05/01/2025
Empowering Future Leaders Through Workforce Education: The International Samaritan Approach
By Sonja Robinson
In today’s dynamic job market, youths in underserved communities often face significant obstacles to accessing education and meaningful employment. The International Samaritan (IntSam) Workforce Education Program tackles these challenges, providing career education to prepare marginalized students for post-secondary pursuits and successful workforce integration.
Globally, over 15 million people live in garbage dump communities, where education and formal employment remain out of reach due to economic hardship, hazardous conditions, and systemic barriers (International Samaritan, 2024). The term garbage dump refers to areas where waste is discarded, often in large, open, and unsanitary sites lacking formal waste management infrastructure. These sites are frequently located on the outskirts of urban centers in low-income countries and are inhabited by marginalized communities who rely on collecting and selling recyclables for survival (Wilson et al., 2012). Many youths in these communities sacrifice formal education to contribute to family income, reinforcing generational poverty (Ogando et al., 2017).
Recognizing this challenge, IntSam initiated the Workforce Education Program Framework, which focuses on offering life readiness, financial literacy, tertiary preparation and career development to empower marginalized youth. These are the pathways to self-sufficiency. In January 2024, IntSam launched a pilot program in Jamaica. The goal was to evaluate program quality, ensure its effectiveness, and refine strategies for global expansion. Since its launch, 57 scholars, both high school and post-secondary students, have been enrolled.
By offering a structured approach, the IntSam Workforce Education Program is bridging the education-to-employment gap and aligning with global Sustainable Development Goals (SDGs; United Nations, n.d.), specifically: SDG 1 (No Poverty) by empowering scholars with skills to achieve financial independence; SDG 4 (Quality Education) through access to higher education and vocational training; SDG 5 (Gender Equality) by ensuring inclusive participation of both male and female scholars; and SDG 8 (Decent Work and Economic Growth) by facilitating job readiness through career fairs, employer partnerships, and industry mentoring.
A similar model of SDG alignment can be seen in rural Colombia, where career practitioners implemented a comprehensive education-to-employment pipeline that integrated academic support, psychosocial coaching, family engagement, and employer partnerships to address SDGs in underserved regions (Mesa, 2023). The Columiba project focused on SDGs 1, 4, and 8, while also advancing SDG 10 (Reduced Inequalities) and SDG 17 (Partnerships for the Goals). The initiative demonstrated how contextualized career services—informed by social-occupational guidance—can lead to improved access to higher education and upward mobility, even amid resource constraints and systemic challenges. Like IntSam’s model, the Colombian project centered on self-awareness, career exploration, financial literacy, and community collaboration, underscoring the potential for replicable, scalable solutions in marginalized communities.
The IntSam Workforce Education Program: A Holistic Approach
The IntSam program is grounded in two core theories that shape its design and implementation. Hope Action Theory (HAT) emphasizes the power of hope in goal setting and motivation, helping students visualize pathways toward their goals and fostering resilience in the face of obstacles (Yoon, Amundson, & Niles, 2018). Complementing this, Social Cognitive Career Theory (SCCT) highlights the role of self-efficacy and contextual factors in shaping career choices, encouraging students to build self-confidence and actively explore career possibilities (Lent et al., 1994). These theories support the program’s three foundational pillars: personal development, career development, and life readiness.
1. Personal Development: Fostering Confidence and Self-Sufficiency
A key focus is helping the scholars develop the self-awareness, confidence, and life skills necessary for success, especially for navigating higher education and employment opportunities. The interventions include:
- Counseling and Mentorship: Scholars engage in one-on-one and group counseling sessions for emotional, academic, and career support.
- Balanced Card Sort and SparksPath Assessments: These tools help identify strengths, values, and career pathways, guiding scholars toward aligned professions.
- Etiquette and Professionalism Training: Workshops cover business etiquette, workplace communication, and leadership skills.
- Financial Literacy: Scholars learn budgeting, saving, and personal finance management to foster long-term financial stability.
2. Career Development: Preparing Scholars for Employment
The workforce development component provides real-world career exposure and training, giving graduates tangible skills and industry exposure for sustained career growth. This component includes:
- Career Fairs and Employer Partnerships: Scholars interact with professionals, learn about various career fields, and access internship opportunities.
- Resume and Interview Coaching: Scholars receive resume writing guidance, mock interviews, and networking tips.
- Technical and Vocational Training: Partnerships with universities and training institutions help scholars gain in-demand technical skills.
- Workplace Readiness Workshops: Digital literacy, soft skills, and entrepreneurial training ensure scholars are job market ready.
