Empleabilidad Proyecto METAS

Proyecto METAS Employability Study 51 Of the 29 partner businesses, nearly half were only 40% operated across Honduras comparedHonduran owned (51.7%) while the others were to the Honduran-owned businesses, of whichforeign owned (48.3%; Figure 18). The majority of 60% were distributed nationally. The majority ofthe businesses (51.7%) were situated in three or more METAS’ private sector partners come from diversemunicipalities73, which was considered “national” sectors, but banking/financial service providers andfor the context of this study (Figure 19). The other maquilas/manufacturing dominated the partnershipshalf of businesses were located in either one or two (Figure 20).municipalities. Of the foreign-owned businesses, 1 Municipality 37.9%Honduran Foreign 2 Municipalitiesowned 48.3% owned 51.7% 10.3% National 51.7%Figure 18: Origin of Business (n = 29) Figure 19: Municipalities Covered (n = 29) Financial services/Banks 24.1% Manufacturing/Maquilas 20.7% Retail/Sales 13.8% Energy/Petrol 13.8% Hospitality/Tourism 10.3% Transportation/Logistics 6.9% Technology/Telecom 6.9% Mining/Cement 3.4% Food Service/Restaurants Agriculture/Agroindustry 3.4% 3.4% Figure 20: Productive Sectors, METAS (n = 29)73. For the purpose of this study, municipality can include multiple departamentos.

Employability Study Proyecto METAS52 When comparing the METAS sectors to the for METAS to explore for BLC. Please note thatnational sectors (see Figures 20 and 21), less than the Result 1 component of METAS, collaboration5% of METAS’ private sector partnerships are in the with youth-serving NGOs, also offers internshipsarea of agriculture/agroindustry, whereas nationally and opportunities to youth, some falling under thisit represents more than 37% of the total productive sector.sectors. METAS may therefore want to focutts itspartnership efforts more strongly in agriculture/ The majority of businesses have day shifts onlyagroindustry. Combined food services/ hospitality (58.6%), a fifth have 24-hour shifts (20.7%), andare fairly well represented by METAS private sectors, another fifth with mixed night, day and 24-hourat 15%, compared to the national representation at shifts (20.7%). The telecom and hotel industries wereclose to 20%. A slightly higher number of youth in the businesses that predominantly had mixed orthe program were participating in the maquilas/ 24-hour shifts. The majority (55.2%) of respondentsmanufacturing sector (21%) compared to 13% reported that their businesses had work weeks longerof those participating in the sector from the total than 40 hours (full time plus over time). Nearlynational population. This is consistent with data 40% had 40 hour work weeks, and 6.9% had fourand research which found that the maquilas/ day work weeks ranging from 4x3 schedules (fourmanufacturing sector is absorbing a higher number days on, three days off) to 4x4 schedules (four daysof youth compared to the general population. on/ four days off). The majority of businesses with 40+ work weeks or 4x4/4x3 schedules were in the One of the sectors not present in METAS manufacturing/maquila sector.partnerships is social services (NGOs and nonprofit,community organizations, health and education Business size can be defined by a number ofprograms such as METAS, etc.), a potential sector factors, including number of branches, ownership (local or international), profit margin, and number Agriculture/Agroindustry 37.1%Commercial, Hospitality & Restaurant 22.1% Social Services Manufacturing/Maquilas 14.2% 13.1% Construction 6.6% 3.3% Technology/Telecom/Transportation 3.3% Financial Services/Banks 0.4% Electricity, Gas & Water 0.3% Mining/QuarryFigure 21: Productive Sectors, Nationally in Honduras (n = 3,435, 400)

Proyecto METAS Employability Study 53of employees by sector, to name a few74. For the that had locations across the country. The smallerpurpose of this study, number of employees was businesses were in the hotel/tourism sector and wereused as a proxy of size (Figure 22). Nearly 45% all Honduran owned. The banks/financial industriesof the businesses reported having between 1,001 ranged from 151 to 10,000 employees, and 57.1%and 10,000 employees, which are considered large were foreign owned.businesses in the context of Honduras. Nearly aquarter of them were between 151 to 500 employees, Sixty percent of the 29 private sector partnersor small- to medium-size business, depending on provide internship opportunities for youth, thethe sector. There was only one business that was majority being medium- to large-size businesses, ofgreater than 10,000 employees, which was a foreign- which eight are Honduran owned and 10 are foreign-owned textile manufacturing company (maquila) owned. Internships were provided in nearly all of the listed sectors, except for in agriculture and food services. See Figure 23 for more details. 1 to 10 6.9% 11 to 25 6.9% 26 to 150 6.9% 151 to 500 20.7% 501 to 1,000 10.3% 1,001 to 10,000 44.8% More than 10,000 3.4% Figure 22: Number of Employees (n = 29) PRIVATE SECTOR PARTNERS % of PARTNERS THAT OFFER INTERNSHIPS # OF EMPLOYEES 6.9% 0.0% 1 to 10 11 to 25 6.9% 6.9% 26 to 150 6.9% 3.5% 151 to 500 501 to 1,000 20.7% 17.2% The majority of private 1,001 to 10,000 sector partners that More than 10,000 10.3% 3.4% provide internships are medium- to large-size 44.8% 27.6% businesses (151+ 3.4% 3.4% employees). Figure 23: Interships, by Business Size(n = 29)74. For additional details, see definitions published by the World Trade Organization, World Bank, Small Business Administration (U.S.) and theU.S. Census.

Employability Study Proyecto METAS 54Findings The first set of findings addresses the first To answer this question, findings were dividedevaluation question: into five categories for analysis in addition to the demographics, which captured information on What percentage of youth participating in the schooling, household members, and the youth’s(BLC) Career Readiness Certification has completed overall economic situation. Perspectives from thethe skills and employability milestones? youth were triangulated with viewpoints from the private sector (Private Sector Survey) and BLC Project data was analyzed to answer the first facilitators (Facilitator Survey). The five categoriesquestion. follow: The second set of findings addresses the 1. Employmentevaluation question: 2. Employment goals and aspirations 3. Perception of job skills How have youth improved/increased 4. Confidence and self-esteem (work-related)perceptions about their employability (or positive 5. Job-seeking behaviorschanges in employment indicators when attainable)after participation in METAS activities?Completion of BLC Program and CRC Success What proportion of youth participating in of dropouts were male (nearly 1/8) as compared tothe BLC program has completed the skills and females (1/18). In the group of 8.5% known youthemployability milestones? that did not take the exam, it is assumed that some did not take the exam because they did not meet a. What percent completed the BLC training? the required 70% on achievement tests while others There is no direct way to determine what had dropped out. Therefore only a rough estimate ofnumber of youth completed the training because, between 8.0% and 16.5% attrition can be estimated.although some facilitators were tracking attendance Since the intervention group was randomlyand participation, fidelity of implementation data selected across centers, this range should be fairlywas not consistently collected across education representative of the overall sample of METAS youthcenters nor aggregated at a central level. However, participating in the BLC program.a proxy can be determined from the percentageof matriculated youth who took the survey at the In order to accurately estimate participation,baseline but did not take the CRC exam at the attendance would have to be tracked or diagnosticmidline. Table 12 shows the breakdown by sex, and achievement tests would have to be collectedmunicipality, and age group. systematically at centers and regularly aggregated at Only 16.5% of the total youth in the the central level.intervention group were not surveyed at the midline.Of these 16.5%, data confirms that 8.5% did not b. What percent of matriculated youth took thetake the exam while 8.0% no data was available at exam?the midline. It can be assumed that these missing8.0% are program dropouts. A greater proportion As illustrated in Table 13, of the total 540 of intervention youth surveyed at the baseline, 251 (46.5%) took the exam. A higher percentage of

Proyecto METAS Employability Study 55 Dropouts (Unknown) Did Not Take Exam (Known)By Sex Frequency % Frequency Percent Frequency PercentMale 215 (39.8%) 25 11.6% 21 9.8%Female 325 (60.2%) 18 7.1% 25 7.7%By MunicipalitySan Pedro Sula 270 (50%) 15 5.6% 16 5.9%Tegucigalpa 270 (50%) 28 10.4% 30 11.1%By Age Range 16–17 yrs. 311 (57.6%) 17 5.5% 28 9.0% 18–21 yrs. 179 (33.1%) 19 10.6% 14 7.8% 21–25 yrs. 49 (9.1%) 7 14.3% 4 8.2%25+ yrs. 1 (0.001%)Sample Total 540 (100%) 43 8.0% 46 8.5% Table 12: Youth Who Were Not Found at the Midline, by Gender, Municipality, and Age Groupfemales took the exam (51.1%) than males (39.5%), increased in the final year (2014) after efforts wereand more youth in Tegucigalpa took the exam made to allow youth to retake the exams if they(53.3%) than those in San Pedro Sula (39.6%). Youth had passed at least two of the three content areain the 16- 17 year old age group were more likely to achievement exams (see METAS BLC Programstake the exam (48.62%), followed by those in the 18- section for more information). At the end of theto 21-year-old group (45.3%). Less than half (38.8%) project the passing rate for METAS youth who took thein the 21- to 25-year-old age group took the exam. exam was 61%.75 In summary, females, youth from Tegucigalpa, Although a greater percentage of females thanand youth between the ages of 16 to 17 were the males took the exam, a higher percentage of malesmost likely to take the exam. passed the exam (36.5%) compared to females (29.9%). Likewise a greater number of youth in c. What percent passed the exam? Tegucigalpa took the exam, but a higher percentage Of the total 251 intervention youth who took of youth in San Pedro Sula passed the exam (39.3%)the exam, 32.1% passed the exam (See Table 14). compared to youth in Tegucigalpa (26.8%). TheNote this is lower than the total rate for Year 3 of age group that had better success was the 18 to 21the project (2013) as there were few universities in year olds (35.0%) as compared to the 16 to 17 yearthe sample, which overall have a higher pass rate olds (32.2%) and the 21 to 25 year olds (21.2%).than youth in education centers. The passing rate75. Note that the percentage of all matriculated youth that passed the exam was 25%. However, the actual passing rate of 61% is a better indicatorof how well the training prepared the youth for the certification as attrition at education centers and other factors affecting BLC program drop-out rates are largely beyond the control of the project.

