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LESSON LEARNED /
Lessons have been learned from programs and policies that
did not achieve the desired result, or in some cases actually
exacerbated the problem. By framing "mistakes" as "lessons
learned" it would be easier to collect information
from organizations of what mistakes they have made and
what they have learned.
Areas Include:
| | | This project created new employment and training opportunities in the region through its association with a number of groups. The association with youth supporting groups complimented existing opportunities. Additional links with several other trusts proved to be effective in this program. |
| | | This aims at increasing knowledge of science of the youth by interaction with one another and for the volunteers by live examples and it also helps in the development of science based community service projects. These projects help the youth interact with resources of the science fraternity and this program is experimental by nature, which constitutes service learning. The youth have to share their experiences and apply what they have learned. |
| | | The research observed that the impact of minimum wages differed substantially across the countries in sample. In attempting to identify the sources of such differences, it focused on two specific areas that were expected to lead to some variation in the employment effects of minimum wages. The first was the role played by other cross-country differences in minimum wage systems. The research study found that the negative effects of the minimum wage were larger in those countries where the wage floor was established by the collective bargaining process. In addition, the evidence suggested that the presence of a youth sub minimum wage tended to reduce the impact of the overall minimum wage on youth employment. The second source of variability considered was the presence of other labor market policies or institutions that either exacerbated or mitigated the effects of minimum wage laws. The results suggested that these indeed had important influences on the size and estimation of unemployment effects. In particular, the presence of rigid labor standards tended to exacerbate the effects of the minimum wage on employment, while stronger employment protection policies tended to diminish the minimum wage effect. In addition, countries that tended to make greater use of active labor market policies to reduce unemployment revealed smaller misemployment effects from the minimum wage. |
| | | The post-secondary graduates were quite successful in findings jobs soon after graduation, their unemployment rates were even lower from two to five years into the labor market, and at the individual level most of those who initially experienced a jobless spell or who were limited to part-time employment subsequently found employment in the form of full-time work. The research program also demonstrated the importance of studying the school-to-work transition over a relatively extended period of time, since the cross-cohort changes identified were evident only at the later interviews, a full five years following graduation. It would undoubtedly be interesting to probe the temporary/permanent phenomenon in more detail. |
| | | The changes in the economic conditions, changes in the lifestyle, changes in Gross Domestic Product and others must be considered while performing the study |
| | | The evidence from this study indicates that careers service provision in Ayrshire is heavily focused on the provision of information. This emphasis on information may well be a consequence of the talent-matching model that appeared to be the main model of career decision making in use by careers advisers as well as being a response to client demand for information. The research suggests that the careers guidance needs of the young people involved in this study were not being adequately addressed. To do so is likely to require a number of changes in terms of philosophy, resource allocation, delivery strategies and management approaches. In order to meet the careers guidance needs of young people it is necessary first to systematically identify what those needs are. |
| | | It is known that Federal funding is not made available for youth developmental program, since the funds are made available for children’s program. Of course, some financial support is made available by the government for major national youth developmental organizations but it has not been found adequate. Youth employment during summer, after-school centers suffer for want of funds, yet some important youth programs are going on in some selective centers. Those who have helped in conducting the research are being involved and made the project viable. Though youth development movement has been in existence for the last ten years, the meaning and concept of the program still has not reached any consensus. However, the public officials, the policy makers, the budget allocators and the public at large have been given a clear picture of the youth program and they will ultimately be drawn to guide in that direction and support, if faced with problems in their own homes. |
| | | The whole project was divided into different components and the young women were systematically trained in each component. This process provided them with life/job skills to sustain their activities in real life situations. The psychological, educational and financial support provided by the program to the female offenders enabled them to turn a new leaf and de-linked them from the criminal justice system. |
| | | Provinces/territories need to follow through on work they have initiated to develop a "menu" of program interventions and an inventory of best practices. This will help inform their discussions with the federal government with respect to programs. Provinces/territories will also need to reach a position on a number of elements prior to discussions with the federal government: A) Employment Insurance premiums for employers should be reduced so that the cost of hiring workers is reduced B) A federal-provincial/territorial strategy should be developed to ensure debt levels for post-secondary learners are manageable C) Initiatives to be taken to respond to the employment challenges of Canada's "at risk" youth including Aboriginal youth D) Sustainable funding mechanisms and a transparent federal funding formula should be evolved (establishing a set of funding criteria for the types of programs that the federal government will financially support and a means of ensuring that all funds are allocated on a fair and equitable basis to all provinces/ territories) E) Research capacity and technology should provide youth not only with the tools they need to participate in the modern economy but also the labor market information necessary for understanding the world of work |
| | | A number of specific research directions were highlighted by the Expert Panel, including needs for research in such areas as the effectiveness of new types of learning; impacts of student loans and debt; analysis of rates of return for different types of education; research on initial labor market experiences of youth and their impacts, etc. It examined the impacts on expectations of entrepreneurship on youth and researched on how youth chose careers and the impacts of career counseling. Several Delphi participants felt it was critical to know more about how youth thought, what they valued, and what influenced them. Many of the assessments were reflective of current wisdom on the economy, human capital and youth - for example, underlining the pre-eminence of change and the importance of adaptability for youth in the labor market. These findings suggested that Canadian business and other elites and experts shared important views on issues affecting youth, which synchronized with most practitioners and researchers in the field. |
| | | The study indicates that the employment problem of younger people cannot be reduced to individual characteristics. Many younger people face objective barriers, including systematic exclusion by the labor market, which restrict them to a very narrow range of jobs. |
| | | The program made the youth to realize that the road to learning doesn’t end when the program concluded, but only opened many new doors to other opportunities. After completing the program, CWY provided its youth with information on how to facilitate the experience gained to reflect in their resume. The CWY constantly encouraged the youth to maintain and enhance their involvement with the organization through their regional volunteers and past participant networks. |
| | | One of the most commonly found setbacks in career and academic achievement of these students is that their potential is underestimated. An important message spread through this program is not to underestimate the potential of the disabled persons. Career counselors and other organizations should come forward to help and provide opportunities for these youth to accomplish their goals. Many concerns are aware of ADA and they are interested in providing openings for disabled persons. They work with counselors and career development professionals to make successful placements for these youth in their concerns. Such programs like ADA while employing disabled and qualified youth with organizations can consider the following measures. A) Informing them about ongoing happenings in the campus informing them with details about all students including disabled students. B) Assist employer in procuring alternative formats of their brochures and pamphlets. Provide them with necessary information for creating web pages and other electronic sources. Share with them the information about community resource that can assist them and alert employees about determining appropriate accommodations. |
| | | A) This survey measured the quality of work-based learning experiences which were mostly not in the traditional youth employing sectors and occupations. B) About half the internships are in administrative support positions, at entry-level jobs in office and business establishments. C) Interns were also far too many in technical occupations, while fewer were found in production machine operative positions. The overrepresentation of youth in technical jobs is encouraging, and may indicate efforts on the part of some employers to strengthen availability of labor. D) The internships in non-profit and government organizations were of a higher quality than those in private, profit-motivated firms; but the latter provided more opportunity to learn. |
| | | EYSIP felt that it is in the spirit of action research to share learning with policy/decision makers and between practitioners who supported socially excluded young people. The program facilitated the experimentation with a model of action learning whereby practitioners from funded projects regularly met to share their experience of action research in their respective spheres, which promoted overall knowledge development. The program revealed that participation was best when offered periodic training events with built-in networking time. |
| | | 1. Strategies to enforce and promote compliance with federal disability law should be identified as it relates to children and youth with disabilities who are at-risk of delinquency. The strategies should include those that increase effective programming for youth with disabilities in schools and in juvenile justice settings. 2. Funding and/or resources to schools and the juvenile justice system should be increased to ensure that youth with disabilities receive appropriate services. 3. A single federal agency should exist whose sole focus is to ensure that the rights and needs of youth with disabilities entering or in the juvenile justice system are addressed. The Coordinating Council on Juvenile Justice and Delinquency Prevention and the President’s Task Force on Disadvantaged Youth may be well-suited to provide the direction and leadership to address this gap by helping to create a national commission focused explicitly on youth with disabilities at risk of entering or already in the juvenile justice system. 4. Research should focus on establishing the true prevalence of youth with disabilities of different types among at-risk populations in schools and across all stages of the juvenile justice system; the needs/services gap, including compliance with disability law; the causes of overrepresentation, where it exists, of youth with disabilities in the juvenile justice system, especially correctional facilities and effective systems-level and program-level approaches, including federal laws, for addressing the needs of these youth, including particular attention to the types of programming most effective for youth from diverse racial/ethnic and cultural backgrounds. 5. A comprehensive assessment should be undertaken to determine what programs and policies are most effective in schools, communities, and the juvenile justice system. At the same time, ensure that there is a balanced approach to funding diverse programs and policies, coupled with evaluation research studies of their effectiveness. Such an approach will ensure that a more definitive body of knowledge can develop to determine “what works” and for whom. |
| | | Providing universal access to services meant for the youth in transition in general, rather than providing only disability-specific services, is found to be successful in workforce development programs. This allows the youth to select for themselves the services and the resources that they will need. This fits in with the perception about the value of self-determination in the youth with disabilities. One-Stop centers of the WIA make available certain services unavailable to the disabled youth because of lack of accommodation and other factors. Although not widely available, individualized training services are also part of the WIA offerings. |
| | | The program facilitated the need for improving the quality of life of the girls/boys of the downtrodden community in rural Orissa, India. The program aimed at enhancing the educational opportunities and expanding the employment avenues of the young children by facilitating formal education with government participation. The rural areas were mainly agrarian societies, which exhibited initial skepticism for the program that was subsequently altered. |
| | | Parents are also involved in this program like writing letters, completing parent education materials and parents and the child together take part in the family learning experience which included a series of activities which focuses especially on family dynamics and practice healthy communication. |
| | | The administrative challenge most often mentioned by interviewees was fundraising and issues directly related to funding. Whether publicly or privately funded, agencies struggled with the difficult task of supporting their programs financially. Responses provided by interviewees when asked to explain the administrative challenges faced reflected the perceived enormity of the task. The smaller the agency, it was more likely that the program and administrative functions were inextricably linked. The practical explanation for this phenomenon was a shortage of staff and resources, with an under investment on the administrative side. The result, however, was a constant tension between the demands of delivering programs and the necessity of maintaining credible administrative practices. An understanding of this central tension helped to elucidate many of the decisions and actions of the administrators interviewed for this study, and was helpful when attempting to formulate effective strategies for support. Another focus of this research was to probe the potential of shared administrative resources among grassroots agencies, either begun through formal collaboration or circumstantial relationships. It was important to note that, although some programs were vocal in their opposition to funding-induced formal collaboration, most directors of small programs were open to the notion of working in conjunction with similar or neighboring agencies in order to build stronger infrastructure and thereby better served the youth in their communities. In effect, grassroots program directors asked for administrative supports that would not seek to change, grow, or transform the existing programs. |
| | | Along with growing attention to adolescents came a growing consensus about what needs to be done to fulfill and protect adolescents’ rights. It strived to develop and increase awareness about “solutions” that were common to a range of inter-related problems. These solutions included increasing adolescents’ physical and psycho-social capacities and abilities, increasing their access to a range of services and opportunities, creating safe and supportive environments in which they can live and learn, and ensuring that they were able to participate in decisions and actions that affected their lives. Adolescents need to be encouraged to develop a range of skills, including literacy and numerical, life skills comprising of psychosocial competencies, technical skills, entrepreneurial skills, practical skills, and social skills. The development of adolescents’ livelihoods skills and the creation of livelihoods opportunities for them would make an important contribution to fulfilling and protecting their rights to development and health. |
| | | The formative research process yielded exciting and new findings about adolescents and reproductive health issues, as well as a more complex and comprehensive understanding of the context in which reproductive health interventions for young people must be designed and implemented. The execution of the participatory approach was a difficult and time-consuming effort, requiring more resources and innovation than anticipated. It required an intensive commitment of time and resources, especially in terms of time spent in the communities, and for training field staff. This was partially because reproductive health issues were more complex and sensitive than other development issues. The methodological implementation also posed numerous challenges. Similarly, innovation was required in analyzing large amounts of data from multiple methods. A larger range of interventions was also difficult to monitor and evaluate. Moreover, the definitions of concepts such as participation, community, and ownership were not fixed, but were constantly evolving. A constant need was felt to address the issues of selectivity by age, gender, ethnicity, and social status to ensure that data was not biased. |
| | | On an average, 45% of the adolescents surveyed thought that characters in the ads were consuming beer at binge-drinking levels, and only one in five thought that drinkers would stop after one or two drinks. In addition, two subgroups children of alcoholics and younger participants appeared to be especially vulnerable to messages delivered by the ads. Children of alcoholics were more likely than other respondents to perceive excessive drinking by characters in the ads. They revealed a favorable perception of these drinkers, and reported negative feelings triggered by the ads about drinkers they knew personally. While younger adolescents were more aware of the potential negative consequences of drinking, they were also more likely than older respondents to perceive binge drinking, and to estimate that characters were underage. |
| | | The main objectives of AYF program is to help the youth overcome unemployment and poverty by educating them and enabling to take up entrepreneurship as their career.The success of AYP’s aim is seen when the youth graduate and are guided to choose their own career. Future of Africa lies in the hands of educated youth. |
| | | The survey assessed youth expectations and main activities in the first five years. A vast majority of youth comprising 92% of high school graduates with further education or training, 84% of those without and 84% of high school leavers, expected to be working at a job or business five years from the time the survey was taken. Among the high school graduates as well as leavers, larger proportions of men than women expected to be working in five years time. The study also found that proportionately more high school leavers (17%) and graduates without further education or training (16%) reported going to school as one of their main future activities, compared with 12% of graduates with further education or training. In addition, 10% of high school leavers, 9% of high school graduates with no further education or training, and 7% of graduates with further education or training saw themselves both working and going to school in five years from the time of the survey. Another commonly reported future activity was handling family or household responsibilities. Not surprisingly, women were much more likely than men to report dealing with family or household responsibilities as a main activity in five years time. |
| | | In the waning days of funding under the School To Work Opportunities Act, intermediaries that link schools, employers, and other community resources have grappled with ways to redirect their efforts. Several members of the Intermediary Network have found new allies and resources and defined more clearly their value-added, competitive advantage and business models. Some have developed business/marketing strategies that are highly valued in their communities. And some have become more focused on activities that emerge from either education or workforce development funding streams, choosing to be less comprehensive in their reach, if not their vision. This is still a time of transition. The members of the Intermediary Network are committed to continuing their collaboration and to learning from one another — and to continuing the work they love and believe is critical to the future of the youth, employers, and communities they represent. The intermediaries that responded to this survey provide encouragement that a changing fiscal reality, although difficult, can be a catalyst for positive strategic and operational decisions. Their efforts point the way toward strategies that can enable intermediaries to sustain and even expand their convening, brokering, measuring, and policy-promoting work in a new environment. |
| | | a. Parent or guardian permission is required. b. Kids Crew now is so popular that the museum staggers enrollment to maintain the quality and individual attention given to each child; interested children then are put on a waiting list and allowed to join the program either at the beginning of the summer or the beginning of the school terms. |
| | | A large component of the awareness and development campaign controversially falls within the jurisdiction of the Education portfolio, which has been mandated by the Provincial Governments for implementation. The broad nature of the proposal may result in significant duplication of effort and interest among different sectors. This may lead to a dilution of benefits or to confusion amongst the targeted youth. |
| | | The participation of the whole community is seen as an essential ingredient for the success of this project. It is also necessary that all available resources be effectively deployed to provide maximum benefit for the affected people. The humanitarian assistance and training for employment provided through this program enabled the youth and women to de-link from “at-risk” behavior that caused the spread of AIDS. |
| | | a. BEE Program efforts have been supported and sustained through the development of a variety of research-based training and educational support materials. These resources were developed, in part, with reference to or adapting information available from CYFERNet. b. State staff have provided continuing technical assistance and training to field staff in the administration of ongoing evaluation procedures. Intake and exit interviews are coded and analyzed at Auburn University by the state staff. Quarterly training topics are often derived from the results of these analyses. Results are also used in supervisory interactions to identify program strengths and encourage improvement. |
| | | The research study revealed that the critics of alcohol advertising stressed the need to reduce the social and medical problems associated with the misuse of alcohol, and hence often argued for a ban on alcohol advertising. Although there was enough reliable evidence to conclude that advertising increased total alcohol consumption and alcohol misuse, advertising bans reduced advertising only under certain conditions. A ban on one or two media, such as television and radio, resulted in substitution to available alternative media. It was argued that television and radio reached many people and that bans on their use surely had an effect. The theory explained that a ban on use of a given medium resulted in substitution to other available media, which was practically applicable in this case. It was opined that alcohol companies may seek to compensate for loss of sales by increasing total outlays on advertising of existing brands or by advertising new brands. |
| | | Implications include: 1. The main aim of a youth program for alcohol and drug prevention should be a pragmatic. The main goal must be to reduce or prevent damage related with drug or alcohol use and not to prevent use entirely. The best result of a successful drug prevention program would be to delay the first use of a youth or shape or limit drug use in a safe manner.2. Drug and alcohol education programs must be founded on practical education principles and not on ideology. The programs should be ongoing from kindergarten to the final year of high school. Messages appropriate for different age groups should be conveyed. The educational approach should be related to target audiences and based on their attitude towards drug use, level of use, gender, age and others. Accurate and factual information should be combined and strategies introduced for developing decision-making skills, communication, and conflict resolution must be developed.3. The programs for alcohol and drug use should be comprehensive. Different components that complement each other including family education and policy interventions, in-school programs, and media campaigns must be included in the programs. Special programs targeting the at-risk youth should be introduced in addition to programs aimed at the wide-ranging student population. 4. The direct involvement of the youth in program planning and implementation is imperative. The strengths of the youth themselves should be capitalized on. The youth are better equipped to identify issues, develop solutions, and deliver suitable messages to their peers.5. Regulations and policies can be used successfully in shaping and limiting substance use and reducing harm. This can be seen by the success of graduated driver's license programs. Various approaches should d be combined with policy initiatives. 6. "Hard line" approaches including zero tolerance are not effective. They may actually aggravate the risk of serious problems. They result in punishing experimenting students like adolescents and discouraging students who are liable to develop problems from getting the required help. 7. Drug and alcohol education programs must be appraised in an ongoing manner to evaluate what is effective and what is not. 8. Adults including service providers, educators, policy makers, and parents must be brought up to date on drug education. They should be aware of the substance use and trends among the youth in addition to an awareness of the effectiveness of various prevention measures. |
| | | The observation made by the study indicated that the people who noticed the most alcohol-related problems were often heavier drinkers themselves. Underage drinkers were identified as the age group most likely to be causing drinking-related problems. Roughly a third of respondents identified on-premise consumption of alcohol as the source of problems that eventually affected the neighborhood. This finding suggested that more frequent and effective use of server-training programs might increase the safety of neighborhoods, especially those located near bars and other on-premise outlets. |
| | | The competition from youth was tough and nearly 100 applicants applied for the available 30 positions. The students were paid US $ 6 to US $ 8 an hour, which was higher than what most of the other businesses pay to youth. The youth took courses from the City College of San Francisco, as part of the program and also earned precious college credits. The courses focused on subjects like horticulture, conflict resolution, AIDS and sex education, substance abuse, teen pregnancy and African American history. The future plans included the creation of a flower and produce stand and institute a native plant landscaping business. |
| | | In addition to training the staff, the program also funded the YMCA employees who needed funds for improving their skills and proficiency. Moreover the funds were locally administered for the ease of maintenance. |
| | | A positive outcome of the program was the formation of extended families and social support system for the youths. The youth were able to express their feelings and realize the negative social repercussions of their actions. The program taught youth to be leaders instead of followers. It taught the youth to make constructive decisions about their lives and to influence their peers to take positive decisions about school, work and family. |
| | | The AVP operates on a constant basis and has assisted in providing speakers, enhanced conservation awareness in schools and funded workshops and other training activities. Since 1998, over 25 conservation and public education projects have been supported or funded. This has resulted in more than 100 alumni and volunteers being involved with them. The implementation of activities includes the participation in a national climate change conference, an oil pollution and seabirds research field trip, environmental education training workshops and a women's outdoors survival workshop. The AVP has committed to help the corps, its alumni, and other volunteers to fulfill the corps' conservation and community-oriented mandate. The Corps' founders believed that the programs and activities of the new organization should focus on forging partnerships with the environment and cultural heritage sectors in a manner that would benefit all partners‚ youth, communities and business. |
| | | One important lesson learned through this project is that through the youth teaching youth program the students can easily train the other students who are under risk. This program have helped many youth in acquiring the sense of belonging which will be very helpful for their individual future. |
| | | The program was basically implemented to address the need for providing a second chance for the underserved youth to enhance their educational capabilities that enabled them to secure sustained employment. Due to the nature of the program, the students were in groups that did not include prior classmates. Consequently, the students were benefited from a fresh start with respect to relations with the study group/class since neither the fellow students nor the new teachers were aware of the student's "failure" or past. The program should ensure positive group dynamics among the students to enable a sustained level of group interaction that benefits the overall team. Moreover, the program should focus the students on the positive prospects of the future and discourage them from reflecting on their negative past. |
| | | The risk factors for problem gambling included academic problems, poor perceived familial and peer social support, cognitive problems, emotional problems, substance use problems, conduct problems, family problems, and parental involvement in gambling and substances. The magnitude of problems and psychopathology that were reported by probable pathological gamblers and at-risk problem gamblers demonstrated that these individuals were experiencing multiple difficulties and were likely to use their gambling habit as an ineffective coping strategy to escape their problems. |
| | | The program felt the need to create informational materials to reinforce the key messages of the program. The youth suggested the need for a manual that included information related to adolescent sexuality; as a result, INPPARES designed the "Sexual and Reproductive Health" manual as part of the Quality of Life courses. The business training courses were theoretical and more dynamic by including practical issues such as decision-making, self-esteem, and the development of life goals. The youth often found it difficult to talk about issues related to sexuality; however, discomfort was reduced when sex was addressed within the context of other youth concerns. The program felt the need to understand their target group; it was found that because many youth worked, they either dropped out of the training or were not prepared for courses. Flexible scheduling and maintaining a realistic pace in the training can help address this drawback. |
| | | There were certain contradictions present in the two data sets, which made assessment really difficult. Such contradictions in the data lead to uncertain and ambiguous conclusions and findings. Some of the major concerns about the quality of the school-to-work data from the two sources were that a sizable number of students in schools that supposedly did not have school-to-work programs reported participating in them. The research observed that such irregularities in the data sets would lead to serious miscalculation while evaluating the impact of such programs on youth development. The observations implied that exclusive data gathering efforts had to be implemented to assess the genuine impact of such programs on youth and students in the region. |
| | | The WSC, following its nation wide research program, has resulted in Foster-care programs and programs to connect foster-care youths to college & career supported by smooth flowing funds though viewed to be expensive from all angles. |
| | | This program developed the reading and math skills, which improved the academic needs and also helped the students to achieve their goals. The main characteristic feature of this program was that no discrimination was made on the participants on the basis of their race, color, sex, nationality or religion. |
| | | The ARISE project is currently concentrating mainly on the construction and agriculture fields. Very soon it may start concentrating on different fields. As a result of this, more youths can be employed. This can also provide employment opportunities to youth, refugees, natives and internally displaced people. |
| | | A 5-year work plan and timeline has been developed during the initiative's planning stage to monitor project progress and timelines. The tasks and activities completed and any changes needed to the projected schedule through quarterly status reports have been summarized. |
| | | The program faced the challenge to dispel the myths about Skate Parks. Some people felt that they became hangouts for youth and contributed to increased vandalism and drug use. It was important for the project coordinator to share positive stories from other communities to dispel these myths. Securing the funds was the biggest challenge that the project faced. During several fund-raising campaigns, the youth became involved by putting on plays and presentations. The experience of the consultants with other Skate Park designs was very useful. They recommended a simple and open design. There was site testing to ensure that the ground was viable for the Sk8 Park location that was selected. There are no staffing requirements for the Park since it advocates a “use at your own risk” policy. |
| | | A comprehensive program strategy designed to reduce risk and build protective factors through a multicomponent arts program should be provided. In addition, proposed activities should fill gaps in services to the target population during afterschool hours and the summer months. Activities may identify various steps that will be taken by the applicant to address these service gaps that may lead to negative outcomes. These activities should complement and build on each other and link when possible to existing community programs and activities that contribute to positive youth development. |
| | | Prevention programs are most effective when youth attend and participate regularly. Arts programs are successful at attracting, engaging and retaining even the toughest kids. These youth - including gang members and previously incarcerated teens - join arts programs and return time and again. What draws them?
1. The thrill of creative and artistic expression.
2. Community recognition for performances, exhibitions or public art works.
3. Learning new job skills.
4. Learning how to use the arts to communicate difficult thoughts and emotions.
Research confirms that youth vandalize with graffiti and join gangs in search of recognition, achievement and self-expression. The arts provide a different way to address these needs. |
| | | ArtWorks motivates and stimulates the feeling of self-respect and responsibility that youth have towards their career and community. It teaches them to take pride in their work and also develop life skills like creative decision-making, adaptability, working as a team, and developing and working from personal ethics and honesty. It educates about protocols to be followed in work places and the fundamentals of interpersonal communication, tolerance and accountability. It stimulates the quality of appreciating arts in different forms. These are developed with the help of a youth mentoring program based in the forms of visual, performing, and literary forms of arts. Arts always embrace a variety of learning techniques and thus it is a very powerful tool for motivating youth. It engages the person as a whole; it involves his/her mind, emotions, natural ability and curiosity. Irrespective of the different forms of arts it has a focus on both product and process. It encourages and supports budding artists in various fields such as self-discipline, critical thinking program, and innovation in arts. Here the artists have the opportunity to learn a lot from seniors. It also teaches them the freedom of discipline, and the courage to follow one’s ideas. The arts embrace a wide variety of learning styles and life experiences and thus, the arts are especially powerful in motivating youth. As a result of an emphasis on self-expression, the artistic process engages the whole person - his/her mind, emotions, ambition, and natural curiosity and abilities. It is hoped that with all these qualities and their professional knowledge these apprentice artists will definitely have a strong foundation for their professional career. |
| | | Mobility of students was cited as a problem by ASPIRA leaders as staff members build deep commitments to students who later leave school. Teacher mobility can also be considered to be a problem. One school had four ASPIRA teacher sponsors in four years. During the early stages of the program, inspiring parent involvement was a problem. Letters are sent to parents of identified students at the beginning of the school year requesting for their children's participation in ASPIRA. Those who return the letters are accepted in the program. New participants are attracted by word-of-mouth communication among parents whose children are participants of the program. The program solicits the full support and cooperation of the teachers and principals to make them think creatively. The schools and centers must be partners and involves a financial commitment by the school. In cases when this commitment was not obtainable, the teachers were at fault, as they did not understand their role in ASPIRA, which was to nurture a feeling of leadership in the students and not lead them. In such cases, ASPIRA staff returned to emphasize the significance of teacher sponsors as facilitators and not as leaders, and their involvement. |
| | | Proficiency examination is used as a mechanism in ATC. It assists the students in identifying the employment experience, independent study, instructional sources like classes taken in the military, on-job training to get credit, which is incomparable with the traditional one. A student who has failed more than twice in such an examination is not allowed to that specific course. |
| | | In addition to learning the need for good education, hard work and commitment, the participants utilize the classes, field trips and messages heard from positive role models to be more successful in school and in life. |
| | | The analyses used in this research paper was primarily based on using many years of data to examine the transition, with an emphasis on retrospective examination of data. Unfortunately, retrospective information was not feasible for generating indicators on a timely basis, since, retrospective information can only inform what happened in the past but cannot indicate the current direction of the labor market. Hence, the approach of the research needs to be changed to suit modern trends of data gathering that leads to sustained predictions and sound implications. |
| | | The methodological weaknesses severely limited the validity of the survey data, as did the measures of program effect on the graduates' career lives. Most of the follow-up studies, for example, were conducted on a one-shot basis anywhere from six weeks to three years after graduation, thus providing only a limited picture of the graduates' career lives. The respondents' expressed dissatisfaction with the college role in promoting career advancement may be an artifact of this one-shot design; because the surveys were conducted at one time shortly after graduation, many respondents probably did not have a chance to settle into their jobs and discover the paths to advancement in the internal labor markets of their firms.
