Diversity and Inclusion

in the G20
Y20 Summit 2022 White Paper

Inclusive Education
Youth in the Creative Economy

Supported by
2 Y20 2022 White Paper | Diversity and Inclusion

Acknowledgements
This white paper was produced by Indonesian Youth Diplomacy, the of cial chair of the 2022 Y20 Summit,
with the support of the G20 Sherpa Of ce at the Coordinating Ministry for Economic Affairs; the Ministry of
Foreign Affairs; the Ministry of Youth and Sports; the Ministry of Education; and the Ministry of Tourism and
Creative Economy of the Republic of Indonesia. The paper was drafted by Disty Winata (Lead Researcher),
Reykha Mega Pratiwi (External Researcher) and Alvin Adityo (Research Staff) and supported by Tommy Aditya
(Head of Research), and Thomas Noto Suoneto (Research Staff) in preparation for the Y20 2022 Presidency.
The research team aligns the Diversity and Inclusion priority area with the G20 Working Group on Education,
G20 Working Group on Tourism and G20 Engagement Groups in Indonesia with a view to looking for ways
where the Y20 Summit can meaningfully engage in the current discourse on inclusive education and youth in
creative economy, among others.

fi
We also would like to acknowledge insightful contributions by Agnese Cigliano, Alexis Saghie, Giovanna
fi
Giuriolo and Marko Milutinovic (Eunoia Talks); Amy Shelver (UNCTAD); Becky Schutt (Crossing Borders
Education); Dwinita Larasati (Indonesia Creative Cities Network); Eliza Easton (Nesta); Filemon Yoga Adhisatya
and Muhammad Zulfikar Rakhmat (Sekolabilitas); Heather Barnabe (Fora); Moe Chiba, Christa Hardjasaputra
and Diana Setiawati (UNESCO); Tamara Richardson (PACE48); and Tracey Harjatanaya (Sultan Iskandar Muda
Foundation).

We thank Cint, the network for digital survey-based research, for conducting in October and November 2021 a
mobile survey of 5700 young people aged 16-30 years old from nineteen G20 countries (Argentina, Australia,
Brazil, Canada, China, France, Germany, India, Indonesia, Italy, Japan, Republic of Korea, Mexico, Russia,
Saudi Arabia, South Africa, Turkey, the United Kingdom, the United States). The survey respondents were
evenly split between males and females, and between urban (Tier 1 and Tier 2 cities) and rural (Tier 3 cities and
beyond). The mobile survey required respondents to have access to a mobile device and the internet and
gathered 300 respondents from each country. We are grateful to all those who participated in the survey and
the related focus group discussion, including Mitra Muda UNICEF, G20 Engagement Groups and Working
Groups, whose insights have formed the backbone of this study, which we will be referring to in this paper as
“our survey”.

The views expressed in this paper are the sole responsibility of the authors. Any omissions, inaccuracies, or
errors are our own. No endorsement is implied for any commercial entity or product mentioned in this
publication.
 Y20 2022 White Paper | Diversity and Inclusion 3

Contents
Acknowledgements 02

Executive Summary 04

Glossary 05

A. INTRODUCTION 07

B. CHALLENGES AND OPPORTUNITIES 10

I. Challenges 10

Traditional education is not enough to meet challenges 10

and navigate a complex world

The education disruption has a long-term impact on young people

11

The transition to remote learning and cultural and creative

12
consumption faces distributional challenges

Limited awareness of creative occupations hamper their 13

potential to foster an inclusive society
Unequal opportunities for participation and engagement for
14

young people persists

II. Opportunities 15

Facilitating ease of access to education

15

Providing alternative and multiple skill training pathways

15
and learning quali cations
Providing a safe space to create and collaborate
15

Mainstreaming informal decision-making opportunities for youth

18

C. WAY FORWARD 21

REFERENCES 22
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4 Y20 2022 White Paper | Diversity and Inclusion

Executive
Summary
Around the world, inequality affects all segments of the population and is
particularly detrimental to marginalized and vulnerable groups, which are
often the youth. At the moment, the world has the largest youth generation in
history. Recent movements such as Black Lives Matter, #MeToo, and climate
protests show that young people are becoming outspoken advocates for
greater diversity and inclusion to reduce global inequality and address social,
economic, and political threats. They are also hopeful that amid the health
and economic crisis that is the COVID-19 pandemic, the G20 will address
deeper, structural drivers of the rise in inequality. Our survey of youths in G20
countries shows that three quarters of young people in the G20 believe that a
diverse and inclusive society is essential for a better and more resilient future.

This white paper focuses on two topics to help drive greater diversity and
inclusion in the G20: education and the creative economy. Focusing on
improving human capital in the largest youth generation in history can be a
powerful way of achieving social development. It can enhance the wellbeing
of individuals and communities, and enable people to realize their full
potential and to fully exercise their rights. 

