Introduction
The 2002-2003 Youth Work Experience (YWE) Program encouraged First Nations youth to have valuable work experiences, explore their future employability, experience higher learning opportunities and education, and consider their long-term goals. This program also does strongly supports First Nations by playing an important part in building strong, self-reliant communities.
The YWE Program is one of four youth programs administered jointly by the First Nations Education Steering Committee (FNESC) and the First Nations Schools Association (FNSA), funded annually by the Department of Indian and Northern Affairs (DIAND). In 2002-2003, we received 49 proposals for YWE Program funding, and we were able to fund 14 separate initiatives (representing fourteen First Nations), demonstrating the great demand on this resource.
The FNSA Board of Directors was responsible for reviewing the YWE Program proposals. A sub-committee reviewed all proposals and selected the programs to receive allocations for the year 2002/2003. The sub-committee also determined the amount of funding for allocation to each successful applicant, ensuring sufficient funding to foster success.
In order to ensure that the process is free from conflict of interest, any member of the committee whose institution or community submitted a proposal was ineligible to participate in discussions about or vote on that proposal. All of the program applicants received the results of the committee’s decision.
Individuals eligible to participate in the program included youth between the ages of 17 and 24 who live on reserve and are unemployed at the time a project begins. Exceptions were made for youth under age 17 if they have completed High School, or were for some other reason not legally required to attend High School.
The primary goal of this youth program was to provide unemployed and out-of-school First Nations youth with opportunities to increase their employability, confidence, and sense of direction. A community-based YWE Program might include workshops/components on job search skills, career counselling, work placements, academic upgrading, culture and personal counselling. Each year, we have seen a wide variety of topics in YWE Programs reflecting each First Nations’ efforts to address the distinct needs of their youth and their communities.
This report is a condensed collection of the final reports received from the funded 2002/2003 YWE Programs, and it features an overview of programming details, selected appendices, and a summary chart of participants.
Employment Skills and Training
The 2002/2003 YWE Program provided supervised work experience for out-of-school unemployed youth in community service, community businesses, or other work experiences settings that would contribute to the long-term success of young people. The YWE Program helped participants to attain valuable job search skills and training they required to be employable.
The YWE Program objectives intended to:
· Provide unemployed youth with work in a supportive environment, giving them valuable experience for future employability or encouraging them to return to school;
· Provide an opportunity for personal development for unemployed youth by helping them to develop individual plans to set the direction for their future;
· Provide young people with an avenue to contribute to their communities through their work in service projects (if that approach is taken);
· Allow communities to benefit form the energy, talents and creative strength of youth; and
· Establish partnerships with public and private organizations to increase employment opportunities for youth.
The YWE Programs included important workshops on resume writing; interview skills, cover letters, and job search strategies. Several YWE Programs also familiarized their participants with local organizations that would aid them in their current and future job searches.
The Lower Similkameen Indian Band for example, approached local businesses that were very receptive to their program and were ready to accept participants who expressed interest in joining their workforce.
The ‘Namgis First Nation approached their program based upon academic upgrading, life skills, outdoor leadership skills, the development of Individual Learning Plans, safety and outdoor wilderness first aid, as well as eco-tourism and eco-cultural tourism based activities. Through this unique approach, the participants gained personal development, insight, and confidence.
Youth participants at the Okanagan Indian Band had a comprehensive, diverse learning program that provided them with an opportunity to develop short and long-term achievable education, training and employment goals that ensured meaningful employment.
Work Placements
Program participants joined in work placements activities under the monitoring of a project coordinator and/or work placement supervisor. In several instances, participants received employment offers or inspired participants to further their education and pursue higher learning.
The length and type of work/community placement activities varied with the level of education of participants and the employment characteristics of the region in which the First Nation is situated.
For example, the Seabird Island Band found it extremely challenging to find employers who were willing to commit to providing work experience placements for their participants. Job opportunities are often scarce in and around First Nations communities and, as a result, the work placement options were sometimes limited.
For some community programs the participants were also faced with transportation issues. There was no public transportation, and the location of the community made it difficult for many of the youth to find transportation to training and employment opportunities.
Congratulations are due to all of the YWE program leaders for their creative solutions to many obstacles they experienced; they worked extremely hard to overcome the difficulties for the benefit of the participants in their programs.
Academic Component
Most participants came to the YWE program without the academic skills or credentials needed to enter post-secondary education programs. Through the YWE Program, many had the opportunity to upgrade their education and set goals for higher education.
YWE program leaders developed Individual Learning Plans with each participant, determining the youth's personal education goals and the actions necessary to achieve those goals. One example was the Yechooche First Nation Program whose participants were provided with individual career and education counselling and Individual Learning Plans, which were then placed in their school files. In addition, many participants received study skills training and completed academic assessment tests to identify their current strengths and challenges. Academic upgrading, whether through the regular school system, adult education, or distance education, was another common facet of the YWE Program. Many participants completed writing exercises and kept an informal journal during their work placements.
Life Skills and Counseling
Many YWE Program leaders demonstrated a strong commitment to fostering the participants' growth and personal development. Group discussions, individual counseling, and personal development workshops were a component of most YWE Programs and many program leaders expressed their intent to provide participants with support after the YWE Program ended.
The Campbell River Indian Band provided each participant with basic life skills that consisted of anger management, conflict resolution, time management, goal setting, career planning, medicine wheel, and financial management.
Some of the youth coming to the YWE Programs needed a great deal of personal attention and coaching to make lifestyle changes and to help them stay in the program. Young parents, in particular, often needed significant support to help them balance the responsibilities of work and family.
Community Participation
To varying degrees, guidance from community members shaped the YWE Programs in each participating community. Whether by contributing through a program advisory team, steering committee, acting as work placement supervisors, or facilitating workshops, a wide range of community members worked to make each program successful.
