ESSENTIALS FOR A
PROFESSIONAL YOUTH
WORKERS COURSE:
By
Juliana Bbuye
Department of Open and Distance Learning(ODL) Makerere University
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

essentials for a professional youth workers
degree course at Makerere University?
What then are
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).
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
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.
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.
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
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 1 st
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.
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.
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.
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
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
Methodology: Distribution of the
sample
Category
Male
Female
Makerere University staff(ODL-10 &SS-10)
Commissioner Youth, Ministry of Gender labour
and social development and his staff
NGOs involved in Youth work
District Community Mobilisers(2 districts per
region)
MP youth representatives
University Guild officials (Mak &KY)
CYP Diploma students
Nsamizi Diploma Students
2nd year NTC Diploma students(15st per NTC in
the 4 regions of Uganda)
Religious Youth Desks (Muslim, Catholic,
Anglican and SDA)
10
10
2
1
5
5
5
3
1
1
2
2
5
5
5
5
40
40
4
4
83
83
Data Collection Methods and Tools

Key informant interviews administered 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 discussions held with students on the CYP programme also the
2nd year students in NTCs.
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”
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.
Agencies, Institutions and
Organisations that need Youth Workers
Name of Institution
Local NGOs e.g. TASO, STRAIGHT TALK, AFRICARE,CDC
% of Respondents
Mentioning the
Institution
24%
Schools
23%
Government Agencies( NAADS, NEMA,Local Governments)
19%
International organisations Red Cross, World Vision, Save the
Children Fund
17%
2%
Others (e.g. Religious Organisations, training colleges,
universities, businesses)
15%
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.
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?
ICTs available to students and Staff
ICT available to staff and students
% of respondents
that implicated it
Easily access equipment used with computers(flash disk, photocopiers,
printers
34%
Mobile phones
22%
Can access internet
17%
Find it a problem to access all the above
27%
ICT available to staff and st
ICTS needed to run an effective blended
mode of study (from FGD & Interviews)
Type of ICT
% of respondents that
implicated it
Computers (desk top and laptops) the main requirement
26%
Internet connection
24%
Mobile phones
24%
Other Equipment (flash disks, photocopiers, projectors
15%
Video and audio teleconferencing
11%
The implications of table 4 and table five are as follows
learner support students/ tutors facilitating
on the BYWD programme would require
Support needs mentioned
% of respondents that implicated it
Enough information on programme delivery and requirements available in
print and online
31%
Effective communication and training
25%
Financial support to effect innovations in the support of BYWD
programme activities
21%
No particular support mentioned
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
Type of ICT
% of respondents that implicated it
Computers (desk top and laptops) the main requirement
26%
Internet connection
24%
Mobile phones
24%
Other Equipment (flash disks, photocopiers, projectors
15%
Video and audio teleconferencing
11%
Organisations that would need youth
workers
Name of Institution
% of Respondents Mentioning
the Institution
Local NGOs e.g. TASO, STRAIGHT TALK, AFRICARE,CDC
24%
Schools
23%
Government Agencies( NAADS, NEMA,Local Governments)
19%
International organisations Red Cross, World Vision, Save the Children Fund
17%
2%
Others (e.g. Religious Organisations, training colleges, universities, businesses)
15%
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
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!”
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
financial resources to ensure that the BYWD programme continues to run smoothly
issues important for the
implementation of the BYWD

Accessibility

Employment opportunities implied

Implementation roll out properly defined

Provision of computers

Funding identified
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
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
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
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!
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
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.

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.
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.
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.
The Findings