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Relevant bibliographies by topics / Youth leaders

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Academic literature on the topic 'Youth leaders'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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Journal articles on the topic "Youth leaders"

1

Burmakina, Anna. "Leader Status in Youth Organizations and Movements: the Case of Ethnocultural Associations of the Kemerovo Region." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2020, no. 1 (April 24, 2020): 44–52. http://dx.doi.org/10.21603/2500-3372-2020-5-1-44-52.

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The research objective was to characterize the phenomenon of the leader status based on the case of various ethnocultural youth associations of the Kemerovo region. At first, leaders use their experience and skills to get promoted within and outside youth organizations. After that, the personality of the leader strengthens the organization in socio-political interaction. Power rests on authority and various types of capital. According to M. Weber, P. Bourdieu, and L. Stout, youth authority is unstable and requires constant conscious efforts. Youth leaders transfer their characteristics into various types of capital: by managing this capital, they climb the social ladder and exercise their power on the group. Youth organizations and movements act as a training platform for young leaders: they accumulate the required qualities and develop a certain specialization. As a result, they develop potentials that depend on the activity of the youth organization, which, in turn, diversifies the leader’s position in the organization. In general, youth organization leaders herald the interests and needs of their group, while pursuing their own goals.

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Bading, Charla, Barry L. Boyd, David Lawver, Jon Ulmer, and Chris Boleman. "Youth Voice: Developing Future Leaders." Journal of Youth Development 7, no. 4 (December 1, 2012): 37–49. http://dx.doi.org/10.5195/jyd.2012.116.

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The purpose of this study was to examine youths’ perceptions regarding their involvement on youth advisory boards in Cooperative Extension. A stratified, random sample of counties with active youth advisory boards was selected to ensure representation from all Extension districts in the state. A copy of the Involvement and Interaction Rating Scale was mailed to all participants. The findings indicate that Youth feel good about their level of participation on their youth advisory board and that adult members of the board allow them to have an active voice in the activities of the board.

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Botchwey, Nisha, L. Katie O'Connell, Kim Bryan, and Tonya Ricks. "Successful youth advocacy (YA) programs." Journal of Healthy Eating and Active Living 1, no. 2 (April 5, 2021): 41–52. http://dx.doi.org/10.51250/jheal.v1i2.8.

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Disparities in youth obesity continue despite an increasing number of programs designed to combat this challenge. Policy, systems, and environmental (PSE) changes hold promise for these populations. This study identifies lessons from adult leaders for youth advocacy programs. Youth Engagement & Action for Health! (YEAH!) is a youth advocacy curriculum for PSE change that promotes healthy behaviors. From 2017-2019, 18 youth-serving organizations recruited 11-14 year olds from low-income urban, suburban, and rural areas. 237 participants in 19 youth groups completed YEAH! with 28 adult leaders. YEAH! adult leaders completed pre- and post-surveys on adult leader characteristics, group structure and dynamics, barriers to success, and technical assistance needs. Researchers interviewed adult leaders at the completion of each YEAH! project. This community based participatory research (CBPR) project engaged adult leaders to collect data, analyze coded transcripts and interpret results. Clubs evaluated with positive outcomes were facilitated by adult leaders who had previous engagement with the youth, showed enthusiasm for youth advocacy, and had access to resources to motivate group cohesion, participation, and commitment. The adult leader steering committee synthesized the findings into a set of best practices and strategies to help group leaders be as successful as possible when leading future youth advocacy groups.

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Walker, Kathrin C. "The Multiple Roles That Youth Development Program Leaders Adopt With Youth." Youth & Society 43, no. 2 (December 6, 2010): 635–55. http://dx.doi.org/10.1177/0044118x10364346.

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The roles that program leaders establish in their relationships with youth structure how leaders are able to foster youth development. This article examines the complex roles program leaders create in youth programs and investigates how they balanced multiple roles to most effectively respond to the youth they serve. Analyses of qualitative data from 12 high quality programs for high school—aged youth suggest that program leaders take on different roles. In some cases, youth experienced their program leader as a trusted friend, caring parent figure, or influential mentor. In other instances they described him or her as having the knowledge and authority of a teacher or boss. Analyses further suggest that moving across multiple roles appeared to make the program leaders more effective.

