Youth gender champions Uganda

Match making

Empower@Scale Uganda team has identified the 4 solutions for learning: 1. Tanzania advancing youth; 2. Youth empowerment program; 3. Ndanto youth champions and business group; 4. Nydanya bora youth project. Based on these key learning topics, the composition of the E-motive visit group is then finalized.

INTRODUCTION TO THE YOUTH GROUPS

Representatives of five youth groups coming from different districts of Uganda (Arua, Yumbe and Pakwach) participated on the online E-Motive exchange. The members of these groups (92 men and 55 women in total) have been trained and equipped in GALS and VSLA and are already active in their communities.

The use of GALS is enabling these youngsters to have a vision for the future and identify the challenges they face and the steps needed to achieve it. This motivation to reach their goals is creating a savings culture. The online E-Motive exchange exposes them to different perspectives and ideas on how to use savings strategies among groups and how to incorporate the gender component in an effective way.

MOTIVATION OF THE GROUP

Prior to the E-Motive exchange, the team in Uganda shared their motivations and expectations. They all agreed in wanting to learn and scale up ideas and tools related to youth empowerment and new ways to make younger generations engaged with empowerment and gender issues. Together with this, they were eager to learn about practical tools (best practices) that could be used in their groups to start income generating activities and therefore improve their livelihoods.

After the exchange the youth groups hoped to be able to become youth GALS champions and link to the Empowerment Learning Centres; to learn and replicated the inclusion of young people in gender programs; and to raise the standard of living of their communities through their activities.

Learning group

Okaya John Bosco

Project Officer

Location: Arua

Afura Zaria

Youth

Location: Poroporo (Yumbe)

Orodriyo Bosco

Youth

Location: Nafa (Arua)

Okusaru Fatuma

Youth

NAFA (Arua)

Onziku Felix

Youth

Location: NAFA (Arua)

Omanya Francis Patho

Youth

Location: Wadelai (Pakwach District)

Rwothomio Crispo

Young M&E OFFICER

Location: CEFORD

Oyiorwoth Nancy

Youth GALS champion

Location: Wadelai (Pakwach District)

Ajuga Ahmad

Young GALS Champion

Location: Poroporo (Yumbe)

Opio Emans

Production Officer (In charge Fisheries

Location: Wadelai (Pakwach District)

These are your results

Learning group composition

Below you can see the outcome based on your previous answers. The results explain which type of roles are already represented in your current learning group, and which other complimentary roles may still be missing at this point.

Well done! Your team is greatly balanced.

Not bad but... Your learning group is strong but you still have some room for improvement.

The following profiles are not included in your group:

Gender

Watch out The composition of the group should be gender balanced (40%-60% gender quota is adviced)

Great The composition of the group is gender-balanced (40%-60% gender quota is adviced)

With a view to changing societal conditions and causing deep changes in power structures, while promoting a richer composition of the group in views and diversity, a 40%-60% gender balance in the group composition is recommended.

Cultural and religious awareness

You have established the following items as things to keep into account:

During the exchange, there may be cultural differences or religious issues that should be taken into account when selecting the dates for the exchange. Diversity in the composition of the learning group, whereas in relation to culture, professional background and/or experience, influences positively the learning process.

Language

Of your group speak fluently the language of exchange that is .

30%

Watch out This could be a serious culprit to your project

To guarantee successful learning, any language barriers should be addressed beforehand. If there are people within the group who have any type of difficulties understanding the language of the exchange, these should be assessed and solved jointly before the exchange takes place. At least 70% of the participants should speak and understand the language of the exchange. If this isn’t possible, it is strongly advised that you make sure some sort of translation is available.

Not bad Still, you should forsee that help will be needed

Great No problem is to be expected regarding language issues

Local Communities

Eco System.

30%

Watch out You may want to consider including more people from the local comunity.

Getting to know the local realities is an asset if you want to fully test, transform and implement the methodology after the exchange is over. To guarantee successful testing, transforming and implementation of the learning outcomes after the exchange, it is recommended that at least 50% of the members of the group are part of the local communities or key actors in the local eco system.

Great This can be very helpful to engage the local community.

Ensure that at least 50% of the members of the group are part of the local communities or key actors in the local eco system. This is key for successful testing, transforming and implementation of the methodology.

General recommendations

There are no strict rules on how a learning group should be composed. This depends on the local context, the objectives of the learning group, the strategy for the group to make a change, etc. However, our previous experience in E-Motive and in our evaluation reports shows that the following are good practices to be kept in mind when configuring a successful learning group, as these can help mitigate and manage any risks and make the most of the opportunities in the learning process.

Sustainability

For E-Motive to reach success, it is important that the learning is implemented in practices and translated into policies. In most cases and according to previous experiences, sustainable change has been guaranteed by a combination of factors.

Make sure that resources are available in order to test knowledge and learning in the local context after the exchange has concluded. Ask group participants to fill in a profile with motivation and proposed actions after the exchange, to make sure you have the best group composition. Bring in actors in the group with powerful resources and network connections.
In the learning group, you need reliable role models from local communities to focus on opening mind sets. In addition, you need influencing actors such as religious leaders, local authorities, and others who could give support in changing practices and policies.
Community engagement is key. We recommend organizing community dialogues after the exchange has taken place so as to share the learning outcomes and experiences. Use local and social media. Bring key actors in the group from the community, local market and government to guarantee engagement and access to local resources for sustainability.
E-motive focuses on changing the way people do things, the way they approach and the way they think about problems. Therefore, you need networkers to gain support and help develop spin-offs and you need to connect to advocacy actors to set up a strategy for influencing mind sets and agendas.

Below you’ll find the outcome of the questionnaire. Based on this, you may want to consider adjustments to your participant list. Alternatively, you could look for other options to connect to the less represented roles either before or after the actual exchange.

Role name

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TEXTO B: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nulla varius risus at est pellentesque, nec vestibulum orci euismod. Vivamus luctus pellentesque metus, sit amet consectetur sem pellentesque eu.

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Match making

Match making

INTRODUCTION TO THE YOUTH GROUPS

MOTIVATION OF THE GROUP

Learning group

Please fill in this form to evaluate the adequacy of your learning group

General information

Which specific roles are needed in your group?

Learning group composition

Is there in the learning group ...

These are your results

Learning group composition

Gender

Cultural and religious awareness

Language

Local Communities

General recommendations

Sustainability

Role name

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