RURAL DEVELOPMENT INSTITUTE KNOWLEDGE BRIEF WINTER 2016 KNOWLEDGE BRIEF Youth Training & Education Youth are increasingly at a disadvantage in today’s labour market due to an increased emphasis on experience1,2. In rural areas there can be even fewer opportunities for youth and those opportunities that are available can be undesirable (e.g., fewer opportunities, short term contracts, no benefits, low wages), impacting the ability for youth to stay or return2–6. Additionally, inaccessible services and few youth specific services can amplify challenges, as can outof-date marketing of job opportunities, negative perceptions of youth, and logistical challenges (e.g., transportation)2,3,5,7. The impact of these challenges go beyond economics as the inability for youth to successfully engage in the labour force can impact their overall well-being and lead to negative behavior and isolation from the community8. However the challenges youth face surrounding employment occur alongside a shortage of skilled people to fill employment vacancies9. The challenge finding the skilled worker is not uncommon. Within the Columbia Basin Boundary region there is a disconnect between those that are underemployed and/or unskilled and those jobs that exist or are emerging10. While there is an identified need in the Columbia Basin Boundary region for well paying, skilled jobs, these jobs are coming and in order for the region to take advantage of up and coming economic opportunities these labour needs must be addressed10. The question then becomes one of how to facilitate youth to be able to fill these positions. As a result, actions and opportunities related to training and education are critical in rural areas11. For the purposes of this knowledge brief youth related training and education are any initiatives that enhance the skills base, employability, and quality of life of youth. A wide range of programs and initiatives exist. These can be categorized and described in different ways. Who is offering the program? For example, school programs can offer help with academic performance, work oriented curriculum, preemployment training, and so on1. Alternately, employers can offer on the job training, and youth an employers can both access third party programs (e.g., wage subsidy, training programs, job search assistance, counselling, self-employment assistance, return to school, work experience)1,12. Another option is to consider the end goal. Initiatives can be targeted specifically toward recruitment, retention, specific skills development, the transition to workforce, mentorship, and so on1,13–15. 1.888.953.1133 www.cbrdi.ca KNOWLEDGE BRIEF YO U T H T R A I N I N G & E D U C AT I O N There are also active (e.g., skills training) and passive (e.g., wage subsidies) programs. From multiple examples of youth training and education initiatives it is possible to identify common success factors. These include: • Early intervention and sustained access1,2,5,10 • Working with youth1,2,10,16–19 • Financial support1–3,10,20 • Training that is responsive to the needs of students and industry21 • Having specific participation guidelines and eligibility criteria22 • Multiple efforts, but coordination to avoid duplication and overlap2,9,19,22 • Monitoring and evaluation of programs1,22 • Marrying challenges in order to create solutions2,8 Of these success factors, the need for collaborative efforts stands out in the literature. Increasing access and awareness of education and training opportunities requires government, school districts, and employers (business and industry) to work together13,23,24. Active post-secondary institutions are key to training new workers25. Additionally, potential partnerships between colleges and employers can improve workforce related curriculum and can help students gain exposure to local industries25,26. The Kindergarten to Grade 12 school system also plays a role in workforce development, influencing whether students leave or stay, as well as the career paths they follow27. One document reviewed highlighted the need for government to develop connections between high schools and government employment programs2. Another demonstrated collaborative efforts within the education system using the example of high schools in rural BC that have experimented with web courses and video conferencing in partnership with urban schools8. There are many examples of connecting the workplace and the classroom. Bringing the workplace to the school can be done via the use of technology in more remote areas (e.g., partnering rural schools with urban employers)7. Examples of entrepreneurship and education linking together 2 Rural Development In s t i t u t e K N OW L E D G E B R I E F W i n te r 2 0 1 6 were found in campus business accelerators and other entrepreneurial activities for all levels of youth2,12. Entrepreneurship training can help youth start local businesses, something seen in the Youth Ventures business start-up program in Newfoundland (e.g., 200 youth businesses started per year) and the Youth Mean Business program that exists within the Central Kootenays, providing financial support and mentorship for youth to start and run a business5,28,29. Beyond partnering with the education system, business and industry can also play many roles such as providing mentorship, apprenticeships, the designation of ‘youth only’ positions, and many other examples2,5. Municipal governments can form youth advisory committees or councils that work alongside local government, providing youth input into their local community as well as transferable experience2. The above highlights the particular importance of collaborative efforts. It is important to recognize and acknowledge that collaboration can be a challenge. However, there is a clear need for a coordinated and responsible approach to training and education – not only within a region but linking with provincial initiatives and organizations10. The economy is changing and will continue to do so. This means that labour