Summarise the key objectives and components of the new program named Youth Jobs PaTH announced in the Federal Budget 2016-2017.
The Youth Jobs PaTH Program intends to give young job seekers under the age of 25 the basic employability skills and real work experience in order to maximise their job prospects. The program is comprised of three stages: Prepare, Trial and Hire (Employment.gov.au). In the first three weeks of the program, young people will undergo Employability Skills Training (EST), also known as the ‘Prepare’ stage. This training provides the unemployed youth workplace-related training in two separate blocks, equipping young people with interview skills and the opportunity to be involved in Industry Awareness Experiences to expand on
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This then allows the employer to then focus on training them in specific training particularly for the organisation. The skills and knowledge they will gain from the program (formal learning) will provide them with the foundation for when they start learning on-the-job (informal learning) and with a mentor/supervisor (social learning). Thus the employee’s newfound skills within the organisation will only benefit them if that company and assuming the employee stays with the company for a sufficient amount of time, there is no loss of resources to the employer. With the Youth Jobs PaTH program, employers have the opportunity to gain lower waged employees, as per the wage award. However, not all employer investments in training increase an employee’s skill set therefore may not add to the organisation’s productivity. Employers need to be selective with the input of training, resources and career opportunity to these youth workers, only to what they believe the worker is capable of and if they are motivated to improve and
The amount of skill that is needed to work efficiently and be successful is vastly different in a job than it is a career. Anybody can get into a job, as they are simple and easy to get the hang of most of the
It is currently increasing in incidence at an alarming rate. Unemployment among young people is increasing predominantly as a result of youth receiving inadequate preparation for the job market and a largely ignored discrimination against youth in the job market. In order to minimize levels of youth unemployment, the education system and current workforce practices need to be analyzed and modified. The education system should be modified so that its degrees and more in line with jobs that are actually available and offer more job experience opportunities. The workforce practices should be modified so that discrimination against youth is minimized as much as possible. This can be achieved through invoking a higher rate of jobs awarded through meritocracy and reducing the amount of informal hiring. It is only after the integration of many of these concepts that youth unemployment levels will decrease. This will be a step towards a world with less inequality and unemployment, a step towards a better
The youth work relationship is generally more informal than those that young people have with other adults. Unlike in many other relationships young people encounter, youth workers provide opportunities for them to exercise a high level of power and control. This accountability and openness enables young people to trust the workers to be honest and reliable. Just as Ruiz (2012) extolls authenticity, the success of youth work depends on the genuine openness and transparency of the youth worker (Henry et al.
The impact of growing up in foster care creates a plethora of barriers, inhibiting a foster youths chances of attending college and finding academic success. It is estimated that 65% of foster youth will emancipate into homelessness, less than 3% will go to college and 51% will be unemployed (Children Uniting Nations, 2015). Serval major factors serve as barriers including home mobility, school mobility, mental health concerns, social difficulties, lack of financial support, lack of access to college, and social difficulties.
Work-based learning (WBL) as a method for learning is playing an increasing role in professional development and lifelong learning. There are lots of publications/articles available on Work-Based Learning, but the definitions and implementations vary from place to place. A Glass, K Higgins and A McGregor say that ‘Work based learning is any training that relates directly to the requirements of the jobs on offer in your organization’. This is one of the examples of WBL in the form of training. Work-based Learning is used as a terms in USA, for programs for school children to obtain experience from work (“Work-based Learning Guide 2002”). According to (Kathleen A. Paris and Sarah A. Mason) it gives a chance to young people to be prepared for the changeover from school to work and, to learn the realities of work and be prepared to make the right choice of work. In Europe (particularly in England, Scotland, Ireland) and in Australia available commendation is more focused on on-the-job preparation and on academic learning linked to work situations, Degree programs and negotiated learning programs.
Apprenticeship Programme is an occupational skill training that combines on-the- job experiences with classroom instruction. It represents a tradition of providing young people with vital life skills. Part of this is the chance to learn a craft, to build expertise and to excel in a particular vocation (Lammy, 2007).
Work placements are run on a voluntary basis and travel and childcare costs are covered. These policies, along with others, have been put in place by the Youth Contract which was drawn up by the House of Commons. In theory it will ensure youth have access to all available resources to help them gain employment or a place in education (Mizra-Davies, 2103). Works Cited http://www.skope.ox.ac.uk/sites/default/files/WP108.pdf used this on the 27/11/13 http://www.jrf.org.uk/publications/youth-diverging-paths-adulthood viewed 22/11/13 "Understanding Youth: Perspectives, Identities & Practices: Perspectives, Identities and Practices (Published in association with The Open University)"(Paperback)by Mary Jane Kehily page 3 sage publications, London
Analysis of the labor market in the economy reveals a reduction in vacancies while the number of job seekers significantly increases over the past few decades (Dickerson, 2008, p.1). Particularly, the youth employment looks worrying with a serious downward trend with so many of them unemployed. The numbers of free people who are full educated or trained have also decreased. The unemployed in the economy are either inactive or unemployed. The annual changes continue to show a rise in unemployment of young people both for student and others. With lack of government employment as well as training programs, many individuals opt to seek for self-employment (Dickerson, 2008, p.1). Statistic continues to show that there has been an increase of workless people in comparison to the vacancies available. The general picture, therefore, remains that labor market constantly fails to meet the needs of people regarding employment. Although this is the case, there has been some variation across regions with Scotland and Wales in the UK showing decreased performance. There remains a risk that employment will increase in the coming years. The present concern is long-term unemployment, specifically with regards to the youths who are most disadvantaged in the labor market (Dickerson, 2008, p.1).
