Tracer Study measures social returns on investments
Changing social attitudes dictate that businesses can no longer act as insular economic entities removed from the reality of the societies within which they operate. Stakeholders are demanding that businesses function in a socially responsible manner and corporate social responsibility agendas are now integral to company strategy. This change from ‘business as usual’ has also meant that companies must consistently measure and regularly report on their social performance. Social performance data, now included in many sustainability reports, is crucial to company competitiveness and profitability. In this article bpTT will seek to give an account of its social performance on one of its programmes to its stakeholders.
(Rachael Caines, CR Advisor, bpTT)
Globally, companies are seeking to respond to changing social attitudes by disseminating rigorous data about their social performance. As stakeholders become more informed and knowledgeable and employees more ethically engaged, companies are responding by measuring and discussing their corporate social performance with their stakeholders. This article is one of the ways that bpTT ‘seeks to give account of its social performance to its stakeholders.’
In addressing the emerging and complex nature and challenges in 21st century Trinidad and Tobago, higher education stands out as one of the major keys to coping with structural reforms. Through its essential functions, higher education makes-up a vital and strategic part in development. Following the national initiative to raise enrolment in tertiary level education to double digits – in 1996, UN statistics indicated that just 7% of the population had university level qualifications. Consequently, as part of its Corporate Responsibility Agenda, bpTT launched and supported several successive tertiary level initiatives.
Included in these are:-
- an active Geoscience Programme at the University of the West Indies,
- support for Post Graduate Scholarships at the University of Trinidad and Tobago,
- partnership with the United States Embassy towards the Fulbright programme,
- the British High Commission Chevening Scholarship programme and most importantly,
- a fit for purpose scholarship programme “Brighter Prospects” specifically for residents of the community in which bpTT has its major operations – Mayaro.
One of the most important concerns of Corporate Responsibility may be the empowerment of its stakeholders. It is about active commitment to making a difference in one’s community, society and country. Companies make a difference in a variety of ways but as bpTT pursues its initiatives emphasis must be placed on testing the results of its investments to pave the way for more effective interventions. To this end bpTT commissioned a Tracer Study in 2015 which was undertaken by independent consultant, Andrew Cross, with the ultimate aim of examining the benefits and challenges of its investment. The results paint a picture of success for tertiary level growth in Trinidad and Tobago but more importantly for tertiary level growth in the community of Mayaro – a community, which according to national statistics was experiencing less than a 2% tertiary level attainment in 2001. While the study attempts to uncover some broad statistics at the national level, the ultimate aim is to focus on those objectives and results that were realised in the Mayaro community through the Brighter Prospects programme.
Analysis of the respondents indicated distribution in scholarship programmes as follows:
- approximately 65% of the sample were recipients of Brighter Prospects scholarships;
- 18% received open bursaries to the UWI;
- 14% received Chevening scholarships; and 3% received Fulbright scholarships.
The completed results from the geoscience programme were not yet available at the time of this publication
Objectives of the Tracer Study
The Tracer Study was designed to clarify bpTT’s relationship with, and contribution to, the community with which it has been most closely associated. The results of the study were expected to clarify, among other things:
- The social return on BPTT’s investment;
- Understanding the participants: the extent to which students are successfully completing their courses of study and the rate of drop out with attendant reasons; whether graduates are able to find work in professions that match their qualifications or training
- The adequacy of the employment: how many remain unemployed, temporary, underemployed, self-employed or permanent; and the level of remuneration afforded by tertiary level qualifications;
- The extent to which the Geosciences Programme has provided direct talent to bpTT and/or the wider energy sector
- Whether Brighter Prospects graduates have remained resident in their communities and are active in NGOs/CBOs; whether they have pursued higher degrees and remain resident in Trinidad and Tobago.
Student profile
The data revealed that a majority of the students (75%) were female which is consistent with the global disparities of tertiary level attainment. A majority of the respondents i.e. 60% were in the most productive age group between 25 and 35 years. A number of students identified themselves by ethnic grouping: Afro-Trinidadian (46%); mixed (29%); Indo-Trinidadian (19%).
It is noteworthy that of the Brighter Prospects candidates 96% completed their chosen course of study. The academic pursuits of students in the Brighter Prospect programme were not limited to the oil and gas industry; instead students were encouraged to apply for any course of study which would allow them to compete with any student nationwide. To this end, students would have enrolled at various institutions throughout the country with the largest amount, 29%, pursuing degree programmes at the University of the West Indies, followed by 13% at the University of Trinidad and Tobago, 10% attended Metal Industries Company Ltd, 7% at Cipriani Labour College, 6% at the College of Science and Technology and under 2% at the Trinidad and Tobago Tourism and Hotel Institute.
