Youth Career Selection in Secondary Schools, an · PDF fileYouth Career Selection in Secondary Schools, an Antiguan & Barbudan Case Study. by Antigua & Barbuda Council on Sustainable

Youth Career Selection in Secondary Schools,

an Antiguan & Barbudan Case Study.

by

Antigua & Barbuda Council on Sustainable Development

(ABCoSD) November

13th 2015.

Copyright 2015 ABCoSD. All rights reserved. Page 1 of 18

ACKNOWLEDGEMENTS

This paper would not be possible without the efforts of the members of the Antigua & Barbuda Council on Sustainable

Development and the support of the Ministry of Education, principals, teachers and students of all the participatory secondary

schools in Antigua and Barbuda.

Special thanks to the corporate patronage of Colombian Emeralds International, CJC Jenkins Design and stellar guidance

provided by the Antigua Coalition of Service Industries Inc., Antigua and Barbuda Statistical Division and Human Resource

Professionals of Antigua & Barbuda, with special mention Dr. Gale Archibald.


“Education is the key to the future: You've heard it a million times, and it's not wrong. Educated people have higher wages and

lower unemployment rates, and better-educated countries grow faster and innovate more than other countries. But going to

college is not enough. You also have to study the right subjects.”

Alex Tabarrok.


Glossaries

Anticipatory Socialisation – is the process, facilitated by

social interactions, in which non-group-members learn to take

on the values and standards of groups that they aspire to join,

so as to ease their entry into the group and help them interact

competently once they have been accepted by it.

Social Capital – refers to the collective value of all

"social networks" [who people know] and the inclinations that

arise from these networks to do things for each other [norms of

reciprocity].

Youth – individuals with ages ranging from 15 to 24 [1];

additionally referred to “transition from childhood to adulthood”,

expanding the demographic to 14 to 30 years of age [7].

Overview

Holland's theory of career choice divides people into six

personality types: Realistic, Artistic, Enterprising, Social,

Conventional and Investigative. Based on an individual

personality trait, specific professional, environment, or

combination thereof, will present better rewarding path towards

professional and personal growth [21].

Figure 1.1: Illustration of Holland’s theory (https://www.careerkey.org/choose-

a-career/hollands-theory-of-career-choice.html#.VkdWYHarS03)

Comparing this scientific approach to the current educational

system begs to question if the youth, our country’s important

human resource potential, are selecting the right career paths.

The purpose of this paper seeks to first capture data related to

youth career selection and provoke this discussion. Thus

focusing on sensitising the country’s political directorate,

administrators of educational school plants and their relevant

stakeholders of findings gained from a study focused on youth

career selection.

This Antigua & Barbuda Council on Sustainable Development

(ABCoSD) led initiative conducted in 2015 intended to net a

range of student responses from varied economic, social,

cultural and ethnic backgrounds, providing a holistic view of fifth

form students career intentions found in private and public

schools.

Although the results provided insight in several closely related

areas, the main focus hinged on identifying intended career

paths whilst documenting the related subjects the students had

chosen for the upcoming Caribbean Secondary CSEC exams.

Research objectives were as to:

1. Investigate, capture and analyse data results related

to: academia, career choices, factors attributing to

career selections, and students’ post-secondary

priorities within the context of Private and Public

Schools in Antigua and Barbuda (see figure 12, p. 18).

2. Identify the targeted students’ career selections and

list them alongside international professional career

rankings (figure 2, p.11).

3. Provide data results to governmental, participatory

schools’ administration, NGO stakeholders and the

general public, in an effort to raise awareness to

evident underlying issues.

4. Provide recommendations of possible actions that can

be taken for future improvements.

At the end of the exercise a simplified summary of survey

findings was provided. ABCoSD hoped to bring to the fore,

perceived opportunities and or treats for intervention with an

aim of creating public discussion and policy review. Local

literature highlighting this specific area of Youth career selection

and possible implications for future employment opportunities

were found to be limited in Antigua and Barbuda.

Hence, presented with a timely opportunity for such a seminal

undertaking, all in an effort to provide evidence based research,

the identification of any training gaps or needs that may be

required for strengthening our education system will be

examined to better prepare young minds towards becoming

productive citizens in society.

For purpose of this study the “Youth” sample targeted fifth form

students between (youngest) 14 to 18+ years.

Literature Review

In an effort to understand and relate the role or importance of

youth in our modern day society the literature revealed that they

play a crucial part in the positive or negative outcome of any

society.

As such their development, empowerment and other such

positive initiatives are understood as both vital and essential in

the life of building any society’s human capital [2, 9, 10]; in

detail, supporting career-oriented programmes and experiences

for high school students provided a long-term favourable payoff

in the labour market.


Literature Review cont’d

Despite this acknowledgement [8] insufficient Youth

interventions to combat major problems (for example present

and future unemployment) still remains a significant global

challenge.

Statistically speaking this challenge goes far, as written in detail

by the Saldru Research Brief in December 2013, expressing

that the Youth make up 25% of the world’s working population

yet account for 47% of those unemployed.

The disadvantage continues, with students choosing to leave

school early (due to lack of a stable family support system) in

today’s competitive employment environment. This makes

these youth vulnerable to instances of poverty, social exclusion,

and future unemployment leading to prospects of life in crime

[14, 15, 16, 17].

Trends over the last decade of youth unemployment

demonstrate the numbers have been steadily rising [1]; further

enhanced by the after effects of the World Financial Crisis 2008

and previously less than desirable employment conditions.

These aforementioned exponential effects can compound

systems which already suffered from lack of focus and sufficient

planning [6,9]; resulting in a significant number of students

graduating unprepared for postsecondary education or the

world of work.

Quite, pointedly, literature surrounding Youth Unemployment

resulted in being non-exhaustive, which is a cause for concern.

One such manifestation is found in the United Nations World

Youth Report of 2013. In summary, the report speaks to

opportunities becoming less available for the young people in

their country of birth; who then are pulled to cities or migrating

to countries with perceived greater job opportunities; a finality of

such actions separating themselves from their families and

social support networks with no guarantees of meaningful

employment for the expanding pool of young skilled graduates

[2, 7]. The Caribbean is not exempted from these issues [7].

This is not to suggest the problem is additional and ubiquitous

to early childhood education. Similar to other developed

countries, notable attention contextually has been paid to early

childhood development programmes [18].

By observation, the youth appear not sufficiently informed for

post high school career ventures based on various experiences

in multiple secondary career day interventions.