Other methodological problems included low response rates with only limited control for respondent bias, failure to control for the graduates' prior employment experience, and lack of control groups against which the graduates' employment experiences can be assessed. These limitations revealed that the graduates' employment success was a function of prior job experience rather than a direct outcome of program completion. The methodological problems also made it very difficult to determine if community college occupational graduates had a realistic advantage in the labor market over non-graduates or those with no formal occupational training at all. |
| | | The strategies and recommendations made in response to the needs of the ongoing work of family representatives and experienced professionals, review of the literature, and assessments include the following. NC Title V Program2NC: 1. The development of successful models of transition and related services must be supported by the Title V Program. The Title V Program must also integrate them in current programs. The selected models comprise of transition supports starting at a very young age and proceed through young adulthood. The supports offered must teach and support the individual to take on age and developmentally suitable responsibility for their healthcare and other life decisions. 2. The Title V Program should expand the scope to include emphasis on adolescents with special healthcare needs, with resources devoted to the program. Accordingly, partnerships should be developed for implementing activities and programs that improve the transition process with the medical community and early intervention system including schools, and other advocacy or community groups. 3. Efficient tools to measure and monitor effectiveness and performance must be developed and combined in all transition-related services and adolescent-oriented programs. 4. The Title V Program should offer leadership by continually evaluating the health-related needs of youth with special healthcare needs and distribute this information to all-important stakeholders. 5. The Title V Program should make sustainable efforts that offer access to comprehensive and affordable health insurance for youth with special healthcare needs. More emphasis should be placed on efforts for developing options for insurance coverage beyond age 21. 6. The Title V agency should encourage accessibility of all environments including recreation, schools, and healthcare. Compliance with the Americans with Disabilities Act (ADA) through out North Carolina must be encouraged also. Healthcare: 1. More support should be offered for educational materials on disability awareness, sensitivity, and training opportunities. Accessibility should be provided for pediatric and adult healthcare professionals. The professionals will be able to apply developmentally suitable and respectful care for adolescents with special healthcare needs as well as develop their partnerships with youth and families. 2. All aspects of the health care delivery system must recognize and support age-appropriate and condition-specific independence for adolescents with special healthcare needs and inspire the youth to take up as much responsibility for themselves and their healthcare as their conditions and resources will permit. 3. Healthcare must be coordinated at one site and most desirably within the community of residence for the youth and family. Schools: 1. School-based health programs and education should work together to ensure that youth with special healthcare needs have obtainable health and mental health services that are culturally, clinically, and developmentally suitable for them at school. 2. Increased information on staying healthy with nutrition and physical activity in spite of the disability must be made available at school in various user-friendly formats. 3. Disability awareness and sensitivity for peers and teachers in the school and community areas should be reinforced through educational materials and training opportunities. 4. Efforts to develop physical activity opportunities in schools and communities must be designed to include youth and also be adapted for them when necessary. The Community:1. Community-based health promotion and health education opportunities accessible for teens must be designed and adapted when needed to include youth with and without special needs.2. Funding for appropriate equipment, supports, and services must be available to the youth with disabilities at the community level so as to enable them to gain skills and knowledge specific to health. 3. Regular opportunities to interact with other individuals with disabilities for peer-to-peer support should be offered to the disabled teenagers. 4. Programs related to transition should include opportunities and support for adolescents with special healthcare needs. Opportunities should also be provided to them to interact with positive adult role models who have special healthcare needs. 5. Parent-to-parent support should be developed beyond the early years of intervention.6. Opportunities for developing skills as managers and decision-makers of their own healthcare must be augmented with collaborative efforts between professionals, the youth, and family members.7. Programs that aim to improve the overall quality of life should comprise of instructions about diminishing health-related risks in areas such as stress, nutrition, sexuality, physical activity, and smoking. Due to lowered expectation and system barriers this information does not reach the adolescents with special healthcare needs even though it is important for enhancing their overall health. 8. The accessibility of recreation, schools, and healthcare should be promoted by the community in accordance to the regulations of the ADA. |
| | | This program has offered a remedial education to a vulnerable youth. The pre-employment strategy ending with internship programs provides a paid work experience for the youth. |
| | | Several youth members under the program benefited immensely on completion of their education and most of them have gone on to become successful employees/entrepreneurs. The program offered scholarship to students and youth so as to facilitate a smooth transition to higher education and skilled employment opportunities. The all-round development of the youth was sought to be established through the program objectives and guidelines. The initial inhibition exhibited by the youth were overcome through the successful implementation of the program. |
| | | The outcomes of the youth development programs are measured by the effects of a program after the program ends. They require positive expensive follow up. Too many outcome studies simply assume a causal connection between a given service and a good outcome. This is difficult to prove for a program that merely fills a small gap in a youth’s day. Interviewees for this evaluation believe that creating a strong relationship is the best way to engage youth. 1. Create a sense of either usefulness or fun or both. 2. Ask the young person and, if possible, his or her parents, to make an up-front commitment. 3. Provide training, enrichment, a monetary reward, or all three, in exchange for commitment. 4. Involve the family and/or other social supports. 5. Adopt a useful method of tracking progress, the services youth are getting. 6. Stay flexible. |
| | | The Australian governments recognized the need for good quality information on the health of young people in Australia. This report provided better means to improve the information available on the health and well being of Australian youth. There remained a number of important gaps in the data available and deficiencies in existing information that included the lack of adequate information on the physical, biomedical and behavioral risk factors affecting youth health; lack of a measure of health status and well being for the 12-17 year olds; and inability to link determinants of health with health status, especially over time. The identification of such data gaps and deficiencies provided a basis for the progress of an improved national research campaign on youth health. |
| | | Cluster evaluations conducted by the AYF indicated that strategies adopted to increase youth participation were very successful and provided many opportunities for young people at all levels, through participation in action research as well as in service delivery projects (AYF Strategic Plan 1997 - 2000). Ongoing reviews of the literature indicate the continuing relevance of AYF’s portfolio areas. Additional issues were also noted as a concern to young people, including the environment, family life, the increasing gap between rich and poor and the role of technology. In 1999, AYF sponsored a new Australasian Evaluation Society Award for Best Evaluation in Community Development involving youth participation in the design and/or conduct of the evaluation. The award was not given in its first year due to a poor quality of applications, however, it was an area in which the AYF was interested in pursuing. |
| | | The program faced resistance during implementation in the form of lack of infrastructure, frequent power cuts, and difficult terrain. Hence the program’s implementation was restricted by the availability of limited resources. The resistance to change, divided opinions and caste politics were some of the psycho-social barriers that came in the way of program implementation. The sponsors understood that in order to make the program sustainable in the long run, the recovery of project costs and also the generation of revenue from the program was imperative. The absence of a minimum level of education rendered the vocational training as ineffective. The visible lack of responsibilities and risk-taking capabilities of the rural youth stood as an impediment in nurturing entrepreneurial talent. Hence the vocational training program was to be supported with guidance on risk assessment and career counseling. |
| | | Taking the numerous limitations that were apparent during the research, the following recommendations are being made for future researchers: A) Programs promoting positive citizenship should adopt multiple strategies. Such strategies prove more effective especially when used in a short-term basis as in the case proved by Quantum Opportunities. B) Reports indication the presence of a definite association between individual, familial, social factors and positive citizenship. C) Adolescents need to be guided and motivated to engage themselves in various communal activities. This gives them a sense of responsibility. D) Results may vary, however, an effective program to yield more positive results needs to be intense and spread out over a longer period preferably many months for positive citizenship is not something to be inculcated on a one shot basis. E) Benchmarks for positive citizenship need to be clarified. F) Resources for data accumulation need to be strengthened. G) Considering the more number of variable factors and quality of data solicited during these surveys, a variety of long-term analysis and evaluation methods could help study each of these factors in more detail. H) A more intense study is needed on the factors that intervene in positive citizenship and various intervention strategies and their impact. I) More number of researches to be encouraged to focus on adolescents. J) A process of long-term follow-up action is required to test program effectiveness. K) Considering that the effects of the program slowly decreases after one year, as in the case of Learn and Serve study, the main aim of the program should be clearly arrived at. Whether we need to produce citizens who are involved only for a short period or are we looking at an individual’s lifetime commitment of positive citizenship, is a point to be decided. |
| | | All the concrete works and programs under study in the research were situated in particular national contexts, focused on different groups of unemployed young people, aimed at different targets and objectives and working according to different procedures and instruments. This made it very difficult to compare all the concrete Education, Training and Guidance initiatives that were subjected to the case studies. Nonetheless, some general lessons can be drawn out of their investigations. The research connected each of these findings to more concrete implications for policy concerning labor and unemployment and concerning the organization of Education, Training and Guidance for unemployed young adults. |
| | | The BCYF represented a new model of regional cooperation that aimed to increase the effectiveness, scale, and sustainability of existing programs and approaches within the region. This helped the project to be implemented successfully, which directly enhanced the working conditions of the youth in the Balkan Region. |
| | | Youth participation in developmental and motivational activities will imbue them with the confidence to carry out their other activities such as education, training or employment successfully. |
| | | The people at BU are involved in developing programs and activities for “at risk” youth that offer real alternatives and hope for the future. Every year BU implements innovative and cooperative programs with neighborhoods, schools, businesses, government, and public interest groups that help youth to make personal transformations on the positive side. The youth are growing up in neighborhoods where the reality of gangs, violence, drug and alcohol abuse, and poverty is the rule. Instead of seeing youth as the problem, BU empowered them so that they learn how to deal with life's challenges without the use of violence and drugs. BU provides youth with the qualities and values they will need to transform their lives and the society. Youth crime in the country is projected to more than double over the next decade. The FBI (Federal Bureau of Investigation) reports nearly one-half million youth are involved in gangs. For BU, these statistics enforce expansion and replication of its activities and initiatives. |
| | | The project continuously endeavored to achieve its goals. The youth worked hard, both mentally and physically, in keeping them literally active and involved in the program initiative. The project helped the youth to enjoy and grow through its various activities. It emphasized on creating leadership and employment opportunities for the youth. |
| | | The research program introduced an innovative work experience program, “Reuse It Recycling”, with a commitment to the environment and a healthy community. “Reuse It Recycling” offered a recycling program to small and medium sized businesses tailored to suit the needs of the customer. The program’s Construction Taxi service provided waste and debris removal from construction and home improvement sites. Any materials that can be re-used are donated to Habitat for Humanity or used by Reuse It’s Product Development department. “Reuse It” provided two types of work experience placements to youth, which included contracts of six months to a year in the Job Creation Partnership, or short-term workplace trials in the Community Co-op program. Through the Job Creation Partnership, ten participants per year are hired for six to twelve month contracts. These placements are geared toward those who have had some prior attachment to the labor market and who want to update or enhance particular skills. The Community Co-op work trials program offered youth-at-risk their first taste of the work world. The one to four week volunteer placements allow participants to build transferable skills, enhance their resume, and earn a work reference. Many youth in the co-op program are Employment Planning and Preparation (EPP) clients who may be headed into Job Development Placement Services (JDPS). |
| | | The transition process presents a compelling argument for designing transition systems around a solid framework of promising strategies that facilitate the vocational, social and community transition of these young people. The complex challenges of the transition process of the young people and their unique needs pose a major challenge to parents, practitioners, administrators, and policy makers. The consequences of being set adrift during transition can be tragic if these young people are left without social or independent living skills and community support. To be effective, professionals and community members must continue to address the complex, multiple, and interrelated needs of this population across the four transition domains of employment, educational opportunities, living situation and community-life adjustment. |
| | | This project has been beneficial to all the participants. It has helped the youth to develop and enhance the quality of their lives. This project also includes volunteering, tutoring, peer counseling, and field trips which makes the youth to become successful in their future. |
| | | The program felt that in order to facilitate a change in individual behavior, which has to be sustained, an environment enabling positive change must exist in the family and community. Moreover, it felt that communities could be empowered only through participatory processes involving local institutions, leaders, community groups and members in the analysis of local concerns, followed by the design, implementation and evaluation of community-based programs. CEDPA has been successful in integrating all the above-mentioned factors and facilitated youth development activities. |
| | | The Better Life Options Program, which was implemented in India since 1989 facilitated long-term changes to the lives of low-income girls and young women that were documented descriptively but not quantitatively. Therefore, the need to quantify the impact on the lives of the alumnae girls was felt. In order to strengthen and expand the program in the future, it was imperative to elucidate the direct and indirect benefits experienced by the alumnae. The researchers in the project study had difficulties in locating some of the program alumnae. As participation in the program was voluntary, there was a self-selection bias towards girls who were more educated. Due to lack of data to compare pre- and post-intervention attitudes and behavior, it was felt that external factors were also responsible for the positive behavior changes. The project study revealed that the proportion of dropouts from school was significantly higher in BLP compared to the controls, but the number of girls completing school was higher in BLP. Among those who were school dropouts, however, none of the control group re-enrolled compared to 3% of the BLP. This was most significant for the BGMS alumnae since it indicates a need for the program to strengthen its efforts at ensuring that girls either stayed in school or re-enrolled in school. |
| | | 1. In order to streamline the procedures regarding the public policies adopted to govern the State and to reposition policy on “work and skills” and the linkage and NSW undertook the research and study. 2. On skills formation, usage of skills and the work concept, the BVET audit observed in their findings that the current government policies and practices threw a lot of impact and did much more to labor. 3. BVET could sponsor a new “work, skills and innovative” ideas like document existing successful initiatives and company successes, and cherished development and evolution of a number of new demonstration eco system. 4. It was also pointed out that BVET should consider ways of enlarging the network of agents who can develop and implement policy concern skills formation and deployment. As a minimum BVET should consider an annual meeting to facilitate inter communication among all agents involved in the above. 5. BVET should investigate into other key categories for monitoring and distribution of finances, particularly for skill eco systems special attention should be given for financial assistance and promotion. |
| | | The primary supports sector should be evaluated within a public discussion. The segment should be brought on the schedule of researchers, practitioners dealing in childcare and families, and policy makers. The study draws attention to the views of the program directors. Many facets of the primary supports programs and their part in the community are yet to be studied. The feelings and opinions of the participants’ families and the participants themselves should be gathered to have a thorough knowledge of the importance of primary supports program and the part played in the participants’ lives to truly understand the role it plays in youth development. Moreover, research should be made on the availability of the primary supports programs in various communities. Many facts are yet to be known about the youth using them and also about the programs that are undeserved, overlooked, or excluded. Important questions regarding the factors that induce a feeling of accessibility to the youth and psychological/social access need to be answered. Also, questions regarding the importance of ethnicity, gender, and race with respect to utilization, value, and interest of primary supports need to be answered also. |
| | | The five-point plan proposed in this report distributes the responsibility for creation of jobs among community organizations, workers, business owners, and the governments. Of the five measures advocated, any one measure alone will help to produce results. If all five were performed, then they will result in an even larger employment pay-off due to the synergies between activities. This will result in approximately 350,000 to 500,000 jobs over a period of three years. Individuals will feel more confident to start small businesses if public agencies were not discarding tens of thousands of jobs. Consumer spending and confidence will be higher if fewer job loss results from corporate downsizing. A greater economic security and a more positive employment scenario will offer confidence to reduce work schedules in the individuals |
| | | The guide observed that organizing a demonstration was not easy as it looked from the outside. The guide assisted youth in organizing demonstrations, signs and chants, and organizing peace camps. This required identifying and reaching out to more youth and other people in helping to form a coalition. Campaigns such as these worked best when they were undertaken by an alliance of like-minded youth groups and individuals. This contributed to bringing together a key group of people committed to the project. It also proved useful to reach out to many other young groups that can contribute to the objectives of the demonstration. |
| | | The youth participants benefited from the program in a number of ways. The assistance and training provided to the youth-at-risk was helpful in changing their life for the better. The objective of the campaign to reduce the number of youth in detention facilities and the prevention of teen pregnancy and child abuse was achieved through a process of continuous development. |
| | | The project helped identify and improve the living conditions of the black minority youth residing in Canada. This has been one of the main positive outcomes of this project. |
| | | The program achieved considerable success and indicated a significant enhancement in student aptitude levels and revealed significant lower dropout rates from schools. The students were empowered to attain higher status and leadership positions in science, medicine, industry and public life. The program needed to take cognizance of the socio-economic-politico parameters while implementing similar programs in the two countries. Since the human element of the program is subject to show a lot of variance, necessary care and regard need to be attached while implementing mutually beneficial programs. |
| | | BYF ignited progressive changes on the process of accomplishing the mission of BYCC. BYF program effectively affected many other areas concerned with thousands of Boston's' youth. A dramatic drop was recorded in the Boston's youth violence. BYF is one of the contributing factors to the dramatic drop in the youth violence. President Clinton, during his visit to Boston in 1997, mentioned the BYF as one of the in directly related factor, which caused the fall in youth violence. The young participants are hailing from different backgrounds. The participants are different from each other at the beginning of the program being the only common thing among the fellow workers is uniform. The youth develop unity during the summer camp along with long lasting relationships for a lifetime. The program acts as a venue to bring the youth together in the right track. The program helped Boston’s youth to create a sense of community and pride by working together, which helped the youth to develop into better people and citizens. BYF encouraged the youth to complete college studies by adding educational components to their program. BYF complements the parents desire to make their child a success when comparing to them. A better-educated work force becomes substantial on the economic impact. The city of Boston now acquired the status of one of the most desirable cities through out the nation. BYF helped in reducing the crime rates. The city has high rent rates but the vacancies are still low. The rents in Boston remain high, with low vacancies, which require the youth to take an active part to retain the growth and success. |
| | | The youth development program was implemented with the prime objective towards improving the quality of life for youth and the community by providing venues for skills training and competition. The successful launch of events like the USABA World Series Baseball Tournament, Victoria Commonwealth Games, BC Games and the North American Indigenous Games demonstrated that a strong youth volunteer force was one of the greatest resources in Victoria. Volunteers were a critical part of Braefoot activities and formed its central theme. They acted as the directors in overseeing and running programs and projects. They managed events, calculated, budgeted, provided input, planned, and developed employable and marketable skills. |
| | | The program proved a success by providing opportunities to at-risk youth, which they would never have dreamt of. The program through their various outreach programs continues serving the under-privileged youth. |
| | | The spread of Information and Communication Technology (ICT) in under developed or developing country needs to be initiated, sustained and promoted on a sustainable basis by harnessing the potentials of youth. The program faced impediments in the form of lack of infrastructure in the remote rural communities, youth inhibition and resistance to change and lack of basic education in understanding advanced IT-related concepts. |
| | | Employers tend to lose out on skillful and capable prospective employees if they reject them on the basis of their disability alone. Disability is not reason enough to disregard an individual for a job. This program minimizes such an occurrence and also provides youth with a chance to be judged on the basis of their talents. If this project should continue to be successful, the staff should be able to always know and meet employers’ business needs. The youth, on the other hand, find the experience very worthy as they are considered on the basis of their skills and not their disabilities. This increases their self-esteem and confidence even before they enter the workplace. The staff involved in the program is very much responsible for this. |
| | | 1. Disabled youth need to have computers and other leading technologies, Internet access and instructional content. These should be appropriate to their needs and should not create any barriers for their access.
2. Lack of knowledge of the stakeholders about the appropriate technologies and finding funds to obtain them were the main problems.
3. It was also found that there is a lack of trained professionals knowledgeable about various technologies.
4. Bureaucratic hurdles in insurance companies and at other organizations also posed problems. |
| | | Through the availability of different types of grants, the program strived to strengthen the brotherhood of Y's men throughout the world. The BF movement set aside some money annually for the administration of the Fund and to support the travel of youth, which enabled it to allocate the funds in the right time. The international conventions empowered the youth to develop their potential and capabilities to that of international standards. |
| | | This center allows the youth to acquire hands-on experience in work environment, thus it helps them to gain an excellent chance for preparing themselves to face the real challenges in life. On-the- job learning provides an opportunity for the students to learn and earn simultaneously. This helps them to be hired into companies and earn paycheck while they evolve into successful employees. This program has utilized various tools for developing youth skills in classroom and field endeavors. These people thus learn to appreciate the beauty of world and their surroundings through excursions and field trips; for example, they went to Letchworth State Park and the Chautauqua Institute. At YO! Buffalo, education is delivered in traditional way and the youth are also counseled in fields like violence, parenting, drug/alcohol abuse, and responsible sexual behavior so as to transform them into matured individuals. |
| | | This project did help the youth in leading a sustainable and secure future by exposing them to different situations and imparting various skills and abilities. This had resulted in their increased earnings. The youth did also get a chance of facing critical circumstances thereby increasing their self-esteem and confidence levels. |
| | | The research program indicated that parents and students have high expectations for work after high school. It emphasized on providing early and frequent opportunities for career exploration and planning that facilitated the fulfillment of the expectations. It enabled the introduction of the concept of transition from school to work for all students as early as possible, because it was likely that students who are working while in school will have an easier time finding a job after high school. It prompted school staff to keep in mind the particular interests expressed by students with respect to the importance of work. Knowing that students rank earning a living and meeting new people as the most important aspects of work might help in designing various school-based efforts to promote career exploration and work experience. It facilitated the development and implementation of career-related curricula and materials, which contained language and activities that reflected students' values related to work. It included competitive employment as part of students' Individual Educational Plans (IEP) and developed career portfolios for each student, which contained information about the student's activities involving employment, such as work experience, internships, or job training. It forged partnerships with local school-to-work programs as a way to link students with opportunities in local businesses. The program was helpful in connecting students and parents as planning partners. It recognized that students and parents have differing views regarding expectations for work and beliefs in the student's level of self-determination. These differences in perception suggested that communication was an important area to focus on, particularly at the onset of the transition process. Parents and students who understand each other's ideas will be better able to work together to reach employment goals. It emphasized on the early discussions of career-related issues with students and actively supported student participation with teachers and parents in the discussions related to their IEP by reviewing meeting agendas in advance and assisting them in developing questions and responses. |
| | | The program revealed that homeless and “at-risk” youth couldn’t leave the streets until they are stable. This mental stability is achieved by engaging them in counseling, accessing support services, and commitment to change. Under the initiative, the objectives were realized by assigning a case manager with each youth to stabilize their situation and find acceptable alternatives than living on the streets. |
| | | YRDC has a positive lasting effect on neighborhoods and individuals. The programs ensure future employability and self-sufficiency of youth while strengthening the organizations that form the foundation of the community. The youth are given an opportunity to work more, to change their lives for the better, and to earn more and give back to the community where they live. The curriculum is designed to instill an appreciation of civic responsibility, ensure employability, and to build self-esteem. The participants acquire basic skills and learn the techniques of attaining and keeping a job. YRDC works in tandem with the correctional system, schools, and social service agencies to determine those young women and men most in need of intervention. |
| | | The findings presented in this report provide insights into the opportunities and challenges that high schools and local employers face as they seek to build constructive partnerships.- The report suggests several lessons that can guide the development of employer partnerships and work-related learning opportunities for students in the context of Career Academies or other school-to-work programs.- The Career Academies Evaluation provides a unique opportunity to compare the experiences of students who applied for and were selected to attend a Career Academy with those of students who also applied but were not selected to attend a Career Academy. - Students in the study’s Academy group were also more likely to work, and they were more likely to work in jobs that were connected to school. - While career awareness and work-based learning activities were also available outside the Academies, students in the study’s Academy group participated more frequently and more intensively than their peers who did not have the opportunity to attend an Academy. - Students in the Academy group were more likely than their non-Academy group counterparts to be employed during high school. They were also more likely to be employed in jobs that were connected to school and that incorporated "high" levels of work-based learning content. - Over half the students who were initially selected to enroll in a Career Academy did not participate intensively in career awareness and development activities or were not involved in work-based learning activities. |
| | | The organizations plan for growth has exceeded every stakeholder expectation. The Harlem Children’s Zone aims to cover 91 blocks in Harlem, serving more than 16,000 youth, by the end of the final phase in 2009.
The organizers are motivated by the prospect of serving thousands of youth in the years to come.
With the active support from The Edna McConnell Clark Foundation and the consulting firm Bridgespan Group, the organization went through a process of self-discovery and learning that uncovered its strengths and weaknesses. The outcome of this initiative paved the way for an ambitious, long-term business plan that would help guide the organization in becoming stronger and more self-sufficient. |
| | | The program strived to develop skills and provided a stimulating and enjoyable learning experience that is easy to use for both educators and learners. Great care was taken in designing the program and it was ensured that the skills acquired were applicable to the types of business the participants were likely to start. The learners also had the opportunity to apply the principles learnt in the life skills and business skills modules in their practical lives. The program successfully incorporated Business Development Officers. They provided clients with business management skills and facilitated the establishment and sustainability of client businesses through a combination of recruitment, selection, training, mentoring, counseling, business plan development and after-care support services in line with course guidelines. These services greatly helped the program and the youth learners in developing their communication, teamwork and negotiation skills. |
| | | The lesson learnt through this project is that by making the latest technology assessable to the city's at-risk population empowers the community. By using the latest communication technologies, the employers and the at-risk youth get connected. The employers can get the right person, at the right time. Before implementing the project, the Youth employment center may provide some basic training to the youth about the information and communication technologies. This could enable the project to be implemented efficiently. |
| | | Though the youth members of the corps were provided with good training, they received only lower paying jobs than youth in other peer groups. The CCC participants were generally disadvantaged, underserved and youth who are school dropouts. In 1997, only 50% of the participants were allotted employment opportunities. An effective strategy in human resources placement can set right this grievance and facilitate project sustainability in the long run. |
| | | The foundation crystallized a strategic plan for Native American grant making by converging the foundation’s interests with the interests of Native America. Within this plan, it considered some of the unique facets of Native history and present circumstances. It also considered the grant-making component to be a long-term initiative, paired with the foundations’ other initiatives. The foundation considered providing direct assistance to grassroots and community based Native projects to support Native individuals, institutions and the restoration of community capacity in Native America. The foundation also considered grant-making as part of a partnership, where both the foundation and the community worked through an open and cooperative process to build a stronger initiative and expand the work necessary for the youth of the community. |
| | | One of the primary concerns of the guide was to ensure sustainability of the camp. This was done by working in collaboration with various NGOs that address gender issues and working with the chosen camp leaders during the camp so that further leadership camps could be organized. The volunteers, involved in Camp GLOW and other girls’ leadership camps, developed innovative ways to ensure that the campers applied what they learned at the camp when they returned home. In Poland, for example, past participants started Clubs GLOW at local high schools and created a girls’ magazine called “Iron Daisies”. One of the expected outcomes of a leadership camp in South Africa was that girls’ leadership clubs were started in the communities where the participants lived. Volunteers in Namibia held a series of GLOW workshops, where the girls learned how to start and maintain girls’ clubs and how take a more active part in their own education. |
| | | The Camp Rainbow helped the participants in changing their perceptions towards their life and helped them to grow up in unique way. Youth were not in the habit of attending camps before. Some of the youth were having lack of self-confidence to do things on their own, which restrict their life within the likes and dislikes of their friends. The camp changed the youth to overcome the attitudes, self-conceptions, or misconceptions, which took years to form during the one week long camp program. The camp taught the participants to develop self-confidence and helped them to judge people after getting to know them. More than that the camp taught the participants to become more lovable and capable. |
| | | The program created many inroads and implemented a new conduct policy using young peoples comments and responses. The youth planned and started a project called the 'Wasteland Project' with full support from the Café, which aimed at improving the overgrown wasteland at the rear of the Cafe by turning it into a practical community resource. The Cafe also supported the youth’s desire to play football and provided them with opportunities to train and compete. It worked with other organizations on projects such as Drink-wise, Women's Health Seminar, and Social Inclusion. It was indicated that in order to further the objectives of the Café, young people have to be more integrated into all aspects of the project implementation. |
| | | The program has effected a marked improvement in developing the potential and capacities of the youth participants and communities. The interns offered initial training to the staff at their work placements, which in turn enabled them to train other colleagues and beneficiaries in their organizations. The youth gained valuable experience that lead to the development of their training skills and enabled them to secure future work experiences in IT training back in their home country. The program facilitated cultural integration and enabled interaction at the global level. |
| | | The research report suggested that the areas east of the Anacostia River received about 40-50 percent of available resources while the upper Northwest should received a relatively small share of the new resources. While most indicators revealed similar patterns of need, the research emphasized on keeping the numbers in mind while making allocation decisions, and recommend using the expert opinion, parental input, and additional sources of information, to make the most informed decisions possible to optimally serve DC youth. The findings also suggested that the hours of available capacity for youth services appeared to be more than double the hours of actual use in all areas of the city, which was beyond the scope of the study. |
| | | This project demonstrated the needs of the country which is affected by war. The youth should be given a good guideline which determines the fate of the country. |
| | | The CEPP program was a welfare initiative that was offered free of cost to all its participants. The program improved the client's employability and contributed to skills development relevant to specific career goals. The CEPP program emphasized on synchronization of approaches and streamlining of project focus to deliver better results. |
| | | The program effectively demonstrated FCCLA’s positive impact in preparing students for emerging careers in the future. It developed their mindsets, potential and growth through enriching and rewarding experiences. The program facilitated an on-going process of career development for youth in their future roles. Though the program expanded youth vision and capabilities, it did not focus on support initiatives that provided actual employment opportunities. Moreover, the program did not establish an effective monitoring system that ensured career matching according to the preferences of the students/youth. |
| | | The participants have reported an increase in their enthusiasm even after the completion of the program. Many of the young people were very apprehensive when they first joined the program. But it was the new career direction that they wanted - a career where they could feel passionate about that would also be challenging and enjoyable. The career consultants associated with the program were all professional, knowledgeable, helpful, approachable, and resourceful. They knew that they were dealing with not just course material, but also people's personal challenges. This has helped not only the program, but also its participants with a positive approach and method to changing their career, and a fresh approach to job searching. The program has assisted the clients traverse a new road now. Lessons Learned Version 2:As a human resource development and management organization, Career Directions @ Nokee Kwe is gaining support from job seekers and people looking for newer and better career options. |
| | | Even in jobs which do not require a college degree, college graduates are preferred and earn significantly more than those who are not. People with mere high school education can only enter jobs with fewer benefits and limited growth potential. Also, they are the first to face the brunt of retrenchment. The linkage between advanced education and career development in the form of permanent employment has been established by research. Therefore, the strategies needed for upliftment of low-wage workers with special emphasis on providing options for further education and skills training have become the core of public policy on welfare reforms. Private sector participation in such support services should also be encouraged. |
| | | There were initiative taken in the areas where apprenticeship was seldom recommended and the problem of unemployment was severe. The target was to establish a new economy industry in the metropolitan CBDS where there was a disinterest in the practice of the apprenticeship. The posture of the work was inculcated by the marketing initiatives, thus clearly bringing to light the changes in the working environment for the new apprentices, thus enabling them to assimilate themselves in the new environment. The calculation of the expected duration of the apprenticeship is affected by the variation the number of full time and part-time apprenticeship. Eventhough the non-metropolitan environment offer very less opportunity as compared to a metropolitan one, the practice of apprenticeship is far more enhanced in the non-metropolitan areas. |
| | | Each CASASTART program was managed locally in deference to local culture and setting, but they shared a basic set of characteristics with each other. The implementation of a successful CASASTART program, involved several stages. The initial steps included a community assessment that identified the leader/lead agency and potential partners. Advisory Council members were appointed and realistic goals were set. Interagency agreements or a memorandum of understanding was developed and additional partners were engaged. In addition to part-time clerical support, the program required a part time Project Manager and a full time Case Managers. Moreover, the active participation of designated school and law enforcement personnel was imperative to the success of the program. |
| | | Addressing the problems of the youth with timely intervention, supporting the erring youth by providing counseling and rehabilitation work has won the attention of media persons and policy makers. This program has rightly hit the nail on the head thus proving its credibility in today’s social context. |
| | | The CET training programs have an immediate, positive and profound impact on the current surplus of unskilled social welfare recipients who need to exchange their dependency on federal aid for stable employment. In 2001, out of the 4,316 men and woman trained, 63% entered the program with no high school diploma, yet advanced through training and subsequent employment. The CET’s training module duplicates the industry atmosphere. The training simulates a workplace and nurtures a sense of responsibility. This approach is especially effective for youths who have a history of failure in conventional schooling and facilitates them to connect with real-life work situations. CET is also known for pioneering the contextual learning model, which facilitates the integration of vocational training and basic skills education. |
| | | A major part of the success of the program was the development of an environment that encouraged personal growth and responsibility. This was not always a smooth process, as young people needed training and substantial support to take on adult–type responsibilities. The Empowerment Team recognized that moving too fast was not empowering and understood that young people involved in the program had complex problems and faced personal crises on a regular basis. The program encouraged young people to develop activities around their own needs and issues, by building on and using individual experiences and life-skills has enabled them to help themselves and others. |
| | | The at-risk youth were provided with the right direction to enable their careers. The participants were very keen throughout the program and acquired skills in diverse areas that included life skills, community service, health and hygiene, leadership development and physical training. The program facilitated many unemployed youth with improved choices in deciding their careers. The program also enabled the DOD to implement more civil-based initiatives as peace time gestures. |
| | | Generally it happens that people aspire more and expect more in after school events. Some people provide children and youth on basic life skills needed to succeed in school. Whereas some others prefer social competence, management of angry children and on qualities like responsibility, leadership, entrepreneurship and civic engagement. Some others feel in lieu of extended hours in school the children are able to achieve higher academic standards. However, policy makers and financiers view the programs potential with some caution and optimism. The programs face real challenges in finding adequate resources and funds, in view of the costs escalation, particularly in transportation and space utility for programs and storage facilities for equipments. It is indeed acceptable that after-school programs certainly helps to increase academic skills and performance. 40% of program hours are allotted for academic activities and expands children’s learning opportunity. The rest of the program hours going for children’s non-academic activities for example, the children who are not attentive in classes are able to be more attentive after school hours with such programs. Although the program serves the purpose and its intentions are pretty good the proportion of students who come to attend after school hours is relatively small. |
| | | The Youth policy inspired hope for an improved climate of co-operation. In order to enable the open method of co-ordination on the White Paper to become a reality, certain requirements need to be fulfilled. The partners in the process need to agree on indicators of youth policy development, need to agree on specific areas to promote benchmarking and need to agree on some monitoring mechanism. For the non-formal educational vocation of the youth field they need to work on setting standards, defining quality, validate success and achieve a greater recognition of the field within the education system. They also need to define the place of employment in their youth policies and support ‘neighboring’ policies like the promotion of healthy life-styles, housing, sport and leisure and cultural creation. Though the white paper did not contain all the answers to the complex problems outlined, but with its dimensions of participation, values, education, employment and autonomy, it opened doors to the ‘future-lab’ of Europe. The White Paper also recognized the end of the traditional youth trajectories and the reality of a risk society; it was a relatively open document and the best way to respond to its ‘participation’ chapter would certainly be to participate in its further development. |
| | | Trainee programs in small and medium-size enterprises were also expanding. However, problems like employment opportunities upon returning home, fewer opportunities to utilize the skills acquired in Japan after returning home, the costs borne by enterprises when their trainees run away to work and stay illegally, and frustration trainees feel when they are simply used as cheap labor, were experienced. The Technical Intern Traineeship Program (TITP) provided a more effective means to transfer technology, but it provided only a partial solution to the problems experienced by small and medium-size enterprises. Given the great pressures in many countries to send trainees to Japan for short-term economic gain, especially since the financial and economic crisis in Asia, it was critical that the government authorities take steps to reduce the likelihood of misusing the traineeship programs in ways that encourage illegal work arrangements in Japan. While it was possible to put tighter controls on traineeship programs, there may exist other ways to reduce the incentives that lead to such misuse. For example, it was worth considering ways to give trainees who have acquired a certain level of vocational and language skill through the TITP better access to the Japanese labor market after they have completed their lawful stay, and then returned to their home countries. The cost of accepting foreign trainees through intermediary organizations was not insignificant. According to a study by the Japan International Training Cooperation Organization (JITCO), the initial cost of accepting a foreign trainee was ¥ 510,000. About 80 percent of this initial cost was to cover accommodations and expenses involved with sending their mission to Asia. The on-going cost of having a foreign trainee for one-year was ¥ 1.79 million. The figure included ¥ 1.08 million for the training allowance, about ¥ 70,000 for travel to Japan, ¥ 60,000 for utilities and ¥ 20,000 for off-the-job training. On the average, individual companies pay ¥ 1.27 million and the intermediary body pays ¥ 520,000. It was not clear whether these kinds of problems, which are inherent in the conventional foreign traineeship program in small and medium-size enterprises, will be resolved as a result of the new Technical Intern Traineeship Program (TITP) being introduced. |
| | | The initiative observed that philanthropic foundations traditionally had strong connections to adult community members and organizations, but were often at a disadvantage when it focused on connecting with youth. The toolkit basically provided certain guidelines for starting a youth philanthropy initiative that required some changes in a foundation’s perspective. The report made the some valuable recommendations to foundations interested in supporting youth philanthropy. It emphasized on using youth philanthropy as a powerful tool for youth development in the community. It suggested expansion of youth philanthropy through the implementation of effective support strategies and enhancing youth participation. It stressed the need to increase the diversity of young grantmakers and encouraged youth to plan for and fund several service projects. It emphasized on creating endowments to sustain youth grantmaking over time and encouraged youth-adult partnerships in the management of philanthropic organizations and the grantmaking process. |
| | | The Youth policy inspired hope for an improved climate of co-operation. In order to enable the open method of co-ordination on the White Paper to become a reality, certain requirements need to be fulfilled. The partners in the process need to agree on indicators of youth policy development, need to agree on specific areas to promote benchmarking and need to agree on some monitoring mechanism. For the non-formal educational vocation of the youth field they need to work on setting standards, defining quality, validate success and achieve a greater recognition of the field within the education system. They also need to define the place of employment in their youth policies and support ‘neighboring’ policies like the promotion of healthy life-styles, housing, sport and leisure and cultural creation. Though the white paper did not contain all the answers to the complex problems outlined, but with its dimensions of participation, values, education, employment and autonomy, it opened doors to the ‘future-lab’ of Europe. The White Paper also recognized the end of the traditional youth trajectories and the reality of a risk society; it was a relatively open document and the best way to respond to its ‘participation’ chapter would certainly be to participate in its further development. |
| | | The research findings reveal that the young people without shelter/home were found in large number in the Colchester-East Hants Pictou County and Cumberland region. The project did create awareness clearly marking their relative and absolute homelessness prevailing among the young people and the important issue was brought to light and addressed to many stakeholders, community members and other authorities. The report paved way for the community “Think Tank” to study and improve on the existing programs and services for the youth and launch new plans to reach the needs of the homeless youth. Communities of this region was asked to involve in this project and take responsibilities and ownership of the homelessness issue seriously and bring solutions very fast. |
| | | NAMI recognized the validity of such impressive research as well as the need for the discovery of best practices, a screening instrument that supports such practices, and identification and treatment of at-risk children and adolescents in juvenile justice systems. Teaming with Columbia's CPMHJJ in an arena where the needs were so great and the latest methods were not available was highly significant. NAMI worked concurrently with the Center for the Advancement for Children's Mental Health, which was also aligned with Columbia University, as they used the DISC for school-based screening. |
| | | The research provided valuable insights and developed the perspectives of social organizations and governments with regard to the problems faced by youth with disabilities and their families. Several parents indicated the need for lighter wheelchairs, which made access for their child easier. More than one third of parents said there were aids and equipment that their child currently needed but did not have access to. One third of parents said their child was not currently receiving a respite care service but needed to do so. The study emphasized that policy makers and service providers need to actively involve parents and children in the planning process and incorporate their views. It emphasized that user participation needs to be fully and wholeheartedly implemented so that public services meet the requirements of the targeted population.
