ESSENTIALS FOR A PROFESSIONAL YOUTH WORKERS COURSE :

1. ESSENTIALS FOR A PROFESSIONAL YOUTH WORKERS COURSE: By Juliana Bbuye Department of Open and Distance Learning(ODL) Makerere University

2. Outline • What is youth work? • The development of youth workers notion • The role of the CYP course at Makerere University • The role of the DELP project in the initiation of a blended Bachelor of Youth Degree of Makerere University • BYWD Needs assessment: background/context, methodology and identified perspectives • What then are essentials for a professional youth workers degree course at Makerere University?

3. What is youth work and who is a youth worker? • Youth work is about building trust-filled, mutually respectful relationships with young people • helping youth to develop knowledge, skills, and a sense of purpose. • youth workers - work mostly with youth development organizations, youth programs within local governments, or youth desks in recognized churches • working at the frontlines with young people, youth workers put the health and happiness of young people at the center of their efforts. (Clark University Prospectus 2001).

4. The development of youth workers notion • Originally youth work was spontaneous not professional and people handled youth affairs anyhow ,with little organization • With the growth of youth problems particularly in the 20th and 21st century, it is now obvious /imperative that youth work ought to be handled in a professional manner. • Originally graduates from universities who worked with the youth were social scientists, majored in social work and social administration. • over time, many universities are incorporating a professional course of youth work to cover up the urgent need of youth workers that have been professionally trained

5. Commonwealth Diploma course(CYP) • The CYP course is the backbone of a proposed degree of Bachelor of youth in development work(BYWD) • introduced in 2002, it is a commonwealth programme whose headquarters was in Lusaka, Zambia, • offered in various countries with a few core Universities which had partner Universities attached to it. • In the Makerere Case, it was a partner to the OUT, and OUT offered the certificates.

6. Commonwealth Diploma course(CYP) contin…. • I2004, Makerere University gained full ownership of the course .started issuing its own diploma certificates. The target group for CYP include • those persons involved in youth work, working with Government Ministries, Departments and Agencies as well as in the private sector. • graduates interested in getting a post graduate diploma, as a prerequisite for working in youth organisations • . Non graduates, holding ‘A’ level qualifications or equivalent willing to develop into professional youth workers, • post ‘Level certificate holders already working who wish to change profession and be involved in youth work, • and persons who successfully pass mature age examinations for youth work.

7. Commonwealth Diploma course(CYP) contin…. • has graduated over 50 persons with a diploma in Youth in Development work • the content of the module is rich and is equivalent to 2nd year course load in the University curriculum • . An addition of content for one extra year would comfortably lead to the degree course content required by universities. • Some of the graduates have pursued degree courses in the field of social work and social administration, Bachelor of Environment studies, and bachelor of adult and community studies(BACE). • They were not able to continue with professional degree course for youth in development work because it was nonexistent

8. The role of the DELP project • The Department of Open and Distance Learning of Makerere University in collaboration with the department of ICT University of Agder is implementing a project on leapfrogging 1st generation of distance learning to 4th and 5th generation. • This involves a strategy for enhancing ICT Pedagogical integration and increasing access to flexible quality education in Makerere university for those persons that cannot pursue fulltime courses at the campus. • The DELP project is a 5 years project funded by Norad through the Nohred programme. • The project has three major pillars that include education and training(Bachelors and Masters, PhD and Research, and Institutional Development. • The Bachelor of youth in Development work fall in the 1st pillar, and the aim is to run a blended/online Bachelors degree programme.

9. The role of the DELP project in the incoming BYWD • This programme will use a flexible learning model which allows for interactive multimedia methods that use internet based resources and computer mediated communication. • will use a virtual learning environment platform and introduce tutors and students to e-learning and tutoring. • DELP project is currently developing tutors that would be running the programme. • a needs assessment survey was carried out to see how feasible an online course is and what would be necessary for the successful running of the programme. • findings of the needs assessment survey pinpoint to the essentials for effective running of a blended online degree in the African Context.