All, however, is not lost and remedies are possible. According

to scholarly references an effective integrated academic and

career oriented curriculum programme is one viable option.

These career programmes within secondary school’s curriculum

can commence very early and positively impact a young

person’s sense of direction and meaning in life [4].

One such example [9] speaks to findings derived from a case

study focused on nine schools in urban districts in the United

States, with conclusions providing evidence that increased

investments in career-related experiences during high school

will improve student’s postsecondary labour market prospects

and subsequent societal benefits (see figure 2.1, p.16).

As with the case study, the school’s curriculum design and

administrators along with parents are responsible for ensuring

that young people are supported and informed of strategies,

resources and pathways that will increase their likelihood of

entering into meaningful employment or continue further aligned

education.

The aforementioned should be combined with a stable

environment in the home. Socially, the importance of providing

a stable environment, mentorship, effective careers and

transition pathways, especially for those at risk of dropping out

or disassociating with career and employment networks also

becomes key.

In the meantime the demands on employment entry standards

are not dissipating, but rather remaining competitive.

Employers have been continually demanding human resource

potentials and assets which will add value to their companies,

boosting capital and marketability [18]. As new companies

emerge and current ones expand to meet global demands and

competition grows.

Research Methodology:

The aim of this research centres on providing current

information as to the subject matter of youth career selection.

Gathering substantial data to validate this paper took a route of

a quantitative form of data collection; questionnaires.

As it pertains to the structure of the questionnaire, a total of 11

questions were asked ranging from: subjects selected for

CSEC; desired career choice; career exposure; counselling

services; intention post-secondary school; age and gender etc.

These questions were designed as sub research questions,

correlating to the first research objective.

The questionnaires were administered to a cluster sample

targeting only fifth form students in all Antigua and Barbuda’s

secondary schools.

Whilst third form can be considered a crucial point for selecting

subjects this form was not targeted. The rational was that

preparation and readiness for future college, university, work

and career ventures and ultimately professional employment

generally begins with a better level of maturity at this point [9].


Research Methodology cont’d

The data collected was then aggregated revealing: nine

individual Private Secondary and 11 individual Public

Secondary Schools’ participation.

This represents 91% of the total number of secondary schools

as per overall figure provided by The Planning Unit (2011)

Report on Education in Antigua and Barbuda 2008-09 and

2009-10 (see figure 1.12).

As it speaks to data validity, researchers Yehuda Baruch &

Brooks C. Holtom found an average response rate for studies

that utilized data collected from individuals being 52.7% with a

standard deviation of 20.4 and data collected from

organizations was 35.7% with a standard deviation of 18.8.

ABCoSD research capturing 78% indicates an overall

quantitative research statistical significance for an overall

sample student population of 1249 individuals, a confidence

interval (margin of error) of 2.19 and a confidence level of 99%

due to a sample size of 980 obtained.

Figure 1.2: Sample size calculator at Creative Research Systems

(http://www.surveysystem.com/sscalc.htm)

The data collected was ranked, analysed and subsequently

aligned to popular internet sites job market assessment from

the US and UK’s (see figure 1.8) similarly to the US Bureau of

Labor Statistics found at: www.bls.gov.

This paper was then presented to education stakeholders (to

include NGOs) and published for public consumption and

discussions.

By intention, it was not the aim to compare private against

public, nor one school against the next. For this reason, a

number system was assigned to each participatory school to

facilitate a reasonable confidentiality; and to be assessed from

a collective point of view. The entire survey and data collection

process began in March 2015 and ended in the first week of

November 2015. The results of the information garnered from

the exercise should be considered factual based on the

scientific process used.

Data Results & Findings

By way of summary and as previously mentioned, the survey

consists of 11 multiple choice questions covering the specific

aim and objectives of this research. Of note, with an average

age of 16, 426 Males and 537 Females from ages 14 to 18

participated.

Figure 1.3: Age of respondents (by descending order)

The first survey question requested students to select CSEC

subjects they have registered for from a list of the 33 subjects

provided via the Ministry of Education. As it is mandatory,

English Language and Mathematics yielded the highest results

with 78% and 76% respectively of the total student body

number; or 100% (English Language) and 97% (Mathematics)

of the total respondents.

Subjects such as Social Studies, Principles of Business,

Electronic Document Preparation and Management (EDPM)

and Office Administration were most frequently chosen

thereafter. Conversely Mechanical Engineering, Music, Theatre

Arts and Religious Education were (in descending order) least

selected (see figure 1.4).In order to understand subject

availability, students were asked to indicate whether or not

there were subjects they wanted to take but were not given the

opportunity. Thirty-six per cent selected “Yes” and 42%

selected “No”.

Notably, Human and Social Biology, Theatre Arts and Clothing

and Textiles were the three highest, whilst Mathematics,

English A and Electrical as the three lowest of the subjects the

students wanted to take but were unable to.

As it pertains to Teachers being available for the subjects

chosen, a notable difference was recorded with 66% of the

respondents noting “Yes” and only nine per cent recording “No”.

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Research Methodology cont’d

Figure 1.4: Subjects Selected by Students

Figure 1.5: Subjects students wish to take for CSEC but could not.

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Data Results & Findings cont’d

At the core of the research aims and objectives, question 5 asked students to select from the given careers which they were

inclined to venture in. These career options consist of a mixed compilation from the Board of Education’s priory list, UK and USA

top job rankings and the results are as illustrated:

Figure 1.6: Careers Selected by Students

Figure 1.7: Other Careers Selected by Students

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Figure 1.8:

Career Comparative Table

U.S. News Ranks Jobs Source: http://money.usnews.com/careers/best-jobs/rankings/the-100-best-jobs

Glassdoor Job Score Source: https://www.glassdoor.co.uk/Best-Jobs-in-UK-LST_KQ0,15.htm

Board of Education Priority List for 2015. Source: Board of Education, Antigua.

Careers selection results (in descending order) Source: ABCoSD’s Secondary School survey results 2015.

