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| Tuesday, 10 August 2004 |
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But societies are also ageing. It is estimated that by 2050 the population of people older than 65 will have almost quadrupled, while the proportion of children will have declined by a third. By the middle of this century, the old and the young will represent an equal share of the world's population. This demographic transition is most visible in developed countries. Some European countries already deal with a negative population growth. The transition in developing countries will occur at a much faster rate than it has in developed countries. In many cases, the necessary infrastructure and policies to deal with the consequent developments may not be in place. International youth day falls on August 12 and this year, the theme is 'Youth in an Intergenerational Society'. By selecting this theme the United Nations wants to stress the importance of solidarity between generations at all levels - in families, communities and nations. UNO role The United Nations has played a major role in global and national activities relating to youth. The call by the General Assembly for the observance of 1985 as International Youth Year: Participation, Development, Peace, drew international attention to the important role young people play in the world, and in particular, their potential contribution to development and the goals of the United Nations Charter. A decade later, in 1995, the Assembly adopted an international strategy, the World Programme of Action for Youth to the Year 2000 and beyond, which focussed on measures to strengthen national capacities regarding youth and to increase the quality and quantity of opportunities available to young people for their full participation in society. The Programme of Action identified 10 priority areas for action aimed at improving the situation and well-being of youth: education, employment, hunger and poverty, health, environment, drug abuse, juvenile delinquency, leisure-time activities, girls and young women and the full and effective participation of youth in the life of society and in decision-making. The problems facing youth challenge today's societies and future generations as well. They include: limited resources available for funding youth programmes and activities; inequities in social, economic and political conditions; gender discrimination; high levels of youth unemployment; armed conflict and confrontation; continuing deterioration of the global environment; increasing incidence of disease, hunger and malnutrition; changes in the role of the family; and inadequate opportunity for education and training. Policy-makers in Government and other stakeholders in society have the responsibility to address issues affecting their youth population and to ensure their participation in the social, economic and political developments that will shape their lives in the years to come. Government's role The present Government has already indicated that the current youth unemployment situation was unacceptable and that increased efforts were needed to improve the employment prospects of youth. We must agree that current activity needs to be strengthened and that a more comprehensive and collaborative approach must be taken. The employment challenges faced by youth must be addressed, not just by Ministers responsible for labour matters, but by Labour Minister working closely with other sectors such as Education, Finance and Social Services. Furthermore, it is clear that the Government cannot accomplish these goals alone; partnerships are required. Employers, youth, their families, and communities must also share in the development of solutions to the current youth employment situation. Although detailed work is needed, the experts have identified directions for action. These directions highlight areas where existing activity needs to be maintained where new initiatives are required. (a) Create opportunities for youth to develop knowledge and skills for work. Many youth do not have the level of education and/or skills they need to find and retain meaningful employment. A range of education and training initiatives is needed to respond to this challenge. For example, youth need opportunities to develop basic skills and specialized technical skills. In addition, entrepreneurial skills are becoming more important due to the changing nature of work. (b) Increase work opportunities for youth. The youth unemployment rate is too high. There is often a shortage of work opportunities for youth, and the work which is available often does not lead to stable labour market attachments. Unemployment and economic opportunities vary from one province to another. Therefore, the work opportunities also vary. Small communities may lack the social, economic and industrial infrastructure that is required for job creation. (c) Help youth respond to the changing nature of work. Increasingly, available employment for young people consists of non-standard work opportunities. Self-employment is also growing in importance. Working at the same job on a permanent basis over one's career is less and less likely. The skill levels needed to obtain and retain employment are increasing due to technological innovation. In addition, as the workforce ages, the ability of our young people to be ready to fill future workforce vacancies is important. For this to occur, young people must make efficient and effective labour market transitions today. (iv) Address the cultural and social barriers that can prevent youth from working. Social and cultural barriers frequently prevent some young people from taking full advantage of learning and employment opportunities. A host of social issues such as poverty, family violence and peer pressure can have an impact upon youth, placing them 'at risk' and preventing their full participation in learning and employment opportunities. It will be important to work across Government Departments and jurisdictions to ensure a holistic approach to youth 'at risk' is taken. Apprenticeship courses At the same time, we also need to give urgent priority to expanding the career options of our youth. Already, the country is losing a tragically large number of young men to crime and drugs. The root of the problem is that the capabilities of the workforce, especially non-skilled workers, are not keeping up with the rising demand for labour. As a result, our productivity and wage growth remain low, while the gap widens between the earnings of skilled and unskilled workers. Defining the problem in this way inevitably calls attention to our school system and its poorly designed system for integrating youth into meaningful careers. After leaving school, workers usually rely on informal contacts to obtain a full-time position. Many test the labour market by moving from one employer to another before settling into a long-term job. The A-level students who are not going to university see little if any relationship between what they learn in school and their future careers. For Sri Lanka's non-university youth, a large and widening gulf separates the world of school and learning from the world of skilled and rewarding work. In this connection, there is a strong case for an alternative strategy - a job apprenticeship system for non-university youth beginning in the late A-level years. The apprenticeship system is elaborate and widely used throughout Germany, Switzerland and Austria. But it is time that our policy makers take a serious interest in this method of integrating young people into jobs and careers. How would a Sri Lankan youth apprenticeship system work? Here are some suggestions: (1) Change school curricula to expose students in the 8th through 10th grades to information about various occupations, including visits to businesses. (2) Offer O-level students a choice between pursuing a job apprenticeship or remaining on a purely academic track. (3) Create a three-year apprenticeship, starting just after O-level examinations, during which students could earn skill certifications as they combine on the job training with school courses. (4) Give apprentices a comprehensive test at the end of the course to ensure both job and educational proficiency. (5) Spend at least 75 per cent of the third year of apprenticeship on the job, and the remainder in vocational school to supplement technical training. (The Moving Finger will appear again on August 31) |
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Produced by Lake House |
"A society that cuts itself off from its youth severs its
lifeline." Kofi Annan, UN General Secretary Almost fifty per cent of
the world's population is aged 25 years or under.
