The primary purpose of the research project was to explore the impact the Namibian Youth Credit Scheme (NYCS) modelled on the Commonwealth Youth Scheme (CYS) is impacting the programme beneficiaries in the Omaheke Region. Namibia as a whole as well as the research locale has a high percentage of youth unemployment where most of the youth experience chronic poverty with limited opportunities to change their fortunes around. Through a qualitative research strategy, the researcher set out to investigate the level and type of impact the programme has had on the beneficiaries of the programme, as well as to ascertain the challenges and sustainability thereof. The researcher utilized the opportunity provided by one of the post-training workshops by converting it into two focus groups of fifteen participants in each. Two implementing agents (IAs) were individually interviewed to gain some insight from employees into the inner working and outlook of the workers in the NYCS programme. Lastly, ten beneficiaries were interviewed as a form of internal triangulation in sourcing credible data. The research found the programme has made a tremendous difference economically in the lives and families of beneficiaries. The programme not only improved their livelihood but it also contributed educationally to their knowledge base and skills formation. Psychologically the programme improved their social outlook generally and their political stance specifically, the latter as it pertains to the NYCS programme in particular. The study concluded by making several recommendations on how the programme could improve. These recommendations are not definitive; they are suggestive. In order for the recommendations to be conclusive, several other factors in terms of the research process would have to be considered. Even so, within its research dimension the research proved the programme to be highly effective.

No description available.

This study focuses on the effects of part-time employment of high school students during the school year. While there are many benefits to be derived from part-time employment, many researchers have concluded that working intensely (over 20 hours per week) during the school year has deleterious academic, social, and psychological effects on high school students' achievement (Bachman & Schulenberg, 1983; Mortimer & Finch, 1986; Steinberg & Dornbusch, 1991; Wright, Cullen, & Williams, 2002). The study made reference to the theory of social embeddedness (Granovetter, 1985) and the primary orientation model (Warren, 2002) which suggested that high intensity work reduces time to focus on and become involved in other activities. There is also application to the ecological theory of human development (Bronfenbrenner, 1986) which stated that social contexts such as school, family, and work should all have connections to provide significant influences on adolescents’ development. In this study, it was hypothesized that intense work involvement would be related to less engagement in school and school activities. It was further hypothesized that intensity of work will be negatively related to family and peer relationships. The data for the study were obtained from three school divisions in southwest Virginia. A sample of N=1,402 high school students in grades 9-12 was used. Students completed the Work, School, and Social Experiences of High School Students Survey, which was adapted for the study. The data were analyzed using SPSS 14.0. The researcher employed descriptive and regression based analysis procedures to answer the research questions, and to determine the relationships among variables of interest. The results indicated that intense part-time employment by high school students has negative effects on grades, family relationships, and peer relationship and often contributes to increased stress in the lives of these students. Part-time employment affects all aspects of students' lives and is far nuanced and needs continued attention and supervision from parents, educators, and teachers. This research was supported by a 2005 Graduate Research Development Project grant from the Graduate Student Assembly at Virginia Polytechnic Institute and State University (Virginia Tech). / Ph. D.

The purpose of this study was to determine whether or not empirical analysis of policy questions could be profitably integrated with formal conceptual analysis of the assumptions underlying the response to the problem. To this end, the Youth Employment and Demonstration Projects Act (YEDPA) an amendment to the Comprehensive Employment and Training Act (CETA) was chosen for study. The study was conducted in four separate but inter-related stages. In the first stage, historical methodology was applied in an effort to determine the assumptions that led to the YEDPA and to establish the legislative and administrative requirements of the Youth Employment and Training Programs (YETP), the sub-section of the YEDPA that most directly involved the local school systems. The outcomes of this stage of the study provided the basis for a conceptual analysis of the assumptions and the initiating events that were to become part of a modified Delphi study of the impact of the YETP on the schools. The second stage of the study sought to determine the content of typical YETP submissions from prime sponsors, the local interface between the Department of Labor and the schools. Again, historical methodology was employed. The result was a composite YETP proposal that provided a common point of reference when addressing the likelihood and impact of various outcomes of the YETP. The third stage of the study involved two methodologies. First, potential outcomes of the YETP were identified through participant observation of the meetings of the National Task Force on Youth Employment Policy. The results of those meetings provided the outcomes that were presented to actors at the local school level to determine, using a modified Delphi approach, whether and with what impact, the events would occur. In the fourth stage, conceptual analysis was applied to five assumptions that were specific to the YEDPA and to two assumptions that were generally applicable to Federal legislation in the area of social intervention. The conceptual analysis permitted the identification of assumptions that were either internally inconsistent or were externally incongruent with other assumptions. This stage also led to the integration of the other stages of the study to present a complete picture of the affect that the YETP would have on the schools. As a result of the completion of the four stages of the study, it was determined that, in the opinion of the respondents to the modified Delphi, the YETP was more likely to hurt than help the schools. Analysis of the responses also revealed several important attitudes on the part of the respondents. It appeared that the respondents: l) considered disadvantaged youth a burden on the schools; 2) considered the counseling and vocational training functions to be of secondary importance to the role of the schools; and 3) considered maintenance of the status quo to be their most important task. The conceptual analysis revealed serious flaws in the assumptions upon which the YETP was based. Internally, they tended to lack rational consistency and to be based on vague and imprecise usages of the terms involved. Externally, it appeared that logical contradictions plagued the rationale for the adoptions of the YEDPA with the result that it was impossible to achieve all the goals of the act. In fact, to achieve one set of goals made it logically impossible to achieve other sets of goals since the assumptions were in such basic conflict. / Ed. D.

