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Technical Vocational Education and Training Strengthening for At-Risk

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Technical Vocational Education and Training Strengthening for At-Risk Youth Agencia de los EstadosTVET Unidos para el SAYDesarrollo Internacional (USAID) Proyecto Aprendo y Emprendo Public Opinion Survey On Technical Education in the Southern Caribbean Municipalities of Bluefields, Laguna de Perlas, Nueva Guinea, and La Desembocadura del Río Grande Southern Caribbean Coast Autonomous Region (RACCS) Final Report Principal Findings March 2020 Acronyms ACNUR United Nations High Commissioner for Refugees AERHNIC Association of Human Resources Executives in Nicaragua APEN Association of Producers and Exporters in Nicaragua BCN Nicaraguan Central Bank BICU Bluefields Indian and Caribbean University CADIN Nicaraguan Chamber of Industry CANATUR Nicaraguan National Chamber of Tourism CCJ Youth Advisory Council CEDEHCA Center for Autonomous Citizens and Human Rights CEFODI Centro de Formación y Desarrollo Integral CETAA Centro de Educación Técnica Ambiental y Agroforestal CIDH Inter-American Human Rights Commission CNU National University Council COSUDE Swiss Agency for Cooperation and Development in Central America COSEP Superior Business Council EDUÉXITO Education for Success Project EMNV National Standard of Living Survey FADCANIC Foundation for the Autonomy and Development of the Atlantic Coast of Nicaragua FUNIDES Nicaraguan Foundation for Economic and Social Development IDB Inter-American Development Bank ILO International Labour Organization INIDE National Institute for Development Information INATEC National Technological Institute MINED Ministry of Education MCJ Caribbean Coast Youth Roundtable OCAT Organizational Capacity Assessment Tool QTECC Quality Technical Education in the Caribbean Coast of Nicaragua Project RACCS Southern Caribbean Coast Autonomous Region RACCN Northern Caribbean Coast Autonomous Region RENET Nicaraguan Network for Technical Education TVET SAY Technical Vocational Education and Training Strengthening for At-Risk Youth (Proyecto Aprendo y Emprendo) UAM American University UCC University of Commercial Sciences UNICEF United Nations Children’s Fund URACCAN University of the Autonomous Regions of the Nicaraguan Caribbean Coast USAID United States Agency for International Development 2 Map of the Autonomous Regions of the Caribbean Coast TVET SAY Project Area of Influence 3 TABLE OF CONTENTS ACRONYMS ............................................................................................................................................................ 2 EXECUTIVE SUMMARY ........................................................................................................................................... 5 I. INTRODUCTION .................................................................................................................................................... 7 II. SURVEY OBJECTIVES .............................................................................................................................................. 8 III. METHODOLOGY ................................................................................................................................................... 8 IV. ACKNOWLEDGEMENTS ........................................................................................................................................ 12 PART ONE: CONTEXT AND IMPLEMENTATION OF THE TVET SAY PROJECT, 2016 – 2019 ...................................... 13 I. SOCIOECONOMIC AND INSTITUTIONAL DYNAMICS ..................................................................................................... 13 II. TECHNICAL EDUCATION AND QUALIFICATIONS OF THE WORKFORCE ............................................................................. 13 III. STRATEGY AND COMMUNICATIONS CAMPAIGN FOR POSITIONING TECHNICAL EDUCATION ............................................... 16 IV. INFLUENCE OF THE CAMPAIGN IN COMMUNICATIONS MEDIA ...................................................................................... 24 V. EVALUATION ..................................................................................................................................................... 27 PART TWO: RESULTS OF THE 2019 PUBLIC OPINION SURVEY ON TECHNICAL EDUCATION ................................... 29 IV. PERCEPTION AND EVALUATION OF TECHNICAL CAREERS ............................................................................................. 38 V. EDUCATIONAL PREFERENCES ................................................................................................................................ 40 VI. AWARENESS AND BEHAVIOR RELATED TO TOPICS PROMOTED BY THE TVET SAY PROJECT ................................................. 54 VII. BUSINESSPEOPLE’S OPINIONS AND PERCEPTIONS ................................................................................................. 59 VIII. CONCLUSIONS ............................................................................................................................................... 64 ANNEX 1: COMPARATIVE ANALYSIS OF RESULTS: 2016 AND 2019 ....................................................................... 67 ANNEX 2: RELATIONSHIPS BETWEEN VARIABLES ................................................................................................. 74 ANNEX 3: SURVEY INSTRUMENTS ........................................................................................................................ 77 ANNEX 4: SAMPLE DESIGN USED IN 2016 AND 2019 ............................................................................................ 92 ANNEX 5: RESULTS: SURVEY OF FACEBOOK PAGE FOLLOWERS ............................................................................ 98 ANNEX 6: INTERVIEW AND FOCUS GROUP PARTICIPANT LISTS ......................................................................... 103 4 Executive Summary 1. The Technical Vocational Education and Training Strengthening At-Risk Youth (TVET SAY, or Proyecto Aprendo y Emprendo in Spanish) has contributed to positively changing the opinion on technical education of adolescents and youth who live in the municipalities of Bluefields, Laguna de Perlas, Desembocadura del Río Grande and Laguna de Perlas, in the Southern Caribbean Coast Autonomous Region (RACCS). Currently, 33.2% of these youth prefer to study a technical degree (2019 survey) compared to 16.7% that said they would in 2016. 2. The perception of technical careers has improved in the youth and adolescent population in the four municipalities because it has the following advantages: students invest less time studying (short duration), it is lower cost (technical education is less expensive than attending university) and graduates can quickly enter the labor market (they can find work quickly). Two other significant reasons youth give for this preference are that they can launch their own business, and there is greater demand for these careers in the labor market. Another important effect of the project has been an increased awareness by adolescents, youth and adults in specific topics including interculturality, respect for sexual diversity, inclusivity for individuals with disabilities, and against gender-based violence; this effect is demonstrated in the results of the surveys that were administered to both population groups (adolescents/youth, and adults). 3. The communication campaign was designed with consideration both for culture and for the media formats used to promote messages. The campaign has reinforced knowledge promoted by other initiatives on preventing gender- based violence, the importance of soft skills, promoting the value of technical education as a method for obtaining a job quickly, and promoting social and intercultural inclusion. The campaign has had a significant impact in digital means of communication: between the years 2016 and 2019, 30.6% of the news (15 of 49 items discussing technical education) offered in two media were related to direct project activities. 4. The communications campaign has been influential in primary communications media (digital format), opinion influencers and community members in general, sharing positive messages about technical education, against gender- based violence, and in favor of inclusion and interculturality. It has promoted positive values and emotions so that adolescents and youth opt to purse technical education as a tool to improve their lives and their futures. The motivating effect the campaign has had on its Facebook page followers is undoubtable, and is demonstrated by their level of interaction and engagement with this media form. 5. The project established partnerships and agreements with diverse social actors (private technical vocational education centers, universities, private sector businesses, social organizations, unions and business chambers, and others), culminating in the formation of the Nicaraguan Network for Technical Education (RENET), the principal joint and networking space in the country. The RENET has promoted closer linkages between technical training centers and private companies, with the goal of sharing opinions regarding technical education and identifying ways of overcoming challenges. Furthermore, 1,000 adolescents and youth in the Caribbean Coast and other parts of the country have had access to technical education courses organized by all of these actors. 5 An added value of the TVET SAY project is its capacity to bring together private enterprise, universities, businesspeople, centers and cooperative organizations, setting them up
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