1. Dentist 2. Nurse Practitioner 3. Software Developer 4. Physician 5. Dental Hygienist 6. Physical Therapist 7. Computer Systems

Analyst 8. Information Security

Analyst 9. Registered Nurse 10. Physician Assistant 11. Web Developer 12. Diagnostic Medical

Sonographer 13. Occupational Therapist 14. Market Research Analyst 15. Marketing Manager 16. Accountant 17. School Psychologist 18. Mechanical Engineer 19. Occupational Therapy

Assistant 20. Operations Research

Analysis 21. IT Manager 22. Civil Engineer 23. Cost Estimator 24. Esthetician 25. Financial Advisor 26. Logistician 27. Pharmacist 28. Medical Equipment

Repairer 29. Dietitian and Nutritionist 30. Speech-Language

Pathologist 31. Computer Systems

Administrator

1. Marketing Manager

2. Finance Manager

3. Mechanical Engineer

4. Sales Manager

5. Business Analyst

6. IT Manager

7. Civil Engineer

8. Product Manager

9. Lawyer

10. Software Engineer

11. Human Resources

Manager

12. Business

Development

Manager

13. Internal Audit

Manager

14. Solutions Architect

15. Network Engineer

16. Investment Analyst

17. Operations Manager

18. Recruiter

19. Brand Manager

20. Office Manager

21. Executive Assistant

22. Accountant

23. Sales Engineer

24. UX Designer

25. Trader

1. Education (Early Childhood;

Guidance Counseling, Special

Education, IT, Math, Physics,

Chemistry, Biology,

Geography, Music and

Industrial Arts).

2. Tourism

3. Agriculture and Technology

4. Information Technology

5. Financial Services

Management

6. Architecture: Surveying,

Physical Planning, Building

Tech, Engineering.

7. Pure & Applied Sciences:

Math, Bio, Chemistry and

Physics.

8. Visual & Performing Arts

9. Forensic Science

10. Pharmacology

11. Modern Languages

12. Sports and Recreation.

1. Accountant (highest ranked career) 2. Doctor 3. Lawyer 4. Engineer 5. Banker 6. IT 7. Fashion Designer / Model 8. Architect 9. Teacher 10. Police or Soldier 11. Tourism 12. Cosmetology 13. Mechanic 14. Scientist 15. Registered Nurse 16. Physical Therapist 17. Veterinarian 18. Marine Services 19. Contractor 20. Environment 21. Language specialist 22. Politician 23. Mental Health Counselor 24. Personal Care Services 25. Dentist 26. Pharmacist 27. Pilot 28. Psychologist 29. Flight Attendant 30. Animator 31. Actress 32. Entrepreneur 33. EMT 34. Musician 35. Social Worker



Singularly, being an Accountant (14% or 181 no.) as a

prospective career choice was found at the top of the list,

followed by Medical Doctor (11% or 143no.) and Lawyer (10%

or 130no.). At the descending end of the scale Mental Health

Counsellor (2% or 20no.), Personal Care Services (2% or

19no.), Dentist (1% or 17), Pharmacist (1% or 14no.) were

noted as least desirables (see figure 1.6).

A notable number of students selected “Other” (32% or 396no)

but only 84 students provided a specified career alternative

other than was listed. Of that number 16 students mentioned

Chef, 13 students noted Pilot, and 5, Psychologist among the

top three most selected (see figure 1.7).

When questioned on their Post-Secondary School intentions,

596 students indicated attending The Antigua State College

(ASC), 279 University, 144 Employment, 108 Antigua &

Barbuda Hotel Training Institute (ABHTI), 60 Antigua & Barbuda

International Institute of Technology (ABIT), and 36 the

Entertainment industry with least desirables: Trade, Flight,

Nursing and Overseas College with less than 1% overall

number.

Figure 1.9: Interest Post- High School

Of the options provided (question 5) the career selections were

not always singular. The results revealed 222 students of those

surveyed selected multiple careers, at times being incongruent.

Thus demonstrating some level of the intended career

uncertainly and perhaps explaining why when asked about

Career Counselling services 53% responded “No” to its

availability.

Interestingly, these results were almost identical but in reverse

when questioned about the Career Day Activity. Fifty-seven per

cent confirmed “Yes” the school engaged in the activity and

20% disagreed.

However, questioned as to the factors which contributed to

career decision, singularly the data showed that by far the

greatest source of career influence was Family at 37% or 466;

followed by Television 22%; Internet 21%; Books 18%; Friends

13%; Career Day 10%; Teacher 8%; and Radio 3%.

“Other” (31%) was noted as the second highest influential factor

but students did not specify which factors were considered.

Figure 1.10: Factors influencing career choice

The data clearly shows “Family” being tallied as the most

influential factor for students’ career selection. This highlights

an issue as per the literature review [9].

Parents, as per literature, should not be an influencing factor for

career selection in principle, but instead act as a support

system [9] utilising tools available such as Career Key Test

(found on internet site: www.careerkey.org) grounded on

Holland’s theory of career choice to determine the best paths

for their future.

Whilst career day activity being held at school plants scored

57%, it remains a minimum influential factor to career choice

(10%) by virtue of results of question 6; suggesting the current

model requires an improvement or revision of its objectives.

The implications of the data need further investigation, as to

what factors affect the student’s perceptions of low levels of

career guidance (24% responding “Yes” there was career

guidance; 53% “No”).

Possible theories include but are not limited to, the need for

more guidance counsellors in the secondary schools, or a need

for more emphasis to be placed on the career guidance aspect

of the counsellor’s mandate. If capacity to provide career

guidance is sufficient the underlying issue may stem from

limited sensitization of students and parents about the

availability such services.

As it speaks to physical conditions and educators (available for

subject delivery 66%), “Delivery of the subject” in the students

view was considered secondary at 22% to “Condition of the

classroom at 23% as the factor which most negatively affects

their ability to learn, with “Learning disability” being the lesser of

the options provided.

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Figure 1.11:

Factors negatively affecting learning

From the survey results (except for IT related areas) artistic and

technical subjects provided for CSEC were among the least

chosen, such as Theatre Arts which ranked very low at 3%.

Agriculture (Single Award), Music, Mechanical, Building

Technology, Clothing and Textiles, Visual Arts and Technical

Drawing etc. fell under 15%. While improvement, as it relates to

a change in mentality of negating Art and Artisan skills and

Trades have been slowly evolving, greater attention, evaluation

and intervention is still required.

It is evident in the data that technical or hands-on subjects such

as Music, Mechanical, Building Technology, Clothing and

Textiles, Visual Arts and Technical Drawing etc. fell under 12%,

warranting further investigations.

The subject Religious Education (for CSEC 2016, two per cent

or 26 students) was noted as a challenge being the least

selected.

Foreign Languages, which are integral to individuals competing

in the global workforce and locally in the tourism industry,

showed low incidents of student selection and limited options.

