attachment report

DECLARATION

I Henry Egyeyu hereby declare that this research report entitled is entirely my original work, except where acknowledged, and that it has never been submitted before to any other university or any other institution of higher learning for the award of a Degree.
Signature………………………………….
Henry Egyeyu
(Researcher)

APPROVAL

This research report has been submitted for examination with my approval as the university supervisor.
Signature:…………………………
REV. ONYANGO WILLIAM
(Supervisor)

DEDICATION

This dissertation is dedicated to my Dad and Mum for their love and sacrifice. To my uncles peter Samuel Richard and all their wives My beloved friend Gerald Omal, Lamunu Alice, and Atim Carol

ACKNOWLEDGEMENT

I thank the Almighty God the provider of knowledge and wisdom for seeing me throughout my studies and for enabling me to undertake my research successfully, I extend my deep appreciation to my supervisor Rev. Onyango William for the guidance and advice provided during the study that made it possible for me to successfully complete this report. Am greatly indebted to the staffs and customers of Kitgum Town Council for their valuable help and cooperation in providing the needed information Special thanks go to my parents Yokonani Owit Obol and Samali Owit for their parental love, sacrifice, and support may God bless you abundantly.
I wish to express my sincere gratitude to all those who made tremendous contributions to this study my brothers, sisters and friends Gerald, Nancy, Alice, Carol, Frances, Loyula, Damus, Daphine, Grace, Penny, Scovia, Florence, David, Geoffrey, Emmy, Rachael and Mike I appreciate your encouragement and moral support.
May Almighty Lord, bless you abundantly.

TABLE OF CONTENTS
Lists of tables and figures viii
ABSTRACT
ix
2.0 Introduction 5
2.2 Causes of the high youth unemployment rate at a glance 9
2.3 Consequences of youth unemployment 10
2.4 Recent Developments: The 2O11/2O12 Budget 11
2.5 Legal Framework 13
2.6 Types of unemployment 15
2.7 Existing Employment Policies 19
2.8 Youth attitude towards education 25

2.9 Conclusion 27
3.2 Study population 29
3.3 Sampling design 29
3.6 Source of data 30
3.6 .2 Secondary source 30
3. 7 Data collection instruments 31
3.7 .1 Questionnaires 31 3.8 Data collection methods 31
3.8 .1 Observation 31
3.8 .2 Survey 31
3.9 Data Processing, Presentation and Analysis 32
3.9 .1 Data Processing 32
CHAPTER FOUR 33
PRESENTATION, INTERPRETATION AND DISCUSSION OF THE FINDINGS 33
4.0 Introduction 33
4.1 Demographic Data 33
4.1.1- Respondent’s gender 33
4.2.2- Respondents’ marital status 34
4.2.3 –Level of education of respondents 36
4.2.4- Time taken in present position 37 38
4.3- Findings relating to objectives. 38
CHAPTER FIVE 52
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS 52
5.0 Introduction 52
5.2 Conclusions 53
5.3 Recommendations 54
5.4 Areas for Future Research 61
REFERENCE 62
Appendix I: (Budget/Expenditure, Variance Analysis) 65
Appendix II: (Time Schedule) 66
Appendix III (Questionnaire) 67
Appendix IV: (Introduction Letter) 70

LIST OF ACRONYMS AIDS: Acquired Immune Deficiency Syndrome
CARICOM: Caribbean Community
CDCED: Caribbean Group for Cooperation and Economic Development
CIDA: Canadian International Development Agency
COSHSOD: Commission for Human and Social Development
CYP: Commonwealth Youth Programme
DFID: Department for International Development
ECLAC: Economic Commission for Latin America and the Caribbean
HIV: Human Immunodeficiency Syndrome
ILO: International Labour Council
LAC: Latin America and the Caribbean
NGO: Non-Governmental Council
NYC: National Youth Council
OECS: Council of Eastern Caribbean States
UN: United Nations
UPE: Universal Primary Education
UNDP: United Nations Development Programme
UNFPA: United Fund for Population Activities

Lists of tables and figures

Table 1: Targeted sample size 29
Table 2: Showing the gender of the respondents 33
Table 3: Showing respondents' marital status 35
Table 4: Showing respondents' education level 36
Table 5: Showing duration of stay at current location 37
Table 6: Attitudes of youths towards Employment transition after leaving school 39
Table 7: Whether political instability is the main cause of unemployment? 40
Table 8: Showing whether educational system is responsible for high unemployment rate 42
Table 9: Showing whether compulsory education is part of legislation? 43
Table 10: Showing whether age, gender, religion and education are factors associated with unemployment? 44
Table 11: showing whether there is relationship between unemployment and youth attitudes towards education? 47
Table 12: Showing whether institutional interventions are suitable to facilitate the creation of employment opportunities 48
Table 13: Showing whether youths attitudes towards education were negative or positive? 49
Table 14: Showing whether unemployment leads to corruption, dishonesty, crimes and sins? 50

ABSTRACT

The purpose of this paper is to examine the effects of unemployment to the attitude of youths towards education in Kitgum town council. It examines findings from a number of area-wide surveys of Kitgum town council youth to investigate the educational and labor market conditions Kitgum town council youth face amidst economic and social changes.

The study summarizes numerous area-wide surveys conducted by Kitgum town council and NGOs concerning the employment and educational opportunities of Kitgum town council youth and their attitudes to their future opportunities and other social and economic issues.

The study finds that class gender and regional background significantly impact the educational and employment opportunities available to Kitgum town council youth. It also finds that Kitgum town council youth express real concerns about their living conditions and future opportunities.

The study argues that future research on Kitgum town council youth must disaggregate findings by background and demographic characteristics. It also argues that more research is needed to understand how youth perceive recent economic and employment changes, including an emphasis on identifying risk factors for marginalization and social and economic exclusion.

CHAPTER ONE
INTRODUCTION AND BACKGROUND
1.0 Introduction
This chapter focuses on the background of the study, statement of the problems purpose of the study, objectives of the study, research questions, scope of the study, and the significance of the study.

1.1 Background of the Study
Kitgum Town is located in Chua County and is bordered by Labongo Layamo to the west and north and Labongo Amida to the east and south. The town is steadily recovering from the long civil war and its growth is mainly as a result of its close proximity to Sudan which has enabled a lot of cross border business. The neighbouring districts of Pader, Lira and Gulu also contribute to Kitgum’s steady growth. Kitgum houses the district headquarters and is the major commercial hub of Kitgum district. The topography of the town is best described by its gentle slopping plains and hills. It lies at an altitude of 937 meters above sea level (at the bank of Pager River). The main problems affecting the town include over population, unemployment, lack of basic urban services, poor waste management, and urban poverty. Another major problem affecting Kitgum town is haphazard development due to lack of a physical development plan.
Nevertheless Kitgum Town Council’s mission is to provide and facilitate quality service delivery and economic empowerment of the urban poor, and to ensure orderly infrastructure development of the town. The Town Council is the highest and most supreme political, legislative and planning authority in Kitgum, and is responsible for policy formulation and supervision of the implementation of policies and decisions it has made (sec_27 Local Government Act of 1997). The town has councillors who represent wards and special interest groups such as women, youth, the elderly, and people with disabilities.

Kitgum Town Council is divided into 11 lower local government administrative units commonly referred to as Parishes. These are Town Parish, Westland A, Westland B, Pandwong, Alongo, Guu A, Guu B, Page A, Page B, Pondwong, and Pandwong. On the political side, the Town Council is governed by the council that consists of 24 councillors and is headed by the Local Council III Chairperson. They are assisted by the technical staff headed by the town clerk. Other employers in Kitgum include; donors, Non-Governmental Councils (NGOs) such as save the children in Uganda, world vision and War child amongst others, community based councils (CBOs) such as WFO, WHO, UNDP and Red Cross, the private sector, and other stakeholders. Kitgum Town Council is in line with stipulated guidelines that foster development and moving steadily towards fulfilling its vision for development

1.2 Problem Statement
Since Kitgum embraced Universal Primary Education (UPE) by removing primary school fees in 1996, enrollment has drastically increased, but many classrooms now have 200 students in one room with one teacher. Teachers are often forced to hold classes outdoors because of the lack of sufficient facilities, and many observers are skeptical about the relative quality of the education. Furthermore, there is still a large discrepancy in the education received by girls and boys. There are also a large number of orphaned children—usually due to HIV/AIDS—being cared for by other relatives, thus putting strain on the pocketbooks of extended family to support children's learning and care. In addition to UPE, the government of Uganda was committed to improving secondary education opportunities. Increased numbers of secondary schools combined with their expansion into more rural areas helped improve access and was thought to raise attendance exponentially. However, secondary schools in kitgum require fees for books and stationary. Although some bursaries exist for poor children, these costs remain an insurmountable hurdle for poor families who must already pay the opportunity cost of allowing their child to study rather than work. Moreover those who have completed studies talk ill of the positive aspects of education as being rigid towards the colonial rule and as such they are not willing to further their studies in education. The result is that many children never receive secondary education and are therefore stuck in the poverty trap of basic labor. Therefore the study is intended to investigate the attitude of the youths towards education and how they conceive the concept of work

1.3 Purpose of the study
The purpose of this study was to examine the effects of rampant unemployment on the attitude of the youth towards education in Kitgum Town Council 1.4 Objectives of the study
(1) To discover the causes of unemployment among the youth in Kitgum Town Council
(2) To list the effects of unemployment among the youth in Kitgum Town Council
(3 ) To explain the relationship between unemployment and attitude of the youth towards education .

1. 5 Research Questions
(1) What are the causes of unemployment among the youth in Kitgum town council?
(2)What is the effects unemployment among the youth in Kitgum town council?
(3)what is the relationship between unemployment and attitude of the youth towards education?

