The document outlines six essential components of an effective program for providing livelihood skills and alternative learning opportunities to out-of-school or unemployed youth ages 18-25. The six components are: 1) Establishing formal partnerships with local stakeholders; 2) Conducting a rapid appraisal of the local community and job market; 3) Using appraisal data to design programming based on local demand; 4) Effective outreach strategies to engage target youth; 5) Initial assessments of participants including job readiness, counseling, and education levels; and 6) Providing livelihood and vocational training opportunities matched to local market needs and individual career plans.
Preparing the Poor and Vulnerable for Digital Jobs: Lessons from Eight Promis...The Rockefeller Foundation
This report profiles successful demand-driven training programs from across the globe. These programs intentionally configure curriculum and other design elements to meet the needs of potential employers. Demand-driven training programs are a key pillar of our strategy for Digital Jobs Africa Initiative because they help ensure that the skills people learn are right for the job they are seeking. The report includes key lessons from the profiled models that can be used as a guide to successful demand-driven training programs.
In 2013, in response to the opportunities presented by Africa’s rapidly growing youth population and the ubiquity of information and communications technologies across the continent, The Rockefeller Foundation launched its Digital Jobs Africa initiative. The initiative aims to enable young people to access jobs by providing them with in-demand technology-related and other employability skills. Now just past its two-year mark, the Foundation is taking stock of the rich learning that has emerged from the initiative.
This research brief intends to draw the attention of development studies and information & communication technology (ICT) scholars and practitioners who wish to better understand the labor market and in particular the potential of digital work within the ICT and services sub-sector. In particular, the brief examines Business Process Outsourcing (BPO) and whether this industry can have a lasting change on digital employment for youth and other marginalized groups in South Africa.
Preparing the Poor and Vulnerable for Digital Jobs: Lessons from Eight Promis...The Rockefeller Foundation
This report profiles successful demand-driven training programs from across the globe. These programs intentionally configure curriculum and other design elements to meet the needs of potential employers. Demand-driven training programs are a key pillar of our strategy for Digital Jobs Africa Initiative because they help ensure that the skills people learn are right for the job they are seeking. The report includes key lessons from the profiled models that can be used as a guide to successful demand-driven training programs.
In 2013, in response to the opportunities presented by Africa’s rapidly growing youth population and the ubiquity of information and communications technologies across the continent, The Rockefeller Foundation launched its Digital Jobs Africa initiative. The initiative aims to enable young people to access jobs by providing them with in-demand technology-related and other employability skills. Now just past its two-year mark, the Foundation is taking stock of the rich learning that has emerged from the initiative.
This research brief intends to draw the attention of development studies and information & communication technology (ICT) scholars and practitioners who wish to better understand the labor market and in particular the potential of digital work within the ICT and services sub-sector. In particular, the brief examines Business Process Outsourcing (BPO) and whether this industry can have a lasting change on digital employment for youth and other marginalized groups in South Africa.
The Future of Youth Employment report offers an in-depth look at the changing nature of work in the United States—from microwork, to new coordination and automation technologies, and beyond. It explores challenges and opportunities these changes present for poor and vulnerable youth, and suggests policies and actions corporations, governments, and nonprofits can take to ensure positive futures for them.
Whether you're running a small private preschool or advertising continuing education services at a prestigious university's night school, reaching new and recurring clients is paramount to the success of your institution. Benchmark Email has compiled a comprehensive guide for education institutions, enumerating the current industry statistics and providing actionable strategies for improvement. In Email Marketing for Education Institutions, we'll show you how to build a great online reputation and bring your prospective clients the information they really want to know
Promoting an Institute: An essential obligation for Technical Education Evolu...Prashant Mahajan
Purpose:Technical education in India contributes a major share to the overall education system and plays a
vital role in the social and economic development of the nation. Despite of rapid growth of technical
education in last decade in terms of the no. of institutes and intake capacity in India, institutes failed to
attract enrollments. Last three years saw, increasing gap in between the actual no. of enrollments and intake
capacity; 46% of seats were vacant in Technical Education in India in 2015. The purpose of this paper is to
highlight institute’s role in promoting enrollments in Technical education.
Design methodology: A qualitative research by a survey (through a structured questionnaire) of students
who are presently enrolled (Current-students) and those who have completed their study (Alumni) belonging
to the institutes offering Technical Education situated in Khandesh region of India and affiliated to the
North Maharashtra University, Jalgaon.
Findings: The study found that diversified characteristics of enrollments are related with the promotion mix
of TE institute in selection of technical educational institute. This study investigates the usefulness of school
visits, institution publications, websites, campus visits, word-of-mouth (friends, alumni, school teachers),
advertisements (radio, television, magazines) and events on campus, as a tool of promotion. Social
Networking and Institute’s Website are the new forms of promotion mix in selection TE institute in rural
part of India.
Research limitations: The survey is delimited to the enrollments of technical education belonging to North
Maharashtra University, Jalgaon and located in Khandesh region of India.
Practical implications
60-70% of population belongs to rural part of India. Different promotional strategies of promotion mix can
be used based on geographic and demographic segmentation. This will enhance, making awareness,
fondness regarding Technical Education in the rural part and will act as lubricant in decision making of
selecting their technical educational institute.
Keywords: Enrollments, Segmentation, Promotion Mix, Technical Education.
