Relevant bibliographies by topics / African youths

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'African youths'

Author: Grafiati
Published: 11 December 2022
Last updated: 26 January 2023

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Journal articles on the topic "African youths"

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Michael, Paul K. "Racism, Vulnerability, and the Youth Struggle in Africa." Dialogue and Universalism 31, no. 1 (2021): 105–18. http://dx.doi.org/10.5840/du20213117.

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Because youths are particularly vulnerable to social problems, philosophers since Plato to date have continued to show interest in developing, empowering, and protecting the youths. African youths are particularly far more than ordinarily vulnerable to various social problems including racism especially from outside the continent, mainly because of the shortfall in youth development and empowerment strategies in most African countries. Consequently, young people are pulled to countries with resources and infrastructures that provide them with opportunities to enlarge their capabilities and improve their quality of life, where they are also faced with discriminatory, prejudicial, and antagonistic treatments simply because of their skin colour. So, one way to look at racism and reduce its effects is to examine those socio-political as well as economic structures that constitute obstacles to youth development and empowerment, and which push and expose the young in Africa to the ill-treatments emanating from racism.
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Deemua, G. A. "Sports And Youth Development Among Universities In The West African Region." Advances in Social Sciences Research Journal 6, no. 12 (December 14, 2019): 76–83. http://dx.doi.org/10.14738/assrj.612.7409.

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In all societies of the world, a virile youth is the bedrock on which national integration and development is predicated. The youths are the background and the building blocks of any nation. Man, today is enjoying lot of luxuries providing by the advanced technological development on one hand and facing lot of physical, mental, emotional, and social problems on the other. Collectively, all these factors affect family life, society and nation adversely in the long run. Further, advancement in recreational gadgets like T.V., Cable T.V., Video-CD games, computer games have made the child to have less interest in physical activity training resulting in some many crimes and delinquencies among children and youths. The nexus between youth and sport is development. Absolutely, sport if properly managed can be used to develop and take the youths out of the street and provide opportunities for youths to learn some of life’s importance lessons for a better youthful society. The focus of this paper is to examine sports as a veritable tool for youth development. It highlighted youths skill development in sports, youths sports involvement and crime control, sports and youth restiveness and youth character development. It also presented the challenges facing the youths in sports. It concluded with recommendations which include harnessing the potential of sports by putting in place policies and programmes that can put our youth on the right path at all levels of education.
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Straker, Jay. "Youth, globalisation, and millennial reflection in a Guinean forest town." Journal of Modern African Studies 45, no. 2 (May 14, 2007): 299–319. http://dx.doi.org/10.1017/s0022278x07002558.

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The last two decades have witnessed a surge in studies of youth culture and social practice. In Africa, as elsewhere, this body of youth-centred research and writing has devoted considerable attention to specific groups within a given country's young population, while largely neglecting others seen to lack either culturally innovative or politically subversive traits. Youths in large cities and young combatants involved in insurgency or counter-insurgency have shared centre stage in studies of youthful Africa. This article argues for broadening the research agenda of African youth studies, calling for increased attention to the interpretive work performed by provincial youths as they try to understand and hopefully alter the future prospects of their communities in the new century. It shows how ideas about the meanings of globalisation and ‘the millennium’, intertwined with experiences of a recent refugee ‘crisis’, are shaping Guinean youths' socio-political reflections and yearnings. In doing so, it stresses just how complicated and cosmopolitan ‘provincial’ life, particularly for young people, has become in Guinea's forest region, as well as the variety and sophistication of the historical ‘materials’ and interpretive schemes through which these youths depict and judge possible local futures.
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Theron, Linda C. "Researching resilience: lessons learned from working with rural, Sesotho-speaking South African young people." Qualitative Research 16, no. 6 (August 1, 2016): 720–37. http://dx.doi.org/10.1177/1468794116652451.

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Theories of youth resilience neglect youths’ lived experiences of what facilitates positive adjustment to hardship. The Pathways-to-Resilience Study addressed this by inviting Canadian, Chinese, Colombian, New Zealand and South African (SA) youths to share their resilience-related knowledge. In this article I report the challenges endemic to the rural, resource-poor, South African research site that complicated this Pathways ideal. I illustrate that blind application of a multi-country study design, albeit well-designed, potentially excludes youths with inaccessible parents, high mobility, and/or cellular telephone contact details. Additionally, I show that one-on-one interview methods do not serve Sesotho-speaking youths well, and that the inclusion of adult ‘insiders’ in a research team does not guarantee regard for local youths’ insights. I comment critically on how these challenges were addressed and use this to propose seven lessons that are likely to inform, and support, youth-advantaging qualitative research in similar majority-world contexts.
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Williams, Monique, and Isis Sapp‐Grant. "Frompunishmenttorehabilitation:Empowering African‐American youths." Souls 2, no. 1 (January 2000): 55–60. http://dx.doi.org/10.1080/10999940009362199.