1.6 The scope of the study
It was centred on the following catergories of employers civil servants political officers casual support staff in the council
The data were collected from within the council geographical area and not from outside. Visitors to the council were not contacted for data

1.7 Significant of the study
The study was of great importance to me as a researcher because it enriched me with knowledge and skills of doing research.
The study will be a source of literature to other scholars who will be researching on a related topic. The study provides insights into the phenomenon of graduate unemployment in Uganda and suggestions for resolving the challenges. It also generates new ideas for developing interventions to link education, industry and the employment sectors of the country’s development policy agenda

1.8 Limitations of the Study
Limited time- time scope was limited because the researcher had to attend lectures, do tests, prepare for end of semester exams and also do school practice. To solve the limitation of time the researcher programmed herself within the time frame available and avoided procrastination so that all was done on time.
Financial constraints - The research required substantial amount of money for travelling, printing questionnaires among others. To solve this problem the researcher solicited funds from family members and friends and also looked for cheaper service providers.

CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This chapter contains a review of the existing theoretical literature on the research variables that is to say the effects of unemployment on the attitude of the youths towards education. The review was based on the study objectives.
Unemployment as defined by the International Labour Council (ILO) occurs when people are without jobs and they have actively looked for work within the past four weeks. The unemployment rate is a measure of the prevalence of unemployment and it is calculated as a percentage by dividing the number of unemployed individual s by all individuals currently in the labor force.
In the year 2010, Uganda registered a GDP growth of about 5.2% but this has not been rapid enough to create the jobs needed to keep pace with its population growth which according to the Population Reference Bureau, a Washington D.C based research and advocacy group, is way ahead of the world's, which is at 1.2% leading to a persistent high rate of unemployment. The policy conclusion drawn is that we need faster growth to increase the demand for workers and reduce unemployment which is one of the most pressing social economic challenges facing Government today. There are three primary causes of unemployment; structural causes (changes in market conditions often turn many skills obsolete); frictional causes (transaction cost of trying to find a new job); and cyclical unemployment (economic contraction). There are arguments that a large share of current high youth unemployment is “structural,”in a sense that most of the unemployed youth have skills which are not compatible with the jobs becoming available. It is further argued that many of the unemployed youth either possess inadequate skills or possess skills that have greatly deteriorated or are not applicable to the available industries

2.1 Situational Analysis
Uganda’s demographic profile is one of the country’s most salient development challenges. Driven by a very high fertility rate of nearly seven children per woman, Uganda’s population nearly doubled in the past 20 years to 29 million in 2005. The high rate of population growth creates strains on the country’s natural resources, including arable land, which in turn drives up the poverty rate and threatens future gains in agricultural production and food security. Plots of land are divided among children, and due to large family sizes, per capita access to arable land is shrinking with each successive generation. In 2003, 38 percent of the population lived below the national poverty line, and the number of people living in poverty grew by 28 percent in five years. 1, 2 Together with a growing poverty headcount, unemployment and underemployment are serious concerns in Uganda, despite relatively high access to education.
Uganda has faced significant political upheaval in the second half of the twentieth century. After gaining independence from Britain in 1962, the country experienced two decades of dictatorship accompanied by extreme civil violence. Since 1986, the presidency of Yoweri Kaguta Museveni has brought relative stability and economic growth to the country, but Uganda has also remained involved internal and regional conflicts. In this decade, conflict has spilled over the country’s borders with the Democratic Republic of the Congo, Kenya and Sudan. Despite recent United States-supported military operations, the civil war between Museveni’s government and the Lord’s Resistance
Army (LRA) in northern Uganda continues and is among the longest in Uganda.
In 2007, Population Action International (PAI) published The Shape of Things to Come: Why Age Structure Matters to a Safer, More Equitable World. In a 30-year historical analysis, the report found that countries with very young and youthful age structures those in which 60 percent or more of the population is younger than age 30 are the most likely to face outbreaks of civil conflict and autocratic governance.3 While the relationship between age structure and instability is not one of simple cause and effect, demographics play an important role in mitigating or exacerbating a country’s prospects for development and the well-being of its people. The Shape of Things to Come makes the case that because of this interplay of factors, demographic issues and the policies and programs that influence them namely, family planning and reproductive health, education and economic outlets for women, and opportunities for growing cohorts of young people must be fully integrated into development strategies by country governments and international partners.

According to the International Labour Council, the number of unemployed youth worldwide increased by 10.2 million in 2009 compared to 2007, the largest hike since 1991.
The 2009/2010 Uganda National Household Survey revealed that the unemployment rate was at 4.2 percent in 2009/2010 compared to 1.9 percent in 2005/2006. The survey also showed that the general proportion of youth (International definition, 15-24 years) rose from 27 percent in 2005/2006 to 28% in 2009/2010. On the other hand, the proportion of the youth (national definition, 18-30 years) rose from 44 percent in 2005/2006 to 48 percent in 2009/2010. According to a 2008 World Bank Report, Uganda is among the countries with the youngest population and the highest youth unemployment rate of 83%. To further lend credibility to these findings, in the 2011/2012 budget of Uganda, the Minister of Finance recognized that because of the high levels of unemployment, the Ugandan economy can only absorb 20% of its youth.
This same survey revealed that the labor force in the country was approximately at 11.5 million persons reflecting an increase of 2 million from 9.5 million in 2005/2006; an annual growth rate of 4.7 percent. This is above the national population of 3.2 percent per year. According to the survey, the high growth rate of the labor force poses a challenge to the country since it requires that jobs should be secured to match the increasing labor force.
The survey also used the Labour Force Participation Rate to assess the employment situation in Uganda. Labour Force Participation Rate means the number of persons in the labor force expressed as a percentage of the working-age population. The labour force participation rate for youth (International definition, 15-24 years) rose from 44 percent in 2005/2006 to 60 percent in 2009/2010. The Labour Force Participation Rate for the youth as nationally defined, 18-30 years increased from 77 percent in 2005/06 to 86 percent in 2009/10. Consequently Uganda required about 15.6 million jobs for her active population aged 15-64 years by 2010. But due to the current unemployment rate of over 3.5% and whopping youth unemployment rate of over 32.2% then about 4.37 million people have remained jobless.
According to a 2011 statistical abstract, the total labor force in Uganda increased from 10.8 million persons in 2005/06 to 13.4 million persons in 2009/10, an increase of 23 percent; by industry, agriculture employed 66 percent of the working population, while by occupation, 60 percent of the working population were agriculture and fishery Workers; by employment status 79 percent were self- employed in 2009/10.

2.2 Causes of the high youth unemployment rate at a glance

Marcus and Rachel (2004) noted that the National Youth policy recognizes that the major causes of a high youth unemployment rate are lack of employable skills, lack of access to resources like land and capital, lack of focus by the existing programs on the informal sector and agriculture, overemphasis on experience, lack of apprenticeship schemes, negative attitudes by the youth towards work especially in agriculture, lack of a comprehensive employment policy and negative cultural attitudes such as gender discrimination et cetera.
O’Higgins & Niall (1997) buttresses that the high youth unemployment rate in Uganda and Uganda at large can be attributed to the slow economic growth and small formal labour markets, high population growth rate, lack of sufficient experience and skills, lack of decent work, the rigid education system, rural-urban migration, limited social networks, youth’s limited access to capital support systems et cetera.
Murray & Sarah (January, 2004) analyses that the poor Government policies are partly to blame for these youth problems, in recent times the Government has come up with a number of solutions to youth problems and these are embedded in policies such as the National Youth Policy, Employment policy et cetera. The poor attitude towards certain jobs that both young people in employment and unemployed ones exhibit is also partly responsible for the youth problems. Gasper Mbowa, MTN ’s company youth segment manager says that on average, about 70 percent of the young people the company employs to man their call centers show commitment to the work but 30 percent will care less about their output at work since this is not a permanent placing for them in the company. 2 The 30 percent will therefore be slow and strictly work within the specified working hours (8am to 5pm). He also attributes the problem to the education system which is largely theoretical and therefore does not quite prepare young people for the working environment.
Schaffner, Julie Anderson (2001) stresses that another cause of the high unemployment rate in Uganda is the societal and cultural aspect that generally encourages young people, particularly the girl child to continue depending on parental support even at an old age. The end result is that many of Uganda’s youth do not have the capacity to think for themselves or let alone find creative ways of earning a living.

2.3 Consequences of youth unemployment

Richard (2001) buttress that unemployment has social as well as economic consequences for young people, unemployed young people are forced to find alternatives to generate income, including activities in the survival-type informal sector and, in extreme cases, criminal activity. Urban unemployment is further exacerbated by rural-urban migration. Rural migrants believe that more jobs and social opportunities are available in urban areas, but once in the cities they find themselves without a job and with limited social networks.
Trapped and discouraged by bleak job prospects, some turn to the sex, criminality and drug industries to survive.
Malmberg-Heimonen, I. (1999) contends that youth joblessness also implies missed opportunities in the human resources to produce goods and services. In addition, smaller tax revenues result from a smaller tax base for income tax and indirect taxes such as the value added tax. A further implication is related to security. An increase of one percentage point in the ratio of people ages 15-29 to people ages 30-54 increases the likelihood of conflict such as civil unrest or war by 7 per cent. Higher crime rates al so have a direct economic cost in terms of loss of foreign direct investment.
The youth now lack the capacity to access health services, lack leadership and management skills, are prone to poverty et cetera because they are unable to engage in meaningful and gainful employment. Many of them have also resorted to corrupt tendencies in order to quickly go up the ladder of success. To them, the meager sums that they earn are a justification for this form of behavior which is a vice that Uganda needs to get rid of. The youth have also lost faith in the capacity of their country to offer them the necessary protection against exploitative employers.