The STEM Integrated Marketing and Communications Plan (IMC Plan) describes a new, holistic approach to the institute’s external marketing and communication strategy. The plan serves as a guide to help reshape brand perception, enhance awareness, and increase applications and enrolment. Secondarily, the implementation of this plan will help build internal culture and pride by fostering engagement among all members of the STEM community: students, parents, administration and faculty, trustees and local and international partners.
In keeping with the strategic goals of STEM’s strategic plan and support of the Apajee’s workforce initiatives developed in collaboration with MS, it is essential that the institute builds on its collaborative marketing efforts to encourage more students to get the training necessary to succeed in today’s world.
Social media have become essential infrastructure for public debates and the forming of political opinion. In established democracies, traditional media still play a significant role, even if their content is distributed through social media, while in many new democracies or transition countries, social media have become the dominant platform of political exchange. Facebook’s ‘Free Basics’ initiative for 42 developing countries is creating a social media monopoly in these countries. In some countries, people have come to understand Facebook as ‘the internet’, since most online interaction is mediated through Facebook.
Impact sourcing is a business process service delivery model that provides quality and cost at parity with traditional business process outsourcing (BPO) services, but with optimized enhancements, such as:
- A qualified, trained, and untapped talent pool with skillsets aligned to match client needs,
- Lower attrition rates and higher corresponding levels of employee engagement, and
- Opportunities to fulfill corporate social responsibility and diversity objectives while operating within a traditional BPO framework.
This study is entitled “Employability Indices of Business Graduates in the Banking Industry”. The study was to establish the significant employability indices among business graduates in the banking industry. It sought to identify the significant commonalities and differences in the respondents’ assessment. The methodology used was descriptive-survey. The respondents of this study consisted of HR directors and bank managers from universal, commercial and thrift banks. The researcher made use of a Web-based survey known as harvested emails. Samples were derived from harvested e-mail lists which are non-probability samples because they were based on a convenience sample of e-mail addresses.
A research opportunity facilitated by the George Washington University’s Dean’s Scholars Program allowed Prajna Naidoo to pursue an experience as an intern at the Scalabrini Center in Cape Town (SCCT) to understand the inner workings of the Employment Access Business Development Program and its clients, in pursuit of her degree. Below are the preliminary results of her research.
The Future of Youth Employment report offers an in-depth look at the changing nature of work in the United States—from microwork, to new coordination and automation technologies, and beyond. It explores challenges and opportunities these changes present for poor and vulnerable youth, and suggests policies and actions corporations, governments, and nonprofits can take to ensure positive futures for them.
Whether you're running a small private preschool or advertising continuing education services at a prestigious university's night school, reaching new and recurring clients is paramount to the success of your institution. Benchmark Email has compiled a comprehensive guide for education institutions, enumerating the current industry statistics and providing actionable strategies for improvement. In Email Marketing for Education Institutions, we'll show you how to build a great online reputation and bring your prospective clients the information they really want to know
Promoting an Institute: An essential obligation for Technical Education Evolu...Prashant Mahajan
Purpose:Technical education in India contributes a major share to the overall education system and plays a
vital role in the social and economic development of the nation. Despite of rapid growth of technical
education in last decade in terms of the no. of institutes and intake capacity in India, institutes failed to
attract enrollments. Last three years saw, increasing gap in between the actual no. of enrollments and intake
capacity; 46% of seats were vacant in Technical Education in India in 2015. The purpose of this paper is to
highlight institute’s role in promoting enrollments in Technical education.
Design methodology: A qualitative research by a survey (through a structured questionnaire) of students
who are presently enrolled (Current-students) and those who have completed their study (Alumni) belonging
to the institutes offering Technical Education situated in Khandesh region of India and affiliated to the
North Maharashtra University, Jalgaon.
Findings: The study found that diversified characteristics of enrollments are related with the promotion mix
of TE institute in selection of technical educational institute. This study investigates the usefulness of school
visits, institution publications, websites, campus visits, word-of-mouth (friends, alumni, school teachers),
advertisements (radio, television, magazines) and events on campus, as a tool of promotion. Social
Networking and Institute’s Website are the new forms of promotion mix in selection TE institute in rural
part of India.
Research limitations: The survey is delimited to the enrollments of technical education belonging to North
Maharashtra University, Jalgaon and located in Khandesh region of India.
Practical implications
60-70% of population belongs to rural part of India. Different promotional strategies of promotion mix can
be used based on geographic and demographic segmentation. This will enhance, making awareness,
fondness regarding Technical Education in the rural part and will act as lubricant in decision making of
selecting their technical educational institute.
Keywords: Enrollments, Segmentation, Promotion Mix, Technical Education.
The STEM Integrated Marketing and Communications Plan (IMC Plan) describes a new, holistic approach to the institute’s external marketing and communication strategy. The plan serves as a guide to help reshape brand perception, enhance awareness, and increase applications and enrolment. Secondarily, the implementation of this plan will help build internal culture and pride by fostering engagement among all members of the STEM community: students, parents, administration and faculty, trustees and local and international partners.
In keeping with the strategic goals of STEM’s strategic plan and support of the Apajee’s workforce initiatives developed in collaboration with MS, it is essential that the institute builds on its collaborative marketing efforts to encourage more students to get the training necessary to succeed in today’s world.