The study suggested that financial assistance was to be improved to provide aids and equipment on a wider scale to youth with disabilities. The program emphasized the role of youth and encouraged young people to be actively involved in the design of aids and equipment. |
| | | According to the results obtained from the survey, the requirements of the children and youth with special needs are not being met in an adequate manner. The services offered to the children and their families face many hurdles. Obstacles include inadequate funding for the services themselves, and problems faced by the families such as inability to offer support and insufficient financial resources. Community-wide obstacles include attitudes of some professional and the public. Physical elements that hinder the youth and children from participating in such services include lack of transportation and physical inaccessibility of services. |
| | | The Chil'Arts program convinced the funding agencies that achieving results not only meant the number of children served but also by the number of lives affected. The MCCHC believed that keeping classes small was important for achieving results. The Chil'Arts program had a 1:3 adult-child ratio. Many of the children attending the Chil' Arts program did not have the chance to spend time with adults at home or at school. Their parents were at work or tended to emergencies and basic family needs at home. Their schoolteachers had many students and many obligations. Negative peer pressure was often more prevalent in their lives than positive adult mentoring. Chil'Arts believed in providing children the chance to work closely with adults. This arrangement emphasized the importance of role models and provided a nurturing environment that identified and addressed problems at home, at school and in the community. |
| | | The Choice Community Education campaign implemented a variety of youth programs, which developed a vision of youth ownership of the program, thereby strengthening respect for self and others, raising self esteem, increasing confidence, improving life skills, and creating education, training and employment opportunities. The result indicated the acceptance of the young participants as positive contributors to their communities. The police department from within the Far Northern Region were actively involved in supporting Choice Community Education, recognizing the social values of the programs. The positive results of these programs have the potential to improve the safety of the community by assisting youth in making healthy choices and become valued members of the community. |
| | | The project helped bridge an important gap between school and full-time employment. The project paved the way for a positive learning experience, which helped many of the youth participants in securing jobs and provided skills enhancement. A lot of thought and careful planning went into the organization and presentation of the site. For the team, the project contributed to a fascinating learning experience in Web design and multimedia technology, at the same time offered the chance to develop their people management and coordination skills. |
| | | This project attempted in empowering the local young people along with the effective utilization of the natural resources in the local area. Although the current focus of the project was towards working with young men, the organization developed the same model for working with young women from the community. This enhanced the scope and application of the project, which led to larger support from the local communities. |
| | | This program focuses mainly on the problems of destitute and homeless youth of Los Angeles and those who fall a prey to their “bad surroundings” and are at a risk of court interventions. It provides them who are otherwise helpless with various opportunities to learn and enhance their skills and also expose them to several job openings. It remains steady in its objective of offering them with ample number of opportunities, so that they can form a part of their community and work for its improvement. To ensure that this goal is achieved, the program conducts several camps and activities such as leadership skills, health education, banking and budgeting, improving communication skills, etc. It also performs community improvement tasks. |
| | | The program facilitated skills development among the youth participants through the employee excellence training class. The module motivated the disabled youth interns to perform better than the normal employees. The thought of contributing constructively to community enabled the interns to perform better in their assigned roles. This enthusiasm in their internships earned them credit and acknowledgement from other employees. The paid internship program enabled the youth with disabilities to attain economic independence. |
| | | The Eco-Teams demonstrated several energy/resource conservation methods and techniques to the households in the region. The teams facilitated effective measures in tackling household mold and moisture problems. The program strived to reduce the emission of greenhouse gases and thus slowed climate change. The program created employment opportunities to the youth and improved the climatic conditions of the locality. The program used “EnerGuide for Houses” energy rating system, which is part of a national strategy to help households cut energy bills and reduce greenhouse gas emissions. The certified energy evaluators assessed the domestic energy performances and conducted a blower-door test that pinpointed energy leaks. It also facilitated the provision of special software to customers with a Home Energy Plan prioritizing home improvements in terms of conservation, energy savings and financial payback. Developed by Natural Resources Canada, EnerGuide for Houses is provided by the Conservation Corps' EcoTeams in partnership with Heat Seal Limited. |
| | | The major hurdle faced by the project was in securing financial support. The organizations lacked computer hardware and software and the same was provided. Another hurdle was in the preparation of a meeting, where representatives planned and determined strategies for Climax-online. The third barrier was in obtaining sanction for the program from Brussels, which took approximately 10 months. |
| | | The research indicated that the proliferation of modular structures in higher education made it problematic for students to enhance their learning, retrospectively. In current practices, their feedback was usually analyzed at the completion of a module or part of a course and more attention was paid to their experiences than to standards and student performance. Consequently, students contributed little to fundamental aspects of a program’s future design. Theoretically, findings from formal surveys contributed to quality assurance, provided the response rates support robust conclusions and there was sufficient expertise available for judicious survey analysis. The evidence in this study suggested that students were hesitant to mention in committees, issues that were critical of staff and other matters, which need to be dealt with more confidentiality. A consistent finding across the courses studied in this project was that students were not informed about the consequences of student feedback, emphasizing the fact that the loop was not closed. Students remained unaware that cumulative feedback can result in significant change. The institutions usually required faculties to demonstrate effective monitoring of students views and opinions. A recurrent concern of senior staff was responding to consistent criticism of individual lecturers. The purpose of student feedback, instead of enhancing course provisions, was for providing quality assurances and demonstrated to those outside the institution that students were receiving an adequate educational service. As mentioned earlier, the areas of feedback asked of students focus on a very narrow band of teaching activities - no more than two or three of nearly fifty methods. In ignoring these fundamental factors of students’ learning in the feedback collected from students, institutions are neglecting students’ contributions and responsibilities in learning. |
| | | The youth participants in this project gained a lot of knowledge and learnt different skills that improved their self-esteem and improved their lifestyles. This initiative has been instrumental in providing employment-oriented skills for a successful integration with a technological-driven society. |
| | | This project has helped in making many changes in the youth and in others in their communities by conducting various programs, which have brought about improvements in the quality of their lives. |
| | | The Coca-Cola Valued Youth Program was first developed by IDRA in 1984. Since then, the Coca-Cola Valued Youth Program has kept more than 11,500 students in school, middle and high school students previously thought to be at risk of dropping out of school, including students in Tempe, Arizona schools. The Valued Youth philosophy, that all students are valuable, none is expendable, helps more than 250 schools in 25 cities keep 98 percent of valued youth in school. The program works by placing junior high school students in positions of academic responsibility as tutors of elementary school students. Tutors are paid a minimum wage stipend for their work, reinforcing the worth of the students’ time and efforts. Rigorous Coca-Cola Valued Youth Program evaluations show students consistently feel better about themselves and their schools, and improve their grades, attendance and discipline. The program also improves communication between schools and families, lessens financial burdens and renews family pride. Coca-Cola Valued Youth are an inspiration to the youth they tutor, positive leaders among their peers, motivated learners to their teachers, a source of pride to their parents, and contributors to their communities. |
| | | As the programs provided by the USHLI reaches every sector of the community including high school students, grassroots community leaders and local public officials, it gets overall support from the local community. This plays a vital role in implementing this program in a better way. |
| | | The program implemented a multi-sector initiative that aimed at developing youth skills and potential. It facilitated a much-needed social change in Colombia involving youth and the community. The program indicated that youth exhibited tremendous potential for growth and development through the implementation of the various initiatives. The youth out-reach components and vocational training programs of the project was received with great enthusiasm and support. The programs were designed with an emphasis on local needs and youth aspirations. |
| | | Variety of sources fund the Youth Corps.. About 34% of funds are received from state, county or municipal appropriations. Another 34% of funds are received from Federal Government. The CYCA program is structured so that local corps and their participants can receive the benefit of the post secondary education awards without the full administrative responsibility. |
| | | The purpose of the year 2001 evaluation of the CO-CYFAR project is twofold. The first is to provide formative information, details that may enhance the quality of the programs and activities at the two sites: San Luis Valley and Fort Morgan. The second, aimed at current and future potential stakeholders, encompasses summative information in an attempt to demonstrate the programs' usefulness and need for continuation. Although these two types of evaluation are useful in distinguishing between the different forces that drive evaluations, they are not mutually exclusive. The formative evaluation component has as its original intent the goal to improve a program. A summative evaluation is designed to prove the worth and value of a program. The formative component examines context, input, strategies or methodologies of the programs. The summative component focuses on the outcomes of the programs. For each site, a slightly different primary, or overall, outcome was developed. For Alamosa, the underlying goal was first, family literacy, and second, to help parents become more informed and able to more effectively advocate for their children and their community. For Fort Morgan, the underlying goal was to help youth and children by providing a safe and structured setting for them to learn during the after-school and summer hours |
| | | The Comer Program allows for the school management and its team members to function in a very professional manner evolving a process based on the growing needs of the students. The reform process has successfully helped to create an atmosphere of positive thinking and stability thus growing in support from School Education Board and Central Office. |
| | | The partners of this program such as Community Futures Development Association, British Columbia Chamber of Commerce, Youth@BC, and Career Circuit are instrumental in facilitating the success of the Community Access Program. This has helped a lot for the Industry Canada to implement this program quite efficiently and effectively. |
| | | The Young Men's Program on Violence is evaluated annually by the Wilder Research Center. The evaluation assesses the program in four outcome areas: 1) Reduction or elimination of violence from client relationships 2) Improved assertiveness skills and decreased aggression in clients 3) Client satisfaction with program services 4) Parent satisfaction with program services To measure this outcome, program participants completed the Interpersonal Behavior Survey (IBS) at intake and at the last group meeting. |
| | | The lack of infrastructure and the lack of initiative among local authorities to imbibe the policies of the program were felt to be major hurdles in implementing the program. The rural population found it difficult to grasp the advantages of a gender-sensitive education that emphasized on providing education for girls and youth from poor communities across Afghanistan. Through proper support, consistent training, funding and proper documentation of plans and proposals considerable success was achieved by the program. |
| | | This objective aimed to provide the opportunity for regional communities to experience online and study how communities effectively used collaborative Internet tools to realize the inherently empowering capabilities. The incubator model offered communities, economies of scale and dramatic cost reduction with equally dramatic performance improvement in hardware, software, online training, technical support, and staffing. The program acknowledged youth as today's change agents with regard to adoption of Internet technologies, often bringing parents and teachers into the information age faster than they would otherwise. This project emphasized the process by which student themselves identified and adopted relevant skills, online training opportunities, online entrepreneurial services and products with proven replicability for rural communities. |
| | | The CYFAR project, offered youth resident and after-school programs in various community sites and technical assistance sites. The State and local Extension educators successfully collaborated with the faculty at university levels to help promote consciousness of youth problems and their assets. It also continued to support and plan youth assets conference in the state. Moreover, the Campbell County’s Social Mentoring Program for youth, which was a component of the CYFAR program, underwent certain personnel changes that caused a disruption in the project during financial year 2000. However, a new partnership with the Girls and Boys Club of Campbell County developed and the project was subsequently preparing for success in financial year 2000. |
| | | This study of juvenile violence in non-metropolitan communities has successfully extended research on communities and crime beyond urban centers to small cities and rural communities. The themes from social disorganization theory have a broader application to communities of all sizes. Data from non-metropolitan communities can be especially useful for testing and expanding social disorganization theory because they present different patterns of community variables. For instance, the findings related to poverty and crime suggest that non-metropolitan communities may provide the setting in which the direct impact of poverty on community disorganization can be determined. Thus, social disorganization and related theories are appropriate starting points for developing either theories of crime specific to rural or urban settings. Developing such theories will require a firm grounding in the modern realities of settings ranging from small cities to isolated farming communities to the suburbs that surround urban cores. |
| | | Over the years, the OIC expanded into a large network of branches across the country. The OIC model has also been replicated abroad. The OIC International now has branches in Africa, the Caribbean, and Eastern and Western Europe. Since its early days as an active CDC with a direct hand in launching the Progress Movement's various community development initiatives, ZNPCT's role has diminished. Nevertheless, other entities created as part of the Progress Movement, particularly OIC of America, have continued to grow and play a critical role in providing community investment and development. In 1991, the stockholders of the “10-36 plan” received their first dividend. The most important factor, other than this individual gain, has been the Progress Movement's ability to build a sense of community pride in ownership among its participants. |
| | | The YMCA's attempts to involve adult residents from the target neighborhoods in the CCYD initiative provide interesting lessons, both about the issue of resident involvement itself and the YMCA's and possibly other traditional youth-serving organizations capacity in this area. The history of resident involvement in social policy initiatives indicated that it was very difficult to engage residents and sustain their involvement over time. Attempts to involve residents in governance and decision-making roles presented particularly difficult issues, such as the capacity of residents to take on such roles and defining how residents and institutions should divide decision making responsibilities. Even though philosophical support for youth development was strong in Kansas City before CCYD, the city faced several challenges to increasing developmental supports. Until recently, the city had used a system of court-ordered busing that worked against efforts to engage youth in neighborhood-based programs because youth spent much of their time at schools in other parts of the city. In addition, like many urban communities, the urban core of Kansas City revealed a high percentage of rental housing and highly transient families. Transience made it difficult for youth programs to engage youth over the long term. Although the context for youth development was promising, the context for neighborhood-based programming was less promising, which was one reason why the CCYD approach garnered so much interest. |
| | | The implementation of this initiative contributed to a significant reduction in illnesses affecting the children and youth by 33%. The program promoted the concept of hygiene and clean environment through proper training and educational inputs, thereby promoting healthier communities. The youth and members of the community played a major role in alleviating and promoting cleaner environments through active community participation. |
| | | Partners have to provide accurate information on time after a specific data collection process is set in motion. How the funds will be utilized would have to be clearly understood. Plans to achieve targeted goals should be able to accommodate new resources that might become available. Analysis of various assets held by the community and how they can be utilize in achieving the goals. If the state level or local level administration supports such goals, the policies framed by the communities could be aligned with such support.
Analyses have to be carried out on all the processes involved in the development of the programs, so that deficiencies, redundancies and obstacles, if any, could be discovered. This should help in reformulating existing path or in creating new paths to the original goals. Presentation of information to various partners/ agencies involved have to be in formats useful to them. Be dynamic: be prepared to modify objectives and plans when needed. Assessments have to be carried out through out the period of the project so that corrective actions can be taken immediately, rather than prepare a program summary only at the end the program/project. All partners involved have to be well informed about the programs and their progress. Add more functions and grounds for partnerships.
Have a flexible environment that could accommodate changes if needed.