2.4 Recent Developments: The 2O11/2O12 Budget

The 2011/2012 budget is one of the most recognizable strategies by the Government to deal with the problems youth face in the employment sector. The financial facilities proposed by the Government are pro youth and an indication that the Government is now looking at young people as important stakeholders in the development process.
In this budget, the Minister of Finance mentioned some of the aspects that continue to constrain development in the country and these include poor business and entrepreneurial attitudes, the lack of good work ethic, integrity and patriotism in both the public and private sectors; negative perceptions in use and appreciation of natural resources; limited adoption of science technology and information and communication technology in business and social spheres and negative attitude towards work and entrepreneurship in favor of paid employment and poor time management.
She further noted that Uganda’s human resource base is still characterized by the following: qualitative and quantitative deficits in skilled human resources especially in technical areas; low school completion rates and limited capacities in vocational and technical education which ultimately is reflected in low productivity of Uganda’s labour force; inadequate qualified persons in some sectors. For instance, Uganda has low health personnel to population ratio with only one doctor for 25,000 patients; and one nurse for 1,630 patients; and inadequate social infrastructure and associated low service delivery with low health facility to population and high student classroom ratios.
The Minister also noted that one of the biggest challenges facing the economy is the rising unemployment. She stated that the youth are highly adaptable and only require attitudinal transformation, together with technical and business management skills to fit into the existing job market and create avenues for generating their own small scale enterprises. The Minister of Finance highlighted that some of the Government priorities are employment creation especially for the youth, women and in small and medium enterprises, human resource development, enhancing agricultural production and productivity et cetera.
A sum of Shs. 44.5 billion was therefore allocated towards creating jobs in this financial year and a number of interventions that will be implemented to address the current employment challenges were highlighted. These include establishment of a youth entrepreneurship venture capital fund together with the DFCU Bank to support youth starting or expanding their business enterprises. Finances were also allocated to Enterprise Uganda to undertake a youth entrepreneurial training program to instill business management skills among the youth, to enable them to join the job market or create their own enterprises and also enable it to undertake Business Development Skills clinics in collaboration with the private sector and Uganda Small Scale Industries Association (USSIA), with special focus on imparting technical skills to youth, using non-formal vocation al training programmes; establishing dedicated work spaces in markets in which youth and other small scale manufacturers under the Job Stimulus programme will undertake manufacturing and other processing activity.
The Minister of Finance also allocated money to the extension of free Universal education to A-level and Business, Technical, Vocational and Education Training (BTVET). She also pledged that the Government would support private sector vocational institutions with equipment, key staff and salaries as well as enhanced inspection of schools develop and retain a pool of national expertise in the emerging mining, oil and gas industries.
2.5 Legal Framework

Employment relations in Uganda are primarily governed by the Employment Act of 2006. A number of its provisions have a direct bearing on the question of youth unemployment in the country. Section 6 (1) of the Employment Act provides that it shall be the duty of all parties including the Minister, labour officers and the industrial court to seek to promote equality of opportunity with a view to eliminating any discrimination in employment. In relating this provision to employment and the youth in Uganda, the law presupposes that the youth are entitled to access employment opportunities in the same manner as senior citizens in the country.
The Employment Act has also established the Labor Advisory Board. As per Section 22 (4) of the Act, its role, among others, is to advise the Minister responsible for labour matters on aspects of vocational guidance and counseling, matters concerning the operation of the employment service and the development of the employment service policy, the formulation and development of a national policy on vocational rehabilitation. From this provision, it is clear that the Labour Advisory Board’s role is pivotal to solving the problem of widespread unemployment in the country.
Section 97 (2) of the Employment Act also gives the Minister responsible for labour matters, permission to make rules that limit the range of jobs available to migrant workers. This same provision is reiterated under Section 6 (5) of the Employment Act. This paper will review whether this is a viable provision in light of some specific causes of unemployment in the country.
Internationally, Uganda has been a member of the International Labour Council since 1963. Uganda ratified the R111 Discrimination (Employment and Occupation) Recommendation, 1958 on 2 nd June 2005. However, this convention has not yet been domesticated. Under this recommendation, every member state should formulate a national policy for the prevention of discrimination in employment and occupation and this policy should have regard to the following principles:
A. The promotion of equality of opportunity and treatment in employment and occupation is a matter of public concern;
B. All persons should, without discrimination, enjoy equality of opportunity and treatment in respect of:
i. Access to vocational guidance and placement services;
Access to training and employment of their own choice on the basis of individual suitability for such training or employment; ii. Advancement in accordance with their individual character, experience, ability and diligence; iii. Security of tenure of employment et cetera.
Uganda also ratified the Employment Policy Convention 1964 on 23 rd June 1967. According to Article 1 of the Convention, with a view to stimulating economic growth and development, raising levels of living, meeting manpower requirements and overcoming unemployment and underemployment, each member shall declare and pursue, as a major goal, an active policy designed to promote full, productive and freely chosen employment. The said policy shall aim at ensuring that there is work for all who are available for and seeking work; such work is as productive as possible; there is freedom of choice of employment and the fullest possible opportunity for each worker to qualify for, and to use his skills and endowments in, a job for which he is well suited, irrespective of race, color, sex, religion, political opinion, national extraction or social origin. The said policy shall take due account of the stage and level of economic development and the mutual relationships between employment objectives and other economic and social objectives, and shall be pursued by methods that are appropriate to national conditions and practices.
According to Article 3 of the Convention, in the application of this Convention, representatives of the persons affected by the measures to be taken, and in particular representatives of employers and workers, shall be consulted concerning employment policies, with a view to taking fully into account their experience and views and securing their full co-operation in formulating and enlisting support for such policies. The mentioned international instruments contain aspects that can ensure that Uganda overcomes the challenge of youth unemployment.
2.6 Types of unemployment

There are always some people who are unemployed in our community. This is because of the four different types of unemployment. These are frictional, seasonal, cyclical and structural. This term paper will explore briefly over what the different types of unemployment are; then in depth, cyclical and structural unemployment will be analyzed. This is to give an outline and to evaluate different policies designed to correct these two types of unemployment. The term paper is then concluded with the economic effects that unemployment has on the economy.
One case of unemployment, knows as frictional unemployment, is voluntary. Frictionally unemployed workers have chosen to move from one job to another to seek better pay, or to look for better opportunities (Vinay, 2002). The other unemployment categories are involuntary, because people have been displaced from their job. Seasonal unemployment affects occupations such as fruit pickers, fishermen and shearers, where they are only employed during certain times of the year because of the nature of their work. Both frictional and seasonal unemployment are usually short-term unemployment (Panos, 1988).
Cyclical unemployment occurs in the downswing phases of the trade cycle. When the level of spending in the economy is insufficient to purchase the goods and services for sale, firms will find it necessary to put off some of their labor. Cyclical unemployment rises and falls in line with changed in economics activity (Mocan, 1999). In periods of high economic activity there are more job vacancies and the unemployment rate decreases and vice versa. In these periods of low economic activity it tends to be associated with rapid rises in unemployment, but recovery from recessions tends to take longer periods of time to feed through into the market for labor (Christie, 2003). The fact that cyclical unemployment rises quickly, but falls slowly, might have something to do with structural unemployment if employers replace labor with more productive capital equipment to save costs when the economy is tight (Mocan, 1999).
The recession in 1990-92 has been characterised as an important case of cyclical unemployment. Recessions are reduced levels of demand for goods and services. Unemployment follows as costs must be reduced. So from this, businesses tend to react by employing machinery instead of labor (Pearlman, 2002).
Structural unemployment is the impact of changes in the framework of the economy on the demand for labor. Structural change is caused by technological change, which usually means that the demands for some types of workers increase, while others find their skills are no longer relevant (Ehrbar, 1983). Examples of these are computer operators replacing typists, bank tellers replaced by automatic teller machines and driveway attendants replaced by self-serve petrol pumps. Structural change is also caused by changes in consumer demand. This results in job losses in some occupations and gains in others. An example of this is compact discs which replace records. This lead to workers not needed in the record factories (Hart, 1990).