The COVID-19 pandemic has caused the largest education disruption in

history and has exposed the extent to which education systems were
unprepared for crises. For young people, the implications include greater risk
of dropping out of school, increased anxiety, greater vulnerability to
exploitation and, in the long term, increasingly limited job prospects and
opportunities. A transformative approach to the education system is required
to guarantee lifelong learning opportunities and universal access to quality
education. Recognition of alternative learning qualifications and providing
multiple learning pathways can help ensure that young people from all
backgrounds and socioeconomic statuses can continue developing their
human capital.

 Y20 2022 White Paper | Diversity and Inclusion 5

Before the pandemic, the creative economy was a growing sector with a
contribution predicted to be as high as 10 percent of the world’s GDP by
2030.1 In addition, the creative economy also fosters inclusive values by
introducing local culture to global audiences, employing young people and
members of vulnerable groups and adopting innovative ways of working.
However, lockdowns imposed during the pandemic have severely affected
this sector: being in micro-businesses, engaging in informal work practices,
and having few tangible assets put creative workers and businesses in a
fragile situation. In general, this has impacted the vibrancy of our
communities and has jeopardized the livelihoods of creative workers. Under
such circumstances, resources such as financial support, networks, and
hubs can provide creative workers with a sense of belonging and catalyze
innovation through collaboration.

Inclusion involves not only income but also all aspects of people’s wellbeing,
including an environment in which sensible decisions can be reached about
important matters. To this end, young people have demanded greater
participation in political and economic decision-making processes. Although
there has been progress in this regard over the years, it is insufficient.
Moreover, the top-down approach is still prevalent in decision-making
processes. Mainstreaming opportunities for young people to exercise
leadership and participate in decision-making processes even in informal
settings can empower them to exercise their rights.

Diversity and inclusion benefit all. In view of the theme of Indonesia’s G20
Presidency 2022, “Recover Together, Recover Stronger,” young people’s
contributions to supporting an inclusive recovery and embracing diversity in
our society has never been more urgent and important. Although the
pandemic has revealed the flaws of existing systems and exacerbated the
risks of divisions, it has presented an opportunity and an urgent call for
concrete actions, coordinated solutions, and clear frameworks to tackle
inequalities, empower the vulnerable and marginalized, and enable
sustainable growth.
© Unsplash

1 Buchoudet al. (2021), Creative Economy 2030: Inclusive and resilient Creative Economy for sustainable development and recovery. https://www.g20-insights.org/policy_briefs/creative-
economy-2030-inclusive-and-resilient-creative-eco nomy-for-sustainable-development-and-recovery/
6 Y20 2022 White Paper | Diversity and Inclusion

Glossary
• Civic Engagement • Non-formal Education
Civic engagement refers to the ways in which an Non-education is an addition, alternative, and/or a
active citizen participates in the life of a community complement to formal education within the process
to improve conditions for others or to help shape of lifelong learning of individuals and is often
the community’s future.2 provided to ensure the right of access to education
for all. Non-formal education includes programs
• Creative Economy  promoting adult and youth literacy and education
The creative economy consists of knowledge- for out-of-school children as well as programs on
based economic activities upon which creative life skills, work skills, and social or cultural
industries are based. It is built on the interplay development.5
between human creativity and ideas and intellectual
property, knowledge, and technology.3 • Participation
Participation refers to getting involved in, and
• Creative Industries influencing, processes, decisions and activities in
The creative industries include advertising, which the involved individuals are required to have
architecture, arts and crafts, design, fashion, film, positive attitudes, dispositions, and interest, along
video, photography, music, performing arts, with a clear belief that one can make a difference.6
publishing, research & development, software,
computer games, electronic publishing, and TV/ • Transferable Skills
radio productions. Creative industries are Transferable skills, also known as core skills, life
considered an important source of commercial and skills, twenty-first-century skills, soft skills, or socio-
cultural values and are among the most dynamic emotional skills are competencies that allow young
sectors in the world economy. They provide new people to become agile and adaptive learners and
opportunities for developing countries to leapfrog to become citizens equipped to navigate personal,
into emerging high-growth areas of the world academic, social, and economic challenges.
economy.4 Transferable skills also help crisis-affected youths to
cope with trauma and build resilience in the face of
adversity. 