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Hershberg, Rachel M., Paul A. Chase, Robey B. Champine, Lacey J. Hilliard, Jun Wang, and Richard M. Lerner. "You Can Quit Me But I’m Not Going to Quit You:” A Focus Group Study of Leaders’ Perceptions of Their Positive Influences on Youth in Boy Scouts of America." Journal of Youth Development 10, no. 2 (June 1, 2015): 5–30. http://dx.doi.org/10.5195/jyd.2015.406.

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As part of a longitudinal, mixed-method study with Boy Scouts of America, we conducted five focus groups with a diverse group of 46 program leaders in order to better understand their perceptions of how they influence youth. Drawing from grounded theory analysis methods, we found that leaders believed they promoted positive youth outcomes, including character and self-confidence, through caring youth-leader relationships and facilitating opportunities for youth to participate in and lead skill-building activities and apply skills in different contexts. Leaders differed in the particular outcomes that they emphasized. Implications of these findings for future research and practice are discussed.

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Bennett, M., A. Fraknoi, and J. Richter. "Project ASTRO: A Successful Model for Astronomer/Teacher Partnerships." International Astronomical Union Colloquium 162 (1998): 249–55. http://dx.doi.org/10.1017/s0252921100115192.

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Project ASTRO is designed to improve astronomy education and science literacy in grades 4-9 by creating effective working partnerships between teachers/youth leaders and astronomers (both professional and amateur). Key elements of the program include:•training the teachers/youth leaders and astronomers together in inquiry-based “hands-on, minds-on” learning activities•encouraging an active working partnership between the astronomer and the teacher/youth leader•encouraging multiple visits by the astronomer to the classroom or youth group meetings.

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Oreskovic, Luka. "Youth leaders must be accountable." UN Chronicle 47, no. 4 (April 17, 2012): 38–41. http://dx.doi.org/10.18356/77782e63-en.

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McDevitt, Michael, and Shannon Sindorf. "Casting Youth as Information Leaders." American Behavioral Scientist 58, no. 5 (December 17, 2013): 701–14. http://dx.doi.org/10.1177/0002764213515222.

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Davidson, Adina, Sarah E. O. Schwartz, and Gil G. Noam. "Creating youth leaders: Community supports." New Directions for Youth Development 2008, no. 120 (September 2008): 127–37. http://dx.doi.org/10.1002/yd.288.

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Gabbey, Amber Erickson. "Make Leaders of Youth Volunteers." Volunteer Management Report 24, no. 7 (June 13, 2019): 3. http://dx.doi.org/10.1002/vmr.31208.

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Dissertations / Theses on the topic "Youth leaders"

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Coles, James. "Orthodox youth ministry training volunteer leaders /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Pinnock, Wesley. "Training youth leaders in the urban church." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Andrews, Brett Stephen. "Preparing leaders for the evangelism of youth." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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Seto, Ming-wai, and 司徒明慧. "Youth work organizations and the nurturing of future youth leaders forpolitical participation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B46776138.

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Gerault, Joe. "Training Hispanic church leaders for basic youth ministry." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Suandi, Turiman B. "Commitment of 4-B (Malaysia) youth leaders towards volunteerism /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436325547.

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Pappianne, Paige. "Voices of Bangladeshi Environmental Youth Leaders: A Narrative Study." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1557169195419225.

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Premanath, Laksman 1955. "A comparison of volunteer leaders in 4-H with volunteer leaders in related urban youth group." Thesis, The University of Arizona, 1990. http://hdl.handle.net/10150/291332.

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A comparative study was performed to identify personal characteristics and motivation of volunteer leaders from two youth groups; 4-H and Campfire. Criteria under study were appraised using questionnaires. Data analysis based on the responses obtained from 64 volunteer leaders. The personal characteristics investigated included expected period of service, support and encouragement, time spent on volunteer activities, satisfaction from service rendered, enrollment of volunteer leaders children, place of residence, length of residence, educational level, employment status, age, gender, and ethnicity. Affiliation, achievement, and power motivation factors were assessed. Most of the personal characteristics investigated were determined to be similar in the two groups. Major differences were found in the place of residence and tenure period. Youth leaders in both groups responded to the motivation inventory in a similar manner, although the two groups originated in rural and urban environments. The 4-H and Campfire volunteer leaders were highly achievement and affiliation motivated.

