NAP summary

N a t i o n a l A c t i o n P l a n f o r Y o u t h E m p l o y m e n t
S U M M A R Y
I. Inequalities in the Youth Labour Market
1. Introduction
 A majority of young people experience feelings of injustice both in society and with
regard to political institutions.
 The society is relying on political favours and influential networks for employment
opportunities rather than a system of merit.
 Research on Youth unrest both in the south and north indicate that such unrest is
largely attributed to unemployment
 In the labour market, youth experience discrimination and inequalities due to
different factors such as class and status, geography and sector, gender, ethnicity
and physical or mental disabilities.
2. Class and Status
 A majority of youth prefer employment in the public sector as these jobs are seen as
more respectable and of a higher status than those offered by the private sector. The
public sector also provides more job security than the private sector.
 The private sector is perceived as alienating as it favours people from more
privileged backgrounds. Moreover, jobs that are available in the private sector for
rural and underprivileged youth are usually low-skill and low-status
 English skills are important in the private sector and English is not merely a technical
skill, but is used as a social marker such as the way of speaking, which is seen as an
indication of one’s background
 Minorities, especially Tamil speaking people, are discriminated against in the public
sector due to Sinhala being the primary language used
3. Geographical and Sector Disparities
 Marginalization and exclusion occurs in the estate and rural areas due to poor
infrastructure, poor educational facilities, and the lack of qualified teachers,
particularly in English, Maths and Science.
 Poor infrastructure has also meant that there is less investment and job creation in
the rural and estate sectors.
4. Gender
 Unemployment rates of women, including young women, is double that of men.
However, more young women are entering the labour force.
 Employment prospects for women are usually temporary and exploitative. They are
concentrated in factories, estates, and overseas employment as housemaids.
 Women are controlled by patriarchal ideology where women are pressured to
maintain a “good” reputation and be “respectable”
 Employers prefer men over women as women’s housework and childcare
responsibilities prevent them from working late and also due to maternity leave
 There is a high percentage of women in Arts and Law and significantly less in
Engineering
 Vocational and other training available for women tend to focus on dress-making,
beauty culture, catering that perpetuate stereotypes about women
 Women in the small business sector face discrimination in several ways including lack
of access to credit and loans and also due to being perceived as incompetent.
NAP—Youth Consultations
Summary
April 2006
1

5. Ethnicity
 Rural Tamil and estate youth tend to take any job as their socio-economic
circumstances necessitate income earning and therefore seem to have less
unemployment. However, there is a significant gap between their aspirations and
opportunities available.
 There has been a significant drop in the intake of minorities into the public sector
6. Disability Management
 The constitution guarantees equal rights to people with disabilities and the
Disabilities Act of 1996 sets policy in place for non-discrimination in employment and
education.
 However, policy has not translated into practice in most sectors as there are no
mechanisms to engage the disabled in mainstream employment
Summary
April 2006
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II. Youth Employability in Sri Lanka
1. Introduction
Employability is not employment. It is the knowledge, skills and resources available to a
person that makes him/her more competitive in and gives access to the job market.
In order to ensure the employability of youth progress must be made on four major fronts:
 improving the equal accessibility, relevance and effectiveness of the education
system;
 ensuring that education provides the knowledge and basic skills so as to facilitate the
transition from education to work;
 improving the relevance and effectiveness of the training system at various skills
levels for needed occupations; and
 ensuring the training system is sensitive, readily responsive and flexible to changing
2. Equal Access and Retention in the Current Education System
 While Sri Lanka has achieved equal access to education, there are serious disparities
in the quality of education, especially in the rural and estate sectors. For example,
only 4% of rural schools offer science education.
 At 2%, Sri Lanka has one of the lowest entrance rates to universities
 The majority of students who enrol for Arts degrees come from low income, rural,
disadvantaged families, with parents not engaged in professional work, whereas
students who are enrolled in science degrees, especially Medical, Engineering, and
Veterinary Science, come from more privileged backgrounds.