Social media have become essential infrastructure for public debates and the forming of political opinion. In established democracies, traditional media still play a significant role, even if their content is distributed through social media, while in many new democracies or transition countries, social media have become the dominant platform of political exchange. Facebook’s ‘Free Basics’ initiative for 42 developing countries is creating a social media monopoly in these countries. In some countries, people have come to understand Facebook as ‘the internet’, since most online interaction is mediated through Facebook.
Impact sourcing is a business process service delivery model that provides quality and cost at parity with traditional business process outsourcing (BPO) services, but with optimized enhancements, such as:
- A qualified, trained, and untapped talent pool with skillsets aligned to match client needs,
- Lower attrition rates and higher corresponding levels of employee engagement, and
- Opportunities to fulfill corporate social responsibility and diversity objectives while operating within a traditional BPO framework.
This study is entitled “Employability Indices of Business Graduates in the Banking Industry”. The study was to establish the significant employability indices among business graduates in the banking industry. It sought to identify the significant commonalities and differences in the respondents’ assessment. The methodology used was descriptive-survey. The respondents of this study consisted of HR directors and bank managers from universal, commercial and thrift banks. The researcher made use of a Web-based survey known as harvested emails. Samples were derived from harvested e-mail lists which are non-probability samples because they were based on a convenience sample of e-mail addresses.
A research opportunity facilitated by the George Washington University’s Dean’s Scholars Program allowed Prajna Naidoo to pursue an experience as an intern at the Scalabrini Center in Cape Town (SCCT) to understand the inner workings of the Employment Access Business Development Program and its clients, in pursuit of her degree. Below are the preliminary results of her research.
Assessing Market-Based Solutions: Lessons from Evaluating a Youth Employment ...The Rockefeller Foundation
Creating employment opportunities for youth is a priority for many countries. How can these opportunities – increasingly situated within market-based approaches to development – generate and sustain positive employment and social outcomes for individuals, their families and communities? This paper reports on an evaluation of a Rockefeller Foundation initiative that provided instructive lessons on how to assess youth employment and digital jobs programs that embed market-based principles.
According to the Council on Social Work Education, Competency 5 Eng.docxaryan532920
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address how both you and the agency can effectively engage policy makers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages): Social Problems is Ex-cons finding Jobs Opportunities in State of California. The Agency is Called "Manifest" the website is Manifest.org
Identify the social problem
Explain rational for selecting social problem
Describe state and federal policies that impact the social problem
Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
You are expected to present and discuss this assignment with your agency Field Instructor. Your field instructor will be evaluating your ability to demonstrate this competency in their field evaluation. In addition, you will submit this assignment for classroom credit. The Field Liaison will grade the assignment “PASS/FAIL,” see rubric for passing criteria.
.
According to the Council on Social Work Education, Competency 5 Eng.docxMARK547399
According to the Council on Social Work Education, Competency 5: Engage in Policy Practice:
Social workers understand that human rights and social justice, as well as social welfare and services, are mediated by policy and its implementation at the federal, state, and local levels. Social workers understand the history and current structures of social policies and services, the role of policy in service delivery, and the role of practice in policy development. https://blog.keenessays.com/2021/06/30/develop-a-process-to-evaluate-the-intervention-if-it-were-implemented-write-a-150-250-word-summary-of-the-evaluation-plan-that-will-be-used-to-evaluate-your-intervention/ Social workers understand their role in policy development and implementation within their practice settings at the micro, mezzo, and macro levels and they actively engage in policy practice to effect change within those settings. Social workers recognize and understand the historical, social, cultural, economic, organizational, environmental, and global influences that affect social policy. They are also knowledgeable about policy formulation, analysis, implementation, and evaluation.
Walden’s MSW program expects students in their specialization year to be able to:
Evaluate the implication of policies and policy change in the lives of clients/constituents.
Demonstrate critical thinking skills that can be used to inform policymakers and influence policies that impact clients/constituents and services.
This assignment is intended to help students demonstrate the behavioral components of this competency in their field education.
To prepare
: Working with your field instructor, identify a social problem that is common among the organization (or its clients) and research current policies at that state and federal levels that impact the social problem. Then, from a position of advocacy, identify methods to address the social problem (i.e., how you, as a social worker, and the agency advocate to change the problem). You are expected to specifically address https://blog.keenessays.com/2021/06/30/prepare-a-list-indicating-the-literary-media-professional-journals-among-others-that-provide-information-about-the-mental-health-disorders/ how both you and the agency can effectively engage policymakers to make them aware of the social problem and the impact that the policies have on the agency and clients.
The Assignment (2-3 pages):
Identify the social problem (Teen Homelessness)
Explain rational for selecting social problem
Describe state and https://perfectwriterblog.com/education-homework-help/discuss-2-key-elements-of-certified-ehrs-and-discuss-stage-1-meaningful-use-core-objectives-criteria-as-they-relate-to-clinical-applications/ federal policies that impact the social problem
Identify specific methods to address the social problems
Explain how the agency and student can advocate to change the social problem
.
With the economy in recession, businesses facing closure, and students experiencing difficulties in adapting to the "new normal" in education, the number of out-of-school (more technically called, Not in Employment, Education, or Training or NEET) youth is expected to increase, adding up to the already high pre-pandemic rates.