For a few people, structural unemployment will be temporary. Workers willing and able to be retrained with new skills will find that new categories of jobs emerge. For example, unemployed typists may find new jobs in desktop publishing. But it is very likely that a large number of those who are unable or unwilling to retrain may find that they will be unemployed for a longer period of time (Dennis, 1985).
Inflation may also have been a cause of structural unemployment, if it contributed to business uncertainty and rising costs. Increased costs which are not matched by higher production make it more difficult for firms to operate profitably (Christopher, 2000).
These different types of unemployment have serious economic and social effects. Unemployment represents a waste of productive labour resources. Unused or idle resources make no contribution to production, leading to a less income. The economy will produce less goods and services that it potentially could if resources were fully employed (Norris and Sloman, 2002). Here unemployment is represented by point B, which lies inside the production possibility frontier. Any point on the frontier, such as point A, represents full employment of resources. The distance between A and B is known as the Gross Domestic Product (GDP) gap. The gap represents an economy inside its production possibility curve, foregoing output, income and welfare as a result (Norris and Sloman, 2002).
High unemployment creates pressure on the government budget. Unemployment reduces the total taxation receipts the government receives because people without an income do not pay income tax. This places a drain on the government funds as the unemployed claim the Job Search Allowance. As well as this monetary cost, unemployment has a real cost. When more government money is devoted to welfare, there is less available for other community wants such as education and health (Anonymous, 2002).
From an economic point of view, unemployment may bring some benefits, as well as costs. Frictional unemployment is often a reflection of the fact that workers want to move to more highly paid jobs. Unemployment is also a sign that structural change is taking place. This usually brings benefits in the long run. For example, employment opportunities may decline in agriculture, but emerge in other industries. Therefore, the labor market is adapting to changes in the economy (Norris and Sloman, 2002).
The social costs associated with unemployment are significant. For the individual, unemployment may bring about a sense of frustration and failure (Wilkinson, 2000). For many people, being unemployed means living in poverty with a loss in status and self esteem. The social costs of unemployment can manifest themselves in a variety of ways such as deteriorating physical health, psychiatric illness, increased death rates and suicides, decreased stability and increased crime (Wilkinson, 2000).
As analyzed, there are four different types of unemployment. These are frictional, seasonal, cyclical and structural unemployment. After analyzing the effects of these types of unemployment, it can be concluded that cyclical and structural affect many people and can effect there status in life. Being unemployed can lead to families being destroyed because of lack of income. Cyclical and structural unemployment is affected by economic activity, so for this reason it is usually preferred to stay in a boom or upswing for maximum employment to occur.
2.7 Existing Employment Policies
Uganda currently has come up with a number of policies to address the various challenges in the employment sector. Those relevant to solving the problem of youth unemployment in the country are the National Youth Policy and the National Employment Policy. National Youth Policy
One of the principles underlying the National Youth policy is the promotion of the principle of equity in opportunities and in distribution of programmes, services and resources. The policy serves to promote equal access to socio-economic and employment opportunities commensurate with ability, potential and needs of youth (Hammer, T. 2000). In as much as such a principle exists on paper, some of the programmes and partnerships that the Government proposes to set up are mainly accessible to the urban youth and not the rural youth. This will ultimately worsen the problem of rural-urban migration which is one of the major causes of youth unemployment in the country.
The policy also recognizes the right of youth to seek meaningful employment without discrimination. In reality, the youth are marginalized by various employers, Government inclusive, because they lack the relevant long-term experience that such employers require. Many youth have therefore been denied the opportunity to utilize the skills that they have acquired in school. The policy does not provide specific and meaningful ways in which the Government intends to ensure that the right is not infringed upon by the various stakeholders in the employment sector. Novo, M., A. Hammarström & U. Janlert (1998):
As part of the policy, the youth are under an obligation to contribute to social economic development at all levels, create gainful employment and take advantage of available education and training opportunities et cetera. The capacity of the youth to fulfill these obligations is continuously curtailed by the fact that they lack adequate financial resources. The policy provides t hat one of its priorities is to advocate for the formulation and implementation of an appropriate National Employment Policy that addresses and responds to the concerns of the youth such as the promotion of income generating activities among the youth by supporting appropriate micro-credit financial institutions that extend credit facilities to the youth, advocate for creation of a Youth Trust Bank et cetera. The Ministry of Gender, Labour and Social Development needs to play a more pro-active role in ensuring that such financial measures are actually put in place to address the problem of youth unemployment. In as much as the policy looks at education, training and capacity building as one of the strategic areas necessary in order for it to fulfill its mission, goal and objectives, the policy does not look into prospects of amending or reviewing of the current Ugandan curriculum so as to reduce on the widespread problem of a mismatch between the skills and knowledge schools are dispensing and the existing needs of the labour market.
The other challenge surrounding the National youth policy is that it is a static document and is therefore not quickly adopted to cover the trends in the Ugandan economy and plan accordingly. The 2011 budget proposals for example are not adequately included within the policy.
One of the priorities of the National Youth Policy in terms of education, training and capacity building is to support vocational training in order to enable the youth to acquire a range of skills and essential tools. Indeed, vocational training has the capacity to solve the youth employment problems. However, the reality on the ground is that the Government is doing very little to support the young people who take up vocational jobs. There is no policy in place to give them tax subsidies and the Government has also failed to control inflation which negatively affects their business enterprises. The result is that other young people who are not involved in these kinds of businesses have a negative attitude towards vocational institutes and businesses of this nature.
The policy also provides for the promotion of functional literacy programmes and special training for youth who are illiterate and migrants including pastoralists, the internally displaced persons, refugees, street children and the disabled. This in itself is a good policy in as far as it ensures that all young people in the country have employable skills that they can utilize to start up various income generating projects. However, the policy is lacking in the sense that it does not mention clear available statistics relating to the real figures under each category of young people so as to ensure that this policy strategy is well executed in terms of planning and programming. The policy makers also neglected to clearly mention the components to be taught as part of the functional literacy programmes and therefore there is no guarantee that the programmes taught differ from the already existing education system. The National Youth Policy also provides for the formulation and implementation of an appropriate National Employment Policy that, among others, encourages the adoption of modern agriculture knowledge; provides youth who are farmers with market information and agricultural extension services. The recent Employment Policy however does not mention this aspect. The policy concentrates on advocating for mechanisms to increase yield and therefore create employment opportunities without providing for avenues through which the farmers can access the markets for their products. Further, the policy looked at pushing for the formulation of a National Employment Policy that would establish a Youth Trust Bank in order to ensure that young people have access to small interest loans to start up and also maintain their businesses. It is true many initiatives that give young people financial support exist but these are loosely located and managed by small scale firms or joint partnerships with the Government and some other councils. A bank of this nature would be a permanent structure and therefore offer a long-lasting solution to the financial challenges that young people in business and those interested in setting up business projects face.
As a strategy to solve youth employment problems, the National Youth Policy plans that the Government shall support appropriate micro credit financial institutions that extend credit facilities to the youth. The policy however does not put in place appropriate guidelines governing arrangements of this nature and also is devoid of guidelines to ensure that the finances availed to such institutions are used for the right purpose. There is also fear that t he decision on which micro institution to support may be influenced by politics and not capacity to deliver. The National Youth policy also advocates for career guidance as one of the mechanisms that are needed in order to deal with youth employment problems. However, this mechanism has not been widely implemented by the line ministries who are among the custodians of this youth policy. The result is that many students are still undertaking studies in courses whose capacity to yield or create employment opportunities is minima l. Higher institutions of learning are therefore churning out more graduates than the market can absorb. Further, the National Youth Policy mentions a number of priority target groups. However it does not specifically mention “graduate youth”and “youths in vocational institutions”. The argument is that these are catered for in the “youth in schools/training institutions”. However, because of the unique nature of the challenges that these two groups face, each of them needs to be a priority in itself. The membership of the Committee established under the National Youth Policy should not only be limited to representatives of youth NGOs but should also spread out to a select number of NGOs and CSOs involved in community work. Because of their practical involvement in society, the input of these groups would improve on the National Youth Policy since they understand the general society challenges and would offer mechanisms in which employment can be used as a strategy to solve them. In addition, the policy advocates for youth involvement in the leadership and management at all levels of Government and in the civil society. Since the youth are facing a number of problems in the employment sector, young people who are knowledgeable in youth policy matters should be appointed in key ministries such as the Ministry of Gender, Labor and Social Development so as to implement youth programs. The youth MPs who have the mandate to play this role should concentrate on legislative and monitoring matters and other youth should take on the implementation mantle. The Youth Policy recognizes that the trend of rural-urban migration by the youth is mainly caused by the search for better social services and amenities like education and health services, search for employment and and/or business opportunities. However, today many employers in the country still do not offer any form of health insurance to their employees. The salaries received by many workers including young people are too low to ensure that they access proper social services. Further, the policy rightly notes that one of the major causes of unemployment and poverty in the country is the negative attitude by the Youth toward s work especially agricultural work. However, the Youth Policy does not put in place a sustainable number of clear youth programs directed at the agricultural sector.

National Employment Policy
This policy was launched this year on May 1st during the commemoration of World Labour day. The policy will stimulate Government objectives and processes for generating jobs and ensuring a better employment environment for all workers.
In his speech, the President noted that the Employment policy addresses critical challenges facing the country such as the attainment of full employment, coupled with decent work and equitable economic growth. He added that fast growth in opportunities for permanent employment in the private sector remains the most effective route to sustainable poverty eradication. The main thrust of the policy is, therefore, in the generation of productive and decent jobs for Ugandans.
One of the main criticisms of this policy is its failure to set a minimum wage for all workers across the country. In the absence of a mini mum wage, many youth in employment are getting frustrated and therefore opting to quit their jobs because they are incurring high costs but are not paid sums commensurate to the amount of work that they do in their respective places of employment. Some of the youth who are unemployed are discouraged by the current state of affairs and are therefore deliberately choosing not to engage in any form of employment (Hammer, T. (2000).
Despite the fact that the goals and objectives of this employment policy are viable and will greatly deal with the existing unemployment challenges in the country particularly for the youth, there is need for the Government of Uganda to address the current problem of the high population growth rate in the country (Caroleo, F. and F. Pastore 2000):. According to the World Population Prospects, the official UN population prospects report, Uganda is ranked as one of the highest fertility rate countries. Uganda’s 3.2 percent population growth rate is the third highest in the world after Yemen and Niger. With the fast rate at which Uganda’s population is increasing, the current employment policy will not become an effective tool in reducing on youth unemployment in the country (Cartmel, F. 1999). The increase in the population intensifies the pressure on existing economic resources and consequently affects the capacity of the economy to employ the large labor force.

