Volume 4 - Entrepreneurship Programming for Urban Youth Centres

8/6/2019 Volume 4 - Entrepreneurship Programming for Urban Youth Centres

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Volume 4

Entrepreneurship Programmingfor Urban Youth Centres


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Acknowledgements

Principal Author Melanda SchmidInternational Centre or Sustainable Cities

Editors Doug Ragan, MM, PhD (candidate)Melanda SchmidNola Kate Seymoar, PhD

The Sustainable Cities Foundationwww.sustainablecities.net

Design & layout: Karun Koernig

Photography: Karun Koernig, and Mobile Movement

Any undertaking o this nature requires the participation and input o manypeople. We grateully acknowledge the collaboration o the ollowing members:

Sta and Volunteers o East Arican One Stop Urban Youth Centres:

Fom th Da s Saaam

On Stop Cnt:Gadi Kalugendo, UN VolunteeAlbert Ikonje, VolunteeFredrick Njoka, VolunteeDitric Rutashobya, Voluntee

Fom th Kampaa

On Stop Cnt:Caroline Bankusha, CoodinatoKenneth Kika, VolunteeDoreen Mulumba, VolunteePaddy Lutaaya Byangi, VolunteeImmaculate Gitta, UN Voluntee

Fom th Naiobi On Stop Cnt:

Ben Nyamweya, CoodinatoGrace Waigwa,City Council StaBenjamin Kitavi,Voluntee

Jeffrey Wafula,Voluntee

Zipporah Waithira Karinge, Voluntee

Fom th Kigai UN Habitat Offic:

Emmanuel BigenimanaUrs Jeltsch

Fom th Naiobi A-Taawon OnStop Satit Cnt:

Linda Otieno

Fom UN-HABITAT PatnOganizations:

David WaithakaBoniface Rapudo

Patns & Youth Banch of UN-HABITAT:

Subramonia Ananthakrishnan,Senio Adviso on YouthMutinta Munyati,Senio Pogamme Oice, Human SettlementsHawa Diallo,Pogamme Oice, Human SettlementsInger Marie Jakobsen,UN Voluntee and One-Stop Youth Cente PogammeCoodinato


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ForewordOver the past decade, agencies and governments across the world have begunto realize the value and necessity o engaging youth as partners and leadersin the development o cities and towns. As more and more o the issues ohuman development become urban issues, and ever-greater proportions o citypopulations are youth, the crucial intersection between empowering youth andactualizing our goals or sustainable urban development becomes clear. Just asin the 20th century, the vast majority o the worlds nations recognized that theinclusion and ull empowerment o women was key to success, in the 21st centurywe have begun to make similar strides towards the recognition o youth as ullstakeholders in our shared uture.

This series o training manuals was developed by UN-HABITAT in partnership withseveral international NGOs. The titles in this set o guidebooks are intended oruse in Urban Youth Centres, oering resources or development partners andpractitioners grappling with the issues o youth in urban spaces today. Each othe manuals builds on and interaces with the other volumes in the series, andtogether the series oers a lexible and locally-adaptable roadmap to ensure thatyouth can be eectively engaged and empowered to make positive changes intheir own lives and in their communities.

These manuals have been ground-tested with youth, partner organizationrepresentatives and municipal sta rom One Stop Youth Resource Centres inKenya, Tanzania, Uganda and Rwanda. To date, we have seen an overwhelmingresponse and desire by municipalities in countries across Arica and beyond oraccess to these training resources, relecting the great need or sae urban spacesin which youth and local authorities can cooperatively interact and address sharedconcerns. It is our hope that with this series wide distribution to municipalpartners, we will see the expansion and evolution o the One Stop and We Are theFuture Urban Youth Centre models across the developing world. This series canalso be adapted at the national level by Ministries concerned with Youth issues.

As with any publication designed or use in multiple locations in the ield oyouth-led development, this series is expected to expand and be revised andupdated regularly. To those beneiciaries o this irst edition, we invite yourcontributions to the ongoing learning and eedback process that is the hallmark osuccessul participatory development.

I would like to extend thanks on behal o UN-HABITAT to our developmentpartners who have made resources available. To our municipal and civil societypartners, and especially to the youth o todays cities, we entreat you toimplement the learning contained in this series, to work together to create newopportunities or youth as leaders o today, and to continue your shared eorts tobring about lasting and meaningul change in your communities.

Dr. Joan ClosExecutive Director, UN-HABITAT



Pupos of thisGuid

This Guide was developed in collaboration with the International Centre orSustainable Cities (known as The Sustainable Cities Foundation), with input romexisting Urban Youth Centre sta and volunteers rom several o the Centresyouth-led and youth-serving partner organizations. It exists as one elemento a growing library o reerence guides or Urban Youth Centres present anduture, including manuals on setting up an Urban Youth Centre, inormationmanagement or youth workers and youth centres, program evaluation, and assetmapping, among others. A list o currently available titles in this series by UN-HABITAT is contained in the Tools & Resources section o this Guide.

The purpose o this Guide is to provide Urban Youth Centres, and municipalities inthe process o setting up such Centres, with the ollowing:

Context inormation about Urban Youth Centres and issues o youth-led devel-opment and under-employment in the urban setting, laying the groundworkor the Centre to implement its own Entrepreneurship Program

Practical advice or Centre Sta and Trainers on youth-led development, youthentrepreneurship programs, and eective training methods

Step-by-step instructions on how to eectively set up, roll out and then sustain

an Entrepreneurship Program at an Urban Youth Centre

Helpul tools, templates and tips or getting started, running your program,tracking, monitoring and reporting

While sta (typically municipality employees) o the Urban Youth Centreswill be the primary users o this Guide and take lead roles in implementingEntrepreneurship Programs, the role o partner organizations and volunteerscannot be overstated. It is strongly encouraged that this Guide be usedcollaboratively by the lead Centre sta member overseeing the implementationEntrepreneurship Program and all youth volunteers, potential trainers, andrepresentatives o partner organizations with a business, inance or other relevantocus

When you see a box like the one below, it will contain a relevant anecdote romthe ield intended to help illustrate one or more key points o this Guide. Thesestories were collected rom several UN-HABITAT youth programs, key amongthem the Urban Entrepreneurship Program, which was operationalized by UN-HABITATs partner Non-Governmental Organization Environmental Youth Allianceo Canada.

overview

About Notsfom th Fid

Notes From the Field:enpnup Pan an Yu1

The challenges posed by urban poverty such as lack o adequate shelter,insecurity, poor or absent sanitation and water inrastructure, and a deartho decent employment opportunities overwhelmingly aect the youth whomake up the majority o urban populations in developing countries. With

the understanding that interventions in slums can have lasting impact andcreate sel-sustaining solutions only i they address the issue o livelihoods andeconomic security, as well as problems o inrastructure, saety and sanitation,UN-HABITAT is exploring innovative approaches to the challenge o urbanyouth poverty.

In 2008, building on learnings rom the Environmental EntrepreneurshipProgram o 2006, UN-HABITAT began the Urban Entrepreneurship Programin its worldwide-headquarter city, Nairobi, Kenya. The program is a pilotaimed at fnding replicable solutions to the problem o massive youth povertyin urban slums, through collaborative, youth-led development activities.Run in partnership with the NGO Environmental Youth Alliance, the UrbanEntrepreneurship Program has ocused on expanding and improving thesmall businesses o 16 youth groups, together representing over 300 young

1See also Urban World Magazine September 2009, In Focus: Arica; Entre-preneurship Serves Young People in Slums



people, in several o Nairobis slums. Most o the groups were already activein waste collection, water selling, or managing sanitation block (communaltoilets and showers) traditional areas o UN-HABITAT concern. Beyond theprovision o these much-needed community service activities, however, mosto the groups had a diverse portolio o small slum-based businesses oering

an array o products and services. Ater a baseline study o the groupsvarious activities, Environmental Youth Alliance delivered a series o tailoredinterventions aimed at maximizing business growth and improved profts, andultimately, better livelihoods amongst the young entrepreneurs.

UN-HABITAT,MunicipaPatns andUban Youth

Cnts

A Bif Oiwof th On Stop/W A thFutu

Uban YouthCnts Concpt

THe GlOBAl PArTNerSHIP INITIATIve (GPI) AND ONe STOP CeNTreS

What is a One Stop Youth Centre?