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Risley, Michael Joseph. "Recruiting volunteer youth leaders at Voyagers Bible Church, Irvine, California." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p006-1514.

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Risley, Michael Joseph. "ecruiting volunteer youth leaders at Voyagers Bible Church, Irvine, California." Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Books on the topic "Youth leaders"

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Stilwell, Tim. Youth Alpha: Leaders manual. London: HTB Publications with Alpha Resources, 1996.

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Jassat, Abdul-Hamid. Muslim youth: Followers or leaders? [S.l.]: Khilafah Publications, 2003.

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Jassat, Abdul-Hamid. Muslim youth: Followers or leaders? S.l.]: Khilafah Publications, 2003.

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Resources, Cook Ministry. The Alpha Youth leaders manual. Colorado Springs, Colo: Cook Ministry Resources, 1996.

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Jassat, Abdul-Hamid. Muslim youth: Followers or leaders? S.l.]: Khilafah Publications, 2003.

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6

Growing leaders. Louisville, Ky: Bridge Resources, 1998.

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7

Clair, Barry St. Building leaders for strategic youth ministry. Wheaton, IL: Victor Books, 1991.

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8

Stone, J. David. Volunteer youth workers: Recruiting and developing leaders for youth ministry. Loveland, CO: Group Books, 1985.

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9

Swinehart, Bruce. Youth involvement: Developing leaders and strengthening communities. [Washington, D.C.?]: U.S. Dept. of Housing and Urban Development, Office of Public and Indian Housing, 1990.

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Swinehart, Bruce. Youth involvement: Developing leaders and strengthening communities. [Washington, D.C.?]: U.S. Dept. of Housing and Urban Development, Office of Public and Indian Housing, 1990.

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Book chapters on the topic "Youth leaders"

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Martinek, Tom, and Don Hellison. "Relationships with Leaders." In Youth Leadership in Sport and Physical Education, 103–11. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_9.

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Gentry, Bobbi. "Inspirational Leaders, Personal Narrative, and Youth Identity." In Why Youth Vote, 49–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69608-9_3.

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Grande, D. "Youth are the leaders of today." In Tobacco: The Growing Epidemic, 570–72. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_239.

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Francis, Jason. "Aspirations of Young Female Leaders in Transitioning to Elective Politics in Barbados." In Youth Participation in the Caribbean, 123–43. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003203889-9.

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Martinek, Tom, and Don Hellison. "Developing Youth into Leaders through Sport and Physical Education." In Youth Leadership in Sport and Physical Education, 3–13. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101326_1.

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Pickard, Sarah. "Political Parties, Political Leaders, Youth Policies and Young People." In Politics, Protest and Young People, 157–94. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-57788-7_6.

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Kemp, Susan P. "“Leaders of Today, Builders of Tomorrow”: Transforming Youth and Communities in Urban Youth Programs." In The Paradox of Urban Space, 135–56. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230117204_8.

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Shiver, Victoria N., and Jenn M. Jacobs. "Preparing adult leaders to work within sport-based youth development settings." In Before- and After-School Physical Activity Programs, 191–202. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge studies in physical education and youth sport: Routledge, 2020. http://dx.doi.org/10.4324/9781003051909-16.

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Murphy-Graham, Erin, and Alison K. Cohen. "Life Skills Education for Youth in Developing Countries: What Are They and Why Do They Matter?" In Life Skills Education for Youth, 13–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85214-6_2.

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AbstractDrawing from a review of theoretical, methodological, and empirical literature on life skills from the fields of education, public health, psychology, economics, and international development, this paper attempts to clarify basic definitional and conceptual issues that relate to life skills education. It addresses the questions: (1) What are life skills, and how has the term emerged in academic and donor agency literature? And (2) What bodies of practice and research evidence converge in the rise of ‘life skills’ programming and increased interest in ‘life skills’ among thought leaders and donors in the field of international education? The paper identifies implications from this analysis to be considered in research and interventions that focus on life skills for adolescents, particularly in light of global efforts to improve the quality of education.

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Holden, Stein T. "The gender dimensions of land tenure reforms in Ethiopia 1995-2020." In Land governance and gender: the tenure-gender nexus in land management and land policy, 143–52. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789247664.0012.

