Filetype Excel XLS | Posted on 07 Jul 2022 | 3 years ago
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166x Filetype XLS File size 0.59 MB Source: europe.mercycorps.org
Sheet 1: Introduction
| Mercy Corps' approach to youth transformation | |||||||||
| What is youth transformation? | |||||||||
| Youth transformation is the dynamic process of empowering young people to build a secure, productive and just world across generations. | |||||||||
| What is the Youth Transformation Framework™? | |||||||||
| The drivers of this transformation are defined as program outputs evidenced to be critical for success by research across disciplines and years of international development experiences. These drivers are captured in the Youth Transformation Framework™ and categorized around six transformational assets which illustrate both the capabilities (internal assets) and opportunities (external assets) needed by young people to participate in the transformation process. | |||||||||
| What is the youth transformation toolkit? | |||||||||
| The youth transformation toolkit is a set of tools to help practitioners across the programming process (assessment, design, implementation and M&E) achieve two main youth development goals (outcomes): 1) Access to income (livelihood) 2) Responsible* and engaged citizens** * A sense of responsibility for their own well-being, family, peers, community and environment ** Participation in civil society and good governance |
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| Youth transformation toolkit | |||||||||
| Process | Tool | Purpose | Description | ||||||
| Assessment | Diagnostic tool : 1) Matrix of benchmarks |
• Benchmarks youth attitudes and resources for each need (outcomes) in the youth Transformation Framework™ • Prioritize areas of focus • Share expertise to build capacity of staff and donors • Monitor progress over years |
• Interpret the situation of a youth community at a point in time (interpretation should be inferred based on responses received from questionnaires) • Each outcome depicts the natural progression towards the optimal scenario that drives peace, productivity and justice over time. • The progression has three levels: (1) In serious need; (2) In transition but weak or at risk; (3) Best Scenario. |
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| 2)Questionaires | Provide a list of key questions and information that should be answered or gathered by/from multipple stakeholders (youth, religious leaders, private sector, parents, government, NGOs, etc) in order to assess the situation of youth in any community. | • Questions are linked to outcomes listed in the Youth Transformation Framework and can be modified based on local context. • Six questionnaires in Word format (one for each Transformational asset) that can be used separately. |
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| Design | Capacity statement | Helps staff identify activities that may have the greatest impact on the areas identified as priority or on youth transformation overall. |
• Description of youth programs and activities implemented across 40 countries over the past 20 years. • Programs and activities are categorized following the youth transformation framework to help practitionners brainstorm ideas during program design, and learn from lessons learnt. |
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| Implementation | Curriculum | Provide field staff with curriculum developed based on Mercy Corps' competencies that can be implemented in any program type (formal/informal education) by module and simple guidelines for cultural adaptation. |
• Global citizenship • Life skills • Negotiation and Conflict management • Psychosocial support (including Comfort-4-kids) • Social entrepreneurship/workforce development |
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| Others | Provides field staff with quick access to high quality materials and tools to increase effectiveness and efficiency - either developed in-house or through MoU with qualified partners | • MoU with Making Cents (in progress) for the use of their business simulation and entrepreneurship curriculum • Sports for change methodology and implementing tools developed with Nike partner • Other partnerships and tools in progress (youth friendly market assessment tool) |
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| Monitoring & Evaluation (M&E) | M&E instruments | Evaluate change in knowledge, skills, attitutes and behaviors. | • Pre and post test that measures baseline of knowledge, skills, attitudes and behaviors, and analyze change after program or curriculum implementation | ||||||
| Indeces | Measures impact of programs on key inter-personal skills, attitudes and emotions |
