RECOUP 2005-2010RECOUP 2005-2010

YOUTH, GENDER AND CITIZENSHIP

KENYATTA UNIVERSITY AND CAMBRIDGE UNIVERSITY

Youth, Gender and Youth, Gender and CitizenshipCitizenshipResearch questions:

1.Does education help young men and women become active citizens?

2.How can education help young citizens reduce their poverty and that of their communities?

The Demographic ‘Window The Demographic ‘Window of Opportunity’of Opportunity’A record 1.3 billion youth between 12 and 24

in the world.Over 200 million (60%) of the African

population between 12 and 14.Young people make up half the world’s

unemployed.Some 130 million cannot read or write.100 million new jobs needed to cope with

young people seeking workWindow of opportunity to make a difference

is only open for a short period of time (perhaps 10-30 years).

Youth at the centre of social Youth at the centre of social change in Sub-Saharan change in Sub-Saharan AfricaAfrica

◦Globalisation is associated with urbanisation, individualisation through global mass media.

◦ Increasing rural/urban poverty, growing gaps between rich and poor people.

◦Educational expansion associated with loss of traditional skills, individual mobility, gender change.

◦Pressure to sustain patriotism, national identity, cultural heritage.

◦Negotiating traditional ethnic, patriarchal, gerontocratic and gender cultures

Increased emphasis on Increased emphasis on citizenshipcitizenship Young people’s experiences of citizenship are

crucial for development outcomes’

‘Markets cannot deliver on their own’

Citizenship enhances the overall climate for investment and private decision making

Citizenship promotes government accountability for basic service delivery

Citizenship enhances human and social capital of individuals.

World Bank Report (2007) Development and the Next Generation

Social Citizenship: the Social Citizenship: the ‘softer’ qualitative outcomes‘softer’ qualitative outcomes

◦esteem, hope, self-worth, potential, self-sufficiency

◦peace of mind (security about dependents)◦well being, health, happiness, a ‘good’ life◦ the ability to recover from adversity◦addressing powerlessness, vulnerability,

conflict resolution, consultation of the poor.◦social protection, social affiliation, cohesion◦ freedom and freedom from hunger◦knowledge, enlightenment, broadening

options

Principles governing project Principles governing project designdesign

Comparative (Kenya, Ghana, India, Pakistan)

Rural and urban communitiesInter-generational household

studyQualitative and quantitative data

baseVoice –centred methods

Youth, household and Youth, household and community studycommunity study

Three educational pathways for young men and young women

(a)None or incomplete primary schooling

(b)Primary schooling completed(c)Secondary schooling and above

YGC Research DesignYGC Research Design

Schooling and community history

Interviews with gate keepers

Masculinities/Femininities

Observations in the

community

Gender Education Patterns

Attendance/Outcomes

Mothers and Fathers

Individual Interviews

1 Values, family history, aspirations

2: Reflections on sons and daughters

Trigger Tasks• My early life• School helped me to… Informal conversations

Young Men and Young Women

Individual interviews:1. Gendered Cultures2. Citizenship

Trigger Tasks•Gender work at home•School helped me to…•Future Lives

Informal Conversations

Photography project

HouseholdCensus

Educational outcomesEducational outcomes

Intended outcomesActual outcomesDesirable outcomesPotential outcomes

 

Full participatory citizenship

Lived world of the Young citizen

RECOUP/YGC themes for RECOUP/YGC themes for conferenceconferenceYoung people’s photographic projectYouth citizenship, national unity and

poverty alleviationEducation, poverty and ‘the good

life’Community and youth perspectives

on well-being, poverty and educationCitizenship, education and political

engagement: voices of Kenyan youthResearching in poor communities