In the 13-year period of this review, by 2009 only 30% of students had completed their course of study. However with more aggressive promotion of the programme and interventions to keep the students in school 60% of the respondents reported having completed their studies between 2010 to 2014. Moreover, apart from completing their studies 32% of respondents had over that period pursued and or completed additional studies since graduating. Of these students 32% are pursuing PhD studies.
Access to employment
Many students find it difficult to obtain work after graduation. Over half of the sample was in paid employment before graduating from their courses. At graduation, 51% responded as employed, and 42% unemployed. Most of the employed had secured jobs in the private sector. About a quarter of respondents found jobs in the public sector. A small number of persons (less than 2% of respondents) were pursuing self-employment options. However at the time of the survey more than 70% of respondents were already employed. Of those unemployed, most were job-hunting and a few remained in full time study.
These figures indicate that most respondents found employment between graduation and their responding to the survey. Approximately 7% were unemployed for less than six months, 3% were unemployed for 6 to 11 months and less than 2% were unemployed for over two years. Most of the respondents (57%) obtained a first job within 12 months of completing their studies.
Half of respondents are employed in entry-level positions in their various fields of employment. Approximately 17% of respondents were in management positions; 12% in middle management and 4% were managers. The majority of graduates were earning an average of
$9,000 per month.
Most students (57%) were successful in finding jobs that matched their qualifications and at the time of the survey were stably employed with their current employer for more than two years. Approximately 35% were employed for over two years, and 18% reported being employed for over five years.
Students’ views on benefits from Brighter Prospects
The respondents confidently felt that most beneficiaries returned to their communities. Respondents reported that the financial support from bpTT enabled recipients to pay fees, obtain accommodation, purchase textbooks and equipment needed for their field of studies. This contributed to reduced stress in their families and allowed students to complete their studies with a sense of security. The financial support which facilitated students to obtain tertiary level education and graduating students to assist their parents to improve their standards of living.
Personal and professional development was a significant benefit for some graduates. Nineteen respondents indicated that the bpTT scholarship assisted them in pursuing post-graduate studies. The funding facilitated access to educational opportunities that appeared unobtainable for most participants. It was also felt that the successful completion of studies also contributed to enhanced self-esteem and positive role models in the community.
Most students felt that it was imperative for the programme to continue and in fact be expanded in their community. Students reported that bpTT should bring more visibility to the programme and that bpTT should be more involved in their progress after they have completed their course of study. Some suggested internships in the company and assistance with job seeking. Students felt that it was important for them to “give back” to their community through volunteerism and developing ways to assist the wider Trinidad and Tobago in sustainable endeavours such as the development of renewable energy. An important aspect that students felt could improve the programme significantly is targeting, as students believed that the programme has not reached the “poorest of the poor.”
A Mayaro legacy
Tessila Manoe graduated in 2015 from the Institute of International Relations at the University of the West Indies in St. Augustine. With a Masters degree in Global Studies, she dreams of being a diplomat. Her long-term goal however is to build a business in Mayaro with international appeal, and to market to the world.
Growing up in Ortoire, Tessila was the youngest of four, two brothers and a sister. Her mother, retired now, was in catering and maintenance. Her father is still a casual contractor on the rigs that dot the horizon off the Mayaro coastline. In primary school, Ortoire RC, Tessila started Spanish, the language that she still loves. It was the base of CXC (Rio Claro High School) and CAPE (North Eastern College) along with History and Geography. Her BA (UWI) was a major in Spanish and minor in International Relations.
At work in the office of the MP for Mayaro, Rushton Paray, Tessila meets and assists people with their business ideas, helping to format them into practical proposals. It is an environment that is helping her to refine her own business path. Her plan, she says, is “to build experience, gather collateral for the many ideas” that flow through her mind. She will remain in Mayaro because her business idea is unique to Mayaro, and will generate employment and provide long-term benefit.
“There’s not enough local business development in Mayaro, even though a lot of residents do remain in the area. We need to draw on our own experience combined with better education, and go after our own ideas. We’ve always had agriculture, fishing – my brothers are fishermen – but we are also a tourism destination, with rivers and coastline, and nature trails. Yes, it is good that education is available to more of us. We have many women who are university graduates, who are moving to careers.”
This does not mean that Tessila is turning her back on traditional women’s roles. “I would love to have children one day. It should be possible to have a business and a home and children.” Tessila is an active netballer, playing with a Mayaro team, Marvellites. She’s also a member of the UWI St. Augustine ladies’ team.