A sae urban space in a developing country, devoted to youth-led developmentactivities in thematic deined by and or local youth and in alignment with local

and national development objectives, and which is:

Run by municipal or local authority (government) OR a community-basedorganization/NGO in direct partnership with local government

Implemented and maintained according to UN-HABITAT developed guidelinesor Urban Youth Centres (which cover, generally, issues o governance, struc-ture, minimum standards and programming)

The Global Partnership Initiative or Urban Youth Development (GPI) iscollaboration between selected cities worldwide and UN-HABITAT, intended toaddress the growing need or the engagement o youth as ull partners in urbandevelopment and governance issues. Youth comprise a signiicant and growing

proportion o the worlds population, and indeed are the majority in manydeveloping countries, most especially in their rapidly expanding urban centres.

In 2004, UN-HABITAT launched the GPI in Barcelona at the World Urban Forum,ormalizing the agencys commitment to engaging with youth across the worldin shaping and achieving development and governance goals. Two years later,the World Urban Forum in Vancouver, Canada, had a strong ocus on the roleo youth in urban spaces, and on how youth in both developed and developingcountries are already taking leadership roles and helping shape their own utures.The highly successul World Youth Forum, as part o the Vancouver WorldUrban Forum, saw the ormalization o the Global Partnership Initiative and thebeginnings o several innovative urban youth empowerment programmes by UN-HABITATs Partners and Youth Section.

One Stop Youth Centres, piloted in our East Arican cities (Nairobi, Dar es Salaam,Kampala and Kigali), are the irst major activity o the GPI project. The concepto One Stop Centres grew out o a collaborative process with key stakeholdersincluding youth, municipal leaders, and UN-HABITAT. The centres are envisionedto provide youth with sae spaces in urban settings where they can meet and takethe lead in their own development as well as that o their urban environment,and be participants through initiatives such as municipal and national YouthCouncils, or example in shaping policy related to issues aecting youth.



contents

Pupose o this Guide 4About Notes om the Field 4

UN-HABITAT, Municipal Patnes and Uban Youth Centes 5

A Bie Oveview o the One Stop/We Ae the Futue 5

Uban Youth Centes Concept 5

UN-HABITAT Publications o Uban Youth Centes 8

Backgound and Context 10

UN-HABITAT and Youth Led Development 10

1.1 UN-HABITAT AND YOUTH-leD DevelOPMeNT 10

Five Pinciples o Youth-Led Development 11

Facilitato 12

Mento 12Joint wok 12

Taining and ole model (pee taining) 12

Planne and designe 12

Advocate o youth 12

TOPIC 1.2 14

Uban Youth and Employment 14

TOPIC 1.3 16

Why entepeneu-ship and who is its o? 16

1.3 WHY eNTrePreNeUrSHIP, AND WHO IS IT FOr? 16

1.4 eNTrePreNeUrSHIP PrOGrAMS FOr UrBAN YOUTH:LESSONS LEArNED, rECOMMENDATIONS 17

TOPIC 1.4 17Entepeneuship Pogams o Uban Youth: Lessons Leaned,recommendations 17

SECTION 2 19

You Centes Entepeneuship Pogam 19

TOPIC 2.1 19

Getting stated 19

a) requied Qualities and Skills: 21

b) relationship With the Uban Youth Cente: 22

c) Desiable Qualifcations: 22

review o Envionment, Mapping o Existing resouces 22

TOPIC 2.2 23Soucing a Cuiculum 23

TOPIC 2.3 25

resouces Needed and Logistics 25

TOPIC 2.4 26

Taining Best Pactices 26

2.4 TrAINING BeST PrACTICeS 26

TOPIC 2.5 32

Selection o Tainees 32

2.5 SeleCTION OF TrAINeeS 32

2.6 rUNNING YOUr PrOGrAM 35

TOPIC 2.6 35

running you pogam 35

TOPIC 2.7 36

Sustainability 36

SECTION 3 36

Tools o Cente Sta and Taines 36

TOPIC 3.1 36

Cente Sta Tools 36

2.7 SUSTAINABIlITY 36

3.1 CeNTre STAFF TOOlS 36

PArTICIPANT AGrEEMENT FOrM 39

TOPIC 3.2 40

Taines Tools 40

3.2 TrAINerS TOOlS 40

4.1 ADDITIONAl reSOUrCeS 43

SECTION 4 43

reeences and resouces 43

TOPIC 4.1 43

Additional resouces 43

TOPIC 4.2 44

reFereNCeS 44



We Are THe FUTUre (WAF) CeNTreS

What is a We Are the Future Centre?

A sae urban space in a post-conlict, developing country, devoted to youth-ledand youth-to-child development activities in thematic deined by and or local

youth and in alignment with local and national development objectives, andwhich is:

Run by municipal or local authority (government) OR a community-basedorganization/NGO in direct partnership with local government

Implemented and maintained according to UN-HABITAT developed guidelinesor Urban Youth Centres (which cover, generally, issues o governance, struc-ture, minimum standards and programming)

Launched in 2004, the We Are the Future (WAF) initiative is the result o astrategic partnership between the Glocal Forum and the Quincy Jones Listen UpFoundation with the support o a coalition o stakeholders, including the World

Bank and major private sector companies. We Are the Futures goal is to mobilizeglobal resources or the beneit o children in post-conlict cities through thecreation o municipally-owned WAF Youth and Child Centers that ocus on youth-led activities in the ive areas o Nutrition, ICT, Health, Sports and Arts.

The primary goal o this joint programme is the development and implementationo youth-led services or orphans and vulnerable children (OVC) and youthliving in urban areas in order to promote a healthy start in lie and improvedliving conditions. Youth beneiting rom programs at the Centres have becomecommunity assets able to extend new services to peers, younger children and theircommunities at large. The Centres are based on partnerships with municipalities,the private sector, civil society organizations, development agencies anduniversities, in order to ensure sustainability and scale.

In the pilot phase, the intent has been to strengthen the capacity o six pilot cities(Addis Ababa, Asmara, Freetown, Kigali, Kabul, Nablus) to run and maintainyouth-led WAF Centres through local capacity building training and city-to-cityexchanges.

In 2005, the Glocal Forum and UN-HABITAT merged the WAF programme withUN-HABITATs One Stop Youth Centre model or urban youth development withthe WAF program, and the two distinct models are now being harmonized toserve the interests o youth in both urban spaces across the developing world,including both post-conlict and developing countries.



This manual exists as one o a growing library o materials produced by UN-HABITAT or use by and in the One Stop and We Are the Future Urban YouthCentres.

Current titles in this series, at time o publication, include:

Volume 1: Urban Youth Centre Setup Guide Volume 2: Inormation Work and Youth

Volume 3: Asset Mapping Guide

==> Volume 4: Entrepreneurship Program Guide

Volume 5: Program Planning and Evaluation Guide

To receive copies o these manuals, and to ind out about additional manualsavailable rom UN-HABITAT, please contact [email protected].

Target Audiences or UN-HABITAT Urban Youth Centre Manuals

Manuals such as this one, published by UN-HABITAT or Urban Youth Centres,have a number o possible target audiences. This manual is intended primarily orthe audiences noted on the next page.

ta Aunc dcpn

t manuaPay F ()

muncpa epy:

Leadership and sta members o the city department ordivision implementing the Urban Youth Centre.

lca Au:

Leadership and sta o oices responsible or speciiccommunities or areas within the city, who areimplementing a smaller (satellite) Urban Youth Centre ortheir community.

Uban Yu Cn saff:

Typically city council sta seconded to the Urban YouthCentre, or sta assigned to a satellite community centreby the Local Authority. These sta work at the Centresull time, with youth, running programs and coordinatingactivities.

Uban Yu Cn Vun:

Youth volunteers engaged with activities at the Youth

Centres with a ormal agreement governing their activitiesand relationship to the Centre.

Yu Bnfca f Uban Yu Cn:

Youth, whether individual or members o youth groups,who use the Centre regularly, take part in programmingand other activities.

Pan oanzan an sa f Uban Yu Cn:

Partner organizations under ormal M.O.U.s withthe Centre, especially youth development relatedorganizations. May also include stakeholders rom civilsociety, private sector, and other levels o government.

UN-HABITATPubications foUban YouthCnts



It is high time that we stopped viewing our young people as part of theproblem and started cultivating their promise and potential let us allresolve to invest in and protect our most valuable resource, and give youngmen and women a fair and full stake in our society, and in its success. United Nations Secretary-General Ban Ki-Moon

1.1 UN-hABitAt ANd YoUth-led deVeloPmeNt

As the United Nations agency tasked with addressing issues o urbanization inpartnership with municipal and local-level governments, the Human Settlements

Program, known as UN-HABITAT, has a special interest in the concerns o youngpeople, who comprise the majority o the population o inormal settlements(slums) and low-income areas o cities in the developing world.