Employability Study Proyecto METAS56 Took the Exam No Exam or MissingBy Sex Frequency % Frequency Percent Frequency PercentMale 215 (39.8%) 85 39.5% 130 60.5%Female 325 (60.2%) 166 51.1% 159 48.9%By MunicipalitySan Pedro Sula 270 (50%) 107 39.6% 163 60.4%Tegucigalpa 270 (50%) 144 53.3% 126 46.7%By Age Range16–17 yrs. 311 (57.6%) 150 48.2% 161 51.8%18–21 yrs. 179 (33.1%) 81 45.3% 98 54.7%21–25 yrs. 49 (9.1%) 19 38.8% 30 61.2%25+ yrs. 1 (0.001%) 1 100%Sample Total 540 (100%) 251 46.5% 289 53.5% Table 13: Youth Who Took the Exam, by Gender, Municipality, and Age Group Total Who Passed the Exam Failed the Exam Took Exam Frequency PercentBy Sex Frequency % Frequency Percent 31 36.5%Male 85 (34.1%) 49 29.9% 54 63.5% 115 70.1%Female 164 (65.9%) 42 39.3%By Municipality 38 26.8%San Pedro Sula 107 (43.7%) 48 32.2% 65 60.7% 28 35.0% 104 73.2%Tegucigalpa 142 (57.0%) 4 21.1%By Age Range 80 32.1%16–17 yrs. 149 (59.8%) 101 67.8% 52 65.0%18–21 yrs. 80 (32.1%) 15 78.9% 1 100%21–25 yrs. 19 (7.6%) 164 67.9%25+ yrs. 1 (0.4%)Sample Total 249*(46.1% of sample)*Note: TTwaobyloeu1th4t:oYookuththe eWxahmo, PbautsstheedirtehxeamExoaumtco,mbyesGareenndoet rk,nMowunn;itchiepraefloitrye,, tahnedfinAagl enuGmrboeurpused in this

Proyecto METAS Employability Study 57It is not surprising that the older age group had a competing priorities with work and families. Olderlower passing rate, as the overall number that took youth generally have less time for extracurricularthe exam was lower, and this age group has more programs.What Youth Say Have to Say on Retention in theBLC Program: Findings from the Focus GroupDiscussions and InterviewsInterviews conducted with eight youth opportunities” and it “helped with confidence.”who left the BLC program before completing The four working youth interviewed whothe training (four youth working/four youth not never finished the training program left for similarworking) revealed the primary reasons to be a lack reasons. Two youth left due to lack of time, oneof time or the youth moved and/or left the school. of which was due to her final test preparation andOut of the four youth not working, one male graduation. Another youth left because he stoppedyouth left due to lack of time; he wanted to focus going to school all together, while another statedon his studies at the education center. He also was that they stopped giving the training at her center.not convinced the certificate held value to him. Out of this group, only two female youth (50%)Another youth left the program after a few weeks stated they would take the training again. One ofbecause of a “lack of follow-up” and support, these youth cited that the training had been toociting that it was because she only worked “with “informal,” while the other stated that she lackedbooks” when interacting with the professors. The the time and was no longer attending the sametwo other youth, male and female, left to attend a center.different school. However when asked if they would Interestingly, the reality that at least two ofever take the training again, all four youth (100%) the youth left the program because they changedresponded affirmatively stating that it would make schools may be consistent with research that showsthem more “competitive,” they would “have more high transition between schools.

Employability Study Proyecto METAS58Employment Youth Employment income. An increase in the gain of this group is often an indication of difficult household economic Employment includes the status of employment. situations.For those youth who are working, employment datacaptures workload, type of employment, physical There was a decrease at the endline in thesafety, and job satisfaction. For those not working, number of respondents who were only studying,the data captures history of employment. and an increase in those neither studying nor working, which is likely because a large cohort of Of the total 404 respondents, the vast majority youth graduated from secondary programs aroundwere only studying and not actively participating the midline in October 2013, and youth were inin the work force (60.5% at baseline; 82.5% at the between secondary studies and further educationendline). None of the youth were only working at or engaged in job searches (Figure 24). Notablythe baseline, because to participate in the BLC, or in in the intervention group, there was a very smallthe alternative education program in the case of the increase (0.6%) in the number of respondents whocomparison group youth, they had to be enrolled in were working (including those who were onlyschool. Only a small percentage of respondents from working and those who were working and studying)both the intervention and comparison groups were at the endline and a small decrease (-3.3%) in theboth working and studying at the baseline (17.8% comparison group, although the difference betweenfor comparison, 28.9% for intervention), which is the two groups was not significant. This reflects theconsistent with the national data presented in the demographics of the youth in the program, under 18,introduction. Note that this category likely includes still in school, and many in the process of continuingyouth that do not have the resources to solely their studies.study, as they need to contribute to the household100% Intervention 90% Comparison 80% 70% Working & Only studying Neither 60% studying working nor 50% 40% Endline loss studying 30% 20% 10% 0% Only working Endline gainFigure 24: Employment Situation of Youth Respondents, by Group (n = 404)

Proyecto METAS Employability Study 59 Similarly the analysis by municipality as seen Youth Not Workingin Figure 25 shows a trend in which the number ofrespondents who were only studying at the endline The 323 youth who were not working at thedecreased while the number of students neither time of the survey were asked about the last timeworking nor studying increased. One notable they worked.difference between the municipalities was thatTegucigalpa had a slightly larger decrease (difference At the endline, 61.4% of youth reported thatof about 7%) in the percent of respondents who they had not yet had a job, as compared to 63.2%were working and studying at the endline. However, at the baseline. This was fairly consistent across theoverall, none of these changes were significant. intervention and comparison groups (see Figure 27). The division by sex was nearly equal, as was by Analysis by sex showed similarities between municipality.males and females across various employmentsituations; the majority of respondents of either Of the youth that had previously worked,sex are only studying. At the endline, more females the majority had worked in the past six monthsreported to be neither working nor studying (Figure 28). The idle periods were similar acrosscompared to males. However, the difference between municipalities and intervention/comparison groups,total males and females working was not significant. although more youth in the intervention groupFigure 26 provides an overview. had worked in the past 0–3 months than in the comparison group. In terms of sex, females had been Nearly all the youth interviewed had obtained idle for slightly longer than the males.their job through a personal social network, pointingto the importance of building these networks As a large percent of the BLC youth do notthrough programs like the BLC. For those not yet have work experience, the program’s skillsworking, the following data captures history of development and mentorship opportunitiesemployment. For those that are working, the data are critical to both defining their career goalscaptures their workload, type of employment, and ensuring that they are able to acquire theworkplace safety, and job satisfaction. competencies and opportunities needed to match them to work that is suitable and able to meet their personal and household economic and social needs. 100% San Pedro Sula 90% Tegucigalpa 80% 70% Working & Only studying Neither 60% studying working nor 50% 40% Endline loss studying 30% 20% 10% 0% Only working Endline gainFigure 25: Employment Situation of Youth Respondents, by Municipality (n = 404)

Employability Study Proyecto METAS60100% Male respondants 90% Female respondants 80%70% Working & Only studying Neither60% studying working nor50%40% Endline loss studying30%20%10% 0% Only working Endline gainFigure 26: Employment Situation of Youth Respondents, by Sex (n = 404)INTERVENTION(n=256) YES NOCOMPARITION (N=67) 41,4% 58,6% YES NO 44.8% 55.2%Figure 27: Youth at Endline Who Reported a Prior Job (n = 323) Last 0-3 months Intervention (n = 106) 23.3% 39.6% Last 4-6 months Comparison (n = 30) 23.6% 36.7%Last 7-12 monthsMore than 1 year 8.5% 13.3% 27.4% 26.7%Figure 28: Youth Who Worked in the Last Year (n = 136)

Proyecto METAS Employability Study 61 Working Youth unpaid internships or apprenticeships in lieu of paid work to get work experience, but it also could be due For those 81 total youth who are currently to socioeconomic factors in the municipalities thatworking, workloads, type of work, and work are beyond the influence of the project. Figure 32conditions are important measurements of below provides a breakdown of responses.employment quality. Note that although there were81 cases at the endline that are reportedly working, Respondents were also asked whether workingonly 44 of those cases had been working at the prevents them from attending school. At the endline,baseline; therefore, the matched cases in the analysis three quarters of respondents (77.8%) who werebelow are those that worked at the baseline and working said that working never prevents themendline. The size of the sample limits the potential from attending school, while the remaining quarterfor multivariate analyses and generalizability of said working sometimes (18.5%) or always (3.7%)the findings. It also limits the ability of the study to prevents them from attending school. Therefore itreliably detect changes on key variables unless they appears that the majority of youth that have had toare very significant. go to school and work at the same time have been able to manage a schedule, but there is still a quarter Workload was assessed in three ways: (1) struggling to juggle the two.number of days in the week that the respondentworks, (2) number of hours in the day, and (3) Work Conditions. In terms of workingnumber of months in the year. As shown, the conditions, youth were asked if they weremajority of respondents work between 5 to 8 hours emotionally and physically safe at work and if theira day (Figure 29), 5 to 6 days a week (Figure 30), work exposed them to any risks.and 10 to 12 months a year (Figure 31), which inHonduras qualifies as full-time work. There was no Overall, respondents reported that they feelclear indication in the endline data of any pattern physically and emotionally safe at work, although atbetween workload (working full time/part time) and the endline there was a slight decrease in the senseonly working/working and studying, meaning some of security at the workplace (Figure 33). San Pedroof those youth who were working and studying were Sula respondents reported that they were moreworking both full time and part time. concerned at endline than baseline for their security (at a p-level of > 0.05), as did women. This decrease Type of Work. Of the 44 matched respondents, in sense of security in San Pedro Sula is consistentthe majority of working youth were salaried with rising data on crime in this municipality andemployees (formally or informally employed). A increased gender-based violence76. Again theserelatively small percent of respondents worked for factors are beyond the control of the project.themselves; however, the amount increased fromthe baseline. Analysis of the endline data showed When asked whether their job exposed them torespondents working in family businesses (both risky situations (physically dangerous or illegal tasks)with and without remuneration) decreased, while at the endline, only 11 of 81 respondents indicatedworking without remuneration in any type of job that their job exposed them to risky situations,increased. This could be because youth are accepting namely injuries and robberies, but death, drugs, and rape were also mentioned.76. For more information, see PNPRRS – Programa Nacional de Prevencion, Rebahitacion y Reinsercion Social. (2012).Situacion de maras y pandillas en Honduras. New York, NY: UNICEF; Kelly, A. (2011, May 28). Honduran police turn a blind eye to soaringnumber of femicides. The Guardian. Retrieved from http://www.theguardian.com/world/2011/may/29/honduras-blind-eye-femicides.

