Youth employment is the core driving force for promoting economic growth and maintaining social stability, and the sustainable development of youth is a key issue related to social progress and the continuation of civilization. However, global youth are facing severe employment challenges. The World Bank stated in its 2024 Annual Report that over the next 10 years, the global South will add 1.2 billion young workers, but only 424 million formal jobs will be created during the same period. Education, as an effective driving force for development, must actively seek breakthroughs to adapt to changes in the dynamic environment of the modern global labor market. In response, the World Bank advocates for educational transformation in order to address the global issue of youth employment. The World Bank believes that the global youth employment crisis is becoming increasingly severe, partly due to the lack of adaptability, inclusiveness, and systemic fragility in the current education system, which hinders the development of human capital. Firstly, there is a disconnect between education supply and industrial demand. The forces of automation transformation, the rise of green economy, and the acceleration of digitalization are reshaping the global employment landscape at an unprecedented speed. The World Bank predicts that over 1.1 billion jobs will face a fundamental shift in skill demand within the next 10 years. Currently, approximately 450 million young people worldwide are struggling to find employment due to skill mismatches. Meanwhile, about 23% of employers are constrained by a shortage of skilled talent. This supply-demand imbalance not only exposes the disconnect between traditional education models and labor market demand, but also reveals the deep crisis of traditional talent cultivation models. Secondly, there are gender differences in the education system. The gender gap in the labor market is becoming a key bottleneck in optimizing human capital. According to the International Labour Organization, the global labor force participation rate for women in 2023 is estimated to be around 55%, far lower than the 75% participation rate for men. The root of this imbalance lies in gender inequality in the education system, where there are significant gender differences in access to educational opportunities and resources, ultimately leading to a disadvantage for young women in the job market. Thirdly, educational opportunities are reduced under the impact of the crisis. The education system is fragile, and in the face of crises such as geopolitical conflicts and economic turbulence, many school buildings are destroyed or shut down, millions of young people interrupt their studies, and they are trapped in a vicious cycle of "dropout unemployment poverty"; The impact of the epidemic should not be underestimated, as about 220 million middle and higher education students have dropped out or lost training opportunities as a result. The normalization of online distance learning has further widened the digital divide; The impact of climate change is more long-lasting, as young professionals in climate sensitive industries face career transitions due to ecological changes, but are unable to find employment due to a lack of skills. In response to these issues, the World Bank calls for educational transformation. On the one hand, school education should shift from simply imparting knowledge to competency based education, focusing on cultivating future core skills such as critical thinking, digital literacy, and climate adaptability, so that learners have the ability to cope with uncertainty. On the other hand, emphasizing the function of education as a regulator of social equity, narrowing the education gap in terms of region, gender, and class through resource allocation and crisis response education network construction. The World Bank proposes that the comprehensive skills required to achieve success in the 21st century labor market include basic literacy and advanced skills, social and emotional skills, professional skills, and digital skills. The education system should transition from resource supply to dynamic adaptation, advocating a "T-shaped talent" training model based on basic literacy (reading, writing, and computing), integrating future core competencies such as digital skills and climate adaptability to solve the problem of skill mismatch. Firstly, strengthen basic education and improve the quality of skill development. Basic education is the cornerstone of sustainable development for young people, and the lack of basic education may lead to young people falling into low skilled, low-income informal employment. On the one hand, intelligent learning environments can be built through digital technology, integrating interactive digital resources and strengthening students' basic literacy. On the other hand, improving hardware facilities, popularizing intelligent teaching equipment, providing systematic technical training for teachers, and achieving precise and efficient classroom management. For example, Nigeria's basic education transformation project has significantly improved the quality of basic education teaching by equipping teachers with digital tools, providing structured courses, and personalized teaching feedback, benefiting 16000 teachers and students. Secondly, deepen the collaboration between industry and academia, and create a vocational education adaptation model. The World Bank emphasizes that vocational education requires a balance between basic literacy and professional skills, with a "T-shaped talent" training model to balance employment flexibility and professional depth. At the same time, an industry led curriculum update mechanism should be established to achieve precise matching between skill supply and market demand. For example, the Higher Education Quality and Innovation Project in the Kyrgyz Republic has improved the course quality for 160000 university teachers, students, and researchers, aiming to integrate applied research with the labor market and enhance youth employment capabilities. Once again, expand non formal education and establish a diversified skills certification system. The World Bank advocates providing alternative education paths and skills training opportunities for youth outside the formal education system, and designing a flexible skills certification system to achieve standardized certification of non formal learning outcomes. For example, Kenya's Youth Employment and Opportunity Project provides various support to project participants, including training, internships, apprenticeship opportunities, entrepreneurship subsidies, entrepreneurship guidance, and one-stop information platforms, benefiting nearly 400000 young people. In addition, the World Bank has launched 10 global skills partnership projects to support international labor mobility. The World Bank calls for precise intervention to allocate resources towards promoting gender equality and infrastructure development, ensuring fair access to education and fair educational processes, and helping women have equal access to educational opportunities and resources. On the one hand, implementing the "girls first" strategy to achieve fair access. Ensuring fair access to girls' education is the key to breaking gender inequality, which means eliminating gender differences at the starting point of education. The World Bank implements the "Girls First" education strategy, providing assistance through measures such as strengthening policy guarantees, enhancing publicity and guidance, improving educational facilities, and providing economic support. For example, countries such as Kenya and Uganda have helped 2 million girls stay in or return to school through community mobilization and safety measures, and trained 26000 local administrators to promote gender equality reforms. On the other hand, optimizing resource allocation and ensuring fairness in the process. The World Bank advocates for increasing investment in women's education resources, improving infrastructure and healthcare security; Pay attention to gender balance in teacher allocation, and provide professional training for teachers to enhance their awareness of gender equality; Remove gender bias content in curriculum and textbook design; Establish a fair evaluation mechanism; wait. For example, the World Bank actively improves the teaching conditions in secondary schools in the Democratic Republic of Congo, including creating a safe and inclusive school environment, strengthening curriculum content and teaching materials, and ensuring equal mastery of digital skills for male and female students. To enhance the resilience of the education system against risks, the World Bank advocates for a series of measures to ensure the continuity of education. Firstly, anchor the foundation of security and strengthen education infrastructure in conflict areas. In conflict prone areas, schools are not only teaching venues, but also community shelters and psychological rehabilitation centers. The World Bank focuses on education in fragile and conflict prone areas, promotes "safe schools" standards, creates safe learning spaces, and enhances educational resilience in conflict zones. Secondly, establish an emergency network and build a hybrid education ecosystem. The COVID-19 has exposed the excessive dependence of traditional education on physical space, and has also expedited the birth of mixed learning ecology, promoting the transformation of the education system. In this regard, one is to seek low tech solutions to ensure the continuity of basic learning in extreme situations; Secondly, we need to strengthen the construction of digital platforms and achieve real-time and effective communication among the government, schools, and families through online education platforms; The third is to achieve the reconstruction of teachers' abilities and cultivate their meta skills in mastering the integration of virtual and real teaching scenarios. In addition, by building a multi-layered crisis response education network, we ensure the safe advancement of system changes. Again, practicing green education to address the impact of climate change. Incorporate climate education into the education system to ensure that students acquire key competencies for addressing climate crises and achieving sustainable development in the future. Vocational education and training can also accelerate the transition to a green economy by cultivating green skills and innovation capabilities. Schools can offer professional courses related to renewable energy and environmental protection technology to cultivate students' relevant skills and reserve talents for the future development of green industries. At the same time, encourage students to participate in environmental innovation projects to enhance their ability and innovation awareness in addressing climate change. (New Society)