Since youth make up the largest segment o the population o inormalsettlements in developing countries, and oten lack the ormal education, job skillsand experience to successully compete in the workorce, one o the key areas oconcern or urban youth is employment, and how to address or work around theirgenerally low prospects or work in the ormal sector1. UN-HABITAT is a championo youth-led development initiatives, a variety o which are described in thissection, as one o the most eective and empowering avenues to inding answersto the problems o impoverished urban youth.

The One Stop/We Are the Future Youth and Child Centre program (reerred

to collectively as Urban Youth Centres) is one o the central youth-ocusedactivities UN-HABITAT has acilitated, in collaboration with municipalities acrossArica and in the Middle East. This Guidebook is one title in a growing library oreerence materials or existing Centres and or Municipalities or organizationswishing to implement such Centres. (See Tools & Resources Section or titlescurrently available.)

1 Formal sector refers to economic activity taking place in officially registeredbusinesses; these are regularized entities on record with the government andtaxed. Informal sector by contrast means the economic activity (buying, pro-ducing, selling, etc.) of unregistered individuals or groups, neither monitored nortaxed by any government.

section 1

Backgound andContxt

UN-HABITATand Youth ldDopmnt

toPic 1.1



Why Youth-Led Development2?

Youth make up the large percentage o the population in Urban Youth Centrecities and in much o the developing world, especially cities and slums

Development programs or youth beneit rom the input o youth themselves

Youth must be engaged as resources or the empowerment o their peers andto contribute to national development goals

60 percent o the world population will live in cities by 2030, and 60 per cent othose urban residents are likely to be under the age o 183

FiVe PriNCiPles oF YoUth-led deVeloPmeNt4

Youth should deine their own development goals and objectives

Youth should be given a social and physical space to participate in so as toenhance their development

Adult mentorship and peer-to-peer mentorship should be encouraged

Youth should be role models in order to help other youth engage in develop-ment

Youth should be integrated into all local and national development pro-grammes and rameworks

Notes From the Field: Youth-Led Development and Adults

Setting up youth-led development spaces in the orm o Urban Youth Centreshas not always been a smooth road. In some cases, euds have erupted betweenyouth leaders involved in the Centres and representatives o the Municipalities.Why? Adults have real structural power and access to resources that youthdo not, and the relationship may be rocky i trust around power-sharing isnot established early on. A undamental misinterpretation o youth-leddevelopment to mean that youth make all the decisions without adult guidancecan trigger a great deal o ear within the adult-oriented institutional structuresaround the Youth Centre. This oten leads to tokenism, where youth areincluded but given little i any real input, which in turn gives rise to strongnegative reactions rom the let-out youth, eeding a cycle o mistrust andexclusion.

2 Youth-Led Development was first conceptualized by Peacechild International in2005

3 UNDP, 2006

4 Developed in Kampala through a collaborative process with youth representa-tives, led by UN-HABITAT, in 2007, these are known as the Kampala Principlesfor Youth-Led Development



Youth-led development is a process that encourages youth to take leadershiproles, which engages adults as partners and mentors youth as they grow anddevelop. It acilitates youth becoming a head taller.5 It is NOT a youth-onlyprocess! Both adults and youth have key roles in youth-led development.

Adults are needed to play three key roles:

FACilitAtor

Facilitates already existing programs and projects o youth

Provides support to youth to become a head taller

Orients youth to adult processes and expectations

meNtor

Provides ongoing support to youth

Shares skills and experience

JoiNt work

Youth and adults work together to deliver core programs

Youth are integrated into the organization delivering programs

Roles o Youth

trAiNiNg ANd role model (Peer trAiNiNg)

Programs delivered by peers are widely seen as qualitatively superior, and canbe less costly

PlANNer ANd desigNer

Programs designed and implemented by youth (in collaboration with adults);can bring sustainability as youth take ull responsibility

AdVoCAte For YoUth

Building leadership capacity in a next generation

Raises awareness within adult institutions about youth interests and needs

Youth-Led Model:6

5 Head taller refers to youth and children extending themselves into new roles,related to the concept of Zone of Proximal Development (ZPD) as termed bypioneering psychologist Lev Vygotsky. Wikipedia link for more information onZPD: http://en.wikipedia.org/wiki/Vygotsky#Zone_of_Proximal_Development

6 Developed by Environmental Youth Alliance in the UN-HABITAT funded Envi-ronmental Entrepreneurship Program, 2006, the backbone of the model was ayouth/adult mentor team, which developed a peer training program. The adultin the team was an expert in entrepreneurship training, who was partneredwith a representative from a local NGO, and two youth.



Despite the obvious advantages o youth-led development or Urban YouthCentres, there are challenges to be acknowledged and worked around in youth-led programming. These include the ollowing:7

Transience o youth and succession planning

Asymmetry between paid adults and youth volunteers

Building trust between youth and adults

Degree o openness institutions communicate with youth on the outside

Management o youth expectation

Perceived additional workload or adult sta

Inconsistent levels o skill and experience o youth

Lack o awareness o core goals, process customs, and constraints

Securing the resources needed or ongoing capacity building and training

It is hoped that through the use o this and other relevant Guides, sta, youthvolunteers and representatives o partner organizations at Urban Youth Centrescan address the above challenges and beneit rom the many advantages o theyouth-led approach to development.

Municipalities/Local Authorities and Centre Ownership

A note about ownership while UN-HABITAT provides the expertise andtools with which municipalities, local authorities or other relevant organizationscan set up eective Urban Youth Centres, ultimately, ownership rests with thatimplementing body or organization.

Notes From the Field: Who Owns an Urban Youth Centre?

When it comes to sustainability and eectiveness, Linda Otieno o the Al-TaawonNairobi One Stop Satellite Centre, serving the community o Korogocho, hasthis to say.

When youth in our community see training coming rom outside rom theUN, rom a big NGO they ask or transport allowances, or tea and ood, andtheir reasons or signing up or training have a lot to do with those resources theybelieve will be coming rom such large institutions. But when we [at Al-Taawon]

7 From a presentation given by Environmental Youth Alliance at UN-HABITATsOne Stop and We Are the Future Youth Centre joint training session, May 2008



Uban Youth andempoymnt

tell our community we are oering a training, they come and ask how they cancontribute. They see us as partners and community members, not donors handingthings out. This is why our Centre is sustainable and eective.

In an era where development and aid have created the well-knowndependency syndrome that is anathema to sustainable and eective progress,

Al-Taawon stands as an inspiring example to local authorities, municipalitiesand agencies wanting to implement Urban Youth Centres that engage youth aspartners and leaders in their own development.

1.2 UrBAN YoUth ANd emPloYmeNt

Urban poverty problems like insecurity, a lack o shelter, poor sanitation, waterscarcity, and ew i any job opportunities overwhelmingly cloud the prospects oyoung people who today, as noted, constitute the majority o urban populationsin developing countries. Thus, interventions and programs aimed at solving issueso urban youth poverty are more likely to have a lasting impact and create sel-sustaining solutions i they address livelihoods and economic security, as well asthe problems o inrastructure that are typically associated with urbanization in thedeveloping world.

With the multiple barriers they ace to being able to compete in the ormal sector including lack o appropriate and eective education and training, resulting inlow levels o literacy, numeracy and in-demand job skills youth living in povertyin cities need speciic types o support i they are to become sel-supporting andhave access to decent livelihoods. The ollowing graphic represents the essentialsupport pillars needed or successul small businesses to thrive, many o which arelacking or weak in developing countries:

Modified from Mfaume and Leonard, 2004

toPic 1.2



Thus, to begin with, any organization or institution attempting to address theissue o youth un- or under-employment in the context o urban centres o thedeveloping world, and particularly inormal settlements, must make a realisticassessment o the needs o the youth population they wish to meet, the market(including ormal, inormal, local and external markets), and the organizationsown resources and capacities.Urban Youth Centres, once open and running under (usually) the municipality ora local-level authority, are uniquely positioned to oer eective training programsin entrepreneurship and small business or under-served youth in their city. SuchCentres already have physical space in which to conduct training (usually in anarea airly accessible to a broad cross-section o youth), competent sta unded bythe municipality, partner organizations specializing in youth-led development and/or oering support to youth, and more oten than not a mandated thematic arearelated to employment and entrepreneurship. Through their direct relationshipto local authorities, they also have the capacity to be the conduit and bridge oryouth engagement on policy issues, which can have direct bearing on several othe support structures in the diagram above.

This Guide outlines the steps that Centres and their identiied Entrepreneurship

Trainers should ollow in order to successully launch such a program, andcontains practical tools or them to use in running the program sustainably and onan ongoing basis. Though Urban Youth Centres may oer programming relatedto employment generally, it is important to note that entrepreneurship and smallbusiness training need to be clearly dierentiated rom job-skills or job-readinessprograms.