Employability Study Proyecto METAS6250% 1-4 hours 5-8 hours More than 8 hours45%40%35%30%25%20%15%10% 5% 0% Less than 1 hour Endline gain Endline lossFigure 29: Most Respondents Work 5 to 8 Hours a Day (n = 44)70% 3-4 days 5-6 days 7 days60%50%40%30%20%10% 0% 1-2 daysEndline gain Endline lossFigure 30: Most Respondents Work 5 to 6 Days a Week (n = 44)100% 1-3 4-6 7-9 10-12 months months months months 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Less than 1 hour Endline gain Endline lossFigure 31: Most Respondents Work 10 to 12 Months a Year (n = 44)

Proyecto METAS Employability Study 63 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Salaried BASELINE -6.8% Change Work on your own 11.4% -14.5% Family business, -4.5% remuneration 2.3% Family business, no remuneration Working, no remuneration Endline gain Endline loss Figure 32: Types of Work Respondents Engage In (n = 44) Do you feel physically and emotionally safe when BABSEALSINEELINE -0.21 you are at your job? (n=39) loss Strongly Disagree Agree Strongly disagree Agree Endline lossFigure 33: Overall Respondents Feel Physically and Emotionally Safe at Work (n = 39) Respondents were asked about their job • Are you satisfied with the location of yoursatisfaction to paint a picture of their attitudes current job and with the time it takes to gettowards their current work. Note that measuring there?accurate satisfaction for this age group (mean agebetween 17 to 18 years) is limited in scope as the • Are you satisfied with your immediatemajority are on their first job and do not have other supervisor?work references to gauge their satisfaction from.Nonetheless, given that little was known about this • Are you satisfied with the working environmentgroup’s attitudes towards work, the questions below at your job?were asked. The possible responses were strongly Respondents reported a high level ofdisagree, disagree, agree and strongly agree.• Are you satisfied with your current job? satisfaction with their jobs and the work• Are you satisfied with the number of hours you environments (Figure 34). The endline showed a significant decrease in the degree of overall are currently working? satisfaction of their current jobs (p<.05). Additionally, slight decreases were noted in the degree of youths’ overall satisfaction with

Employability Study Proyecto METAS64their immediate supervisors and their working of respondents (90.1%) use their earnings to alwaysenvironments; however, these were not statistically or sometimes contribute to their household’s income.significant. Conversely, on average there were Only less than 1 in 10 of respondents never use theirslight increases in satisfaction with the number of earnings to contribute to their household. This datahours worked, and the location of their work (time implies that youth are working out of householdcommuting). These results were consistent across necessity. Only one in four respondents (33.3%)intervention and comparison groups. were always able to cover their daily expenses (transportation, food, etc.) with their earnings; the Finally, youth were asked three financial rest only sometimes (46.9%) or never (19.8) werebehavior questions related to saving and spending able to cover their daily expenses with their earnings.with the intention of understanding the level ofremuneration and whether their earnings were Endline results also showed that althoughsufficient for their needs. The possible responses earnings are generally able to cover many of thewere always, sometimes, and never. respondents’ basic daily expenses, earnings were not large enough to allow respondents to save. A • Do you use your earnings to contribute to large proportion of respondents (42.0%) responded your household’s income? that they were never paid enough so that they could save money. Only 21% of respondents indicated that • Does your job pay you enough to cover your they earned enough money working so that they basic daily expenses (transportation, food, could save. Comparisons by sex or municipality did etc.)? not suggest any substantial differences between the respective groups. See Figure 35 for details. • Does your job pay you enough that you can save money? Results of the endline showed that the majorityAre you satisfied with your current job? (n=42) -0.36* ChangeAre you satisfied with the number of hours you 0.05 are currently working (n=44) -0.06 Are you satisfied with your current immediate supervisor (n=33) 0.22 Are you satisfied with the location of your Disagree Agree -0.05 current job and with the time it takes to get Strongly Agree there (n=41)Are you satisfied with the working environment at you job? (n=41) Strongly disagreeEndline gain Endline loss * Statistically significant at p<.05 level. Figure 34: Satisfaction with Work Environment

Proyecto METAS Employability Study 65What Youth Have to Say on Employment:Findings from the Focus GroupDiscussionsand Interviews Of the 12 working youth interviewed at the endline, most were working in the private sector per thetable below.Certified youth (n=4) Non certified (n=4) Did not completed BLC (n=4) Private Sector: Private Sector: Education• Banking (Post-BLC) • Maintenace • Government• Daycare center(Post - • Beauty Parlor • Self-Employed BLC) • Agriculture• Restaurant (Post- BLC) Over half of these youth secured their jobs friend’s referral. Two female youth (two whoafter completing the BLC program. The four who had not completed the BLC) obtained their jobshad received the CRC, acquired their jobs after through different means: the first through “her ownreceiving their CRC. Although the certificatewas not a determinant in their hiring process, initiative” started a business; the other wasone female from Tegucigalpa claimed that the referred through a past employer.certification had helped her get a job in a privatedaycare center five months after she received her Overall, one-third of the intervieweesCRC: “They saw that I had the certificate and did not receive employment benefits, althoughcongratulated me.” a few received a rent stipend or professional development. The majority of youth were happy The majority of interviewed youth had with their working environment, but three providedreceived their job through a contact, namely a complaints about the work environment. Do you use your earnings to BASELINE 0.05 gain contribute to your household’s -0.15 income?Does your job pay you enough to cover your basic daily expenses (transportation, food, etc.)?Does your job pay you enough -0-10 that you can save money? Never Sometimes Always Endline gain Endline loss Figure 35: Youth Earnings (n = 41)

Employability Study Proyecto METAS66Employement Goals and Aspirations,and Private Sector Realities Employment goals and aspirations as related What Youth Say About the Privateto this study include the kind of work desired, Sectorperceptions on the major competencies needed toobtain this work, and perceived obstacles that limit When asked about youth-friendly sectors,youth from obtaining this work. youth overwhelmingly pointed to the private sector. One focus group discussed how the The main question related to work-related goals public sector had a lack of recognition for youth’swas, In what industry do you see yourself working potential as employees. They also mentioned thatin 5 years from now, or after you finish your studies? the CRC was only recognized by the private sector(Figure 36). The majority of youth surveyed were at present.able to define their work goals five years from whensurveyed; very few respondents (less than 3% at the intervention group were more interested than thebaseline and less than .5% at the endline) reported comparison group in working in the governmentthey were “not sure.” At the endline, intervention and public sector in the future (9.6% compared toyouth listed financial services and professional, 5.6% in the comparison group) as well as socialtechnical or scientific services (which includes services (18.8% compared to 8.9%).engineering or a learned technical trade, such aselectrician or mechanic) as the top two industries When comparing across sex (Figure 37),where they see themselves working in five years. The females were much more likely to see themselves incomparison group listed financial services as well, five years from the endline (2019) working in socialbut in place of professional, technical or scientific services (20.4%) and financial services (14.9%). Onservices named technology/telecom. Female the other hand, males reported greater interest inrespondents listed hospitality/tourism as one of the working in technology and telecommunicationstop areas for future employment. Very few said they (14.8%), scientific and technical professions (16.3%),saw themselves working in food/restaurant sectors or and financial services (11.1%).agriculture/agroindustry77, which is common amongyouth populations worldwide. Qualitative data Youth, BLC facilitators, and private sectorconfirmed these findings; very few youth envisioned representatives were also asked to give the twothemselves working in the agricultural/agroindustry most important competencies youth need to obtainor food/restaurant sectors. their desired job; this question was asked to see how facilitator and private sector perspectives It is interesting to note that youth in the77. Agroindustry is defined as any industry connected with agriculture, which beyond farming includes producing, processing and supplyingagriculture products and other forestry, hunting, and fishing income-generation activities.

Proyecto METAS Employability Study 67 Administrative Support 2.0% 9.7% Agriculture/Agroindustry 5.4% 9.2% Arts & Entertainment 8.9% 5.2% Financial Services 1.7% 6.7% 9.4% 13.6% Food/Restaurants 10.1% 14.6% Government/Public Sector Hospitality/Tourism Manufacturing/Maquilas Professional, Scientific or Technical Retail/Sales Social Services Technology/Telecom Transportation/Logistics 1.2% *Respondents were allowed to select up to 2 responsesFigure 36: Industries Where Youth Foresee Themselves Working in 5 Years, by Group (n = 404) MALES (N = 135) FEMALES (N = 269)) Technology/Telecom 14.8% 7.1% 20.4% Social Services 8.9% 10.0%Professional, scientific or Technical 16.3% Financial Services 11.1% 14.9% Administrative Support 6.7% 11.2% *Respondents were allowed to select up to 2 responsesFigure 37: Industries Where Youth Foresee Themselves Working in 5 Years, by Sex (n = 404)triangulated with youth perspectives. Youth rated There was little difference between sexes inthe two leading competencies as information/ rating competencies among youth, although femalescomputation (52.4%) and foreign languages prioritized information technology/computers (by(37.3%; examples given were English, French, and over 5%), while males prioritized math (by over 4%)Mandarin), although emphasis on foreign languages and resolving problems (by over 8%). The responsesdecreased at the endline. were also consistent across intervention and