10. BYWD Needs assessment: background/context, methodology and identified perspectives • By the launch of DELP project, ground work for the development of a degree course in youth work had already been carried out, a stakeholder meeting converged and recommendations made. • The curriculum was under development awaiting approval for senate having been passed on from departmental level, school level and new courses senate committee that recommended a few changes before being tabled at senate. • With the onset of 4th and 5th generation concepts, it was necessary to carry out a further needs assessment to address issues related to ICT usage preference, and context and user analysis.

11. Objectives of the needs assessment • Identify the agencies institutions and organization that needed youth workers • Determine the resources that were available for the programme • Identify ICTs needed to run an effective blended online mode of study programme • Identify ICTs available for staff and students

12. Methodology: the Sample • cross- section survey method, with a sample of 166 respondents • sample cut across a variety of fields of attachment. • Officials of Ministry of Gender, labour and social development, • youth trainers and trainees • youth mobilisers at different levels, • religious youth desks, • politicians, • district officials, • university lecturers and students

13. Methodology: Distribution of the sample

14. Data Collection Methods and Tools • Key informant interviewsadministered to the commissioner, district community mobiliser MP youth representatives, guild officials, and heads of religious youth desks; • Questionnaires Semi structured questionnaires were administered to CYPstudents still on the programme, the second year students in NTC sampled, • focus group discussionsheld with students on the CYP programme also the 2nd year students in NTCs.

15. Findings: characteristics of the prospective learners. The voices captured show the following characteristics • Are of the age of 14 to 35 years says • “the youths we handle are those that have completed P7 onwards” • “The youths we handle are those from A level onwards” • “Most of our youth trainers are fellow youths between age 17 and 35”

16. Other characteristics of potential participants for the BYWD course as per findings • most youths are not employed in the formal sector yet 78% of Uganda Population are youth • the youth require quality education to equip youth with employable skills that can enable them create their own jobs.. • students that would be interested in the programme will be those holding diplomas, a level leavers and Degree holders, the majority • Degree holders that may wish to change professionals or upgrade for higher salaries. • online and distance learning mode of study suite the married female a lot, support. 90% of the respondents were of the view that the course would be good for married females.

17. Agencies, Institutions and Organisations that need Youth Workers

18. Findings on the ICT skills the prospective students possessed, • it was surprising that 53% of youth and youth workers in the study were fluent with internet use. • 37% had Ms. word skills, but not very excellent. • even those fluent with internet use, had not used internet to study. • need more skills to cope with a blended online course of BYWD.

19. Findings on the ICT skills the prospective students possessed cont…., • BYWD students would need more skills to cope with a blended online course • the instability of internet in remote areas would affect the ability of the youth to really stabilize in the use of internet. • Only those working with big NGOs actually practiced daily the internet skills they had • the trainers of youth reported youth use their phones to access Facebook and to participate in betting exercises. • they learn from peers and when asked whether they would use the same skills if were admitted on the programmes the trainers attitude was why not?

20. ICTs available to students and Staff

21. ICTS needed to run an effective blended mode of study (from FGD & Interviews)

22. The implications of table 4 and table five are as follows learner support students/ tutors facilitating on the BYWD programme would require

23. 3 ICTS needed to run an effective blended mode of study as per findings from FGD & Interviews as per respondents mentioning. Types of ICT that would be required for the course

24. Organisations that would need youth workers

25. Resources available for the BYWD blended online programme • Resources available support 1st generation distance learning, using basically print and face to face sessions. • the staff available to teach on the programme, though not products of courses of youth work, • majority of staff much as they were internet affluent, were not used to teaching online • staff would need special training for that purpose • . Many though could access online reading materials through internet links/websites

26. Gaps in the resources available • much as ICT resources were available in institutions in the regions, they could only be accessed by those who are students within the colleges or staff. • Yet the intended BYWD programme were to be distance and online. One of the respondents had the following to say; • “After the NTC most individuals may not be able to access the computers; The computers are available at the college but after the individual has left they are not able to access internet” Another one said • “After the college, the best alternative is to buy a smart phone, buy a laptop to be able to participate on the BYWD online course but can we afford!”