Keeping these two areas distinct is important or several reasons. First, selectingparticipants or entrepreneurship-speciic training means recognizing thatnot everyone is cut out to be a sel-employed entrepreneur, and as such yourCentres selection criteria should be set up to identiy and train those whoshow real potential and interest in running their own small businesses. Second,participants who are selected need to have a clear understanding o whatthe training will, and will not, address and oer support or. Expectations o

increased employability in the ormal sector or job-readiness are not in line withtrue entrepreneurship training and can be addressed eectively by clearlycommunicating the purpose o the training which is, speciically, to supportyoung people in successully launching, and/or improving the proitability o, theirsmall businesses.

Notes From the Field: Vocational vs. Business Training

Vocational, Job-Readiness and Work Programs have their place in a holisticapproach to addressing youth employment challenges. However, youthwho undergo vocational training are not necessarily in a position to be ableto sustain viable sel-employment. For example, in Nigeria only 2% o the100,000 apprentices that were trained through the Government unded OpenApprenticeship School in the early 1990s were able to successully start up

their own businesses, in part because o the high cost o purchasing tools andequipment needed or the job, and other issues related to sel-employment vs.employment.8

8 Gallagher and Yunusa, 1996



1.3 whY eNtrePreNeUrshiP, ANd who is it For?

Although not a one size its all employment solution, entrepreneurship doestouch on one signiicant piece o the economic puzzle. In many developedeconomies, the small business sector is amongst the largest contributors to GrossDomestic Product, and building capacity in the small-scale activities already taking

place in impoverished areas is one way to assist in the gradual transormationo inormal business activities into ormal ones, which can ultimately impacteconomic growth and serve to reduce poverty.

Youth-led small enterprises are one approach to addressing the highunemployment rates o urban youth because such initiatives allow youth tocreate their own employment opportunities. They can make it possible or youngbusinesspersons to take initiative, reduce dependency on external sources orunding and employment, and encourage them to become more adaptable to anever-changing economy.

Given that the actual success rate o new small businesses is not overwhelming approximately 65% o them ail in their irst year expectations oentrepreneurship training need to be adjusted to reality. The multiplier eect o

those 35% that do succeed, however, can mean signiicant new employmentopportunities or others.

Identiying high-potential young entrepreneurs requires knowing what actorsgenerally make them successul. These oten include:

Genuine desire to run ones own business, stemming rom a real awareness othe unique challenges and opportunities that presents

Willingness to accept some risk, learn rom ailures and try again even whenpersonal resources are at stake

Enthusiasm and creativity in making and/or selling products or speciic mar-kets

Flexibility and willingness to change with luctuating market realities

Analytical thinking capacity; ability to realistically assess the market and onesproduct, and to ocus on only truly good business ideas vs. simply what onelikes or thought would be successul, or a copy o someone elses ideas orproducts

To have the greatest impact meaning, to support as much as possible thosehigh-potential young entrepreneurs whose successul businesses may provideemployment or others in uture Urban Youth Centres EntrepreneurshipPrograms need to have clear selection criteria and processes when oering theirtraining. (See Section 2.)

Essentially, Urban Youth Centres should aim or the ollowing in oeringEntrepreneurship Programming:

Clear dierentiation o Entrepreneurship Training rom Employment, Job-Read-iness, Vocational or Work Programs

Strategic selection o participants or highest impact

Support or young entrepreneurs to move to the next level, vs. trying to launchstart-ups with youth who have absolutely no business experience

Whyntpnu-

ship and who isits fo?

toPic 1.3



1.4 eNtrePreNeUrshiP ProgrAms For UrBAN YoUth: LESSONSLEARNED, RECOMMENDATIONS

The ollowing list contains key lessons learned rom the ield, drawn and compiledrom a cross-section o urban youth entrepreneurship interventions in the contexto the developing world.9 They have been adapted as recommendations or

sta o Urban Youth Centres to keep in mind when implementing their ownEntrepreneurship Training Programs. These topics are explored in greater detail invarious areas o Section 2, and some are touched upon through the tools providedin Section 3. Their listing here is intended to lay the groundwork or Centres,in terms o what issues to keep top o mind as the Program is planned andeventually rolled out.

Engage youth directly when implementing entrepreneurship programs toensure buy-in and sel-responsibility or results. This means identiying high-capacity youth rom and through the Centres network or ormally ailiated,youth-led Partner Organizations as trainers or apprentice trainers, and ensur-ing that there is a vibrant outreach and well-thought out selection process orparticipants in the actual training courses oered.Select participants who pro-vide truly useul and appropriate products and services to the market or who

show real potential to do so. Selection criteria (as elaborated in Section 2 othis Guide) should be heavily weighted to include the perspective o the endcustomer, rather than the relative need o the youth beneiciaries, since thesuccess o the youth-led enterprise will ultimately be determined by whetherthere is in act a market or their product or service.

Ensure that the program, which in itsel provides training in business skills andsome sot skills, is oered in conjunction with support services (at least byreerral) ranging rom lie skills to literacy and numeracy basics. These supportmechanisms and the training need to be delivered BEFORE youth are givenaccess to credit.

Prepare, beore launching your program, a list o locally accessible organiza-tions that provide credit and inancing or startup capital. Investigate these

and ensure your list ocuses on youth-riendly organizations that specialize inand have experience with small-scale youth businesses.

Seek out successul local businesses and create mentorship linkages. (RotaryClubs, or example, can be an ideal partner, as members are typically success-ul members o the business community and have real interest in contribut-ing socially.) These can beneit both the trainees and the businesses willingto mentor them. The youth will have the beneit o seeing their lessons inaction, while the business owners and managers will gain low-cost or reeassistance through internships given to the trained youth.

Healthy competition is part o the nature o business. Even i internships andormal mentoring relationships are not easible or all trainees, ocus on plac-ing your highest-capacity graduates irst, and make this a competitive mo-tivator or participants in the program to aim or. This will also build trust and

cooperation with the members o the business community you are engagingas mentors; with each positive experience a mentor has, his or her willingnessto continue contributing to your program will grow.

Ensure that your Centres staing levels and the services provided by youractive Partner Organizations are suicient to provide basic, ongoing support(such as scheduled drop-in or call-in hours) to graduates o your training, sothat as they come up against real-world problems they have the backup theyneed to implement their training.

Making linkages with micro-credit, inancing, businesses that can providementorship, and counseling organizations in advance will help your Centre tosustainably provide the ongoing support mentioned above the entire burdenneed not all upon the Centre, so long as it can reliably reer youth to appro-

9 From unpublished paper prepared by Environmental Youth Alliance, Analysis ofBest Practices to Increase Employment for Urban Youth through Entrepreneur-ship Programs, 2009

entpnushipPogams fo

Uban Youth:Lessons Leaned,recommendations

toPic 1.4



priate support mechanisms

Include the use o surveys regularly beore, during and ater the training pro-gram, to measure progress and results, and to check the eectiveness o yourprogram. Suicient response rates are necessary or valid data; this requiresthe Centre to make eorts to actively gather completed surveys rom most or

all o the targeted youth.

Understand rom the outset that simply measuring tangible monetary beneitsto the trainees is not enough and will not ully capture the impact o your pro-gram. Surveys and metrics need to take into account beneits such as highersel-esteem and better decision-making abilities, which will help the youth inthe long run and are not accounted or in direct cost recovery/tangible beneitsanalysis.

Gendered analysis o small business and entrepreneurship shows that emaleyouth tend have less time than their male counterparts to engage in entre-preneurship training because o domestic duties. Females also tend to beconcerned with having the opportunity to save their unds in a sae place, andaccessing support/mentorship groups. I these needs are ulilled, emalesare actually more likely to take advantage o other economic options such as

entrepreneurship skills training and accessing credit. Thereore, an entry-levelprogram or young women, which caters to these concerns, should be incor-porated into or oered together with the Centres entrepreneurship program ithe goal is to include more emale youth.

I your Centre wants to engage more young women in its EntrepreneurshipProgram, how do you begin?

The Urban Entrepreneurship Program worked with youth groups ormallyregistered organizations in the city o Nairobi, serving their various local com-munities. In order to achieve a level o gender parity in the overall Program, co-ordinators looked not only at the activities and goals o potential youth groupbeneiciaries, but also their internal policies and processes related to genderbalance. Not all groups showed such awareness or had processes to supportinclusion o young women. Interestingly, though, the ones that did have suchprocesses were also the longest-standing entities with the longest track recordsand the most diversiied portolios o small income generating activities.