In the second issue of our BRIDGING GAPS Policy Research Toolkit Series, the Center for Local Innovation and Capacity Development (CLICDPH) is happy to share insights drawn from global and comparative research that Philippine policy makers and policy advocates may use in advancing appropriate measures and programs that will simultaneously protect and engage young out-of-school Filipinos in these challenging times.
SOC-480 Program Evaluation Essay Checklist It is es.docxwhitneyleman54422
SOC-480: Program Evaluation Essay Checklist
It is essential for social workers to be able to evaluate an existing program within a community in order to develop a proposal for an effective project/program that fills the needs of a community. Remember, you are looking for a gap in services provided and a project/program solution as to how your proposal will fill that gap.
This assignment will help you learn this skill.
Read chapter eleven in the textbook and use Step 2 of the SAMHSA Strategic Prevention Framework to guide you in evaluating the agency or program you select.
Select a local agency/program that addresses your selected social issue. View the agency/program’s website and call or visit the agency/program and use the checklist below to interview the manager:
Name of agency/program you contacted: Catholic charities/ Immigrants in Houston, the Nation's Most Diverse Metropolitan Area
What is the mission statement/vision the program/agency?
Our Mission is to provide service to those in need, to advocate compassion and justice in the structures of society, and to call all people of goodwill to do the same.
What theory (theories) is the program based on?
Describe the target population of the program.
This program focuses on poverty and legal right for immigrants. They also work with Deferred Action for Childhood Arrivals (DACA) is a benefit that came to be as an executive order from the president on June 2012. It provides protection against deportation and employment authorization to eligible people that were brought into the country as minors before June 15, 2007.
What are the stated goals and objectives of the program? How does the agency/program measure the current program outcomes according to the program’s existing evaluation practices?
What are the data collection procedures? (Surveys, questionnaires, etc.) Explain if these procedures have been effective or not.
American Community Survey (ACS), the authors tabulate numbers of immigrants potentially in need of community-based immigration assistance. The report finds that an estimated 350,000 legal permanent residents, most of them from Mexico and Central America, are eligible for naturalization but have not yet applied. In addition, nearly half of the metro area's 400,000 unauthorized immigrants are potentially eligible for either DACA or the Deferred Action for Parents of Americans and Lawful Permanent Residents (DAPA) program.
What are the data analysis strategies that they use? Explain if these strategies have been effective or not.
Who are the community stakeholders involved in the program? Attorneys, Case managers, Counselors, and the community as a whole.
List some of the resources available to which clients (the target population) are referred:
Nine Ways to Protect Yourself
Enforcement Actions on Sensitive Locations
DACA (Deferred Action for Childhood Arrivals)
Basic needs and Disaster relief
Sanctuary Jurisdictions (including SB4)
Detention in Houston
Non-prof.
Respond to each peer initial post with 3-4 sentences longPeer1.docxkhanpaulita
Respond to each peer initial post with 3-4 sentences long
Peer1
When looking at a program evaluation there are four stakeholder categories an evaluator must recognize; they are: program personnel, the people/organization who derive income from the program, the people/organizations that sponsor the program, and the clients or potential recipients of the program’s services.
Because of the importance of involving stakeholders in the evaluation process, they can have both positive and negative impacts. One positive impact has to do with the program personnel. The program’s personnel may have great knowledge about the program and therefore can provide insight to the evaluator that they may only know (Posavac, p.28). A second positive impact is that stakeholder cooperation for the evaluation may increase if the evaluator gets the stakeholders involved. Finally, a third positive impact has to do with the clients or potential recipients of the program. Having the clients or potential recipients of the program involved and acknowledged, can provide the evaluator with a good understanding of the client’s needs and be able to identify if the program is satisfying those needs (Posavac, p.28).
Although there are many benefits for involving stakeholders, there are also a few negative impacts. One negative impact is depending on the outcome of the evaluation; stakeholders may not want to get involved or cooperate (Brandon & Fukunaga, p.2). An evaluation can shed light on potential gaps in the current program which may reflect badly on the stakeholders and program itself. One final negative impact is insufficient knowledge and/or skills (Brandon & Fukunaga, p.2). Certain stakeholders may not have all the knowledge and/or skills to allow a complete program evaluation.
Having stakeholder’s involvement and input can produce both positive and negative impacts for a program evaluation, however, it seems having this input is more beneficial than negative. If stakeholders learn enough about the evaluation early enough, and are prepared with training, their input can be quite beneficial. As stated before, certain stakeholders (mainly primary stakeholder’s/program personnel) have knowledge and skills about the program that others do not have and therefore can provide a lot for the evaluation.
Peer 2
An example of program evaluation is how local school districts evaluate how well they are educating students. Stakeholders involved in this process are the parents, teachers, students, principals, and superintendents. All stakeholders are capable of having both positive and negative impacts on an evaluation process. Parents who are reluctant to provide feedback for evaluations are withholding important information that is needed. Parents should provide information stating whether or not they are satisfied with their children’s education and also provide ideas for improvement or make note of what they feel is lacking.
Parents who provide needed information ...