2.8 Youth attitude towards education

In a series of studies conducted between1969-73, reporting the characteristics and attitudes of Ugandan Native high school dropouts, it was suggested that the high dropout rate might be due more to the lack of assistance, guidance and social support in school, rather than a dislike for school (Dietrich, H. 2001).. In fact, the dropouts placed high value on education and expressed interest in school. Even among the 1969-70 dropouts who were more inclined to cite "not liking school" as the reason for leaving school, they also indicated that they planned to return to school. These studies revealed that these high school dropouts among Ugandan Natives valued education, a norm reflected in the dominant society, but found it difficult for themselves to fulfill such expectation in their immediate socio-cultural environment (Cartmel, F. 1999).
In Merton's study of social structure and anomie inculcation, he proposes that educational goals are defined by the society and cut across cultural differentiation. (Kuvlesky and Bealer, 1998), on the other hand, contend that aspiration is only one factor among the array of factors that relate to goal attainment; the orientation toward a goal may vary according to the difficulty of attainment. Thus, (Kuvlesky and Bealer, 1998) differentiated between educational aspiration and educational expectation as two separate concepts. The individual's educational aspiration refers to the desired goal in educational attainment, whereas expectation refers to the estimation of one's probable attainment in references to that particular goal. One's expectation and aspiration mayor may not be the same, depending on one's estimated chance of obtaining one's aspired goal. The difference between aspiration and expectation is the anticipatory goal deflection, the gap between what one would like to be and what one can realistically expect to be (Alvaro, J.L. & G. Gurriedo 2000):.
There have been more that 400 studies which investigated educational aspiration, expectation, anticipatory goal deflection, and the socio-cultural factors that may be related to them. Most of these studies found high and similar aspirations among youth of all ethnic groups, a finding which supports Merton's thesis that aspirations are shaped by common social norms. On the other hand, expectations are more likely to be affected by the specific socio-cultural conditions as proposed by Kuvelsky and Bealer. For example, Jurez found that both male and female Mexican American youth living in low income rural areas of Texas patterned inculcation of high aspiration which differed little from that of the Anglo youth. Kuvlesky's study on Texas youth found Mexican Americans with lower expectations than their Anglo counterparts. Pelham’s study of white and black male youth in Texas and Georgia demonstrated similar aspirations between races, and inconsistency in anticipated goals between them. Lever studied socioeconomic status as another correlate to goal expectation and aspiration. He found that when socioeconomic status was not statistically controlled, the majority of the respondents had high expectations and aspirations; when controlled, moderate and positive correlations between socioeconomic status, aspiration and expectation appeared. Fewer studies attempted to examine American (Canadian) Indians' or Ugandan Natives' goal expectations and aspirations, and the available results tended to be inconclusive. Stout compared female and male black, white, and Navajo Indian youth, and found that Navajos compared "favorably" with the blacks and whites in terms of educational expectation, aspiration and anticipatory goal deflection. Other studies, such as ones by Elliot and by Larson, were inconclusive in drawing meaningful comparisons between Indian and non Indian youths. In general, it appears that although cultural groups differ in overall levels of goal expectation and aspiration, the anticipatory goal deflection is much bigger among different minority youth groups. The harsh climate, the geographic isolation, and the spread of the sparse population over a vast land make the entire state of Alaska an extremely rural environment, with the exception of a few cities such as Anchorage, Fairbanks and Juneau. In this rural environment, the Ugandan natives are the major residents who, unfortunately, also experience a high dropout rate and low educational attainment (Novo, M., A. Hammarström & U. Janlert 1998):
Despite the difficulty of collecting empirical data in such a rural environment, the objective knowledge of the natives' attitudes toward education provides necessary information for educators to design programs and to assist students (Hammer, T. 2000). The present study intends to examine rural Ugandan youth's educational expectations, aspirations, and the anticipatory goal deflections.

2.9 Conclusion

In conclusion, the effects of unemployment on the attitude of the youths towards education can be termed as a strong positive correlation; this is because unemployment variables drive youth attitudes. If the youths ignore the role played by education in mitigating unemployment then they neglect a very important aspect offered by the relationship.

CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter gives a description of research design, study population, sampling design and sampling methods, sample size, data source, data collection instruments and data collection methods, data processing, presentation and data analysis.
3.1 Research design
In order to collect as much data as possible a combination of research designs were used such as descriptive, cross- sectional and explanatory research design based on the scope of the study.
Descriptive research design was used in order to ascertain and be able to describe various characteristics of variables in the study.
Cross- section research design was used in the study, this helped to gather data required from the staffs and customers over a month in order to answer the research questions. Explanatory research design was used; this type aimed at explaining the variables by associating it with the study and this was used because the researcher was interested in explaining why and how the variables behave the way they do.
3.2 Study population
Study population refers to an entire group of individuals, events, or objects having a common observable characteristic. Population can also be referred to as the aggregate of all that conforms to a given specification (Mugenda and Mugenda 2003). The researcher based her study on a team of 55 personnel in the study area that is, Kitgum town council and a sample of (42) was purposively selected from (55) team of respondents. Various features of this sample were estimated to achieve good representation of the population under the study.
3.3 Sampling design
The researcher used sample random where by an element had a known chance in the population which was selected as a sample subject. This was used because the sample was of great importance in the interest of wider generalization in the study and to minimize biasness.

3.4 Sampling methods
The study used a stratified and purposive sampling method. A stratified method was used because the population was categorized as staffs, then a representative sample of the respondents was randomly chosen from the target population to minimize biasness. Purposive was used in order to help locate the respondents with the relevant information that the researcher needed in the study.
3.5 Sample size
The researcher used a sample size of 55 respondents categorized as follows; Table 1: Targeted sample size
Type of respondent.
Target population
Sample population
Accountants
Administrators
Councilors
Other staffs
Total.
3
10
30
12
55
1
6
23
10
40

Source: Primary data.
3.6 Source of data
The research data was obtained from two sources namely; primary and secondary data.

3.6.1 Primary source
This is data obtained for the first time from respondents. Primary data was obtained through personal interviews with respondents, observations and self- administered questionnaires.
3.6 .2 Secondary source
Secondary data was obtained through the council brochures, statistical report and bulletins, annuals reports on general survey, textbooks, other student’s research work,
3. 7 Data collection instruments
3.7 .1 Questionnaires
This technique helped to collect primary data through a number of questions, which were given to a cross section of respondents. The questions were open ended and closed ended questions with the questionnaire mainly based on predetermined and standardized questions. They focused on the effects of unemployment on attitude of the youth towards education and were used to capture what the staffs of Kitgum Town Council thought of the councils program mitigate unemployment.
3.7.2. Interview guide
Structured interviews were used to collect data from the staffs of the council. This led to face to face interaction and solicitation of pertinent information from the respondent. Self administered questionnaires were used by the researcher because they are cheap to distribute and process. They were more flexible and helped to save time. 3.8 Data collection methods
3.8 .1 Observation
The researcher used the observation method which enabled her to collect data from the field so as to compile the report. Items observed include the unemployment variables and facial reactions of the respondents were observed as they were interviewed and this helped in answering the research questions.
3.8 .2 Survey
The researcher used the survey method whereby he followed a drawn interview guide to ask the selected respondents structured questions. This method was used because some respondents had no time to sit down and answer the questionnaires while others were illiterate.
3.9 Data Processing, Presentation and Analysis
3.9 .1 Data Processing
Data processing includes coding and editing all the responses collected from the field which was edited with the view of checking for completeness and accuracy to ensure that data is accurate and consistent. Coding was done after editing which was done manually and by the use of computer through word processing and Excel.
3.9 .2 Data Presentation
The researcher presented data got from the primary and secondary source using statistical package for social science (SPSS) software and the result was presented in tables for easy interpretation.
3.9.3 Data Analysis
The researcher used statistical analysis of historical data to assess the effect of unemployment. Primary data analysis involving calculation of frequencies and percentage was tabulated by use of correlation study through coefficient of partial correlation then the tabulation was cross tabulated at a 0.05 level of significance with a view to establish relationship between the variables. Multiple spatial regression analysis was used to test the strength of relationship since there is one dependent variable, youth attitude towards education.

CHAPTER FOUR
PRESENTATION, INTERPRETATION AND DISCUSSION OF THE FINDINGS
4.0 Introduction
This chapter deals with the analysis of mainly the primary data obtained from the field using interview, questionnaires & Case study analysis amongst other methods of data collection prescribed in the methodology section of the report. It embroils elements such as demographic characteristics of the respondents, and basically the analysis of the relationship between the dependent and the independent variables stipulated in the topic of study. The findings in this chapter are consistent with the research objectives and research questions. Thus out of the 55 questionnaires dispatched out for the study, only 40 which represents 73% were attempted. This implies that the interpretation and discussions therein the chapter were based on the 40 filled questionnaires. These findings were as below;
4.1 Demographic Data
4.1.1- Respondent’s gender
This comprised both male and female respondents. Thus out of 40 respondents who attempted the questionnaires, 22(55%) were female and 18(45%) were male as indicated in table 2 and figure 1 below.
Table 2: Showing the gender of the respondents
Gender
Frequency
Percentage (%)
Male
18
45%
Female
22
55%
Total
40
100%
Source: primary data.

Figure 1: Chart showing the gender of respondents

From the table 1 and figure 2 above, findings shows that the number of females who participated in the survey was more than the males, the researcher found out that of the overall respondent’s females are more than the males; This is because of the few number of males in the district which comprise of only 18 representing 45% of the study population. This finding is in line with that of the researcher who observed planning, directing, controlling, organizing as roles that can be performed by women.
4.2.2- Respondents’ marital status
The data collected from all the 40 respondents showed that 11(28%) were not married, 20(50%) were married, 5(13%) had divorced and finally 4(09%) were widows/widowers as shown in table 2 and figure 2 below;

Table 3: Showing respondents' marital status

Marital Status
Frequency
Percentage (%)
Never married
11
28%
Married
20
50%
Separated
5
13%
Widow/Widower
4
09%
Total
40
100%
Source: primary data.

Figure 2: Showing marital status of respondents From table 3 and figure above, findings reveal that the highest numbers of respondents were married followed by single, separated and lastly the widowed. According to the interview carried out by the researcher, the highest numbers of respondents were married because they were ready to get themselves involved in marital obligations as a result of the age racket which they are currently in.
This finding is in line with that of the researcher through the study that was carried out at the head offices of Kitgum town council.
4.2.3 –Level of education of respondents
The researcher categorized this under certificate, diploma, Degree and others, as illustrated in table 3 and figure 3
Table 4: Showing respondents' education level

Response
Frequency
Percentage (%)
Certificate
5
12%
Diploma
9
23%
Degree
10
25%
Others
16
40%
Total
40
100%
Source; primary data

Figure 3: Showing respondents' educational level

In the above table and figure, 5(12%) of the respondents had at least attained certificate, 09(23%) were diploma holders, 10(25%) of the respondents had degrees, and (16)40% respondents had equivalent of certificates. This implies that most of the respondents were educated and were able to give the required information sought by the researcher. Therefore, the finding in the table agrees with that of the researcher according to the study carried out.
4.2.4- Time taken in present position
Table 5: Showing duration of stay at current location

Response
Frequency
Percentages (%)
Less than one year
06
15%
1-2 years
25
63%
2-3 years
4
10%
More than 3 years
5
12%
Total
40
100%

Figure 4: Respondents’ duration of stay at present location

In the above table and figure, 6(15%) of the respondents had been in the council for less than one year, 25(63%) for one to two years, 4(10%) of the respondents had been in the council for two to three years, and 5(12%) respondents had been in the council for more than three years. This implies that most of the respondents were long time clients and servants of the council and were able to give the required information sought by the researcher. Therefore, the finding in the table agrees with that of the researcher according to the study carried out
4.3- Findings relating to objectives.
The findings of the study were analyzed based on the specific objectives. These findings are presented in the tables as below.

