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Youth J013-Skills June 1995 : F0 I_ ;' Fog- the la,,t three nears the YOUTH or income generation for Joint Education trust has young people who have fallen peen funding(,b-skillsNGOs involved J013-SKILLS out of the school sr;tem. iii youth V%'hile the Trust aiso supports programr,le,~. JET has to date PROGRAMMES adult basic and further committed more than R-1-lm to education programmes aimed over -1-5 youth projects. Along at enabling ~`oung adults to with many other stakeholders, progress to higher level %%vork JET identified a major problem and study opportunities, these - millions of school drop-outs, priorities are not discussed in unskilled and demotivated, this article. for whom feat° education programmes offered routes to SUCCESSFUL employment or income. PROJECTS During the three years of working with projects offering What makes a wide range of programmes, JET has learned important them work lessons, and we have an idea todat of what works and why. number of JET projects that have been successful Many important areas of inApiloting new ideas or youth development are not expanding services are noted funded by JET. For example, in this newsletter. It is social and recreational important to avoid formulae facilities and support; sports when assessing what makes and religious activities; formal such programmes "work" . academic programmes as well Local conditions, particular as matric catch-up, rewrites or personalities, or very specific in-school supplementary histories, can come into play. programmes : all play a crucial role in stabilising and Nonetheless, all of the NGOs motivating youth especially identified as successful have those deemed "marginalised" . established themselves as effective and professional In-school programmes, delivery vehicles, in both their particularly those directed administrative and towards re-orienting the educational capacities . These curriculum to business organisations have practices and work experience, demonstrated the value of are also not supported by JET. eschewing over-ambitious or glamorous schemes, choosing Increasingly, the formal state- instead to establish success funded training institutions with small-scale, focused will need to direct their efforts pilots before expanding their towards these priorities . WHAT WORKS services. WHY JET's priority is a focused AND Committed and experienced attempt to provide skills that I)q Gnteinc Bloch, project leadership, a broad lead directly to employment JET vision, and the maturity to i; :,m True ; BL L( .1 a I\ \- I - lung. i~+~i; managing SLICh programmes must be questioned . PROJECT In most cases it would also BERGZICHT appear that dedication of in Stellenbosch trains project staff predominates semi-literate young women over wages or the need for from rural and squatter substantive career advances. It communities for jobs in the has been possible to get solid hospitality industry, and in and skilled staffing from frail care. The programme traditionally disadvantaged provides a carefully groups, Nvhere necessary with planned curriculum of draw on a range of networks specific affirmative action "hard skills" and and resource-, are ai ry planning. Further, good confidence building "soft hallmarks of >Lic'. L-, . management systems have skills". It has an in-house ensured proper use of staff employment bureau that Peer support, and and organisational researches job involvement of vouth leaders, development. opportunities and places even at planning levels, have about 80% of its been shown to be important. Finally, most of the successful graduates . Some llonvever, the reach and programmes have established graduates are now experience that youth links i'vith formalised training teaching in the leadership can provide in institutions : this link, and the programme. strengthening of the formal training sector within an integrated qualifications 1 . The training programmes system, are keys to quality all rest on a very particular SLOT, control and delivery to scale. niche market, that has been School Leavers investigated and developed at Opportunity Training, in All of the NGOs delivering local level. Evervbodv in rural Natal adjusts its successful youth programmes development in'South Africa courses to suit local are fairly localised. The US knows the stories of conditions and gears its experience is instructive here . generations of unemploN'ed training to the knowledge The state-run Job Corps welders or hosts of and assumptions of its programmes, a form of unprofitable candle-making target audience. A general residential training brigades, schemes. Successful "survival" course leads to have proved among the very programmes research the local intensive residential skills few successful models . It economy and its possibilities. training for those selected, would seem likelv, therefore, These are carefully matched of whom between 30°o that delivery on any with the trainees themselves, and 40% find some sort of significant scale can only be and their own particular employment. SLOT offers managed through structures needs, knowledge and professional and quality of government, where an capacities. Options are realistic courses ranging from accountable network of and practical without being chicken farming and dress development officials can demeaning. A pressing need is making to motor institute properly audited not in itself enough to define mechanics and word programmes to standard with alternatives. processing . Many courses local variation, and where are accredited with various clear roles and capacities are 2. Training methodologies too training institutions . SLOT allocated %vithin an integrated are adapted to the target is beginning to expand training sector. audience. These are vouth throughout Natal from a largely alienated from traditional firm base . It is exploring A GOOD YOUTH schooling and even work- partnerships with disciplines. Courses thus need to organisations such as the JOB-SKILLS be varied and exciting, with a Valley Trust, where an large base of learner centred and Outward Bound course is PROGRAMME experiential processes. At the being piloted as part of the same time, empowerment is life-skills and leadership hat of specific provision' important: courses need to set component of the What can be said of the clear goals, and formalise their curriculum . internalW processes and content curricula in terms of a set of of youth job-skills programmes .' graduated competencies. '_ - loint F .`u,,ilion t;L I ITTI\ \o . I - June I .ay~ The best courses are also skills, and firm adult A number of NGOs make demanding, tough and require mentoring be a central part of available their training discipline, are sympathetic but youths' recovery from the equipment in an incubator- also firm in their expectations . traumas of daily township type situation that also Poor skills will only let violence and anomie. Often a provides a further period of trainees down in the end and strong religious element also mentored support . dash raised hopes . provides a moral universe that may be of assistance and A system of mentorship by 3 . The curriculum needs to be support. Post-course peer local business and internships multi-facetted and holistic. support is usually essential in offered by large companies to Youth have been buffeted and assisting participants to provide %work experience can tempted from all sides and implement what they have be invaluable . interventions thus need a learnt. range of dimensions . vii) Nlanv NGOs cannot say iv) "Hard skills" must be whether the life prospects of It is not essential for any one appropriate and flexible, and their graduates have in fact particular supplier to service the training must take the improved and what has all areas, but the coordination youth from where thev are to happened, say, six months or a and integration of the various practical skills that can be year down the line. Proper programme components are used to find or create work. statistics need to replace crucial to successful delivery. Skills should fit the local argument by superlative economy, or particular example or impressive but Typically, the curriculum will programmes such as include all or most of the electrification, or RDP and following : local government priorities such as roads or construction . YOUTH i) Literacy and/or "academic" Training should be accredited, JOB-SKILLS catch-up . This improves within a national system as confidence, abilitv to handle this develops, and help to TRAINING relevant issues and access to ensure routes to further study Strengthening provision further routes beyond initial or training as Nvell as likely and developing polio training, employment . ii) Lifeskills. Youth are v) Manv the CONFERENCE of skills will find Tuesday 12 September, generally disempoNvered, onlv occasional utilisation in Johannesburg lacking the social and cultural the formal economy. capital to get ahead . Language Increasingly, youth will have A panel discussion will identify and communication skills, success factors in current to find ivavs to create their projects. leadership development, time mvn income (as the high crime management, Keynote address : and practical rate attests, a challenge that Minister Tito Mboweni skills such as CV writing many have risen to with might be appropriate . admirable precision) . Further speakers will address: Professional Service Delivery iii) Just as the "soft skills" Entrepreneurship training will to strengthen provision of youth above are cnicial, so too may expose youth to possibilities of training
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