Make preparations for the unforeseen problems. |
| | | The program utilized many non-formal education (NFE) techniques, which helped to cover a wide syllabus of health and environmental topics in the top three classes in the school. It successfully worked through village leadership structures and assisted the community in identifying the health, environmental and social problems that it faced. Working with the school and/or community in organizing series of events and festivals, the program helped to reach out to large number of people in the community with health and other environmental messages. |
| | | A portfolio of instruments was developed and tested, conjecturing that a broad range of tools would help to move beyond self-report data and provide data to "triangulate" findings across different measures. As the instruments were designed, the difficulty of defining and capturing impacts was acknowledged, that might range from cognitive learning outcomes to social and psychosocial effects, as well as community change. It was felt that a wide variety of tools were needed given the goal of studying and charting impact across diverse settings and programs as well as differing populations. |
| | | The program focus on improving the standard of living conditions of families in Cabrini-Green project area and Near North community of Chicago. It introduces these youth to several employment opportunities and help them in entering into teacher training program. It has a variety of programs which guide and assist its participants through out their school life and encourage them to take up serious responsibilities in life. These trained youth are simultaneously used as an effective resource for community services. The society have realized the necessity for the implementation of such projects. This is proved from the growth of positive responses to the actions of this organization and enquires for starting such operations in other neighborhood. |
| | | The success of the program indicated that any good accomplishments will certainly result in new funding, stronger partnerships and lead to positive system changes, regardless of the insignificance of the initiative. These factors serve as important motivators and indicate the gains of the community through a comprehensive juvenile delinquency plan. The initial inhibition towards youth and parental involvement in the program was overcome by the effective implementation of the prevention strategies. |
| | | The research observed that the States beginning to implement their SCHIP programs faced the challenge of reaching out to a large and diverse population of low-income families with uninsured children, who were never enrolled in a public assistance program. It was revealed that fewer than half of all low-income uninsured children’s parents had heard of at least one of the two programs. It was indicated that SCHIP and Medicaid together offered the potential for seamless coverage so that children whose families have unstable incomes can move between the programs without disruption, and families with children in both programs need not navigate two distinct systems. It was observed that as State programs mature, an emerging challenge was tracking the retention and dis-enrollment of eligible children and understanding the reasons for dis-enrollment of eligible children. Despite the broad benefits offered by Medicaid and SCHIP, focus group participants and case study respondents indicated that families had difficulty in obtaining some covered benefits, particularly dental and certain specialists' services. |
| | | Rural youth aspired to lead a successful and fulfilling adulthood, which was consistently shared by their parents and teachers. In spite of the emphasis policymakers provided for the importance of academic performance, all three groups considered personal qualities to be far more important to future success. Factors of rural isolation, limited educational opportunities, and discrimination were not considered to be the most common barriers to a desired career. Economic constraints, however, topped the list, both in financing continuing education and poor economic opportunity. Fewer teachers were apparently aware of the constraints students and parents associate with financing postsecondary education and overcoming poor school performance. Further, teachers viewed student motivation and efforts as the most important bases for success. Neither the conventional wisdom of rural youth connections to the local family, community, and the land appear to be contradicted by the study. |
| | | The trainers propose to provide onsite technical assistance to interested local youth service providers. The trainers associated with this program have also worked closely with the agency staff to ensure that the courses respond to specific agency needs and staff responsibilities. Participants in the courses have benefited and are in a position to provide resource materials and information on statewide youth networks. |
| | | A) To provide mentoring and career-readiness training for youth; B)To provide an ongoing venue for stakeholders to dialogue and make decisions about youth education and services; To develop realistic and positive career plans; c) To connect work-based learning experiences to classroom learning; d) To arrange for course or academic credit when possible; e) To receive effective workplace accommodations and supports; f) To connect with postsecondary options, adult mentors, and community-based supports; g) To find entry-level positions after high school; h) To prepare all youth for the workplace; I) To streamline the youth service options and requirements; j) To measure the impact of local policies and practices on student learning and the workforce; k) To promote the quality work-based learning activities to enhance employer buy-in; l) To conduct the outreach to other community institutions and partners; and m) To sustain the dialogue between major players. |
| | | In addition to the regular programs, River Reach also provides additional experiences for youth and adults to share the organization's unique river experience. Some examples include tourism, greenway education, teacher training, NIMBY Fest, business team builders and recreational outings, for seniors and kids. River Reach has helped in creating more opportunities for youth so that they can volunteer their time and give something back to their community. River Reach has been very unique in its mission, which has helped it utilize and promote the participation and use of the Platte River. This has led the parks and its surroundings the right areas for enjoyment, education, preservation and recreation. The job-training program offered by River Reach has led to employment of many youth as river guides on the South Platte River. This has equipped the youth with valuable work skills and provided them with all the required certification needed to compete successfully for future work in Colorado's expanding recreation industry. |
| | | The experience of participating in the special programs was very encouraging to the youngsters. The projects involved the design and the delivery of educational activities that dealt with environmental and other cultural heritage conservation themes. This inculcated a feeling of togetherness among the youth, which assisted them to collaborate and assemble the various resources required for each project. |
| | | A) Youth employment policies should be into a comprehensive employment strategy. B) Youth unemployment should be treated as part of a wider macroeconomic policy that can expand overall employment opportunities involving education, training and social policies. C) Young people should be included in policy formulation and development and they need to be better trained |
| | | The survey found that nonprofit organizations that worked to provide mental health services for young adults had collaborative relationships with some parts of the system but that their view of the system was not always rosy. |
| | | The participants in the program really cherished the hands-on teaching style that was incorporated in the training phase. The idea of working together as a productive group, preparing foods and performing science experiments was enjoyed by many. The value-added exercises were considered to be the best part of the training program. The endeavor clearly established that experimental learning was obviously a better option while addressing the issue of youth empowerment and development. |
| | | A significant highlight of the program was the determination exhibited by the school authorities to cede substantial elements of their autonomy, which helped the promotion of cooperation and coordination among partnering agencies. Moreover, the availability of web based teleconferencing under the Departments Information Technology (IT) Plan reduced the cluster's reliance on external funding and increased the range of providers with whom programs were shared. |
| | | The program provided youth with an unforgettable inter-cultural and educational experience that enriched their knowledge and helped develop new skills. The program helped the youth in acquiring skills and qualities like adaptability, leadership, cross-cultural communication, teamwork, languages, critical thinking, and problem-solving and conflict-resolution techniques. By mingling with the people of different countries, the program made it possible for youth to become more familiar with different aspects of community and international development. |
| | | The Media Institute is well qualified to run the Cornerstone Project. The Media Institute is one of the few organizations in America with the mission, the knowledge, the connections, the independence, and the credentials to implement a program like the Cornerstone Project. |
| | | The program is based on the concept that most negative behaviors and habits can be traced back to a lack of self-esteem, self-confidence and self-love. LAYSS' approach is two-pronged; it assists, supports and encourages youth to change their negative behaviors and, at the same time, teach them effective ways to increase their self-confidence, self-esteem and self-love. Without the latter, the behavior changes are temporary or youth find a new negative behavior. As a model that has evolved over the years through a trial and error process, the LAYSS program is a dynamic, constantly developing one where only those tools that work are kept. It regularly solicits feedback from its clients and keenly observes responses to the methodologies. LAYSS' future plans include working with first-generation Russian immigrant youth. LAYSS also works with populations at Eagles Center, a Los Angeles Unified School District continuation high school that provides a hassle-free environment for gay, lesbian, bisexual and transgender youth. A year of experience there showed that the COD model worked well in a school environment. Due to a lack of funding, it has temporarily suspended work there. Its goal is to once again provide this valuable support when they can secure funding. |
| | | A significant feature of the course included an active involvement by community members through the provision of expertise, equipment and labor on a voluntary basis, which greatly supported the program. The course was considered unique as it enabled the participating students to gain valuable vocational skills and knowledge about a broad range of aquaculture disciplines. |
| | | The research indicated that the CYIP program worked to coordinate and develop youth services in Washington, D.C., since the city had a particularly poor youth outcome. The program observed that the progress in the area of professional development was in a preliminary stage, and substantial work remained in this area. Moreover, the progress in the area of public relations included the development of a system to quickly provide residents with information about the current availability of services. However, the relatively low participation rates of older youth suggested that greater work was needed in this area. The program indicated that the information held in the database was available on an aggregate basis, but almost none was available on individual youth outside of the agencies that collected it. It highlighted the need for substantial funding and revealed that the program obtained services, consisting primarily of a great increase in funding from the federal government. It was felt that the substantial progress made in the other areas noted above, indicated that the Partnership had the potential to greatly improve the provision of youth services in the DC area. |
| | | One of the significant challenges for this successful initiative has been the lack of support from national, regional, and local leaders. Initially, only the regional employment office has shown interest in this initiative and has participated in it. It advocated in providing training to the unemployed young people who registered for employment. However, the YEC was of the opinion that it is more valuable to have the appreciation and interest from the target group rather than government leaders and external agencies. |
| | | This research report involves small-scale initiatives, often vulnerable to the loss of key people from the project or the loss of external support. Many initiatives were yet to significantly engage indigenous young people. But many towns have begun the process of rebuilding, and the potential for an upward spiral of revitalization is evident. The youth are seen as the key to the town's future, and are correspondingly valued, honored and included. |
| | | The youth need to discuss their disabilities so that mentoring can have a deep and beneficial effect. Mentors would also need to be open to discussions with the youth about their disabilities. Program staff needs to interact with mentors, train them and give them support. Regular contacts between the mentors and the proteges are important. Mentors have to take care to avoid misunderstandings. Potential mentors need to be screened and have their backgrounds checked. Parents would have to sign consent forms as confidentiality and legal issues arise because proteges would have to provide personal details. |
| | | - A change model considered to be more prescriptive than many is not only capable of achieving the necessary level of commitment by a system’s leadership, but it also may have been a key factor in the ability of the system to “stay the course” as importan |
| | | The increase in concentration of crime among youth and school dropouts indicate that endeavors to enhance their skills and increase their lawful opportunities must be made a part of any program dealing in crime reduction. According to the results, socially, any program, either rehabilitation, crime prevention, or schooling that aims help disadvantaged youths realize that crime is less attractive and legitimate work is more gratifying will be a success despite the loss of potentially productive citizens, costs of crime in victims, and the costs of the criminal justice system. |
| | | This initiative provides ample scope for learning and for carrying out potential projects in future that are modeled in similar lines. City Farm has made a direct tangible contribution towards the upkeep of the environment by practicing innovative methods of sustainable food production, plant re-vegetation and recycling programs. The City Farm land reclamation project has converted an abandoned, disused metal scrap yard into lush gardens and grows many native species in its nursery through the sincere efforts of youth. The City Farm initiative practices a range of recycling programs and education for the development of the environment and creation of community awareness. The City Farm initiative has several social and environmental implications. The key factor that is largely responsible for the success of this initiative has been its ability to attract dedicated volunteers who were drawn to City Farm's permaculture beliefs. City Farm plays an active role in promoting community arts projects involving youth and enables them to exhibit their talent on a common platform. It serves as an information and education resource center fostering greater awareness and better practices in the community. City Farm is a community center that is spreading the news of environmental consequences of mono-cultural agriculture, poor urban land-use, and poor waste management, without losing focus on the regional population. Several project volunteers in this initiative gained hands-on experience and have switched over to paid employment. |
| | | The research study observed that it was particularly important for partners to be very clear about their goals, their commitment, and the appropriateness of partnership for attaining those goals, because partnership was by no means an easy or cost-free tool. The assessment of partnerships in this analysis was often time-consuming, energy-absorbing, required more money and was contentious. The study emphasized that ambitious and long-term goals need to be established only if the organizations were willing to make a long-term commitment. Toward that end, organizations considering partnerships to help build participation should clearly identify where a potential partnership's participation goals stand in relation to their own core mission and priorities. Organizations also need to bear in mind that there are different types of partnerships, which bring their own rewards and challenges. Partnerships between large and small organizations were a case in point because of the discrepancies in participants' financial and administrative resources. A surprising finding of this study was focused on assessing the usefulness of partnerships for small and large participants. For organizations entering this type of partnership, it is essential to establish arrangements at the outset that will assure influence, benefits, and mutual respect to all parties. The research was carefully conducted to avoid a positive bias from creeping into the process and in order to protect confidentiality and invite candor, the names of interviewees and their organizations were not identified in the report, which enabled the respondents be frank in their response. |
| | | This project mainly concentrated on increasing the employable skills among the youth through the provision of training in advanced technologies like IT and multimedia. The success of the program is determined by the provision of employment opportunities by establishing a link with the placement organizations at the local and national level. |
| | | Importance of planning in youth strategy, impact of income security and welfare reform on youth and young adults are the lesson learnt from this initiative |
| | | The program addressed the specific needs of rural youth and women by providing incentives for extension workers to deliver relevant information and services in a timely manner. The project focused on building the capacity of farmers to participate and lead extension activities. It assisted farmers to organize agricultural networks and trained farmers on the application of improved farming practices. The program indicated that the fragmented extension units, with separate agricultural support service offices were not the appropriate structure to address a decentralized, farming system required by farmers. Moreover, institutional reforms were not sufficient without the accompanying improvements in management to ensure transparency and reduce corruption. The project study indicated that the changes in personnel policies, including an improvement of the incentive system were critical in motivating extension workers. |
| | | The students were actively involved in volunteering. The major activities were education-related or in religious organizations and professional groups. Such community service broadened their perspective and added a valuable dimension to their student life. |
| | | The appreciation received from the group from which the youth were selected have been very encouraging. The plan of New York City’s Dept of Employment has succeeded in extending its arms to a wide range of youth. The tremendous encouragement received from the various segment of people, and organizations have made it clear that they would be proud to back this sort of an organization which has the well being of the youth in mind. |
| | | The program indicated that youth-friendly pharmacies should be established in areas with high volumes of youth traffic and not in or near residential areas. The success of this project required a series of attitudinal changes, including overcoming family, school, and cultural impediments. Marketing and communication strategies need to counter macho attitudes and consider the potential opposition from parents and religious institutions. There was an unmet need for information about sexuality among the youth of greater San Salvador and the youth-friendly pharmacies should serve as information resources for youth on matters of sexuality. Computer kiosks where youth can access information and clerks who are knowledgeable about sexuality and contraception can establish these pharmacies as educational resources. The lack of contraceptive knowledge and insensitive treatment by clerks at pharmacies appear to be major obstacles to contraceptive acquisition. Pharmacy clerks should be trained on the subjects of sex, contraceptives, and how to treat adolescents. Youth-friendly pharmacies should employ young staff that empathize with young customers and foster an environment that creates confidence in adolescents that they will be treated with respect. The design and decor of youth-friendly pharmacies should convey a youthful, cheerful environment of trust. |
| | | Since leadership qualities are acquired over time through involvement with others, the extracurricular activities provided a fertile ground for nurturing future leaders. Group participation offered unique opportunities for young people to belong, support others, and learn a variety of leadership styles. Students learned to encourage others, created group spirit, and resolved conflict. They learnt to understand diverse attitudes, skills, and talents and effective interaction with a diverse set of people while working toward a common goal. Leadership in extracurricular activities was found more highly correlated with adult leadership than with academic achievement. Although there were many organized extracurricular activities for youth, the development of leadership potential through less formal methods was also allowed and proved beneficial. Individuals or groups participated in special projects or a leadership plan by setting goals, objectives, and strived toward a mission of improving the school or community. |
| | | The baseline survey conducted by DAY in 1993 reveals that over 60% of the people live in absolute poverty, with no access to basic services such as shelter, water, sanitation facilities, health and education. The programme area is shanty and congested, with 63% of houses requiring renovation and maintenance. In some cases 3 families with a total of 12-15 members live together in small houses. Most of the houses do not have kitchens. About 51% of total households in the programme area do not have latrines. All waste is disposed on open places. This has subjected the people in the area to health hazards. |
| | | a) Helped in promotion of children's rights as a part of the main-stream curricula in schools; b) Introducing control mechanisms and independent child representation to ensure prevention of manipulation of children's opinions; c) limiting adult influence and control of adult initiated child-focused projects and programmes; d) including children's participation as a corner-stone of all child-concerned segments of legislative systems;
· ensure active and meaningful participation of disabled and disadvantaged children in all matters of their concern; e) create more participative education with regular consultation with children on all relevant issues on their schooling; f) establish regular consultation with and for children and young people to include their opinion in all decision making processes at different levels of their daily life, their growth and development; g) intensive work with adults on their awareness-raising. |
| | | The program helped the participants to fine-tune their technical and interpersonal skills. The DAPP's commitment to the community development helped the project to attain success in the local community. Since the participants in DAPP worked with people of all ages, they developed interpersonal skills, backgrounds and abilities. They gained experience in producing and presenting professional-quality work. |
| | | The findings illustrated that while the SIPP included a wide range of questions that was used to identify different conceptualizations of disability researchers need to exercise caution while tracking trends in outcomes. It was found that when respondents were not reminded of their previous responses, the trends in prevalence were relatively flat across interviews. The change creates problems in comparing outcomes across panels because the later interviews picked up a relatively healthier population. Despite some potential comparability issues both within and across panels, the SIPP was an important data source for disability research. The work limitation questions in the first interview from the earlier panels from 1990 through 1993 were comparable to the later interviews in the 1996 panel. While there are some important concerns regarding the measurement of disability, the researchers believed that the consistency of results across a variety of definitions illustrated an important and disturbing trend. Consequently, the trends were a cause for concern among policy makers interested in improving employment outcomes of people with disabilities. It was important that survey designers recognized the potential implications of variations in questions, particularly changes in questions from interview to interview, on observed prevalence and employment outcomes. |
| | | The research study emphasized the need for collaboration among disability organizations and adolescent emergency service providers to build relationships and use the resources each has to offer in meeting this need. It also emphasized that state policies should address the identification of youth at risk for running away or becoming homeless and provide a support structure that can respond to their needs. This survey examined state-level disability organizations that primarily supported youth with developmental disabilities. There were differences in this population and those served by adolescent emergency service providers. The FYSB adolescent emergency service providers were also focusing youth with emotional disabilities and learning disabilities and emphasized that organizations supporting youth with these disabilities need to become more aware of and active in this process. |
| | | The research study observed that women and women with children were less likely to be employed than men. The prospects for employment were worse in South Australia and the Northern Territories. The appreciation of human capital and past work experience increased the probability of being employed, whilst health problems reduce it. The study indicated that females with lower human capital, or poorer work records and from more disadvantaged families gained more than the average through wage subsidies, as did those living in South Australia or the Northern Territories. The pattern of effects across the different sub-samples was very similar in the two years, with the same groups gaining more or less than the average in every case. |
| | | The participants derive all benefits from the program of Do-It, which were widely acclaimed as innovative. The successive projects and activities thus fermented, lifted the self-confidence of the young people and motivated them in work-based learning methods. The active participation of the disabled students to learn this program has been a success and given a moral boost. All assistance combined with readiness of employment skill and properly utilizing the learning experiences have been the basic requirement. The disabled ones utilize the occasion for sharing the information about their disability and handicap showing all their courage and self-confidence. |
| | | The research found it difficult to estimate the actual magnitude of the double cohort because of the number of interacting variables and various unknown factors. The initiative did expect an increase in the number of youth entering the workforce, if for no reason other than the projected population increase. Even if there were enough spaces for willing and qualified students going on to post-secondary education, the effect of raising tuition and availability of student loans and grants were recognized as a barrier. The effects of high school curriculum reforms, especially for youth who tended to be less academically oriented, were also for the most part, uncertain. The transition from school to work for Canadian youth had become more complex and took a longer period in recent years. In 1985, the average length of transition was 6 years, whereas in 1998, it was 8 to 10 years. |
| | | A) Using data from the NLSY, it is found that drug dealing in 1980 has a large, positive, and statistically significant effect on the future probability of self-employment. B) Using various definitions of drug dealing and specifications of the econometric model, the author found that young drug dealers are 11 to 21 percent more likely to choose self-employment in later years than are young non drug dealers, all else equal. C) Drug dealers who sold more frequently, used drugs less frequently, or reported receiving income from drug dealing are more likely to choose self-employment than other drug dealers. D) These results are providing evidence that low risk aversion, entrepreneurial ability, and a preference for autonomy are important determinants of self-employment. E) Alternative explanations of the positive coefficient estimate, such as respondents reporting drug dealing as a self-employed job activity, drug dealing leading to blocked wage/salary opportunities, and drug dealers accumulating assets to start businesses are less likely. F) The findings from this study provide support for the emphasis placed on attitudes toward risk, entrepreneurial ability, and preferences for autonomy in previous theoretical models of self-employment. |
| | | A) The law enforcement sector concerns itself not just with demand but also with the supply side of illicit drugs. B) To enact successful policies for intervening in illicit drug markets, long-term monitoring of those markets is required. C) Like all commercial markets for a major product, local markets are inextricably tied to global markets; it is not possible to understand one without the other. To understand supply it is necessary to understand where, how and when demand occurs and changes. D) As markets are where demand and supply converge, intervention strategies to tackle local illicit drug markets will affect both and will ripple upwards to the high end of the supply market. E) Similarly, factors that affect supply, if sufficiently effective, will ripple down to the local drug market. Markets are potentially susceptible to manipulation by dealers at the low level and suppliers at the high level. F) DUMA enhances understanding of the supply and demand for illicit drugs among detainees at the local level while at the same time providing comparable data across sites. G) Members of this network are collecting comparable data in a range of countries including the United States, England, Chile and South Africa. H) DUMA represents a research platform within the criminal justice system that potentially enables monitoring of supply and demand for illicit drugs at the local, national and international level |
| | | The project specifically focused on the issues of long-term unemployment and youth unemployment. The pact helped create an alliance of key players that encouraged growth, increased employment, and enhanced social cohesion and inclusion in the region. It has also succeeded in focusing specifically on issues of long-term unemployment, mainly youth unemployment, and has provided a Dublin-wide context for fostering locally based best practice and innovation, networking and linkages. |
| | | While this research paper thoroughly studies the relation between youth employment and the poverty status of those youth’ families, this is a relatively smaller part of a larger and more aggravating problem of the white-black gap in youth employment performance. Whereas most research has dealt with the larger problem of white-black gap in youth employment performance because of their concern with the long-run prospects for economic equality between whites and blacks, this particular paper is more concerned with the immediate influence of youth employment on family income and about the current black-white differences in the incidence of poverty. By improving the youth employment opportunities for black youth, their family incomes could be improved in a moderate but meaningful way. Furthermore, as the policies that improve labor market opportunities for black youth are made there would be an improvement also in the opportunities for young black women. This research paper has not taken the employment figures of young black women aged 15-19 and 20-24 into account. As found through this research there is a small but meaningful change in gains if either black youth employment or family incomes were to increase. A change in either would affect both the variables. It is also not believable that parents would decrease their earnings if their children earned more. The higher family incomes might cause the families to move to a better housing and/or better neighborhoods and a local environment that offers more employment opportunities. It is easier to be more exact about the negative effects on youth employment when several variables relating to poverty such as market-wide unemployment, single parent families, and low educational attainment change. Improvements in these variables or conditions would raise both youth employment and their family incomes. |
| | | The Eckerd Juvenile Justice Services programs are rehabilitative in purpose and absolutely non-punitive in approach. The primary treatment modalities were based on reality therapy and choice theory, with anger management and conflict resolution training. The punitive and confrontational methods of discipline were not practiced in the Eckerd juvenile justice programs. The programs offered included individualized treatment plans that combined experiential, formal education, and reality therapy. Efforts were focused on returning the young people to their own communities as emotionally healthy, productive and law-abiding citizens. |
| | | A) Enhancing teen interest in education, to motivate, support and encourage them to discuss their academic expectations and help them to reach greater heights was more plausible if a good strong relationship is built with them. B) Taking into account their earlier level of achievements, students in academic-track courses and who co-related to peers who in turn were high achievers themselves, seemed to be more confident to reach higher in contrast to those in non-academic tracks. C) A higher academic performance, more positive adjustment and successful completion of school were enhanced when students were encouraged to participate in extra-curricular activities in school. Their activities outside school were often in direct relation to their activities within school. D) It was important to limit the working hours of the student to not more than 20 hours a week especially during school days since this directly related to the levels of academic achievement. E) Teens definitely need to be totally discouraged from anti-social behavior and activities. F) They should be encouraged to develop more positive relationships both in and out of school. G) Proper guidance should be given to parents to help identify various training programs and utilize them for better job opportunities for themselves. H) A base for building stronger marriages of the parents, counseling and supportive services for single-parent families should be introduced. In fact programs specially designed for such families could prove to be a positive factor for other teens as well. I) Family environment of a teen plays a vital role in moulding their academic accomplishments. Teens from dysfunctional families achieve less. J) Parents need to take an active part in their children’s lives as it improves the volume and success of the teen’s academic performance. K) Positive academic development by way of strong educational policies needs to be actively supported. Effective programs structured to boost academic performance should be mainly targeted at teens that are prone to be led astray. The design and evaluation of these programs should take into consideration various factors like their family and school environment, race, ethnicity, gender, prior achievements and also their socio-economic status. |
| | | The research observed that the IDEA was instrumental in fulfilling the special needs of youth with disabilities. Though some of the objectives were met and notable progress toward others were made in many areas, from inclusion in regular classrooms to high school graduation, other aspects of special education, however, went un-addressed. The research emphasized the need to strengthen academic achievement for students with disabilities, improve high school completion rates, better prepare students for higher education and productive jobs, simplify federal requirements, and develop an adequate supply of well-qualified teachers. |
| | | In assessing the results on the importance of education and training systems for explaining cross-national differences in labor market entry, it should be emphasized again that the estimated models provide a substantial advancement beyond available evidence. This is because they, in contrast to alternative studies, are derived from an explicitly micro level estimation, which additionally incorporates an extensive set of measured and unmeasured macro level controls in a simultaneous estimation. This implies that even after statistically controlling for the effects of varying economic context conditions on transition outcomes, fundamental institutional differences operate in bringing about observed cross-national differences. This not only includes the compositional effects discussed, but also the impact of institutional arrangements in labor markets, as explored by a fairly crude distinction between three types of labor market systems in the analyses. |
| | | The program indicated that the success or failure did not depend exclusively upon the performance of a single, large state organization, as was the case with traditional programs led by national professional training institutions. The productive integration of poor youth into the labor market was not an easy task. This was particularly the case under current labor market conditions in the region, which did not guarantee permanence in a job. The high degree of job flexibility required the capacity of workers to reallocate among different occupations throughout the working life, and in which technological changes demanded the constant adaptation of basic skills. Research revealed the need to consider a range of new variables to explain current processes of integration into the labor market of this target population and to assess the training policies and programs promoting them. These variables transcend the traditional education variables, which limited the analysis to the examination of apprenticeship training processes and to the analysis of shop floor practices. Growing evidence indicated that some of the most successful institutional training programs were provided by community centers, Non-Governmental Organizations (NGOs), and training institutions supported by churches or neighborhood organizations. In this regard, institutional strengthening and the capacity for self-evaluation were also key aspects in the successful application of these programs. |
| | | A more detailed research of this issue may offer increased understanding of the validity of the labor queue model. In case of educational stratification of unemployment in Germany, assuming that jobs that are to be distributed are more or less homogenous in terms of unemployment risk attached to them after hiring people for the job. In France this assumption cannot be made. Many jobs are temporary due to predominance of internal labor markets and the necessity of screening an employee for a period of time. These precarious job situations have increased and according to the empirical analysis, are related to high risks of unemployment. The employers in France have become flexible to meet the requirements of the fluctuating economic situation by responding quickly to market demand. Consequently, if the labor-queue model is applied to the French labor market, two question need to be answered on who gets the job and who does not and who gets the good job and who gets the bad job with the latter question being related to high risk of unemployment later. A labor queue implies that the lowest qualified school-leavers who were allocated jobs after completion of schooling are placed at the top of the queue and the higher at the bottom of the queue. During educational expansion the proportion of the low-qualified school leavers with jobs decreases considerably. If the number of "bad jobs" associated with high risk of subsequent unemployment is stable or increases over time in France, then more qualified school-leavers should be given these bad jobs as confirmed by empirical evidence. Consequently highly educated school leavers must experience higher risk of unemployment and less favorable relative position compared to the lowest qualified. Extensive research needs to be done to offer a detailed explanation on this issue. A detailed investigation of educational expansion requires exploring whether reforms on training and educational systems are counterbalanced by developments in the labor market for youth and the disentangling of the impact of demand and supply factors. |
| | | The most important topic was the development of educational processes that stimulated creativity and imagination in seeking solutions, which satisfy both parties’ needs or interests. For this purpose, two things were important - one was to look at the resources available, which may afford a broader range of solutions, and the second was to separate the solution-generating phase from the agreement phase. It was observed that the solution-generating phase was not the time for discussing or imposing limits. The idea was to come up with as many potential solutions as possible, however, unworkable they seemed. At the agreement phase, the need was to take stock of the proposals that were made to analyze which of them were feasible and how they could be implemented. In this phase, concrete agreements need to be arrived at, with concrete responsibilities and verification mechanisms. Moreover, those who were involved in education for peace work, had to mainly focus at three consecutive levels and in a simultaneous parallel process, which included prevention, negotiation, mediation and nonviolent action |
| | | The research review indicated the variability in Scottish research related to minority ethnic groups, which reflected its low priority in mainstream research. Most studies were small scale and was undertaken by committed individuals, often in their own time and with little material support. The research work focused on enhancing the quality and quantity of educational research in relation to minority ethnic groups in Scotland, and assessed whether action research was an appropriate approach for school based studies concerned with education and minority ethnic groups. Some strategic thinking was required to provide a greater priority to research and evaluation related to the education of people from minority ethnic groups and to promote good education for all pupils and students in Scotland. Very few research initiatives were conducted in Scotland on attainment of minority ethnic groups in further and higher education. Until recently, figures for ethnicity were published centrally making such research particularly difficult. Research showed that factors that correlated with low attainment, such as unemployment, poverty, and poor housing, were more likely to affect minority ethnic populations in Scotland than their white counterparts. Most of the major empirical studies indicating the correlation between social class and differential educational achievement either took place in England or on a United Kingdom-wide basis. Even in those studies the links between social class, ethnicity and educational achievement were less well developed than research into social class and attainment. |
| | | The main element of the program has been tutoring and the co-operation between the school district and the community agency. This association has been successful among the participants. The Devil’s Lake summer program served more than 20 students in 1993 with a mixture of students; some of them being Native American and the others Anglo. With the help of the program half of the participating students were able to qualify for subsidized lunch. The program is located at one of the district’s schools and students are transported by bus to the central site. In 1993, due to lack of resources, the program accepted 22 of the 100 students whom teachers referred to the program. It only accepted those who were most at risk of school-failure. The tutors are able to discuss each of the child’s needs, as there are only a few students. This has helped many of the participants with their progress and has also assisted their classroom teachers. |
| | | The need for facilitating the young pupils to build an individual social, emotional and educational base is learnt. |
| | | As a result of its 13 years of experience with the High School Documentary Workshop, EVC identified several characteristics of effective programs for youth. EVC enabled the students to see the clear outcome of their involvement, whether in the form of school credit, job skills, or community recognition. The staff must not only have professional qualifications as media producers, but also be fully committed as mentors and educators of youth. In addition, the products developed by students were shared with parents, other youth, community leaders, and venture capitalist. The sharing provided participants and EVC broader recognition, and contributed to the well being of other youth. |
| | | The paper presented the results of applying a new method of analyzing the effects of child work on learning achievement, based on a dataset that was unusually rich in providing information on work, schooling and test results. It was worth noting that the significance of the work variable was substantially higher than that obtained by other authors. Despite the demonstrated importance of work, its omission was not found to substantially bias estimates of returns to schooling. Although these results confirmed the accepted wisdom of the effects of work on learning achievement, they introduced a new view on how it developed. As far as gender was concerned, girls were found to do worse in all the tests, even allowing for their lower Raven scores. Schooling was more important in mathematics than it was in reading. In addition, the advanced tests were less affected by whether a child worked than by the amount of work that they undertook. The study emphasized on sincere efforts to improve the educational qualifications of children by designing school curricula to stimulate children's interest, rather than simply discouraging child work. |
| | | Some interventions achieved modest success though intensive and often expensive. An example can be seen of Job Corps an American company that offers a long period of training, opportunities to obtain on-the-job work experience, and help with job searches. Other less intensive and cheaper programs did have little or no impact in the United States. But, the earlier the intervention offered, the better the success rate. The dynamics of welfare dependency, poverty, low education and skills, declining self-esteem, and chronic unemployment are self-reinforcing and become almost overwhelming after a period of time. Carrying out research on what works is not an easy matter. Well-structured program evaluations need a lot of information over a long period of time. The program impact evaluations may be unrealistic if faced with constraints with respect to time, money and data availability. Special attention must be given to those evaluation studies that adopted rigorous methodologies specially those that have estimated program impacts than those that provide descriptive analyses or formative assessments. Common sense must be applied to an evaluation research. In the last couple of decades, progress was achieved in the development of evaluation techniques. This report utilizes a variety of program evaluation studies that employ an extensive range of methodologies. The variations in the consistency of the findings make it difficult to generalize from the available data. Some of the studies do not even try to make comparison groups and assess impacts. Other studies offer impact estimates that focus on the short-run results at the expense of the long-term results. When policy makers are certain that the program will attain its objective then a comparison group becomes superfluous. Summer jobs offered for the youth in rural Newfoundland are almost certainly "incremental." All observers felt that, no other jobs would be available except the government-funded jobs. The study of the impacts of a program focusing on the long-run improvement of employability and earnings may be difficult to arrange. Many employment programs were implemented over the last 15 years. The generation of resources and enthusiasm for analyzing the post-program success of trainees 10 years after their training would be difficult in an environment where both the program and its proponents may not exist at present. |
| | | This project assisted in strengthening the agricultural information resources and services available to the rural youth and communities by developing relevant local content for dissemination at the grassroots level. The program selected the appropriate utilization of information and communication technologies (ICTs) that accelerated the delivery of agricultural information and increased production. It enabled youth to focus on sustaining technologies and facilitated the advancement of knowledge. |
| | | The information generated by the research initiates a dialogue with community organizations and will inform their strategic planning in relation to their work with young people. It also fed into discussions about the involvement of young people by policy-making bodies at local level, such as the youth, social, health and employment services. |
| | | In general, satisfaction of employers with the skills of the graduates that are successfully recruited appears to be high. The hypothesis is that, it is higher in large organizations (those employing 500 or more) than in small organizations (employing less than 50). If there was dissatisfaction with graduate skills as such, it probably lied in the area of written communication, because the majority of students were not taught to write in a manner appropriate to business communications. With regard to course content, very few complaints were put forward by employers, except in regard to more advanced areas of information technology and electronic communications. |
| | | Generally, it was agreed that despite the existence of traineeship and graduate programs, most agencies had a fragmented approach to youth employment. Very few had specific policies aimed at increasing the level of youth employment in the agency. Trainees and graduates were recruited through youth employment programs, but there were no coherent succession management plans in place to ensure they had a career path or that their services were retained. Though the graduate programs provided graduates with opportunities for ongoing work in the public sector and enhanced the public sector by bringing in a supply of highly skilled young people, it had a dubious retention record. The scheme helped provide the graduates with the opportunity to rapidly develop their abilities and expertise and theoretically gave them the opportunity to fast track their advancement to middle and senior management roles if they chose to stay in the public sector. The scheme lacked a formal training program, developmental experiences, career planning, incentives and sufficient monitoring of graduates. It was dismantled after a review in 1988. |
| | | Employers desired to know from other employers about their successes with hiring individuals with disabilities. Human service workers needed to develop a network of employers who have successfully hired workers with disabilities and were willing to become a resource for other employers. The Employer-to-Employer Network provided opportunities for successful employees with disabilities to communicate with small businesses about their employment experiences. To match the individual with job needs, the human service workers needed to have a clear profile of employer requirements on both a practical level as well as identify the qualities an employer valued most in an employee. The Americans With Disabilities Act has resulted in a surprisingly small number of lawsuits, which accounted for only about 650 nationwide in five years. This positive effect facilitated an ideal platform for more jobs for disabled youth and adults. Moreover, the knowledge, that the cost of job accommodations and access do not have to be costly propositions and the fact that medical insurance premiums for employees with disabilities must be equated to whatever health insurance the employer provides to people without disabilities, facilitated a pro-friendly attitude. |
| | | The research review recommended the implementation of employment-intensive economic strategies that boosted aggregate demand for labor. It also emphasized the need for implementing economy-specific dual apprenticeship-education systems. It suggested that these dual systems must be carefully targeted to cover relatively small specific young population groups, insist on the expansion of the formal sector, and rely on the active participation of the social partners. The research also observed that the enhancement of self-employment and small enterprises in the formal sector was a promising strategy to tackle the problem of youth unemployment, which must be backed by adequate training and financial support. |
| | | The initiative is an ongoing phenomenon to develop a comprehensive approach that meets the diverse needs of court-involved youth. The program indicated that enhancing collaboration, improving communication, and increasing knowledge levels are among the major challenges confronted by policymakers, program personnel, and court-involved youth. |
| | | The success of this policy of integration was limited to training and education while the transition into employment required more attention. In order to better prepare students for employment, vocational training systems should offer skills that are more practical while alternative professions such as handicraft needed to be explored. Schools need to focus on labor prospects and vocational counselors need to be more dynamic and specialized. The training programs need to improve upon their understanding of people with disabilities in society and present working conditions. At the same time, young people with disabilities should be encouraged to be independent early on in their activities. |
| | | The ILO study emphasized to facilitate a smooth transition from school to training by enhancing the secondary education curriculum with more information about the labor market and the conditions students encountered upon graduation. Trainers tended to share the opinion that schools need to better prepare their students for continued vocational training or employment. At the same time, shortcomings also existed in the transition from training to employment. Numerous follow-up services, for example, were insufficient and did not have access to enough resources. A vast majority of the job placements were unstable or were simply not feasible because of the limited amount of support activities. Communication between training centers and employers was also relatively weak as a result of decentralized operations. Finally, many training centers needed to incorporate social skills training into their curriculum. |
| | | Spain's NGOs published an employment plan for people with disabilities in 1994 where they discussed the shortcomings in the country's current employment policy. More attention was placed on promoting employment for people with disabilities in the private and public sector, with an emphasis on facilitating youth with disabilities with improved skills to compete in the ever-changing and dynamic labor market.