The Contractor will support apprenticeship programs to reach out to individuals with disabilities, collaborate with youth apprenticeship programs and provide support, retention, and placement services as well as promote of inclusive apprenticeship within industry sectors, . • Apprentice Outreach Strategy focused on promotion, awarness, and recuritment of IWD in inclusive Apprenticeship between the ages of 16 and 26 including, but not limited to: o American Job Centers, community-based agenices, secondary and postsecondary education enitities, disability-serving organizations, Vocational Rehabiliation and employers. • Youth pre-apprenticehsip programs that may serve as a pipeline into Apprenticeship such as Youthbuild, JobCorp, Career
Employability has been defined as “the capability to gain initial employment, maintain employment and obtain new employment if required” (McQuaid and Lindsay, 2005; Hillage and Pollard, 1998). Although, the concept has been widely defined and generally accepted by researchers, there is still confusion as to how an individual tends to develop employment capacity in particular. Many researches have been conducted to identify the need to acquire and to find ways through which the capacity could be developed. The transition of the students from education to work has to be smooth to be more effective and benefit both the student as well as the general society.
Additionally, a startling outcome of this mismatch is the long-lasting damage mismatches cause. A 2003 study completed in Sweden, emphasized the imperative of young people finding appropriate first job placements for their skill level. O’Reilly cites this study, in the article “Five Characteristics of Youth Unemployment in Europe”, which found that “61% of Swedish 18-29 year olds who were overeducated in 1981 were still so after 10 years” (O' Reilly, Eichhorst, & Gabos, 2015). This indicates that a legacy of underemployment exists once one enters the labor market, and many individuals are unable to break out of this cycle. In an economic environment where college attendance is expected, there is unfortunately no connection between being overeducated and over-skilled (O' Reilly, Eichhorst, & Gabos, 2015). Students may have formal education that over qualify them for particular positions, but employers find they do not possess applicable skills. While there is little argument that mismatches between jobs and skill levels are detrimental, there is little concrete understanding of why these mismatches truly
But still there is a vast skill gap that causes a mismatch between industry needs and institutional output. India being a nation with a high percentage of youth nearly 35% are between the age group of 15 to 21 who after completing their graduation are in a position to enter into a job market. But due to the lack of skills that are required for an industry many people out of that lot fail to enter the job market (Murugaia S. 2014) Employers recognize that “soft” skill development is essential for their employees. These skills are difficult to teach to employees once they are on the job. Therefore, they should be learned through development opportunities such as higher education (Arensdorf,Jill
The difference between the skills needed on the job and those possessed by applicants, sometimes called the skills-gap, is of real concern to human resource managers and business owners looking to hire competent employees. While employers would prefer to hire people who are trained and ready to go to work, they are usually willing to provide the specialized, job-specific training necessary for those lacking such skills. Most discussions concerning today’s workforce eventually turn to employability skills. Finding workers who have employability or job readiness skills that help them fit into and remain in the work environment is a real problem. Employers need reliable, responsible workers who can solve problems and who have the social skills and attitudes to work together with other workers. Creativity, once a trait avoided by employers who used a cookie cutter system, is now prized among employers who are trying to create the empowered, high performance workforce needed for competitiveness in today’s marketplace. Employees with these skills are in demand and are considered valuable human capital assets to companies. Employability skills are those basic skills necessary for getting, keeping, and doing well on a job. These are the skills, attitudes and actions that enable workers to get along with their fellow workers and supervisors and to make sound, critical decisions. Unlike occupational or technical skills, employability skills are generic in nature rather than job specific and cut across all industry types, business sizes, and job levels from the entry-level worker to the senior-most position. Job readiness skills are clustered into three skill sets: basic academic skills, higher order thinking skills, personal qualities Employability skills are those basic skills necessary for getting, keeping, and doing well on a job. Employability skills are teachable skills.
Attitude can alter reality. The diversity of culture and norms of the American society, has affected the attitude of the American youth. Therefore, it is important to learn, teach and display positive values and good morals in society. We have the necessary resources at our disposal that can gear and guide our youth to have a strong sense of self. Some of these resources include groups that are agents of socialization such as; first, the family/home. Second, school/education, and third, community and community agencies. I will later elaborate further on these agents and their contribution to the socialization and education of the American youth.
There are, in some cases, firms that employ young and inexperienced workers, as mentioned before they are usually known as "youth friendly industries". Industries such as McDonalds, Coles/Myer, Safeway/Woolworths and KFC just to name a few, are the leading retail and takeaway outlets employing youth. Not only do they employ them but they provide them with the essential training to perform their duties with maximum efficiency. Some people see working as an obstacle towards school and homework and others don't want to work for ridiculously low pay. In conjunction with a high youth unemployment rate the government has introduced schemes to counteract this problem and to keep the youth population in school and out of the workforce.