27. Sustainability of the BYWD course. A voice from one of the key informant respondents. • To run an effective BYWD distance learning course, an institution requires adequate funding, to maintain the quality of services. • Starting a distance education programme may be expensive and would require considerable financial resources- though an investment which would bear results after a period of time. • To maintain the quality of services, distance learning department would need reasonable resources to enable it operate the BYWD smoothly which the DELP project has provided, • the question therefore is after the DELP project, would the department be able to mobilize financialresources to ensure that the BYWD programme continues to run smoothly

28. issues important for the implementation of the BYWD • Accessibility • Employment opportunities implied • Implementation roll out properly defined • Provision of computers • Funding identified

29. issues important for the implementation of the BYWD • Sensitization of the public and members of the departments where the tutors will be drawn from • Continuous training facilities indicated. • Continuous advertisement of the programme to ensure widespread awareness among potential learners(information to secondary schools, institutions of higher learning, communities and organisations involved in youth related work) • Identification of placements for students during internship and upon graduation

30. Challenges likely to be faced by BYWD students • Lack of time • Language barriers • Lack of internet • Lack of Guidance • Power outages • Poor relationships • Limited study materials • Inadequate knowledge and limited skills in ICT • Resistance • Funding

31. Scared of admission to a BYWD course at the university • Affordability of fees requirements • Remote areas where access to internet was a problem • Lack of ICT equipment • Lack of effective communication

32. Some strange attitudinal conceptualisation There is going to be a challenge because the knowledge that they acquire from the university is basically related to the developed world….. they are going to bring skills that work for the youth in the developed society when they go to the youth in the village, they may not have the skill. They need to have the skill for both…. They are some skills that don’t.t work at all. For example the youth in Kampala may be talking about Facebook and the one in the village is talking about rearing of pigs, we need a lot of research to know what appeals to all!

33. Advantages of the course and the reasons for acceptance of admission to BYWD • Some advantages of the course and the reasons for those responding gave for the acceptance of admission to Makerere University. • 37 % of intending students said, the programme would be convenient, because of its flexibility, others said it would be time saving and allow students to work as they study. Following are some of the voices • “a person having a job while studying is safer in this course” • “there is some job security because you work and study from home” • Desire to upgrade in ICT and acquire more skills • Students from far off places benefit e.g. look at moving from Mubende • Save a lot of money that would be used for transport and accommodation. It will then be used for buying other necessities

34. Final recommendations • BYWD is suitable and convenient programme for youth workers. • Access to programme resources would be limited, learners would mostly only be accessed (computers and internet} while at colleges, universities, organization offices and Government offices and this points to the need of increasing access to tools and resources. • Interventions should aim at ensuring an effective provision of ICT equipment's and subsiding costs of acquisition of these gadgets by the learners • Effort should be put to sensitize the public and mostly youth workers on the benefits of a blended online course for example, the employed do not have to leave their places of work for studies, the mothers can study at home while caring for their families, • The department of open and distance learning should take advantage of the window opened of being the first in the university to offer a blended online course and work towards its sustainability • The launching of this course should be taken as a stepping stone to increased human resource in youth work, whose graduates are even proficient in the use of computers.

35. Essentials • the BYWD programme would be blended /online and some study materials would be delivered to students by email. • When conducting studies online students would require regular access to computers, mobile phones, and internet. • The student would also need access to printers, scanners data storage devices. • The students would find it hard to acquire and use such equipment due to lack of funds, knowledge and skills and regular power supply.

36. Essentials • The ideal would be for the University to organize with various organisations that are willing and/or able to support students financially • skills that would enable them use online facilities for learning.

37. Essentials for the programme • information about the programme should be well circulated in order to interest many people to apply for the programme • University should consider cost sharing with the students to help them resolve financial problems e.g. loan facilities • Students should be aided to find scholarships for the course. • The content of the BYWD however is all embracing and prepares the workers for both rural and urban areas, something that should be made very clear to the participants intending to join the programme.

38. The Findings