Employability Study Proyecto METAS68 What Youth Say about the Labor the BLC program should be sure it is building the Competencies Needed relevant skills needed by the private sector and that youth and facilitators be made aware of what Focus groups reiterated that youth see the key skills are needed. It also suggests the BLC most important competencies as: programming consider integrating interpersonal skills into the curriculum, as this is highly valued by • Basic math skills the private sector but is not currently part of the BLC • Searching for information/research curriculum. • Interpersonal communication • Problem solving The youth and facilitators were also asked to cite the two major obstacles, or limitations, faced bycomparison groups. Both groups rated information youth in obtaining jobs to better understand theirtechnology/computers as the most important perspectives on what is holding youth back fromcompetency followed by foreign languages. However, getting jobs (Figure 40). The private sector was askedit should be noted that at the endline, youth in both the major considerations/factors when hiring agroups reduced their rating of foreign languages and youth78.increased their emphasis in mathematics; for thecomparison group at endline, math was actually the Youth perceived that the primary limitationssecond most critical competency. for obtaining jobs were lack of employment opportunities (market) and lack of work experience. Youth and facilitator perspectives were fairly Interestingly enough, lack of skills/abilities wassimilar (facilitators rated technology/computers at rated quite low by youth (less than 8% rated this as54.4% and foreign languages at 35.6%), placing high a limitation in the endline), which differed greatlyimportance on information technology and foreign from the rating presented by the facilitators andlanguages and less on interpersonal skills, such as private sector (Figure 40). Facilitators and privatecooperation, teamwork, and communication (Figure sector respondents perceived lack of skills/abilities to38). be one of the most important limitations youth have in getting jobs. While the youth and facilitator responseswere somewhat similar, private sector respondents Ratings were similar across intervention andplaced higher emphasis on interpersonal skills, comparison groups, sex, and municipality. Sansuch as cooperation and teamwork (67.9%) and Pedro Sula youth rated penal records higher onproblem-solving skills (39.3%; Figure 39). Other the list, while youth in Tegucigalpa rated lack ofskills prioritized by youth and facilitators were not economic resources and lack of information asas predominant; for instance, only 3.6% of private greater limitations by over 5%. The interventionsector representatives identified foreign languages group listed their neighborhood (stigma of the placeas important competencies. This data suggests that where they come from) as a slightly higher limitation than the comparison group by 6%; whereas, the comparison group cited lack of information as a greater limitation by 10%. This may be because youth78. Although the question on the Private Sector Survey is slightly different, the categories are largely the same as on the Youth and FacilitatorSurveys. The one exception was lack of employment opportunities, which did not appear on the Private Sector Survey as it was not relevant forhiring.

Proyecto METAS Employability Study 69in the intervention group receive information on When the private sector was asked what werejobs and contacts through the BLC program, but this the most important factors they used in hiringwould have to be explored further to be confirmed. It youth (Figure 41), the majority of respondents listedis interesting to note that no facilitators listed tattoos skills (over 80%) and job experience (over 35%).or ethnicity as being limitations. Computer Knowledge Youth (intervention, n = 314) 52.4% 54.4% Basic Math 16.1% 23.9% Foreign Languages 37.3% 35.6% Accounting 8.9% 16.6% Collaboration & Team Work 0.7% 6.7% Communication 22.9% Flexibility and Adaptability 14.0% 28.9% Problem Resolution 10.1% 28.9% 11.8% Time Management 7.3% 2.0% Critical Thinking 4.5% 12.1% *Respondents were allowed to select up to 2 responsesFigure 38: Youth and Facilitator Perspectives on Competencies Needed for Job Attainment Computers 7.1% 32.1% 67.9% Basic Math 3.6% 39.3% 3.6% Foreign Languages Accounting 14.3% 17.9% Collaboration & Team Work Communication 3.6% 10.7% Flexibility and Adaptability Problem Resolution Time Management Critical Thinking Figure 39: Private Sector Perspective on Competencies Needed for Job Attainment (n = 29)

Employability Study Proyecto METAS70 Lack of Opportunities/Jobs 7% 16% 40% 68% Lack of Job Experience 3% 14% 28% 79% 7% 13%Lack os Economic Resources 9%11% 30% Youth responded that lack of Age opportunities/jobs and lack of 11% experience limit their ability Lack of Safety in Country 11% Lack of Information 7% to obtain jobs. Conversely, Lack of Contacts 7% facilitators responded that lack Lack of skills 6% of opportunities/jobs and lack Criminal Records 5%8% of skills are the most important Neighborhoods 4% limitations to youth obtaining Lack of Interships 0% Tattoos 1% jobs. Ethnicity Youth (n=404) Faciliator (n=149)Figure 40: Youth and Facilitator Perspectives on Limitations Youth Face in Obtaining Jobs Job Experience 34.5% 86.2%Economic Resources 3.4% 3.4% Age 17.2% Contacts 24.1% Skills 24.1% Criminal Records 3.4% 6.9% Neighborhood Tattoos AppearanceFigure 41: Private Sector Perspective on Most Important Factors in Hiring Youth (n = 29)Very few respondents cited tattoos or appearance, interviews indicated that the underlying issues oflikely because they were shy to share their opinions criminal records and the stigma of where a youthwith METAS for concern they would appear comes from (i.e., if the youth comes from a hotdiscriminatory. A quarter of the representatives spot associated with gangs) are underreported ascited the neighborhoods where youth come from obstacles or as hiring criteria as these are difficultand criminal records to be a major consideration areas for employers to discuss openly.in hiring. This is probably understated for thesame reason as stated above. The focus groups and

Proyecto METAS Employability Study 71 Youth Not Working In contrast, very few facilitators (7.38%) felt that all youth knew what kind of jobs they wanted. For those not working, additional questions However, youth felt that they did know what kind ofwere asked about the type of work they were trying job they wanted, 90% of youth being in agreementto obtain: or strong agreement that they had this clear. The private sector was even less optimistic that youth • Do you know what kind of job that you knew what they wanted. Only 62.5% were in want? agreement or strong agreement that youth were clear in this regard. This discrepancy in perspectives was • Do you want to start your own business? consistent with the contradictory opinions from This data was triangulated with perspectives youth, facilitator, and private sector data related tofrom facilitators and the private sector competencies needed for employment and barriersrepresentatives. Note that youth data from the faced. Having been youth themselves, facilitators andmidline was used to see where youth were at directly employers may have a more critical retrospectiveafter the training in order to identify possible view of what it was like to be a youth and knowingprogram effects. exactly what kind of job one wanted at such a young Generally youth reported that they agree or age. Figure 43 illustrates the three perspectives.strongly agree that they know what kind of job theywant (Figure 42). The change between the baseline When youth were asked whether they wanted toand midline was slightly higher for the comparison start their own businesses, those in the interventiongroup, but the intervention group was considerably group were more likely to agree than those in thehigher at baseline. While males were confident comparison group. However, when looking atthat they knew what kind of job they wanted at the differences in opinions from baseline to midline,midline, females’ confidence actually decreased youth in the intervention group decreased theirslightly. However this was not statistically significant. desire to start their own business slightly (2%), whileThere was only a slight change for Tegucigalpa, those in the comparison group felt starting their ownbut overall respondents from San Pedro Sula were business was more desirable (8%). Although notmore certain of what kind of job they wanted. statistically significant, this change may be becauseOverall the changes from baseline to midline as youth enrolled in the certification program gowere not statistically significant for group, sex, ormunicipality. By Group Intervention (n = 0.02 Comparison (n = 0.21 By Sex Male (n = 60) 0.19 Female (n = 115) -0.03 By Municipality Tegucigalpa (n = 86) 0.08 San Pedro Sula (n = 0.01 Strongly disagree Disagree Agree Strongly agree Midline gain Midline lossFigure 42: Youth Who Know What Kind of Job They Want, by Group, Sex, and Municipality

Employability Study Proyecto METAS72through the training course, they may become more gangs in gang-controlled areas. These differencesaware of the risks and costs of opening their own between group, sex, and municipality were notbusinesses. Males were also less likely to want to statistically significant (Figure 44).start their own business than females at the midline,while those in Tegucigalpa decreased their interest Note there were no specific questions forby 14% compared to those in San Pedro Sula. This this section directed at working youth as theirdiscrepancy may also be due to the presence of “war employment is directly addressed under thetaxes,” which often require businesses to pay fees to Employment Section.50% 9.7% disagree 37.5% disagree45% 42.3% agree 33.3% agree40% 47.9% strongly agree 29.2% strongly agree35%30% Less than half Half More than half All youth25% Facilitators (n= 149)20%15%10% 5% 0% None Youth (n= 404) Private sector (n= 24)Figure 43: Do youth know what kind of jobs they want? Perspectives by Youth, Facilitators, and Private SectorBy Group Intervention (n= 147) -0.02 Change Comparison (n= 38) 0.08By Sex Male (n= 60) -0.07 Female (n= 125) 0.03By Municipality Tegucigalpa (n= 87) -0.14 San Pedro Sula (n= 98) 0.12 Strongly disagree Disagree Agree Strongly agree Midline gain Midline loss Figure 44: Youth Who Want to Start Their Own Business, by Group, Sex, and Municipality (n = 148)

Proyecto METAS Employability Study 73What Youth Have to Say on HiringBarriers: Findings from the FGDs and Interviews Although the neighborhood where a youth One focus group pointed out that youthcomes from was not rated as a major obstacle to from certain communities may also have distanceemployment in the quantitative data, youth in and time barriers, as some jobs require them tothree focus groups overwhelmingly identified it come and go during hours when it is not safe foras a major limitation. Where a youth comes from them to leave the house. In the same focus groupwas an obstacle for two reasons: (1) the stigma in Tegucigalpa, one female youth said age was arelated to being from a hot spot or dangerous barrier; “A lot of people prefer a person that isbarrio and (2) the added distance it takes to get between 22 and 25 years of age, but with a personfrom a faraway/marginalized barrio when seeking that is 17, 18 or 19 years old…they think about theemployment. maturity of a person.. and they define us in that way (immature)…so they prefer someone that is older..” Youth also unanimously and consistentlyexpressed frustration at the Catch-22 dilemma of The same focus group said that where yourequired work experience in both the focus groups come from relates to who you know; a youthand interviews. One female student currently coming from a hot barrio may not have the samelooking for work, elaborated: “The employers ask personal and professional connections as someonefor years of experiences for a position, but how do who lives in a more affluent neighborhood.they want us to have experience if they don’t giveus any opportunities?” So it depends on certain colonias, be- cause someone that lives in a residen- Although gender discrimination did not tial area (colonia) knows more peoplecome up as a major issue, two focus groupsdid point out that women may have an easier that have more work options thantime finding jobs than men due to looks and someone who doesn’t.appearances, while another stated that thosefrom lower economic strata may need additional —Female youth, Tegucigalpamentoring and support, especially during the Not workingcertification training program. In the example of the factory over Other barriers cited by youth: there, if someone presents a resume • Lack of knowledge and experience goingwhere it says that he/she lives in Plane- into interviewsta, Cerrito, Plaza Nueva, Cerro... They • Lack of direction in searching for jobsreject the resume, they don’t accept it. • Lack of specialized skills needed for a job They see the area where they live and • Lack of time (for youth still in school) no, they reject it. —Female youth, San Pedro Sula Not working