Table 6: Attitudes of youths towards Employment transition after leaving school

Response
Frequency
Percentages (%)
Agree
10
25%
Strongly Agree
30
75%
Disagree
-
-
Strongly Disagree
-
-
Total
40
100%
Source: primary data
From the above table, findings show that the highest number 30(75%) strongly agreed and 10(25%) of the respondents agree that the proportion of both females and males in each population age group were working in each month since leaving school, as well as the four months prior to leaving school . This was because the proportion searching jumps sharply in the first month after leaving school, rising to about 20% for both women and men of working age. This finding is in line with that of (Curtain, 2000; ILO, 1994) where they buttress that It is difficult to provide accurate statistics on youth unemployment in developing countries, especially Africa, as available estimates of employment and unemployment face the conceptual and design limitations imposed by definitional and measurement problems of ‘employment’ and ‘youths.

Table 7: Whether political instability is the main cause of unemployment?

Response
Frequency
Percentage (%) Agree
25
63%
Strongly Agree
10
25%
Disagree
5
12%
Strongly Disagree
-
-
Total
40
100%
Source: primary data

Figure 5: Responses by respondents

In table 6 and figure 5 above, findings reveal that, 25(63%) and 10(25%) strongly agreed and 10(25%) of the respondents strongly agreed that political instability was the main cause of unemployment among the youths and to a large extent affected youth attitude towards education in Kitgum town council. This was because of the negative effects associated with it in the area leading to displacement of people who in turn neglect domestic duties thus subjecting the people to unemployment. whereas 5(12%) disagreed basing their opinion on the fact that, the political instability has some positive effects such the attraction of NGOs which on the other hand create employment opportunities, they thus argue that the causes of unemployment are far beyond human imagination revolving around political instability.
This finding is in line with that of the researcher who observed that, the causes of a high youth unemployment rate are lack of employable skills, lack of access to resources like land and capital, lack of focus by the existing programs on the informal sector and agriculture, overemphasis on experience, lack of apprenticeship schemes, negative attitudes by the youth towards work especially in agriculture, lack of a comprehensive employment policy and negative cultural attitudes such as gender discrimination.

Table 8: Showing whether educational system is responsible for high unemployment rate

Reponses
Frequency
Percentage (%)
Agree
15
37%
Strongly Agree
25
63%
Disagree
-
-
Strongly Disagree
-
-
Total
40
100%
Source: primary data

Figure 6: Showing responses by the respondents From table 8 and figure 6 above, 15(37%) of the respondents agreed that the educational system was responsible for the high unemployment rate among the educated youth and 25(63%) strongly agreed to the same. These was because of the education system in the country was designed in such a way that it produces job seekers and not job creators and as such there is always a gap in the job market in as far as job opportunities are concerned hence making the youths constantly unemployed.
The finding above is in line with that of the researcher through the study that was conducted in Kitgum town council. This is because individuals that obtain funding for further studies may opt for earlier entry into the labor market, even at low pay in mediocre jobs, in order to supplement family income

Table 9: Showing whether compulsory education is part of legislation?

Response
Frequency
Percentages (%)
Agree
10
25%
Strongly Agree
22
55%
Disagree
8
20%
Strongly Disagree
-
-
Total
40
100%
Source: primary data
In the above table, 10(25%) agree and 22(55%) strongly agree to the same idea that, compulsory education was part of the legislation or education laws in the country. This was because of the provision of free education to all the children who are age going from primary to secondary levels. Whereas, 8(20%) disagreed that compulsory education could not be part of the legislation or education laws in the country which would help to mitigate the unemployment problems prevailing among the youths which has changed their attitude towards the latter. This was because of the poor education system introduced which produces job seekers rather than job creators and as such there is always an imbalance in the job market
This finding is in line with that of the new vision September 2005, where it was observed that, while the introduction of FPE freed parents from the burden of school fees, there are still costs that persist: school uniforms, examination fees and contributions to the school’s maintenance and infrastructure. Extreme poverty can make these costs a high burden to families, and cash income is scarce in rural farming communities and fluctuates greatly throughout the year. In some locations, HIV/AIDS and other diseases already take a high toll on families, both financially as well as in terms of the responsibilities shouldered by children from families that have been affected by disease. Children in those cases have to stay at home to care for sick parents, or take over some of their tasks.

Table 10: Showing whether age, gender, religion and education are factors associated with unemployment?

Response
Frequency
Percentage (%)
Agree
25
63%
Strongly Agree
10
25%
Disagree
5
12%
Strongly Disagree
-
-
Total
40
100%
Source: primary data

Figure 7: Showing responses by the respondents From table 10 and figure 7 above, 25(63%) of the respondents agreed age, ethnicity, gender, religion and education are some of the factors associated with unemployment and 10(25%) strongly agreed to the idea. This was because from policy perspective, low level of education and employment performance in literacy and numeracy are critical factors to examine in relation to unemployment and the effects on youth attitude towards education. While, 5(12%) disagreed. This was because they had no idea whatsoever on the differences between the variables.
This view point contends with that of the researcher through the study that was conducted in Kitgum town council
Table 10: Deficiencies of the unemployment rate measure in relation to young people?
Responses
Frequency
Percentages (%)
Agree
-
-
Strongly Agree
-
-
Disagree
25
63%
Strongly Disagree
15
37%
Total
40
100%
Source: primary data
Table 10 above shows that, the highest numbers of respondents 25(63%) disagreed that the deficiencies of the unemployment rate measure in relation to young people was not visible and 15(37%) strongly disagreed to the same idea. This was because; the policy goal is to work out ways to improve young people’s transition from education to work. In this regard, the limitations of relying on the UE rate as a single measure of unemployment are most evident in relation to teenagers and young adults aged 20 to 24 years in OECD countries.

This finding coincides with 2000 report by the OECD which offers several fundamental criticisms of the failure of a single measure of unemployment to reflect the difficulties young people face in their transition from initial education to working life.16 These limitations applied particularly to the lack of recognition of the impact of higher level of education participation and part time working by students

Table 11: showing whether there is relationship between unemployment and youth attitudes towards education?

Responses
Frequency
Percentages (%)
Agree
22
55%
Strongly Agree
18
45%
Disagree
-
-
Strongly Disagree
-
-
Total
40
100%
Source: primary data

Figure 8: Showing responses by the respondents

From table11 and figure 8 above, 22(55%) of the respondents agreed that there is a relationship between unemployment and youth attitude towards education and18 (45%) strongly agreed to the same. This was because unemployment rate makes sense when most young people leave school in their mid teenage years and go straight into the labour force
.
The finding above is in line with that of the researcher. This is because labour force participation rates were high among 15-19 year-olds and conversely education participation rates were low. In other words, the teenage unemployment rate is an adequate indicator of the transition from education to the labour force in Kitgum town council when the transition is fairly sharp, with little overlap occurring between an individual’s education and working life

Table 12: Showing whether institutional interventions are suitable to facilitate the creation of employment opportunities

Responses
Frequency
Percentage (%)
Agree
24
60%
Strongly Agree
16
40%
Disagree
-
-
Strongly Disagree
-
-
Total
40
100%
Source: Primary Data
From the table above, 24(60%) of the respondents agreed that institutional interventions were suitable to facilitate the creation of employment opportunities and 16(40%) strongly agreed. This was because of the closer working collaboration among various institutions working in the area of youth poverty reduction or livelihood promotion. However the view is that the foundation of any genuine form of collaboration will need to be found in a new kind of youth-adult partnership

This finding is in line with that of (White and Kenyon, 2000). Where they buttress that there is only left little discussion regarding types of institutions and interventions that are suitable to facilitate the creation of employment opportunities for youth, Moreover, views differ on whether young people need specialized, youth-oriented, business support services or whether they should use the same general agencies and programmes as anybody else in society.

Table 13: Showing whether youths attitudes towards education were negative or positive?

Response
Frequency
Percentage (%)
Agree
22
55%
Strongly Agree
8
20%
Disagree
10
25%
Strongly Disagree
-
-
Total
40
100%
Source: primary data

Figure 9: Showing responses by the respondents

From the table above, 22(55%) of the respondent agreed that youth Attitudes towards education was positive and 8(20%) strongly agreed to the same idea. This was because there was particular appreciation of teachers, especially those with good inter-personal skills an empathetic approach and good teaching ability, and of careers advisers. While, 10(25%) disagreed that youth Attitudes towards education was not positive. This was because of poor relationships with teachers were often associated with disaffection, disruption and truancy at school. Moreover, they appeared to have a significant influence on negative attitudes to staying-on-in education after school.

This finding is in line with that of the researcher through the study that was conducted in Kitgum town council. This was because, evidence from a range of studies reveal that young people are coming to increasingly value training and vocational qualifications. While Youth Training had an enduring poor image amongst many young people, early evaluations of attitudes to Modern Apprenticeships and National Traineeships are far more positive .
Table 14: Showing whether unemployment leads to corruption, dishonesty, crimes and sins?