This required improved education and training of people with disabilities, less attention focused on benefit traps and more initiatives to adapt environments to the special needs of people with disabilities. Finally, the country's efforts to decentralize government had created confusion at the expense of people with disabilities, and training and employment services required better funding. Moreover, fine-tuning of the administrative process with a better focus on the needs of people with disabilities was emphasized. |
| | | The report revealed that employers lacked a clear understanding of the qualifications and capacities of youth with disability and this lack of knowledge perpetuated hiring practices, which disfavored people with disabilities. In order to improve chances for employment, the implementation of widespread and informed awareness raising campaigns was emphasized. It was also indicated that educators, trainers and career placement services were best positioned to carry out these initiatives effectively. Moreover, the research study emphasized that young people with disabilities had a proactive role in planning for their own future. Hence, services and support should not be an obstacle but should provide assistance to young people in realizing their personal goals. Guidance counselors, educators and family should be careful not to deprive young people of their independence while providing support. |
| | | Since the beginning of the reform and opening up of the economy over 20 years ago, the phenomenon of the existence of a large number of surplus laborers in rural areas has become increasingly pronounced, along with the rise in rural labor productivity and the gradual establishment of the market economic mechanism. This is an inevitable result of China's economic development and social progress. The Chinese government, in keeping with the development of the market economy, has gradually reformed the employment system in urban areas and lessened restrictions on employing outside laborers by urban enterprises. The migrating rural labor force has made an indelible contribution for the economic prosperity and social development in areas that have introduced such labor force. At the same time, the gap between rural and urban regions and the difference between the qualities of outside rural laborers and local urban employees has brought forth some new problems. The advancement of training in the country is slow and is in a developing stage. Some initial results have been achieved, beneficial experiences accumulated and gratifying social progress registered. |
| | | The research study included several important limitations. These included limitations inherent in the choice of study population, data sources, differences in how data was reported among the different states studied, and the limited variables at disposal. The Unemployment Insurance Wage data included information on most, but not all, employment. The variables that were available to the team across the three states were collected in different ways due to differences in state policies. The lack of information on characteristics of the youth was not available in these data sources. |
| | | A) Not all Employment programs come up with fully positive outcomes. They are not consistent in their results. While some prove that such programs does lead the way to enrollment in colleges and other academic courses, others do not. B) Employment programs do promote positive academic attitudes and shows marked increase in the members’ interest in taking more academic courses. C) The programs have only a limited amount of influence on the educational and cognitive outcome but on the overall shows a positive impact on academic achievement at least at the high school levels, sometimes leading to significant rise in graduation rates. D) Contrary to the results from the Career academies, the Summer Training and Educational programs did not show an increase in graduation rates. This could mean that a school within a school could be more conducive for such programs. |
| | | The employees of YEP should make sure that motivational factors are being encouraged so that participants will succeed in future irrespective of external rewards. The success achieved by the YEP was highlighted in this study. The future path that could be taken up by the Youth Employment Project to enhance their program was also emphasized |
| | | The participants were taught many skills that were necessary for success in an employment setting. A direct link between the life skills and future employment needs were established as well as increased participation by all of the youth in YEP was facilitated. Some recommendations in order to facilitate this process involved changing the format of the program to integrate job skills training with concepts learned during life skills, reorganization of the classroom to facilitate active participation, and discuss the importance of life skills training with reference to the work place increase ratio of staff to participants. The research examined the factors involved in making YEP a successful and or unsuccessful program. This research was part of the Youth and Society Research Group's community partnership initiative. It was undertaken for the Youth Employment Project in order to assess the quality of their program. |
| | | The IIYW strived to bring together Non-Governmental Organizations (NGOs) who organized marketing of products manufactured by village artisans. Along with some NGOs, IIYW took up a centrally located shop that sold products made by these rural artisans. The IIYW was actively engaged in the Rejuvenating India Project (RIM). RIM’s approach was to endeavor to bring together NGOs in India and Indians settled abroad to share in the development efforts for rejuvenating India. RIM trained volunteers through the NGOs and placed them in villages to facilitate social work aimed at rejuvenating the rural areas. A wealth of art and craft found in many rural and tribal areas helped to generate enormous employment opportunities for rural youth and women. |
| | | This initiative highlights the fact that youth-oriented development strategies need to focus on improving self-esteem as much as they do on youth empowerment. This initiative emphasized training on leadership, management, interpersonal and communication skills, in order to achieve the development and enhancement of youth capabilities. |
| | | Along with certain other factors, the barrier of language contributes to low penetration of ICT. Since the language of the program and the related literature is English, the rural communities face difficulties in communicating with ICT. A gradual development is visible in the usage of local languages in ICT. Kannada is the language of the 40 million population of the state and the local government promotes the usage of Kannada in ICT. The program is responsive to the initiatives taken by the local government. The training materials are converted into Kannada. The best available materiel is collected from all the possible sources for this purpose. The converted material can be used for further dissemination. Adequate and appropriate infrastructure is needed to provide training in ICT skills. The successful functioning of the rural training requires up to date computer systems, printers, Internet connection, tables, chairs, adequate lighting, and a conducive environment. Apart from the physical infrastructure, there are many other factors of critical importance to the success of the program. The selection of trainers and trainees, the training of the master trainers, the managing of the telecentre, incorporating the community needs and aspirations into the program, as well as the networking with other organizations are also of equal importance in successfully building up a Telecentre. |
| | | The program encountered significant challenges faced by youth in today’s fast growing economy. The outcome has been reflected in the youth’s achievements, determining and achieving their goals by overcoming all obstacles towards gaining employment. The program has relied on the mandate of youth employment and has relied on the principles of crisis intervention and short-term counseling. This has helped the program achieve even greater heights. |
| | | The people with disabilities were counted in India’s national census for the very fist time in 2001. SPASTN strives to ensure that the rights of people with disabilities are respected and that they are aware of their rights under the Persons with Disabilities Act. SPASTN managed to evolve its programs from being welfare-based to being empowerment-focused through human resources development. It has taken an innovative approach by training existing government and NGO personnel to mainstream disability concerns in their on-going programs. The SPASTN is cost-effective, as it relies on existing government infrastructure, such as schools, hospitals and community centers. The programs success is based on the rights-based approach to the empowerment of people with disabilities and its multi-sector approach to HRD. The innovative use of indigenous cultural methods for raising awareness of the rights of persons with disabilities and improving common persons’ understanding of the relevant national legislation is also a reason for its success. |
| | | Community has realized the need for the presence of such an organization for its welfare and improvement. This program serves for the upcoming of youth from various backgrounds. They are racially mixed and have different nationalities. It teaches them to take responsibilities in their lives and work towards establishing their goals. |
| | | The practical experience gained by involving youth in dialogue about social issues, proved rewarding in the long-term. The experience revealed a number of key principles that proved successful in engaging youth. These were synthesized and presented through a six-stage model. Each stage described using a combination of theoretical principles and practical examples. It was important to note that the process identified by the following six stages was cyclic as opposed to being linear. More often than not when one cycle was completed it becomes necessary to begin a new one. The process needs to be continually updated because of its relationship to constantly changing social, cultural, economic and political environments. Stages did not necessarily follow sequentially, were dependent upon the nature of any given situation, and may occur simultaneously. Six stages of engagement with a social issue included recognition, empowerment, re-sourcing, developing solutions, transformative action, and Critical reflection upon action. The six stages presented were synthesis of the experiences of the Let's Talk project and critical theory. The purpose of this synthesis was to suggest a model that critical educators might use in order to engage young people in substantive dialogue about social issues in local and international contexts. |
| | | Changing attitudes about the work, leadership, time management, help with homework and other benefits that are not directly connected from overall graduation rate. Study also wants YETI to focus on post secondarily training and literacy of making them self sufficient. |
| | | In general, however, it was clear that not enough attention was paid to teaching teachers in designing effective classroom environments that yielded positive academic performance of the students. Though the material represented a timely and progressive approach to the topic, the content, like the field itself, was seen as in a state of continuous evolution. In particular, too many teachers were ill equipped to respond to the learning, behavior, and emotional problems of students by using more than simplistic behavior management strategies. The guide suggested that still there were areas of deficiency that were to be addressed in enabling the learning atmosphere of students. The guide stressed that unless institutions developed school-wide approaches to assist teachers in implementing the fundamental work of designing appropriate classroom environments, the evaluation of the full impact of classroom-focused enabling was not possible. |
| | | The changes advocated in the program for at-risk youth are complex, and there is no guarantee of success. They stem from the observation that many past youth programs could not engage the subjects for long-enough periods to make a visible difference in their attitudes and skills. These ideas are a set of hypotheses about promising directions to follow in planning you initiatives in future, based on the successes and disappointments of past exercises. With such high stakes and little support for the status quo, these points can illumine the paths of promise as the initiative moves forward. |
| | | All the concrete projects and programs, focuses on different groups of unemployed young people, aimed at different targets and objectives and working according to different procedures and instruments. This makes it very difficult to compare all the concrete Education, Training and Guidance initiatives that were subject of the case studies. Nonetheless, some general lessons can be drawn out of our investigations. |
| | | The standard thirty-minute school lesson period was considered to be a serious problem for any activity-based learning, and the educators and learners differed in the rate at which they worked. The program did not attach any time descriptions and left it to the discretion of each individual educator or school to decide on the duration of the program. Due to this, the learners had to wait too long to complete activities. Experiential learning (learning by doing) was considered to be one of the most powerful of all methodologies. It was also one of the most difficult to manage, especially when class sizes are large. The careful preparation of classroom layout and materials management enhanced the potential for program success. Much of the program was based on team activities, which helped to promote co-operative learning and healthy competition between teams. Each unit introduction indicated the size and/or number of teams that were necessary. In assigning learners to teams, a mixture of ability, interests and personality was created in each team. |
| | | The research observed that the design and implementation of Youth Enterprise Promotion programs should recognize the different influences that shape a young person's ability to own, manage and expand a business. Views differed on whether young people need specialized, youth-oriented, business support services or whether they should use the same general agencies and programs as others. The latter view held that the skills available in general support agencies were appropriate for working with young clients and that specific youth agencies risk creating a "youth ghetto", which was artificial and suitable for the real world. The research stressed that the individual style of the agency was also important and had to be relevant and approachable to a young client. Effective youth enterprise programs required adequate funding, and well trained and properly supported staff, with an aim to develop a style of operation that was flexible and adaptable. Finally, youth enterprise programs had to highlight the success of young women and men in business, so that self-employment was seen as a viable career alternative. When delivering their programs, the target group had to be well defined, and services had to respond to the needs, capacities and opportunities facing young men and women. |
| | | While the focus of EITP was on jobs in the entertainment industry, the training and life skills being taught in the program helped the young people to succeed in different fields. Fortunately, many of the positions in the entertainment business did not require a college degree. The program facilitated dissemination of information about many jobs that were unaware to the youth and young adults. In addition, subjects such as art, home economics, sewing, music and creative writing were excluded from the standard school curriculum. The skills that lead to a great number of positions in the industry like screenplay writing, art directing, set designing, animation, wardrobe, catering and music composing were included in the training package to facilitate a comprehensive training module. |
| | | Questionnaire evidence, asking individuals about hypothetical outcomes, always needs to be treated with caution. Nevertheless, these answers are suggestive of an underlying interest in self-employment among large numbers of Organization of Economic Co-operation and Development (OECD) citizens who are currently employees. How the designers of economic policy can exploit the paper’s findings is more complicated to judge. Econometric and questionnaire research suggests that the main constraint on new entrepreneurs is a lack of start-up and liquid capital (as summarized in the paper’s penultimate section). This does not mean that government cash ought to be handed out to those who wish to start a business. However, it indicates that plans to foster more entrepreneurship, if this is judged socially desirable, should begin by considering economists’ evidence on the importance of capital constraints. |
| | | Despite the great variety of youth entrepreneurship programs, they have several functional components in common and use several universal methods. Program components include selecting a business venture, legal requirements, planning, financing/accounting, managing, and marketing. Standard methods encompass traditional classroom instruction, summer institutes/camps, simulations, competitions, graduate student consulting, and mentoring. These major components and methods are reviewed in the report. Together, they comprise a suggestive model for developing other youth entrepreneurship programs. Since this is a new field for research analysis, and its subject matter keeps expanding, the report's findings are provisional until more comprehensive studies can be done. Nevertheless, the insights discerned here will be applied to possible policy directions for the Minority Business Development Agency (MBDA) or other organizations advocating youth business ownership. |
| | | A unique concept called the "balanced mentorship" is at the heart of the EntrePrep program. Students receive guidance from entrepreneurs, as is typical of most mentoring programs. The only difference is that through EntrePrep orientation and a summer camp, students are taught skills and techniques identified by entrepreneurs as key to starting a business. Thus they are able to be helpful to the entrepreneur right from the start of the internship. Booster workshops throughout the internship experience help students refine those skills and provide new knowledge that they can use immediately in their mentor company. |
| | | In recent years, AAAS had realized that academic success of disabled persons are not linked to the competitive world. They needed to expose their talents to STEM employers before they pursued their careers in STEM disciplines. Because of their abilities to reason, sort effectively in complexities provided ideal paths for these students in STEM fields. The boom in computer technology and presence of sophisticated software ensures people with various impairments can have access to information and knowledge to tackle complicated projects. ENTRY POINT! Thus proved as a first step in a STEM career path for these disabled students. AAAS suggests that future disability legislation, and policies must focus primarily on five key areas such as, i) Protect and strengthen the persisting laws. Case studies in education and employment evidently demonstrate success in achieving the goals of AAAS. Shirley Malcom, head of the AAAS Directorate for Education and Human Resources (EHR) has said that, "Laws let things happen. People make them happen". ii) Encourage various businesses, educators, and health care providers to support the development of technology that can promote independence. The cost of applying assistive technology for satisfying some special needs will be repaid many times over when a person with a disability becomes a constructive employee. iii) Provide legislative incentives to encourage corporate internships to hire more and more persons with disabilities. The Entry Point! internships have thus had a major impact in the conversion of interns with disabilities into full-time employees with companies in this competitive economy. For the employer and as well as employee, internships are the most effective road to employment. iv) To improve research on disabled students and their progress in a variety of fields, particularly STEM. v) Encourage communities, businesses, and schools to include persons with disabilities in their operations. Involvement in the community is very important to support a strong and extensive society and workforce. Technology improved to cater to the needs of these disabled students have broader applications. Advancements in technology promoted for disabled help them in various ways and it not only help the disabled but also put into different uses in other fields. It identified speech is critical for persons who cannot have access to keyboard developed a technique which is now being commonly used in telephone system, transportation information system, and many others in the general community. In fact, very few technological concepts are very much specified that they do not have market outside the market scope of the group for which it was developed. |
| | | The program was successful in implementing the process of erosion control and encouraged youth involvement in eco-trail development. It promoted urban river research and facilitated curb-side recycling program development. The program emphasized on youth empowerment through active involvement in the environmental and community-oriented initiatives. Moreover, the program focused on redefining its role and strategies to adapt to changing times and trends on a continual basis. |
| | | The ECYD plans to build another seven more resource centers by the year 2005. It is predicted that the organization can service more than double the number of youth through these resource centers. ECYD encouraged developments that highlighted to youth the economic opportunities that exist in the tourism industry in the Limpopo Province. Once the preserve of the white minority, tourism is now a significant growth area and is for the first time accessible to youth from poor communities through the ECYD programs. Several game reserves in the province wee privatized, and linked to this transformation are sustainable development projects directly involving members of the surrounding communities. Young people in these communities are able to get involved in such initiatives as tourism professionals. |
| | | In association with Edirs, a similar group with the same work culture SYGA worked teaming up with 120 to 800 households of theirs. The Edirs played a greater role in community work introducing an Insurance System for funeral expenses. SYGA, joined by Edirs leaders, put forth efforts to gain greater support and establish their activities focusing on parents and other community leaders. SYGA has taken the edge to corner the support of all import allies with respect and good faith. In all the above events sent a very clear message to the youth, to avoid risky behavior and take up other safe entertainment. Personal conversations, printed educational pamphlets drama in stages all tried to imply the same message repeated to the youth. Healthy sexual behavior and safe prevention options has also been advocated. Though frank discussions about sex are considered a taboo, in the program many addressed about the use of condoms during sexual acts in order to prevent sexually transmitted diseases. However, a large section of young women, serving as peer educators did not appreciate the more. But reported harassed and embarrassed. Some disliked the subject even. Some youth were in no mood to hear the AIDS prevention story and left the hall abruptly. For SYGA, things were going smoothly but got a jolt when thirty of their peer educators could not continue their work due to objections raised by their parents. Hence SYGA had work in coordination with Edirs and Kebeles to get their parents support for their campaign. In the meanwhile some parents raised objections stating their children need not talk in public about sex, HIV/AIDS prevention, while some others felt that it is better the youth look for some other employment. |
| | | The persistence of ethnic inequality in the German labor market, i.e. the fact that the ‚classical labor migrants‘ and their descendants are still occupying lower positions, has been shown in many studies.However, theoretical discussions of the mechanisms through which ethnic inequality gains persistence and empirical testing of those mechanisms have been mostly neglected. In this contribution two basic theoretical arguments are considered: differences in educational attainment and labor market discrimination. |
| | | The youth exchange brought together groups of young people from different backgrounds from at least four different countries, providing them with an opportunity to tackle and discuss various themes, whilst learning about one another’s countries and cultures. The program was multilateral by involving partners from at least four countries. Each project under the program involved a minimum of two EU Member States and at least two Mediterranean partner countries. There was a balance between the number of EU Member States and the number of Mediterranean partner countries in each project. The national groups were balanced and consisted of approximately equal number of participants. The voluntary service project allowed a young person to be a volunteer in another country for a specified period, normally between 6 and 12 months. Voluntary service activities took place in the field of the environment, arts and culture, activities with children and young people, heritage, or sports and leisure. Volunteers participated in activities that complied with certain general principles. The European Union supported non-formal education opportunities for young people through trans-national voluntary service, which directly and actively involved young people in activities designed to meet the needs of society in a wide range of fields. |
| | | The White Paper addressed the full range of questions which were raised during the consultation exercise, regardless of the level of competence. It was true that youth policy proper was essentially the responsibility of the EU Member States and, in some countries, it was largely regionalized and was often dealt with at local level. It was the decisions made at local level, which had the greatest impact on young people’s daily lives. The paper indicated the compatibility with enhanced cooperation at European level, which enhanced the impact and coherence of national policies. This cooperation was based on existing activities, and was compatible with and supplemented other current initiatives, particularly in the fields of employment, education and social integration. |
| | | A) Project with strong and thematic content B) It should involve and open door for new activities C) Common approach to co-ordination, networking and good relationship D) Must have at least three sending or host organization, each in for different programs in the countries E) The period should be limited only unto 24 months. |
| | | The lack of a legal status for volunteers in members countries due to unkind classification and minimal rules on voluntary service was an obstacle for program development. It was therefore very difficult to promote and recognize all aspects of voluntary service. The lack of European rules on voluntary service also affected various aspects of voluntary service, which ultimately denied access for young people. To overcome these problems the research initiative advocated the right of residence to volunteers in a member state and also provided that volunteers under this program had proper social cover for the duration of their service. |
| | | The sample of young people involved in this study tended to make relatively positive evaluations of youth work. Youth organizations also provided these young people with the chance to develop new skills and take part in different activities. One area in which general youth work failed to meet its objectives for this vulnerable group was in guidance and counseling. The providers found it difficult to respond to changes in society and to the challenges presented by the high-tech culture of the young generation. Providers felt their work had contributed to reducing vulnerability among young people especially in promoting self-confidence and self esteem which allowed young people to take control of their lives and be less influenced by negative experiences. Providers were less aware of other dimensions and approaches to evaluation and few had training in monitoring and evaluation as part of a youth worker’s daily routine. Although the experiences of young people have changed rapidly over the last two or so decades, mainstream youth work provision has largely failed to evolve into a service, which meets the needs of all young people. Despite the criticisms of youth provision, it was important to note that youth organizations are an important part of the social worlds of young people and that participants tend to make relatively positive evaluations of youth work. |
| | | The research was able to determine, across all categories of programs, the most frequently cited barriers to services for underserved populations. The research indicated the presence of language barriers and a lack of culturally appropriate or problem-specific services, which slowed down the reach and penetration of STOP services. The social tolerance of violence in families and the distrust of fear of the "system," was cited as some barriers that stood as impediments for an effective program delivery. Moreover, the importance of the family and the unwillingness of women in not wanting to leave their families, created obstructions in facilitating services. The geographic isolation from the community and any available services, the lack of transportation, and poverty and/or no independent source of income was other frequently cited barriers to services for underserved populations. |
| | | The initiative observed that sharing information with young people about all the aspects of the program was the first step to fostering empowerment. Such sharing ensured that teens clearly understood the parameters within which the program had to operate. It also conveyed a message of trust. Withholding information sends the message that adults did not think teens can comprehend situations and act responsibly. Sharing information encouraged teens to act like "owners" or shareholders of the program. |
| | | Depending on funding requirements and guidelines, agencies wishing to establish a similar program could employ various modifications. Potentially, such programs could include students not yet identified as disabled but who are at risk for poor academic and vocational outcomes based on poor past school performance or involvement in the juvenile justice system. In addition, the age of the target population could potentially be decreased to 14 years and services focused on academic and social skills, both of which are necessary for success in school and work. Employment skills training should be introduced to a younger group of participants at a preliminary level and include work and career exploration. Counseling services to assist participants to cope with individual and family difficulties would also be a valuable addition to such a program. |
| | | In all schools, senior management met to discuss a number of whole school issues likely to be of interest to schools generally. Teachers felt that they had the main responsibility for deciding what to include in the health education curriculum. They also recognized that parents had to be consulted and informed. Senior staff suggested a range of ways of coping if a teacher felt uncomfortable with any aspects of health education. The primary schools had problems in deciding how much sex education to include and when to start. Schools stressed the need for health education to take place in a climate of trust and good relationships between staff and pupils. They felt that it was difficult for outside agencies to build this relationship. They welcomed the support of outside agencies to help teachers develop appropriate skills, extend their knowledge and keep up with the latest developments. Parents were asked to comment on how the school communicated with them and how satisfied they were with their opportunities to be involved in health education. Most of the parents opined that the school and the home should have joint responsibility for much of health education. |
| | | The study answers three crucial questions on teenage employment. i) Link between childhood family structure and teenager employment. ii) Impact of teenage employment on graduating from high school “on time” iii) Long-term effects of teenage employment and timely high school graduation on young adult labor force participation. Analysis of young adult labor force participation patterns show that teenage employment has a positive impact on labor force participation later in life. Graduating from high school on time has a positive impact on the hours worked, and a negative impact on weeks out of the labor force. Time spent in school after high school is negatively related to the young adult’s labor force participation. Also, the analysis favors the proposition on human capital that school and employment vie with one another for an individual’s time. Individuals may choose to enhance their human capital in more than ones way. Students often work while attending school. Since study and work both require time, the working student has to choose one activity at the cost of the other. This tradeoff for the working student often results in reduced academic performance or slower progress thorough a program. Parents and other household members are responsible for developing human capital within the family. Economic and sociological theories underline the disadvantages of living outside the traditional two-biological parent family. Dissolution or absence of marriage reduces parental investment in children both in financial terms and in terms of time spent. Disruption of the family and non-marriage weakens the parent-child relationship and reduces the internalization of parental value and role models. |
| | | Lions Clubs focusing on the segment of children and young people all over the world got the attention of every one and implemented a collection of service learning programs. LCI also gave fund assistance to several projects and developed various parent children program for their benefit with great success. Thus LCI attained the crown as the most successful and powerful international forum to reach needs of youth and their family members with the support of L &Q Skills for Action Program and The Lions Youth Outreach Campaign in 1994 |
| | | It was found that Hispanic youth saw more alcohol advertisements than non-Hispanic youth in print, radio and television. This was more pronounced in English language publications and programs in the respective media. Hispanic youth also saw more advertisements for low-alcohol refreshers. Advertising irrespective of the language was concentrated in five markets-San Antonio, Los Angeles, Miami, Houston and San Francisco - resulting in overexposure to alcohol advertising to the Hispanic youth in these areas. |
| | | The EZLink project was functionally based on cutting-edge technology resources and development in communities. The program was instrumental in facilitating a comprehensive information technology policy that aided technological literacy among youth and provided increased access to technology within the community. These lessons were useful to community leaders interested in developing the potential that technology holds for improving the lives of young people. |
| | | Some of the lessons learned through this programme are: i) Despite agreed measures in place to ensure the programme would not be affected by changes in personnel, it still lost momentum when the Faces’ Project Worker left. Perhaps this is inevitable. ii) It was felt that all staff need to be made more aware of their individual responsibilities and greater management support provided to help them behave more professionally. iii) The capabilities and commitment of young people in any situation should never be under-estimated iv) Professional staff and individual adults are often the biggest block to empowerment v) It is important to cope with personal frustration when working with people who put their needs ahead of young people’s vi) Youth-led work can cause problems through provoking debate. The Project Workers wanted to start with team development and interactive training first. The young people wanted to start with management skills training, feeling that informal group work was more fun and more successful at gelling a group. vii) Importance of behaving professionally, even when facing hostility and avoiding being drawn into others’ political situations. viii) The need for good supervision structures, internal or external, so should things become very difficult, essential support is available, enabling the Worker to maintain her professionalism and ability to cope. |
| | | Though the project was of limited duration, the links with the local community were particularly strong in both program design and delivery. The impact of this project on rural and remote communities was potentially large and significant. Through IT skills development, the program increasingly placed an emphasis on accessing further education and training, and participation in work, which required the knowledge of IT skills and its use. This project aimed to ensure that people in rural and remote areas developed the necessary skills for participation in the region. The program faced initial skepticism and mistrust among the program participants and rural communities, which was overcome through sheer hard work and perseverance of the project team. Most of the courses were of an unstructured nature, with an emphasis on meeting the needs of participants who had either little or no previous experience with IT and further education. The development of appropriate curriculum for the program, which had to be region-specific, was another area of concern during the implementation of the initiative. |
| | | This approach moved the debate about gender equity beyond a simplistic discourse of winners versus losers, where the performance of all girls and all boys was contrasted, and only one or the other group was found to be disadvantaged. It clearly demonstrated that the situation was more complicated than the presence of a superficial contrast. Once the impact of a range of socio-demographic variables was considered, a more differentiated picture emerged. This picture demanded that questions be addressed about which groups of boys and girls are most disadvantaged, how and what forms this disadvantage may take, and why this disadvantage occurred. Addressing differences within the two genders allowed girls and boys who were most disadvantaged to be identified, which enabled programs and policies to be appropriately targeted to areas where they were most needed. Recent statistical and other studies on topics relevant to this report indicated, either implicitly or explicitly, to the limitations of considering the issue of educational performance through simple comparisons between girls and boys. The study indicated that earlier investigations over-simplified the issues, which discouraged proper diagnosis of the problems and development of suitable intervention strategies. |
| | | This initiative demonstrated that even without a steady institutional support, the problems of unemployment, underemployment, and homelessness could be effectively redressed. The farm has provided more than 50,000 pounds of free fruits and vegetables to more than 300 low-income families every year. The farm earned revenue through fee fishing and supplied local restaurants with fresh catfish and other marine produce. |
| | | The FFA Leadership training program demonstrates effective use of natural resources like water, land and others to the unemployed rural youth. It tends to encourage entrepreneurship and develops better work attitudes. Effective use of this program contributed to the growth of America's sophisticated and efficient agricultural sector as one of the few strong areas of the economy and helped in the emergence of the nation as the world leader in agricultural markets. |