Employability Study Proyecto METAS74Perception of Job Skills Perception of job skills includes one’s perception statistically significant at the p<0.01 level, betweenof his or her skills in areas such as basic math, the baseline and endline in their perception ofwriting, and computers, as well as skills such as performing these four skills. When comparing acrossinterpersonal communications and resolving work groups, the only area where the intervention groupconflicts. saw significant gains (p<0.05) in their perceived skills over the comparison group was in using All youth were asked the six primary questions computers. This is probably because some of theabout their skills. This data was then triangulated BLC groups used computer-based testing and hadwith data from facilitators and private sector additional exposure to computers.representatives. The youth responses were coded byfrequency: always, at times, never, and not sure. The Between those youth who passed the CRCprivate sector and facilitator responses were coded by and those who did not, the gain score in math wasfrequency: strongly agree, agree, disagree, strongly significantly higher (at the p<0.01 level) for thosedisagree, and not sure79. that passed. This can likely be attributed to the content in the BLC course. • Do you feel you can manage your money? • Can you use basic mathematics (without A number of factors may have led to the mutual endline gains in both the intervention a calculator) in order to solve problems in and comparison groups. First, both groups were your work? exposed to school settings, which may have boosted • Can you complete an employment both groups’ confidence in their perception of the application or write a cover letter? job skills. Second, the comparison group’s self- • Is it easy for you to communicate with perceptions may be higher than their actual skills as potential employers, bosses, or supervisors? their perceptions may not be aligned with the reality • Can you use a computer to write a letter, of the labor market since their school programs do write e-mails, or look for work, etc.? not focus on work readiness preparation.80 • When you have problems at work, can you Finally, as noted in the data limitations section, solve them by yourself? there was some contamination of the comparison Youth were asked to rate how often they group. As 23 comparison respondents had access tofelt they could perform the following four skills: the exam process, it is highly plausible they may havemanaging money, doing basic math, writing a cover had access to the materials and other BLC programletter, and using computers (Figure 45). Youth in content.both groups saw significant increases, which were79. Note that the figures omit Don’t know from the analysis below.80. It is important to note that the matched comparison group overall was fairly small, and it is difficult to come up with conclusive factors.

Proyecto METAS Employability Study 75Do you feel you can manage your money well? (n=376) 1.08 **Change Can you use basic mathematics (without using a Intervention 0.72**calculator) in order to solve problems at work? (n= 371) Comparison 0.60** Can you complete an employment application or to 1.38** write a cover letter? (n= 327) 1.39** Can you use a computer to write a letter, write e-mail 1.58** messages, look for a job, etc. (n = 378) 1.27** Never Sometimes Always **statistically significant at the p<.01 level Endline gainFigure 45. Youth Perception of Math, Computer, and Writing Job Skills, by GroupBLC facilitators and the private sector course again to give themselves a competitive edgerepresentatives were asked to assess whether or not and to fine tune their hard and soft skills.the majority of youth, like the METAS youth they As stated prior in this report, generally, bothknew, exhibited these same skills (Figure 46). Overall facilitators and the private sector perceived youth’sfacilitators felt youth were the weakest in managing skills less positively than the youth themselves at thetheir money and solving basic math problems, and endline (Figure 48). Interestingly, the private sectoronly 23 of the 29 private sector representatives felt respondents on average were more positive about thethey could judge youth’s money management skills. skills than the facilitators. The only skill area whereYouth were also asked to what extent they felt private sector and youth had similar data was in thethey could solve work problems (conflicts) and ability to communicate well and to market skills tocommunicate with superiors and potential employers potential employers. Overall, the facilitators rated(Figure 47). Likewise in the area soft skills, youth the youth’s problem-solving and communicationconfidence in these skills for both groups grew skills higher than their skills in basic math, writingsignificantly between the baseline and endline and cover letters, and using computers. The privatewere statistically significant at the p<0.01 level. sector respondents’ lower ranking of youth skillsAs per the analysis presented earlier, this is likely may also be due to some employers’ perceptionlinked to a lack of career awareness among this that youth are immature, while the youths’ highpopulation that would help them better understand rating was because they have not yet actively soughtthe types of skills, attitudes, and behaviors that are out jobs in the market and do not have a realisticdesired or demanded in the workplace. Interviewed understanding of what skills they lack. During focusworking youth said that the analytical and research groups, participants between 16 and 20 years of ageskills in the BLC program had helped them in their consistently pointed to their age as a challenge in theworkplace. Of the four who had not completed hiring process since businesses often perceive theirthe training, all of them said they would retake the age group as immature and inexperienced.

Employability Study Proyecto METAS76Youth can administer their money well. (n= 128/23) Facilitators Private Sector Youth will be able to use basic math (without calculators) to solve simple problems at work. (n= 138/27) Youth are able to fill out an application form or write a cover letter. (n= 142/28)Youth are able to use a computer to type a letter, Agree Strongly agree write e-mails, or look for jobs. (n= 143/25) Strongly disagree DisagreeFigure 46: Facilitator and Private Sector Perceptions of Youth’s SkillsWhen you have problems at work, you can solve Intervention 0.88** gain them by yourself. (n= 348) Comparison 0.86**Is it easy for you to communicate with possible 1.19**employers, bosses and/or supervisors? (n=331) 1.01** Never Sometimes Always Endline gain**statistically significant at the p<.01 level Figure 47: Perception of Interpersonal and Problem-Solving Skills, by GroupYouth ate able to solve problems at work without Facilitators (n=149) relying on others to tell them how to do things Private sector (n=28)Youth ate able to communicate well, and market their skills to potential employers Strongly Disagree Agree Strongly disagree agreeFigure 48: Facilitator and Private Sector Perceptions of Youth’s Soft Job Skills

Proyecto METAS Employability Study 77What Youth Say Have to Say on Job Skills:Findings from the FocusGroupDiscussions andInterviews The majority of non-working youth Despite the general positive feedback, focusinterviewed pointed to basic math, researching, group respondents also expressed the need forand job-searching skills as primary skills they have additional applied skills, such as:gained from the training program. On two separateoccasions, youth pointed out that the training had • Training on strategies and behaviors inhelped them prepare for the psychometric exams obtaining a job (interviewing, body language, etc.)during job interviews. Youth also cited that thebasic logic skills they learned through the program • Vocational workshops for job specializationhelped them while navigating job searches. • Obtaining additional, specialized knowledge that employers are looking for Although most working youth did not believe The types of exercises given were basicthat the certification itself helped them get a job, and could relate to real life problemsyouth repeatedly said that problem solving, logic,and analysis were important skills they had gained. —Female youth, San Pedro Sula Not working who did not com- plete training

Employability Study Proyecto METAS78Confidence and Self-Respect (Work Related) 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%Total (n=404) Intervention 1.0% Comparison 4.4%Female (n=269) 4.3% 10.2%Male (n=135) -5.8% -6.5% Endline gain Endline loss *Statistically significant at p<.05. Figure 49: Percentage of Youth Who Receive Mentorship Support/Advice Related to Work Readiness (n = 404) Work-related confidence and self-esteem Mentorship is linked to confidence building.captured perceptions of youths’ capacity to gain and Youth who have someone that believes in theirhold employment (youth not working) and pride in skills and abilities, and helps to guide them, are in aone’s work (youth working). better position to achieve their goals.81 On all three surveys, an aspect of mentorship was measured. As the research presented in the literature Youth reported whether they had a mentor (Do youreview maintains, confidence in one’s skills and know someone [supervisor, family, friend and/orknowledge is important in developing a sense of neighbor…] who gives you support and/or adviceemployability. Increased self-esteem and confidence on how to get a job or how to improve your jobare not only important in getting an aspired job, but situation?). Facilitators and employers reported onthey can also help youth improve a work situation, whether they thought mentorship was important toincluding salary and benefits. Although confidence a youth’s employability. A large percentage of thewas not directly integrated into the BLC training youth reported having a mentor(s) at the baselineprogram, it is still important to measure confidence (80.7%), many of these being their BLC facilitatoras it can be developed as an indirect result of (Figure 49). Mentorship only increased slightly atparticipation in activities.81. Rhodes, J. E., & DuBois D.I (2008). Mentoring relationships and program for youth. Association for Psychological Science, 17(4), 254–258;Tolan P., Henry, D., Schoeny, M., Lovegrove, P., & Nichols, E. (2013). Mentoring interventions to affect juvenile delinquency and associated prob-lems. Journal of Experimental Criminology, 10 (2), 179–206

Proyecto METAS Employability Study 79 (My facilitator) orients me in class, helps sector (100%) answered that they strongly agreed to clarify doubts, he’s very friendly, and I or agreed that mentorship was critical to a youth’s trust him. On top of it he advises me on employability. how I should behave in the workplace Youth Not Working —Certified male youth working Youth that were not working were asked restaurant business. Tegucigalpa to respond to a number of statements about their confidence in obtaining work. The possiblethe endline (less than 2%). Interestingly enough, responses were strongly agree, agree, disagree,mentorship increased for females between the strongly disagree, and not sure. The private sectorbaseline and endline, but decreased slightly for and facilitator respondents were also asked for theirmales; this difference was significant at p< 0.05. perceptions, with the private sector using the sameThere were no differences between intervention and scale as the youth and the facilitators using thecomparison groups or by municipality.82* quantity of youth with those perceptions: all youth, more than half, half, less than half, and none. Mentors helped youth in a number of ways,including improving behavior and interpersonal • You know how to look for and get a job.skills, linking them to jobs and further education, • You have the skills necessary to apply for acounseling them on family and personal issues andstress, moral support, and an overall sense of support job or position you want.and guidance. In some cases, mentors, namely • You feel confident you will get a job.the BLC facilitators, even helped youth with small • You feel confident that you will be able tofinancial support related to education costs. Thismentoring relationship with the BLC facilitator was get along with your coworkers.highly valued and critical to the youths’ completion • You feel ready to get a job and can fulfill theof the program; many youth said that when theywere considering dropping out, or were simply expectations as required.discouraged, facilitators helped motivate them and Youth data were used from the baseline andinstill confidence. midline surveys for this analysis to measure any change in confidence that occurred between the Overall facilitators and private sector beginning and end of the BLC training (Figure 50).respondents felt it was important for youths to have There was positive growth in all the confidencea mentor to support and advise them on how to questions, although only the questions: Do you haveobtain a job or improve their work situation. The the required skills to apply for the kind of job youmajority of both facilitators (96%) and the private want? and Do you have the confidence to get along well with your colleagues? changed significantly for the intervention group at p<0.05. There were no significant differences between the gains for the intervention and comparison groups.82. Note that there was likely some unintended mentoring that took place between the BLC facilitators and the comparison groups, given thattwo dozen were allowed to take the exam even though they were not officially in the program. Therefore no conclusions between groups can bemade.