I your Centre plans to target youth groups as beneiciaries which has theadded advantage o a built-in multiplier eect then paying attention to thegroups gender balance and internal processes related to gender inclusion mayhelp. I you would like to run a program speciically or young women entre-preneurs, doing your initial outreach and selection through a partner such as aMinistry o Labour oice or program related to women, or through a Ministry

that oversees issues related to women and gender, may be an eective route.From another perspective, some community-based groups are dealing withlongstanding traditions and cultural norms that do not make it possible or in-tegrated programming that includes both men and women. It is worthwhile toconsider the cultural context in which groups are operating, and support orga-nizations that take a creative approach to addressing them. For example, thehighly successul One Stop Satellite Centre in Korogocho, one o the lowest-income areas o Nairobi, regularly oer women-only seminars and programsor key sectors o their local community. Amongst these sub-groups, therewould be no other way to reach these young women and oer an environmentin which they would be willing to participate and share openly.



2.1 gettiNg stArted

In the lead-up to launching your Centres Entrepreneurship Program, the ollowingmain areas need to be addressed:

Agreement o Key Stakeholders

Adoption o an Implementation Plan

Allocation o Budget

Adoption o Criteria or Trainers

Training o Trainers

Review o Local Environment, Needs, and Resources Available

Stakeholder Agreement

Gaining the buy-in o your Programs key stakeholders is essential i it is to besustained and successul over the long term. Key stakeholders o your CentresEntrepreneurship Program include (but may not be limited to):

Urban Youth Centre Coordinator and Sta

Division or Section o the Municipality Overseeing the Centre

Youth (both potential Trainers and potential Trainees, as well as past traineeso other programs, youth volunteers, representatives on Youth Councils)

Urban Youth Centres Partner Organizations (particularly those specializingin entrepreneurship, business, inance or micro-credit, lie skills and otherrelevant areas o support or youth)

A sample Stakeholders Meeting agenda is available in Section 3 o this Guide.The intent o such a meeting is not to add unnecessary bureaucratic steps, butrather to engage and energize the parties who will be aected by the training,and get their support. The meeting, which can be inormal, will be most eectivei it is brie and ocused, with speciic action items being assigned to key playersand ormalized into a simple Implementation Plan. (A sample ImplementationPlan is also included in Section 3.)

Assuming that your Centre has already adopted a ocal or thematic area related toemployment generally, agreement and support or the roll-out o entrepreneurshipprogramming is likely to be orthcoming rom your Centres main stakeholders.The main issue that the person acilitating the meeting will need to lay out clearlyis the undamental issue o entrepreneurship training being one element o theoverall employment program o the Centre, and the need or selectiveness in

identiying trainees. There is likely to be a tendency or various stakeholders especially youth and possibly the leadership at the Municipality level to wantto include everyone in new programs. This is simply not appropriate orentrepreneurship training; the success o the program in part rests on gettingstakeholders buy-in to keeping the program ocused.

You Cntsentpnuship

Pogam

Gttingstatd

section 2

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Implementation Plan

The Implementation Plan or your Centres Entrepreneurship Program should besimple and straightorward. It needs to list, in time order and priority, the steps tobe taken rom the close o the Stakeholder Meeting through to the completion oone round o entrepreneurship training, including ollow-up surveys and support

or the trainees. Each item should have a time-rame (due date) and a lead personresponsible or its timely completion.

You may wish to use the Implementation Plan template provided in Section 3o this Guide, and to ensure that it addresses the ollowing steps in this generalorder:

Overview o environment, assessment o needs and resources available

Survey o youth or youth groups activities

Adoption o Curriculum

Budgeting

Selection and training o Trainers

Development or adoption o Trainee Selection Criteria

Selection o trainees (or one specifc training intake)

Logistics o training (one intake)

Post-training surveys

Post-training support (via reerral, tracked)

Budget and Costs o Training

The Centres annual budget must take into account the projected costs o runningthe Entrepreneurship Training Program. This will require a) validating or adjustingthe suggested costs in this Guide in the local context, and b) agreeing at theMunicipality level, or the level rom which primary unding comes i other thanMunicipal, how many trainees the Centre will put through the program annually.Costs to consider:



saup C runnn C f on ina fPa

Curriculum

Flipchart, markers, calculators

I in a new Centre, physical inra-structure such as tables, chairs,whiteboards, etc

Trainer Stipend (only or youth vol-unteer trainers, not or paid CentreSta)

Workbooks or handouts or partici-pants

Stationery and pens

Rereshments (optional not recom-mended or sessions o hal-day orshorter)

Transport to training sites, or Train-ers, only IF programming oered atSatellite Centres or other locationsthan the Centre itsel

Estimate: $1000 - $3000 Estimate: $30 - $50 per participant or a

ull course o 7-8 weeks training

Trainer Criteria

It is essential or the Programs success that stringent criteria or Trainers areadopted and adhered to rom the Stakeholder process orward. It is ar moredesirable to have ewer Trainers who most closely it the desired proile, thanto train large numbers o less suitable candidates. Instances o nepotism oravouritism that allow unsuitable candidates to become Trainers will underminethe credibility and eectiveness o the program rom the outset, and must beavoided.

The ollowing are strongly suggested candidate requirements, divided into threemain areas: a) Required Qualities and Skills, b) Relationship to the Urban Youth

Centre, and c) Desirable Qualiications.

A) reqUired qUAlities ANd skills:

Candidates must demonstrate strength in these key areas:

Highly literate (reading, writing and speaking in English at a minimum; luencyand ability to translate into another local language may be required in certainareas)

Interpersonal skills, particularly active listening that includes the use o clariy-ing questions

Expression o ideas in a clear way that is easily understood; ability to re-phraseor adapt the expression o ideas to varied audiences with dierent levels o

comprehension

Enthusiasm or training and acilitating dialogue (to be dierentiated clearlyrom just a love o talking, and rom teaching in a purely didactic way)

Suiciently resourced personally to be able to put own time and energy intounpaid preparation time or each training, outcome review and evaluation,ongoing sel-study and improvement o skills, as well as to run ongoing train-ing courses at minimal pay level

Personally motivated to provide this training or the beneit o youthand community

Has community support as evidenced by positive, collaborative andnon-partisan relationships with a variety o youth groups and/oryouth development organizations in the community

Has stable housing and all basic needs are met without reliance onany additional income that training may (but may not) provide



B) relAtioNshiP with the UrBAN YoUth CeNtre:

Candidates must have a strong link to the Centre that is likely to continue,such as one of the following:

An employee (paid) o an oicial Partner Organization with an existing Memo-

randum o Understanding with the Centre that is valid or at least one yearrom the commencement o the training o the Trainer

A suiciently resourced volunteer at Urban Youth Centre with an existing (andormal) volunteer agreement valid or at least one year rom the commence-ment o the training o the Trainer

An employee o the city assigned to the Urban Youth Centre whose contractstipulates that he/she will be stationed at Centre or at least one year rom thecommencement o the training o the Trainer

Candidates who are not currently under a ormal agreement with the Centreo the three general types listed, but have been active with them or over 6months in some capacity and enter into a ormal agreement rom the date othe training as Trainer with the Centre that is valid or at least one year ater

the training

C) desirABle qUAliFiCAtioNs:

Candidates with one or more of the following qualifications in addition toALL the above qualities/skills and a formalized relationship with the Centreshould be given preference

Post-secondary studies in business or in education/training

Experience in acilitation o adult learning (including youth but dierentiatedrom teaching children)

Experience in peer-counseling

Experience in collaborative group processes (such as youth groups with demo-

cratic decision making processes, or church/community group boards)

Experience running a small business or employment within a small business

reView oF eNViroNmeNt, mAPPiNg oF existiNg resoUrCes

The main questions your Centre needs to answer, ideally through a collaborativeprocess that involves local youth, are:

What support services and organizations are available locally or young people,related to running businesses (micro-inance, credit, counseling or advisoryagencies, lie and business skills training organizations, to name a ew)?

What types o businesses currently exist in the local market (ormal and inor-mal), and which are growing, which declining?

What kinds o products or services are currently being sold locally? Whatkind(s) are successully being exported? Sold to visitors or tourists (i there is aviable tourism sector in the country or region)?

What range o inormal business activity by youth is taking place? Where?On what scale?

What business activities being run inormally by youth show the closest matchto products or services or which there is real demand in the ormal market?

What is the general climate, in terms o regulation and policy, in which busi-nesses are operating? How diicult is it or youth to register businesses or-mally, and what challenges do they ace with local authorities when attempt-ing to legitimize their activities?