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Abstract Continued rapid population growth in rural areas is a major challenge to future land access for all in Ethiopia. Landlessness is growing and farm sizes shrinking. This tends to erode the constitutional right of all rural residents without another livelihood option to access land for subsistence. With the recent land laws also stipulating minimum farm sizes, this also restricts inheritance rights of children living on small farms. It also restricts the opportunity to share land equally among spouses upon divorce. Co-management of land among divorced parents and children on small farms is also challenging. The result may be disguised fragmentation. Given the growing landlessness and inheritance rules and the need for alternative livelihoods for youth, we may wonder whether women are at a disadvantage in non-farm employment. Recent studies of a large sample of resource-poor rural youth that have been eligible to join youth business groups and have been allocated rehabilitated communal lands have female members that on average have fewer assets, lower incomes and less education than male members. They are also much less likely to own a mobile phone and to become group leaders or group board members. This shows that young women in Ethiopia continue to be disadvantaged and are among the most resource-poor and vulnerable. There is a need for more targeted policies to give them equal opportunities in the ongoing rural as well as rural-urban transformation processes.

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Conference papers on the topic "Youth leaders"

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Chaluppe, Matheus, Bruna Patrício, Pedro Ripoli, Lucas Xavier, and Mark Barone. "8 ADJ’s experience in youth leadership development." In Leaders in Healthcare 2021. BMJ Publishing Group Ltd, 2021. http://dx.doi.org/10.1136/leader-2021-fmlm.8.

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Haifley, Dan. "Low Income Youth As Environmental Leaders." In California and the World Ocean 2002. Reston, VA: American Society of Civil Engineers, 2005. http://dx.doi.org/10.1061/40761(175)33.

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Gruzina, Yulia, Irina Firsova, and Marina Melnichuk. "Youth Policy and Motivation of the Future Leaders." In Proceedings of the 5th International Conference on Social, Economic, and Academic Leadership (ICSEALV 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.169.

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Jones, Brandon, Jeanee Beacham, and Terence Jeyaretnam. "Session 3 Youth As Agents of Change: Youth Dialogue with Industry and Government Leaders." In The 4th Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2022. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/dec2021/all-events/18.

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"Speakers: Brandon Jones, Program Director, Geosciences and Education Divisions, US National Science Foundation Jeanne Beacham, President and CEO of Delphon Industries Terence Jeyaretnam, Partner at EY, Climate Change and Sustainability Services Australia We engaged in dialogue with industry and government leaders on the following questions: How can we pull on levers to create change? What are key innovative approaches for making real world change? What do the outcomes of COP26 mean for industry and government, and how can youth get involved?"

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Koubek, Richard, Scott Ferraro, and Diana Wall. "Session 1 Opening Plenary." In The 4th Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2022. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/dec2021/all-events/1.

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The opening plenary focused on engaging in dialogue with leaders creating sustainable solutions at universities, in implementing Net Zero, driving forward curriculum, ensuring our campuses are living labs, and more. Youth leaders who attended COP26 moderated this session, bringing in diverse voices from youth participants in attendance. How can optimistic youth make change within their campus? What does COP26 mean for higher education?

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Genuise, Jacob, and Nassy Khademimoshgenani. "Session 4 Raising Youth Voices and Ambition." In The 4th Global Virtual Conference of the Youth Environmental Alliance in Higher Education. Michigan Technological University, 2022. http://dx.doi.org/10.37099/mtu.dc.yeah-conference/dec2021/all-events/19.

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COP26 has concluded. What happens now? Youth leaders who attended COP26 in person or virtually moderated open session. Summit participants were invited to share their ideas and questions on next steps following COP26. Engaged in open dialogue about the role of youth in determining a positive future.

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Pevnaya, Maria. "PROFILE OF CHILDRENS NON-PROFIT ORGANIZATIONS LEADERS: CASE OF CHILDREN AND YOUTH ASSOCIATIONS IN RUSSIA." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/33/s12.071.

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Kerr, Zachary Y., Johna K. Register-Mihalik, Juliet K. Haarbauer-Krupa, Vivian F. Go, Emily Kroshus, Paula Gildner, K. Hunter Byrd, and Stephen W. Marshall. "PW 0433 Using opinion leaders to address intervention gaps in concussion prevention in youth sports." In Safety 2018 abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/injuryprevention-2018-safety.626.