Of the total number, 21% selected Spanish, while only 12%

French, with no other noted language provided by CSEC.

Lastly and most importantly, it is suggested within the data that

a significant anomaly exists between the subjects selected for

CSEC and the career paths indicated on the survey. In one

instance Accountant, Doctor, and Lawyer ranked highest in

descending order. It would be logical that such subjects related

to these various fields would have been highly or most

frequently chosen. However this was not the case. For

instance: Chemistry 13%; Biology 23%; English Literature 21%;

Physics 15%; Principles of Accounts 24%; Caribbean History

12%. These did not surpass Social Studies 44%; Office

Principles of Business 42%; EDPM 33%; Office Administration

34%; Integrated Science 33%; and IT 32%. This suggests the

overarching and collective proposed students’ career selection

are incongruent in some measure to the foundational CSEC

subjects. This as well will require further in-depth research.

Conclusions

Based on informal interviews conducted with employers in

Antigua and Barbuda, an increasing percentage prefer

graduates with a broader range of skills than just academic

knowledge and greater appreciation of business needs in

keeping with global trends [13], both of which recommended

through preliminary work experience and awareness of

employers' recruitment and selection procedures.

The results of the research when read in conjunction with the

research discussion disclose evident issues. A focus on early

career exposure that integrates counselling, applied and

vocational learning, technical activities and community

partnerships (with social capital at its centre) is more nationally

advantageous for the long term economic and social

sustainability within Antiguan & Barbudan society.

Tapping into this “advantage” first requires understanding.

Parents, teachers, schools and the broader professional

community are all stakeholders and all play a role of developing

and providing the correct information, critical career

sensitization and Youth support.

Recommendations

Subsequent to survey results and coupled with previous

literature findings referenced below, several conclusions were

arrived at. The following seek to simplify same for meaningful

consideration of all stakeholders:

1. There is a need for a more entrepreneurship

curriculum focused agenda [2]. “Instead of training

young people to seek jobs, they should train students

to create jobs” (Bwenje, Uganda - United Nations,

World Youth Report 2013). Evolving exploring trends,

emerging markets and new career avenues generated

from breakthrough technology such as 3D printing and

Product Design, Entrepreneurship, and Green

Industries to name a few.

2. It is not essential for parents to be career informants,

though there is no doubt that this can assist. However,

at the very least parents and guardians do need to be

career aspirants, supporting their children, family

friend or sibling to do well.

3. As with other developed countries, the construction of

innovative careers and transition programmes should

be developed in tandem with emphasis on the

development of Social Capital.

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Recommendations cont’d

That is, pathways, social networks and social agencies

those individuals rely on to give them meaning and

purpose in life [5, 8] being introduced early in

secondary school plants (see figure 4, p.13).

4. Data collection firstly should commence at 3rd form

(Administering a Career Key Test or similar) then at

the point of matriculation for CSEC. Such would

facilitate the regularisation of sources of data collection

over consecutive years.

5. Ideally a digital format would be preferred, however

conditions and context based on each school has to

be assessed.

6. There is a benefit of giving young people one-on-one

attention when mapping out career pathways [17, 20]

hence a need for further or strengthening of career

counselling.

7. Anticipatory Socialisation leads to more effective

career self-management and selection processes.

That is, the positive effect of recruitment and selection

experiences on career expectations in an effort to

expose students to the realities of the professional

world [12].

8. Students with strong interest in particular professions

should be assisted (as a symbiotic relationship) with

modified apprentice / internship opportunities (see

figure 2.2, p.17). Fostering workplace exposure after

hours, days off or on holidays. Ascertaining if such

intended work environments meets their expectations

or prompting revisiting the previous career choice.

(See German Model for Vocational Training Further

reading [7] )

9. Countries can and have exported skillsets facilitated

by suitable technological platform and or software

enablers. Other scenarios consist of a coordinated

physical professional migration programmes; providing

return on investments benefits via remittances.

Singularly or by combination this is an option for

further long term planning considerations. The premise

for this notion lies on small countries being unable to

absorb the large school leaving population and

external factors such as continual and even more

increasing effects of climate change on our tourism

product limits the possible growth of the traditional

model.

10. Educational investment differs from other types of

investment in that it is indivisible and non-tradable [11]

and should be understood as such. That is

appreciating each career choice with the associated

risks, heavy financial investment with likely lifelong

impactions. Prompting careful considerations before

educational commitment.

11. Encourage experienced professionals (especially

scholarship recipients) to establish or contribute,

maintain and upgrade career or professional

information and talks to a free and open source video

database.

12. Pedagogy best practices (see related information

online) and student learning could be enhanced further

by: the general improved ambient control (lighting,

acoustics and ventilation) of the classrooms;

integration of more digital media within the classrooms

themselves (e.g. interactive white boards) if feasible;

coupled with user-friendly educational tools, furniture

and a comprehensive upkeep of the physical school

plant.

Research Limitations

The research was not without challenge and inherent debilities.

As part of the reporting process it is critical that these areas be

underscored to aid similar or future research undertakings.

As a part of the initial research methodology, Survey Monkey

was used in an effort to provide a seamless and hassle free

process of data capturing thus minimising tally errors.

Notwithstanding the aforementioned, data collection suffered

significant delays, negatively impacting the overall project

schedule, from the point of the project’s commencement.

In the first instance after receiving official written commitment

and support of the Ministry of Education the questionnaires

were issued online to a few schools identified by the Think Tank

for the first intervention.

Green and paperless was thought to be the best approach;

however it was soon discovered that this was indeed and still

remains contextually an inefficient method of capturing data.

Students in some cases were not in the possession of email

addresses to which the questionnaires could be sent.

Those who sent the survey via email address produced dismal

response rates, suggesting they were not motivated use this

portal.

This occurred over a period of two to three months. No

meaningful or completed surveys were logged, in finality

prompting a subsequent decision to manually administer

surveys to each participatory secondary school – consuming

considerable time and effort.


Research Limitations cont’d

From a management point of view, the members of ABCoSD

undertook the execution of this research without external grants

or funding. However stakeholders provided personal resource

contributions as mentioned in the acknowledgements which

made the conclusion of this research possible.

From an epistemological (philosophical) point of view, the

research whilst primarily designed to entail a mixed

methodology of positivists (quantitative- surveys or

questionnaires) and social constructivist’s (qualitative –

interviews) fell short of that initial objective.