2 Adler, Richard P., and Judy Goggin (2005). What Do We Mean by “Civic Engagement”? Journal of Transformative Education, vol. 3, no. 3, 2005, pp. 236–253. https://journals.sagepub.com/doi/
10.1177/1541344605276792

3 UNCTAD (n.d.). Creative Economy Programme. https://unctad.org/topic/trade-analysis/creative-economy-programme

4 UNCTAD (n.d.). Creative Economy Programme. https://unctad.org/topic/trade-analysis/creative-economy-programme

5 UNESCO (2011). International Standard Classification of Education. http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf

6 Generation Unlimited, Global Initiative on Decent Jobs for Youth (2020). Young people’s participation and civic engagement. https://www.generationunlimited.org/media/3021/file/
Action%20Guide%205:%20Young%20people%E2%80%99s%20participation%20and%20civic%20engagement.pdf












 Y20 2022 White Paper | Diversity and Inclusion 7

© Unsplash

A. INTRODUCTION
Today, there are 1.8 billion young people in the world. They represent the largest generation of young
people in history.8 Young people can be a powerful force for development and social and economic
transformation when provided with the skills, knowledge, and opportunities they need to thrive. One of the most
significant challenges facing the youth today is inadequate human capital investment and rising intolerance
among societies. Some countries boast a substantial youth population yet they struggle to assure universal quality
education and productive livelihoods.

Young people are among those hit hardest by the COVID-19 crisis, as available opportunities for them have
been severely reduced. Without concrete steps to help them, they are at risk of being altogether left behind.
Furthermore, vulnerable and marginalised youths9 are at a higher risk of COVID-19 and are experiencing socio-
economic fallout. The pandemic and economic recession may bring about stigmatization and discrimination
against young people, further excluding them from access to essential services and economic opportunities, such
as education and decent employment.

More than a year into the COVID-19 pandemic, over 800 million students have been affected by partial and
full school closures and 100 million additional children are at risk of falling below minimum proficiency
level in reading as a result of this health crisis.10 Such major disruption in learning and development could
wreak medium and long-term consequences on the quality of education. Meanwhile, the cultural and creative
sectors, which employ mostly youths and women, have been the hardest-hit industries during the pandemic. The
downsizing of the cultural and creative sectors can negatively impact cities and regions in terms of jobs
availability, diversity of communities, level of innovation and citizen well-being.

In a survey of young people aged 16-30 years in G20 countries, the respondents expressed the view that
inequalities occur due to a variety of reasons – from lack of access to education, limited employment
opportunities, growing racial and cultural discrimination, lack of young people’s participation in the decision-
making processes, to scarcity of access to things that matter to their lives. With issues facing today’s youth
becoming more complex and intertwined, the COVID-19 pandemic has intensified these causes of inequalities
across the G20 member states.

8 UNFPA (2014). State of World Population 2014. https://www.unfpa.org/sites/default/files/pub-pdf/EN-SWOP14-Report_FINAL-web.pdf

9 Defined as adolescent girls and young women, young migrants and refugees, youth in rural areas, indigenous and ethnic minority youth, young people with disabilities, young people living with HIV/AIDS,
young people of different sexual orientations and gender identities, and homeless youth
10 UNESCO (2021). One year into COVID: prioritizing education recovery to avoid a generational catastrophe. https://unesdoc.unesco.org/ark:/48223/pf0000376984
 8 Y20 2022 White Paper | Diversity and Inclusion

What do you think are major causes of inequalities in our world today?

Diversity and Inclusion - Major causes of inequalities in world today*

Di erent access to education 58%

Limited employment
opportunities 50%

Growing racial and

42%
cultural discrimination
Lack of youth participation in
decision-making processes 38%

Di erent acces to
infrastructure 38%

Lack of diversity in gender

representation 35%

Rising intolerance 33% *) respondents allowed multiple responses

In the face of these setbacks, young people are not shying away from raising their voices, demanding that
decision-makers address systemic injustice, and calling for a more inclusive action from the government
and the public. In a diverse and interconnected world, the call for inclusive action to engage people from diverse
backgrounds has never been as urgent. In fact, the survey shows that three quarters of G20 youths believe that a
diverse and inclusive society is important to achieve a sustainable COVID-19 recovery.

Do you think that having a diverse and inclusive society is important to achieve a
sustainable COVID-19 recovery?

Diversity and Inclusion - Diverse and inclusive society is important

75%

16%
9%

Yes No Unsure

“Inclusion is not the absence of exclusion; it is more than that. We need to make sure that every young person
feels that they belong, are heard and recognised in their community.”
– Tracey Harjatanaya, Sultan Iskandar Muda Foundation
ff
ff
 Y20 2022 White Paper | Diversity and Inclusion 9

Education and greater inclusion in diverse societies are policy priorities in the G20 agenda and a key focus
in the Y20 Engagement Group. The G20 Rome Leaders Declaration 2021 stated that addressing the adverse
consequences of the pandemic and the inequalities suffered by the most impacted, such as the youth, has
become critical to the restoration of the global economy. In addition, the Leaders in the 2021 Summit
acknowledged the role of cultural and creative professionals and businesses in fostering a resilient economy and
in safeguarding and promoting cultures.