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Mude, William, and Lillian Mwanri. "Negotiating Identity and Belonging in a New Space: Opportunities and Experiences of African Youths in South Australia." International Journal of Environmental Research and Public Health 17, no. 15 (July 29, 2020): 5484. http://dx.doi.org/10.3390/ijerph17155484.

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This paper was part of a large study that aimed to explore determinants of increased suicides among African youths in South Australia. As part of this larger study, narratives from participants indicated that identity crisis could be a potential determinant of suicide. This paper reports on how African youths negotiate and form identity in Australia. A qualitative inquiry was undertaken with 31 African youths using a focus group and individual interviews. Data analysis was guided by a framework for qualitative research. These youths negotiated multiple identities, including those of race, gender, ethnicity and their origin. ‘Freedom and opportunity’, ‘family relationships’, ‘neither belonging here nor there’ and ‘the ability to cope against the paradox of resourcefulness in Australia’ appeared to be important themes in negotiating individual identities. An opportunity was used to acknowledge privileges available in Australia relative to Africa. However, the extent to which individuals acted on these opportunities varied, affecting a person’s sense of purpose, identity formation and belonging in Australia. The loss of social networks following migration, and cultural differences between African and Australian societies, shaped the experience of belonging and identity formation. These findings are crucial as they indicate the need for policies and practices that consider experiences of youths as they form their identity in Australia. Further studies with large numbers of participants are needed to explore these issues further among African youths in Australia.
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Michael, Paul K. "Youth Vulnerability and the Challenge of Human Development in Africa." Culture and Dialogue 8, no. 1 (May 19, 2020): 129–46. http://dx.doi.org/10.1163/24683949-12340079.

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Abstract This paper offers a philosophical response to an aspect of the youth question in Africa – the question of youth vulnerability and its consequences on the human development outcome. To achieve the desired goal, first, I stretch the concept of pathogenic vulnerability from being more than ordinarily vulnerable to being far more than ordinarily vulnerable. Second, I identify two elements of African cultural structure – primacy of community over the individual and the belief that elders always possess superior knowledge over the youth – that influence and restrict capacity/capabilities in African youth and therefore make their transition to adulthood defective. Consequently, the African youth is deprived of the special opportunity to develop, encounter and explore the various character options from which he/she learns, selects and forms her identity. Third, I argue that these restraints of capacity/capabilities make African youths far more than ordinarily vulnerable to human development outcome.
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Nweke, Kizito Chinedu, and Ikenna Paschal Okpaleke. "The Re-emergence of African Spiritualities: Prospects and Challenges." Transformation: An International Journal of Holistic Mission Studies 36, no. 4 (September 10, 2019): 246–65. http://dx.doi.org/10.1177/0265378819866215.

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Indigenous spiritualities among Africans, both in Africa and in the diaspora, are flourishing. In Lagos, Nigeria, for example, shrines compete with churches and mosques in adherents and positions. Beyond Africa, the rise of African spiritualities has become conspicuous. Reasons range from Afrocentrism to anti-religious tendencies to the popular religions, from racial animosity to politico-economic ideologies, yet insufficient attention is being paid to this new Afro-spiritualities. Can this renaissance in African spirituality bring forth or support a renaissance in Africa? Africa arguably domesticates the future of humanity. From ecological perspectives to the productivity of offspring, from economic potentials to viable youths for the future, Africa must become progressively discursive in the global platform. A good way to indulge in this would be to understand the spirit of Africa, in the traditional spiritualities that constructed orientations and worldviews of the people. Understanding and addressing African spiritualities constitute an important key in understanding the African identity.
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Park, Jie Y. "Responding to Marginalization." SAGE Open 7, no. 1 (January 2017): 215824401668491. http://dx.doi.org/10.1177/2158244016684912.

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This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school–aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in the United States; and challenge narrow perceptions of African Muslims. This article brings to fore a group that, although facing a unique set of challenges in the United States, is rarely included in research on youth language practices and im/migration. Attention to their multilingual practices and the multilayered nature of their identity is central to understanding how refugee youths experience school in their new land, and how they see themselves and others. This understanding can guide school personnel, educational researchers, and community-based youth workers in their respective work with refugee students.
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Collison, Holly. "A Game for the Good?: Football, youths and the Liberian civil conflict." African Research & Documentation 116 (2011): 53–60. http://dx.doi.org/10.1017/s0305862x00019154.