| | | The program emphasized on the importance of social inclusion of youth by establishing good and positive contacts with local young people. This project was able to develop best practice models of communicating effectively with young people about the impact of fire setting on their communities. This project was taken forward by street work teams, which worked with young people on the streets. Through this approach the incidence of fire-raising was reduced to a significant extent. It also led to the establishment of positive groups of young people and existing fire safety materials and messages were reviewed, which enhanced the implementation of the program. |
| | | This research publication offers much information but it cannot please all enthusiastic minds. The content and composition of the work has certain limitations. The data analysis is for the period 1990 to 1992 for deaths and hospitalizations, and the year 1993 for emergency room visits. The data provided by Statistics Canada on death and hospitalizations are classified according to the ICD, which differed in case of data obtained from CHIRPP. In order to obtain similarity in data for analysis, attempts were made to organize data from CHIRPP into categories similar to that of data from ICD. Communication was not accurate. In data obtained from CHIRPP, in the section on circumstances, the categories of injury are slightly different from those included in the death and hospitalization data. The statistics will be outdated at the time of publication of this report though they were the latest available when the project was begun. This is normal for a work on this subject. In spite of these limitations, the study can be considered to be recent and helpful. The hospitalization data could not be analyzed in the case of two provinces and their territories. Data on external causes of hospitalizations due to injury was not available for the period studied from New Brunswick and Price Edward Island. Statistics Canada is not provided with data by the hospitals in the territories. The limitation on the number of pages and as the field of injury is immense; not every information need could be satisfied. Topics including the special needs of handicapped children, the causes behind the historical trends of death and hospitalization data for each type of injury or their variation from province to province could only be discussed briefly or not at all. Information available at the provincial and municipal levels cannot be obtained at the national level. For illustrating their statements, data available from some provinces and territories were used sometimes in this study. It is difficult to present an all-inclusive profile of the situation with respect to individual provinces in an extensive work of this kind. The information presented will be useful as many important measures identified come under territorial and provincial authority. |
| | | The research emphasized that effective forecasting was essential for anticipating the space needs of juvenile correctional systems and effective forecasts also required the involvement of diverse stakeholders to develop the assumptions on which forecasts were based. It stressed that this involvement can result in better and more accurate assumptions, shared responsibility for those assumptions, and increased understanding of the limitations and appropriate use of forecasts. The study highlighted that the resulting forecasts were likely to be more credible and useful for developing correctional policies. The Texas forecasting process was grounded in this notion of credibility and the importance of interactive processes. The forecast was empirically based, and was a multi-dimensional process for generating continuously updated projections of future correctional populations. The study indicated that if the projections were based on inaccurate assumptions, concerning factors like arrest rates, processing of offenders, lengths of confinement, existing correctional or parole policies, or new legislation, then the resulting projections were likely to be flawed. |
| | | China, the country with the largest population, is keenly aware of it responsibilities in developing forestry and in protecting the ecological environment. Preventing the overexploitation of forest resources, developing forest resources, bettering the ecological environment is gradually becoming the central theme of China's forestry development. Many mass-movements of tree planting and afforestation were carried out to recover lost forest resources. The “Compulsory Tree Planting Movement”, which involved hundreds of millions of people, was successively carried on for 18 years, with over 30 billion trees planted. By implementing these afforestation movements and strengthening available forest protection, China has witnessed an increase in both the size of forest-covered area and in its stocking volume, in contrast to the decreasing trend of global forest resources. Forestry has since played an important role in improving the ecological environment and beautifying the lands of the country. |
| | | The research observed that the program offered significant help, expanded learning opportunities for children, youth, and adults in the local school community. It also assisted middle school youth meet or exceed state standards in reading and mathematics. It emphasized on the reduction of substance abuse and teen violence, and provided direct instruction in reading and mathematics. It enabled the development of technology and academic skills on DC 21st CCLC computers. The program observed that it discouraged substance abuse and teen pregnancy, and encouraged violence prevention activities. It also emphasized on intergenerational activities and conducted educational and entertainment field trips. It facilitated the hiring of program assistants at each site to help manage the program. |
| | | An independent living skills program including job development, job training, job placement, transitional housing, personal financial management, personal care skills, social skills, and mentoring has been introduced by the city of Fremont and its surrounding areas. YAD attempts to transform their youth into model citizens of their communities. The program interacts with the city of Fremont through its community service. Young people under this program participate in serving meals, grocery shopping, cleaning and other activities for the old aged staying of their own and in care homes. This program contributes in maintaining the City of Fremont as clean and safe place. |
| | | Effective implementation of child welfare system can pave the way for independent living by building positive family impact and thus reducing fights within thereby providing a better transitional safety net and medical care. |
| | | The accomplishment achieved by creating a business that catered to youth was well received. It definitely helped the youth to find meaningful opportunities to focus their talents and provided jobs for disadvantaged youth. Helping youth keep those jobs and advancing them in career pathways was considered as vital and imperative for the program’s success. Training in both concrete, job-related skills and in more psychologically based soft skills helped at-risk youth develop the capacity to succeed in the workplace and beyond. |
| | | The study is exploratory in nature and is not designed to yield definitive conclusions regarding the factors that drove achievement in these particular districts. A key contribution of this study is A) to suggest priorities for urban school districts B) to provide concrete examples of how several urban school districts successfully focused on student achievement and what they saw as necessary steps toward improvement. The findings represent good practices for any type of organization: - Set priorities and specific goals; - Identify appropriate roles for parts of the organization; - Select or develop the techniques needed to move toward the goals given the local context, staff, and student body; - Collect and use information to track progress, identify needed refinements and areas of special needs; and - Stay on course long enough for the effort to pay off. But taking these steps in the complex world of urban school districts with many diverse stakeholders, frequent leadership changes, competing priorities, limited resources and difficult-to-manage bureaucracies may not be a straightforward process. But further technical assistance and research is needed. These hypotheses are interrelated, but can be categorized into several topic areas: the foundations for reform; instructional coherence and data-driven decision-making. |
| | | Many obstacles exist in addition to the reasons affecting the participation of youth in structured recreation. Gender and the socio-economic status are the chief determinants of youth participation. Other important factors include influences of parents and peers and the organizational structure of recreational services. The consequences of publicly provided services on youth participation in structured recreational activities have not been researched in detail as yet. Only a small number of studies conducted in Canada study whether participation of adolescent youth in structured recreation is influenced by the access to publicly supported recreation services or whether disparities in participation are affected by socio-economic status. The provision of access to recreation activities to an increased number of youth initiates the study of obstacles and limitations to participation of youth. The barriers include: Minority Youth: Specific and additional barriers to structured recreation participation are faced by disabled youth, Aboriginal youth, and young immigrants. Time Constraints: Paucity of time and competitive time demands are identified as obstacles to the participation of youth. Parental Influence: Parents of active youth are most likely to participate in some form of sport than parents of inactive youth. The influence of parents on the organized recreational activities of their children are greater than the influence exerted by them on non-organized activities. Peer Influence: Most often peers can be motivators as well as obstacles to structured recreation participation by the youth. Changing Lifestyles: Non-structured, alternative, participant-controlled recreational activities are replacing organized or structured sports by the youth. This latest tendency transcends physical activities as was shown by the popularity of the video and the Internet. The "Access to Recreation Programs in Canada" reports lack of volunteers, high equipment costs, and limited facilities as important barriers to youth participation. |
| | | The significance of employment policy measures aimed at a section of the population, the youth, must be examined. Since 1973, an approximate six-fold increase in expenditure on active youth employment policy measures and more than 50 measures were adopted to confront the problem of youth unemployment. The employment policies were targeted at the beneficiaries 45 percent of which represented the age group of 16 to 25 years. The "young unemployed" are a very heterogeneous population and affected by the problem of "labor market access." Must the government target the youth, or the unqualified, or target specific groups of the unemployed are queries that need to be answered. A targeted policy has substitution effects if it changes the distribution but not the level of unemployment. Other queries include whether the expenditure on active measures to deal with youth unemployment were done at the expense of the unqualified, the long-term unemployed, and women. Finally, the overall employment policy can control unemployment in times of depression; it is no replacement for an expansionary macro-economic policy, which is the only method for creating jobs on a large scale |
| | | A) Children and adolescents, even in the age group of 11-12 years, have a tremendous capacity and interest in community service work and with constant support they can help in meeting community needs. B) Role models for a youth is a trustworthy adult and hence it is imperative that the staff members be a representative of the communities they serve and preferably living in that community. C) Parents must know the individuals involved with the program and trust them. D) Joint efforts with other local youth agencies are highly advantageous, both for the needs of ongoing programs and for long-range work in community building. |
| | | The significant outcome of this program was the union of disoriented students with their community. By directly contributing to their community, the youth felt and projected as community members with a stake in the community. They were able to take part in organized group activities and experience first-hand the recognition, approval, and pride the program generated. They also immensely benefited from the cultural and spiritual workshops, which enabled them to learn and feel proud in being a member of the Yaqui Tribe. By being a part of the successful community service project, the youth felt legitimized in speculating about potential solutions. |
| | | On a practical level, the financial realities of SSI made it tough for families to budget for the future. On an emotional level, the energy that these parents used in managing SSI took away the energy they needed to support their children’s career plans for the future. Just being a recipient and dealing with immediate challenges took up a lot of time and kept families from planning for the future in a confident, proactive way. |
| | | One of the primary reasons for the success of this program is that of good financial support from government and private agencies. The living allowances and the education awards were some of the highlights of the project which leads to success. Moreover, this program is evaluated by Minnesota Commission on National and Community Service. It also looks at changes in the readiness of the school and changes in attitudes and skills reported by children in after-school programs. |
| | | As the first youth Individual Development Accountholders (IDAs) achieved their objectives, word of mouth created a groundswell of interest in the Juma Venture’s program. The organization receives frequent enquiries from other youth service providers about the innovative concept of youth asset building programs and its capabilities. The extraordinary response for the program contributed to the organization’s decision to embark upon a major expansion plan for the initiative. |
| | | The program has been decisive in that it has helped professional artists in all art forms such as visual, performing, literary and culinary fields. This is one very crucial factor as they have been employed to teach apprentices in all of Gallery 37's jobs-training programs. Gallery 37's volunteer programs have been home to a wide-range of people and projects. The program has been offering individuals many opportunities to mentor young artists, work at special events and festivals or even assist in administrative projects. This has helped bridge the gap between generations and has also succeeded in bringing out the best among them. This has been one of the main success factors of the program. |
| | | While comparing GPTTO and GITTO youth to teens across the nation, it was clear that more GPTTO and GITTO youth had characteristics that placed them at risk of gang involvement than the "typical" teen. Comparison of GPTTO and GITTO Youth to Youth Nationally on Select Characteristics revealed that GPTTO and GITTO youth had higher levels of drinking, smoking pot, arrest and gang involvement than the typical teen. The proportion of teens recruited and served by the Clubs also represented a shift in focus for most Clubs. On average, 30 percent of the youth not recruited through GPTTO or GITTO at the Clubs involved in the evaluation were aged 13 years or older, compared with the 48 percent and 96 percent served through GPTTO and GITTO, respectively. GPTTO and GITTO Clubs were indeed successful in recruiting a significant number of youth at high risk for gang involvement. While exploring youth participation and experiences at the Club, the factors that determined youth participation, the significant amount of time spent by the youth, and the extent of positive support received by the targeted youth were not answered by the research. |
| | | A cross-country evaluation of current responses from governments, law enforcement, communities and individuals suggested that gangs were primarily considered a law enforcement concern. Evidence supporting this claim was seen in the massive funding directed at law enforcement, with minimal funding directed to social and community agencies. Although law enforcement was a necessary and essential aspect to the overall goal of reducing gang activity, law enforcement alone was not enough to prevent individuals from initially choosing to join gangs, and had minimal effect on gang members deciding to leave a gang. A system of improved communication between law enforcement and community groups was a valuable first step in responding to gangs and gang activity. A community wide response focused more on community based policing and education regarding the law and legal consequences to parents and youth. A collaborative effort between community groups and law enforcement to document and monitor gang activity was beneficial in obtaining a more accurate picture of the gang phenomenon and how it evolved. It was necessary to take high-risk youth seriously in order to appreciate the needs and issues that they were dealing with. Many youth involved in gang activity described a feeling that the adults around them were unconcerned. As a result, many youth lost faith in adults and the criminal justice system. The response to youth involved in gangs should not focus solely on youth themselves, but should consider the institutions and adults that assist them. |
| | | The continuous and sustained interface with nature nurtures a sense of responsibility and respect towards the environment among the youth/members. This value-based endeavor makes youth as nature activists and seeks to change the mindset of the present generation with regard to their obligation to the environment. The endeavor fosters team spirit and promotes leadership qualities among the youth, which will go a long way in molding them into responsible adults. |
| | | The research work was grounded in recognition that young people make and manage movements between education and work, and also between school and future lives as citizens and consumers, in positive and creative ways within the uncertainty of what was called a ‘runaway world’. Importantly, it was recognized that this process was tied closely to young people learning about themselves, society and their agency for planning and constructing futures. The transitions made by youth and adolescence, from childhood to adult phases of life, in education, in personal and family relationships, in economic prosperity and in other life domains were not the same for young people today as they were for their parents. Traditional ways are called into question, changed and reinvented, in a process that enabled young people to respond to the risk inherent in the opportunities of the runaway world. The project found that student's decisions were not readily disentangled from the social circumstances of their personal and educational lives, or of their experiences in school as policies suggested. |
| | | The approach provided a framework for personal exploration and emphasized on peer education and leadership. The training, supervision and safety aspects were key elements of this framework. The outdoor activities comprised of a diverse media, which varied from rock climbing to informal discussions, from group games to role-plays. The project aimed at extending the scope of application in the near future to draw in women interested in developing skills in outdoor and group activities. |
| | | The interaction between the teacher and the child in the GILAT program was unstructured and comprised of play activities appropriate to the child's level. The child's motivation, curiosity and interest were the basis of the intervention, which related to the child's primary experience. The program depended on the infrastructure and moral support from the parents so as to reach out to the basic needs of the underprivileged children. Moreover, the course content was continuously updated to incorporate contemporary thought in child psychology and the paraprofessional volunteers, senior staff, psychologists and social workers were trained accordingly to handle complicated cases. |
| | | Each Girl Guide/Girl Scout defines her own progress and development according to her needs and aspirations within the framework provided by the program. This contrasts with many formal education systems where young people fit themselves into a rigid structure with little recognition of individual needs and differences. The Girl Guiding/Girl Scouting method can be used equally effectively with girls of all ages, abilities and backgrounds. The guides and scouts are trained in leadership and decision-making, and are encouraged to participate in the governance and leadership of WAGGGS. The young women are provided with exciting international projects with influential partners, which facilitate opportunities for travel and international friendship. The “Building World Citizenship” project enables young women to make a difference and ensures a better future for them in the next millennium. |
| | | The project empowered rural young women to embark upon the task of creating social changes in the villages. The program changed the traditional role of rural women and helped change the dogmatic perception of the community towards women. It developed their entrepreneur talent and paved the way for overall economic development of the rural regions |
| | | The development of the program and its success depends on the funding and infrastructure facilities that were available at its disposal. The emphasis was on forming community partnerships that fostered the development of the program in scale and size, which would enable the project to bring more areas and youth under its purview. The programs and services offered included health education, leadership development, case management, parenting skills, academic enrichment, youth advisory board, volunteering, and career awareness, which required financial assistance and infrastructure support. Hence, community partnerships can be forged to further enhance the content and delivery of the program so as to develop opportunities currently available for girls and youth. |
| | | The implementation of the Program of Action’s goals and recommendations was considered ultimately as the responsibility of governments, which required support from the international community and cooperation with the nongovernmental and private sectors. The progress report identified two priority issues for youth in the 21st century - globalization and empowerment. The report defined empowerment largely as giving young people the ability to make decisions that affect their lives, rather than having their needs defined and wishes determined by others. Empowerment in the context of a rapidly changing, interconnected world means making sure that youth had knowledge and awareness of economic, social, political, and cultural contexts and the capacity to take advantage of existing opportunities. Globally, young people participated in UN General Assembly meetings and in activities sponsored by various UN agencies. Regionally, meetings were held on all continents to further collaboration among governments and youth organizations. Nationally, many countries implemented youth policies and established bureaus or committees needed to carry them out. |
| | | The problem of alcohol consumption by the youth is prevalent throughout the world. It can be tackled by the collaborative efforts of government, non-governmental organizations and international agencies.
The following recommendations are made:
i) Alcohol should not be marketed in such ways and forms as to attract the youth.
ii) National policies should be specific to local situations.They should include restrictions on content and placement of marketing materials, higher taxation and minimum age requirements.
iii) Any new investment in alcohol production should be reviewed in the context of public health maintenance. International trade agreements should provide for restrictions in the trade of alcohol in the interest of public health. |
| | | The initiative lays stress on creating IT traineeships for the youth of Victoria by concentrating on skill shortage. The lists of occupation identified were primarily for facilitating employment of entry-level trainees. The initiative was instrumental in providing a sufficient supply of skilled people into definite occupational areas. |
| | | This project is divided into three phases, and throughout each phase, the youth were trained with expert mentors. Each phase has different aspect of developing a complete business plan. The youth were worked in teams to achieve the ultimate objective. By achieving the individual objective, the group objectives are achieved well which helps to implement this project successfully. |
| | | The extensive training agenda of Goondiwindi State High School began in 1993, following a survey indicating 70% of graduates finding employment locally, of which only 23% were formally qualified or involved in training post school. Of the 80 students in the structured workplace learning in 1998, only two were absorbed in the rural industry. The partnership between educational institutions, rural-industry and the local community ensured the smooth implementation of the educational and rural training program, which ensured its success in the long run. |
| | | The importance of serious, careful examination of the facts, nonpartisan analyzes, broad dissemination with involvement of key sectors and sustained commitment over a period of years has been lessons learnt through the Council’s experience. Above all, a long-term view is essential to bring about the difficult, indeed fundamental changes necessary in modern society to improve the life chances of all our children. |
| | | The local governments, while implementing the GCP, combined the training with local economic development. The local governments developed individual strategies in identifying certain kinds of professional tasks, explore rural resources, promoted local industries and facilitated agricultural production bases, so as to enable rural people to sustain their livelihoods. The establishment of young farmers' professional associations and professional villages for agricultural production provided strong support to the progress of agricultural industrialization, which helped to sustain the momentum of the program. The Green Certificate Program is fully implemented by the governments of every province by facilitating organization and financial investment. By emphasizing on even greater active propagation and promotion, GCP strives to play an instrumental and meaningful role in the national strategy of promoting agriculture through science and education. |
| | | The organizers of green team project have serious commitment to the youth, environment and cultural heritage. This project is the successful demonstration of accomplishing difficult tasks through team work. The young members of the project iis benefited with meaningful training and work experience. |
| | | The strength of EYA has always been the young people involved with the organization and its initiatives. The active participation of the youth task force has promoted EYA as one of the most dynamic youth organizations in Canada. The initial skepticism and hesitation evinced by the SME’s were overcome by the youth through their perseverance and hard work. Their involvement and dedication in the project facilitated the development of numerous cost-effective solutions that streamlined the SME’s business operations. |
| | | As the approach to mentoring in a group setting is gaining ground, it poses some serious questions. Questions such as what is Group Mentoring? What are the participatory groups? Can it be beneficial to the target group much more than the traditional One-to-One setting? What relationships develop between the mentor and the youth? Or what are the factors influencing such relationships? Group Mentoring help youths to form healthy social relationships with their peers and adults with whom they now have the opportunity to interact. The familiar settings such as a school or youth serving organizations provide for opportunities to interact with adults or teachers who may volunteer to be mentors; to gain more information about any program; or on the part of volunteers, to reach out to a larger youth group. However, as in every program, there are some doubts in the minds among program implementers regarding the efficacy of such an approach. But by and large, group mentoring has its advantages over traditional one-to-one approach especially when the resource such as voluntary workers are so scarce. |
| | | Through GCI, youth from different backgrounds irrespective of their cultural, racial roots combine together in improving themselves as well as serving for the community well-being. The program has helped them to realize their potential and utilize it as a resource for other positive actions in their neighbourhood. This program is a boon to these youth from low-income families as a constructive alternative. |
| | | The project emphasized the need for local government to provide facilities to the rural unemployed youth to enhance the rural economy by providing financial assistance like bank loans, subsidies and supply of raw materials at cheap rates. Many of the concerned departments tried its best to motivate, create interest and provide encouragement to the youths to attract them towards self-employment by rearing muga, endi and mulberry cocoons at its various centers scattered over the subdivision of Gossaigaon. |
| | | Urgent need of the hours is to provide the Guyana youth with opportunities to get educated in the field of Information and Communication Technology and to get adapted with modern computerized world. |
| | | The community gardens were an alternative source of food and income for the families as well as a form of recreation. The program enabled the youth to learn about the latest organic gardening techniques such as creating a living soil with organic fertilizers, composting and recycling organic wastes and inorganic materials and companion planting. The real challenge for the organizer was to garner public support and community involvement so that these gardens become established centers for communities for years to come. |
| | | The need for tutoring, family support services, drop-in center, arts and crafts, drug and alcohol awareness, health education, sex education, athletic activities, ethnic and cultural enrichment, and leadership development is learnt. |
| | | The program faced initial skepticism about the viability of the café, which was managed by the young people. The able management provided by the young people of the town exhibited the real talent and potential to succeed in adverse conditions. The idea to promote the café as an outlet for general public during daytime and as a youth joint during the evenings was unique and yielded excellent results. The café’s success prompted the youth onto the skate project. |
| | | The collaboration between guide groups and the local health care workers who provided services to refugees was central to the HARP program. At the community level, the girls spread key health messages far and wide by performing songs, poems, and role-plays for their schools and villages and also for camp-wide events such as Africa Refugee Day and World AIDS Day. The necessity for providing proper education to the young women was understood and the need for documentation of the health care services suited to refugees was mooted. |
| | | The research study observed that the budgetary stringency faced by the States in 2002 continued and deficits were predicted to increase. In spite of these circumstances, the ANF states did not use cuts in their programs during the most recent fiscal year to save money in any substantial way. It was important to emphasize that the ANF experience was not entirely representative of the national pattern, and indeed several smaller non-ANF states took approaches that were more stringent. It was predicted that SCHIP could be subjected for less budget allocation, provided the state continued to face budgetary constraints into another fiscal year. Indeed, more states were considering program restrictions than considering expansions. This was due to several factors including continued program enrollment growth and an uncertain picture regarding future federal funding. During observation of patterns in some of the more mature and generous programs suggested that states with parental coverage first examined their coverage of adults and cut those benefits before cutting benefits for children. States that did modify their SCHIP programs for children were likely to make minor modifications first, in the hope that recent gains in access to care for low-income children were not reversed. |
| | | The primary task was in mobilizing, training and supervising thousands of volunteers, particular school-aged teens and youth, to restore environmentally sensitive habitats of the Presidio such as a wetlands habitat and marshland located at historic Crissy Field. By concentrating on getting young people involved, the corps members fostered a sustainable base of committed volunteers who continued to serve the Park and community into the 21st Century. |
| | | This program proved that disabled people too have a major role to play in the future of any country's economy. It has taken a step in the right direction by funding them to start their own businesses and become successful entrepreneurs. A major drawback faced by the program was the resource crunch in setting up business opportunities, which was substantially reduced due to the availability of external funding. |
| | | The program recognized new challenges and problems that may affect the development of youth work. The program facilitated youth development to keep pace with the advancement of technology, which is growing at a staggering speed. The program widely recognized that young people's problems often have social implications and many social problems increasingly involve young people. As a result, the program called for more efforts on the part of youth organizations in empowering youth within a social/community framework. |
| | | The program identified programmatic barriers to the effective delivery of transition services to at-risk youth. The most significant of these barriers was the lack of a mandated systematic process for delivering the services. Other barriers included a lack of coordination between agencies, which often results in competitive and duplicative efforts. The prevalence of confusion among parents and youths about the programs and services available and limited use of parents as resources was other barriers to implementation.
The lack of case managers for secondary students with disadvantages in English, lack of career exploration programs in middle schools, and absence of a computerized information management system to control the vast amount of information needed for transition decision-making and evaluation was other types of programmatic barriers. |
| | | The task force of executives from high tech companies, which created the High School/High Tech Program, acknowledged that people with disabilities were proven to be loyal, highly productive, and dependable employees. They also recognized that the relatively minor costs of adapting the work place for youth with disabilities was a relatively good investment in human resources. Apart from conducting training and workshops, the project focused on aspects of site visits, mentoring, job-shadowing, and paid internship, which provided the students with disabilities with opportunities to learn more about the careers in scientific and engineering fields. This emphasis enabled the successful implementation of the program. |
| | | The conclusions of this study should be interpreted cautiously, it is doubtful that any of them account for the key finding that benefits are associated with senior year employment. The characteristics controlled for in this analysis are unusually comprehensive and there is little evidence that the addition of covariates, beyond the basic set available to previous researchers, substantially changes the results. The findings are unlikely to be explained by spurious correlation between senior grade job-holding and important excluded characteristics, since most such factors would also be associated with employment in the sophomore and junior years. For example, if unaccounted for differences in socioeconomic status increase both the probability of working in high school and the level of future economic attainment, student employment in all three grades would be positively correlated with subsequent labor market status. Instead, strong benefits are observed only for working seniors |
| | | There seems to be more benefits to the high school employment programs as examined by the research organization. There is a clear link in the world of school to that of work and employment. There is a rapport created even at school that promises better prospects of work in future. This is particularly so for youth “at-risk” because they can prove their worth at work even when other factors like a strong family or education have failed. There is a chance to observe these youth while at work from which there can be a beginning. For these “highly-prone” youth who have would have otherwise taken to crime nothing can be more motivating as this, now that they have tasted money as reward to hard work. There are some other advantages like high school employment provides clear work culture with rewards and incentives which they no scope for learning at school. The disadvantages are that it encourages a “at-risk” student to drop out of school which he is highly prone even otherwise. |
| | | The aim of organizations serving the youth must keep in mind the needs and aspirations of the youth, and their feelings respected. To make them realize their capabilities and their worth and to provide an environment to express their talents and behave like responsible adults. Many a structural problem and financial constraints facing youth organizations to bring about a significant change in youth development, has to be looked into. Youth organizations enabling the youth to interact with adults, such as in school settings, culture clubs, child welfare or in juvenile courts could be critical, in the sense that it could promote or mar their healthy development. Thus youth organizations play a decisive role in the young formative years. |
| | | The project met with the requirement of building concrete activities like educating youth about the evil of the diseases, importance of condoms. This is critical to the success of behavior change intervention. Overall strategy has a welcome sign and been helpful focusing awareness among youth in Guyana. |
| | | Advocy for Human Rights has been recognized in respect for human dignity and equal right to participate in social and family life. Even HIV/AIDS infected people and vulnerable groups are also protected under Human Rights laws. It has been observed apart from developing countries the least developed countries like Africa have to put in efforts to prevent the spread of the epidemic and care for those effected based on the Human Rights of their population. The Human Rights consists of : A) Right to information B) Right to life C) Right to Health-Care Entitlement and Support But, unfortunately, the youth living with HIV/AIDS do not have access to these services. Though laws have been enacted to protect the Human Rights of people infected with HIV/AIDS this particular segment have been left out by family, friends and community members. Hence protection has been sought through the Human Rights not to isolate this particular segment. |
| | | The after school program helped youth in developing passion for the arts, opened the door to the possible jobs in the industry, and provided students with the skills required to perform their jobs. Students gained a foundation and learned the basics of art and 3-D design as applied to various areas of the entertainment industry crafts. The projects that were provided simulated on a simplified scale, different shop experiences, such as a basic understanding of forced perspective, vanishing points and techniques of "what the camera sees". |
| | | The research study observed that the state funding of the regular Medicaid program was often problematic and cost containment was a major concern. The state was not able to fund all of its "slots" for the elderly and disabled waiver, despite the fact that a substantial number of people were waiting for services.