Policy Recommendations on Diversity & Inclusion Topics from Past Y20 Summits

Y20 Summit Inclusive Education Inclusive societies & multiculturalism11

Y20 2021 Dedicate grants and implement individualized education
Italy programmes, adopt culturally-sensitive curricula, and
facilitate vocational training opportunities and continuous
professionalization of educators so that all youths have
digital and physical access to free and quality education by
2030.
Dedicate 0.7% of GNI by 2030 to strengthen civil society, human
rights frameworks, and inclusive culture through increased
investments that prevent violent extremism, strengthen civic spaces
for youth; promote diversity, equity and equal rights for vulnerable
groups, and promote socio-economic integration.

Y20 2020 Use education as a tool for social cohesion and inclusion
Saudi Arabia through ensuring interaction and integration of various
narratives, experiences, and voices into curricula, and
utilizing a human-rights based approach.
Ensure and protect the human rights of refugees, migrants,
indigenous peoples, endangered ethnic communities, and people’s
expression of gender and sexual identity; and provide assistance and
the necessary funds to include them in society, and thus preserve
their cultural heritage.

Y20 2018 Recognize the specific educational requirements of all -

Argentina marginalised groups and vulnerable peoples as defined by
the United Nations Human Rights Council (2014).

Y20 2017 Ensure that educational curricula for both girls and boys
Germany include human rights & gender-sensitive education, and
essential skills for economic empowerment including
leadership, problem-solving, financial literacy, self-esteem,
digital literacy and entrepreneurial skills.

Y20 2016 Create opportunities and access for vulnerable and
China underrepresented groups to higher education and vocational
training through quotas, scholarships and active recruitment.
Recognize and address issues that reduce participation of vulnerable
groups in national economies such as discrimination in the
workplace. This includes but is not limited to: women, people with
disabilities, migrants, refugees, indigenous peoples and ethnic and
religious minorities.

Y20 2015 Guarantee basic educational infrastructure and services,

Turkey including internet access, in conjunction with the provision of
support systems to encourage education attendance and
online cross-degrees.

Young people are social inclusion advocates, are the largest resource to economic growth, and are the ones
whose lives are ingrained with multiculturalism and diversity. How can the world empower young people today
and fulfil their potential for social development?

11 Previous Y20 discussions did not specifically cover the issue of creative economy
10 Y20 2022 White Paper | Diversity and Inclusion

B. CHALLENGES AND OPPORTUNITIES

I. Challenges

Our rapidly changing world faces constant significant challenges, such as conflict, intolerance, and
discrimination – which further widen inequalities and inflict long-term impacts on young people. Full
participation of all of society, including young people, has never been so critical to achieving an inclusive and
equitable world. Education and the creative economy provide essential opportunities for young people to voice
out their unique opinions and be respected, to strengthen their resiliency against future crises, and to establish a
diverse and inclusive society.

The majority of our survey respondents cited universal access to quality education as the most important issue
that the G20 needs to address. Meanwhile, other important issues such as transforming the current curricula to
focus on empowering education and global issues; utilizing digital technologies in educational programs; and
promoting greater awareness of diversity and inclusion in school and community, were pointed out as also key to
the achievement of inclusive education for young people.

Which one is the most important issue in empowering inclusion in the education
system?
Diversity and Inclusion - Most important issue in empowering
inclusion in education system

Universal access to quality education 33%

Transforming the current curriculum to focus on

empowering communities and discussing global issues 19%

Making education more accesible

19%
through digital technologies

Raising more awareness on diversity and

inclusion in school and community 18%

More focus on the future of work

and skills post COVID-19 11%

Traditional education is not enough to meet challenges and navigate a complex

world.

The future of young people everywhere is being shaped by fast-changing labor markets, the rapid
development of new technologies, climate crises, conflicts, and, most recently, the COVID-19 pandemic.
The resulting economic downturn has made the challenges faced by young people more pressing, as shrinking
labor markets leave low-skilled young people with fewer choices, rendering them more vulnerable to
­
 Y20 2022 White Paper | Diversity and Inclusion 11

exploitation. Currently, education and learning systems are constrained in delivering positive outcomes for young
people and remain overly focused on providing knowledge that will not prepare them to become adaptive, agile,
and resilient members of society who are ready to meet challenges and opportunities now and in the future.

The need has never been more urgent to transform education and learning systems so that young
people, particularly those who are vulnerable and marginalized, acquire the transferable skills they need
to succeed in school, work and life.

“I believe my country has good qualities in preserving the creative economy, but if we want it to survive, there
needs to be a transition from school to work by teaching young people 21st-century skills. These skills are very
much needed and can have a big impact when developed. Our education system needs to have an effort to
support young people to find their interests from an early age and have an equitable learning experience. When
young people have the right skills in the creative economy, they will thrive and make the country proud as young
people are capable of making local products cool and attractive.”
– Andini Rizka Marietha, UNICEF Indonesia Mitra Muda

© Unsplash

The education disruption has a long-term impact on young people.

