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  1. 1. Boosting Skills : Increasing the employability of youth Group Members : Rahul Jain Siddhant Arora Gaurav Sharma Pavneet Singh Honey Walia
  2. 2. DATA OF EMPLOYMENT CONCERN 1. 47% of graduates are not employable for any industry role. 2. Employability of graduates varies from 2.59% in functional role such as accounting to 15.88% in sales related roles and 21.37%for roles in BPO’s. 3. 84% graduates were found to lack right levels in cognitive ability. 4. 90% graduates did not have required proficiency in English communication.
  3. 3. Main Problem • The youth face specific barriers in the labour market; their unemployment rate is significantly higher and their employment and working conditions are worse than those of their elders, which leads to high economic and social costs for their society. Special attention must, therefore, be paid to integrating the youth better into the labour market, even more so given that their number is so high. • Support for the youth should mainly be based on existing employment policies, complemented, where necessary, by targeted interventions and when implemented, its impact on other age groups must be taken into consideration. • Often a supply demand mismatch lies at the root of the weak labour market integration of the youth; this is a situation that could be resolved by adopting integrated approaches that consider both sides of the labour market effectively and involve all sectors of society, including the youth, in the decision- making process Nationwide, 15 million people between the ages of 16 and 24 are not prepared for high‐wage employment. Inadequate education or training is a major reason. Individuals ill prepared for employment are more likely to live in poverty. Recent statistics indicate that the mean annual earnings of young people with a bachelor’s or advanced degree was $24,797 in 2007, three times higher than the mean earnings for high school dropouts. Unemployment also impacts communities. Unemployed individuals are unable to contribute to public taxes, lowering a community’s tax base. In addition, taxpayers incur higher spending to cover the social costs of welfare, healthcare, and incarceration. Clearly ,communities also benefit when its young people are prepared to become productive adults.
  4. 4. WHAT SHOULD BE DONE 1. PUBLIC EMPLOYMENT STRATEGIES: Direct employment by the public sector, and direct subsidies for private employment , remain models that appeal to many governments because of their immediate and observable impacts. HYPOTHESIS: The expense of public employment programs may undermine a government’s fiscal position. 2.REGULATORY STRATEGIES: Both for its impact and its fiscal efficiency is for government to adopt policies that create a broadly enabling environment for job creation while focusing more strategic investments on improving individuals ability to prepare for whatever jobs the economy creates. HYPOTHESIS: Regulatory initiatives improve access to capital markets and reduce barriers to business formation. 3.LEADERSHIP STRATERGIES: Because of the broad social and economic consequences of this scenario, there is shared responsibility among all stakeholders to nurture a fresh generation of skilled talent where currently one does not exist. HYPOTHESIS: The lack of jobs for young people creates a dangerous scenario where young people are being locked out of the learning curve and their ability to contribute to society is significantly diminished.
  5. 5. HOW IT SHOULD BE DONE? SOCIAL DEVELOPMENT • Administration of Trialling New Approaches to Social Sector Change. • Development and Funding of Community Services. • Family and Community Services. • Management of Student Loans. • Management of Student Support excluding Student Loans. • Planning, Correspondence and Monitoring. • Social Policy Advice (MCOA) • Tailored Sets of Services to Help People into Work or Achieve Independence. • Vocational Skills Training. • Youth Development. MINISTRY INTERVENTION • Contract third-party providers to mentor and provide support for young people to reduce their chances of needing a benefit in the future. • Provide youth-focused employment programmes to move young people out of the benefit system. • Introduce stronger obligations for young beneficiaries and work more closely with disengaged youth. More young people are in education, training or work, More young people contribute positively to their communities.
  6. 6. RECOMMENDATIONS. 1.Market information systems that can help market participants and market makes balance the supply and demand for skills. 2.Convene employers and educators to create a shared, pragmatic language of skills specifications that is job-relevant and that can help coordinate training Resources. 3.Improve young people’s access to training that is clearly related to employment outcomes help young people evaluate the economic returns on degree and certificate programs ensure appropriate support systems to help young people complete their programs. 4.Support new, youth-friendly technology platforms, such as mobile phones and texting, for the delivery of information and services to youth.
  7. 7. POSITIVE YOUTH DEVELOPMENT APPROACH  Encourage Strong Youth/Adult Relationships Research continuously recognizes that sustained relationships with caring, knowledgeable adults are important for the healthy development of young people. Caring adults are critical for gaining a young person’s trust and commitment to a program. Such adults may be mentors, teachers, counsellors, program directors, employers or community members.  Build Youths’ Responsibility and Leadership Skills Effective initiatives acknowledge that youth are capable of actively contributing to their environment and should be involved in decision‐making processes. The rationale for this is simple: when youth are involved in decision‐making processes, they can become resources for creating the kinds of settings that promote positive development for themselves and others.  Create Opportunities that are Age/Stage Appropriate Effective youth programs acknowledge the distinct needs of young people and create opportunities that are age and stage appropriate. For example, less mature youth may not be ready for a job and may benefit from in‐program activities, but older youth may be ready to take on an outside internship or work experience .  Build a Sense of Self and Group Effective initiatives help young people develop a positive image of who they are. In order to do this, programs may work to increase young people’s life skills, provide youth with opportunities to showcase their work and skills, use journals, and engage in self reflection. In addition to helping participants develop their personal identity, youth need to form attachments to larger groups. Peer groups and peer support increase youth’s attachment to a program or organization.
  8. 8. CONCLUSION  It is evident there is a need for youth employment programs, not only to help youth find meaningful work, but also to help prepare our future workforce. By continuing to fund youth employment programs that utilize effective practices, we can help increase the likelihood that future generations are adequately prepared for high‐wage employment.