Response
Frequency
Percentage (%)
Agree
9
23%
Strongly Agree
11
27%
Disagree
20
50%
Strongly Disagree
-
-
Total
40
100%
Source: primary data.
From the table above, 20(50%) which is the highest number of respondents disagreed that unemployment leads to corruption, dishonesty, crimes and sins. This was because more probable cause of unemployment in the Kitgum town council is the unavailability of jobs provided. With a growing population of about a forty thousand, thousands needed jobs and only few can sure provide one. The lack of investors and businesses that could provide good jobs for the Kitgum people is one key factor in the growing unemployment in Kitgum town council. On the other hand, 11(27%) strongly agreed, and 9(23%) also agreed that unemployment leads to corruption, dishonesty, crimes and sins. This is because Corruption is the crucial tools that cause employment when the government only enrich themselves. Money set aside for facilities and the warfare of citizen is been hijack by the so call politician, it result youth involvement into terrorism.
This finding is in line with that of the researcher through the study that was conducted from Kitgum Town council

CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction This chapter discusses the conclusions of the study, results on the findings in chapter four. It gives a summary of findings, conclusions and recommendations made on the study in order to examine the effects of unemployment on the attitude of the youth towards education.

5.1 Discussion of findings
Ugandan youth, especially ex-combatants, represent significant challenges as well as opportunities for social and economic development on the continent. Development scholars and practitioners are now being forced to consider the social and economic implications of Uganda’s youthfulness. While Uganda’s youth often is portrayed in negative terms – violent, rebellious, unhealthy and disrespectful of custom – they also represent the future of the continent, primarily because they are the potential engines of growth, stability and development in Uganda. The AIDS pandemic, wars, and poverty have left large segments of the continent’s youth to fend for themselves, and with increasingly important but understated roles in many spheres of life. The time is especially opportune for governments and other stakeholders to reflect on the implication ns of Uganda’s youthfulness for the development of the continent. For, as Mayor and Binde (2001) observe, there is no hope of building peaceful, democratic societies as long as unemployment, violence and the illegal sources of livelihoods are the only things that young Ugandan have to look forward to.
Therefore, the development challenges of the continent increasingly must engage youth in meaningful programmes and policies. In view of the absence of employment opportunities for young people in the formal sector, there is need to design effective and viable job creation schemes for the youth in both rural and urban areas

5.2 Conclusions

Given the diversity and fluctuation of community and market needs, the promise of service as a strategy for addressing youth unemployment rests on its adaptability as a model as well as its ability to provide integrated or holistic solutions to the challenges both youth and their communities face. Well designed and implemented youth service programs that consider local contexts and engage youth in contributing to their communities’ development while building valuable work and life skills can be applied to nearly any context. In light of the lessons learned from the implementation of these programs and of job/skills training schemes, as highlighted here, there are several key issues that must be considered when developing youth service programs aimed at combating youth unemployment. Specifically, it is essential to focus on ways to engage multiple stakeholders throughout the community in the design, implementation and evaluation of any program, to conduct an assessment to determine the most relevant areas for employment-oriented programs in both the for-profit and non-profit sectors, to match participants to program goals, and to invest significant time and resources in learning from other models to design solid recruiting, training, management and supervision systems. By investing in adequate planning and preparation for youth service programs, and looking to lessons from other global and local experiences, context-specific youth service programs can become an effective tool for combating youth unemployment.
By participating in projects valued by their communities, such as cleaning parks or building schools, for example, unemployed youth who may be marginalized or at risk of becoming marginalized, gain the trust, support, and gratitude of their service beneficiaries. Assessing community needs, developing work plans, and cooperating as part of diverse teams, they are able to accumulate the social and human capital they will need to market themselves in a competitive workforce. Programs such as those highlighted above present a potentially cost-effective strategy for youth employment, while also calling on young people to play an important role in the development of their countries by addressing community needs. Innovations in Civic Participation recognizes that youth service cannot, on its own, overcome youth unemployment; however, when utilized at its full-scale potential and carried out through well-structured and context-sensitive programs, youth service presents a promising and valuable addition to current strategies.
5.3 Recommendations
Tax incentives
Tax incentives for companies that provide internship opportunities and create jobs for young people
UNCTAD (2003) defines an incentive as “any measurable advantage accorded to specific enterprises or categories of enterprises by (or at the direction) of Government. ”Incentives can be fiscal or non- fiscal, direct or indirect. Fiscal incentives include direct ‘cash ’grants or tax breaks. Non-fiscal incentives can include fast-track approval processes or exemptions from certain regulations. The Government of Uganda should introduce modest tax incentives for enterprises that avail internship placements and also create jobs for young people in the country. In 2008, this idea was raised by the then Minister of Gender, Labour and Social Development but its implementation process has been slow.
It is common knowledge that many youth in our country have failed to become gainfully employed in the formal sector because of their lack of requisite work experience.
Many young people at various universities in the country are finding it increasingly difficult to get internship placements with councils or companies operating in the country. This is because such employers are at liberty to reject or accept their internship applications. Some of these companies argue that they do not possess sufficient funds to run such internship programs. The result is that many young people are denied the opportunity of having hands-on training in their various fields of study. The irony however is that these very employers continue to advertise positions which require applicants to have long term work experience well knowing that only a few young people possess such experience. Young people are therefore unable to apply for these jobs and thus end up frustrated and develop a negative attitude towards work.
It is on this basis that the Young Leaders Think Tank for Policy Alternatives recommends that the Government of Uganda through bodies such as the Uganda Revenue Authority (URA) introduces tax incentives for enterprises which create jobs for young people and those that have internship programs targeting this age group. This move would encourage more employers to be involved in progressive programs aimed at dealing with the problem of youth un-employment and also give young people the opportunity to become gainfully employed.
Creation of national job centers
The Young Leaders Think Tank for Policy Alternatives further recommends that the Government of Uganda sets up national job centre across the country.
The initiatives of this nature that currently exist in the country are owned by private individuals and mainly benefit young people in Kampala which is Uganda ’s capital city. In October 2010, the press reported that the Government in partnership with the private sector would be setting up call centers all over the country where jobs would be outsourced on the internet to about 2000 Ugandans. There is need to have at least one job centre that is solely run by the Government of Uganda and its structures at district level so as to serve the interests of young people from all parts of the country; rural and urban.
In countries like Japan, Public Employment Security Offices (the equivalent of national job centers) have been established and these offer students information on how to apply for jobs, vocational guidance and training to young workers and job seekers outside school. The other job assistance services that they offer are job search courses, counseling and monitoring services to unemployed persons et cetera.
The job centers in Uganda would therefore coordinate demand and supply on the labour market; give the private sector and Government employment agencies the opportunity to advertise vacancies; give young job seekers information on available placements et cetera.
The national job centers would facilitate forums which would bring together employers, training institutions, young job seekers and employees. Such forums would ensure that these key stakeholders maintain close contact and thus continuously assess the skills possessed by young people and those needed by potential employers. New directions in the education system
The high youth unemployment levels in Uganda are partly because of the mismatch of courses taught by education institutions and the actual skills needed by the job market.
The Ugandan education system, particularly at secondary school level, has constantly been criticized by different stakeholders because of its concentration on the theoretical rather than the practical aspects. The Think Tank therefore recommends that the Government of Uganda through its line ministries such as the Ministry of Education needs to formulate a policy which would allow for the revision of the education curriculum after certain definitive periods. The secondary school education should particularly entail practical training on different aspects. If such reforms are made, the education system would be able to mould young people whose skills are required by the labor market and thus enhance their employability.
In countries such as Kenya, Nigeria and South Uganda apprenticeship–structured programmes that integrate theoretical learning with working experience have been introduced. These programmes involve partnerships between Governments, service providers and the private sector and are a good example of the kind of feedback mechanisms needed to address the skills mismatch in Uganda. Expanding similar mechanisms to formal schools is a promising way to enhance the skills match. In addition, there should be a policy that makes it compulsory for all universities and secondary schools to offer their students with career guidance services. Universities should also establish Graduate Development Programmes that enhance the employability of their graduates by providing them with job preparation information, for example, work related life skills, computer literacy, Curriculum vitae preparation, interview readiness et cetera. All these steps would ensure that students make informed decisions about the courses to study while at the university and also prepare them for the existing job market.

Provide young people with financial facilities
The Think Tank also recommends the formulation of a policy that ensures that every financial institution operating in the country establishes a facility that can enable youth entrepreneurs to access business loans at low interest rates.
Sections of youth remain unemployed because despite having the zeal to start up income generating business projects, they lack sufficient funds to facilitate these processes. This would encourage equitable access of finances by young people who seldom have large capital amounts and assets to finance loans intended to build their business enterprises. In countries such as Malaysia, it has been realized that self-employment is a necessary tool in building sustainable economies with potential to absorb the existing labor force. Carry out an annual manpower survey
There should be policy that makes it mandatory for the Government to carry out an annual manpower survey in order to inform its programming and planning processes.
Despite having a number of viable employment plans for the youth as evidenced in the 2011 budget, the Government has not carried out a survey to establish the number of employees in any given sector or profession and the number of employers in the country.
The last general manpower survey in Uganda was do ne in 1989. In November 2010, the press reported that a manpower survey was to be carried out to enable Ugandan workers compete favorably in the East Ugandan region. 8 It is highly unlikely that this exercise has commenced.
This could partly explain the reason why many young people are pursuing different courses of study without having relevant information on the exact sector or profession that needs their services. Many of them therefore remain unemployed because they have pursued certain professions that are already saturated with workers.
A manpower survey would therefore be relevant to both the future and current young generation by providing them with vital information to make informed decisions on their career paths.