Integrate essential elements of Positive Youth Development (PYD) evidenced from empirical research to be correlated with long-term contribution to self and the community. The score given by the Global Citizen Index facilitates comparaison across communities. | |||||||
| Other potential indicators | Monitor progress towards optimal scenario described for each output in the youth transformation matrix | • The score obtained through the diagnostic during the assessment using the Youth Transformation Framework™ can be used for comparaison post implementation. • Two indicators recommended: (1) # of young people placed in decent work; (2) # of youth engaged in public life |
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| Mercy Corps' Youth Transformation Framework™ | |||||||
| Internal Assets | |||||||
| 1 | KNOWLEDGE & RESILIENCE | ||||||
| a | Knowledge and care | ||||||
| 1a | 1 | Literacy (Reading & writing) | |||||
| 1a | 2 | Numeracy (Personal finance) | |||||
| 1a | 3 | Adult care & expectations | |||||
| b | Healthy living | ||||||
| 1b | 1 | Hygiene | |||||
| 1b | 2 | Nutrition | |||||
| 1b | 3 | Reproductive health | |||||
| 1b | 4 | Sexual education/Disease prevention (STDs) | External Assets | ||||
| 1b | 5 | Prevention of drug/ alcohol abuse | 4 | BUSINESS & FINANCIAL SERVICES | |||
| 1b | 6 | Sports & athletic activities | a | Youth financial services | |||
| c | Psycho-social | 4a | 1 | Business loans (micro and SME) | |||
| 1c | 1 | Sense of normalcy | 4a | 2 | Educational loans/ scholarships (tuition/ subsistence) | ||
| 1c | 2 | Well-being (Reduced anxiety) | 4a | 3 | Equity or business grant | ||
| 1c | 3 | Sense of hope | 4a | 4 | Savings | ||
| 1c | 4 | Sense of belonging | 4a | 5 | Other financial products (Remittances, insurance, etc.) | ||
| 2 | CIVIC AND SOCIAL DEVELOPMENT | b | Market access | ||||
| a | Civic engagement / attitudes | 4b | 1 | Market linkages & development | |||
| 2a | 1 | Civic responsibility | 4b | 2 | Mentorship | ||
| 2a | 2 | Political voice | 5 | INSTITUTIONAL SUPPORT | |||
| 2a | 3 | Justice & community protection | a | Government (local, sector, national) | |||
| 2a | 4 | Economic responsibility | 5a | 1 | Policies and programs supporting youth | ||
| 2a | 5 | Environmental responsibility | 5a | 2 | Labor market regulations | ||
| 2a | 6 | Global citizenship | 5a | 3 | Good governance |
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| b | Constructive social behaviors | b | Private sector | ||||
| 2b | 1 | Initiative & creativity | 5b | 1 | Youth Recruiting | ||
| 2b | 2 | Reliability | 5b | 2 | Corporate Social Responsibility (CSR), Fair trade | ||
| 2b | 3 | Empathy (Understanding others) | 5b | 3 | Industry development | ||
| 2b | 4 | Tolerance (Respect for diversity) | 5b | 4 | Professional development | ||
| 2b | 5 | Self-confidence (Self-efficacy) | c | Civil society | |||
| 2b | 6 | Perseverance | 5c | 1 | Youth associations / civil society organizations (CSOs) | ||
| 2b | 7 | Trust | 5c | 2 | NGO programs supporting youth | ||
| 2b | 8 | Pride (Achievement & recognition) | 5c | 3 | Operational efficiency and effectiveness | ||
| 2b | 9 | Integrity | d | Academic (Schools, universities) | |||
| c | Soft skills | 5d | 1 | Primary education | |||
| 2c | 1 | Leadership | 5d | 2 | Secondary education | ||
| 2c | 2 | Negotiation | 5d | 4 | Training institutions/universities | ||
| 2c | 3 | Communication (verbal, non-verbal) | e | Healthcare (Hospitals/Clinics/Health workers) | |||
| 2c | 4 | Teamwork (Collaboration) | 5e | 1 | Access (Costs, distance, schedule) | ||
| 2c | 5 | Goal setting & action planning | 5e | 2 | Services relevant to youth needs (Type & quality) | ||
| 2c | 6 | Decision making & problem solving (Critical thinking ) | 5e | 3 | Water & sanitation | ||
| 3 | CAREER DEVELOPMENT | 6 | PROTECTION | ||||
| a | Experience, information & communication | a | Safe & lawful places | ||||
| 3a | 1 | Career information | 6a | 1 | Legal rights | ||
| 3a | 2 | Practical experiences | 6a | 2 | At work (including migration) | ||
| 3a | 3 | ICT (Information, Communication & Technology) | 6a | 3 | In community (street safety, home, school) | ||
| 3a | 4 | Language proficiency | 6a | 4 | Food security | ||
| b | Entrepreneurship skills | b | Inclusion and rehabilitation | ||||
| 3b | 1 | Market understanding (Idea generation) | 6b | 1 | Support for minorities and girls | ||
| 3b | 2 | Ability to obtain funding | 6b | 2 | Reintegration and second chances | ||
| 3b | 3 | Business skills | 6b | 3 | Support for People With Disabilities (PWDs) | ||
| c | Market-driven skills | c | Emergency education | ||||
| 3c | 1 | Agribusiness/ agronomy | 6c | 1 | Appropriateness | ||
| 3c | 2 | Vocational skills (eg: Mechanics, construction) | 6c | 2 | Accreditation/ Certification | ||
| 3c | 3 | Professional/ services skills (eg: Teaching, IT) | 6c | 3 | Disaster risk reduction | ||
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