3. Unresolved Policy Issues
 Education reform is slow and undermined by resource issues
 Budgetary allocations for education have declined over the years
 Young people have identified the importance of English education
 Young people are keen to learn IT skills, but there is a severe lack of facilities
 While women constitute almost half of the university student population, women
predominate in Arts, Education and Law. There are very few women in Engineering
and the Physical Sciences as these fields are seen as male domains and vice versa.
 The university structure discriminates and marginalizes women, thereby affecting
their employability. Women hardly participate in extra-curricular activities, do not
stay back in computer labs and libraries, and are reluctant to undertake field trips
due to lack of protection and safety that restrict women’s mobility. Women are also
excluded from participating in politics because it is seen as a male domain.
 It is said that there is no dignity of labour in Sri Lanka. What this means is that
despite the relatively high levels of unemployment and under-employment, youth are
reluctant to take up manual labour work in the manufacturing, agriculture and
services sectors.
 Manual labour is perceived as a low status job by all of Sri Lankan society. This
perception is influenced by poor working conditions, including long hours,
occupational hazards and unpredictability of work.
4. Facilitating the Transition from Education to Training
Vocational Training
 All vocational training courses require 3 to 4 years of training and only those who
have A Level education are accepted for training courses that provide a national
diploma upon completion of the training, while those training courses of 1 to 3 years
Summary
April 2006
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duration require an O’Level qualification. This prevents youth from exploring diverse
interests and undermines the development of multiple talents.
 There is a dramatic increase in the drop-out rate in grades 5 and 6 and again in
grades 8 and onwards. The rates of drop-outs are consistently higher for students in
the Tamil medium.
 There are a large number of public, private and NGO institutions involved in
providing technical and vocational training to young people. It targets mostly school
leavers with GCE O/L qualifications. However, the quality of the programmes varies
and there is no central mechanism to monitor the various service providers.
 The employability of these TEVT graduates is low due to outdated study
programmes, inadequate facilities, irrelevant industrial training, insufficient practical
work etc.
 The Technical Education and Vocational Training Ministry has initiated preliminary
work required for establishing a National Vocational Qualification (NVQ) System with
a view to establish skill standards for the TEVT sector.
 There is also very little coordination between the various training institutes.
Career Guidance and Counselling
 Sri Lankan youth face two inter-related problems: ineffective counselling and a lack
of information on what is available in terms of effective and relevant training.
 Career guidance and counselling helps youth select prospective careers. Youth
studies have indicated the need for a countrywide counselling and guidance system
integrated into the educational and training institutions, which looks holistically at
the psychological, socio-cultural as well as career guidance aspects of counseling.
Youth Affected by Conflict
 Youth in conflict affected areas also cite unemployment as one of their main
problems
 War disintegrates the traditional systems that ensure young people have livelihoods
options and employment as they reach adulthood such as inheritance, passing on of
skills from parents to children and guided education with family support. Youth from
conflict affected areas are largely excluded from modern links to finding employment
such as access to internet and state programmes like the youth corps.
 The training needs for youth affected by conflict including differ from other young
people and the diversity of affected youth must be taken into consideration when
designing training programmes.
Overseas Employment
 Of the total number of departures in 2004, 38.7% were between the ages of 20-29.
Most of the departures are in the “housemaid” category.
 While jobs are available in professional, middle-level and clerical, very few young
people take up overseas employment.
 While some studies indicate that young people are willing to migrate in search of
higher earnings, others indicate that young people are unwilling to take up the risk of
overseas employment.
Internal Migration
 A majority of the work force who migrate from rural areas to urban centres are
employed in the informal sector in low-status, casual jobs, in the construction
industry and the Free Trade Zones
 The lack of accommodation and Transport facilities are two of the main problems
faced by these people
 Many women who work in garment factories also face sexual harassment on buses
Summary
April 2006
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and from pedestrians.