Prevention Program Essay Instructions•Develop your own pre.docxstilliegeorgiana
Prevention Program Essay Instructions
• Develop your own prevention program for substance abuse. Include in the design your:
• Target audience
• How your program will reach your target audience (e.g. where it will be held)
• What information will be presented/discussed in your program
• The format in which that information will be presented
• Specific strategies you might use to reduce the likelihood that an individual might engage in substance abuse in the future
Please be sure to defend or justify each of these elements. For example, explain why you believe your prevention program will be the most effective if it is geared toward your chosen target audience.
• Based on your impressions of the reading and notes, what is the one key factor that will help facilitate lower levels of substance dependence in substance abuse treatment? Briefly explain why you highlighted the factor you chose, and discuss how your program helps to cultivate or strengthen that factor in your participants.
Assignment Expectations and Grading Criteria
This will be a 3 page, double spaced paper.
Please write your answers in paragraph form, in 12 point font, double spaced. Points will be taken away if answers are submitted in bullet point form or in incomplete-sentences.
Include a cover page that lists your name, the title of your paper, and your institution (Georgia Southern University).
Be sure to include a running head at the top of each page (according to APA format), and include a reference page. The cover and reference pages are not included in the three page requirement. An abstract is not necessary.
Assignments must be submitted in APA format, and all sources used (including lecture slides or the textbook) must be cited and referenced.
This assignment is worth 75 points.
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The online version of this article can be found at:
DOI: 10.1177/0007650312446441
2012 51: 355 originally published online 6 June 2012Business Society
Judy N. Muthuri, Jeremy Moon and Uwafiokun Idemudia
Developing Countries
Corporate Innovation and Sustainable Community Development in
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The Real Economy in the Long RunPurpose of Assignment Students.docxoreo10
The Real Economy in the Long Run
Purpose of Assignment
Students examine the long-run determinants of both the level and the growth rate of real GDP per person and the factors that determine the productivity of workers and what governments might do to improve the productivity of their citizens. Students will learn how saving and investment are coordinated by the loanable funds market and will see the effects of taxes and government deficits on saving, investment, the accumulation of capital, and ultimately, the growth rate of output. Students will be introduced to tools that people use when they participate in financial markets. Students will see how people compare different sums of money at different points in time, how they manage risk, and how these concepts combine to help determine the value of a financial asset, such as a share of stock. Students will be introduced to the labor market and how economists measure the performance of the labor market using unemployment statistics. Students will address a number of sources of unemployment and some policies that the government might use to lower certain types of unemployment.
Assignment Steps
Resources:National Bureau of Economic Research
Scenario: The organization's strategic plan calls for an aggressive growth plan, requiring investment in facilities and equipment, growth in productivity, and labor over the next five years. It is your team's task to determine where, outside the United States, your organization should locate its new manufacturing plant.
Write a 1,050-word report recommending an off-shore country and support your choice with the following data:
· The factors determining the country's productivity
· How the country's policies influence its productivity growth
· How the country's financial system is related to key macroeconomic variables
· How your organization can reduce the risk they would face in relocating
· The current and projected unemployment over the next five years
Cite a minimum of three peer-reviewed sources not including your textbook.
Format the assignment consistent with APA guidelines.
8/20/2018 It Takes More than a Major: Employer Priorities for College Learning and Student Success: Overview and Key Findings | Association of A…
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Association of American Colleges & Universities
A VOICE AND A FORCE FOR LIBERAL EDUCATION IN THE 21ST CENTURY
Give to AAC&U
Home › About LEAP › LEAP Presidents' Trust Employer-Educator Compact › It Takes More than a Major: Employer Priori�es for College Learning and Student Success: Overview and Key
Findings
It Takes More than a Major: Employer Priorities for College Learning and
Student Success: Overview and Key Findings
A 2013 Na�onal Survey of Business and Non Profit Leaders
See 2015 Employer Survey Data
Especially since the recent economic downturn and in light of the increasingly compe��ve global economy, employers express concerns about
whether the ...
BU Recruitment and Selection Job Analysis and Evaluation Questions.docx
What Works in Helping Out
1. What Works in Helping Out-of-School/Out-of-Work Young People Get Jobs
54
The Essential Components of a Effective Livelihood Skills/Alternative
Learning System Targeting Vulnerable Out-of-School/Out-of-Work Youth,
Ages 18-25.
By
Jack K. Boyson1
Having worked for several decades all over the world as an international school-to-
work/youth workforce development specialist in planning, managing and
evaluating such programs, I am often asked today what I consider to be the most
essential components of an effective youth workforce development program.
Here is my list:
Component 1: Fundamental is the establishment of formal multi-sector
alliances with local key public/ private/ community-based
actors first.
I believe that any Livelihood Skills/ALS Development Program for out-of-
school/out-of-work youth should be “co-created” in partnership with key
community stakeholders, including city government officials, leaders of business
associations, educational officials, leaders of neighborhood associations, and leaders
of community-based nonprofits serving young people.
The establishment of formal strategic alliances through community engagement and
“buy in” is the central element of any successful local partnership focusing on
livelihood skills and ALS development.
Strategic alliances are essential for creating an enabling environment for mobilizing
and “unlocking” local resources, support, and expertise, and above all, creating local
ownership which leads to longer-term organizational and service delivery
sustainability.
Such alliances combine the strengths of individual organizations into a more
"wholistic," coordinated approach avoid "stove piping" and duplication of efforts
and resources, while making limited resources go further.
