|The Transition of Youth from School to Work: Issues and Policies (IIEP, 2000, 188 p.)|
|Introduction by David Atchoarena|
|Chapter I. From initial education to working life: making transition work by Marianne Durand-Drouhin and Richard Sweet|
|1. The purposes and outcomes of the OECD Thematic Review|
|2. Changes in young people's transition to work during the 1990s|
|3. The transitions are taking longer|
|4. Changing patterns of participation in education and training|
|5. The key features of effective transition systems|
|6. Well-organized pathways that connect initial education with work, further study or both|
|7. Workplace experience combined with education|
|8. Tightly-knit safety nets for those at risk|
|9. Good information and guidance|
|10. Effective institutions and processes|
|11. No single model - what counts is giving priority to youth|
|Chapter II. Training unemployed youth in Latin America: same old sad story? by Claudio de Moura Castro and Aimée Verdisco|
|1. On the elusive art of training|
|2. Training to improve employability: experiences from Latin America|
|4. Conclusion: are youth training programmes still a good idea?|
|Chapter III. Transition from school to work in Korea: reforms to establish a new pathway structure across education and the labour market by Kioh Jeong|
|1. Economic adjustment and youth in Korea|
|2. Roles of institutions in school-to-work transition|
|3. From school to work: business and industry involvement|
|4. Ongoing education reform and implications for youth|
|5. Conclusions: developing pathways|
|Chapter IV. The integration of youth into the informal sector: the Kenyan experience by Ahmed K. Ferej|
|2. The growth of the informal sector in Kenya|
|3. Vocationalization of the formal education system|
|4. Accessibility to skill training in the informal sector|
|5. Implications for education and training|
|Chapter V. Youth and work in South Africa: issues, experiences and ideas from a young democracy by Adrienne Bird|
|1. Unemployment and recession|
|2. Social dimensions of unemployment|
|3. Government responses to unemployment|
|4. School and skill issues for young people|
|5. Government responses - education and training|
|6. What does this all mean from the perspective of a young person?|
|IIEP publications and documents|
|The International Institute for Educational Planning|
A young person will have a number of increasingly clear options when contemplating entry into the labour market once South Africa's policies are fully implemented:
(a) Improved information and guidance about the labour market when making career choices - both from the learning institution as well as the employment services local office. SETAs will play an important part in preparing up-to-date information on trends.
(b) Placement in a formal-sector job, if one is available and the young person is qualified.
(c) Return to full-time learning with a view to acquiring occupational skills that appear to be needed.
(d) Entry to a learnership - with structured learning and work experience in an occupational area - with work experience facilitated by a SETA or college.
(e) Placement on a job creation scheme if the young person needs to be 'oriented to the labour market'. Youth brigades and Youth Service Schemes are envisaged.
(f) Preparation to commence their own business, either alone or in partnership with others, with support available from various agencies.
(g) Work experience, linked to probation periods and life skills could fill the gap between youth brigades and learnerships.
(h) Young people already in work, either in the formal sector or in self-employment, should be able to access upgrading opportunities. Employment equity legislation should assist those who have previously suffered from discrimination.
(i) Support for those with substance abuse problems, victims from sexual abuse or violence and psychological problems will require special support.
Improved government co-ordination will be needed at the local level to make these choices real for young people across a broad scale. A commitment in this regard has been secured already and collaborative work has begun. The National Youth Commission is making an important contribution to this work.