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Africa's first republic was founded in the mid-19th century by recently freed American and Caribbean slaves originally stolen from Central and West Africa. This West African nation became fittingly known as Liberia or “Land of the Free”. In 1847 the Declaration of Independence of the Republic of Liberia written by Baptist Minister Hilary Teage was signed by representatives of the major counties, Liberia adopted a constitution based on the American model and until the 1980s was considered a beacon of stability in Africa. Shortly after this date the small West African nation was a global byword for atrocity, carnage and child soldier militias. The execution of President William Tolbert on the 12th April 1980 in a military coup d'etat fronted by Sergeant Samuel Doe and supported by the Peoples Redemption Council represented the end of the Americo-Liberian “settler” political dominance and reflected the indigenous people's desire for change.
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Dissertations / Theses on the topic "African youths"

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Mbenga, Chilombo. "Exploring South African youths' on/offline political participation." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12353.

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This study is located between the contradiction that youth is politically disinterested and that youth is very much politically engaged. Some scholars have argued that youth political disinterest is a threat to the life of the traditional public sphere and democracy. Against the notion of the youth's disinterest and disaffection from politics, this study points out the deficit in exploratory studies that examine and explore the relationship between young people and their political participation both in the on/offline context. In light of the contradiction as well, this current study asked the following question: how does a group of South African youth use social media to participate in the virtual public sphere? Also, what are the views of a group of South African youth about political participation (via their use of traditional and new/social media)?
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Williams, Robert A. "The ecology of antisocial behavior in urban African American youths /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901301.

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Phelps, Kenyatta Danielle. "Partners, parents, and peers' effects on African American youths' school achievement." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1194313802.

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Phelps, Kenyatta D. "Partners, Parents, and Peers' Effects on African American Youths' School Achievement." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1194313802.

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Ohakam, Sylvanus Obidinma. "Niger Delta Youths' Views on Entrepreneurship Education for Fighting Poverty and Unemployment." Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10981372.

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Education policymakers in Nigeria lack the knowledge on the views of Niger Delta youths, who rely on entrepreneurship education and its contents to fight poverty and unemployment in their area. This study’s purpose was to gain deeper understanding of the views of Niger Delta youths on entrepreneurship education, its contents, and its role in fighting their area’s high rate of poverty and unemployment. This study was framed and guided by three key concepts that focus on the challenges of poor communities: youth unemployment in sub-Saharan Africa, entrepreneurship education, and youth entrepreneurship. To address this issue properly, a qualitative multiple-case study was designed. Data were collected from multiple sources: semi structured interviews, archival data from government labor reports , and the researcher’s field notes.Data analysis was completed through thematic and cross-case synthesis analysis. . The findings showed that the Niger Delta is less privileged in financial availability, deepened in economic recessions under unemployment, poverty, inflation, hunger and starvations, with less chance of obtaining education, without qualification for employable white-collar jobs, neglected by the government of Nigeria, irrespective that Niger Delta region is the city of petroleum production that gives approximately 95% of Nigerian national revenue annually. With the adoption of entrepreneurship education in their school system and through training and skill acquisition, the Niger Delta would contribute to poverty alleviation, increased business career ownership, and meet the daily economic demands of their families, and be able to have a voice in social change. Social change can potentially be achieved through economic restoration and the enhancement of youths’ education and employment status, which in turn would help decrease the rate of poverty.

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Hartley, Candice Gene. "Anxiety symptoms in South African youths : their assessment and relationship with stressful life events." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21625.

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Thesis (MA)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: The first objective of the study was to explore whether a correlation exists between anxiety symptoms and stressful life events within a sample of marginalised South African youths. The second objective was to examine the psychometric properties and cross-cultural validation of the Dominic-R when administered within the aforementioned sample. The participants consisted of a sample of 185 children aged between 10- and 15- years. Children completed three self-report questionnaires, namely the Dominic-R, the Spence Children’s Anxiety Scale (SCAS), and a modified version of the Major Life Events Checklist (MLEC-M). Results indicated that albeit rather weak, significant positive correlations were nonetheless obtained between the total Dominic-R and SCAS scores, and stressful life events experienced. Furthermore, the psychometric properties of both the Dominic-R and the SCAS were moderate (convergent validity) to acceptable (internal consistency) for the sample. The implications of these results provide tentative evidence for the utilisation of the Dominic-R within South African samples. The limitations and recommendations for future research are discussed
AFRIKAANSE OPSOMMING: Die eerste doelwit van die studie was om vas te stel of daar ‘n korrelasie bestaan tussen angssimptome en stresvolle lewensgebeure binne ‘n steekproef van gemarginaliseerde Suid-Afrikaanse jeugdiges. Die tweede was om ondersoek in te stel na die psigometriese eienskappe en kruiskulturele validering van die Dominic-R soos toegepas op voorafgenoemde steekproef. Die deelnemers het bestaan uit ‘n steekproef van 185 kinders tussen 10 en 15 jaar oud. Die kinders moes drie selfverslagvraelyste invul, naamlik die Dominic-R, die Spencekinderangsskaal (Spence Children’s Anxiety Scale – SCAS) en die aangepaste weergawe van die Kontrolelys vir Belangrike Lewensgebeure (Major Life Events Checklist – MLECM). Alhoewel redelik swak, het resultate tog getoon dat daar ‘n beduidend positiewe korrelasie was tussen die algehele Dominic-R- en SCAS-tellings. Verder was die psigometriese eienskappe van beide die Dominic-R en die SCAS gemiddeld (konvergente geldigheid) tot aanvaarbaar (interne konsekwentheid) vir die steekproef. Hierdie resultate bewys tentatief dat die Dominic-R bruikbaar is binne Suid-Afrikaanse steekproewe. Die beperkings van die studie en aanbevelings vir verdere navorsing word bespreek.
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Chenga, Charity Sarah. "Transitions from school to work : Local black and migrant youths in a south african mining community." Thesis, University of Kent, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508565.

