PIOJ Growth-Inducement Strategy - Planning Institute of Jamaica
PIOJ Growth-Inducement Strategy - Planning Institute of Jamaica
PIOJ Growth-Inducement Strategy - Planning Institute of Jamaica
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2.5 Coexistent with the levels <strong>of</strong> unemployment is the fact that there are shortages <strong>of</strong><br />
labour in various occupational and skill categories. A recent study 66 revealed that 69.0<br />
per cent <strong>of</strong> organizations surveyed reported a shortage <strong>of</strong> skilled workers cutting across<br />
various occupation and industry groups. This suggests that there exists a gap in the<br />
training system that needs to be filled.<br />
2.6 In 2008/09, total output from the terminal grades <strong>of</strong> the Secondary School system<br />
(Grades 9 and 11) was 55,694 students. Approximately 95.0 per cent <strong>of</strong> those leaving at<br />
Grades 9 were able to gain places to Grades 9 or Grade 10 <strong>of</strong> the upper cycle <strong>of</strong> the<br />
system, through the Grade Nine Achievement Test, the Junior High School Certificate<br />
Examination, Government’s purchasing <strong>of</strong> places at private schools and through<br />
parents/guardians support for their enrolment at private institutions. However,<br />
approximately 54.8 per cent <strong>of</strong> graduates <strong>of</strong> the secondary school system were deemed<br />
ill-prepared to access training or the labour market 67 .<br />
2.7 The matriculation to tertiary institutions/labour market is five (5) CSEC subjects<br />
including English Language and Mathematics. Of the 32,568 students in public schools<br />
who sat the 2009 CSEC examination, 10,877 (33.4 percent) attained the requisite passes<br />
(Grades 1-lll) in five or more subjects including Mathematics and/or English Language. 68<br />
Notably, 16.2 per cent <strong>of</strong> candidates in the June 2009 sitting did not pass any subject.<br />
3.0 Current Programmes to Provide Training for the Labour Force<br />
3.1 The Career Advancement Programme (CAP) is a youth career development<br />
initiative developed by the Ministry <strong>of</strong> Education and its agencies, including HEART<br />
Trust/NTA, National Youth Service and <strong>Jamaica</strong> Foundation <strong>of</strong> Life-long Learning. This<br />
programme is being implemented as part <strong>of</strong> the Compulsory Education Programme<br />
which would ensure that all children <strong>of</strong> ages 3-18 years are enrolled in and attending<br />
structured learning and training programmes. It provides new and expanded education<br />
and training for relevant career choices leading to NCTVET certification. Training in the<br />
Technical Vocational Education and Training (TVET) Specialization and work<br />
experience are provided. All students are required to do courses in Entrepreneurship,<br />
Personal Development, Career Development and core subjects like Mathematics and<br />
English. The programme currently targets 7,950 youth in 53 participating schools. The<br />
CAP includes a Parallel programme catering for youth 18 – 24 years providing similarly<br />
structured learning and training programmes in schools at flexible times.<br />
3.2 Several other organizations provide access to skills training, including HEART<br />
Trust/NTA, the National Youth Service (NYS), and the <strong>Jamaica</strong> Business Development<br />
Corporation. Expanding the number <strong>of</strong> places available for skills training has been a<br />
focus <strong>of</strong> the Government in recent years. In FY 2008/09 for example, the HEART<br />
66 Ministry <strong>of</strong> Labour and Social Security, Labour Demand Study Report, 2010 (unpublished).<br />
67 Based on cohort <strong>of</strong> students gaining 0-3 passes at CSEC in 2006.<br />
68 Some 26.4 percent <strong>of</strong> the Grade 11 cohort (41, 428 students)<br />
170