Past and current trends indicate that Youth progress has been made in most countries with specific goals towards poverty eradication, improving access to education through schemes. For example, education for all in India and Liberia among other countries, Universal Primary Education (UPE) Uganda, education for girl child, introduction of successful models and alternative education such mobile schools among the nomadic pastoralist communities, vocational training and tertiary education for school dropouts, media and communication access, employment and protection of rights, all geared towards livelihood and skills development among the young people to access services and attain better living standard. These trends have been progressive in some countries especially among the developing countries, regions and among social groups. Successful poverty eradication and reduction was observed in some parts of Asia-China, while in conflict-prone zones of Sub-Saharan African lowest progress was made (George, 2015).
Therefore, Youth and development present an important opportunity for leading humanitarian aid, government, and the international community to re-define a holistic approach. The global governance and national political will to achieve these goals should enforce a specific mechanism to check on the quality. Youth-development challenges are multi-dimensional and normative. Gender issues, age division, exclusive youth participation, and the weak governance system contribute to the existing disparities among the youth. Adopted policies and programs should seek better understanding and an effective process to address each challenge. Age and divisions, intergeneration culture and exposure to other peer challenges need an inclusive and productive educational initiative. Social and transformative skills that help expand opportunities and capabilities of young an education system that causes self-empowerment and realization of being and doing should be in cooperated in the approaches.