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Steinbrecher, Victor, and Josefin Sjönvall. "The Kids Are Alright : Self-perceived health and SOC among South African adolescent." Thesis, Linnéuniversitetet, Institutionen för idrottsvetenskap (ID), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49868.

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This study was conducted in South Africa among a total of 86 South African adolescents. The aim of this study was to investigate self-perceived health among youths from two different socio-economic groups in South Africa, what they believe promote their health and what views they have on school health education. The study used a mixed method approach consisting of quantitative questionnaires and qualitative interviews. The study draws Aaron Antonovsky’s theory of health, the salutogenic perspective and the sense of coherence theory. In addition, Antonovsky’s 29-item orientation to life questionnaire formed the quantitative part of the study. The main findings of this study is that higher socio-economic status does not necessarily correlate with higher SOC. Family and supportive people had the greatest affect on the adolescents’ ability to cope with stressors and are therefore the main health promoting factors. Finally, health education and the subject Life Orientation, as well as the school as an institution, are health-promoting factors and have in different ways influenced the participants’ views on health.
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Stephen, Aisha. "The Impact of the Men Accepting Neophytes-Uplifting Pupils Community-Based Mentoring Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3473.

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Effective mentoring programs are essential for African American youth to feel satisfaction and contribute to society, particularly in large urban communities. A need exists to study the impact of community-based mentoring programs in central Georgia, particularly those focused on male African Americans. Despite various mentoring programs, stakeholders know little about the elements of program impact for at-risk youths. Community mentoring programs frequently serve as a tool to minimize high dropout rates that often result from youth incarceration, expulsion, and suspension. The purpose of this study was to gain insight into the perceptions of mentors and administrative staff on the impact of programs designed to support at-risk youths' successful return to school. Attachment theory; Alderfer's existence, relatedness, and growth theory; and social-development theory served as the framework for this study. This qualitative case study examined the perceptions of mentors and administrators on the impact of the Men Accepting Neophytes and Uplifting Pupils (MAN-UP) mentoring program. Data accrued from document review, interviews, and observations of 15 mentors and 3 administrators. Data analytic procedures included the use of codes and themes. Results showed that the MAN-UP program is effective in combating some of the challenges that at-risk youth face. Positive social change may result from the creation of professional development for mentors and program administrators, which is specifically designed to improve the negative behaviors of African American male at-risk youth. This could have implications for mentors, educators, and communities seeking to reduce school suspension and expulsion rates and crimes that lead to incarceration. Proper mentor training would help to reduce recidivism.
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Chen, Hsing-Jung. "ROBUST PROTECTIVE FACTORS THAT HELP YOUTHS WITH A PARENT EXPERIENCING DEPRESSION ACHIEVE POSITIVE ADJUSTMENT." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1979.

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Based on a resilience framework, the purpose of this study was to address knowledge gaps about minority youths who lived in rural and poor areas, had a primary caregiver with a diagnosis of depression, and faced multiple psychosocial stressors. Three research objectives included: 1) To explore the association between ecological protective factors and four developmental outcomes-emotional adjustment, behavioral adjustment, school performance, and educational aspiration; 2) To identify the robust protective factors; and 3) To explore the interactive relationships between risk and robust protective factors. Families (N=126) where the primary caregiver had a diagnosis of major depression and had a child aged 10-14 years old were selected for this study. This study used a longitudinal data set: Family and Community Health Study (FACHS). Six theoretical protective factors in individual-family-community levels and four youths’ developmental outcomes were selected from the FACHS: emotional adjustment; behavioral adjustment; school performance; and educational aspiration. Separate hierarchical regression analyses were conducted for each of the youths’ developmental outcomes. Before conducting the regression analyses, factor analysis, power analysis, data screening and regression assumptions assessment were conducted. For the research objective 1 and 2, this study’s findings suggested that overall, with the exception of parental monitoring, these theoretical protective factors only operated in specific developmental domains. Only parental monitoring was identified as a robust protective factor for this population. The regression model (R2adj) explained 11.5 % of the variance of depression, 29.8 % of conduct behavior, 15.2 % of school performance, and 18.7 % of educational aspiration. Youths’ optimism (ß=-.215) significantly contributed to the Emotional Adjustment Model. Youths’ self control (ß=-.210), prosocial friendship (ß=-.187), and parental monitoring (ß=-.250) significantly contributed to the Behavioral Adjustment Model. Parental monitoring (ß=.189) significantly contributed to the School Performance Model. Parental monitoring (ß=.278) and teacher’s support (ß=.292) significantly contributed to the Educational Aspiration Model. For objective 3, this study suggested that the effect of parental monitoring did not vary by the risk levels. In other words, regardless of the change of risk effect, parental monitoring consistently functioned as a protective effect on youth’s educational aspiration. Based on the findings from this study, six suggestions for future research, four recommendations for intervention and mental health-related services systems, and one suggestion for social work education were provided.
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Books on the topic "African youths"