After collating the surveys it was the intent to capture a sample

of subjective views by means of interviews from stakeholders

such as the Teachers, Officials from the Board of Education,

the Employer’s Federation and Establishment Division.

Upon review and advice by the Human Resource Association,

coupled with an acknowledgement of limited resources (to

include personal / professional time) the project constraints did

not allow ABCoSD’s members such flexibilities in this first

intervention. Ultimately a quantitative methodology was chosen.

This is not to suggest qualitative or interview methods are less

valid than surveys. The importance of using qualitative data

collection tools like focus groups, case studies and interviews

allow for the emergence of social patterns and social meanings

that can lead to the development of new ways of examining

social phenomena [3].

Therefore interviewers are being considered for a second

phase, to capture further insights into student career related

decisions or choices.

There was no question addressing the out-of-school or after-

school registration of students, which could in turn affect the

results of availability of in-school subjects and total number of

subjects written within the school and through private

institutions.

Reference:

1. Ardington , C., Case, A., Menendez, A., Barnighausen,

T., Lam, D. & Leibbrandt, M. (2014). Youth

unemployment and social protection.

2. Awogbenle, A. C. & Iwuamadi, K. C. (2010). Youth

unemployment: Entrepreneurship development

programme as an intervention mechanism. African

Journal of Business Management, 4, 831-835.

3. Bouma, G., & Ling, R. (2004). The Research Process.

South Melbourne, Australia.

4. Broadbent, R., Cacciattolo, M., & Papadopoulos, T.

(2012). Good practice in secondary school careers

programs: A case study of the approach of one inner

city school. Education+ Training, 54(2/3), 126-141.

5. Collin, P., Rahilly, K., Richardson, I., & Third, A.

(2011). The benefits of social networking services.

6. Choudhry, M. T., Marelli, E. & Signorelli, M. (2012).

Youth unemployment rate and impact of financial

crises. International journal of manpower, 33, 76-95.

7. D’Arcy, J., Dpadm, I. A. & Desa, U. (n.d.). United

Nations Sub Regional Workshop For The Caribbean

On Youth Employment Policies.

8. Fretwell,H, D & Watts.G.A (2004). Public Policies for

Career Development, Case Studies And Emerging

Issues For Designing Career Information And

Guidance Systems In Developing And Transition

Economies.

9. Kemple, J.J. & Willner,.J.C. (2008). Career Academies

Long-Term Impacts on Labor Market Outcomes,

Educational Attainment, and Transitions to Adulthood.

mdrc Building Knowledge to Improve Social Policy.

[Online] Available at:

http://www.mdrc.org/sites/default/files/full_50.pdf

10. Robichaud, L. B. and Anantatmula, V. S. (2010).

'Greening project management practices for

sustainable construction.' Journal of Management in

Engineering, 27(1) pp. 48-57.

11. Saks, R. E. & Shore, S. H. (2005). Risk and career

choice. Advances in Economic Analysis & Policy, 5.

12. Scholarios, D., Lockyer, C., & Johnson, H. (2003).

Anticipatory socialisation: the effect of recruitment and

selection experiences on career expectations. Career

Development International, 8(4), 182-197.

13. Sherriff, L. (2015). Ernst & Young removes degree

classification from entry criteria as there’s ‘no

evidence’ university equals success. Huffington Post

UK. Available [Online]

http://www.huffingtonpost.co.uk/2015/08/04/ernst-and-

young-removes-degree-classification-entry-

criteria_n_7932590.html?fb_action_ids=10153794662

639560&fb_action_types=og.likes


Reference cont’d:

14. Taylor, A. (2003). A decent place to work: Youth

notions of the good workplace. Implications for work-

readiness and soft skills issues.

15. Taylor, A. (2004). Entering Industry: A Case Study of

Links between a School Vocational Program and the

Building and Construction Industry. Adelaide: NCVER

16. Taylor, A. (2005). What employers look for: the skills

debate and the fit with youth perceptions. Journal of

Education and Work. 18:2, pp. 201-218

17. Taylor, A. (2005). 'It's for the rest of your life': The

pragmatics of youth career decision-making. Youth &

Society, Vol 36, No 4, pp. 471-503

18. Thorarnarson, B. & Mitra, A. (2010). The Paternity

Leave Act in Iceland: implications for gender equality

in the labour market. Applied Economics Letters, 17,

677-680.

19. The Planning Unit (2011). Report on Education in

Antigua and Barbuda 2008-09 and 2009-10.Ministry of

Education, Antigua and Barbuda.

20. The Smith Family Research Report (2014). Young

people’s successful transition to work: What are the

pre-conditions? [Online] Available at:

https://www.thesmithfamily.com.au/~/media/Files/Rese

arch%20and%20Advocacy%20PDFs/Research%20an

d%20Evaluation%20page%20PDFs/Young-People-

Transition-to-Work-Report.ashx.

21. Spokane, A. R. (1985). A review of research on person-

environment congruence in Holland's theory of

careers. Journal of Vocational Behavior,26 (3), 306-343

Related information online:

1. Starting school even 1 hour later improves test results

https://www.google.com.ag/webhp?hl=en&gws_rd=ssl

#hl=en&q=scheduling+school+later+in+the+day+impro

ves+test+scores

2. Too much homework is counterproductive:

https://www.google.com.ag/webhp?hl=en&gws_rd=ssl

#hl=en-

AG&q=too+much+homework+is+counterproductive

3. Benefits of beginning school at a later age (The

Finland Phenomenon):

https://www.youtube.com/watch?v=bcC2l8zioIw

4. Khan Academy, solutions to homework & solving the

problem of students learning at different paces:

https://www.youtube.com/watch?v=gM95HHI4gLk

5. Ken Robinson: Do schools kill creativity?

https://www.ted.com/talks/ken_robinson_says_schools

_kill_creativity?language=en 6. Julian Treasure: Why architects need to use their ears.

https://www.youtube.com/watch?v=y5nbWUOc9tY

7. Vocational Education: International Approaches and

Development Systems :Chapter 4 “The German

Philosophy of Vocational Education”

https://books.google.com.ag/books?hl=en&lr=&id=N1t

3pp3WlDcC&oi=fnd&pg=PA49&dq=german+education

+model&ots=2jL_229guH&sig=95XSFRZ3g-

9urCUyNMt3i_Jf4fw&redir_esc=y#v=onepage&q=ger

man%20education%20model&f=false


About

The Antigua Barbuda Council on Sustainable Development

(think tank)

The Antigua and Barbuda Council on Sustainable Development acronym ABCoSD is a nonprofit, nonpartisan Think Tank. It is an

organization that seeks to generate policy oriented research, analysis and advice on domestic & international issues in an effort to

affect national policy.