Employability Study Proyecto METAS80You know how to look for and get a job Intervention 0.14 (n=121) Comparison 0.04 You have the skills necessary to apply 0.17 for a job or position you want (n=180) 0.05 You feel confident you will get a job 0.05 (n=235) 0.08 You feel ready to get a job and can fulfill 0.08 the expectations as required (n=214) 0.14 Midlinegain Strongly Disagree Agree Strongly disagree agree Figure 50: Youth Confidence in Obtaining Work, by GroupThe females and males rated themselves When triangulated with the facilitator andsimilarly at the baseline, although the females were private sector perspectives, again, the youth ratedmore confident in their knowledge of how to look themselves much higher in all areas (Figure 53).for a job. The gain scores were overall higher for The majority of facilitators thought that less thanmales, although females had more confidence they half of youth actually knew how to look for jobs andwould get a job. Differences between sexes were not less than a fifth (17.4%) of the private sector was insignificant. Figure 51 illustrates the results strong agreement that youth had these skills.Overall youth in San Pedro Sula had higher In the area of self-esteem and confidence, overgains than in Tegucigalpa; Tegucigalpa actually saw 60% of youth strongly agreed they had what it tooka decline in confidence in their skills in applying to obtain their desired job, compared to the privatefor a desirable job during the course of the training sector’s 27.3% that were in strong agreement. Nearly(Figure 52). Although San Pedro Sula saw significant 60% of facilitators thought that half of all youth orgains between baseline and midline, the gains less had the confidence. Overall youth had morewere not significant when compared between confidence in their ability to obtain work than theirmunicipalities. facilitators or private sector counterparts (Figure 54).You know how to look for and get a job Male 0.32 (n=121) Female 0.01 You have the skills necessary to apply 0.19 for a job or position you want (n=180) 0.13 You feel confident you will get a job 0.19 (n=235) 0.08 You feel ready to get a job and can fulfill 0.09 the expectations as required (n=214) 0.09 Midlinegain Strongly Disagree Agree Strongly disagree agree Figure 51: Youth Confidence in Obtaining Work, by Sex

Proyecto METAS Employability Study 81 You know how to look for and get a job Tegucigalpa 0.02 (n=121) San Pedro Sula 0.29 You have the skills necessary to apply -0.09 for a job or position you want (n=180) 0.22 You feel confident you will get a job 0.02 (n=235) 0.13 You feel ready to get a job and can fulfill 0.01 the expectations as required (n=214) 0.17 Midlinegain Midlineloss Strongly Disagree Agree Strongly disagree agree Figure 52: Youth Confidence in Obtaining Work, by Municipality 60% 50% 40% 30% 15 % disagree 39.1 % disagree 20% 57.7 % agree 34.8 % agree 10% 25.4 % strongly agree 17.4 % strongly agree 0% none less than half half more than half all youth Youth (n= 404) Facilitators (n= 149) Private sector (n=22) Figure 53: Do youth know how to look for and obtain a job? Perspectives by Youth, Facilitators, and Private Sector

Employability Study Proyecto METAS82 Nearly 99% of youth felt ready and mature were mature enough for the work force. This dataenough to obtain work. Although nearly 80% of the suggest that the maturity of youth is not a majorprivate sector respondents also felt youth were ready concern; in fact, it is the knowledge and skills thatand mature enough for work, only 12.5% were in youth lack that is the biggest constraint. Figure 55strong agreement. The majority of facilitators (63%) illustrates the results of the three perspectives.said that at least half of the youth they worked with60%50%40%30% 1.3 % disagree 27.3 % disagree20% 38.3 % agree 40.9 % agree10% 60.4 % strongly agree 27.3 % strongly agree0% none less than half half more than half all youth Youth (n= 404)Facilitators (n= 149) Private sector (n=22)Figure 54: Do youth have the confidence and self-esteem to obtain their desired job? Perspectives by Youth, Facilitators, and Private Sector70%60% 1.0 % disagree50% 12.5 % disagree40% 28.8 % agree 66.7 % agree30% 69.9 % strongly agree 12.5 % strongly agree20%10% 0% less than half half more than half all youth none Youth (n= 404) Facilitators (n= 149) Private sector (n=22)Figure 55: Are youth ready/mature enough to get a and to comply with the expectations required? Perspectives by Youth, Facilitators, and Private Sector

Proyecto METAS Employability Study 83What Youth Have to Say on BuildingConfidence: Findings from the Focus GroupDiscussions and InterviewsThe majority of non-working youth The four certified working youth expressed ainterviewees reported that the certification and/ higher level of intrinsic motivation already presentor training helped boost their confidence both prior to the trainings, but two expressed that thein the workplace and in their personal lives. For BLC program helped increase their self-confidence;instance, even when some youth were uncertain of one male working in the private sector stated thatwhether the certification would directly lead to a he is now “relating better to his family, neighbors,job, they cited an increased level of confidence in and work colleagues.”job searching and work readiness skills. One female Many of the working youth who were notyouth pointed out that after being certified and certified felt that the training helped them indirectlyhaving undergone the exam processes, she “was less through increased confidence in the workplace.nervous and had more confidence” in her ability to One female working in a fast-food restaurant saidpass the final university exam. the training helped her become more comfortableWhile the certified youth cited the in her workplace, while another female said shedevelopment of math and reading skills as a major now has more confidence when communicatingbenefit of the BLC program, all four non-certified with her superiors. Out of the four intervieweesyouth interviewed who completed the training, who never completed the training, two stated thatpointed to an increase in confidence. One male they would take the training again largely becausestated that he felt the training would help boost his the training helped to have a better perspective,resume and had already increased his confidence feel more secure in their work, develop generalin solving math, reading Spanish, and general self-esteem, and put knowledge into practice.research skills. Another non-certified female youthcredited the training course with helping her feelmore confident during interview preparation.

Employability Study Proyecto METAS84Working Youth Respondents reported a high level of pride in their jobs (Figure 56). The majority of respondents saidWorking youth respondents were asked about they felt respected in their communities and inthe level of pride they feel about and at their job, their families and that they were proud of theirname••l y: jobs. A substantial number of respondents (65.4%) • cADDfaormoomeepisypleyoeyoutorpeeunplserprcojfieoerucosbtdmyyhoooefyuulopycuboayuernocrcuauojuodsmsebeem?vtooeulfgonyepiottyuarabnjeodtbtey?roujorb also reported that their job helped them develop competencies to assist them in getting a better job or earn more money? or earning more money. Note that the number ofData was used at the endline, as they had more working youth respondents was quite low, and astime in the workplace to relate to their responses. many of the youth are on their first job, they may not have a frame of reference from which to compare their current work. Do people from your YES, 95.1% NO, community and your family 95.1% respect you because of your job? (n=82) Are you proud of your job? YES, 91.4% NO, (n=81) YES, 65.4% 8.6% NO, 34.6% Does your job help you to develop competencies you can use to get a better job or earn more money? (n=81) Figure 56: Perception of Job Pride at Endline

Proyecto METAS Employability Study 85Job-Seeking Behaviors Job-seeking behaviors are actions taken to- statistically significant at a p<0.05.wards obtaining a job, internship, or self-employ- The gains in job-seeking behavior between thement. baseline and endline were all statistically significant Respondents were asked if they engaged in at the p<.01 level, with the exception of develop-eight different job seeking behaviors, ranging from ing a business plan. Given that a key component oflooking for work, to working on a résumé, to inter- the BLC program focused on increasing internshipviewing for a position. Two of the eight questions experience among youth, a deeper look aroundrelated to those youth planning to start or expand a internship prevalence is provided below. Disaggre-business. gation by group showed that respondents from the intervention group had a larger increase than the Among respondents, the most common comparison group in youth that have had internshipsjob-seeking activities reported at the endline includ- or professional practice in the past six months, whiched working on a resume or cover letter, having an was statistically significant at p<0.05 (Figure 58).internship, applying for a job, and working on yourown. A few respondents participated in a job fair or To further understand whether participating indeveloped a business plan. internships can be attributed to the program, respon- dents were asked whether they had at any time in For all eight activities, there was an increase the past participated in an internship or professionalin the number of respondents at the endline who practice. Analysis showed that 43.3% of youth hadanswered “yes” to engaging in job-seeking behaviors participated in an internship or professional practice(Figure 57). Youth improved in every area of their at some time in the past compared to 36.9% whojob-seeking behaviors, from looking for a job to had internships in the last six months. This findingapplying for jobs. One of the largest gains (21.8%) implies that the majority of internships (85.2%) havewas in internships, and youth in the intervention occurred within the last six months, during the pe-group who had an internship increased significantly riod youth were in the BLC program, and therefore(p<0.05) over the baseline relative to the comparison suggests the program has been effective in increasinggroup. Working on a resume and applying for a job the number of youth with internships or professionalalso saw gains of 15% or more. practice experience. Similarly, when analyzed by sex, at the base- Finally the findings show that the BLCline, both males and females showed increases in certification is gaining momentum and recognition,job-seeking activities in all areas; differences be- even if it is not at present a major determinanttween sexes were not statistically significant. Overall, in the hiring of youth. Overall, the private sectorthe percentage of youth exhibiting greater job-seek- respondents feel more confident hiring youth withing behaviors was similar across municipalities. A a certificate (84.6%) but they are also very willingnotable exception is that youth in San Pedro Sula to hire youth with just the basic training (60.7%),were more likely to have an internship, while youth even if they were not able to pass the CRC exam.in Tegucigalpa were more likely to have participated This is likely because the training itself has perceivedin a job fair or worked for their personal business orincome generation activity. These differences were