These questions are best answered through surveying and mapping activities doneby small groups o youth on behal o the Centre, and/or through inormal orormal meetings with youth and various representatives o the relevant sectors osociety to gather inormation rom them about their experiences with the above.

The inormation you gather in this manner is used to a) inorm the training

sessions with locally appropriate examples and reerences, b) ensure that thetrainers are amiliar with the challenges and opportunities that the trained youthcan expect to encounter as they launch their businesses, c) educate youth traineeson potential gaps, unexplored niches in the market that they can exploit, d)assemble a growing resource list o organizations and agencies that can help theCentre support the youth, beyond classroom training, as they run their businesses.

Notes From the Field: Asset Mapping10

In 2006, a pilot program o Asset Mapping took place through the Dar es Salaam,Tanzania One Stop Youth Centre. With support rom the Sustainable CitiesFoundation and UN-HABITAT, youth were trained on the use o GPS devices andasked to map their citys youth-riendly services. The resulting Youth-Friendly CityGuides have been an exceptionally useul resource or the Centre and its youth

beneiciaries.

In 2009, Asset Mapping training was expanded to Nairobi, Kenya and Kampala,Uganda Youth Centres, with the goal o creating similar Youth Friendly Guides inearly 2010. Teams o trained youth at these cities Centres are now available toundertake mapping exercises which can be tailored to support other programsat the Centres. For example, all three East Arican One Stop Youth Centres planto create easy-to-use resource guides speciically or youth who go through theirEntrepreneurship Programs, listing support and resource organizations relevant toyoung people in business.

2.2 soUrCiNg A CUrriCUlUm

In order to oer the most vibrant, eective Entrepreneurship Program possible,

your Centre should undertake a careul review o available curricula and select onethat most closely meets the ollowing criteria:

locally appropriate

youth riendly interactive; activity- and problem-solving-based learning

comprehensive; covering all the basic topics related to running small busi-nesses

A comprehensive curriculum on the topic o entrepreneurship and business mustcover, at a minimum, the ollowing areas:

man pc sub-pc

Basic business concepts

and the cycle or pattern obusiness activities

Buying

Adding Value

Selling

Proit

Risk management andPlanning

Credit

Allocating revenues

Planning and keeping records

Analyzing own strengths and weaknesses

10 See Volume 3 of this series of Urban Youth Centre Manuals, Community As-set Mapping

Soucing aCuicuum

toPic 2.2



man pc sub-pc

The market and marketing Supply and demand

Product dierentiation

Sales and negotiation

Marketing, promotion, advertisingStrategic pricing

Costing and pricing Determining ixed and variable costs, as well ascost per product made/sold

Setting appropriate prices, maximizing proitpotential

Cash low, complexprojections and calculations

Return on investment, time value o money

Cash low, income statements

Projections o sales, revenue, proit

Business planning (practicaltools)

Tools, templates and worksheets or mainelements o a solid business plan, such as:

Main ocus o the business Internal organization (people and tasks)

Benefts o your product

Competitors analysis

Your customers

Costs (fxed/variable) and costing

Price, proft, ROI and break-even analysis

Tools or fnding new business ideas withreal potential

A locally appropriate curriculum is one that has been designed in or or the general region in which the training will take place, and uses examples

and phrasing that are recognizable to the youth being trained. For example, acurriculum generally appropriate and designed or much o the developing worldcontext might pose a problem-solving question in terms o selling produce, rearingsmall livestock, or oering service related to mobile phones. Checking or speciicexamples o this type, in addition to noting the origin o the organization anddevelopment team that created the curriculum, will help you in inding the rightprogram or your area.

The relative youth-riendliness o the curriculum is related both to the kindo terminology and examples used, as well as to the method o delivery. Atruly youth-riendly curriculum will use, as much as possible, non-technicallanguage and present ideas in a simple, easy to use ormat. It will also tend todeliver concepts through acilitated problem-solving and experiential, activity-based, segments, which is another key eature your Centre should look or in a

curriculum.

Finding a program that is genuinely based on principles o experiential learningmeans that sourcing a curriculum must be given greater care than simplyordering a text book with a teachers guide. In act, teaching in the traditionalsense is not an eective way to deliver learning in the area o business andentrepreneurship, since the most essential skills in this ield are ones that can onlybe ully understood through practice. Just adding energizers to a dry, book-based curriculum will not have the eect o making the learning more practical,so there is no substitute or careully researching available curricula and indingthe one that oers the most activity based learning possible.

I no ideal curriculum exists that ully meets all these criteria, it is possible tomodiy a curriculum developed in another region to the local reality (currency

being the primary actor needing to be changed), so long as it is in a languageunderstood by local youth and is reasonably activity-based in structure.



Finally, and importantly, avoid curricula that are technology-intensive, and requireextensive use o equipment that requires power. Fancy presentations, CD-ROMor DVD materials, and so on do not substitute or the quality o well-designedactivities and problem-solving challenges. They also add an unnecessary burdenon the Centre in terms o the cost o power which may be intermittent andunreliable anyway and the care o expensive and delicate equipment such asprojectors and computers.

Once you have identiied your curriculum, you will need to ensure that you havethe appropriate set-up to run the training sessions. A good curriculum, onethat includes a high proportion o activity-based learning, will typically oer youguidelines on what is needed or the training, beyond what is provided with thecurriculum itsel.

Assume, unless the curriculum states otherwise or your Centre has experiencein running trainings in another ormat that works or you, that one trainer willoversee a class o 12-15 participants at one time. A highly experienced trainer,or a pair o trainers experienced in sharing the task o training, may hold sessionswith up to 25 youth. Beyond that number, the eectiveness o learning oreach participant will diminish, and typically individuals will eel less inclined toparticipate ully.

Essentially, you will need the ollowing basics or any curriculum:

a room that is well ventilated and has adequate light (natural or otherwise)

space suicient to break the large group comortably into 3 5 smaller tablegroups or small-group activity, brainstorming, etc., PLUS enough space atone end o the room or one or two acilitators, curriculum materials, andwhiteboard or lipchart

sturdy tables ideally round or oval shaped, and small enough that the tablegroups can lean in and get into real discussion, but large enough that eachindividual at the table has some space to write

comortable, sturdy chairs that are easily moved ideally, light-weight plasticchairs that can be quickly moved into new conigurations, or out o the way

or changing activities

a breakout space, outdoors i weather permits, or energizers and un activitiesto break up the day

rsoucs Nddand logistics

toPic 2.3

Notes From the Field: Curriculum Selection Process

The coordinators o the Urban Entrepreneurship Program took considerabletime to research and source a curriculum that would best serve the needs othe urban youth their program was intending to reach. Their choice, a toolkitrom the South Arican Institute o Entrepreneurship, was a lexible and unprogram designed or all ages o adult learners and developed in the contexto Arica. Full o relevant examples and lively, interactive methods o deliveringlearning, S.A.I.E.s toolkits come highly recommended and ield tested. Visittheir site, www.entrepreneurship.co.za, or a wide range o tools and resourcesor Entrepreneurship training.

Their partner organization based in Washington, DC, Making Cents Inter-national, is also widely recognized and can oer help in sourcing tools andcurricula or other regions. Visit www.makingcents.com.

A number o governments have become aware o the need or better businessand entrepreneurship learning tools, an example o which is Kenyas KnowAbout Business, which is based on the best practices and recommendationso the International Labour Organization (ILO). The ILO is an excellent resource(www.ilo.org) to begin the search or government-developed local programsand curricula that meet the ILOs standards.


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to cover, write up what they did cover and ask another ocused, open-endedquestion to try to elicit more rom the group, such as so we have so ar saidthat proit is the money let ater the cost o making your product. Is thereanything else that needs to be considered beore we call it proit?

repeat the process o allowing responses rom the group to surace, and i the

additional responses ill in the missing piece, acknowledge this and add it tothe lipchart page

i a group is entirely blank on a topic (this is rare but possible), then re-phraseor gently lead them closer to the idea, or example, dont be araid to guess!So lets agree that we go into business to make money. Is it guaranteed thatwe will make money just by making something and selling it? (pause orthe group to answer no). OK, so how do we know i we made money onsomething? Keep approaching the topic rom dierent angles, using di-erent ways o phrasing the questions, until the group gets warmed up andbegins throwing out their ideas.