ABCoSD was founded on the principles of Sustainability [10] which at its core encapsulates the three pillars of contextual Society

& Culture, Economy and Environment; supporting the Proposed Sustainable Development Goals of 2014.

ABCoSD Members and Contributors

Colin John Jenkins (Research Project Leader), Elijah James, Daryl George, Zahra Airall, Petra Williams, Loretta Benjamin, Geoffrey Joseph,

Erica Edwards, Julianne Jarvis, Yvelle Charles-Jenkins, Faun Thomas, Carlon Knight, Linisa George, Abena St. Luce, Jermaine Paul,

Asha Philip, Lydia Camesha Howell, Malcolm Charles, Fayola Jardin, Aziza Lake, John Birk, Raymond Mansoor, Martin Dudley,

Kemaul J.C. Harrigan, Navida Alleyne and Sekou Luke.


Annexes

Figure 1.12:

The Planning Unit (2011) Report on Education in Antigua and Barbuda 2008-09 and 2009-10.

Ministry of Education, Antigua and Barbuda, p 47.


Figure 2.1:

Career Academies Long-Term Impacts on Labor Market Outcomes, Educational Attainment, and Transitions to Adulthood [9]


Figure 2.2:

Youth Transition and Employment Chart.


Figure 2.3: Letter of Support, Ministry of Education.

PUBLIC

*Margin of Error 2.8 School Code# 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Co

-ed

Co

-ed

Co

-ed

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-ed

Co

-ed

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-ed

Co

-ed

Co

-ed

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-ed

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-ed

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s

*Note: Data representative of number of respondents

20 210 63 110 58 129 77 12 124 127 26 60 11 3 45 34 47 40 21 32 1249

(of Respondents

from total number

of 5th formers)

Question Options Number %

English A 19 104 26 86 54 124 76 12 91 108 27 56 11 2 45 23 37 26 21 32 980 78%

Mathematics 17 104 29 86 52 124 76 12 89 108 27 56 7 3 45 23 23 19 20 32 952 76%

Social Studies 4 66 9 27 28 93 35 2 50 66 11 35 11 3 30 6 17 27 32 552 44%

Principles of Business 85 3 33 17 63 57 2 57 42 9 37 9 3 28 16 17 23 6 19 526 42%

Office Administration 4 62 4 27 29 64 13 7 37 47 16 20 10 1 24 9 23 8 19 424 34%

Integrated Science 10 45 12 18 37 57 18 4 29 51 10 29 4 3 26 10 20 19 16 418 33%

EDPM 2 44 7 39 15 73 20 6 11 75 13 15 7 3 26 14 20 23 1 414 33%

Information Technology 9 37 17 46 12 30 35 8 43 19 38 29 11 17 1 19 31 402 32%

Principles of Accounts 1 39 1 29 27 37 31 2 22 18 8 22 13 8 20 7 18 303 24%

Physical Education & Sport 10 20 7 27 1 55 11 12 12 47 11 7 22 9 13 2 8 28 302 24%

Biology 4 14 7 38 12 25 25 8 20 5 9 27 3 14 10 18 3 21 25 288 23%

Spanish 1 20 1 11 8 32 16 0 40 13 4 19 12 8 19 11 20 31 266 21%

English B 16 5 6 10 3 29 17 `` 34 ` 7 56 3 9 1 9 5 21 31 262 21%

Food & Nutrition 4 35 10 31 9 40 28 0 17 50 6 12 1 5 1 249 20%

Geography 1 18 6 19 19 33 17 1 20 13 6 10 2 3 17 6 8 17 11 1 228 18%

Physics 3 8 2 21 20 28 3 15 13 5 14 2 9 7 13 13 17 193 15%

Human & Social Biology 4 3 15 8 18 3 0 43 27 3 2 1 15 1 5 10 158 13%

Chemistry 1 4 15 7 16 19 0 13 7 4 15 7 6 13 11 19 157 13%

French 15 7 16 6 9 11 0 33 6 12 5 11 18 149 12%

Caribbean History 9 4 10 1 10 13 2 21 1 6 26 3 9 1 20 9 145 12%

Building Technology 9 15 7 5 6 29 20 3 7 12 11 7 1 132 11%

Technical Drawing 1 7 8 7 6 11 14 0 24 9 5 7 12 4 11 1 1 128 10%

Visual Arts 4 12 3 26 5 7 10 5 16 6 6 6 1 1 7 1 8 1 125 10%

Home Economics Management 3 23 6 11 31 5 9 19 8 9 124 10%

Agricultural Science (Single Award) 10 20 5 22 5 11 6 0 1 39 3 1 123 10%

Economics 7 8 2 5 5 2 15 1 21 6 9 4 4 7 96 8%

Additional Mathematics 2 4 7 2 7 16 3 0 3 5 1 2 19 1 1 73 6%

Agricultural Science (Double Award) 2 11 16 1 4 7 30 1 72 6%

Clothing & Textiles 13 4 3 17 1 0 13 7 2 1 1 1 63 5%

Mechanical Engineering Technology 8 4 6 2 14 6 0 1 3 1 2 1 48 4%

Music 1 1 4 2 4 8 0 9 1 6 2 2 2 3 1 46 4%

Theatre Arts 14 5 7 0 0 8 2 1 37 3%

Religious Education 0 0 0 5 15 5 1 26 2%

Secondary SchoolsPRIVATE

ABCoSD Tally Results for respondents1

. W

ha

t s

ub

jec

ts h

av

e y

ou

se

lec

ted

fo

r C

SE

C?

Ple

as

e t

ick

all

wh

ich

ap

ply

, w

he

the

r

yo

u a

re s

itti

ng

wit

h t

he

sc

ho

ol

or

pri

va

tely

.