The closure of schools and universities due to the COVID-19 pandemic has affected more than 1.5 billion
children and youths12 all around the world. The disruption to learning and diminished education learning
outcomes affect young people in multiple ways. First, they are deprived of the opportunities that education
provides, opportunities with the potential to transform lives. Studies show that education provides skills that
boost incomes and help to protect from socio-economic vulnerabilities. And equitable education has a far-
reaching impact on reducing inequality by helping the poorest escape from poverty.13 Second, young students
who are at risk of dropping out of formal and informal learning systems potentially experience a more prolonged
and arduous transition into employment and gainful livelihood. Moreover, prolonged lockdowns deprive young
people of social contact, which leads to high levels of anxiety and fear.

12 UN Sustainable Development Group (2020). Policy Brief: The Impact of COVID-19 on Children. https://unsdg.un.org/sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf

13 UN News (2017). Millions could escape poverty by finishing secondary education, says UN cultural agency. https://news.un.org/en/story/2017/06/560162-millions-could-escape-poverty-finishing-
secondary-education-says-un-cultural#.WVGkRWXsP-Y
12 Y20 2022 White Paper | Diversity and Inclusion

The transition to remote learning and cultural and creative consumption faces
distributional challenges.

The shift from conventional learning to remote and distance learning due to the COVID-19 pandemic has
led to new challenges. The transition to digital education has not been smooth for all. A digital divide in terms of
access to electronic devices and connectivity risks further amplifying the inequalities among young people. For
example, students from lower-income groups are likely to fall behind their wealthier peers who have better access
to online learning infrastructure and parental support for distance learning.14 Meanwhile, young people with
disabilities are likely to be the most affected, as many of them cannot access the special services required for
personalized learning.

“Persons with disabilities are still being seen by what they cannot do, instead of what they can do… Diversity and
inclusion sounds cliché but it’s real. Every student has dreams. Diverse and inclusive education is when we can
recognize the diversity of capability, capacity, and we all can help them achieve their dreams.”
– Filemon Yoga Adhisatya and Muhammad Zulfikar Rakhmat, Sekolabilitas

In addition to insufficient access to connectivity and devices, the lack of a cohesive study environment hampers
the effectiveness of distance learning. A study by the International Labor Organization (ILO) shows that the lack
of study space, the lack of ready materials for remote teaching, and the absence of opportunities for group work
and social contact15 have also contributed to problems in ensuring the continuity of learning.

Owing to the COVID-19 pandemic, the cultural and creative sectors are experiencing a decrease in
demand, as people reduce their consumption of cultural experiences and creative goods and services,
especially those not digitally accessible. Businesses with venue-based activities (such as the performing arts,
live music, and museum exhibitions) have seen a drop in revenue, and their business sustainability became at
risk because of mobility restrictions. Although the consumption of cultural and creative goods and services has
massively shifted to online content platforms, such increased demand has mainly accrued to the large firms in
the industry. Meanwhile, research shows that creative economy sectors employ women, minority groups, and
informal workers, particularly in low- and middle-income countries.16 The cultural and creative sectors in the
European Union engage more youth and women aged 15–29 years than any other sector.17 Reduced wages,
loss of employment, increasingly limited channels to showcase creativity, and other knock-on effects of the
COVID-19 pandemic have exposed young people’s precarious economic security and how vulnerable they are
to loss of livelihood.

14 OECD (2020). Combatting COVID-19’s effect on children. https://www.oecd.org/coronavirus/policy-responses/combatting-covid-19-s-effect-on-children-2e1f3b2f/

15 ILO (2020). Youth & COVID-19: Impact on Jobs, Education, Rights and Mental Well-being. https://www.ilo.org/global/topics/youth-employment/publications/WCMS_753026/lang--en/index.htm

16 World Bank (2020). Orange Economy: As a Driver of Jobs for Youth. https://www.s4ye.org/sites/default/files/2020-09/Jobs%20in%20the%20Orange%20Economy.pdf

17 UNESCO (2018). Strengthen your creative sectors! UNESCO and the European Union launch an international call for expertise and peer-to-peer support. https://en.unesco.org/creativity/news/strengthen-
your-creative-sectors-unesco-european-union
 Y20 2022 White Paper | Diversity and Inclusion 13

© Unsplash

Limited awareness of creative occupations hamper young people’s potential to

foster an inclusive society.
The level of awareness of how to pursue creative occupations is still low, and the knowledge of what
creative occupations can contribute to society is not always apparent. Our focus group discussion (FGD)
with UNICEF Mitra Muda revealed that in school, current curricula do not teach possible creative occupations.
The participants to the group discussion mentioned that they learned about creative occupations through the
internet and thereby developed a desire to pursue work in the creative economy.

