The Tribune

By KANDRA KNOWLES

At this time of year, when 17 and 18-year-olds all feel that the world is their oyster, and freedom from parental restrictions, the confines of academic institutions, along with the bliss of adulthood on the horizon, it seems fitting to explore a question that has arisen in the minds of many individuals: How prepared are Bahamian youth to function in a 21st century society?

Stern & Eichorn (1989) convey in their book "Adolescence and Work: Influences of Social Structure, Labour Markets and Culture" that typically adolescence is that period when youth transition from childhood into adulthood, yet a defining characteristic of this period is for one to figure out their occupational identity.

Undeniably, a large number of Bahamian graduates aspire to attend a tertiary institution and a number of them do. However, a large proportion enter the workforce immediately after graduation from high school. Despite the development of great programmes that are established and or growing to assist students with college and job preparedness, and with so many still seeking jobs or feeling unfulfilled, the question still is, 'Are we, and by extension academic institutions, preparing newer Millennials to be marketable in the 21st century workforce, not only in skill set, but mindset?'

This country undoubtedly has a very educated workforce, with a 95.5 per cent adult (ages 15 and up) literacy rate, according to the 2003 United Nations Human Development Index. Even more impressive, in a graduation ceremony held for graduates of Galilee College, the current Minister of Education, Jeff Lloyd, noted that among our Caribbean counterparts, the Bahamas has the highest number of Rhodes Scholars - a prestigious title for persons who have excelled in their respective disciplines and are selected to advance their studies in the United Kingdom.

Nonetheless, will the ability to read and write be enough to aid our future generations in today's society and set them apart from others on a job interview or when the work at the office becomes challenging? Are we equipping adolescents in 2017, as we did those in 1977, with the drive to succeed beyond the high school environment?

Historically focused primarily on manual labour, physical skills and people skills, and built on agricultural strengths requiring grit and stamina, creative work, along with world-class people skills, the Bahamas was previously number one in the tourism industry for years. This has changed. An article in Tourism Today shared that in 2015 the Bahamas was fifth among the top 10 Caribbean countries for culture, entertainment, culinary and adventure. Yet we claimed the number four spot in absolute rankings, according to the 2016 Caribbean Tourism Quality Index Resonance Report. So although an improvement, why the decline at all? At some point there was a shift to focus on white collar professions such as banking, so the level of"success in blue collar professions waned. Therefore, industries like tourism, according to data, are not as dynamic as in past years.

So, yes, we must pride ourselves on academic success, but are we preparing the next generation to survive in a world that does not solely prize academic accolades but rather vocational ability, practical knowledge, strong character and work ethic? What can we do to change and foster success for a generation born into a world very different from the one that existed 10 to 20 years ago?

Other than summer employment, youth may never be exposed to life experiences via the educational system meant to 'educate' them. Even in present day academic settings it is rare that educators ensure that an experiential opportunity coincides with what is taught in theory. Herein lies the dilemma. What does education mean in the 21st century?

Human resource consultant, author and organisational development specialist Simmone Bowe shared that when interviewing candidates for positions she has seen that there seems to be a deficit in their ability to apply external knowledge to the job being offered. Moreover, candidates seem to be weak in being able to present themselves as viable prospects for the position, solve problems, think critically, manage self, relationships with others and conflict, and to express their career goals and growth in a particular career and role.

The gap being created between acquiring knowledge and applying it is a trend perpetuated with each generation, causing great panic as employers are limited in their selection pool for effective workers and young adults are distressed that they are unable to find a job, even though they have the qualifications. Napoleon Hill's quote is fitting: "There is an economic crisis!" This crisis is not because of lack of knowledge or skill, but due to a disconnect between what the labour force needs and its labourers.

What can be done to fill this gap, to avoid a further widening, between the knowledge supposedly obtained by those in emerging adulthood and their ability to apply themselves in a practical sense effectively? Should we be preparing them to solely acquire jobs or to devise means of contributing to the economy, by way of using their own natural and/or groomed talents to have businesses of their own? The responses to these questions vary and are based on a person's frame of reference, background, values and beliefs. Nonetheless, numbers convey a clear picture. The level of general "success" seen among Bahamian youth can be a testament and a starting point, not only to creating conversation, but devising and carrying out measures that support them in experiential encounters. These must surpass providing our young adults with only a strong academic foundation, but pragmatic ones as well.

• Kandra Knowles is a Bahamian who has studied, trained and worked in New York to become and function as a licenced social worker for children and families. She is currently working in Nassau.