The changes in Medicare home health reimbursement and coverage mandated by the Balanced Budget Act of 1997 very strongly affected services in Alabama, especially those provided by the Department of Public Health. State officials reported that they were half way into their fiscal year before they knew what their Medicare reimbursement rates would be and they were much lower than anticipated. Department of Public Health home health expenditures dropped by about 50 percent following the implementation of the Medicare Home Health Interim Payment System and continued to decline in 2000. In order to exist within its budget, the department laid-off over a third of its employees, and reduced the number of branch offices from 65 to 31. In addition to reimbursement changes, the elimination of veni-puncture as a service qualifying an individual for skilled care disqualified as much as 20 percent of the Department of Public Health's home health patients. According to health department officials, their patients were now much more acutely ill and much less likely to be chronic care patients. |
| | | School-to-work is a framework flexible enough to serve all students and matching local resources and needs within the broad-based education system. The 16 pioneering programs provided a fresh perspective on the evolving relationship between school-to-work approaches and other education reform efforts. The program’s hands-on approach and instructional methods indicate the kinds of change in instruction advocated for systemic reform. School-to-work initiatives could foster changes in the way students and teachers work in the classroom. Students get ample opportunities to learn at workplace, typically hands-on. It is noteworthy that the initiative’s more experimental instructional techniques have not discounted core academic classes. On the contrary, they could raise academic expectations for all students. School-to-work initiatives have often helped achieve substantial progress in the reforming curricula, somewhat less in reforming pedagogy, and in a few cases, changed assessments of outcome goals and skill standards. Some of the initiatives are emphasizing initiating and scaling up school-to-work than operating it as a crucial part of systemic school reform. Some others have built their systemic reform agendas around the initiatives. This suggests that goals and methods of school-to-work and systemic reform are very similar, holding out the potential of even closer links in future. |
| | | The youth at Homeboyz built web sites and applications that exceed the expectations of their clients and add real value to their business. The ingredients of their success are top of the line technology training, a process designed to ensure success, and a passion and commitment to excellence that more traditional consulting firms can only dream of achieving. |
| | | The study has brought out some facts. A) Service providers responded immediately when young people and parents sought their help B) The social, economic and cultural contexts of family circumstances in stressful situations were analyzed C) The importance of family relations was recognized; their right to a safe and supportive home were also recognized. D) The perspectives of both the young people and parents were taken into consideration and family relations were once again re-established E) The prevention of homelessness for young people has structural and institutional dimensions that require reform at those levels. Certain support services eliminating stigma among the youth were provided and clear accessibility to University education paved way. F) Most specialized services were also provided to parents and young people separately or together, notifying as ‘soft entry’ point. G) Organizational practices were also available with adequate staff support and development processes, H) Networking among different service providers both at the local and regional levels got into action involving youth services, police, protective services, community services and schools- all need based for the youth and families. I) Individual services and advocacy of systems and management of systems were also sought and provided J) Recognition was also given to the need for appropriate services for local people and also for people for other non English speaking countries/backgrounds. |
| | | A) It is recognized that the family unit is the central and most viable source of emotional, intellectual and spiritual support for raising children and developing healthy adults. Engaged and loving parents are in the best position to determine the best course for their children. B) It is estimated that each night 500 to 1,000 young people, primarily between the ages of fifteen and twenty-one, literally live on the streets of Seattle. Their primary contact with mainstream society is through their utilization of emergency services including overnight shelter, free meal programs and medical services. C) To re-engage young people who have been abused, neglected and socially alienated demand a commitment based in hope and action. To rely on approaches that are punitive in nature are rarely effective with healthy teenagers let alone with those who have a life long experience of being shamed and blamed. Instead we must have people, programs and policies that fan project a sense of hope, understanding and commitment. D) Additionally, there must be tangible and meaningful rewards that can be earned by youth who demonstrate the courage and perseverance to take the biggest risk of all: the risk that results in vulnerability, the risk to trust. |
| | | Since youth look to their peers and identify more readily with them, the program reached the “at-risk” youth audience by developing youth leadership from the target population and trained them to become experts. The initiative provided information appropriate to the level of knowledge and skills of the community and utilized colloquial language to facilitate better reach. The program primarily targeted young women. It emphasized on the use of condoms to reduce the spread of STDs and reinforced their self-esteem. The obstacles encountered by the program in facilitating peer education were numerous. Gang members and “at-risk” youth were reluctant to sit in workshops. The staff often coaxed them into participating by relating it to their self-interest and to specific cases in the community. There was also reluctance to talk about personal things, yet conversations about sex were not taboo. The program found a space in the life of gang members, where they felt comfortable and were willing to hear and share new information. |
| | | This program was initially started as a H.O.M.E work help program, but the necessity of educational assistance was felt more and the focus was diverted towards digital empowerment. The experience has enabled to empower teens with computer and technology proficiency. By giving them an opportunity to expand their knowledge about diverse cultures and other technology through Internet, they can uplift their status in the society. It also helps the teens to choose their career from the ample number of opportunities. The goal of Project H.O.M.E is to educate these masses, as they understand that only education can enlighten their lives. It can only serve as a tool in improving their standing in society. Through education, these people can land in prospective employments, which in turn raise their economical position. Hence, this project offers a variety of academic programs and occupational services tailored to meet specific needs and goals. It also imparts adult education for those who may not have received meaningful education in the past. |
| | | The project’s decentralized initiative enabled the involvement of employers in the selection of training programs to be financed. The program paved the way for the development of networks between institutions at the local level so as to increase efficiency of resource use. It also ensured the inclusion of significant amounts of local financing to facilitate staff development and training. Due to the decentralization of the training apparatus, the project avoided the risk of exhausting resources for supporting irrelevant training, which is either inappropriate for local labor needs or delivered by unsuitable training providers. |
| | | One of the significant outcomes of the initiative was that the program reached out to the youth rather than he/she coming to the program. The program reached out to the students so as to determine what they wanted to learn and what they were interested in exploring. This vital information was conveyed as feedback to the program, which prepared the material that actually came from the students. This was a novel method that proved to be a great success by catching the pulse of the group and that was very important. |
| | | The project helped address the primary issue of gender inequality that has been hampering the growth of Kyrgyzstan both socially and economically. By enabling many young women entrepreneurs, it has ensured long-term sustainability at the same time expanding its various outreach activities within Kyrgyzstan. The NGOs created by women for their upliftment have succeeded in utilizing all available resources and information on the web to serve the local community’s needs. |
| | | Results of this research contradict the parable that ethnic segregation results from higher levels of immigration. Many participants of the focus group found ethnic-specific institutions a great help in the preliminary period of transition from one culture to another culture. However, many stated that apart from special occasions, they did not take part in activities within their own ethnic communities. Once they were proficient in English or French language, many immigrant youth wished to progress outside their community. Some stated that they would hang on to the language even though they might not carry on the traditions from their motherland. With the globalization of the economy, knowledge of a third language would be helpful to many youth. The foundation of the recent immigrant policy adopted by Canada is based on family reunification. The children and youth are taken in under the family-class group. According to the results of this report, over a time period, the immigrant youth usually adapt well to the Canadian society. Adaptation is a two-way street. Social service organizations and other sectors of society should offer more resources to satisfy the requirements of the clients. Immigrants also need to get used to their new surroundings. |
| | | A) Career Academies offer a viable pathway to high school graduation and post-secondary education. B) Academies changed the high school environments and experiences of their students and teachers in ways that were consistent with the program’s short-term goals. Yet these changes did not translate into different initial post-secondary education experiences than would have been expected for equally motivated students not enrolled in Academies. C) The present findings challenge Career Academy proponents and education policymakers to build on the strengths of the approach as they attempt to raise rates of high school completion and enrollment in post-secondary education. D) The extent that Academies have longer-term impacts, the impacts are concentrated among students who entered the program at high risk of dropping out. Heighten the emphasis on meeting academic standards and provide more intensive guidance and support for college entrance. E) The findings reported till date point to the need to examine longer-term results before making definitive judgments about the effectiveness of the approach. F) Being consistent with studies indicates that the year after high school graduation is a particularly unsettled period for 18 to 20 year-old youth, the Academy and non-Academy students in this study exhibited a relatively high rate of enrollment in one and two year post-secondary degree programs and many made multiple transitions between education and employment opportunities. |
| | | The publication observed that the care and caution that went into the design of the pedagogical initiative ensured the selection of appropriate methodology and curriculum, which facilitated the connection between academic learning with application that strengthened students' basic skills. It was further indicated that the instructional materials helped students develop strong problem-solving skills, which employers found very important in workers. Moreover, the introduction of new techniques encouraged students to learn and increased their motivation levels, which was doubly effective in preparing vocational students for eventual employment. |
| | | Many lessons can be drawn from the OECD program. First of all there has to taken into account the youth’s aspirations competence, and background before formulating future programs. Have better industry-education linkage to offer hand-on training and prepare the youth better for career options and not just train for the labor market. More sponsors for industry-education linkage and employment based training is called for. Unlike other countries such as Canada, Japan and Sweden where post secondary education gives incentives to complete school education, US schools have no mechanism to streamline the industry needs and acquired skills or vocational based training offered by the educational institution. However, the labor market is flexible allowing lateral movement and offering part-time employment to students. |
| | | An important lesson learned through this initiative was the need for continuous animation of communities so as to obtain successful community participation. The enabling strategy of the program contributed to the creation of a constructive partnership between local governments and communities in addressing urban unemployment and poverty. Under this strategy, local communities changed their role from being "beneficiaries" to being "actors" in the development process, thus creating a sense of ownership, while local governments changed from being “regulators and implementers” to the significant role of “facilitators”. Though inter-agency and multi-donor sponsored projects provided opportunities for integrated approaches to tackle social problems, it also carried a risk of competition and therefore care should be taken to delimit the technical inputs of each cooperating agency. |
| | | A) To produce a report every year on the extent of the area’s achievements in terms of national standards for youth justice services, relationships between agencies, community satisfaction, reducing the fear of crime and the spend on youth crime. B) A caseworker from the youth’s home authority who maintains regular contact and takes responsibility for developing aftercare plan for the young person. C) An assessment of the young person’s offending behavior and action plan to be submitted by the youth justice team within 20 days of request. D) Education reports to form part of the assessment of the young person and the prescribed action plan. Any additional information should be given within 10 days of request. F) All relevant people, information and resources to be made available to hearings to ensure minimum continuations. At least 75 per cent of hearings will proceed to disposal. |
| | | The research showed that young people had a variety of issues/difficulties to address such as homelessness, drugs, offending, and lack of personal, social and employability skills. One Organization cannot address all of the issues, so it is important to have a multi-agency partnership approach. It is recommended that the opinions and suggestions of young people are listened to and where appropriate, acted on. Generic youth agencies may not be recognized as key players in the Youth Justice Arena, however it should not be forgotten that youth agencies are experienced in engaging and working with young people. |
| | | Agriculture was the main source of livelihood but the single rain-fed crop of cereals was unable to sustain most families for more than six months. There was no employment in the area apart from felling trees for forest contractors or working outside as laborers in fields. This kind of employment benefited a minority of the population for a short period of time. The Academy of Development Science promoted the “In-Situ Bamboo Training Program” by providing an alternate, sustainable Non-Timber Forest Produce (NTFP) skill to tribal artisan and introduced vocational options to tribal youth to facilitate an alternative source of income during the lean periods. |
| | | Many of the issues identified by the research team as contributing to the poor uptake of new apprenticeships in Melbourne's west were not unique to the region. Criticism of the source and quality of information available to students about new apprenticeships could be applied to other regions of Melbourne. The dominance of the VCE and university as desirable outcomes for secondary school students applied equally to other regions. Melbourne's west was unique because of the constraints upon young people in the identification of a post-school pathway. Young people had a desire for upward mobility, but the backdrop of an employment-depressed region and the attitude of employers to entry-level training, was in a sense contracted in the range of options open to young people in the region. |
| | | This IT program was implemented in the socially and economically most backward areas. Internet subscribers are less than five per ten thousand people. The State was created a little over a year ago without basic State level infrastructure. 44% area is under forests where many schools had to be connected to electric lines before computers could be placed. At other places, extra rooms had to be constructed. Suitable instructors were not available locally in remote villages and these had to be drafted from cities. The above constraints should be taken care wisely by the local government for the better implementation of this program. |
| | | Guyana had a relatively high teledensity for a country of its income level but the development of the ICT sector was hindered by the high costs of international telecommunications services and by an ambiguous regulatory framework for data transmission. Additionally, the costs of local broadband connections were very high, as a result of limited competition. The E-government services were relatively rudimentary and mainly consisted of providing information and online display of forms. The skill requirements for these services were not overly burdensome and did not require a major reorganization of operational flows currently in place. Furthermore, the project provided training at all levels in the Ministries and agencies that participated in the e-government component. As an offer of contribution to counter cost, the Post Office, and the private telecenters paid the operating costs of connectivity, including network management. |
| | | The program significantly addressed the lack of knowledge and skills among children in Indonesia. It strived to bridge the widening gap of “Digital Divide” between children with varying degrees of computer knowledge and skills. The program also suffered from a lack of proper institutional credit framework to build necessary infrastructure to aid the expansion of the program. The program strived to ameliorate the poor social conditions through the provision of basic skills development and computer training courses for children. |
| | | Kemtah realized the importance of implementing effective assessment and screening methods while recruiting adults and providing opportunities for youth. It did not rely solely on resumes and documentation provided by public agencies, but conducted independent skills assessments of their employees, which revealed significant differences between compulsory skill levels that fulfill learning requirements and the skills levels required in the IT industry. The learning at Kemtah focused on exposure to basic software and hardware components and IT theory, as well as provided hands on experience in diagnosing and repairing personal computers. In implementing this training program, Kemtah found that limiting enrollment to 10 youth allowed instructors to engage in more individual instruction that contributed to the success of the program. By participating in these programs, youth were exposed to the real world of work and were prepared for success in IT jobsites. |
| | | Infoyouth involved in UNESCO’s HIV/AIDS (Human Immuno-deficiency Virus/Acquired Immuno Deficiency Syndrome) preventive education scheme targeted at youth as a new program element over last two years. Infoyouths involvement inspired successful implementation of AIDS prevention and information projects in many Asian and African countries. Infoyouth programs point out the importance of increased use of ICT in the overall preventive effort in favor of youth. |
| | | The NZBCSD maintained and developed project website areas and other information related to member targets, progress against targets and other initiatives for each area. This assisted optimum utilization of available resources. The NZBCSD has embarked on other programs that include a member-led project in sustainability labeling and an informal project on sustainable energy. The WBCSD representatives visit New Zealand through which they share insights at conferences and meetings with members and government ministers and the media. The membership of WBCSD provided a unique global perspective to complement the New Zealand perspective from “Down Under”. |
| | | The programs in this study were aimed at the final years of schooling. Could some of the students, who found these programmes more relevant and enjoyable than their previous secondary courses, have experienced success and gained confidence earlier, if such programmes had been available in the initial and middle years of secondary education, or would this curtail students’ options? Or is it a matter of helping all students to see the relevance of school to their future, for example by including some practical, problem-solving components in academic courses, or more integration of subjects? |
| | | Some of the students were unable to attend their schools due to sporadic uprisings that would occur in their areas. This is due, in part, to South African black youth holding strong allegiances to a political view. Conflicts would therefore arise as a result of the two political parties, the Africa National Congress and the Inkata Freedom Party. At times, the schools became the focal point of gang wars and thus the normal school routine was disrupted. Several students suffered intimidation by their peers because of differing political ideologies. Other students, who were able to attend their schools regularly, said they were better prepared to take the external exams due to the high caliber of the teacher/volunteer encouraging them. The needs of the un-schooled members, and the high unemployment rate, paved the way for a skills analysis with subsequent non-formal, vocational instruction. This enabled the youth to be better prepared for local employment opportunities. Very few young people were able to express themselves adequately in the businesses' medium of communication. Hence, language/communications skills enhancement modules were incorporated. The program also identified small business opportunities and facilitated training in self-employment/entrepreneurship. |
| | | The program resulted in land adjudication throughout the four locations of the district. Now the former holders of plots have title deeds against their name. A special training curriculum was designed for the untutored but intelligent businesswomen. The training curriculum got countrywide acceptance. The women were taught to work with each other and with government and NGOs (Non-Government Organizations). They become vocal and politically active. 5000 adults are benefited through the adult literacy training conducted by the women. The stall-feeding goat programs reduced a certain amount of environment denudation and degradation and ensured regular supply of goat milk to the children. Most of the women own individual savings bank accounts and many of them diversified their business. The program initiated the women into the traditionally man-dominated trades and techniques, which is unfamiliar and innovative to them. The women have proved willing and able to take up men's traditional spheres of activities. The women started replacing old mud houses with large and better-built shelters. They send their daughters for higher education and adopted a new life style with fashionable clothes and hairdos. They took part in programs by consensus and changed institutional arrangements and governance with their participation in a male dominated "world". They proved their efficiency in handling decision-making processes. |
| | | A) Various methods of occupational skill training, targeting of different jobs, and integrated training were adopted by each agency. B) Each model was found to have particular weaknesses and strengths. The implementation of changes to the program processes was to be evaluated. C) The high dropout rates and obstacles in implementation of incentives in the individualized manner intended were one of the chief concerns of all the training agencies. D) The training services offered by the agencies are well appreciated by the participants. They were positive about employment opportunities and had a positive impact on their personal lives and at home. E) The employers were pleased by the participation of the employees and were hopeful about the future prospects of the clients working with them. F) The programs were considered to fill the gap for local programs offered to the youth at risk. The community and government stakeholders were supportive of the programs. G) The introduction of new programs gave rise to concerns of referral processes and intake criteria of the agencies by the stakeholders. H) The programs resulted in the creation of new partnerships with employers. Employer took on the role of trainers for the youth. The programs also improved the present partnerships with the government. I) Various funding methods and program models can be evaluated by the opportunities presented by the pilot project. J) Disparities were established in the relation between placement success and proportion of agency funding and the method used to advance funds to agencies for training programs. H) Client volumes conformed to program costs in agencies using a formula relating individual clients with funding. L) The Alberta based pilot project is a unique inventive program and combines financial incentives and supports with integrated training. M) This process evaluation does not seek to record the success of ITCY at this early stage of implementation. |
| | | The chances of disabled youth finding employment after completing school is better if the school authorities, employment agencies and other services come together and incorporate employment in the school curriculum itself. Even though similar services and collaborations exist in several places, they lack some of the characteristics of this model such as overlapped planning, service delivery and other factors. This model suggests strategies for cost sharing and collaborations for services set up to smoothen the transition of the disabled youth to work environment and when implemented result in a high percentage of the youth finding employment after school, significantly higher than the national average. |
| | | The program identified several factors that contributed to its successful implementation. The project emphasized on the proper understanding of the program vision and goals so as to create a change in local mindset. It encouraged the acceptance of technology by the youth and expanded their limited vision. The program achieved tremendous success in harnessing local support and initiative in providing assistance to the “underserved youth”. |
| | | Project counselors closely monitored the offenders, thus keeping track of their various activities. Counseling was also done with the individuals and their family, which improved the relationship with them. |
| | | The implication of the research initiative concerned the patterns of black sub-urbanization. In the areas studied, while black suburban youth had better physical access to high-growth areas than black inner-city youth, black youth in the suburbs had markedly worse access than white, Asian, and Latino suburban youth. These findings for Oakland suggested that suburban housing markets acted to reproduce inner-city ghetto conditions, effectively neutralizing any benefit associated with a suburban residence. To the extent that this occurred in other metropolitan areas, the validity of studies that relied on the central city-suburban dichotomy as a measure of spatial proximity was called into question. |
| | | It was observed that inter-cultural learning in itself was a process, which happened over time. The unique process emphasized on learning by understanding the self and others. It was a challenging process as it involved very deeply rooted ideas about what was good and bad, about structuring the world and life. Inter-cultural learning was a challenge to one’s identity, but it also became a way of living and a way of enriching one’s identity at the same time. Whereas intercultural learning was an individual process, it was essentially about learning how to live together, learning how to live in a diverse world. |
| | | This program focused on a paid career-related work experience for youth that gain a work experience that helped them for future employment. Financial resources were provided by various public and private sectors across the country so that more no. of youth are gained out of this program. |
| | | The program provided internship training for the youth and helped them to acquire business and marketing skills, vegetable propagation, sales and marketing techniques. The staff actively encouraged positive interactions and productive work ethics for the youth. By ensuring a positive climate and an ideal learning environment, the program motivated the youth in acquiring employable skills so as to sustain their livelihoods. |
| | | This research study has generated some useful findings. Following a sample study of young people over five years time the data has revealed the individuals have better relationship, better resources available to them and opportunities offered by society. Policies concerning citizenship, work experience, career orientation educational support were all framed relating to the above. The study also showed that young people shape their transitions to adulthood and try to build their own future. |
| | | In regional Australia cities and towns must become smart communities to find a way of community engagement. Community engagement is a process of engaging youth or other members of a community in identifying strengths and opportunities, problems and potential solutions. A smart community ensures that the development and use of information and communication technologies are grounded in the needs, capacities and priorities of the whole community, not just certain sections of it. There are four significant aspects worth noting: 1. Promotion of young people and community's participation in economic planning and action. 2. Adoption of key principles to enhance youth and community participation and involvement. 3. Design of specific local youth and community economic and employment development initiatives. 4. Promotion of youth and community enterprise and options. A smart community in regional Australia must demonstrate that they have a vision for the future that involves all members of the community, in particular young men and women who will accept leadership and other roles within that community for its survival into the future |
| | | The participation toolkit offers a comprehensive overview of methods to employ youth in assessing their local environment and implement their own research-based priorities for local improvement. The adults limit their involvement by just providing guidance on how to engage youth to assess what methodology works and do not work in the given context. The toolkit makes use of certain basic exercises and activities like drawings, interviews, walking tours, photography, role-plays, drama and puppetry, behavior mapping and questionnaires to elucidate ideas from the youth’s perspective. |
| | | The general core studies and interdisciplinary studies aimed at expanding the cultural perspectives of students/youth. The program strived to enhance the mutual sensitivity and appreciation between science students and art students by providing ample opportunities for cross-fertilization across these disciplines. This enhanced the scope of the knowledge-based initiative in developing youth faculties and empowerment. The program provided wide opportunities for youth to serve the community and enhanced a sense of responsibility and commitment to the community. The program strived at providing humanistic orientation and commitment to the Jews and the Jewish State of Israel. |
| | | The research revealed that a limited number of jobs required very high levels of skill, and a long training period. The small and medium sized industries also required a constant flow of skilled labor force in the years ahead. As the employees with those skills aged, it was becoming more difficult for firms to ensure that passing of skills to the younger employees. The research also emphasized that it would be hard to manufacture prototypes unless the sophisticated core skills basic to research and development are maintained and sustained over the period. Without these skills, it was difficult for firms to maintain the edge, which Japanese products have traditionally maintained over foreign products in terms of quality and cost. |
| | | This study indicates that many young people including the unemployed and the offenders are alienated from society. They feel that nobody understands, or listens to, or respects them. Most of their opinions contradict the media myth that surrounds the disadvantaged youth. A) Many young fathers feel great love for their children and also feel responsible for their children even though they do not live with their children. B) Young mothers feel that they are able to cope with their motherhood and even enjoy it in spite of the problems faced by them. Problems include relationship difficulties, social isolation, and monetary worries. C) Most unemployed people want to work but do not have positive adult role models for motivation. These youth usually have complicated school careers including truancy and a 'rut' of low self-esteem. D) A greater part of the young offenders are from unstable families with history of problems with the police. Others have literacy problems and may have been prohibited from school. Many young offenders desperately regret the past by the time they are in their early 20s. The Prince's trust aims to help the disadvantaged youth through programs that help to develop their confidence, to learn new skills and secure work. To continue with their work, they need to understand the hurdles faced by the youth. |
| | | The program accomplished its aim of helping participants to develop their personal skills while connecting with work and the communities in which they live. The initiative provided a golden opportunity for the local youth to communicate with their peers and delivered community-related programs that promoted healthy lifestyles and overall development. Moreover, the program provided work experience opportunities for “at-risk” unemployed or underemployed youth and students to sustain their livelihoods. |
| | | JRC has demonstrated that the program is indeed valued by the children, the parents, and the schools. Its accountability is further enhanced as steps continue to monitor the progress of enrolled children to demonstrate measurable academic gains. Perhaps the most striking characteristic of the Jackie Robinson Center for Physical Culture is the outstanding leadership and vision of the administrative staff. The core administrative staff each have 20 and 30 years experience in the public school system as teachers and administrators. Gaining leadership experience has been an invaluable factor in the success of the JRC program. The program leaders have a clearly articulated vision and a highly structured process to carry out training and supervision to ensure that the hundreds of part-time employees who work directly with the youth share that vision. This has benefited many of its participating youth. There is a strong sense of mission among all the staff who constantly try to work intensively over a sustained period of time to re-establish positive folkways and mores within the youth of the Central Brooklyn Community. Their goal, to instill values of excellence, hard work, and achievement within a whole generation of youth who exemplify those values in their communities and institutions, has paid off with rich dividends. |
| | | The data collection process placed an enormous burden on state and national organizations to deal with the hardware, software, and training issues required in operating a comprehensive data management system. The National Data Management System (NDMS) facilitated the computerized tracking of participants, services delivered and performance outcomes like the determination of graduation rate, aggregate employment rate, etc., which served as valuable inputs for holding programs accountable. JAG also accredited state and local affiliates based upon their ability to fully implement the JAG Model. A team of trained specialists conducted site reviews in order to provide Accreditation Report to all stakeholders. Moreover, the continuous improvement through the professional development of managers, supervisors and specialists as an ongoing service was provided to state and local affiliates. Since ownership provides strict accountability, specialists were held personally accountable for the success of young people targeted for a JAG Model Program. |
| | | The project adopted the design features of the Multi-Country HIV/AIDS Prevention and Control Adaptable Program Lending for the Caribbean Region that has proven successful in other countries. It was recognized that reversing the HIV/AIDS epidemic was ultimately an issue of behavior change and that strategic partners like community leaders, youth leaders, peers, were to be involved in the planning and implementation process. The program emphasized that prevention must remain at the core of the response and behavior change among high-risk groups is the key to contain the epidemic. The program indicated that emphasis has to be placed on strengthening the HIV/AIDS/STI surveillance system as a tool for effective program monitoring and evaluation. It also indicated that the implementation procedures must be flexible, innovative and responsive to change in demand. |
| | | Prior to the implementation of Jan Madhyam there was almost no referral or resource service for families of disabled youth and the usual range of negative attitudes persisted in the community. There was a significant development of positive attitudes among communities where Jan Madhyam was initiated. As young people with a disability faced adulthood, they and their family face new problems and issues like male/female companionship, social acceptance, marriage, economic independence, and work based on their ability. Such problems were effectively tackled through Jan Madhyam by facilitating its outreach services to these disabled young people. |
| | | This program allows the young participants to research and gain knowledge on a variety of topics ranging from social, economical, political and environmental issues of the developing nations. Through this volunteer program, youth participants can use their own creativity to solve problems and formulate ideas to the economic and social problems faced by the developing countries. This process enables and enhances their overall personality development. |
| | | The study indicates that increased employment availability made possible by the trolley system has a positive impact on employment of youth. In 1989, having access to a trolley line remarkably enhanced the chances of getting a job, though the trolley system connected only poor localities at that time. This observation is consistent with the premises of the spatial mismatch theory, which posits that job access differentials are major factors accounting for differences in employment rates among different groups. Currently the trolley system connects neighborhoods of poverty and unemployment with areas of high income and high job creation. Since the trolley extension since 1989 has enhanced the mobility of poor teenagers, access to a trolley will have a higher impact on making jobs in remote areas more accessible. The results of the study indicate the need to improve job accessibility for poor youth by making them aware of distant job openings and promoting policies that facilitate commuting to distant jobs at a low cost. |
| | | · Early employment instability contributes somewhat to the low levels of employment (and also earnings growth) observed among high school dropouts, especially among females; · To some extent, these problems are associated with the poor cognitive skills of these workers, rather than their weaker educational attainments per se; · The characteristics of the jobs to which less-educated workers have access, including starting wages, occupations, and industries, seem to affect their turnover rates independently of their personal characteristics; · Tenure on both the current and previous jobs appear to have important effects on the stability of current employment spells for all skill groups; · Employment instability also declines with age and/or general labor market experience, even for the less-educated; and · The employment instability that we observe among female dropouts also appears to be correlated with childbearing and, to a lesser extent, their marital status. |
| | | A) Individual characters and family background are important for understanding when unemployed teenagers search for work. B) The highly skilled unemployed individuals with better-educated parents are more likely to use direct methods than the CES. C) The reason for not using job-search methods that appear to be more effective is that these methods have been tried and their possibilities exhausted. D) This is supported by the finding that unemployed individuals with longer unemployment durations were more likely to use newspapers as their main job-search method and less likely to use direct search methods. E) The state of the local labor market is important for explaining job-search method options. F) The local unemployment ratio, which is higher, may decrease the probability that an unemployed teenager will use direct search methods, and increase the probability that they will use the CES. G) An interesting implication of these results is that, they help to explain the recently documented evidence that unemployment has become increasingly concentrated in low-socioeconomic status neighborhoods. H) An adverse labor demand in one neighborhood will give rise the local unemployment ratio and lower the probability that individuals in that neighborhood will obtain work through friends and relatives or direct employer contact |
| | | Although the Job Corps program is expensive (with a price tag of roughly US $14,000 per participant), it is cost- effective. The authors find that every US $1 invested in Job Corps returns about US $2 to society. The benefits include increased productivity and output by participants, reduced costs in other welfare programs and reduced crime. |
| | | The participants in the demonstration are more likely to be placed in a job and have greater earning gains during and after the program than do other participants at Jobs for Youth. Moreover the recruitment of couples in "stable relationships" is challenging. |
| | | The program emphasized the fact that youth development projects needed to be well-integrated and structured in order to succeed in addressing the needs of the target population. The program further indicated that the youth should be central to the implementation of the project and not become mere recipients of “development” initiative. The programs were required to be implemented together with community structures and that the latter’s capacity be developed, so that they are able to create opportunities and give support to the young people both during and after the project. The JEP emphasized that the project processes should focus on using the strength of youth and their community as well as work with existing community initiatives. In addition, the JEP believed that the complex conditions like poverty, poor education levels, the breakdown of the family, negative peer pressure, etc. faced by the youth are all contributing factors for alienation of young people from mainstream society. |
| | | The purpose of the “Jump Start” program was to help raise the literacy levels of incarcerated youth. The program also laid emphasis on improving life skills and the decision making process of the youth, which helped them to strengthen both the educational and emotional development. The program was implemented with the cooperation offered by the Department of Corrections, Illinois. This ensured that the program was systematically administered to the target population. The incarcerated youth exhibited lack of interest and was attracted to the program through the serious and sincere tutoring/mentoring efforts of the members in the Illinois Youth Centers (IYCs). |
| | | The Introduction of PYD to Juvenile Justice System met with some obstacles since it had to be operated in bureaucratic circles though superb programs and visionary leaders were available. The hurdles faced are enumerated below: A) Minority youth misbehaved quite often compared to white youth B) PYD is trying to control,punish,treat, supervise, incapacitate and train youth who are intrusted to its care. PYD staff are supposed to serve all this goals. While ordinary devoted parents are able to enact a variety of roles with their children, the systems have a difficult time fulfilling these goals, which are contradictory. Multiple roles could not be employed properly due to policy matters, funding, governance, and practices. C) Offices of profit and other centers have lost the enthusiasm for work and for the children they supervise. It has been analysed that Juvenile Justice Professionals are like teachers. Some have patient and have talent.Some are not qualified. Some had quality and patience. But many of the staff did not believe that the child could learn and succeed. Juvenile Justice professionals have not believed that every child has assests and talents and every child can become a productive citizen. |
| | | This research provided information on the "current state of play" in relation to juvenile justice policy in each State and Territory. It examined the types and range of services and programs available in detention and the various mechanisms in each State/Territory for the release of young people from detention. The research reviewed a range of different pre and post-release strategies and programs that targeted youth offenders and various "special needs" groups. Given the nature and the extent of the problems faced by many young people in detention and the large amount of money that was expended by juvenile justice authorities on juvenile correctional institutions, it was surprising to find that little was known about this group of young offenders. The youth offenders were considerably under-researched in Australian literature compared with other juvenile offenders and adult prisoners. |