For more information on how to create and sustain strategic alliances, review the
chapters on how to create, maintain and evaluate strategic alliances in the
publication entitled "Creating Social Enterprises through Strategic
Alliances." which I co-authored with Richard Steckel.
1 Contact information: email: jackboyson@yahoo.com; home office number: (+1) 410 235 0201; cell
phone: (+1) 443 562 1512
2. Component 2: A rapid appraisal of the dynamics of the local community and
marketplace is next. The rapid appraisal should include an:
(A)Understanding of the trends, needs, and opportunities in the local labor
market and employer/industry/trade association/chambers of commerce
projections of human resource demands and new-hires qualifications and skills
requirements, and emerging trends in business expansion or retrenchment.
By conducting a labor market appraisal, an enterprise/services mix assessment
and consumption study--including supply and demand--one can identify gaps,
opportunities and competitive advantages, and also the factors that inhibit or
promote local economic development and growth.
(B)Understanding of the demographics of vulnerable young people in targeted
localities and their perceptions toward the challenges they encounter toward
adulthood, how they gain marketable skills and what those skills are, and
expectations and satisfaction with the services provided by the various sectors to
prepare them for success in education, the workplace, and in the community.
A demographic profile of out-of-school/out-of-work young people for each
neighborhood should include: age, gender, poverty, household composition, civil
status, education (years of formal schooling, graduation rates by level of
education, early school leaving, etc.), employment and unemployment rates
disaggregated by age and gender, information on underemployment, and
socioeconomic characteristics.
A thorough assessment should also be conducted on how young people in
targeted neighborhoods presently gain marketable skills in order to identify
within the skills development chain any gaps, weaknesses, or opportunities for
value added enhancements. And any barriers and/or limitations for young
people living in selected neighborhoods to access a particular job skills
development or educational service (e.g., distance, cost, hours of operation,
gender emphasis, age limitations, and level of awareness of services) should be
understood.
But most important is to talk to and understand the needs, wants, and desires of
out-of-school/out-of-work young people. An assessment of the kinds of jobs they
are most interested in getting should be conducted to get a sense of their
alignment with local market needs. It is also important to capture their
perceptions towards unhealthy behaviors /challenges (e.g., crime, violence,
abuse, drugs, other hazards, etc.) encountered in their neighborhoods which
become obstacles to their positive development.
For a guide on how to conduct a rapid community assessment, see the
International Youth Foundation's publication entitled Ensuring Demand-
Driven Youth Training Programs: How to Conduct an Effective Labor Market
3. Assessment."
For actual copies of sample rapid community assessments for Jordan and
Lebanon that I was responsible for conducting, including findings,
methodologies, and questionnaires, see Building on Hope: Findings from a Rapid
Community Appraisal in Jordan, and Closing the Hope Gap: Findings from a Rapid
Community 'Appraisal of Youth in the Al-Fayhaa Union of Municipalities in North
Lebanon.
(C) Understanding the public/private/nonprofit institutions that help young
people gain the marketable skills they need to become productive adults in
terms of availability, level of quality of the services provided, and their
effectiveness through a formal mapping exercise.
As much information on formal livelihood skills and ALS training service
providers as is available should be gathered, including contact information,
types of services available, eligibility requirements, utilization rates by
age/gender, completion/ graduation rates, drop‐ out rates, internship
/apprenticeship rates; placement /employment rates, linkages of job training to
local market (where relevant), service delivery duration, linkages
/referral/coordination with other types of service providers, tracking and
reporting systems, measures of effectiveness and impact, longitudinal studies on
graduates (where relevant), etc.
Component 3: The use of appraisal data to fine-tune and finalize any
livelihood skills/alternative learning system programming
approach based on local market demand.
Information gathered from the three-track appraisal should indicate the degree to
which there is a mismatch between what out-of-school/out-of-work youth living in
a particular neighborhood want to do for work, their qualifications or the lack of
them to perform a particular job, further educational requirements, and the
mechanisms they use to gain marketable skills and their relative level of quality, and
what the labor market demands.
Similarly, the appraisal will also identify potential job opportunities, the skills
needed to get those jobs in a particular locality, and potential income
generating/entrepreneurship opportunities.
The intervention for livelihood skills training and ALS should then be put together in
a final plan outlining the livelihood skills development and job creation approach—
as well as the option for reinsertion into the education system—in close
coordination with the key actors of the strategic alliance described above.
Component 4: Effective communication strategies for outreach to out-of-
school/out-of-work young people in relevant ways.
4. The youth workforce development program description and eligibility criteria
should be disseminated via the most relevant communication channels used by
potential participants, taking into account special considerations for those difficult
to reach and their literacy levels.
Attention getting posters and flyers and visual media reinforced by personal "older
near-peer street recruiters are the most effective mechanisms for reaching out to
vulnerable youth where they are. Provision should be made for enrolling both
literate and non-literate participants.
Component 5: A range of assessments for youth candidates for job training
should be done including: job readiness testing, psycho-social
counseling, literacy and numeracy testing, certification of grade
level achievement, career guidance and job planning within a
Formalized Case Management System.
At the onset of a Livelihood Skills/ALS Development Training period, particularly
for very vulnerable participants, a job readiness assessment should conducted of
each participant to ascertain their level of motivation and aptitude for participating
in skills development programs.
