The Transition of Jamaican - International Labour Organisation ...
The Transition of Jamaican - International Labour Organisation ...
The Transition of Jamaican - International Labour Organisation ...
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Construction <strong>of</strong> Weights<br />
<strong>The</strong> post-stratification ratio adjustment method was used by STATIN to construct<br />
weights for the sample estimates in this survey, thus bringing them in line with<br />
the <strong>Jamaican</strong> youth population in 2004. <strong>The</strong> 2001 Population Census data were<br />
used as the starting point. <strong>The</strong>se figures were adjusted to the 2004 population estimates<br />
using the average growth rate for the three-year-period. Parish, age and gender<br />
variables were then included in the construction <strong>of</strong> the weights to address the<br />
differences in the population distribution. (See Table 1.3)<br />
Table 1.3: Distribution <strong>of</strong> Youth by Category and Parish, 2004<br />
Parish<br />
In<br />
School<br />
Not<br />
Working<br />
Employed<br />
Self<br />
Employed<br />
Total<br />
Kingston 7 076 7 517 3 185 1 440 19 218<br />
St. Andrew 39 807 37 577 19 025 6 588 102 997<br />
St. Thomas 5 609 7 150 2 812 409 15 980<br />
Portland 5 734 5 456 2 304 254 13 748<br />
St. Mary 8 154 7 798 2 438 481 18 871<br />
St. Ann 13 364 14 190 3 162 0 30 716<br />
Trelawny 5 577 3 862 2 562 634 12 635<br />
St. James 11 232 10 662 8 060 2 413 32 367<br />
Hanover 4 378 3 778 3 043 297 11 496<br />
Westmoreland 9 035 8 082 5 503 1 981 24 601<br />
St. Elizabeth 9 728 9 037 4 359 2 685 25 809<br />
Manchester 13 864 10 092 6 653 3 916 34 525<br />
Clarendon 19 195 19 212 4 150 1 907 44 464<br />
St. Catherine 33 353 39 205 13 561 3 221 89 340<br />
Jamaica 186 106 183 618 80 817 26 226 476 767<br />
Information Processing<br />
During and after the fieldwork, appropriate forms and procedures for the management<br />
<strong>of</strong> the data were designed. <strong>The</strong> questionnaire was pre-coded for the most<br />
part. <strong>The</strong>re were several open-ended questions however, that required coding. For<br />
this exercise to be consistent, special coding sheets were developed for each open-<br />
CHAPTER 1: PROJECT CONTEXT AND RATIONALE<br />
9