Summary
April 2006
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Youth Entrepreneurship
1. Introduction
 Entrepreneurship can be defined as a set of skills, knowledge, attitudes, and values
that can generally increase employability of youth in any type of employment
 Innovation is fundamental to entrepreneurship, and must be promoted in a way that
inspires and encourages young people to develop this quality.
 Entrepreneurship is said to be fundamentally weak in Sri Lanka. Nurturing an
entrepreneurial culture in Sri Lanka should be a long-term goal.
 However, as individual success without consideration for the community is not
socially acceptable, training should not concentrate on attaining individual success
but the development of the whole community.
 As there is confusion with the different terms used in entrepreneurship activities,
clear definitions of entrepreneurship, enterprise development, self employment, and
business and must be formulated
 In designing programmes and projects, entrepreneurship should not only translate to
self-employment and business activities.
2. Cultural Attitudes
 Around 20-24% of youth indicate self-employment as their employment preference.
No significant variations exist across gender or conflict/non-conflict zones
 The reasons given by young people for not preferring self-employment were lack of
social respect, stability and security, dislike of business, and lack of knowledge/skills
for business. Business was additionally seen as exploitative.
 In research conducted, a majority of school leavers with O/L perceived
income/money as important. The majority of those with A/L found education,
achieving a goal, being a good human being and not harming others as more
important. Both groups valued good social relations and a good house as important
measure of success.
 Young people who were currently self-employed indicated independence as the
primary reason for their choice. Inability to find salaried work, flexible working hours,
and higher income were some of the other reasons for selecting self-employment.
3. Policy and Regulatory Environment
 There are several disabling economic factors that undermine the promotion of self-
employment/entrepreneurship among youth in Sri Lanka. Young people face
difficulties in producing collateral to obtain financing from banks, and many are
unwilling to borrow as a life free of debt is highly valued. There is also a lack of
safety nets for young business starters, making them reluctant to take the risk at
such an early stage in their life. The lack of information on chambers and other
institutions promoting enterprise development is also one of the main issues.
 The government has adopted an action plan for the promotion of the SME sector.
Some of the initiatives include tax holidays and use of state land for projects.
4. Education and Training
 There is no central government authority/institution directly responsible for
entrepreneurship training nationally, unlike in the case of vocational training.
Therefore there has been no large scale impact assessment of the trainings
conducted in the last 20 years.
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April 2006
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 All youth would need to have enterprising attitudes to find and pursue their
livelihoods and young people should be exposed to the basic values of what it is to
be enterprising before they leave school
 There are two groups that can potentially be overlooked both when inculcating
enterprising attitudes and providing entrepreneurship training – disabled youth and
young offenders. These groups who suffer social discrimination/exclusion and need
to be integrated into society can only benefit from access to entrepreneurship
programmes.
 There are many weaknesses in the existing training programmes. One of the main
ones being that appropriate target groups are not always selected.
 The teaching methods and curricula also need to be improved.
 In general, young women have lower start-up rates than men. They tend give up
business at marriage but there is a need to target them a few years after marriage
when they take on more responsibility for maintenance of household and family.
 There are also insufficient Tamil language programmes among large state and NGO
providers.
5. Improving Entrepreneurship Programmes
 A key challenge is establishing an initiative that encourages teachers to engage in
entrepreneurship training and education so they may learn to apply entrepreneurial
thinking in their teaching.
 Programmes could also target the increasing number of early school leavers and
youth engaged in the informal sector, including the increasing number of youth who
are migrating to the urban areas by providing them with increased social capital and
entrepreneurial skills training.
6. Finance
 There is a need for information about micro credit and finance schemes suitable for
young entrepreneurs to be disseminated
 The State’s action plan is committed to simplifying credit appraisals, collateral and
approval requirements for young entrepreneurs
7. Mentorship
 Mentoring is often accessible informally in the community and among family
members on certain issues. However, these mentors do not necessarily have
entrepreneurial experience or knowledge.
 Members of the business community have highlighted the need for a better
coordinated mentorship initiative, which would enable the more experienced
entrepreneurs and employers to invest time and energy with young entrepreneurs
Summary
April 2006
7

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