Employability Study Proyecto METAS86 0% 10% 20% 30% 40% 50%Look for a job (internet, newspaper, etc.) Baseline 11.1%**Participate in a job market or fair 7.2%**Work on your CV or cover letter 22.0%** Apply for a job 14.9%** Interview for a job 9.7%**Have an internship or profesional practice 21.8%** Work on your own 13.4%** Develop a business plan 2.2% **statistically significant at the p<.01 level. Endline gain Figure 57: Youth Increased Their Job-Seeking Behaviors (n = 404)value in developing critical skills and helps ensure significant for the intervention group (p<.01), andthat youth have practical experiences, mentors, and only marginally significant for the comparison groupthe maturity to do well in a work force in a very (p<.05). Additionally, when comparing across group,challenging environment. the difference in gain scores of the intervention and comparison group were statistically significant. TheYouth not working increase in job-searching behaviors was 10% higher for males than females, although this difference was Those youth who were not working were asked not significant. However, youth in Tegucigalpa andwhether or not they were looking for work. The San Pedro Sula had increases in youth looking fornumber of youth that reported they were looking, or or applying for a job, which were both significantapplying for, work between the baseline and endline at a p-level<.05 (Figure 60). Further, Tegucigalpaincreased by over 27.4%, as compared to nearly youth doubled their job searching over youth from17% for the comparison group (Figure 59). This San Pedro Sula; however, this difference was notchange between baseline and endline was highly significant. Intervention Group (n=314) Comparison Group (n=90) YES, 5.6% NO, 94.4%Baseline YES, 17.8% YES, 8.9% NO, 91.1%Endline YES, 44.9%Figure 58: Participants in the Intervention Group Have More Internships (n = 404)

Proyecto METAS Employability Study 87 0% 10% 20% 30% 40% 50% 60% 70% Intervention (n=226) BASELINE, 27.0% 27.4%**gain Comparison (n=59) 30.5% 16.9%*gain Endline gain **significant at the p<.01 level * significant at the p<.05 level Figure 59: Youth Looking or Applying for Work, by Group (n = 285) 0% 10% 20% 30% 40% 50% 60% 70% Tegucigalpa (n=145) BASELINE, 25.5% 32.4%*gainSan Pedro Sula (n=140) 30.0% 17.9%*gain Endline gain *significant at the p<.05 level Figure 60: Youth Looking or Applying for Work, by Municipality (n = 285)

Employability Study Proyecto METAS88 What Non-Working Youth Have to Say onJob-Seeking Behaviors: Findings from theFocus Group Discussions and InterviewsOut of the 12 non-working youth inter- One non-certified youth studying graphicviewed, only 5 were actively looking for work. Out design was leaving applications at employers’ officesof the same group, 10 youth were studying for bach- and sending them via e-mail. He has had one inter-elor’s degrees. Most cited that their studies and lack view to date and stated that the BLC training helpedof time kept them from actively looking for work, as him be prepared in answering a psychometric examwell the amount of experience demanded by em- at the time of the interview.ployers, the limitation of a high school certificate,and lastly age, being younger than the age desiredby the employer.One certified youth pursuing her businessdegree was searching for work by sending her re-sume to different employers and going to job fairs.At the time, she had yet to receive an interview. In Having a certificate recognized internationallyher experience, scheduling conflicts between school will be useful in looking for work in Honduras.and job search and long distances from her house —Certificate male youth, working inwere primary barriers in her search for work. One family business. San Pedro Sulaother certified youth stated that he was not active-ly working, but that he worked over vacation at afamily business, during which he used the math andbalance skills he learned from the training course.

Proyecto METAS Employability Study 89Realities of Youth Employment(Private Sector and Facilitator Findings) The private sector partners were asked a work forces are predominantly youth, compared tonumber of questions about the number of youth the part-time work force.working in their businesses, as well as the roles theyheld. They were also surveyed on the experience and Among the surveyed businesses, the primaryeducation levels required, as were the facilitators. positions held by youth were in customer service,The private sector partners and the facilitators followed by operations and sales (Figure 62). Verywere also asked a number of questions about how few held any management positions, and only 10.3%well positioned the youth who had completed the held a supervisory role. Of the required educationcertification, or at minimum the BLC training, were levels, the majority of businesses require a secondaryin the job market, in addition to other questions school education, with a few exceptions that requireabout the BLC program. more or less education.83 (Figure 63).Youth Employment in The Private Sector In terms of level of education by partners’ sectors, Table 15 indicates that only hospitality and All of the businesses surveyed employ young manufacturing businesses require less than a second-people between the ages of 18 and 30, but only a few ary education, and only transportation, energy/pet-businesses employ youth as young as 16, the legal rol, and agroindustry businesses require a universityworking age. As shown in Figure 61, their full-time education.% OF WORK FORCE PART-TIME WORK FULL-TIME WORK18-30 YEARS OLD FORCE FORCE Of surveyed business-None (0%) 25.0% 3.4% es, 55.2% of businesses1% - 25% 3.6% 0.0% reported that their full- time work force was pre-26% - 50% 17.9% 31.0% dominantly youth (51%51% - 75% or more of their workMore that 75% 14.3% 34.5% force were youth 18–30).Don’t know Conversely, only 25% of 10.7% 20.7% businesses reported that more than half of their 28.6% 10.3% part-time work force was youth Figure 61: Percent of Businesses with 18–30 Year Olds in the Work Force by Work Force Type (n = 29)83. Note that this question was a multiple response and therefore does not add up to 100%.

Employability Study Proyecto METAS90Assistants (Admin) 13.8% 62.1% Customer service Logistics 6.9% 44.8% Maintenance 6.9% 44.8% Management 6.9% Message delivery Operations 3.4% Reception Retail/Sales 3.4% Supervisory 10.3%Figure 62: Roles of Youth in Private Sector Businesses (n = 29)Primary 7.1%Basic 10.7%Secondary 67.9%Technical 3.6%University 10.7%Figure 63: Educational Levels Required for Employment (n = 28)

Proyecto METAS Employability Study 91 Sector Education Level Required Primary Basic Secondary Technical UniversityAgriculture/Agroindustry 1 1Energy/Petrol 1 1Financial Services/Banks 7 3Food Services 1Hospitality/Tourism 1 2Manufacturing/Maquilas 131Mining/Cement 1Retail/Sales 31Technology/Telecom 2Transportation/Logistics 1Total 2 3 19 1 Table 15: Educational Levels Required for Employment, by Sector (n = 28) When asked what level of work experience The number of years of experience requiredwas required, nearly 40% of the private sector is broken down by sector Table 16. As can berespondents said no experience was needed at all, seen, those sectors that required more educationaland 46.5% said at least one year of experience, credentials tend to require more work experiencegeneral or specialized, was needed (Figure 64). and vice versa. Sector Years of Experience RequiredAgriculture/Agroindustry No Experience 1+ Year 1+ Year Not Sure General Specialized 1Energy/Petrol 11 3Financial Services/Banks 211 1Food Services 1Hospitality/Tourism 21 4Manufacturing/Maquilas 212Mining/Cement 1Retail/Sales 111Technology/Telecom 11Transportation/LogisticsTotal 11 11 5 8 Table 16: Work Experience, by Sector (n = 28)

Employability Study Proyecto METAS92 At least 1 year of 17.9% 28.6% specialized experience 14.3% 39.3% At least 1 year of generalized experience No experience Not sure Figure 64: Years of Work Required (n = 28)Not sure 1 to 5 10.3% youth 15.4% Not sure 30.8% 6 to 10 23.1% No Yes44.8% 44.8% 16+ 11 to 15 youth 15.4% 15.4% Figure 65: Do you employ METAS youth? Figure 66: How many METAS youth do you employ? (n = 29) By Percent of Businesses (n = 13)Employment of METAS Youth (Private Sector When asked if youth receiving the certificateand Facilitator Perspectives) were more desirable as employees, 11 of the 13 (84.6%) said yes, signaling that they see a clear value Thirteen(44.8%) of the 29 private sector in the certification. Eleven businesses reportedrespondents reported that they employ METAS they were either very satisfied or satisfied with theyouth who have received the Career Readiness METAS youth; two respondents were not sure andCertificate (CRC), and 3 were unsure. Of those 13 could not rate the youth.businesses, nearly one-third were not sure howmany youth they employed, but for the remaining When asked if businesses would hire youth whobusinesses, numbers ranged from 1 to 5 youth had participated in the BLC training, even if theyemployed to over 16. The businesses that reportedly had not received a certificate, 73.8% said “yes.” Thishad the largest number of METAS youth working for data (Figure 68) suggests that businesses are stillthem (over 16) were from the financial sector. willing to hire youth who completed the training, even if they have not received the certification

Proyecto METAS Employability Study 93 No Not 7.7% sure 7.7% Yes 84.6% Figure 67: Are METAS youth more desirable as employees? By Percent of Businesses (n = 13) No 26.2% Yes 73.8%Figure 68: Are youth who participated in the BLC training but did not receive the CRC still well placed? (n = 143)(although the percentage is lower by 11%, meaning The perspectives of facilitators were unanimousthat some businesses were only willing to hire across municipalities, with facilitators fromcertificate holders). This was confirmed by the Tegucigalpa seeing the most benefit in participatingfacilitators. in the BLC training (81% responded yes). When facilitators were asked what aspects of the training When asked what the preferred channel for were of the most importance, they identified appliedreceiving information about METAS youth for mathematics as having the most importance,potential employment, the private sector responses followed by looking for information and reading forwere (1) preselected profiles based on the job information (Figure 69).description (53.6%), (2) interactive online platform(28.6%), and (3) phone calls by implementingNGOs-METAS partners (17.9%).