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Modern African stories: For adults and youths. Ilorin, Nigeria: Unilorin Press, 2005.

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Mbaegbu, Ifeanyi. Suffering: African youths eating and living it. 2nd ed. Enugu, Nigeria: SNAAP Press, 2010.

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Voluntary slaves: Expository views of suffering African youths. Ilishan-Remo [i.e. Ilisan-Remo, Nigeria]: V.E. Unegbu, 2001.

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Black youths, delinquency, and juvenile justice. Westport, Conn: Praeger, 1995.

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Linda, Rode, and Bodenstein Hans 1924-, eds. Up the down escalator. Cape Town: Kwela Books, 2000.

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Banks, Samuel L. The education of Black children and youths: A framework for educational excellence. Columbia, Md: C.H. Fairfax Co., 1985.

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B, Freeman Richard. Crime and the employment of disadvantaged youths. Cambridge, MA: National Bureau of Economic Research, 1991.

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Linda, Rode, Bodenstein Hans 1924-, Bodenstein Maren, and Oosthuizen Iolanda, eds. I, a living arrow. Cape Town: Kwela Books, 1998.

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Carter, Noni. Good fortune. New York: Simon & Schuster Books for Young Readers, 2010.

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Brissett-Chapman, Sheryl. Children in social peril: A community vision for preserving family care of African American children and youths. Washington DC: CWLA Press, 1997.

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Book chapters on the topic "African youths"

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Onyeiwu, Steve. "Gender, Youths, and Sustainable Development." In Emerging Issues in Contemporary African Economies, 199–223. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137400802_9.

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Felt, Laurel J., and Alexandre Rideau. "Our Voice: Public Health and Youths’ Communication For Social Change in Senegal." In African Childhoods, 201–17. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137024701_14.

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Sanga, Daines Nicodem. "Ngoma Songs as Tanzanian Youths’ Third Space for Political Participation." In Indigenous African Popular Music, Volume 2, 311–26. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98705-3_18.

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Dralega, Carol Azungi. "ICTs, Youths, and the Politics of Participation in Rural Uganda." In African Media and the Digital Public Sphere, 125–42. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230621756_8.

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Tokosi, Temitope O., Michael Twum-Darko, and Lorna B. Holtman. "Developing an ERP Skills Programme to Build ICT Capacity for Disadvantaged South African Youths." In Resilience, Entrepreneurship and ICT, 133–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78941-1_7.

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Lindsey, Michael A., and Von Nebbitt. "African American Youth." In Encyclopedia of Cross-Cultural School Psychology, 94–100. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_15.

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Coe, Cati. "Representing Youth: School Dramas and Youth Authority in Ghana." In African Childhoods, 127–40. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137024701_9.

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Brookins, Craig C., and Brigid Sackey. "African American Youth, Adolescence." In Encyclopedia of Primary Prevention and Health Promotion, 165–70. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0195-4_22.

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Al-Mateen, Cheryl S., and Kenneth M. Rogers. "Suicide Among African-American and Other African-Origin Youth." In Suicide Among Diverse Youth, 31–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66203-9_3.

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Hurst-Harosh, Ellen, and Fridah Kanana Erastus. "An Overview of African Youth Language Practices and Their Use in Social Media, Advertising and Creative Arts." In African Youth Languages, 1–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64562-9_1.

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Conference papers on the topic "African youths"

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Aluko, Folake Ruth, and Mays, Tony Mays, Tony. "Promoting Equity and Inclusion: The Dire State of Out-of-School-Children in African Commonwealth Countries." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5400.