Because of trauma from living in blighted neighborhoods, it may also be necessary
to provided participants with psycho-social assessment and counseling services by
professionals to begin to address any potential long-term trauma that may inhibit
their level of engagement in any of the skills development tracks. This service
should continue as long as deemed necessary by professionals and referrals should
be made for more serious cases.
Literacy and numeracy testing as well as certification of grade level achievement
should be conducted with each enrollee to determine if they have adequate levels
needed to participate in the livelihood skills and/or ALS training program. If
potential participants lack such skills, an enrichment and leveling program should
be offered.
Individualized guidance should be given to each participant to help him or her
determine the level of achievement they may wish to pursue. For example, the
educational level (e.g., elementary, and/or secondary, or beyond) or what
occupation they will pursue either as an employee or an entrepreneur and the
specific trainings and competencies needed to be mastered, length of time, etc. to
become qualified for a particular occupation.
A written plan for each participant should be developed for tracking purposes. All
assessments will be tracked within an individual case management tracking system.
5. Component 6: It is imperative that at least five skills development tracks be
offered in any formal job training program for disadvantaged
youth:
(a) Life and employability skills, including such topics as:
• Personal competencies, such as managing strong emotions,
personal responsibility, respecting others and self, listening,
dealing effectively with criticism, refusal skills--standing up
for oneself, and how best to respond to stressful situations;
• Problem solving, managing conflict, and reducing
intimidation and bullying;
• Healthy behaviors, such as the power of a positive attitude,
reproductive health, STI/HIV/AIDS, substance abuse, gender
roles and stereotypes, and gender-based violence and sexual
abuse ; and
• Effective workplace behaviors and habits, how to be a good
employee and team player, money management, respecting
authority, etc.
• There should be a minimum of at least 35 to 45 contact hours
of classes in LES topics.
(b) Entrepreneurship, including such topics as:
• State of the art curriculum;
• Specialized vocational/technical knowledge, skills and
competencies that are market driven;
• How to create a business;
• Exploring the market;
• Needed determining financial risks and goals;
• Developing something to sell;
• Researching the market;
• Preparing a business plan;
• Making the sale;
• Reaching potential customers;
• Managing a business;
• Managing finances;
• Obtaining and developing a competent workforce;
• Financing a business;
• Planning for the unexpected;
• Expanding a business.
(c) Vocational/ Technical Training, including such topics as:
• State of the curriculum, pedagogical methodologies, and
equipment to train on;
• Specific vocational/technical knowledge, skills, and
competencies that are market driven and linked to actual
jobs;
6. • IT Skills, as may be needed;
• Business English, as may be needed;
• All vocational/technical training will be certifiable by the
appropriate vocational/technical education and skills
development bodies.
(d) Alternative Learning System (ALS), including such topics as:
• Remedial literacy and numeracy training as needed up to
levels required for particular vocational/technical trainings;
• Requisite curriculum for taking the GED using an experiential
learning pedagogical approaches.
(d) Service Learning, including such topics as:
General Service Learning (for giving back to the neighborhood
and practicing life skills):
• Making personal connections with service learning;
• Why volunteer;
• Identifying a service need within a neighborhood;
• Selecting a neighborhood service project;
• Planning a neighborhood service project;
• Solving task and team problems;
• Conducting the service learning project;
• Concluding the service learning project.
Mediation/Conflict Resolution:
• Theory of conflict;
• The social transformation of conflict (conflict analysis—7
stages);
• The five approaches to conflict management most often
employed to address conflict: competing; collaborating;
compromising; avoiding; and accommodating;
• The role of young people as mediators;
• Mediator self awareness;
• Mediation techniques:
• Ground rules;
• Summarizing;
• Questioning;
• Checking in;
• Recognizing and dealing with strong emotions;
• Decision making and agreements;
• Recognizing success;
• Reconciliation techniques;
• Mediator standards of ethics and practice.
Community Emergency First Responder (CERT):
• Disaster preparedness;
7. • Preparedness for violent situations;
• Fire safety;
• Disaster first aid;
• Light search and rescue operations;
• Disaster psychology.
Often young people are eager to enroll in as many tracks as possible, several of
which, depending on the time and capacity of the participant, may be taken either
simultaneously and/or sequentially.
All participants should be required to take Track 1, Life and Employability Skills
(LES) training and Track 2, Service Learning. The service learning track serves as a
laboratory for the practical application of the concepts and skills gain in the LES
track as does Track 4, ALS.
To help contribute toward the creation of a more enabling environment for peaceful
neighborhoods, all participants should also be trained in conflict resolution and
mediation skills.
In addition, giving the changes in global warming and an increase in destructive
weather patterns, the service learning component may also incorporate basic first
responder training and establish Youth Community Emergency Response Teams to
serve as first responders in times of disasters and to give back to their communities.
For some employers, it will be sufficient for a young person to have LES training
only as they will provide further on-the-job training necessary for a young person to
gain the requisite technical skills needed to be employed.
Those young people who already possess a marketable skill or wish to run some
sort of enterprise could go to Track 2 Entrepreneurship after completing life and
employability skills and service learning training.
In some cases, some individuals will need to complete the employment track first to
develop the requisite life and vocational/technical skills before taking the
entrepreneurship track in order to be able to provide some sort of technical services
as a small entrepreneur.
