Lead Stories

This is the second in a series of features geared at enhancing productivity at the workplace.

Paulette Dunn-Smith, Contributor

In the aftermath of the recent tragic events which have affected Jamaica and specific communities across the country, calls are being made for the improvement of the socio-economic conditions of the people in these communities who have been left "ravaged" and "devastated" - terms which are usually applied to war-torn countries.

Public expectations are high for positive changes, so it is practical to consider a holistic approach to planning, which includes the role of skills training, taking into account its human, social and economic dimensions as part of the total reconstruction process by which communities seek to recover and rebuild.

How can skills training, vocational education and technical learning contribute to this process? What role can skills training play in building civic participation as well as economic liveli-hoods of the individuals affected?

Every citizen has a right to work, to education, to have available, technical and pro-fessional education. The full development of the human personality is an item on UNESCO's Education For All Agenda, which speaks to the learning needs of young people and adults being met through equitable access to appropriate learning and life-skills programmes.

Stagnant economy

Our economy has remained stagnant over the years as crime and violence have added to its inability to function efficiently. Countless families have been affected by the loss of jobs and less money to spend, while our social structures have diminished. In today's column, I would like to share the results of research on the role of vocational training in planning, and the lessons learned in the post-conflict communities of war-torn countries of Africa (Liberia, Southern Sudan and Uganda). The lessons learned are applicable, as we seek solutions to develop this plan to address one of the most challenging situations facing Jamaica today.

Young adults in post-conflict environments face many challenges as their economies are often dysfunctional. Skills training therefore takes on a broader scope as it is linked to goals of re-integration, economic stimulation, physical reconstruction and recovery from trauma. Skills training becomes a "learning system in which both soft and hard skills are developed within a joined-up, integrated development", delivered in a setting which seeks to improve livelihoods, promote inclusion into the world of work while supporting the community and the individual.

What are some of these challenges?

They can be categorised under three main headings:

(i) psychological/physical, (ii) social and (iii) economic.

The Psychological/Physical factors include post-traumatic stress disorder with symptoms such as impaired memory, limited concentration, nervousness, extreme tiredness. These all affect how we learn.

The Social factors include the lack of a strong support structure such as the extended family, fewer males in the household, displacement and vulnerability. There is the breakdown of social skills brought on by prolonged exposure to violence and conflict while the "scavenger", "extortion" and "hand-out" cultures are prominent. The communities also face stigmatisation with family members facing prejudices in one form or another and youths become marginalised.

The Economic factors are linked to education, or a lack of basic education. There is little or no access to education and nations are left with a "lost generation" who have missed out on schooling. They do not have the basic literacy or numeracy skills to learn a trade, and therefore do not have marketable skills. This prevents their long term prospects for earning a living or as a foundation for further education and development. This problem impacts on the individual as well as the ability of the country to develop as a whole. Economic production is halted resulting in frequent price rises for market goods.

Community level therefore need to be seriously considered.

Finally, costs and sustainability need to be looked at in planning. The cost to the provider of vocational training depends on the type of training course being offered. Literacy programmes for instance, requires few input expenses, while automotive mechanics or computer training involves considerable expenses both in terms of initial inputs and recurring costs. Vocational training programmes are thus much more costly than basic education programmes. Cost-sharing and instituting minimal fees are strategies to consider in reconstruction.

Many lessons can be learned from the post-conflict studies in Sub-Saharan Africa. Foremost among these is that skills training and education must play a vital role in the reconstruction process. Secondly, a multi-sectoral approach is critical in planning and implementation and most importantly, skills training must be linked to employment opportunities. Individuals must be given the opportunity to work.

- Paulette Dunn-Smith is an international trainer and workforce development expert. She is the executive director: Dunn, Pierre, Barnett & Associates Ltd., and chairman, Caribbean Career and Professional Development Institute. Contact her at pdunn@dpbglobal.com or www.dbpglobal.com.