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Zinovyeva, Elena, Elena Kuznetsova, and Natalia Iskra. "LIFELONG LEARNING AS A NEW VALUE ATTITUDE IN THE MESSAGES OF DIGITAL OPINION LEADERS OF YOUTH." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1737.

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Lui, Fei, Xiwang Dong, Qingdong Li, and Zhang Ren. "Time-varying formation tracking for general linear multi-agent systems with multiple leaders and input saturation." In 2018 33rd Youth Academic Annual Conference of Chinese Association of Automation (YAC). IEEE, 2018. http://dx.doi.org/10.1109/yac.2018.8406372.

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Reports on the topic "Youth leaders"

1

Houwer, Rebecca Houwer. Changing Leaders, Leading Change: A Leadership Development Model for Marginalized Youth in Urban Communities. Toronto, Ontario Canada: Youth Research & Evaluation eXchange (YouthREX), March 2016. http://dx.doi.org/10.15868/socialsector.34106.

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Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.

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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.

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Isaacs, Robert. A Lifelong Journey in Aboriginal Affairs and Community: Nulungu Reconciliation Lecture 2021. Edited by Melissa Marshall, Gillian Kennedy, Anna Dwyer, Kathryn Thorburn, and Sandra Wooltorton. Nulungu Research Institute, The University of Notre Dame Australia, 2021. http://dx.doi.org/10.32613/ni/2021.6.

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In this 2021 Nulungu Reconciliation lecture, Dr Robert Isaacs AM OAM will explore the meaning of reconciliation and the lessons of his personal journey in two worlds. As part of the Stolen Generation, and born at the dawn of the formal Aboriginal Rights Movement, this lecture outlines the changing social attitudes through the eyes of the lived experience and the evolving national policy framework that has sought to manage, then heal, the wounds that divided a nation. Aspirations of self-determination, assimilation and reconciliation are investigated to unpack the intent versus the outcome, and why the deep challenges not only still exist, but in some locations the divide is growing. The Kimberley is an Aboriginal rights location of global relevance with Noonkanbah at the beating heart. The Kimberley now has 93 percent of the land determined through Native Title yet the Kimberley is home to extreme disadvantage, abuse and hopelessness. Our government agencies are working “nine-to-five” but our youth, by their own declaration, are committing suicide out of official government hours. The theme of the Kimberley underpins this lecture. This is the journey of a man that was of two worlds but now walks with the story of five - the child of the Bibilmum Noongar language group and the boy that was stolen. The man that became a policy leader and the father of a Yawuru-Bibilmum-Noongar family and the proud great-grandson that finally saw the recognition of the courageous act of saving fifty shipwrecked survivors in 1876.

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Needs and risks facing the Indonesian youth population. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1049.

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Youth are the leaders of tomorrow, but right now they face a formidable collection of problems that will determine the quality of their future lives and the lives of us all. Education, jobs, substance abuse, violence, sexuality, and marriage are examples of adolescent issues that demand special attention from researchers, youth activists and advocates, parents, and policymakers. In attempting to address these complex issues, we must be willing to confront ignorance, controversy, and cultural obstacles. Clear and focused policy and strategies must play a basic role in tackling these issues facing Indonesian adolescents. This paper provides a concise situation analysis of youth in Indonesia, focusing mainly on issues of sexuality and reproductive health, and describes current and future planned efforts by various governmental departments to deal with these issues. The paper also includes a set of recommendations for the priorities and focus of future initiatives to effectively reduce the risks faced by youth and to increase their chances of becoming educated, productive, healthy, and fulfilled members of society.

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Mexico: Strengthen education on adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1007.

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Unprotected sex among Mexico’s young people often leads to unplanned pregnancy and unwanted births as well as risk of sexually transmitted infections (STIs) including HIV. From 1999 to 2002, FRONTIERS worked with the nongovernmental organization MEXFAM to test the feasibility, effectiveness, and cost of community-, clinic-, and school-based interventions to improve the reproductive health (RH) of youth aged 10–19. Eight cities were selected as intervention sites, and four as control sites. In the intervention sites, researchers worked with coordinators and “multipliers”—local community members such as teachers, community leaders, health-care providers, and peer educators—who taught courses on adolescent RH. In the community intervention, multipliers conducted outreach through events such as plays, sports events, parades, and concerts. In the clinic-based component, providers offered youth-friendly services at their health facilities. Four of the intervention cities also received a school-based intervention. As concluded in this brief, young people in Mexico have a general knowledge of RH, but their weak understanding of reproductive physiology and STIs makes them vulnerable to the consequences of risky behavior. Program managers should strengthen education on adolescent RH for both young people and service providers.

