits of supply-side programmes.
Evidence-led guide to youth volunteer programmes in MENA covering community-led design, meaningful participation, skills, safeguarding, supervision and realistic evaluation.
Practical guide to cross-border African trade negotiation covering AfCFTA rules of origin, landed cost, payment, currency, logistics, standards, due diligence and contracts.
Design experiential youth programmes with clear outcomes, authentic practice, reflection, scaffolding, feedback, safeguarding and performance-based assessment.
Design stronger youth environmental programmes using UNESCO guidance on climate learning, local investigation, experiential learning, youth voice, safeguarding and evaluation.
Evidence-based guide to strategic thinking and decision making, covering problem framing, assumptions, alternatives, cognitive bias, challenge processes, trade-offs and review triggers.
Practical guide for new managers covering expectations, delegation, feedback, decision-making, conflict, time management, coaching and a structured 90-day development plan.
Current guide to AI and technology in professional training, covering skills data, simulation, mobile learning, analytics, privacy, governance and workplace learning transfer.
Emotional intelligence is often presented as a leadership superpower. The evidence supports a more useful conclusion: leaders benefit from being able to recognise emotions, regulate their own responses, understand other people’s perspectives and manage relationships, but emotional intelligence is not a substitute for judgement, technical competence, ethics or organisational systems. A 2026 systematic review and…
Training can improve job performance, but attendance does not automatically produce better work. The critical step is training transfer: whether employees apply relevant knowledge, skills and behaviours after the learning event and whether those changes improve the performance that matters. This distinction explains why two organisations can buy the same course and see different results….