Youth face a lot of problems when trying to enter and sustain in the labour market after high education. According to statistical data, youth unemployment rates are significantly higher in comparison with common unemployment level in all European countries. Level of youth integration into the labour market in Lithuania is one of the lowest in the context of Europe. Institutions of European Union and member states implements measures, initiatives and programs in order to improve youth situation in employment after education as soon as possible. Comparative overview of youth employment situation in Lithuania and Finland reveals data of implemented international surveys in youth employment field and highlights differences between selected countries. Qualitative research seeks to reveal what kind of difficulties youth in Lithuania face when trying to enter the labour market and how implemented youth employment policies helps to combat with these obstacles. / Jaunimas, įgijęs aukštąjį išsilavinimą, susiduria su daugeliu problemų siekdamas įžengti ir įsitvirtinti darbo rinkoje. Statistiniai duomenys rodo, kad jaunimo nedarbo lygis yra ženkliai didesnis už bendrąjį nedarbo lygį visose Europos šalyse. Lietuva Europos kontekste atsiduria vienoje iš paskutinių pozicijų pagal jaunimo integracijos į darbo rinką lygį. Europos Sąjungos institucijos ir valstybės narės įgyvendina priemones, iniciatyvas, programas, kuriomis siekiama suteikti jaunimui daugiau galimybių įsilieti į darbo rinką kuo greičiau po mokslo laipsnio įgijimo. Lyginamoji, jaunimo užimtumo situacijos Lietuvoje ir Suomijoje, apžvalga pateikia tarptautinių tyrimų duomenis jaunimo užimtumo srityje ir atskleidžia pagrindinius skirtumus šalyse. Kokybiniu tyrimu siekiama išsiaiškinti su kokiais sunkumais jauni žmonės susiduria, siekdami įsilieti į darbo rinką, baigę aukštąjį mokslą Lietuvoje ir kaip šalyje įgyvendinamos politinės priemonės padeda šiuos sunkumus įveikti.

by Haney, Kam Suen Ho. / Part of appendix in Chinese / Bibliography : leaves 128-143 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1982

This research is an exploratory study of the issues and problems encountered by Young People with multiple disabilities when they leave school and for whom formal post-school service provision is relevant within the Scottish setting. The research problem is tackled by a qualitative and an empirically grounded study with a central focus was on the way in which decisions about the nature and range of services are made and their potential for making a major impact on quality of life. From conception, the study was innovatory and it was necessary to combine methods of data collection and to analyse in ways that had previously not been used in the field. The design and methods are eclectic with an emphasis on in-depth case-studies. The research process began with the development of a functional classification used to define the sub-population. This was followed by an investigation of the structure and organisation of the Future Needs Assessment process which is central to the planning of formal post-school provision. together with Carer perspectives and opinions of the process. The next phase was to examine the nature and range of formal post-school service provision in relation to the issue of quality of life and in the meeting of developmental needs. Discussion then took place with the Young People and the Carers about their judgements of post-school provision and 'ideal' provision. The final phase developed recommendations on the practical application of, the research findings. The major research findings, derived from the fieldwork evidence. indicate that there is a radical change in emphasis in the transition from school to adult-based formal service provision which result in the limitation of services and of personal choice. There is a major disjunction in the quality of life experienced by the Young People. The Future Needs Assessment process fails to adequately plan for the transition to formal post-school provision which fails to meet individual personal and social development. The major recommendations, derived from the research, state that the Future Needs Assessment process must play a more effective role in identifying the post-school needs of the School-leavers to ensure that formal post-school provision and delivery planning is individually-centred and 'needs-led'. In addition, there should be greater choice of provision which follows the 'independent /enabling /empowering model and which will offer the School leaver the potential to experience a high quality of life.

published_or_final_version / Economics and Finance / Master / Master of Philosophy

published_or_final_version / Sociology / Master / Master of Philosophy

The influence of background characteristics on dropouts from a Job Corps Center was investigated using a Biographical Information Blank. Successful and unsuccessful male and female volunteer Corpsmembers were compared and the data analyzed by univariate and multivariate statistical techniques. Results strongly support the prediction that biographical characteristics are important in determining Corpsmember failure in the program. It was also found that the nature of family and peer relationships; previous social adjustment and structured activity and factors related to ethnicity and cultural attitudes are influential. There are also indications that potential dropouts may be affected in a positive manner to complete their training.