Recognizing that your words as acilitator carry a great deal o weight withthe participants, acknowledge each piece that is oered and rather than label-ing answers as wrong, instead ollow this process:

where it diers rom what you are wanting the group to ocus on, redirectwith a comment like so you are saying (paraphrase what they said briefly)that relates to another topic we (will cover another time, or wont be coveringin this course, whatever is the case), and I would like us to focus on X rightnow what can you tell me about X?

or i it conlicts with the inormation you have, say something like Ihave a different understanding of this concept. Could you help meunderstand what you mean by that by giving me more information?OR my understanding of this is a bit different, Id like to explain sothat Im sure we share the same understanding after this exercise.

Setting Up, Running and Debrieing Activities

Ater introducing a topic through the acilitated dialogue approach, any givenmodule o learning hopeully in the orm o a small-group problem solvingseries, or an activity needs to be eectively acilitated. Almost any activity canbe broken into the three phases o Setup, Running the Activity, and Debrie

t sup pa involves the acilitator reviewing the parameters o the exercise.This should be done concisely but in enough detail to avoid conusion, and slowlyto ensure participants ollow. It is wise to ask one or more participants to relectback what they understood your instructions to be, beore moving to the activity,to conirm understanding.

runnn Acvymeans letting go o the reins, so to speak, andallowing participants to do what you have asked them to do. In the case oa brainstorming session, or problem-solving, done in small table groups, the

acilitator should make it clear that the participants are to begin, both with averbal instruction and by making a physical movement that shows he/she is nolonger leading and expects groups to begin their work (the acilitator may sitdown and begin reading his/her materials, or example). Once the discussionbegins (it may take a moment or two o quiet as people ind their comort levelwith sharing their thoughts), then the acilitator should walk around the roommonitoring and listening to ensure groups are on track. Avoid jumping in orcontributing this will deprive participants o having their own learning process.I a group is o track or truly struggling, your input should be ONLY to clariythe parameters or instructions, not to give answers.

t dbf pa comes when all groups or individuals have more or lesscompleted the exercise and are ready to share their indings. Depending on thecomplexity o the topic, the nature o the exercise, and time, you may choose

to have each group or person share a lot or a little o what they came up with.When groups dier on answers that actually do have a right/wrong outcome(mathematical calculations, or example), put all the answers up including thewrong ones and then work through them as a group to reach agreementabout why the right answer is in act right. Judging an answer as wrong is



unlikely to lead to conidence in speaking up amongst participants instead, tryasking the group or respondent, how did you reach that answer? In almostevery case, you will ind a logical explanation (one key item was let out in theircalculation, or one step orgotten). The exploration o this is in itsel valuablelearning, and it is up to you as the acilitator to guide the discussion such that it isa discovery, ree o shame about being wrong or embarrassment.

Reading the Group

The acilitators role in setting the structure and pace o class time must bebalanced with an accurate reading o the groups energy levels, engagement, andreadiness or each topic and activity as it comes up. At any time, calling a brieunscheduled break o ive minutes, pausing or an energizer activity related orunrelated to the course content, or choosing to cover a dierent topic than theone planned may be appropriate responses.

Body language is an important irst signal signs o disengagement, discomortor unwillingness to continue may include slouching with crossed arms, lookingdown or away, heads rested on desks, distracting chatter between participants notrelated to the topic, etc.

Rather than assuming something is wrong or getting upset, however, theacilitator will be better served in his or her role by checking in with participantsas to what their eelings are at that point. For instance, he/she could say I amnoticing that people seem tired/dont seem very enthusiastic about thistopic/etc, and I want to make sure that the group is enjoying the learningprocess. Could I ask for one or two reflections from the group about howyou are feeling and if there is something you are needing right now to beable to focus?

When the group knows that the acilitator is noticing and acknowledging howthey eel, and asking or their input, they usually respond by automatically beingmore engaged at least, with the problem at hand o how to get the groupre-engaged. Over time, this builds trust, and acilitators oten ind that groups

become proactive in suggesting taking small breaks, or adjusting the curriculum,in ways that support their learning. This takes learning to a new level oempowerment, where participants are active co-leaders engaged in creating thelearning environment.

Balancing Use o Time Between Activities, Breaks

There is no need to wait, however, until the group shows signs o ading, beoreintroducing new energy into the room! Ideally, any given scheduled day shouldinclude breaks ater every 1.5-2 hours o training time.

su Fu day scu:

9AM start, introduction and overview o planned activities,review o previous day(s)

9.15AM-10:30AM learning activities

10:30AM 20 or 30 minute break with rereshments

11AM brie energizer ater break (5-10 min)

11.15AM-1PM learning activities

1PM 45min-1 hour break with ood

1:45PM or 2PM longer movement-oriented energizer ater lunchbreak (15min)

2PM - 3:30PM learning activities

3:30PM short stretch break (5-10min)

3:40PM 5PM learning activities



5PM end o day

su haf day scu:

9AM start, introduction and overview o planned activities,review o previous day(s)

9.15AM-10:30AM learning activities

10:30AM 15-30 minute break with or without rereshments

11AM brie energizer ater break (5 minutes)

11.05AM-1PM learning activities

1PM wrap-up and closure, end o session/day

Handling Problem Participants

In some groups, you may encounter what eel like problem participants. Asa acilitator, you will need to eectively address the problem behaviours in a

way that best supports the needs o all the participants present including theproblem as well as yours as acilitator.

Oten, in the case o disruptive behaviour, a simple irst step that may bring abouta quick change is to position yoursel, while acilitating, immediately behind thechair o the person acting out, even placing a hand on their shoulder. Thesudden attention o the class and your proximity may be enough to discouragecontinued disruptions. I not, below are some additional suggestions.

The ollowing general types o issues you may come across are representativeo some o the most common challenges, and do not address every possibleproblem. They are however a good starting point or reerence and can helpyou navigate the situations while maintaining a generally inclusive, participatoryenvironment in the session.



Quiet or Shy

This may be the easiest type o participant to accidentally ignore, which wouldbe a loss to the class as a whole, since every participants unique perspective andideas may contribute to others learning. Oten, very shy or quiet participantsind it easier to share in small groups rather than in ront o the larger group.

Allow such trainees to have some time to open up, and make an eort to listento what they have to say when they do share within their small table-group. Findan opportunity during a large-group discussion to reer to what you noted, suchas [Participant Name], you shared something on this topic in your groupsbrainstorming that I enjoyed, would you repeat that for the larger groupto hear?

Although the person may still eel awkward, giving them as much comort andsupport as possible and acilitating a positive experience o sharing in the largegroup will help them grow through this challenge.

Non-Cooperative/Non-Responsive

As opposed to a simply quiet or reserved participant, one who resists participation

in a way that clearly disrupts the low o the groups learning is a slightly morediicult challenge. I the participant simply does not respond to direct requestsor reuses your invitations to begin activities, the diiculty or you as acilitatoris to keep the larger groups pace while addressing the problem o the non-participating group member.

Usually, it is best to have the larger group continue with the planned activity,and to ask the person reusing to participate to step outside or away with youto ind out what is wrong. The underlying issue could be almost anything i apersonal crisis is interering with his/her ability to take part, this should be givenpriority and the trainee reassigned to a later program intake, or i the issue can beresolved with support, he/she may be able to continue with the training withoutdistraction. I the participant genuinely has no interest in the program, he/sheshould not have been selected and should be asked to leave. I the pace or level

o the program is ar beyond his/her capacity, in stark contrast to the larger group,again, he/she should be removed or else moved to another program that is bettersuited to his/her needs.

Overly Talkative

Participants who use a lot o words to express themselves are oten seekingattention and approval, or may simply lack the ability to be concise whenconveying their ideas. Either way, as acilitator you need to interrupt strategicallyand while maintaining the talkers dignity and sense o worth. This can beachieved by using a irm but kind tone o voice and interrupting, using phrasingsuch as let me ask you to pause here, so I can reflect what Ive heard yousay and make sure I understand. [Paraphrase briefly and acknowledge thecontribution made.] Is that right? [Leave time only for a yes/no response

in this case]. Next, direct your attention back to the class as a whole, with astatement such as OK, I would like the group to move forward now. Isthere someone else who would like to contribute on this topic briefly, orshall we move ahead?

Interrupting

When a participant routinely interrupts other speakers beore they are inished,it can create antagonism and riction in the group. Those who are interruptedmay either shut down and cease to participate reely, or engage in argumentwith the person interrupting. It is best to address this issue immediately and inthe moment, by speaking to the person who interrupted the original speaker.A comment such as it sounds like you have something you really wantto share on this topic. I am really wanting to hear the idea that [OtherParticipant] was expressing, so I am going to ask you to hold that thoughtfor one moment while he/she finishes. OK? In some rare instances, theparticipant may not agree to wait in that case, check back with the person whowas interrupted and ask would you be willing to hold your thought andwell come back to it?. In most instances, though, the person who interrupted,



when it is brought to their attention gently as in the above example, will allowthe original speaker to continue once they know that their input is going to beacknowledged.