Total number of fifth formers

targeted

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Number %

Yes 3 46 12 39 17 51 40 7 38 39 12 36 6 2 20 18 18 5 17 22 448 36%

No 15 56 15 44 34 71 33 5 54 72 15 21 5 1 23 4 22 20 4 8 522 42%

Number %

Human & Social Biology 2 8 7 1 1 14 1 1 10 2 4 51 4%

Theatre Arts 3 1 1 5 2 5 2 14 1 1 3 1 3 7 49 4%

Clothing & Textiles 2 3 1 2 1 3 1 1 13 1 3 1 2 5 39 3%

Food & Nutrition 4 1 1 1 4 2 2 4 1 5 7 1 2 4 39 3%

Office Administration 9 1 5 1 8 2 1 3 3 1 3 37 3%

Music 5 1 2 3 6 3 1 1 3 4 8 37 3%

Physical Education & Sport 8 1 3 2 3 1 3 3 1 1 2 3 4 35 3%

Social Studies 3 4 3 12 1 4 2 1 1 1 1 1 34 3%

Physics 1 1 3 2 8 4 5 1 1 1 3 1 2 1 34 3%

Principles of Business 6 3 1 3 9 2 1 1 3 2 2 33 3%

Principles of Accounts 13 1 3 4 1 2 2 4 1 31 2%

Geography 3 1 2 1 5 2 3 1 5 3 1 3 30 2%

Mechanical Engineering Technology 1 2 3 1 1 2 2 3 6 3 2 3 1 30 2%

Visual Arts 4 1 1 2 6 1 1 3 4 4 27 2%

Economics 1 2 1 3 1 4 1 4 2 7 1 27 2%

Information Technology 4 2 3 5 1 1 5 1 2 1 25 2%

French 1 1 1 1 1 2 2 1 1 1 1 1 1 8 2 25 2%

Home Economics Management 2 1 1 2 2 5 3 2 1 1 3 23 2%

Agricultural Science (Double Award) 2 4 4 1 6 1 1 1 1 1 22 2%

Chemistry 2 3 6 1 2 4 1 2 1 22 2%

English B 1 1 2 3 2 2 4 1 2 18 1%

Caribbean History 1 1 3 3 3 2 2 1 2 18 1%

Additional Mathematics 1 1 3 6 2 5 18 1%

Biology 2 3 2 1 1 2 1 1 2 1 1 17 1%

Technical Drawing 3 1 1 2 1 1 1 1 1 1 4 17 1%

Spanish 1 2 2 4 1 1 1 1 1 14 1%

Integrated Science 3 2 5 2 1 13 1%

Electronic Document Preparation & Management 5 2 3 1 1 12 1%

Building Technology 1 1 4 1 1 1 1 1 1 12 1%

Religious Education 1 1 5 2 1 2 12 1%

Agricultural Science (Single Award) 1 1 2 1 1 6 0%

Mathematics 1 1 2 0%

English A 1 1 0%

Electrical 1 1 0%

Because they are bias 1 1 0%

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Number %

Yes 16 109 20 77 51 117 70 2 73 71 18 52 9 1 40 14 18 21 17 24 820 66%

No 2 4 1 2 2 9 5 10 8 9 8 3 2 2 3 8 22 2 4 4 110 9%

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Number %

Condition of the classroom 38 14 14 25 47 30 3 30 23 2 27 1 1 13 7 1 3 4 3 286 23%

Delivery of the subject 19 6 15 7 30 37 3 48 13 4 26 1 2 14 14 14 1 7 15 276 22%

None of the above 14 29 4 35 11 29 17 3 11 43 15 6 2 13 4 22 11 7 13 289 23%

Lack of Materials 2 20 3 17 5 15 18 1 19 19 7 20 1 6 15 1 2 4 2 177 14%

Teacher Knowledge 14 10 11 5 20 21 6 14 19 1 17 3 6 3 5 1 4 4 164 13%

Accent 4 3 9 2 3 4 0 30 1 1 20 2 6 1 1 5 92 7%

All of the above 14 1 1 5 14 3 0 1 5 7 1 5 1 1 59 5%

Learning Disability 3 3 4 58

1 1 7 6 3 4 2 4 1 3 55 4%

2.

Are

th

ere

an

y s

ub

jec

ts f

rom

th

e p

rev

iou

s q

ue

sti

on

th

at

yo

u m

ay

ha

ve

wa

nte

d t

o c

ho

os

e b

ut

did

n’t

ha

ve

th

e o

pti

on

to

se

lec

t?

3. Are there

teachers

available for

all of the

subjects you

have chosen?

4. Which of

the following

negatively

affect your

ability to

learn?

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Other (See below) 4 44 12 40 18 48 31 5 44 44 12 22 8 2 17 15 12 8 10 396 32%