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As part of Commonwealth of Learning’s (COL) strategic plan from 2021 to 2027, its open schooling portfolio focuses on children/youths in need of schooling opportunities in sub-Saharan Africa. This category of children is referred to as Out-of-School-Children (OOSC), depicting children/youth excluded from education, which makes up about one-sixth of the global population of this age group. This study reports on COL's commissioned project in the African Commonwealth countries, with a special emphasis on girls to help it to better focus its efforts. The study was undertaken in two phases. Data analysis involved simple descriptive statistics and transcription of recorded interviews, the identification of themes and sub-themes and coding. Both findings were triangulated. Generally, the findings show common threads, for instance, gender inequality that pervades the data, with the female gender being at a disadvantage in most of the countries. Given the multi-layered challenge of OOSC, recommendations were made on school enrolments and persistence among primary and secondary school children, ICT-in-education, disabilities, the marginalised, teenage pregnancy, and climate change education. In collaboration with education experts, COL looks forward to developing interventions to address the matter of OOSC in member countries.
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Megbowon, Soji, Esther Ajayi, Adewale Oseni, Iheanacho Metuonu, Amos Fatokun, and Tobiloba Emmanuel. "Promoting the Culture of Innovation and Entrepreneurship within the University Ecosystem through a University-Based Co-Creation Hub." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5376.

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Innovation and entrepreneurship are considered one of the most powerful driving forces for economic and social progress in our era. As a result, building a unique entrepreneurial ecosystem and transforming it into an “innovative and Entrepreneurial University” have become goals for many colleges and universities. // Innovation and Entrepreneurship are very important in Universities because they play an important role to increase entrepreneurial graduates of higher education. Global awareness of the importance of the role of entrepreneurship and innovation in the university ecosystem is in line with the growing awareness of higher education institutions, and universities, to walk the entrepreneurial path. This study aims to form an entrepreneurial university model using a systems approach, where the university should not carry its own burden in carrying out the responsibilities of a third mission to help accelerate community development. Going by the society we have found ourselves, we observed that there is a huge gap between the school curriculum and the marketplace demand. Most graduates in the marketplace are deficient in relevant knowledge, skills, and attitudes needed to solve critical problems in the workplace. // The rate and rapidity at which the African youth population has been growing are enormous and this has also been very challenging. On one side, it is enormous because if well harnessed, it could become a potential for improved African economy, production, and growth. To this end, youths could be considered Africa’s greatest asset. On the other hand, it is challenging as the resultant restiveness constitutes a threat in our universities, and unemployment fosters banditry and militancy. // In all advanced economies, Higher Education Institutions (HEI) are expected to play a vital role in encouraging innovation, entrepreneurship, and structural change. The expanding population shares the economic importance of knowledge-intensive active ties, digital transformation sweeping across all organizational borders of the globe, and the need to quickly forge efficient and innovative solutions to address pressing societal challenges, that is the demand to contribute more to innovation and to economic and societal change. // The world economic forum estimates that 15 to 20 million young people will join the African workforce every year for the next two decades. By 2030, Africa will be home to more than a quarter of the world’s population under 25, who will make up 60% of the continent’s total population. By then, 15% of the world’s working-age population will be in Africa. /
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Abdala, Bogere. "Skilling Youth and Young Girls with Employability, Business, ICT and Life Skills for 21st Century Careers." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2435.

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The barriers to the gainful employment of youth and girls are many and amongst many others includes the lack of employable skills, business and life skills commonly known as soft skills. The stiff competition in both the employment market and business world leaves them reliant on social networks and those without such networks face an uphill struggle to find gainful employment and lucrative businesses. Many youths were forced to seek skills that would enable them to earn using technology such as coding, web and app development among others during the Covid19 lockdown. With these skills youths can play a big role not only in ecommerce but in sectors such as service sector, Manufacturing, ICT-based Services, Tourism, Transport, and Agriculture and take advantage of opportunities due to the speed at which the country is undertaking large infrastructure developments. // The current skilling programs have helped girls stay in school, gain interest in mathematics and science subjects as well as gaining other skills such as critical thinking, creativity, typing and writing skills, and has helped the youths who have so far participated to reach their full potential with some of them able to write outstanding CVs, excel in job interviews and secure parttime and full jobs. // For the youth who lack minimum qualifications to join universities other programs should be introduced to enable them to learn relevant skills as they search for the certifications required to join institutions of higher education as a way of encouraging them not to give up on searching for knowledge. These programs need to be marketed through multichannel marketing methods such as social media, on-air marketing, email marketing and scaled up to reach out to millions of youths in all universities, high school students and those out of school in Uganda and in the East African region. Since these skills are not acquired through one off training there’s need to ensure continuous learning for students with newer topics and technologies that are sort out for by employers and customers through practical and interactive training sessions with trainees’ progress being assessed and monitored on a day-to-day and weekly basis by the instructors and their learning level should be individually evaluated at the end of each training.
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Mullen, Jess. ""Not Really Music I Was Interested In": The Musical Lives of Four African American Youths." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1881314.

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Tulagan, Nestor. "Letting Go When Youths Are Alright: African American Mothers' Academic Involvement and Perceptions of Adolescent Talent." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1582973.

