- Page 2 and 3: THE PLANNING INSTITUTE OF JAMAICA I
- Page 6 and 7: List of Tables Table 1.1: Distribut
- Page 8 and 9: Table 4.4: Participation in Differe
- Page 10 and 11: Acknowledgements The Planning Insti
- Page 12 and 13: M E S S A G E F R O M Director Gene
- Page 14 and 15: Executive Summary The School-to-Wor
- Page 16: women with special emphasis on yout
- Page 19 and 20: The Labour Force Survey revealed th
- Page 21 and 22: . . . the Government of Jamaica has
- Page 23 and 24: • demographic and household infor
- Page 25 and 26: Sample Selection It was determined
- Page 27 and 28: ended question. The post fieldwork
- Page 29 and 30: The average age of the youth survey
- Page 31 and 32: The distribution of youth by parish
- Page 33 and 34: ecorded was six; this was reported
- Page 35 and 36: An important factor in transiting f
- Page 37 and 38: Working” youth and 1.7 per cent o
- Page 39 and 40: the training lasted for “more tha
- Page 41 and 42: Work Experience When asked “Have
- Page 43 and 44: This question was directed solely t
- Page 45 and 46: Table 3.4: Distribution of Not Work
- Page 47 and 48: Table 3.6: Conditions Necessary to
- Page 49 and 50: Job Preferences Table 3.8 provides
- Page 51 and 52: Table 3.10: Average Length of Job S
- Page 53 and 54: 4 Life Goals and Values of Young Pe
- Page 55 and 56:
nificant differences in these opini
- Page 57 and 58:
Community organizations are not ver
- Page 59 and 60:
Table 4.7: Frequency of Use of Sele
- Page 61 and 62:
5 Regression Analysis The objective
- Page 63 and 64:
Table 5.2 : Variables Used in the L
- Page 65 and 66:
There were no significant differenc
- Page 67 and 68:
Results The partial logistic regres
- Page 69 and 70:
6 Conclusion and Recommendation In
- Page 71 and 72:
public education programme be devel
- Page 73 and 74:
There is unmet demand (within the H
- Page 75 and 76:
A corollary activity should be the
- Page 77 and 78:
findings, it is being recommended t
- Page 79 and 80:
GOJ/ILO School-to-Work Transition S
- Page 81 and 82:
• inner city schools should be in
- Page 83 and 84:
• information technology should b
- Page 85 and 86:
GOJ/ILO School-to-Work Transition S
- Page 87 and 88:
GOJ/ILO School-to-Work Transition S
- Page 89 and 90:
Career Guidance • critical assess
- Page 91 and 92:
1.10 What is the OCCUPATIONAL STATU
- Page 93 and 94:
2.6 Have you had any school-based v
- Page 95 and 96:
3.1 Have you ever received any kind
- Page 97 and 98:
4.0 LIFE GOALS AND VALUES OF YOUNG
- Page 99 and 100:
4.4 I would like to ask about your
- Page 101 and 102:
1.10 What is the OCCUPATIONAL STATU
- Page 103 and 104:
2.6 Have you had any school-based v
- Page 105 and 106:
3.0 JOB SEARCH AND ATTITUDES AND EX
- Page 107 and 108:
3.10 Did you have a preference for
- Page 109 and 110:
4.0 LIFE GOALS AND VALUES OF YOUNG
- Page 111 and 112:
4.4 I would like to ask about your
- Page 113 and 114:
1.10 What is the OCCUPATIONAL STATU
- Page 115 and 116:
2.6 Have you had any school-based v
- Page 117 and 118:
3.0 JOB SEARCH AND ATTITUDES AND EX
- Page 119 and 120:
OBSTACLES RANK 1 No education 2 Uns
- Page 121 and 122:
4. Through a government employment
- Page 123 and 124:
21 Other (specify) ________________
- Page 125 and 126:
5.4 Are you financially supporting
- Page 127 and 128:
6.4 I would like to ask about your
- Page 129 and 130:
1.10 What is the OCCUPATIONAL STATU
- Page 131 and 132:
2.6 Have you had any school-based v
- Page 133 and 134:
3.0 JOB SEARCH AND ATTITUDES AND EX
- Page 135 and 136:
3.11 What was the minimum level of
- Page 137 and 138:
4.4 Do you have anyone helping you
- Page 139 and 140:
4.15 Does your business/enterprise
- Page 141 and 142:
4.31 What is the main problem you f
- Page 143 and 144:
3. $10,000 — < $15,000 4. $15,000
- Page 145 and 146:
10 Working/living in other countrie
- Page 147:
6.4 I would like to ask about your