This paper uses a social justice perspective to recommend a number of program design strategies for improving high need, high opportunity youth access to quality education, career and workforce development. Globally, high need, high opportunity youth refer to the estimated 500 million youth who live on less than $2 per day, the estimated 600 million youth who are not in school, not employed, and not in training (i.e., NEET or Opportunity Youth). The recommendations are framed using a number of U.N. Sustainable Development Goals with the central aim being to increase access to decent work.

The intention of this article is twofold; first to encourage a shift in seeing ‘the disabled’ not as people with disabilities but rather as people with unique abilities. Secondly, to explore ways of facilitating gainful employment for these uniquely abled people. The term disability is examined against a backdrop of definitions including the definition postulated by the International Classification of Functioning. In this article, the life experiences of a purposive sample of people with (dis)abilities who have been successful in the world of work are explored. A narrative approach gives voice to their experiences. Quotes from the participants’ responses are used to illustrate the common themes that emerged relating to their experiences. These themes are resonated against a backdrop of relevant literature. If disabled people are enabled to recognize and use their unique abilities, as well as develop various self-determination skills, imagine the endless possibilities which could arise for them and society in general.

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Background: This article shares the results of research on educator perceptions of the nature and value of social emotional learning (SEL) skills undertaken in four African countries: Burkina Faso, South Africa, Togo and Uganda. Social emotional learning skills make up a large component of the ‘deep human skills’, which are important academic and workforce development skills.Objectives: Using samples of 50 Burkinabe, 68 South African and 32 Togolese and 66 Ugandan educators, this study describes the (1) SEL skills educators should be using to effectively teach their students and the (2) SEL skills the educators believe students should be using to be effective learners and successfully transition into the world of work.Method: Data collection methods include online and offline surveys, with the exception of Uganda that complemented their survey data with interviews. Thematic content analysis, using modified grounded theory, was used to analyse the data, as well as the qualitative data analysis software NVivo.Results: The results indicated seven common SEL themes shared across the four African countries. The SEL themes identified were consistent with the existing framework of Collaborative for Academic, Social and Emotional Learning (CASEL) to some extent, especially around interpersonal relationships and decision-making skills.Conclusion: The findings indicate that the salience and importance of specific SEL skills varied based on the unique history and context of each country.