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von Solms, S., W. S. Hurter, and J. Meyer. "A Sustainable Model for Problem Based Learning in a South African School." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68075.

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South Africa is currently facing an education dilemma with high numbers of youth unemployment and a growing specialized skills shortage in Science, Technology, Engineering and Mathematics (STEM). STEM problem based learning events, hosted by government and the corporate sector, has shown to improve science and technology literacy and to encourage the youth to pursue tertiary education in the field of science. Unfortunately, schools face a range of challenges which restricts them from participating in these learning methods, depriving learners of the advantages offered by problem based learning. This paper presents a model for the sustainable provision of STEM problem based learning opportunities in South African schools. The presented model is based on a two-team mentoring model which makes problem based learning sustainable in a South African school environments. The Shell Eco Marathon is in its third year, and the students that have passed through the program will now be progressing to university. The impact of this program, therefore, will be become evident by the success of the students’ studies in the near future.
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Kauhondamwa, Maria, Heike Winschiers-Theophilus, Simson Kapembe, Hiskia Costa, Jan Guxab, Isay Kamati, and Helena Afrikaner. "Co-creating personal augmented reality accessories to enhance social well-being of urban San youth." In AfriCHI '18: 2nd African Conference for Human Computer Interaction. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3283458.3283480.

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Hamdan, Abeer, and Manar Abdel-Rahman. "Child Disciplinary Practices in relation to Household Head Education and beliefs in Five Middle East and North African (MENA) countries: Cross Sectional study-Further analysis of Multiple Indicator Cluster survey data." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0168.

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Introduction:Internationally, eight out of ten children are exposed to violent discipline by their caregivers. To reduce the prevalence of violent discipline against children, we should understand the social and economic factors that affect the choice of disciplinary methods. Despite the high prevalence of violent discipline in the Middle East and North African (MENA) region, only a few studies explored disciplinary methods in this region. Aim: This study aims to determine the prevalence of positive and violent disciplinary practices in five selected MENA countries and assess their association with household head education and beliefs of physical punishment. Methods: This is a cross-sectional study design based on available secondary data from the Multiple Indicator Cluster Survey on its fourth round (MICS-4). A child was selected randomly from the household, and the Parent-Child Conflict Scale (CTSPC) tool was used to report disciplinary methods the child encountered during the last month period preceding the survey. Univariate and multivariable logistic regression were used to investigate the association between disciplinary practices with household head education and respondent's beliefs of physical punishment. The analysis was conducted using pooled data from all selected surveys and also for individual countries. Result: The overall prevalence of positive discipline was only 15% (95% CI: 14.4-15.8), in the five countries, while the prevalence of violent discipline was 80% (95% CI: 79.0 -80.5). The prevalence of positive discipline was highest in Qatar (40%; 95% CI: 35.0-44.4) and lowest in Tunisia (5%; 95% CI: 4.3-5.9) while the prevalence of violent discipline was highest in Tunisia (93%; 95% CI: 92.1-94.1), and lowest in Qatar (50%; 95% CI: 44.7-55.0). Overall, the household head education was not significantly associated with either positive or violent discipline after adjusting for covariates. However, respondents believe of disciplinary methods was significantly associated with both positive and violent discipline (OR=5.88; 95% CI: 4.97-6.96) and (OR=6.27; 95% CI: 5.40-7.28), respectively. Conclusion: High rates of violent discipline in the MENA region might indicate an increase in mental, behavioral, and social problems and disorders in our future generation. Rapid action is needed to reduce the worsening of violent discipline, and it is consequences. There is a need for educational programs for caregivers to teach them alternative non-violent methods of discipline. Besides, these numbers should inform policymakers about the importance of the existence and the implementations of laws, policies, and regulations to protect children from all forms of violence to protect our future youths and ensure their health and wellbeing.
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Titus, Raylene Rozita, and Johannes John-Langba. "P107 Socio-cultural factors influencing condom use intentions among African migrant youth in South Africa." In Abstracts for the STI & HIV World Congress (Joint Meeting of the 23rd ISSTDR and 20th IUSTI), July 14–17, 2019, Vancouver, Canada. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/sextrans-2019-sti.295.

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Eilitta, Marjatta, and Michael Boyer. "Supporting Argo-processing in Africa." In 2022 AOCS Annual Meeting & Expo. American Oil Chemists' Society (AOCS), 2022. http://dx.doi.org/10.21748/vavs9810.