The Yekooche First Nation was an example of how a strong program advisory team made the YWE Program meaningful for the youth and the community. They also established a steering committee to develop selection and criteria or their program.
The Campbell River Indian Band gathered on the last day of their YWE program for a community luncheon. Each participant received a certificate of completion.
Conclusion
The FNSA/FNESC extend great appreciation to the local coordinators, steering committees and advisory teams for leading such valuable 2002-2003 YWE Programs. The program reports and summary table (located at the end of the final report) provided clear indications that many YWE participants are moving on to new education and employment challenges after completing a YWE Program.
FNESC and the FNSA appreciate the wealth of experiences that these reports represent and hope that this compendium will be a useful resource for future coordinators of YWE programs.
Boothroyd Indian Band
Boston Bar, BC
Introduction
A primary goal of the Boothroyd Indian Band Youth Work Experience (YWE) Program was to assist youth in gaining confidence, training, and work experience for their future entry into the workforce.
The YWE program objectives were:
· To provide youth with job shadowing opportunities; and
· To provide unemployed youth with work in a supportive environment, giving them valuable experience for future employability or encouragement to return to school.
Program Outline
The youth participated in job shadowing with a social worker, health nurse, a health provider, and a fisheries/forestry resource worker.
Program Participants
There were two males and one female participant in the YWE Program.
Program Implementation
Criteria for selecting youth to participate in the YWE program were as follows:
· Job posting
· Interviewing all applicants
· Selection of the best applicant
· Point system selection
The youth that were selected to enter in the YWE program were provided with program expectations as follows.
· To determine how the position they chose fit within their long-term goals and learning plans;
· To know what educational needs were required to fulfill their goals with the assistance of an Education Counselor;
· To report for work on a daily basis and in a timely manner;
· To provide the Band with monthly reports compiled from their weekly reports/evaluations;
· To respect all mentors, professionals, contractors, and Band staff;
· To try make the YWE as pleasurable as possible; and
· To complete the program with confidence, knowledge, and the opportunity for future employment.
Work Placements
The duration of the YWE program was 8-9 months.
Participant One (1)
Future Goal: Smokejumper (Firefighter)
Participant 1 will now be applying at the British Columbia Institute of Technology.
Work Placement Duties
Boothroyd Indian Band / Maintenance AssistantBoothroyd Indian Band / GIS Mapping/Capacity Initiative
Golder & Associates Ltd / Archaeology
Teal Cedar / Forestry
Boothroyd Indian Band / Parks Crew
Participant Two (2)
Future Goal: Computer Graphics/Mechanic
Participant 2 is now re-evaluating his goals and is considering enrolling in a trade position at the British Columbia Institute of Technology.
Work Placement Duties
Boothroyd Indian Band / Maintenance AssistantBoothroyd Indian Band / GIS Mapping/Capacity Initiative
Golder & Associates Ltd / Archaeology
Participant Three (3)
Future Goal: Complete High School/enrol in Business Management
Participant 3 priorities are to complete high school and considered enrolling in a business management program at a post-secondary institution.
Work Placement Duties
Boothroyd Indian Band / Assistant Youth WorkerBoothroyd Indian Band / Office Assistant
Kahmoose Gar Bar / Inventory
Boothroyd Indian Band / Tutor
Program Evaluation
The youth were monitored and assessed including the following:
· On-site visits
· Completed Individual Learning Plans
· Completed daily log record of program activities
· Mentors evaluated each youth employee
· Youth evaluated each mentor in the program
· The program supervisor reviewed each program evaluation and distributed to the Band Manager and Chief and Council for review
· Youth assessments completed showing that two of the youth were meeting their goals
Overall, this was a very beneficial initiative for the Boothroyd Band youth. There were noticeable changes in attitudes, self-esteem, and confidence levels. They enjoyed in participating in the YWE program. This was a very valuable tool to give the youth work experience for their future entry into the workforce. The youth completed the program with new knowledge and skills that they obtained from each work placement position. This was a starting point for reaching their individual goals.
The Chief and Council were pleased with each youth and provided them with words of encouragement.
The program was a great learning experience for all involved and the community hopes to be able to provide future youth work experience for other youth in the community.
Campbell River Indian Band
Campbell River, BC
Introduction
The primary goal of the Campbell River Indian Band Youth Work Experience (YWE) Program was to provide training, instruction, and work experience that will enable the youth to take control of their own futures be through training in specific career fields to obtain long-term employment.
The program was to enhance the participants’ existing knowledge, skills and build participants’ confidence and abilities to prepare them for employment within the community.
The program objectives were:
· To provide four unemployed youth between the ages of 17-24 years with practical work experience, life skills, personal growth and development, and to maintain long-term employment;
· To provide youth with knowledge and skills that will their improve employability in the work place;
· To prepare each youth with attributes that will prepare them for future employment and post secondary education;
· To help youth to gain experience in the work place and develop a better understanding of work habits, and prepare them to deal with the day-today challenges of employees;
· To facilitate appropriate job search, resume and interview work experience activities;
· To allow the community to benefit from the youth in an employment readiness program; and
· To establish partnerships with public and private organizations to increase employment opportunities for youth.
Program Outline
The YWE Program consisted of twenty weeks of in-class work experience and pre-employment training, education, and upgrading. The program operated from September 16, 2002 to January 2003.
Program Participants
There were two female and three male participants in the YWE Program. The participants’ ages ranged from 19-22 with a Grade 12 education. Unfortunately, one participant died in a tragic accident and the rest of the YWE participants requested that the position not be replaced by another participant out of respect and for that participant to be remembered in the class.
Program Implementation