For those young people who elect to get vocational/technical skills training, they
may go directly to Track 3 after completing Tracks 1 and 5.
For young people who primarily wish to complete their elementary and/or
secondary studies, they may select Track 4 ALS, as well as continue their studies to
meet higher-level educational, literacy, and numeracy eligibility requirements to
pursue a particular vocational/technical track.
Some young people may desire to combine further ALS studies with
8. entrepreneurship and/or vocational training which they should be able to do,
assuming completion of Tracks 1 and 5, scheduling and time permitting.
Recreational, sports and social activities should be offered to all participants to
create a sense of belonging and group integration, enhance socialization skills, build
self-esteem and just have some fun and recreation.
Component 7 Opportunities for practical applications of concepts and skills
gained in each of the five tracks.
For Track (a), Life and Employability Skills, a practical application of concepts
and skills learned through the implementation of service learning projects.
For Track (b), Entrepreneurship, through internships and shadowing of local
successful entrepreneurs.
For Track (c), Vocational/Technical Training, through apprenticeships,
internships, and on-the-job training.
For Track (d), Alternative Learning System, reinsertion in the formal classroom
as may be appropriate or continuation of ALS program for accreditation of the next
grade levels until high school completion.
Also, opportunities for a practical application of LES concepts and skills while in the
classroom as well as through the conduction of service learning projects in
neighborhoods.
For Track (e), Service Learning, a practical application of LES concepts and skills
through the conduction of service learning projects in local neighborhoods,
including mediation and conflict resolution skills for dealing with volatile situations
within the neighborhood, and emergency first responder (CERT) training to deal
with emergencies.
Component 8 Assistance in the transition to work, though coaching, on-going
job placement support, access to further education and skills
training, and/or a continuation of service learning.
Youth workforce development staff should be trained to serve as “transition”
professionals capable of offering a full range of services and linkages listed below
for each of the five tracks:
For Track (a), Life and Employability Skills, job placement services through the
job placement support center:
• Job banks/ postings /job fairs;
• Guidance for CVs and interviews;
• Facilitation/follow-up of application processes;
• Outreach to employers and follow up.
9. For Track (b), Entrepreneurship, business development support services through
a business support service center:
• Access to credit and capital;
• Legal Services;
• Accounting/ HR services, etc.;
• Marketing/branding advice & services.
For Track (C), Vocational/Technical Training, job placement servicesthrough a
job placement support center:
Job banks/postings/kpb faors;
Guidance for CVs and interviews;
Facilitation/follow-up of application processes;
Outreach to employers and follow up.
For Track (d), Alternative Learning Systems, educational support services:
• After school tutoring;
• Assistance in accreditation and equivalency certification;
• Group work in preparing for GED;
• Transportation services to test sites.
For Track (e), Service Learning, support services to young social entrepreneurs
who wish to start neighborhood-based service organizations involving peers and/or
adults:
• Legalization process;
• Board development;
• Strategic planning;
• Branding and marketing;
• Resource mobilization;
• Project planning;
• Project management
• Project budgeting;
• Staff and volunteer recruitment and management;
• Tracking, monitoring and evaluation, and
• Reporting.
Component 9 Post-intervention services such as mentoring/coaching, alumni
engagement, satisfaction assessments of youth participants, parents,
and employers among others should be offered.
For Track (a), Life and Employability Skills:
• Mentoring/coaching;
• Check-in on job status;
• Alumni engagement;
• Satisfaction assessments of participants, parents, and employers.
10. For Track (b), Entrepreneurship:
• Mentoring/coaching;
• Check-in on business progress;
• Alumni engagement; and
• Satisfaction assessments of participants.
For Track (c), Vocational/Technical:
• Mentoring/coaching;
• Check-in on business progress;
• Alumni engagement; and
• Satisfaction assessments of participants.
For Track (d), Alternative Learning System:
• Mentoring/coaching;
• Check–in on school attendance and performance status;
• Alumni engagement; and
• Satisfaction assessments of participants, parents, and teachers.
For Track (e), Service Learning:
• Mentoring/coaching;
• Check–in on civic engagement status;
• Alumni engagement; and
• Satisfaction assessments of participants, parents, and neighborhood leaders.
Component 10 A rigorous monitoring and evaluation system needs to be
established early on to measure change and gather of lessons
learned on what works for continuous quality improvement, to
understand what's working and what could be better, and to
measure change.
A youth workforce development M&E System should be online incorporating all
fields in the registration form, case management form, any pre/post assessments,
competency testing, as well as the tracking of output and outcome indicators.
Tracking will be done especially on why participants for example, drop out, refuse to
participate, decline to take jobs, quit jobs, are let go, etc.
All implementing partners should be staffed with capable M&E professionals
including meticulous data entry staff and have access the sections of the online
system they are responsible for.
A carefully systematized paper based tracking system should parallel the online
system for validation/verification purposes.
A decision will need to be made in the planning phase of the workforce
development program on the design of its evaluation system (e.g., experimental,
11. semi-experimental, formative/summative, etc.).
Financial provision should be made for significant research and publishing of
“learnings” and “what works” for each of the five tracks including doing studies on
the service mix of supports, tracks offered, as well as the depth, duration, and breath
of content and skills training packages to determine optimum mix and cost
effectiveness.