Establish strict recruitment policies
There should be standard recruitment procedures embedded in a given Government policy. These should be strictly followed by both public and private entities.
The procedures should ensure that all positions are advertised by employers and that these are offered on merit to the best candidate. Recruitment should be done within a reasonable time. The complaint by many young people today is t hat academic merit and general credibility has now been shoved to the back in the recruitment process.
The Public service has been criticized for the delays in its recruitment process; on average, it takes approximately one year for one to know the results of any interview conducted by a Government Agency.
These practices have left many young unemployed people frustrated and denied them the opportunity to engage in meaningful employment.
Establish global labor exchange partnerships
This policy should provide for a program in which the Government forms labor exchange partnerships with more developed countries such as USA, Japan, South Uganda, Germany et cetera. As part of this partnership, Uganda could send some of its unemployed youth to work in these countries for a specific period. This would enable them to learn important work skills that can make them more marketable in the employment world and also given them an opportunity to observe the work culture in these countries.
The young people from the developed world who come to work in Uganda would also be able to share their skills with the young workers in Uganda. The general benefit of such a process is that it would allow for beneficial exchange of skills and provide a learning platform for the youth in Uganda. Establish national youth development groups
Given the fact that many Government offices at sub county level are underutilized; youth development groups can be established at village level in every sub-country. These can work in liaison with Community Development Officers (CDOs), N AADs coordinators and youth council leaders and keep young people constructively preoccupied. These groups can engage in different projects such as commercial agriculture, agro-processing, fish farming, value addition, carpentry, metal works and metal fabrication, tailoring and design, art and crafts and such other projects that promote skills development and ca n generate income to their young members. These groups can then form sub-county youth Savings Credit and Cooperative society (SACCO) where they can save and the Government can channel funds for youth development such as the recent youth stimulus fund. With such in place, Enterprise Uganda or any other council can then train the youth in business management skills while other institutions like NAADs, the Ministry of Agriculture would equip them with technical and modern farming skills as well as vocational skills for development. All this would ensure the equal distribution of the youth stimulus fund across the country.
Youth attitude change programs
A comprehensive youth employment policy should include programs that are aimed at promoting an attitude change among young people. The youth should be enlightened on a number of things which include the opportunities presented by vocational institutions in terms of creating employment, the potential of Uganda’s informal sector, the reality of rural-urban migration et cetera. Many youth still hold the view that without there is no future without university education and therefore have a negative attitude towards technical and vocational institutions which have helped so many world economies develop over the years. Fred Muwema, a city lawyer notes that attitude is a key performance indicator and it influences productivity. Productivity on the other hand is a cornerstone for economic growth which means the Government must concern itself with shaping its people’s attitude if they are to be an effective tool of development.
Such programs would enable young people in employment to work hard and sustain their jobs and therefore earn promotions at work which are usually a preserve of the older generation. They will also be beneficial to the unemployed young people by enabling them to embrace vocational work and training which is ordinarily looked at as a preserve of the “uneducated”.
5.4 Areas for Future Research
Due to the limited time and financial constraints, the researcher could not investigate everything aspects related to unemployment & youth attitude towards education. The researcher therefore suggests that the following areas could be subjected for further research
Unemployment and underdevelopment
The Challenges Of Youth (Un) Employment In Uganda
Factors influencing youth unemployment

REFERENCE

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5. Cartmel, F. (1999): "Young People Unemployed in Urban and Rural Settings", paper presented atmeeting with Rural Research Unit, London, England 18th June 1999
6. Cartmel, F. (1999): "Young People Unemployed in Urban and Rural Setting", paper presented at meeting with Rural Development Agency, York, England 25th June 1999
7. Cartmel, F and A. Furlong (1999): Inclusion and Exclusion in Rural Labour Markets. Paper presented at European Society for Rural Sociology XVIII Congress Lund, Sweden, 24-28 August 1999
8. Dietrich, H. (2001). The impact of active labour market measures on transition process from unemployment to employment or qualifications - the German case with respect to the German federal immediate program for reducing unemployment. European Science Foundation, Euresco conference: Changing labour market, welfare and citizenship. Helsinki, April.
9. Floro, E., F. Caroleo & F. Pastore (2001). How fine targeted are active labour market policies in Italy? European Science Foundation, Euresco conference: Changing labour market, welfare and citizenship. Helsinki, April.
10. Hammarstrom,A & B. Olofsson. Is unemployment correlated with ill health and drug use? A comparative analysis in six countries.
11. Hammer, T. (1999): Return to education among unemployed youth. A comparative study of six countries in northern Europe. Paper to be presented at the European Sociological Association (ESA) in Amsterdam 18-22 August 1999. Submitted European Societies
12. Hammer, T. (2000): Youth unemployment and social exclusion. Proceedings, Unemployment, Work and Welfare, DG Research, European Commission, Brussel
13. Hammer, T. & I. Julkunen (2001). Surviving unemployment. A question of money or families? A comparative study of youth unemployment in Europe. European Science Foundation, Euresco conference: Changing labour market, welfare and citizenship. Helsinki, April.
14. Hammer, T. & I. Julkunen (2001). Coping and mental well-being among unemployed youth. Paper presented at the 3rd International Conference on Social Work and Mental Health, 1-5 July, Tampere.
15. Julkunen, I. (1998): "Youth unemployment and processes of marginalisation - aspects of activation" presented in the international seminar "Contemporary Marginalisation among Youth- Whose Reality Counts?" in Turku 17.4.1998
16. Julkunen, I. (1998): Youth unemployment and financial marginalisation in the Nordic countries. Paper presented on the conference of unemployment in the Nordic countries. June, Oslo 1998.
17. Julkunen, I.: Lecture " Something to do? - young unemployed experiences of labour market programs". The article will be published in a forthcoming conference report by the Nordic Council of Ministers
18. Julkunen, I.: Workshop paper "Cumulative Disadvantages and Poverty among unemployed youth – a Northern European Perspective". International conference in Helsinki "Building Expertise in Welfare" 13-15.6.1999
19. Malmberg-Heimonen, I. (1999) : Young women.s and men.s labour market experience based on their family situation in six northern European countries. Finnish Institute of Occupational Health. Helsinki 1999.
20. Novo, M., A. Hammarström & U. Janlert (1998): Changes of alcohol consumption among unemployed young people during different states of the labour market. Paper presented at International Conference on Drugs and Young People, Melbourne 22-24 November 1998
21. Novo, M., A. Hammarström & U. Janlert (1999). Youth unemployment and ill-health . a comparison between times of prosperity and recession. In: Conference Abstracts. International Research Conference Health Hazards and Challenges in the New Working Life, Stockholm, 11-13 January, 1999:6.
22. Sigurdardottir, T. (1999): Social support and health among Icelandic unemployed youth.
23. Sigurdardottir, T. & T. Bjarnason (1999): What kind of support is relevant for youth that are unemployed? Submitted Youth & Society
24. Thorisdottir, R. & T. Sigurdardottir (1999): How Icelandic youth see their own unemployment.

Appendix I: (Budget/Expenditure, Variance Analysis)

ACTIVITY BUDGETED
EXPENDITURE
VARIANCES
PERSONAL COSTS
UGX
UGX
UGX
Consultation with the staff of Kitgum Town council
20,000
-
20,000
Stationary
15,000
-
15,000
Transport
20,000
-
20,000
Communication
30,000
-
30,000
Printing
40,000
37,000
3,000
Total
125,000
37,000
88,000

Appendix II: (Time Schedule)

2011-2012
S/N
Activity
Oct
Nov
Dec
Jan
Feb
Mar
Apr
may
Jun
Jul
01
Topic formation

02
Synopsis writing & submission

03
Topic approval & literature review

04 proposal writing & submission

05
Pilot study

06
Data collection

07
Data analysis & Report writing

08
Approval & submission

Appendix III (Questionnaire)

THE EFFECTS OF RAMPANT UNEMPLOYMENT ON THE ATTITUDE OF THE YOUTHS TOWARDS EDUCATION QUESTIONNAIRE
Dear respondents,
I am a student of Bachelors of Education of Gulu University carrying out the above research. The questionnaire is intended for research purposes only and your identification will be kept anonymous depending on your desire. To ensure confidentiality of all responses, ethical considerations shall be guaranteed in gathering and analyzing the data.
Your participation in this survey will provide me with valuable feedback for the analysis of my data.
Thank you in advance for your participation.
Aloyo Sarah Sharon
Please tick appropriate answer.
SECTION A: BIO DATA
Gender
Male Female
Marital status
Married Widowed Divorced single
Religious affiliation
Christian Muslim others
Education levels
Primary O level A Level Higher institution For how long have you been working in Kitgum town council?
Less than 2 years 2-3 years 3-4years More than 5 years

SECTION B: UNEMPLOYEMENT AND YOUTH ATTITUDE TOWARDS EDUCATION

S/N
CLAIM
SA
N
D
SD
1
You feel confident if you have any job?

2
Unemployment affects the Socio-economic status of the family?

3
Unemployment affects family relationship negatively?

4
Employed person have higher status than unemployed?

5
Unemployment affects common people’s life?

6
Unemployment leads to poor mental health?

7
Unemployment peoples are usually drug user?

8
Unemployment leads to corruption, dishonesty, crimes and sins?

9
Unemployment increases suicide rates?

10
Is our educational system also responsible for the high unemployment rate among the educated youth?

11
Do you want to get only some white-collar job?

12
Rapid mechanization and computer technology are also causing unemployment?

13
Lack of enough industries in Uganda is cause of unemployment?

14
. The government is not involving in capital expenditure which creates job?

15
System of reference so much indulged in our society to get the job?

16
Young people don’t want to do work on a very low wage so they remain unemployed?

17
The main reason of unemployment is government is not keen in providing jobs to the fresh graduates?

18
Political instability in Northern Uganda is reason of unemployment?

19
Our system of education cause of unemployment because our students are not getting practically work they are getting education that is theoretically so when they come in world market they get fail.

20
There is a relationship between unemployment and youth attitude towards education

21
Is compulsory education part of the legislation or education laws in your country?

22
Is the provision of free education (i.e. free from tuition fees) part of the legislation or education laws in your district?

23
Does your district publish education statistics yearly?

24
In order to participate in a programme, students may have to meet certain minimum criteria. For example, be 6 years of age to enter primary school or to have a secondary diploma to enroll in a specific Teacher Training Programme.

25
Are the educational attainment data available for analysis?

26
Any other comments

SA: Strongly Agree, N: Neither agree nor disagree, D: Disagree, SD: Strongly Disagree

Thank you

Appendix IV: (Introduction Letter)