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FOCUS ON YOUTH It has almost become a cliché for every Administration to state that its emphasis is to support programmes for the youth. The allocations highlighted under the discussion of the expenditure of the budget, demonstrate that we have tried to preempt the largest chunk of our limited resources for education and training. The figure articulated in the Budget actually underestimates this total commitment, as excluded are additional sums for the University of the West Indies, as well as the expenditure carried out by institutions such as HEART. For HEART's case, this is an additional $2.2 billion for the fiscal year 2001/02. The point of this expenditure is not simply to facilitate upward socio-economic mobility particularly from children from lower income groups, although that itself remains important. More critical is the fact that worldwide it has been recognized that investment in education and training is a rational economic decision which, if properly managed, will lead to a better trained population which is better able to compete globally. It is in this context that I would like to discuss with the youth and the country, the rationale for the Administration's range of programmes aimed at them, and in turn, what is expected of them once this investment is made. I begin with the children in school. As I have indicated before, whilst the period in school serves a purpose in terms of socialization, of far greater importance is the extent to which this period of learning is maximized by the beneficiaries. The evidence worldwide is beyond dispute, whereby countries with well-educated and trained population, are able to engage in the production of goods and services with the greatest value added. Simply translated, the only long-term solution in the fight against poverty, is the systematic investment in education and training leading to a workforce which is better trained and better educated than the previous generation. However, this is a two-way street and it is simply not enough for the training and education to be made available. Students must maximize opportunities and take responsibility for their own future. This applies at all levels - primary, secondary, and the tertiary levels. Clearly, the State will have to assume responsibility for monitoring the quality of instruction, as well as the conditions under which learning takes place. But in the final analysis, students must assume responsibility for their own future by grasping the opportunities offered. I now turn to a second sector of the youth population. Those who are unskilled, uneducated, and are either unemployed or can only find employment in marginal low-wage activities. For a host of reasons, this group of persons cause concern, but in the final analysis, they are part of our country, and hence, in any overall programme geared to socio-economic advancement must take cognizance of their special needs. Addressing the problems faced by this group, as well as the problems which, they in turn, will create if they remain under-attended, calls for a complexed mixture of innovative programmes. All Administrations have sought to devise such. This group is at the heart of many social problems, particularly to the extent that the members feel a sense of alienation from any positive developments in the rest of the society. There is a range of programmes which have been developed, and while no one can claim they have achieved all the desired objectives, let us not ignore the success which have been recorded. As the representative of an inner city constituency, I am acutely aware of the number of young people who have been exposed to secondary education for several years leave without either certification or skills and perhaps worse yet, leave without any guidance, in terms of becoming equipped to be productive members of the labour force. My message is two-fold for members of this group. Whilst immediate employment is a priority, do not give up on the possibility of improving your education and training skills. Seek out where these opportunities lie and exploit them. The second point of my message is directed to persons who either on an individual basis or within the context of service groups or NGOs, have concerns about the future of our youth. My message is that there are ample opportunities for both individuals and organizations to assist in directing members of this ‘lost’ generation, on a path of self-actualization and improvement. Too often, individuals who claim to have such concerns see their only avenue of contribution to be to call on the Government to do more. Whilst the Government has obligations, there is a great deal which truly concerned private citizens can do to help. I turn to the final group of youth. Members of this last group are, by and large, privileged, skilled, educated, and possess options. - in particular, options to live and work wherever they may wish in the world. On many occasions I have heard references made to the fact that there is nothing in this country to attract these young people to remain in Jamaica and to contribute to future development. Let’s look at the issue clinically. It is a fact that our tertiary educational institutions are on par with institutions in many developed countries. It is a fact that in many cases, the job opportunities and the pay scales available, particularly in North America, are far superior to those available in Jamaica. At first blush, it would be true that we are unable to give the members of this elite group a reason for remaining at home. For my own part, those who make a decision to seek opportunities elsewhere, whilst I regret their actions, I have no quarrel. However, let us take another look at their choices. Is the grass everywhere else really as green as it is suggested. Do not be fooled by the hype. Whilst jobs may be more easily available, the repercussions of globalization are no less damaging in North America than in Jamaica. Daily and weekly we hear of mergers which result in thousands and thousands of jobs being lost, and families being dislocated. But, I go beyond the issue of monetary compensation and address a concept which most people would wish to forget in this new era – that is, a sense of nationalism. Belonging to a particular geographical space with a certain amount of history and cultural tradition with which one can identify in a specific and unique manner. For my own part, I made my own decision many years ago, but even if I were 25 years younger and at the stage to make a choice, it would be no contest regardless of how much they pay in North America. It would not replace my pride in being Jamaican, and being recognized as such, wherever I go in the world, when the music of Bob Marley is played. Regardless of what they have over in London or Toronto, it cannot replace my pride when Courtney Walsh pursued the 500 wicket main, or when Merlene Ottey at the age of 40, received yet another Olympic medal. Therefore, to the members of the educated elite, the challenge is that – yes there are difficulties in Jamaica, yes there are greater monetary opportunities abroad, but for those of you who have been helped to achieve your elete position by the limited resources of this country, my question to you is - Is there a greater contribution than that of service to your country? || Previous | Table of Contents | Next ||
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