requirements will continue to change as well, necessitating a range of approaches to the training and education of youth. Better preparation for youth entering the labour market increases the probability that youth will obtain and retain employment1. Rural places need to more aggressively and comprehensively focus on building skills, providing the right kind of training, and ensuring access to a broad range of skills development opportunities10,30. REFERENCES 1. Social Research and Demonstration Corporation. EVALUATING THE EFFECTIVENESS OF EMPLOYMENTRELATED PROGRAMS AND SERVICES FOR YOUTH. (1996). at http://publications.gc.ca/collections/ collection_2013/rhdcc-hrsdc/RH64-39-1996-eng.pdf 2. The Ontario Rural Council. Rural Youth: Leading Today, Tomorrow and Beyond. (2007). at http://www. ruralontarioinstitute.ca/file.aspx?id=bf17140f-ce384360-9722-b37a2290acad 3. Texas Workforce Commission Youth Program Initiative. Youth Investment in Rural Areas. at http://static1.1.sqspcdn.com/static /f/1003781/13662240/1344879487770/ ruralyouth1203.pdf?token=4+zq1tBKoD3rW+IddxV3 b9DyPUA= 4. Dupuy, R., Mayer, F. & Morissette, R. Rural Youth: Stayers, Leavers and Return Migrants. (2000). at http://www.statcan.gc.ca/daily-quotidien/000905/ dq000905b-eng.htm 5. Wylie, J. Knowledge Synthesis - Rural Youth Retention: Creating Community Connections. (2008). at https:// smith.queensu.ca/centres/monieson/knowledge_ articles/Retaining Rural Youth - Knowledge Synthesis Rev 1.pdf 6. 7. 8. Looker, E. D. Policy Research Issues for Canadian Youth An Overview of Human Capital In Rural and Urban Areas. (2001). National Employer Leadership Council. Best Practices in School to Careers: the Rural Challenge. (2002). at http://www.nelc.org/resources/ nelc rural% 20challenge may 24 2002.PDF. Ryser, L., Manson, D. & Halseth, G. in Social Transformation in Rural Canada (eds. Parkins, J. R. & Reed, M. G.) 189–207 (University of Washington Press, 2013). 16. Rural Ontario Institute. Youth Unemployment in Rural Ontario: Exploration, Discussion, Insight. in Forum Proceedings (Rural Ontario Institute, 2014). 17. Dagnino, M. An exploration of Youth Engagement: Inspiring Tomorrow’s Leaders. in PARC Symposium (2009). at http://parc.ophea.net/sites/parc.ophea.net/ files/symposium/An-exploration-of-Youth-Engagement. pdfLeyshon, M. On being ‘in the field’: Practice, progress and problems in research with young people in rural areas. J. Rural Stud. 18, 179–191 (2002). 18. Heartwood Centre for Community Youth Development. Putting Teens at the Top of Rural Communities’ Agendas. (2013). at http://heartwood.ns.ca/wp-content/ uploads/2013/07/PuttingTeensAtTheTop.pdf 19. Department of Business Tourism Culture and Rural Development. Inspiring Youth Through Strategic Investments. (2015). at http://www.releases.gov.nl.ca/ releases/2015/btcrd/0327n01.aspx 20. Government of British Columbia. BC Jobs Plan: The Skills and Training Plan. (2012). at http://engage.gov.bc.ca/ bcjobsplan/files/2014/09/skills_training_plan.pdf 21. Evaluation Services. Youth Employment Strategy: A Formative Evaluation of Youth Internship Canada and Other HRDC Youth Initiatives. (2000). The Canadian Chamber of Commerce. Upskilling the Workforce : Employer-sponsored Training and Resolving the Skills Gap. (2013). at http://www. chamber.ca/media/blog/131009_Upskilling-theWorkforce/ 22. R.A. Malatest & Associates Ltd. Rural Youth Study, Phase II Rural Youth Migration: exploring the reality behind the myths. A rural youth discussion paper. (2002). at http:// publications.gc.ca/collections/Collection/A22-272-2002E. pdf 10. Ministry of Jobs Tourism and Innovation & Ministry of Advanced Education. Kootenay Regional Workforce Table Open House Forum Summary Report. (2012). 23. Industry and Parliament Trust & UK Commission for Employment and Skills. Youth Skills Commission. (2014). at http://www.ipt.org.uk/Portals/0/THE FINAL YOUTH SKILLS COMMISSION REPORT.pdf 9. 11. Hamm, Z. E. Enhancing Rural Community Sustainability through Intergenerational Dialogue. (University of Alberta, 2012). 12. Ministry of Rural Affairs. Rural Roadmap: The Path Forward for Ontario. (2014). at http://www.omafra. gov.on.ca/english/rural/roadmap-2014.pdf 13. Government of New Brunswick. Be our future: New Brunswick’s Population Growth Strategy. at http:// www2.gnb.ca/content/dam/gnb/Departments/petlepft/PDF/PopGrowth/Strategy-e.pdf 14. Government of Yukon. The Labour Market Framework for Yukon Recruitment and Employee Retention Strategies. (2010). at http://www. labourmarketframeworkyukon.com/system/PDF/RR strategies.pdf 15. Northwest Territories Education Culture and Employment. Recruitment and retention. (2015). 24. Leary, W. Building Tomorrow’s Workforce. Divers. Community Coll. Spec. Suppl. December, 28–30 (2012). 25. Harper-Anderson, E. Measuring the Connection Between Workforce Development and Economic Development: Examining the Role of Sectors for Local Outcomes. Econ. Dev. Q. 22, 119–135 (2008). KNOWLEDGE BRIEF YO U T H T R A I N I N G & E D U C AT I O N 26. Furst, B. Islands of sun and ice. (Memorial University of Newfoundland, 2014). 27. Youth Ventures NL. About Us. (2011). at http://www. youthventuresnl.com/about 28. Community Futures Central Kootenay. Youth Mean Business. (2015). at http://futures.bc.ca/ymb/ 29. Anderson, L. et al. Creating quality jobs. Transforming the economic development landscape. (2010). at http:// www.iedconline.org/clientuploads/Downloads/edrp/ IEDC_Quality_Jobs.pdf Ru ral De v e l op m e n t I n stitu te K N O W L E D G E B R I E F Wi nter 2 0 16 3 YO U T H T R A I N I N G & E D U C AT I O N The Columbia Basin Rural Development Institute, at Selkirk College, is a regional research centre with a mandate to support informed decision-making by Columbia Basin-Boundary communities through the provision of information, applied research and related outreach and extension support. This report is part of the RDI food systems research project which is funded by the Real Estate Foundation of BC and Columbia Basin Trust. www.cbrdi.ca 1.888.953.1133