The Transition of Jamaican - International Labour Organisation ...

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No Education The survey findings showed that some 16.4 per cent of the youth felt that “no education” was a major barrier to their finding a job. It is highly recommended that the MOEY moves quickly towards the speedy universal implementation of the recently launched National High School Equivalency Programme (HISEP) which is designed to provide the equivalent of high school certification to persons who depart the education system without certification. The programme would provide additional educational opportunities for a number of persons who were not accommodated by the existing secondary education system. It would also bridge that gap between educational attainment and basic employment requirements for the estimated 77.2 per cent of the adult population (15 years and over) without secondary or tertiary qualifications. 2 Alternative modes of education should be utilized, such as e-learning, on-line, distance and radio/television education programming. Another recommendation is for the introduction of a special Training Tax Incentive to be provided to companies to promote the education, training, retraining/retooling of their workers. The important role of parenting in the education process must be highlighted. It is advocated that increased training in parenting skills be provided and parents resocialized about the value of education in order to guide youth in setting “realistic” career goals to suit their children aptitudes. Parents should also be made aware of the need to make adequate provisions towards the realization of these goals. Not Enough Jobs The pace of job creation has not grown in tandem with development in the economy and this has fuelled the belief among youth that this is one of the main obstacles to employment. In this light, specific youth policies/programmes need to be fast-tracked and expanded to target youth unemployment. This should be separate and apart from general employment creation initiatives that need to be addressed by the policy-makers/political directorates at the micro, meso and macro levels. On the other hand, there needs to be greater emphasis on entrepreneurial training for youth in both formal and non-formal settings. At the school level, it is recommended that entrepreneurial training be offered at the lower tiers of the secondary system. This would include providing opportunities for students to participate in income-generating activities in schools. 2. Jamaica Survey of Living Conditions 2004. . . . there needs to be greater emphasis on entrepreneurial training for youth in both formal and non-formal settings. At the school level, it is recommended that entrepreneurial training be offered at the lower tiers of the secondary system CHAPTER 6: CONCLUSION AND RECOMMENDATIONS 57
A corollary activity should be the expansion of the work experience programmes in schools. It is recommended that mechanisms are put in place for financial resources to be made available to reward employers who have work experience programmes or to assist them in providing stipend to students who participate in the programmes The promotion of small and micro enterprises is favoured. This could be funded through loans, grants and aid from the private/public sectors and international donor agencies. These micro-enterprise loans also need to be offered at affordable interest rates and group lending options could be initiated. Additionally, the success rate of such programmes would increase with the provision of technical and mentoring support. In keeping with the demand for youth with work experience, there is need for the expansion of the National Youth Service, and the HEART Trust/NTA-financed School Leavers’ Training Opportunity (SL-TOP) and Apprenticeship Programmes. The former provides training and temporary job placement opportunities for youth in the public and private sectors, while the HEART Trust-sponsored programmes provide on-the-job training and employment for school leavers with no job experience. The Apprenticeship programme has an added component by which trainees are employed under a contract of apprenticeship and are supervised by a skilled workman who is obligated to instruct the apprentice in all aspects of the trade. The SL-TOP initiative could be further expanded through the use of other agencies such as those in the private sector. A corollary activity should be the expansion of the work experience programmes in schools. It is recommended that mechanisms are put in place for financial resources to be made available to reward employers who have work experience programmes or to assist them in providing stipend to students who participate in the programmes. Schools could establish linkages with companies/organizations within and beyond the school community to establish networks that could be sources of employment and/or work experience opportunities. Financial Assistance There is a need for more grants, scholarships, bursaries and loans at concessionary rates to be made available to youth from the lower socio-economic stratum. One example of such an initiative is the Jamaica Values and Attitude Programme (JAMVAT) introduced in 2001. The programme aims to provide 2 500 needy students attending local tertiary institutions with financial assistance in exchange for 200 hours of public service in government, non-government and communitybased organizations. This programme is currently under-subscribed and should be marketed and expanded at the tertiary level. It is also recommended that a similar programme be considered for Secondary level students, providing them with similar benefits of tuition and work experience. THE TRANSITION OF JAMAICAN YOUTH TO THE WORLD OF WORK 58
Page 2 and 3:
THE PLANNING INSTITUTE OF JAMAICA I
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Contents List of Tables List of Acr
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List of Tables Table 1.1: Distribut
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Table 4.4: Participation in Differe
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Acknowledgements The Planning Insti
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M E S S A G E F R O M Director Gene
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Executive Summary The School-to-Wor
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women with special emphasis on yout
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The Labour Force Survey revealed th
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. . . 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: There is unmet demand (within the H
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 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 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 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
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4.15 Does your business/enterprise
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4.31 What is the main problem you f
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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
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