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close this bookThe Transition of Youth from School to Work: Issues and Policies (IIEP, 2000, 188 p.)
View the document(introduction...)
View the documentSummary
View the documentIntroduction by David Atchoarena
close this folderChapter I. From initial education to working life: making transition work by Marianne Durand-Drouhin and Richard Sweet
View the documentIntroduction
View the document1. The purposes and outcomes of the OECD Thematic Review
View the document2. Changes in young people's transition to work during the 1990s
View the document3. The transitions are taking longer
View the document4. Changing patterns of participation in education and training
View the document5. The key features of effective transition systems
View the document6. Well-organized pathways that connect initial education with work, further study or both
View the document7. Workplace experience combined with education
View the document8. Tightly-knit safety nets for those at risk
View the document9. Good information and guidance
View the document10. Effective institutions and processes
View the document11. No single model - what counts is giving priority to youth
close this folderChapter II. Training unemployed youth in Latin America: same old sad story? by Claudio de Moura Castro and Aimée Verdisco
View the documentIntroduction
View the document1. On the elusive art of training
View the document2. Training to improve employability: experiences from Latin America
View the document3. Lessons
View the document4. Conclusion: are youth training programmes still a good idea?
close this folderChapter III. Transition from school to work in Korea: reforms to establish a new pathway structure across education and the labour market by Kioh Jeong
View the documentIntroduction
View the document1. Economic adjustment and youth in Korea
View the document2. Roles of institutions in school-to-work transition
View the document3. From school to work: business and industry involvement
View the document4. Ongoing education reform and implications for youth
View the document5. Conclusions: developing pathways
close this folderChapter IV. The integration of youth into the informal sector: the Kenyan experience by Ahmed K. Ferej
View the documentIntroduction
View the document1. Background
View the document2. The growth of the informal sector in Kenya
View the document3. Vocationalization of the formal education system
View the document4. Accessibility to skill training in the informal sector
View the document5. Implications for education and training
View the documentConclusion
close this folderChapter V. Youth and work in South Africa: issues, experiences and ideas from a young democracy by Adrienne Bird
View the documentIntroduction
View the document1. Unemployment and recession
View the document2. Social dimensions of unemployment
View the document3. Government responses to unemployment
View the document4. School and skill issues for young people
View the document5. Government responses - education and training
View the document6. What does this all mean from the perspective of a young person?
View the documentConclusion
View the documentIIEP publications and documents
View the documentThe International Institute for Educational Planning
View the documentBack cover

6. What does this all mean from the perspective of a young person?

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.