Creative occupations provide greater autonomy and are contributors to the economy and to the making of an
inclusive society. Compared to people in other professions, creative workers report higher life satisfaction and
greater happiness in general.18 Over half of young people in the G20 who took part in our survey argued that
creative occupations could contribute to a more inclusive society by providing opportunities for self-expression.
In addition, other contributions such as serving as an outlet to promote different cultures and as a viable option
for employment of marginalized youth are also ways creative occupations could foster inclusive values in society.

How could creative occupations help create a more inclusive society?

Diversity and Inclusion - How could creative occupations help create a more inclusive society*

Freedom of self-expression 51%

Promotion of di erent cultures 45%

Option of employment/

42%
entrepreneurship for marginalized

Space of Collaboration
& social dialogue 37%

I don’t think they

relate at all 6% *) respondents allowed multiple responses

18 Fujiwara, D., Dolan, P., & Lawton, R. (2015). Creative Occupations and Subjective Wellbeing. Nesta Working Paper No. 15/09, 12. https://media.nesta.org.uk/documents/
creative_employment_and_subjective_wellbeing_1509_1.pdf
ff
14 Y20 2022 White Paper | Diversity and Inclusion

Unequal opportunities for participation and engagement for young people persists

Young people worldwide have a fundamental right to participate and meaningfully engage in society, yet
challenges prevent them from exercising this right. According to the United Nations Convention on the Rights
of the Child, young people have the right to freely express their opinions, influence policies that impact them, and
participate in their societies.19

Young people still lack a voice and power to participate in making decisions that affect their lives and to
create positive social change in many contexts, such as the home, education, work, politics, business, and
local communities. Vulnerable and marginalized youth already face inequities in access to opportunities for civic
engagement, such as in school councils, peer-to-peer initiatives, and youth groups. This hampers their
opportunities for meaningful participation, for developing leadership skills and for influencing the decisions and
policies that affect their lives. At the community level, restrictions on movement not only reduce the ability of
young people and organizations to mobilize and support their communities but also limit their capacity to innovate
and to help communities mitigate the effects of the pandemic.

There is insufficient awareness of the need to equip young people to be civically engaged when it comes
to education. For example, quality teaching on youth participation and civic engagement in schools remains
scarce. Although teachers have tremendous influence on young people’s lives, they are not adequately trained to
use the approaches that can inculcate values, attitudes, and knowledge that empower young people for future
participation and engagement in civil society. Furthermore, the dearth of global citizenship education is one of the
major challenges to the attainment of sustainable development goal 4.7, which would impart to all learners the
right knowledge and skills to promote sustainable lifestyles, human rights, gender equality, a culture of peace and
non-violence, and appreciation of cultural diversity and its contributions to sustainable development.20

Many workers in the creative economy are not receiving innovation support. Although creativity is a
prerequisite in the industry, young creative workers have limited opportunities to hone their skills at innovation and
collaboration. Many creative businesses are built on intangible assets, such as networks of social relations, the
contributions of creative communities, and particular expertise. Moreover, because they operate with business
models that government policies do not sufficiently recognize, they find it particularly challenging to lobby for
support. Creative social enterprises focus on promoting decent work and well-being for all and are especially
concerned about providing more opportunities to empower communities and marginalized people. A study in
Indonesia has revealed that the younger the owners of an enterprise, the more likely they are to respond to the
Sustainable Development Goals. 21

19 UN Office of the High Commissioner (1990). Convention on the Rights of the Child. https://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx

20 UN Statistics Division (2021). SDG Indicators: Metadata Repository. https://unstats.un.org/sdgs/metadata/files/Metadata-04-07-01.pdf

21 British Council (2020). Creative and Social Enterprise in Indonesia. https://www.britishcouncil.id/sites/default/files/dice_creative_and_social_enterprise_in_indonesia_report_en_final.pdf

 Y20 2022 White Paper | Diversity and Inclusion 15

II. Opportunities
The COVID-19 pandemic has put the divide between the issues and opportunities for young people in the
spotlight. However, the stark reality of the divide reveals that now is an opportune moment to ensure all young
people have the necessary skills and opportunities to succeed. Fortunately, alongside the issues exposed by the
pandemic, new means of responding to them are also emerging.

Facilitating ease of access to education.

Achieving universal access to education involves developing inclusive pedagogies, providing financial
support to those who cannot afford education, and promoting flexible legislation that focus on helping
those furthest left behind. As G20 countries host a large number of global and local migrant populations, their
education systems should move towards inclusive curricula that embrace diversity of cultures and languages to
avoid alienating those from different backgrounds. Furthermore, the provision of financial support and frameworks
to help marginalized and vulnerable youths, who otherwise cannot afford education, is a critical step towards
breaking the cycle of poverty and preparing them to integrate into the labor and economic market.