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Senegal: Involve community networks in adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1006.

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Senegal is undergoing rapid urbanization, leading to changes in traditional social and family structure. With these changes there is a rise in early sexual activity among young adults, and increased exposure to unwanted pregnancy and sexually transmitted infections (STIs). In Senegal, where 28 percent of the population is 10–19 years of age, a renewed focus on reproductive health (RH) services appears timely. In 1999, FRONTIERS began testing the feasibility, effectiveness, and cost of several interventions to improve the RH of youth. The study took place in three urban communities in northern Senegal. Two served as intervention sites where community- and clinic-based interventions were offered (and in one a school-based intervention was included). One served as a control site. The community intervention included sensitization on adolescent RH for community and religious leaders, communication with parents, and education sessions. As part of the clinic-based intervention, providers and peer educators were trained to offer youth-friendly services. The school-based intervention trained teachers and peer educators to provide RH information to in-school and out-of-school youth. As noted in this brief, the intervention increased community awareness and improved young people’s knowledge.

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Zimbabwe: CBD roles modified to address Zimbabwe's HIV/AIDS crisis. Population Council, 2002. http://dx.doi.org/10.31899/rh2002.1015.

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In September 1999, the Zimbabwe National Family Planning Council (ZNFPC) and the Population Council initiated a one-year study to assess the performance of ZNFPC’s community-based distribution (CBD) program. A continual decline in the program’s productivity, combined with the expanding HIV/AIDS epidemic, indicated a need to reconsider ZNFPC’s objectives and revise the roles and responsibilities of its full-time, salaried CBD agents. The study examined the productivity, costs, and potential sustainability of the CBD program. Researchers gathered information by reviewing program documents through 1999. They also interviewed program managers, district and community nurses, and community leaders and CBD agents from eight regions. They assessed community views through focus group discussions with female CBD clients, male and female users and nonusers of family planning, and youth. As noted in this brief, the study revealed a need to reorient the program to fit the country’s changing reproductive health needs—specifically the country’s growing HIV/AIDS crisis. The organization incorporated the study findings in a pilot program to improve organizational efficiency while focusing agents’ efforts on the HIV/AIDS crisis.

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Does your Local Control Accountability (LCAP) Plan deliver on the promise of increased or improved services for English Learners? 10 research aligned rubrics to help answer the question and guide your program. The Center for Equity for English Learners (CEEL), 2015. http://dx.doi.org/10.15365/ceel.lcap2015.1.

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As California’s Local Control Funding Formula (LCFF) came into effect in 2013, districts were given more flexibility to use state resources and create a new school finance system to improve/increase services for students with greater needs for support, including English Learners (ELs), students from low-income backgrounds, and foster youth. Local Education Agencies (LEAs) were tasked with preparing the Local Control and Accountability Plans (LCAPs) to describe how districts use their plans to meet their annual goals for all students. To aid LEAs in their design and implementation of programs to address the needs of ELs, Californians Together, the California Association for Bilingual Education (CABE), California Rural Legal Assistance (CRLA), and the Center for Equity for English Learners (CEEL) collaboratively developed the rubrics with 10 focus areas that have a high impact on ELs. These areas include: (1) English Language Development, (2) Parent Engagement, (3) Professional Development, (4) Programs and Course Access, (5) Expenditures, (6) District Wide Use of Concentration and Supplemental Grant Funds, (7) School Wide Use of Concentration and Supplemental Grant Funds, (8) Actions and Services, (9) Proportionality, and (10) English Learner Data to Inform Goals. These 10 rubrics and their corresponding indicators are based on research-based principles and practices for English Learners. These rubrics were first employed in the review of first-year LCAPs by the above-mentioned organizations and remain an important analytical instrument for district leaders to gain insights into the planning for and improving programs and services for ELs.

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