Multiple Careers Selected 2 17 7 14 30 28 29 2 18 7 1 12 10 7 10 9 19 222 18%

Accountant 2 44 2 11 17 20 17 2 19 16 3 10 3 2 3 7 3 181 14%

Doctor 10 4 21 9 19 13 1 10 11 4 9 1 1 3 6 4 4 3 10 143 11%

Lawyer 1 18 2 9 6 15 7 1 17 19 1 11 1 1 6 4 5 1 1 4 130 10%

Engineer 1 9 3 13 5 16 13 1 5 16 3 2 2 1 11 5 6 5 5 6 128 10%

Banker 26 2 6 7 13 8 3 12 15 2 10 1 3 4 1 1 1 115 9%

IT 1 10 6 5 2 9 10 0 8 5 2 4 1 8 5 4 2 2 6 90 7%

Fashion Designer / Model 1 9 3 5 10 2 4 16 4 9 6 4 4 3 1 2 83 7%

Architect 5 2 5 4 9 8 0 13 7 1 5 1 3 4 6 1 3 3 80 6%

Teacher 1 8 1 6 6 6 2 2 12 12 2 7 2 2 1 1 5 76 6%

Police or Soldier 5 9 5 7 4 10 1 1 3 16 2 1 2 5 2 1 3 77 6%

Tourism 1 5 1 4 5 5 2 2 8 16 1 6 1 1 4 2 4 68 5%

Cosmetology 2 10 1 3 11 1 0 9 2 9 3 1 3 1 2 2 6 66 5%

Mechanic 1 5 1 6 3 6 7 1 1 10 1 1 1 6 3 2 2 2 3 62 5%

Scientist 5 1 6 1 4 7 0 6 6 1 2 2 1 6 4 7 59 5%

Registered Nurse 1 5 5 2 5 7 1 1 8 4 1 6 1 2 1 1 5 56 4%

Physical Therapist 4 1 1 4 2 0 7 12 5 3 3 1 2 3 4 52 4%

Veterinarian 2 1 8 4 0 4 2 2 7 2 2 1 2 6 1 44 4%

Marine Services 3 2 1 4 3 0 1 4 4 1 2 1 4 2 4 2 38 3%

Contractor 3 5 2 4 4 1 2 3 2 3 1 1 2 1 34 3%

Environment 1 2 1 2 2 1 2 5 4 2 3 1 1 27 2%

Language specialist 1 1 1 3 1 1 1 4 3 3 2 2 2 2 27 2%

Politician 3 2 1 0 3 2 5 1 3 1 1 1 2 25 2%

Mental Health Counselor 2 1 3 0 4 5 1 2 1 1 20 2%

Personal Care Services 2 1 2 1 0 1 2 1 5 1 1 1 1 19 2%

Dentist 1 5 1 1 0 0 3 2 1 1 1 1 17 1%

Pharmacist 2 2 1 0 0 0 1 1 3 1 1 1 1 14 1%

Chef 2 1 1 5 1 3 3 16 1%

Pilot 1 1 1 6 1 1 1 1 13 1%

Psychologist 4 1 5 0%

Flight Attendant 1 2 2 5 0%

Animator 2 1 3 0%

Actress 3 3 0%

Entrepreneur 1 1 1 3 0%

EMT 1 1 2 0%

Musician 2 2 0%

Social Worker 2 2 0%

Professional Athlete 1 1 2 0%

Journalist 1 1 0%

Pathologist 1 1 0%

Marketing Director 1 1 0%

Photographer 1 1 0%

Economist 1 1 0%

Surveyor 1 1 0%

Event Planner 1 1 0%

Artist 1 1 0%

Meteorologist 1 1 0%

Basket Ball Player 1 1 0%

Forensic Anthropologist 1 1 0%

Criminal Investigator 1 1 0%

Marine Biologist 1 1 0%

Publisher 1 1 0%

Singer 1 1 0%

Psychotherapist 1 1 0%

Physician 1 1 0%

Receptionist 1 1 0%

Programmer 1 1 0%

Interior Designer 1 1 0%

Pastor 1 1 0%

Family Therapist 1 1 0%

Business Owner 1 1 0%

Youth Counselor 1 1 0%

Drug Dealer 1 1 0%

Graphic Designer 1 1 0%

Author 1 1 0%

Cricketer 1 1 0%

Total number who selected OTHER 84 7%

5.

Wh

ich

pro

fes

sio

ns

are

yo

u i

nte

res

ted

in

wh

en

yo

u l

ea

ve

sc

ho

ol?

Se

lec

t a

ll t

ha

t a

pp

ly o

r s

ele

ct

on

e

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Number %

Family 5 60 16 43 27 61 25 5 43 49 13 28 4 2 20 12 14 16 9 14 466 37%

Other 7 29 10 33 19 47 41 4 44 41 8 13 7 1 16 8 18 13 8 16 383 31%

Television 2 22 11 22 21 38 22 1 28 24 3 23 4 2 13 14 7 1 1 13 272 22%

Internet 2 22 10 19 23 33 23 3 20 26 5 22 4 2 12 11 6 5 3 15 266 21%

Books 3 20 5 19 14 27 16 5 26 20 6 20 4 1 3 10 3 8 1 10 221 18%

Friend 2 21 5 10 9 16 14 3 12 23 4 8 1 4 8 4 4 4 10 162 13%

Career day 25 6 10 13 18 1 0 5 17 3 8 1 7 4 1 1 1 1 122 10%

Teacher 1 18 1 6 8 13 7 4 7 16 1 5 2 1 2 1 3 4 1 1 102 8%

Radio 4 1 19 2 3 1 0 3 2 2 2 1 1 1 42 3%

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Number %

Yes 13 38 6 39 13 53 32 0 23 23 7 1 7 18 6 2 18 299 24%

No 2 64 23 45 38 71 41 12 66 75 22 53 11 3 36 4 33 24 2 32 657 53%

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Number %

Yes 17 99 28 72 49 88 44 0 70 80 16 52 39 18 33 2 1 708 57%

No 2 2 10 3 28 29 12 20 23 11 7 11 3 4 3 7 25 20 32 252 20%

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Number %

State College 9 63 16 53 36 84 58 8 62 69 14 39 5 1 20 12 14 15 5 10 593 47%

University 1 25 2 13 12 33 18 3 29 19 5 27 2 2 17 9 22 3 14 23 279 22%

Work 6 17 10 5 8 24 8 0 10 22 4 5 4 1 4 1 3 6 2 4 144 12%

Hotel Training 1 22 1 14 6 12 9 2 3 13 1 3 3 5 6 5 2 108 9%

ABIT 11 1 7 6 6 2 1 4 2 1 1 2 2 6 1 6 1 60 5%

Entertainment Industry 2 3 1 4 5 0 4 1 2 2 1 2 2 3 1 1 2 36 3%

Trade School 1 2 1 1 2 4 0 1 1 2 1 1 17 1%

Flight School 2 2 0%

Nursing School 1 1 0%

Overseas College 1 1 0%

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Number %

Male 12 44 14 39 24 51 62 3 1 50 17 2 2 41 9 18 13 11 13 426 34%

Female 5 63 16 44 30 74 9 84 60 10 56 9 1 1 13 21 12 10 19 537 43%

20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Number %

C(16yrs) 2 34 7 17 17 48 35 4 49 21 9 26 2 16 9 25 4 15 15 355 28%

D(17yrs 2 48 9 17 19 45 27 0 29 36 7 20 4 1 10 8 10 7 2 16 317 25%

E(18yrs) 8 17 11 32 13 19 11 4 6 29 6 4 4 9 4 2 7 1 2 189 15%

F(18yrs +) 4 5 3 16 3 13 2 4 2 23 5 2 1 2 8 93 7%

B(15yrs) 1 3 1 24

2 0 5 2 3 2 4 1 2 2 34 3%

A(14yrs) 0 0 1 1 13 0%

11. What will

be your age at

the time of

CXC exams in

May?

6.

Wh

at

infl

ue

nc

ed

yo

ur

ca

ree

r c

ho

ice

?

Se

lec

t a

ll w

hic

h a

pp

ly.

7. Does your

school offer

career

counseling

services?

8. Does your

school

conduct

career day

forums?

10. What is

your gender?

9. What are

you interested

in doing after

graduating

from

Secondary

School?

Documents

Youth Career Selection in Secondary Schools, an · PDF fileYouth Career Selection in Secondary Schools, an Antiguan & Barbudan Case Study. by Antigua & Barbuda Council on Sustainable