In addition, integrating non-formal education into the education system with measurable outcomes and
achievements can also bring about greater social inclusion and expedite the personal development of young
people, thereby preparing them to become agile problem solvers of present and future challenges.

Providing alternative and multiple skills training pathways and learning

qualifications

Various learning resources can be harnessed to reduce dropout risk or to guide young dropouts back to
the education system. These learning pathways should address the specific needs of young people, provide
accredited learning opportunities that enable them to improve their livelihoods, and reach out to include vulnerable
or disadvantaged groups. For teachers, training in inclusive teaching methodologies can prepare them to
effectively help students who face daunting challenges in the traditional education system.

In the case of the creative economy, alternative pathways to certification of qualifications can greatly help
many young people enter the workforce. Certification through alternative learning pathways that involve
especially trained teachers can become just as valuable as that received through formal education from an equity
position. It can form part of a broader qualification and quality assurance ecosystem. The ability to certify quality
learning and the recognition of certifications held by refugees, migrant workers, and internally displaced people
are crucial to improving inclusivity in education and work. Moreover, as most tourism sites have been shut down
during the COVID-19 pandemic, alternative means of livelihood, enabled by alternative skills training pathways,
are lifelines for local communities around these sites.

16 Y20 2022 White Paper | Diversity and Inclusion

Case Study:

Kita Muda Kreatif 22

UNESCO, with support from Citi Foundation, established Kita Muda Kreatif in 2017 to promote youth
entrepreneurship by providing means of livelihood to local communities around UNESCO designated sites
and other popular tourist destinations in Indonesia. The program has provided business capacity-building
skills such as marketing, financial literacy, and business planning to over 400 young cultural entrepreneurs
aged 18–30 years. Fifty percent of the participants were female.

Learn about Kita Muda Kreatif at kitamudakreatif.com

and on Instagram @kitamudakreatif

© Kita Muda Kreatif

Providing a safe space to create and collaborate

Creative and cultural professionals and businesses argue that profit is not always the primary reason for
entering and remaining in the industry. Young people entering and remaining in the creative and cultural
businesses profess that maintaining the cultural heritage, continuing family traditions, and gaining personal
satisfaction from the exercise of their creativity remain the intrinsic drivers of their work.

Our survey results show that to succeed in creative occupations, there are four types of support that young
people in the G20 consider most helpful: access to tools and collaborative working areas to produce creative
work, financial support to start enterprises, a global network of young people in the creative economy, and
mentoring by experienced professionals.

22 Kita Muda Kreatif (2021). https://kitamudakreatif.com/

 Y20 2022 White Paper | Diversity and Inclusion 17

Which type of support do you think would be most helpful if you are going to
pursue a creative occupation?

Diversity and Inclusion - Helpful support to pursue creative occupation

Freedom of self-expression 26%

Promotion of di erent cultures 22%

Option of employment/entrepreneurship
20%
for marginalized
Space of Collaboration &
social dialogue 8%

I don’t think they relate at all 5%

As creative professionals often rely on intangible assets, such as expertise, networks, and reputation in
creative communities, they need collaboration to grow these assets. Therefore, a space that promotes
meaningful pathways for collaborative work is crucial for budding creative youths to grow their businesses. In
times of crises, such as the COVID-19 pandemic, the networks thus formed also help them to navigate difficult
challenges and to secure emotional support. Research shows that such networks have been an indispensable
resource for young cultural and creative workers in Indonesia, especially when navigating through the pandemic,
as they rely on these networks to gain knowledge, collaborate on projects, and even experience a sense of
solidarity and comfort.23

As a generator of innovation, the creative economy has a high tendency to experiment with new ways of
working. These include crowd-working, platform work, and project-based work as well as, new business
models, new ways of reaching audiences, and new forms of co-production. In the creative economy, hubs or
intermediaries can promote more diversity and inclusion in the projects of young people. Intermediaries such as
hubs facilitate collaboration between peoples and countries as equal partners.

Networks and safe community spaces provide youths with a sense of belonging; they are also places
where mistakes are commonplace and unremarkable and risk-taking is encouraged. Civic participation and
engagement require investment in young people’s capacities, networks, and partnerships through formal, non-
formal, and informal education and youth programs. The provision of space and opportunities to develop and
practice the skills and competencies for active leadership and citizenship is also required. Interventions could
include introducing compulsory community service or service-learning courses at schools and colleges, or to
groups of young people, particularly the disadvantaged groups, who have been compelled by circumstances to
leave formal education.