| | | National organizations and local programs and/or their partners previously funded through JUMP were not eligible to compete for funding through this initiative, which was considered to be a major drawback of the JUMP program. In order to strengthen the mentoring capability of JUMP grantees, OJJDP funded the National Mentoring Center in Portland, Oregon. The Center was a collaborative effort between the Northwest Regional Educational Laboratory, Big Brothers Big Sisters of America, and Public Private Ventures. It provided training and technical assistance, produced and distributed bulletins, and conducted regional training programs throughout the United States in support of JUMP initiated projects. |
| | | Inspite of the success of the program in many areas some of the proposals were not successful due to the following reasons The weak entrepreneurial skills of the program directors The long duration of the program which runs to about 12 months The failure of the program to be an internship one; instead it is simply a job placement one. The success of the program in all areas is ensured if these limitations are eliminated. |
| | | The Kauffman Scholars initiative developed out of the process and experience gained through Project Choice, a dropout prevention program that the Foundation operated from 1998 to 2001. The feedback and experience from the program helped to implement this project quite effectively and efficiently. The selection of the right youth/student participants for enrolment in the scholarship program was emphasized to reduce ineffectiveness and increase productivity of the program, which ensured best results. |
| | | KYF’s vision was to facilitate a development process by engaging in self-sustaining socio economic activities with a focus on making the world a better place to live in. KYF enhanced and strengthened effective participation of young people through facilitation and capacity building in social and economic development initiatives through self-generated ideas, proposals, resources and analysis. The program paved the way to enhance consultations and dialogue with key stakeholders on promotion of youth involvement in policy and development initiatives. It aimed at building the capacity of the youth on broader as well as specific policy and development initiatives. The program effectively advocated and lobbied for review of conventional laws, policies and development agenda that were a hindrance to youth participation. |
| | | The large number of underprivileged children overstressed the Government capacities to offer a better delivery of social welfare services and material support to the needy children. Most of these children had no access to basic necessities such as food, clothing and shelter. Their poor backgrounds rendered them with no opportunities to develop. Sometimes they had no access to both basic and primary education. The underprivileged children were less likely to attend school due to rising crimes, school failure and dropouts, destitution, and depression. Most of them were usually over burdened by domestic work and their basic rights violated and ignored by those people providing care and support. Despite the government policy of providing free education, the schools continued sending these destitute children home mainly because of lack of basic needs like shoes, uniform etc. On the other hand orphans related to HIV death were continually stigmatized, isolated and rejected by other students and teachers. |
| | | The ECCCC offers programs that are open, transparent, and allow winds of change to sweep through the process. The multi-point strategy of the program was instrumental in addressing the social and economic needs of the disadvantaged youth of Edmonton. It was a window that opened the youth to inner-city needs and possibilities. The program indicated that lasting solutions to social problems required the facilitation of justice as well as charity. A fundamental hallmark of the program was its policy of advocating principles on behalf of those unable to voice out their concerns. |
| | | The activities of Kiwi Can is well received and appreciated by the people. They are convinced that the organization’s activities will help them in realizing their dreams and will also bring back their enthusiasm and creativity in their society by helping the youngsters feel confident in building their goals and realizing their dreams. Apart from developing self-confidence in themselves, this programme also encourages children to respect their parents, their community and the also the environment in which they live. |
| | | The project heavily relied on Human Resources Development Canada (HRDC) for funding avenues. Moreover, the programs were organized based on the availability of funds from HRDC and other community organization. The organizers of the program also sought financial assistance from various Non-Governmental organizations and foundations to fund their community-oriented youth development programs. |
| | | The two factors that had a consistently positive association with employment among the three cohorts studied, included being male and possessing higher education. The more detailed analysis of employment patterns for the 1990 cohort revealed a level of labor market upheavals in the first five years after graduation. Over one-third of graduates worked for different employers at the one, two and five year observation points following completion of the degree. The high levels of mobility between employers tended to be associated with fields where employment rates were high. This result suggested that tight labor markets were characterized by high labor mobility. The transition to employment appeared to be slightly more difficult for college graduates than university graduates. Securing employment soon after graduation and remaining employed was associated with higher earnings than obtaining employment after some time lag. The regression results allowed drawing inferences about the marginal or incremental effects of individual variables on earnings, holding the values of other variables constant. The main message of the regression analysis was that those who found early success in the labor market following completion of post-secondary studies were more likely than others to remain with the initial employer and achieve higher earnings levels over the post-graduation period |
| | | This disaggregate analysis by educational levels reveal the fact that differences in labor force vary according to races and the extent of education attained. The racial differentials are found to be lesser in the higher education group than in the lower education group. The expected time spent in employment is similar between the higher educated group of white and black labor force. Studies conducted on the labor market of blacks and whites reveal many findings. The time spent in employment by the younger age groups of men and women of both races are not explained by compositional differences in educational achievement between blacks and whites. Racial differences still exist among the lesser-educated youth even when the educational achievement is unvarying. This report studies the labor market transitions of the young women in the early stages. Many factors were taken into account for establishing the early work lives of young women. Factors include expected time to be spent in each state, rate of transition between those states, and population proportion in each state. |
| | | As the interest in the Lambeth Youth Council project grew, membership of the steering group increased until it became unmanageable. The constant arrival of new members meant that increasingly the same issues, concerns and points were discussed, which prevented the progress of the project beyond a certain stage. Due to increase in membership to unmanageable levels, the steering group decided to disband and replaced itself with a smaller Action Group. |
| | | The attitude matters more than physical appearance of the youth. This the youth have learnt while working for the environmental services program. |
| | | The LAF program is critical in building youth capacities since many urban young people have very little environmental knowledge and awareness. The LAF programs assisted in providing these youth with a memorable hands-on learning experience in the natural environment. The program revealed that the youth who were unmotivated or had behavior problems were often the most profoundly changed. The structure of the LAF program allowed groups of youth and adults to collaborate and coordinate their activities in nature conservation, which yielded better results. The program provided an avenue for discussion for many nature conservationist, ecologists and environmentalists through the regular youth interactions. Because of the success and overwhelming interest in the LAF program, EEI launched the Wings Initiative in the year 2000. This initiative involved training and supporting partner organizations called as "Champions", to coordinate with the LAF programs for youth from their own communities. |
| | | The program infused a comprehensive knowledge about water/environmental conservation among its youth participants. The program also educated the younger generation about the various sources of water that helped sustain a variety of marine, animal, and human life. The nature treks and live discussions with environmentalists, nature conservationists and ecologists have aided in youth resource and knowledge development. The program infused a sense of responsibility and understanding about the fast depleting water resources among the youth population of the project region. |
| | | Many interesting differences were found on comparison of job characteristics of young people in a double status position. Double statuses in youth transitions go together with specific employment situations. Participants in the system combine full-time employment with fixed-term contracts. In Southern Europe, dual system students less often hold a temporary job than in OLM countries and ILM countries. Nonetheless, student job permanency is fairly high and closer to that of regular employees than that of the dual system students. One result needs to be highlighted. Studying workers in ILM countries are less often employed on a temporary basis than in OLM ones indicating that supplementary training early in their career is unequivocally entrenched in the labor market structure of ILM and OLM countries. In conclusion, combining work and education offers better opportunities for the youth to secure stable employment. Early work experience ensures individuals with job-related skills that find favor with the future employers especially apprenticeship. Although dual system students obtain fixed-term labor contracts, other research show that employment opportunities for dual system leavers are equally good. After apprenticeship, the dual system students can easily find a job with another employer. Continuous training also offers such opportunities. The data used here demonstrates the fact that studying workers are often employed on a part-time or temporary basis than regular employees. On-the-job training has a positive return rate in the labor market. Even in student jobs including unskilled or low-skilled work, evidence suggests that working while in education can have positive outcomes in the labor market. Though double status systems are not promising with respect to high status jobs, the combination should be considered as investment in human capital that will repay in later years. Double status positions bridge the gap between stable employment and full-time initial education for the youth. A more definitive answer can be prepared when additional insight can be obtained of the entire transition process. For this purpose a longitudinal analysis is needed rather than the cross-sectional approach used in this paper. |
| | | This project is particular that the design and implementation is in compliance with the environmental safeguards. The project coordinators are also involved in all phases of the subproject cycle, like needs assessment and prioritization, preparation and appraisal, coordination with concerned ministries and other organizations, and implementation and impact evaluation |
| | | LYA programs have introduced the youth and kids of this locality to various leisure-time activities and have a safe place for the kids to relax after their school. They are also informative and educative thus serving dual purpose of imparting general awareness as well as relaxation for them. They come into contact with purpose-oriented activities and also life enhancement skills, which help them in facing their future. There are various youth empowerment programs and several rehabilitation programs thus helping the youth to choose the right path for them. LYA also jointly provide these services with other similar organizations in the neighborhood. |
| | | The toolkit emphasized on the need for being energetic and realistic about the availability of time while committing to a volunteer program. It encouraged the spirit of volunteerism among young people and facilitated community development. The toolkit also emphasized on the role of mental satisfaction, which was achieved through the act of volunteering, on youth development. Moreover, the initiative focused on the importance of honoring one’s commitment, while engaged in a volunteer activity. In order to encourage the volunteer spirit among youth, it emphasized that school systems should include the service-learning credits as an extra advantage for youth seeking college admissions. |
| | | Effective programs were built upon good ideas and a solid understanding of the prevailing norms and beliefs in the communities in which programs operate. The conducted research and experience suggested that there were several critical issues, which program planners need to address as they develop programs for girls. While recognizing the diversity and uniqueness of different regions and the context-specific nature of programming within countries, certain universal themes resonate in most settings. The research offered guiding principles to help program planners develop successful programs for girls. The initiative, as a multifaceted program, attempted to address the broad needs of girls, was successful in attracting and retaining girls, and proved more acceptable to parents and community leaders than one that was focused solely on sports. Recruitment evidence from a variety of settings suggested that girls wanted to participate in new activities and programs. However, accommodations were to be made in girls' lives and programs regarding scheduling, domestic responsibilities, and mobility if a program was serious about serving girls. The study emphasized that program planners must set realistic goals in terms of the degree and length of participation of girls in a given community. Planners need to be flexible in setting the terms of participation, allowing girls to enter or re-enter programs easily. Finally, enlisting the help of parents and community leaders was critical to the success of the program. |
| | | The program assisted in designing an arts program that resonated with children’s interest. The children with no exposure were necessarily convinced that creative art was fun and relevant. The Art Center realized that projects that call for students to work by themselves or demand lengthy periods of concentration were not as successful as group projects. The hands-on projects, such as work in clay or collage, which involved a variety of senses, were more successful than drawing, which was purely visual. The Arts Coordinator also found that a very organized and structured program worked best for the children. They responded positively to the predictability and stability of the arts program. |
| | | The programs emphasized on twelve hours of tutor training to become an adult literacy tutor. Some literacy programs charged a small fee for the training to cover the cost of materials. The training enabled the potential tutors to become familiar with the problem of illiteracy. It provided them with essential tools and techniques needed to assist adult learners to reach their goals. The programs offered in-service training sessions throughout the year to provide tutors with opportunities to strengthen their skills. The community-based literacy programs primarily depended on volunteers to provide free one-to-one tutoring to low literate youngsters and adults. The program benefited the low literate population, mostly immigrants who were planning to stay in the United States on a long-term basis. |
| | | This project demonstrated increase in the employability skills by guiding the young participants. The project provides a safe and stable environment to live and to express their life skills along with opportunities for good employment. But Long term and stable funding is needed for a project like Live N Learn Campus. The funds for operational expenses are generated from various sources which includes business activities, charitable and corporate contributions and thus the funding from Government agencies have a critical role in sustaining the success of this project. |
| | | The training provides first hand experiences on issues and items through political and staff exchanges. The Mayor of Jinja was deeply impressed at the youth participation in Guelph, during his initial visits. The impression resulted in setting up a task force. The Jinja Development Consultative Forum Committee was found to deal with economic development and public participation in local government. The committee revealed its growing pains in the recent meetings. But the committee is insistent on contributing to improvement of Jinja's economy, level of youth and community involvement. The committee focused on a number of areas like a tourism brochure developed for the Source of the Nile. Supporting and promoting of tourism in general, information and guidance on economic and local matters, providing assistance in regard to short and long-term strategies for development are the other areas of focus. Plumbing and carpentry tools have been provided to the youth for improving services and to enable them to undertake maintenance and repairs to the municipal facilities. Elements from techniques used in plant production and sales from Guelph, have been observed and absorbed for the present Jinja conditions as the key learning experience.
The Source of the Nile Rotary Club in association with the Guelph Rotary Club provides assistance for project co-ordination until completion. |
| | | There were initiatives taken in the areas where apprenticeship was seldom recommended and the problem of unemployment was severe. The target was to establish a new economy industry in the metropolitan CBDS where there was a disinterest in the practice of the apprenticeship. The posture of the work was inculcated by the marketing initiatives, thus clearly bringing to light the changes in the working environment for the new apprentices, thus enabling them to assimilate themselves in the new environment. The calculation of the expected duration of the apprenticeship is affected by the variation the number of full time and part-time apprenticeship. Even though the non-metropolitan environment offer very less opportunity as compared to a metropolitan one, the practice of apprenticeship is far more enhanced in the non-metropolitan areas. |
| | | A) The MCP exam performance varied considerably among the trainees. Prior educational level was the most significant background factor associated with performance. B) The evaluation of Tramlines at graduation time found that trainees had boosted their levels of self-confidence and improved significantly their attitudes towards work. Their increased self-confidence was tied strongly to their belief they would find employment at the end of the course. C) The major source of unhappiness with employment was the lack of training at work. In some cases, the technical support workers were required to give advice on technical issues outside their knowledge or experience and not surprisingly, they found this aspect of their jobs highly stressful. Some graduates were unsatisfied with their salary, although in some cases a good training program compensated a low salary. D) The first year at work after Tramlines was a huge learning experience for all the graduates. In the survey interviews, they spoke about how they had significantly improved not only their IT expertise but also their interpersonal skills and general work habits. E) However, despite this significant learning experience, there was general dissatisfaction with the training situation at work. Many graduates believed they needed further training to progress, with some feeling the situation was urgent. F) Among the courses taken by graduates which they believed would not further their careers were: induction training specific to their employers; the half-day ECDL (European Computer Driving License) course; six 2-day software courses (taken by one graduate); and a one-day course in manual handling. |
| | | The unique and specialized service offered by L'Abri was received well by the youth as well as the community. This resulted in an increased awareness about the program. It also demonstrated the fact that an effective partnership can enhance the effectiveness of the course and ensure the lessons learnt and development realized was not lost to the participants. The program contributed to the development and empowerment of youth from the rural and backward regions through the effective implementation of courses and camps. |
| | | The initiative assisted in the identification of the needs and availability of social services for the youth. The program understood that mere grants and aids were not effective in remedying the social evils in the post-conflict scenario of the region. It emphasized on an attitudinal change while facilitating services, addressing youth issues. The consistency in goals/objectives and effective coordination among different regional agencies was facilitated by a uniform Government policy. |
| | | The program has been very beneficial to all its participants. It has tremendously helped them in their academic performance as well as their personality development. Its several programmes such as youth empowerment and enhancement and various other activities for social cause help its members to understand the needs of their society and to work towards it. It has helped several young persons to get bright prospects in their career through the Club’s job placements and opportunities. Last but not least it aims at creating healthy and safe environment for the next generation through their drug and alcohol awareness programmes. |
| | | The program implemented successfully by KF in association with prominent educational institutions and youth organizations is an example for other states to follow suit. |
| | | Even though anecdotal evidence from Phases I and II of the study revealed positive changes in girls' health risk behaviors as a result of program participation, a more rigorous evaluation was planned to test the efficacy of the program. The use of the community focused feminist mentorship program was intended to reduce some of the adversities and enhance some of the protective factors, which in turn target some of the health risks. This project supplied valuable information about the efficacy of peer support, role models, and mentoring in understanding adolescent girls' health concerns and facilitated positive changes in their health risk behaviors. It also involved the identification of processes for promoting girls' efficacy in advocating for their own health in dating relationships. |
| | | ICRW’s analysis revealed that youth-serving programs were attempting to link reproductive health and livelihoods interventions for young people in a wide variety of ways. Most linked efforts were small-scale, usually targeting a few hundred adolescents. In fact, one of the most significant findings of ICRW’s analysis was that the need for linked programs was not being driven solely by donor interest, but demand-driven. Fundamentally, the need for linked programs was emerging from the grassroots, from communities that clearly recognized that reproductive health and livelihood concerns for young people are interrelated and must be addressed in unison. ICRW formulated six recommendations to strengthen linked programs so that they can achieve optimal functioning and maximum impact: A) To develop technical capacity for linked programs to conceptualize, implement, and evaluate strategies that go beyond sectoral expertise B) To strengthen institutional capacity for linked programs to better develop and manage human and financial resources C) To develop networks and alliances of linked programs to better share strategies and lessons learned and improve the level and depth of linkages D) To integrate market assessment and outreach as an essential component of livelihoods interventions E) To integrate high quality, affordable, and accessible services for youth as an essential component of reproductive health interventions. F) To develop approaches that link reproductive health and livelihoods beyond micro-level programmatic efforts to create institutional and policy change at the micro and macro levels. |
| | | Volunteerism is double edged in the sense it brings about benefits for both the targeted group as well as the volunteers themselves. Volunteers going all their way out to work for an entirely social setup becomes an eye opener to the problems the target group faces. The volunteer themselves through effective interaction with target group, here youth for example, are able to share their knowledge and skills and has the satisfaction of accomplishing something in life. The youth who were feeling rejected by society now, learns to develop positive attitudes through interaction with volunteers. |
| | | This project facilitated the innovative use of IT (information technology) among the youth. The MTF program not only encouraged youth participation through community communication programs but has also enabled them to link with other youth in the globe through a centralized website. The users were encouraged to join the website as members through email promotions and were actively involved in a structured process of discussion and input through the writing of youth testimonies, as a form of grassroots journalism. The program succeeded in achieving the objective of using IT to help youth to voice their concerns, and placed unheard opinions at the regional, national and international decision-making levels. |
| | | As the program was focused mainly on the youth population, mainly boys, it became imperative that another teacher be provided for women too. It was decided to provide a second teacher for the training of young women. The program observed that funding for remote training indigenous communities had to take account of English as Second Language (ESL) learners and incorporate literacy, numeric skills into training and be flexible and ongoing. The students were stressed to commit to the program, and the outcomes had to be realistic and achievable. The knowledge of the staff regarding the training system, including accessing funding sources, support systems and administrative requirements had to be known. Though, the training needs were nationally accredited to receive funding, the usefulness of such a national accreditation was questioned by many in remote communities. |
| | | The role of partnership and fraternity was very critical to the success of MEC activities. The participants engaged in self-assessment and evaluation to define their problem areas. The center was instrumental in supporting many youth’s in their business ventures. |
| | | The Massachusetts Youth Development State Collaboration Project enabled the evaluation of information about the current state of youth-oriented policy and practice in the Massachusetts region. The program focused on documenting the implementation of project-related collaboration and interagency activities, including the extent to which the youth development approach was adopted and applied at the State and local levels. It also assessed the extent to which opportunities and supports for youth were being expanded. The agency staff, project participants, and the Youth Collaboration Council’s Evaluation Committee carried out the project evaluation, with technical assistance from outside evaluation consultants. |
| | | The research was focused on the education for youth in the tribal parts of New Zealand. The need for providing quality education to the tribal youth of New Zealand was understood and the research emphasized on the provision of education so as to nurture youth development and empowerment. |
| | | The project involved children and youth in its various activities. As consumers of the services, young people need to have a formal say in running an initiative of this scale and size. They were also much more likely to participate if they had a role in its development. The project also called for developing available funding resources. It was essential to continually work to improve the model by finding additional resources and developing existing ones. The availability of a steady flow of funds enabled the program to extend the scope and jurisdiction of the campaign by bringing in more number of youth under its purview. |
| | | Each of the study is focused on giving its own perspective of “Child Welfare”. The YRBS is concentrating on the negative indicators for measuring youth development; the KNIWB is more positive in its outlook and looks for what should be reported which are encouraging. Trends reports that there are gaps in the federal statistical agency and its functioning that requires filling in order that we may have a holistic picture of child welfare and development to arrive at quality life. NAEP data is not encouraging too. It says academically the youth have not been doing well as they should be. |
| | | The research provided information that the states responded in various ways, from keeping all of their disabled beneficiaries in fee-for-service arrangements to moving the majority into managed care plans. States usually staggered enrollment of Medicaid beneficiaries into managed care, with persons with disabilities among the last to join the programs. The research revealed that given a choice, persons with disabilities often preferred the PCCM option to capitated care. Many others who were in states with mandatory enrollment chose managed care even without the mandate. Moreover, it was observed that states took different approaches to the delivery of mental health services and little was known about how persons with disabilities actually fared in managed care. This was especially true in capitated arrangements, where encounter data was extremely limited. The states frequently measured quality by the number of enrollments, although the enrollments were not always collected separately by disability status. |
| | | The participants of the MYLO project were drawn from the vulnerable sections of the society such as the homeless and those who faced legal problems. For such youth, survival from crisis-to-crisis made attendance to the programs more difficult although they were quite enthusiastic. The MYLO model recognized the need for positive reinforcement rather than negative consequences for non-attendance as a cornerstone of the project strategy. Such an approach was appreciated by the target group. Accurate assessment of individual learning needs and personalized communication of achievement and encouragement are essential for retaining interest of the target group. The ideal worker/student ratio should be 1:6 subject to a maximum of 1:10. Expansive space requirements for the interaction of the participants must be met. Participants' interest can be sustained only with effective communication of the need for such an initiative. The project was advertised widely and the best publicity was through word-of-mouth advertising by the participants themselves. Although the need for such initiatives can never be overemphasized, funding and space shortages act as impediments for enlarging their operations. |
| | | This program clearly shows how Melwood assists the individuals with disabilities to overcome various barriers and secures employment opportunities. The program indicated that the mere assistance in providing employment opportunities to disabled youth did not facilitate success and it was a combination of training and life-support that mattered most. The Melwood program, internationally recognized as a model rehabilitation program, is a dependable source of top quality services to the public and private sectors through contracts with Federal Government agencies, State, County and local governments. These innovative partnerships result in meaningful job training and employment opportunities for individuals with disabilities, in the long run. |
| | | A relatively low percentage of participants who worked in non-mental health services employed a formal classification system to describe the mental health problems experienced by young people attending their service. In addition, there was no accepted method of rating the severity of these problems. The absence of an accepted method of classifying mental health problems among young people made it difficult to establish whether, in different services, the same problem was being described using several different terms, or whether several different problems were being described. It was suggested that mental health services should focus on providing help for young people with severe mental health problems. However, only a small proportion of staff in health, welfare, youth and education services employed a specific method to rate the severity of mental health problems - and the methods employed varied from service to service. As a result, it was difficult to achieve consensus about which types of mental health problems were best managed in mental health services and which were more appropriately managed in other services. In the majority of services, participants identified problems, which in the study were categorized as "depression", "substance abuse" and "conduct problems" as major mental health problems experienced by young people. It was noted, however, that the majority of participants appeared to base their selection of mental health problems on their personal experience of working with young people and very few participants made reference to epidemiological studies investigating the prevalence of these problems among young people. The research predicted that only visible mental health problems in young people were referred for help by parents, teachers, or other adults, and other intrinsic problems like anxiety or low self-esteem, which primarily caused distress for young people but were less obvious, were not referred for help. As a result, these problems did not receive adequate recognition in estimates based primarily on reports from staff working in health, welfare, youth, and education services. The most frequently mentioned gap in mental health services was an absence of residential facilities for young people. It included a lack of inpatient facilities for young people with acute psychiatric disorders, a lack of secure facilities for young people who were considered a danger to themselves or to others, a lack of non-medical residential programs providing both long-term accommodation and short-term respite care, and a lack of supported independent accommodation. |
| | | The United States literature identified a number of key features, which help to make mentoring schemes successful. These include monitoring of program implementation, screening of prospective mentors, and matching of mentors and youth on relevant criteria. It emphasized on pre-match and on-going training, supervision, support and structured activities for mentors and youth, and parental involvement. The United Kingdom literature reminded that mentoring needs to be properly integrated into its organizational context and establish appropriate links with other services and opportunities. Mentoring was generally unsuccessful if there existed social distance and mismatch between the values of mentor and mentee, presence of inexpert or untrained mentors, mismatch between the aims of the mentoring scheme and the needs of the person being mentored, and conflict of roles. It was clear from all of these discussions that mentoring was not a straightforward concept. |
| | | The Commonwealth Fund 1998 Survey of Adults Mentoring Young People indicates that youths in mentoring relationships are indeed at risk. Eight of ten young people have one or more problems that could adversely affect their healthy development and school success. Efforts are under way in cities across the nation to expand the numbers of adults willing to volunteer as mentors. The survey findings suggest strategies for recruiting future generations of mentors. The high rate of adults who mentor and also volunteer in other community activities indicate that recruitment efforts could reach out to adults who volunteer in community activities such as Sunday schools, organized sports such as Little League, scouting groups and academic tutoring programs. Employers appear to be a major route into formal mentoring programs for their employees. The local employers are included in this effort is important since most mentoring occurs at the community level. |
| | | A) The frequent interaction between the member and their families and a lengthier program and a higher quality of relationships has produced better results. B) Young people who are more disadvantaged or more to prone to anti-social behavior than others seem to substantially benefit from the mentoring programs. C) There is a definite need to structurize and design the programs accordingly so as to facilitate a higher level of interaction between the mentors and their members. D) Programs designed more on the needs and interests of the youth than on the expectations of the adult volunteers have proved more successful. E) Though mentoring programs have not consistently helped the young people’s perception of self-worth, on the whole, an increase in the level of academic returns seems positive among youth participating in these mentoring programs. |
| | | The arousing success of the program proved the effectiveness of a youth program, with the youth themselves being the active members. |
| | | The research revealed that when the boys were upset as early adolescents, they were most likely to talk with their mothers and girls were most likely to talk with their mothers or a friend. As later adolescents, when boys and girls were upset they were most likely to talk with a friend. At both life stages, greater proportions of the youths reported that they felt closer to their mothers than to their fathers or siblings. Ninety-four percent of the early adolescents reported feeling close or very close to their mothers and for the later adolescents 90 percent said the same. Eighty-eight percent of the early adolescents reported feelings close or very close to their fathers and as far as later adolescents were concerned, only 71 percent said the same. Sixty-eight percent of the early adolescents reported feeling close or very close to their brothers and sisters and as later adolescents, only 75 percent said the same. At both points in time, the majority of parents reported high levels of self-esteem. Sixty-five percent of the mothers reported that they spent about the right amount of time with their early adolescents and 55 percent reported the same with their later adolescents. Nearly thirty-nine percent of the fathers reported that they spent about the right amount of time with their early adolescents, and 45 percent reported the same with the later adolescents. |
| | | As this is a part time project, one-third of the youth leave the program after one month. This is a drawback for the improvement of this is program. To avoid this MHYC must recruit youth on a full time basis which will enable the youth to attain the program for longer period and fully utilize its facilities. The community have realized that MHYC is a one-stop career improvement center in Denver. |
| | | The support and assistance bestowed by the top players in the field of media, sport, music and entertainment played a vital role in spreading the message and also enabled the smooth and effective implementation of the program. The MV program emphasized youth volunteerism as a vehicle of progress and initiated many welfare-oriented activities that empowered youth and aided their development. It enabled the youth to gain new skills and confidence by participating the volunteer program. Subsequently, the project also focused on young people with disabilities and strived to enhance their contribution to the society. |
| | | The program helped the participating youth and involved them in teamwork, field research, computer skills, and listening/activity skills. The approach proved invaluable in continuing further studies or directly entering the workforce. The program taught the young earners to understand, work with, and enjoy a diversity of people, which were attributes that facilitated the young learners to succeed in the competitive world. The program required the learners to understand their own communities and the existing business market. This program hoped to provide a solid foundation for future business activities. It also involved volunteers from the local communities and industry, who shared their expertise with the participating youth. By providing examples from their work, the volunteers helped the learners to learn the nuances of having a real job in a real company. |
| | | The situation of the labor market is still unfavorable to young workers. While all the countries considered (except the UK) provide Minimum wage protection to young workers, there are very few countries paying the same rates to youth as adult workers. These countries probably think adult minimum wage impedes youth access to the labor market. In reducing their relative wages, they expect to destabilize the demand for labor in favor of this category of workers. As a result, in several countries, there was declining trend in the relative wages of young people in the 1980s. The measures taken to lower the labor costs of young people must go hand in hand with appropriate active labor market policies to improve the efficiency of the young fraction of the labor force through on-the-job training and more adequate education. |
| | | As is known to an Arizona gardener, gardening in Phoenix is a big task. as the land is not very fertile, to top of the problems caused by the summer sun and dry heat on the plants but the youngsters have proved to be a tough nut to crack. As most of them come from tough home conditions and they live well below the poverty line and depend on public support, some of them have to travel by bus for about three quarters of a hour to reach the garden. If these things weren’t bad enough, last summer they lost land which they have been working on since 1994. In mid August, three and one half acres of underground irrigation was removed. During this period, the garden lost an entire season coupled with its increasing youth following. |
| | | NCDYF's main aim is to improve and grant broad-based financial support that helps enhance and various youth Programs. It has functioned under the auspices of the North Carolina Dairy Foundation, Inc. that has helped it identify, selects and fund projects that enable the development of youth activities in the region. |
| | | The Hoikaika Youth Opportunity program, which represents one of thirty six youth opportunity sites across the nation, facilitates a new national movement in workforce development. While the Youth Opportunity Program, as a whole, was developed to serve youth in urban areas where entry level employment is plentiful, the Hoikaika program particularly concentrated on improving the prospects of higher education, enabling youth empowerment, and provided employment opportunities of the youth in rural areas of the state. The Hoikaika Youth Opportunity program was recently ranked as one of the top five programs in the nation that was initiated in a rural site. |
| | | The basic mission of the program was to collaborate with other key agencies and organizations in providing training and technical assistance services to families and public/private agencies in Montana to help deaf/blind children. The services provided for the children and youth with dual impairments helped in identifying their problems through early intervention, which helped them achieve meaningful outcomes. The families involved in the program need to be provided with necessary information and support to advocate necessary services for their child and young people at school. They also required proper access to current information and training opportunities that focused on the needs of children and youth with deaf/blindness. |
| | | The cross-flow of information between government departments enabled more focused service delivery in targeted areas. The emphasis on preparing students for employment and students completing secondary education with dual accreditation in recognized areas of work at Australian Qualification Framework accreditation levels (AQF) forced the hand of schools to provide more relevant courses combining school, TAFE and work placement. The appointment of a Place Manager enabled planning and facilitated an integrated strategy to address perceived impediments to service delivery and growth in Moree. Moree District Office was facilitated with the Registered Training Organization (RTO) status through compliance assessment with Australian National Training Authority (ANTA) and the Board of Vocational Education and Training (BVET) to enable all secondary schools to deliver AQF courses. The District Superintendent and the district office had significant representations on many community forums such as Crime Prevention, Aboriginal Education Consultative Group, Place Management, the District Council of Parents and Citizens Association and Industry education assistance. Moree District Office of Education provided a consultancy and service support base to assist school principals to manage and lead these initiatives. |
| | | The MET program facilitated computer-based learning experiences, academic tutoring, and career exploration opportunities for the seasonal farm-worker youth in other non-traditional and industrial sectors. The MET developed school-to-work curriculum for graduating students, as well as a summer academic enrichment program and college-prep courses that improved the educational potential of the rural youth in securing employment in the secondary sector during periods of seasonal unemployment. |
| | | Cities willing to offer high quality supports and opportunities for learning and development for their youth have several tasks to address themselves to. Creating sustainable, adequate quality opportunities for young people from early childhood through adolescence would require (1) Adequate coordination, collaboration and networking among the activists working with young people between organizations and community/family stakeholders has to be ensured. (2) A stable, dedicated team of activists through credentials, staff reorientation, training and remuneration needs to be built. (3) Quality standards, assessments and supports that could facilitate effective organizations and programs need to be created. (4) The physical infrastructure, transportation and physical space necessary for accessing quality out-of-school opportunities need to be developed. (5) Adequate funding streams at local, state/national, public and private levels need to be ensured for stable and sustainable resources for programming. (6) Leadership and political will in engaging champions in the public and private sectors, and at the higher levels of the city administration to create and move an agenda should be developed. (7) Unbroken, meaningful participation of youth in decision making at the program, organizati |
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