3. Life Readiness: Bridging Education and Work Transitions
Recognizing that many scholars aspire to higher education, the program offers the following interventions which can reduce dropout rates and enhance workforce preparedness:
- College Preparation Workshops: Guidance on university applications, financial aid, and scholarship searches.
- Tertiary Mentorship: Scholars are paired with mentors who assist in their transition to higher education.
- Online Courses: Scholars gain certifications through Coursera, LinkedIn Learning, and other e-learning platforms.
Jamaica Pilot Study: Evaluating Program Effectiveness
The Jamaican pilot study was launched as a quality assurance measure to assess:
- Program Relevance: Is the curriculum tailored to the needs of scholars?
- Program Effectiveness: Do scholars show measurable progress in career readiness, financial literacy, and higher education preparedness?
- Scalability: Can this program be expanded to other regions with similar socio-economic challenges?
To track progress, the program uses a combination of pre- and post-program surveys to assess self-efficacy, academic performance, and employment readiness; focus groups and scholar interviews to gain insight into personal development and career aspirations; and employer feedback on intern performance to ensure students are meeting industry expectations.
With 57 scholars currently enrolled, positive early findings reveal improved academic performance, with teachers noting greater class participation and higher grades. Scholars are also transitioning to post-secondary education at higher rates, supported by guidance from tertiary mentors, and many are persisting in their college programs. Additionally, there is increased community involvement, as several students have joined local volunteer groups and peer tutoring initiatives. Emotional and social aptitude has also strengthened, with students demonstrating greater resilience and confidence in both academic and interpersonal settings. As one scholar shared, “I feel like I actually have a plan now. I know what I want, and I know how to get there.”
Implementation, Monitoring, and Expansion
The success of the Jamaican pilot will inform expansion into additional sites. Implementation strategies include the recruitment of scholars in collaboration with local schools and community organizations, the integration of workforce development activities such as career fairs, employer partnerships, and hands-on vocational training, and the provision of consistent mentorship and life skills coaching to support both career and academic growth. To ensure continuous improvement, the program employs longitudinal tracking to measure career progress and employment stability, incorporates feedback from educators, employers, and scholars to refine the curriculum, and fosters the growth of partnerships to strengthen college and corporate collaboration. This pilot study will serve as a blueprint for replication in other underserved communities.
Best Practices for Career Development Practitioners
Career educators and practitioners can apply IntSam’s model by adapting its core strategies to a variety of career education settings, particularly those serving marginalized populations. This includes the use of assessment tools to guide personalized learning, the integration of financial literacy to support long-term planning, and a strong emphasis on holistic development that addresses both academic and personal growth. Additionally, fostering partnerships with employers enhances real-world exposure and opportunities, while ensuring inclusive access guarantees that all students can fully participate and benefit from the program.
Empowering Marginalized Youth
The International Samaritan Workforce Education Program demonstrates how structured career education, personal development, and financial literacy can empower marginalized youth. The Jamaican pilot study provides a quality-assured model for future program expansion.
For career development professionals, this program offers a scalable framework to improve education-to-career transitions, foster economic independence, and reduce generational poverty. By integrating mentorship, employer collaboration, and workforce training, youth can be equipped with the skills needed for lifelong success.
Career Convergence welcomes articles with an international connection.
References
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International Samaritan. (2024). About garbage dump communities. https://intsam.org/about-garbage-dump-communities/
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122.
Mesa, M. (2023, November 1). Implementing sustainable development goals in rural Colombia: An experience report. Career Convergence. https://www.ncda.org/aws/NCDA/page_template/show_detail/543296?model_name=news_article
Ogando, A. C., Roever, S., & Rogan, M. (2017). Gender and informal livelihoods: Coping strategies and perceptions of waste pickers in Durban, South Africa. Environment and Urbanization, 29(1), 195–212.
United Nations. (n.d.). The 17 goals. https://sdgs.un.org/goals
Wilson, D. C., Velis, C., & Cheeseman, C. (2012). Role of informal sector recycling in waste management in developing countries. Habitat International, 30(4), 797–808. https://doi.org/10.1016/j.habitatint.2005.09.005
Yoon, H. J., Amundson, N. E., & Niles, S. G. (2018). The hope-action theory and its application in career development. British Journal of Guidance & Counselling, 47(1), 36–45.
Sonja M. Robinson, Ph.D., CMCS is an experienced career development educator specializing in youth workforce training and post-secondary career pathways. She is dedicated to educational equity, mentorship, and breaking cycles of generational poverty. Connect with her on LinkedIn at www.linkedin.com/in/sonjamrobinson or by email at robinson.sonjam@gmail.com.