23 Beta et al. (2021). Creative economy: How young creative workers in Yogyakarta are dealing with COVID-19. The Australia-Indonesia Centre. https://minerva-access.unimelb.edu.au/bitstream/handle/
11343/281323/Creative-economy_-How-young-creative-workers-in-Yogyakarta-are-dealing-with-COVID-19-1.pdf
ff

18 Y20 2022 White Paper | Diversity and Inclusion

Mainstreaming informal decision-making opportunities for youth

Creating decision-making opportunities for young people does not work with a top-down approach.
Creating opportunities for young people in civic engagement starts with moving the perspective from “for” to
“with” so that opportunities can come horizontally; for example, young people may want to participate in
decision-making simply because they know a young leader in their community. Providing a high-visibility
platform for young people to advocate for causes that matter to them and share their leadership journey could
be a powerful way to debunk the outdated beliefs on and requirements for who can be a leader.

Case Study:

Eunoia Talks

Eunoia Talks is an initiative sparking inclusive conversation, creating change to achieve the Agenda 2030, and
connecting citizens and policy-makers by informing, amplifying, empowering, and taking action. Based on the
“inform, consult, involve, collaborate (ICIC)” stakeholder engagement framework, the initiative creates bridges
between citizens and institutions. Through a digital platform that puts a premium to experience in non-formal
education and lifelong learning, Eunoia Talks argues that the pandemic should not stop young people from
discussing ways they can bring innovation and solutions to today’s problems.

Pursuing leadership roles can encourage young people to express their concerns. While there has been
some progress in involving young people in the making of decisions that affect their lives and livelihoods, they
still lack access to platforms for articulating their concerns. One way to bridge this gap is to encourage young
people to pursue leadership roles. For example, an online forum or social media channel for sharing
perspectives and concerns on issues they consider important can encourage young people to voice their
opinions and share their views with others. To achieve a diverse and inclusive society, there needs to be a shift in
perspective from not talking to other groups to sitting at the same table and engaging with them.

24 Fora: Network for Change (2021). https://www.foranetwork.org/

 Y20 2022 White Paper | Diversity and Inclusion 19

Case Study:

Fora (Formerly known as G(irls)20)24

Fora is an organization that focuses on creating opportunities for young women to be involved and have a voice in
decision making spaces around the world. Fora believes that leadership development should be considered as
important as formal and STEM education. So far, Fora has conducted several projects in capacity building for
young women, including Girls on Board which has involved 135 young women leaders in Canada since 2017. In
addition, as a response to the COVID-19 pandemic, the Next Level program was launched to provide leadership
and social entrepreneurship training to young women and also young men in Canada's retail and hospitality
industries. The program also provides supportive mentoring, to help them navigate the changing economy on
their own terms.

Get to know more about Fora at foranetwork.org.

© Fora

At the micro level, the infrastructure and environment of youth hubs in villages can encourage local youths to
utilize local resources and discuss ideas that are most relevant to their communities.
20 Y20 2022 White Paper | Diversity and Inclusion

C. WAY FORWARD

Social inclusion makes the strongest economic sense and is the way forward to recovering better and
recovering stronger

The COVID-19 pandemic and increasing social injustices have confirmed that social exclusion is costly and
can significantly stunt a nation’s economic growth because certain groups and their contributions are excluded
from the economy. For young people, social inclusion needs to start with instilling in them inclusive values so that
they become active citizens and leaders seeking opportunities to participate in the economy.

The right to education is a fundamental human right that must be carried out in order to exercise other
rights. The need for inclusive quality education has never been more urgent than it is today. The world is
undergoing major shifts. Technological disruption, climate change, and conflicts contribute to the ever-widening
inequalities in our society, with impacts that can last for generations. We therefore need to build inclusive and
democratic societies, where everyone can freely discuss their differences in opinion and where a wide range of
voices can be heard in the pursuit of social cohesion and celebration of diversity. Education plays an essential role
in the building of such societies.

The creative economy is an emerging sector that can improve mutual understanding across societies,
cultures, and countries. There are some low barriers to entering the creative economy but in general it is a
sector that is inclusive and innovative and contributes to community resilience when formal systems are under
pressure. As the economy relies on human talent and the development of social capital, its future success relies
on other supporting systems, such as education, to foster creative thinking and transferable skills that enable the
currently excluded and marginalized groups to connect to the economy.

To mitigate the long-lasting impacts that threaten our shared humanity, it is acutely urgent that we all meet
our collective responsibility for inclusive and sustainable recovery. The COVID-19 pandemic has further
deepened and widened the inequalities that make our societies fragile. Social development, at its core, is about
making positive changes in order to achieve human well-being. In the end, to recover together and to recover
stronger means to build more inclusive systems, cultivate diversity as a strength, and mobilize resources so that
society can be more resilient to future shocks, unrest, and disruptions.

 Y20 2022 White Paper | Diversity and Inclusion 21

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