Know It All

Participants who express loud, extremely determined opinions especially ithey are in direct disagreement with the curriculum can trigger a great deal ostress and upset in an inexperienced acilitator. The irst job o the acilitator isto maintain his or her calm, and to try to separate his or her sense o conidencerom anything that this or any other participant expresses. Some participants,especially vulnerable or marginalized youth, may have had little experience oactually being heard or having avenues to express themselves, and the opportunityto do so in the classroom may suddenly provide them with an outlet or this.

Generally, maintaining a sense o humour and lightness is key to deusingcharged situations in which a know it all participant has expressed him orhersel in a challenging way. I it is possible to re-direct the group conversation bythrowing the comments back to the larger group or discussion, this is desirable.This can be done with a comment such as [Participant Name] has said that

he/she thinks X. What are some of your thoughts on this? Does this addto your understanding of the topic? Having peer eedback rather than beingsquashed by the teacher is normally much more eective in addressing thistype o participant behaviour.

I it persists, however, or is at a level o disrespectul or conrontational behavioursor language, then a direct intervention by you as acilitator is required. I it ispossible to address this during a break, in private, this is preerable. I you areunable to reach agreement with the participant on a change o behaviour, youmay need to ask him or her to leave. In extreme cases, your intervention mightneed to take place during the session and you may decide that or the sake o thelarger group, you will ask the participant to step out and meet you later. Typically,i the behaviour has been extreme, the larger group will actively support you inthis decision, since the majority o those present want a harmonious learning

environment.

Aggressive

Physically aggressive behaviours that endanger the saety o yoursel or otherparticipants are matters that require you to actively stop the training session andseek assistance in restraining the person acting out, in a way that brings saetyback or all (including the person acting out!). This will, it is hoped, rarely i everoccur in a training session.

Cliques

Participants who are riends prior to the start o training, or in some casesparticipants who orm strong bonds during the training, may sometimes ormcliques and either stray rom the topic at hand in their own conversations, orwithdraw rom participating with other trainees.

This can be handled by routinely re-shuling the smaller table groups and splittingthe cliques, which you can and should do as oten as necessary. I the problempersists or the participants actively resist participating with others, you will need tocall those involved into a small side meeting during a break, privately, to point outthe behaviours and ask them to change their approach. Remind them that theyare being given this training to help them grow and explore new ideas, and thatturning inward and socializing only with those they are most comortable with willnot support that process o growth.

Tardiness

Tardiness is generally disruptive to the learning environment, and in general, the

participants will ollow your lead. I you are regularly late, there is no point inpretending to enorce being on time as a groundrule o your classroom. Firstand oremost, set an example.



Beyond this, however, ollow through with your actions when the agendastates that class starts at a particular time, or a break ends and class resumes ata particular time, then do your utmost to begin the session, even i not everyoneis present exactly on time. Ask or assistance rom participants to round uppeople during breaks, proactively (ive minutes beore starting time).

Finally, keep accurate records o tardiness and address extreme or ongoing issuespromptly. I a participant is oten late, or routinely does not return rom breakson time, take him or her aside and ask why. Express that you are concernedabout his/her ability to ollow along, as well as about the groups need orcontinuity, and ask him/her to ocus on this. I no improvement is made, escalatethe conversations and ultimately, reach an agreement with the participant aboutwhether or not he/she is committed to the program. Sometimes it may be betterto ask the participant to withdraw than to allow continued disruptions. In othersituations, the absences may not be an issue or the group and you may wish tohave the participant continue regardless.

2.5 seleCtioN oF trAiNees

As mentioned in the introductory section o this Guide, not everyone is cut out tobe an entrepreneur. The measure o success o your Entrepreneurship Programmust not be reduced to just numbers o youth trained. I youth are not selectedbased on it or entrepreneurship, the number o youth who pass through theProgram will have no relation to real levels o impact, and the overall success rateby more valuable measures will actually be quite low. The criteria listed beloware recommended, but your Centre has discretion to modiy this to best suit localneeds.

General Selection Criteria (See Section 3 or Selection Tools)

some experience in running a small business (however inormal, and whetheror not proitable)

basic literacy and numeracy

demonstrated enthusiasm or and interest in running a business

potential to deliver a product or service that has clear value to a known market

involvement in local youth programming a plus the skills learned by suchparticipants are more likely to be shared with others

Specialized Selection Considerations

Your Centre is likely to oer more than one intake o training per year. Dependingon capacity, it may be able to run more than one intake simultaneously on o-set schedules, and assuming that the curriculum is delivered at intervals over atime-span o between 1-4 months, it can run at least three intakes per year at aminimum (budget permitting). This oers the Centre the opportunity to groupparticipants strategically such that each intake has a speciic ocus and target

group. Some o the ways in which youth trainees may be eectively grouped arelisted here. (This is not an exhaustive list, nor is it absolutely necessary to separateyouth along these lines in all circumstances. The Centre should look at theresults o the Environment, Needs and Resources overview and determine whatcategories and groupings will be most eective locally. This may change over timeas the environment changes.)

Group vs. Individual

Some countries have vibrant youth-group programs that support young people,usually rom the same neighbourhood or location, in coming together incollaborative activities. In impoverished areas, many such groups engage inboth income generating activities on a small scale and community-service oroutreach oriented activities. Such groups can beneit rom entrepreneurship

training programs, i selected along similar lines as the General Criteria listedabove, and the added beneit is that the groups business activities will impact thelivelihoods o more people than just those beneiting rom the training.

Sction ofTains

toPic 2.5



In the event that the Centre decides to engage youth groups, it is advisable thatthey are selected through a survey sent out through the ministry or agency that isresponsible or registration o youth groups, or a broad and air reach.

Gender and Selection

For the reasons noted in the introductory section o this Guide, it may be desirableto oer sessions speciically or young women, which include additional pre-training support and tailored external linkages to support services that understandtheir particular concerns and needs. Whether or not a women-only intake isthe route taken by your Centre, the success rate o emale participants may beenhanced by giving consideration to issues that overwhelmingly aect youngwomen.

Special considerations may include timing o sessions to work around domesticresponsibilities, and identiying institutions with which emale participants cansave unds with a strong sense o security and support (or example, a micro-creditinstitution that has experience with all-emale small collectives, which may helpthe Centre in acilitating sub-groups o emale participants into supportive circlesas they gain inancial capacity).

Geography and Socio-Economic Situations

Oten, issues o poverty and lack o access to ormal support systems isconcentrated in zones within a city, and youth coming rom one particular areamay share similar challenges and experiences. This is signiicant in group trainingsessions, though how your Centre chooses to work with this reality depends onthe ocus o the training and intended outcomes.

Generally, the upside o conducting training with a group that shares a similarbackground and socio-economic status is that they are likely to have an immediatecomort level and ease o communication together. This does not mean therewill not be any riction or disagreement, but that common patterns o speechand customs will likely prevail and thus lessen the sense o insecurity that most

adults eel when they are uncertain what is expected or correct. This might bedesirable i you are running a program aimed at extremely inexperienced youthwho lack conidence and share a need to move at a relatively slow pace, or arerunning a program only or experienced youth who need to move quickly. Onthe other hand, placing participants rom the same neighbourhoods and socio-economic status also reduces the possibilities or exposure to new ideas andperspectives, cross-pollination and collaboration. It can create or exaggeratean environment in which one mindset dominates and there is a lack o growthbeyond current limitations. The acilitator in such a classroom will need tomonitor this tendency and consciously challenge participants to stretch outsidetheir comort zones.

Choosing to bring participants together rom a variety o areas and, by extension,rom at least slightly dierent socio-economic strata, has the advantage o

providing opportunities or appreciating new perspectives. I the acilitatorencourages sharing o dierent ideas and approaches in a non-judgmentalatmosphere, this can be a catalyst or growth, learning and creativity in the group.When breaking the larger group into smaller working groups, the acilitatorwill need to take care that the participants are scattered rather than clusteredaccording to similar backgrounds, to take advantage o this opportunity.

Setup (5-15%)

Frame concept, give

instructions

Running the Activity (65-85%)

Time or participants to do;

Facilitator observes, oer clariications

Debrief (10-20%)

Share answers, reach

understanding


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schedule a program o training sessions based on the needs o the selectedparticipants

2.6 rUNNiNg YoUr ProgrAm

Scheduling Program SessionsHow your Centre decides to deliver the curriculum you have should be

Documents

Volume 4 - Entrepreneurship Programming for Urban Youth Centres