Employability Study Proyecto METAS94 The data were fairly consistent by municipality, of private sector partners, with the exception ofalthough facilitators from La Ceiba valued reading professional, scientific, or technical, which wouldfor information more than the other areas (Figure include areas such as electrical, mechanical, and70) other professionalized areas. There were no private sector partners that specialized in such services, When asked what two sectors they thought although a number of the businesses had roleswould be the most relevant for their youth, for youth with technical skills under the area offacilitators cited technology and information and maintenance. Additionally, the facilitators placedmanufacturing as the top two, followed by financial a much higher emphasis on jobs in technologyservices and professional, scientific, or technical and information, whereas there were only two(Figure 71). Public sector is included in all of the technology and information private sector partners.analyses for reference. These top four industries are Manufacturing, or maquilas, were generallyfor the most part in line with the representation 46.8% 31.9% 21.3% Applied Looking for Reading for Mathematics information information Figure 69: Most Critical Content Areas (n = 141)San Pedro Sula (n=66) Applied Math, Reading for Looking for La Ceiba (n=21) 45.5% information, 27.3% information, 27.3% 42.9% Tegucigalpa (n=54) 50.0% 52.4% 4.8% 31.9% 21.3%Figure 70: Most Critical Content Areas, by Municipality (n = 141)

Proyecto METAS Employability Study 95 Agriculture 8.4% Arts, Entertainment or Recreation 8.4% Educational services 5.6% Financial Services 23.8% 18.9% Food Services 4.2% Hospitality and Tourism 9.1% Manufacturing 37.1% NGO’s 7.7% 38.5% Professional, Scientific or Technical 10.5% Public sector/ government Sales 11.2% Social and medical services 11.2% Technology and Information 2.1% Transportation Figure 71: Industries Rated as Most Relevant to Youth (n = 141) Tegucigalpa 11.9% Technology and Information 10.5% Manufacturing 5.6% Public sector/ government 18.2% San Pedro Sula 25.9% 4.2% La Ceiba 8.4% 6.3% Professional, Scientific or Technical 6.3% Figure 72: Top 2 Industries (and Public Sector) Rated as Most Relevant to Youth by Municipality

Employability Study Proyecto METAS96acknowledged by all respondents as one of the most for information) and preparation for the work forceviable sectors for youth. as the two major strengths (Figure 73). When disaggregated by municipality (Figure The two reported weaknesses were the72), facilitator responses were consistent with pace of BLC training and certification programthe trends as seen above. In Tegucigalpa and and the materials, specifically the quality of theSan Pedro Sula the top two industries cited were translation or adaptation of materials for Hondurastechnology and information and manufacturing. and the number of materials provided (FigureOne notable difference is seen in La Ceiba, where 74). It is important to note that the METAS teamalthough technology and information is again identified the quality of materials early on in theone of the top two industries cited by facilitators, implementation (direct translation of English andhowever, facilitators in this municipality felt that U.S.-focused content) and adapted materials into thethe professional, scientific or technical industry was Honduran context for later implementation.the second most relevant industry for youth in theirmunicipality. When compared by municipality, the responses were consistent; the only notable exception was The facilitators were asked to give the top two in Tegucigalpa, which indicated that the secondstrengths and weakness of the BLC training and CRC most significant weakness of the program was the(i.e., certification). For the most part, facilitators in organizational support and logistics (22.2%).both municipalities rated the content of the training(mathematics, reading for information, and looking

Proyecto METAS Employability Study 97 Content of CRC (ie applied math) 51.7% Facilitator training and support/ 8.3% Respondents indicated skills development that the most important strengths of the METAS Incentive for finishing studies 2.5% BLC Training and Certi- (diploma) fication were the content (51.7%) and the prepara- International recognition (certificate) 5.0% tion of youth for the work force (19.2%). M&E/ info sharing 4.2% 4.2% 19.2% Prepare for workforce (practice, networks, linkages) Organizational support Social skills/ soft skills 5.0%Figure 73: Most Important Strengths of the METAS BLC Training and CertificationCertification (i.e, delays, limited in scope/ 8.3% Respondents indicated measurement, demotivating when fails) that the most significant weaknesses of the ME- Materials (i.e, poor translation/adaptation, 20.4% TAS BLC Training and quality, not enough materials) Certification were the materials used (20.4%)Mentors (i,e not enough training or support) 7.4% and the pace of the train- ing (30.6%).Pace (i,e requires too much time for teachers or 30.6% students) 3.7% Private sector linkages (i,e. not enough 10.2% linkages, not dear value of certificate) Scope (geographical or contextual) is limitedSupport and logistics (i,e, not enough organiza- 8.2% tional support)Technology and monitoring limitations 0.9%Youth interest (i,e, lack of interest, skills or 0.9% motivation) Figure 74: Weaknesses of the METAS BLC Training and Certification

Employability Study Proyecto METAS98 What Youth Have to Say on Certification:Findings from the Focus Group Discussions and InterviewsYouth who participated in FGDs and interviews With the training I received, I was ablesaid that the BLC training and CRC process helped to answer the questions in a lot easierprepare them for psychometric exams and job way when I took my psychometric (in-interviews. Youth also noted that they learnedbasic logic skills that helped them while navi- terview) examgating through job searches. A number of youth —Non- certified male, youth notalso pointed to interpersonal communication andproblem-solving skills. One youth who stopped his working. San Pedro Sulatraining because he dropped out of school, said thetraining had helped his behavior. Suggestion: Give follow-up to the train- ing to know what happens afterward Of the four youth who were interviewed and with us, because maybe we have thehad not finish the training, all four answered that certificate, but we won’t always knowthey would retake the course again so they mightlook more competitive and to help develop their how, when or where to use it...basic skills. One youth who stopped the training —Female youth not working, diddue to lack of time, stated: not complete the BLC. The types of exercises given were basic Tegucigalpa and could relate to real life problems. —Female youth not working who did not complee training. San Pedro SulaA number of participants said that the BLC should Another youth who did not complete thefocus more on applied skills, such as: training said that the program should follow up with participants to learn what they had learned • Strategies and behaviors in obtaining a job and how they were able to apply their certificate. (interviewing, body language, etc.) • Vocational workshops for job specialization

Proyecto METAS Employability StudyConclusion 99 The Employability Study has provided insight skills and not self-perceptions that do not matchinto the success and impact of the Basic Labor employers’ views. Further analysis would have to beCompetencies (BLC) program and associated conducted as to whether actual skills developmentCareer Readiness Certificate (CRC), as well helped and confidence are correlated.inform the METAS as a whole on the employabilityof Honduran youth. The findings are based on The study also points out some areas forfive employability categories: (1) employment programmatic improvement. One area is in thestatus and characteristics, (2) employment goals differing perceptions, or mismatch, between youthand aspirations, (3) perception of job skills, (4) and the private sector employers in terms of skillsconfidence and self-esteem (work-related), and (5) necessary to obtain a job and barriers for youth tojob-seeking behaviors. obtain employment. Youth reported higher ratings of their skills than employers or their facilitators. Youth The study indicates that METAS youth (the (and their BLC facilitators) also rated computer skillsintervention group) have achieved positive gains in and foreign language (such as English) as the mostterms of job-seeking behavior, skills development, important competencies needed to be hired, whileand internships. Youth also report that having a employers reported interpersonal communicationpersonal or professional mentor made a significant and problem solving as the critical competenciesand positive difference in terms of their confidence they consider in the hiring process.and self-esteem, and having a successful mentoringrelationship played a key role in youth completing Finally, youth tended to focus on financialthe BLC program. Employers are reporting increased services and professional, scientific or technicalconfidence in hiring both youth with the CRC youth services (such as tourism) as the sectors forwho only completed the BLC training. promising employment opportunities as opposed to food/restaurant or agriculture/agroindustry In terms of job-seeking behavior, for example, sectors; however, agriculture/agroindustry is oneit is notable that youth improved in every measured of the key growth sectors in Honduras, and thearea. Remarkably, one of the largest gains was food/restaurant sector is also an important sourcein internships (21.8%), and METAS youth who of jobs. This mismatch of perceptions between thehad an internship increased significantly over the youth, private sector employers, and facilitators isbaseline relative to the comparison group. Working not unique to Honduras. For example, an influentialon a resume and applying for a job also saw gains study published by McKinsey & Company notes thatof 15% or more. Similarly, trained youth reported there is a pervasive disconnect worldwide betweenincreased gains in self-confidence in having the the sectors, understandings and perspectives ofskills needed to find a job and knowing how to learners, education providers, and employers.84find a job. While increased confidence is a positive This same finding is stressed in the USAIDgain, it is important that confidence is based on real publication EQUIP3 Lessons Learned: Experiences84. Mourshed, M., Farrell, D., & Barton, D. (2012). Education to employment: Designing a system that works. McKinsey Center for Government.Retrieved from http://mckinseyonsociety.com/downloads/reports/Education/Education-to-Employment_FINAL.pdf

Employability Study Proyecto METAS100in Livelihood, Literacy, and Leadership Programs order to be considered for hiring. METASin 26 Countries (which includes incipient data from has already put in place an internshipMETAS).85 program, as part of its Bridging Strategies to connect youth to work-based opportunities, Taken together, these findings suggest some key and the study reports a positive increase inareas for METAS to focus upon and lessons learned the number of youth obtaining internships.for youth and work force development programs in However, given these findings regardingHonduras as well as more generally: the disconnect in employer and youth perceptions and the demand by employers • Bolster the mentorship component: for youth with skills and experience, it is A work force development program suggested that additional resources go to focusing on at-risk youth and conflict- placing more youth in internships, tracking prone, fragile communities needs to be job placement rates post-internship, etc. mindful that having positive role models is This may be even be more important given critical for a young person’s retention and that most BLC participants are under the success in this type of program. While the desired age for private sector employment sustainability of mentorship programs can and report that they are studying full time be a challenge, METAS should consider and not working. Additionally, METAS is strengthening the role and presence of encouraged to devote more resources to mentors to the maximum extent possible, increasing youths’ awareness of the needs with a sustainability plan built in. This and demands of employers and promote may include having increased resources career awareness of real work opportunities, and/or incentives available for the BLC although perhaps not ones matching youths’ facilitators to play a more active, intentional interests, such as working in the agri- role as mentors, as well as looking at peer business sector. mentorship programs, where youth who • Focus additional efforts in identifying have successfully completed the BLC job-placement and income-generating training program and have a job are paired opportunities in the agribusiness sector. up as mentors to youth going through the The study shows that agribusiness entails program. As noted by interviewed youth, many different components, such as facilitators play a key role in learners’ producing, processing, and supplying decisions to stay or leave the program. agriculture products and other forestry, hunting, and fishing income-generation • Strengthen career awareness and readiness activities. Given the importance of this efforts: The study points to a disconnect sector, METAS is encouraged to think of between youth and employer perceptions new job placement, skills development, and around the skills and competencies entrepreneurship activities that help youth necessary to obtain a job and succeed in the workplace. Employers indicate that youth need more soft skills and job experience in85. The publication can be retrieved from http://idd.edc.org/sites/idd.edc.org/files/EQUIP3%20Lessons%20Learned%20-%20Book_0.pdf