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Improved oilseed processing has tremendous potential to improve nutrition, food security, and incomes in sub-Saharan Africa (SSA); however, processors face limitations that hinder their growth. For example, only 56% of soybeans produced in SSA are processed. The Soybean Innovation Lab survey highlighted constraints to agro-processors' operations such as access to raw materials, cash flow, cost of entry and operation, and lack of equipment. But while agri-food processing in SSA is still lagging, Reardon (2015) observed an incipient €œquiet revolution€ in such midstream activities. Today, agro-processors in SSA demonstrate great potential to support economic growth€”from large, international companies, to medium/small enterprises supplying districts and towns, to micro enterprises serving communities. These enterprises also provide income-earning opportunities for women, youth, and vulnerable populations, directly impacting their food security and nutrition. To spur growth, the U.S. Agency for International Development (USAID) and other donors have invested in improving agro-processing in SSA. In Southern Africa, the American Oil Chemists' Society (AOCS), Soybean Innovation Lab, and USAID-funded Farmer-to-Farmer Program implemented by Cultivating New Frontiers in Agriculture (CNFA) are conducting a pilot to connect AOCS volunteers with processors. This presentation reviews the experiences with the partnership and describes how AOCS members can support African agro-processors.
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Reports on the topic "African youths"

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Commey, Grace Commey. Impact of Social Media on African Youth. West Africa Civil Society Institute (WACSI), February 2020. http://dx.doi.org/10.15868/socialsector.36945.

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Sumberg, James. Youth and the Rural Economy in Africa. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/ids.2021.043.

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How do young people across Africa engage with the rural economy? And what are the implications for how they build livelihoods and futures for themselves, and for rural areas and policy? These questions are closely linked to the broader debate about Africa’s employment crisis, and specifically youth employment, which has received ever-increasing policy and public attention over the past two decades. Indeed, employment and the idea of ‘decent work for all’ is central to the Sustainable Development Goals to which national governments and development partners across sub-Saharan Africa have publicly subscribed. It is in this context that between 2017 and 2020, a consortium led by the Institute of Development Studies, with funding from the International Fund for Agricultural Development, undertook research on young people’s engagement with the rural economy in SSA.
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Pereznieto, Paola Pereznieto, and Rachel Marcus Marcus. Gender and Youth Livelihood Programming in Africa. New York, NY United States: Overseas Development Institute, January 2018. http://dx.doi.org/10.15868/socialsector.30983.

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Chamberlin, Jordan, and James Sumberg. Youth, Land and Rural Livelihoods in Africa. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/ids.2021.040.

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Rural economic transformations in Africa are generating new opportunities to engage with agricultural value chains. However, many young people are said to be locked out of such opportunities because of limited access to farmland, which pushes them out of agriculture and rural areas, and/or hinders their autonomy. This framing of the ‘land problem’ imperfectly reflects rural young people’s livelihoods in much of sub-Saharan Africa, and therefore does not provide a solid basis for policy. Policy-relevant discussions must consider the diversity of rural contexts, broader land dynamics and more nuanced depictions of youth engagement with the rural economy.
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Foyet, Metolo Foyet. Youth Leadership and Governance in West Africa. West Africa Civil Society Institute (WACSI), February 2021. http://dx.doi.org/10.15868/socialsector.38374.

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Erulkar, Annabel, Mags Beksinska, and Queen Cebekhulu. An assessment of youth centres in South Africa. Population Council, 2001. http://dx.doi.org/10.31899/rh4.1215.

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Levinsohn, James, Neil Rankin, Gareth Roberts, and Volker Schöer. A youth wage subsidy experiment for South Africa. International Initiative for Impact Evaluation, April 2015. http://dx.doi.org/10.23846/ow2044.

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Sánchez García, José, Kamal Boucherf, Mustapha Omrane, Sihem Najar, Rachid Touhtouh, and Carles Feixa. Beyond marginalization: youth street groups in Northern Africa. Universitat Pompeu Fabra, 2021. http://dx.doi.org/10.31009/transgang.2021.wp05.1.

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Hughes, Anne O., Daryao S. Khatri, and Joel M. Savell. Exploratory Research on African-American Youth's Propensity to Join the Military. Fort Belvoir, VA: Defense Technical Information Center, January 1996. http://dx.doi.org/10.21236/ada307050.

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Norris, Adele. Thesis review: The storytellers: Identity narratives by New Zealand African youth – participatory visual methodological approach to situating identity, migration and representation by Makanaka Tuwe. Unitec ePress, October 2018. http://dx.doi.org/10.34074/thes.revw4318.

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This fascinating and original work explores the experiences of third-culture children of African descent in New Zealand. The term ‘third-culture kid’ refers to an individual who grows up in a culture different from the culture of their parents. Experiences of youth of African descent is under-researched in New Zealand. The central research focus explores racialised emotions internalised by African youth that are largely attributed to a lack of positive media representation of African and/or black youth, coupled with daily experiences of micro-aggressions and structural racism. In this respect, the case-study analysis is reflective of careful, methodological and deliberative analysis, which offers powerful insights into the grass-roots strategies employed by African youth to resist negative stereotypes that problematise and marginalise them politically and economically.
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