REPORT OF THE 3RD YOUTH CAPACITY HELD IN NOVEMBER 2019 IN ACCRA

1. Introduction: 

The 3rd Youth Capacity building took place under the theme: ‘‘Advancing young African women in Entrepreneurship and Leadership” from 26th to 29th November 2019, in Accra, Ghana. The workshop brought together 49 young participants representing the following African Union Member States: Algeria, Angola, Benin, Botswana, Burkina Faso, Burundi, Cabo-Verde, Cameroon, Central African Republic, Chad, Comoros, Congo Brazzaville, Cote d’Ivoire, Democratic Republic of Congo, Egypt, Equatorial Guinea, Eswatini, Egypt, Ethiopia, Equatorial Guinea, Gabon, The Gambia, Ghana, Guinea, Guinea-Bissau, Kenya, Liberia, Lesotho, Madagascar, Malawi, Mali, Mauritania, Mozambique, Namibia, Niger,  Nigeria, Rwanda, Sao Tome and Principe, Senegal, Seychelles, Sierra Leone, Somalia, South Sudan, Sudan, Togo, Tunisia, Uganda, Zambia and Zimbabwe. Equally amongst the participants was Mr. Moti Daba, winner of the online Quiz organized by the AU/CIEFFA during the celebration of the International Day of the Girl child.

2. Background of the 3rd Youth Capacity-Building Workshop

Mrs. Simone Yankey-Ouattara, Senior Policy Officer, provided the backdrop of the workshop by outlining the selection process, the objectives and outputs of this capacity-building workshop. She added that in order to achieve the Aspirations of agenda 2063, it was important to involve a number of key stakeholders, especially the youth.

Opening Ceremony

The opening ceremony was chaired by the Coordinator of the AU/CIEFFA, Dr. Rita Bissoonauth.

In her opening remarks, Ms. Vigdis Cristofoli, Education Counsellor at the Royal Norwegian Embassy to the AU, expressed how Norway was proud to partner and collaborate with AU/CIEFFA in promoting girls’ and women’s Education in Africa. She stressed that for the future of Africa’s socio-economic development to be ensured, African Youth needed be capacitated with the best set of skills and competencies and that this workshop was responding to these needs. 

On behalf of H.E. Prof. Sarah Anyang Agbor, HRST Commissioner, AUC, Dr Mahama Ouedraogo, Director HRST, explained how happy he was to be among the crème de la crème of the African Youth, as representatives of the Africa we want. In the fight against an intergenerational cycle of poverty which denies girls and women their basic Human rights, he saluted AU/CIEFFA’s work with the support of development partners, in the empowerment of girls and women through their Education in line with key legal frameworks amongst others such as the AU Gender strategy, STISA and CESA. He also appreciated the theme of the meeting, which offers the ideal framework for achieving the agendas of Gender and Education whilst empowering young people with crucial competencies to combat harmful practices and attitudes.

Hon. Gifty Twum Ampofo, Deputy Minister of Education and TVET of Ghana, highlighted the numerous activities that the host country was undertaking in the area of Education, namely, free access to secondary cycle Education, expanding TVET and improved international standards for teacher training. 

Hon. Cynthia Mamle Morrison, Minister of Gender, Youth and Social Protection congratulated the participants for making it on the crest of such a continent-wide and competitive process. She appreciated investments made by the AUC through this capacity building workshop which promotes the necessity for Youth-driven entrepreneurship as key to the betterment of African societies. 

 

III. Presentations of Modules

Mr. Victor Mensah briefly outlined the different steps of creating a project proposal: identify the purpose of the project, its key components and the differences between managing and finalising a project. He pointed out that one of the outcomes of the workshop was to come up with a group project on issues relating to girl’s and women’s education.

Module 1: Girls’ and Women’s Education in Africa

Under the session on “Understanding the dynamics of Girls’ and Women’s Education in Africa”, Ms. Daphne Chimuka, enabled the participants to better interpret key various concepts and terminologies of gender and to understand how aspects of Gender as social construction of norms and attitudes impact negatively on the universal rights of women and girls such the right to education. To demystify participants’ perception on gender based myths and stereotypes, she clarified the different levels of intervention.  

Module 2: Girls and women in TVET male dominated areas

In the session on “Gender Stereotypes in TVET: Assessing the facts, challenging the myths”, Dr. George Afeti, provided an overview of the gender dichotomy in learning and vocational choices into TVET. He explained that the current gender gaps are often attributed to influential factors such as society, culture, tradition and religion. He also provided data on enrolment and female participation in TVET. 

A Panel Discussion ensued following this presentation on: “Dynamics and Factors Influencing the Educational and Career Goals of Girls and Women” comprising of five panellists: Espoir Mebi Djam (Cameroon), Erick Ouko (Kenya), Tiewa Noel Coulibaly (Cote d’Ivoire), Ngozi Nkulula (Zambia) and Zineb Ayadi  (Algeria). 

The panelists outlined different factors such as culture which influence the educational paths and careers of young women. They also added how sexual harassment in particular, impacts women’s and girls’ educational and professional achievement especially in Science, Technology, Engineering and Mathematics (STEM).

Module 3: Financial Literacy

Ms. Nadira Bayat, facilitated the session on “Advancing Gender Equality and the Sustainable Economic Empowerment of Women under the African Continental Free Trade Area (AfCFTA)”. She highlighted that gender gaps still exist due to discriminatory laws, limited access to land, and lack of access to social protection services, resulting in unpaid work and labour for women. She encouraged participants to seize this trading opportunity of AfCFTA and to work with young girls and women entrepreneurs to tackle gender-related concerns and constraints gender based violence and norms as well as lack of access to finance and self-confidence.

Module 4: Linking Entrepreneurship in STEM & TVET

In the session on “Entrepreneurship”, Ms. Brinda Hunziker presented some key projections and statistics on the evolution of the job market on the continent. She explained that by 2040, 47 % of actual jobs will have vanished according to a research by the Oxford University. In retrospection, she also explained although the youth in Africa constitute 75% of the working age population, they only represent 60% of the jobless persons in Africa. Ms. Hunziker highlighted the importance and benefits of venturing in Entrepreneurship, while cautioning for some of the challenges to be encountered. She also provided the participants with the skills required to become an Entrepreneur and how to prepare a business plan.

Ms. Brinda Hunziker also moderated a panel Discussion on “Sharing best practices on Entrepreneurship in the areas of TVET and STEM”. The panelists were: Kelahloko Mashiloane (South Africa)¸ Dior Fall Samb, (Senegal), Kadio Niang (Mauritania), Merveille Tia Ngolo (Congo) and Eden Tadesse (Ethiopia). They discussed the main challenges faced by young entrepreneurs on the continent in the areas of STEM and TVET and provided some feasible adaptable solutions/avenues to address the recurring issue of limited funding. 

In the picture is the Angolan representant Sofonie Dala.

 

Module 5:  Leadership in STEM

During the session on “Personal branding and values”, Ms. Naadiya Moosajee from WomEng, explained the key concepts of Personal Leadership branding and used a “Values vault” exercise to identify core values, impressions and postures of Leaders. She stressed on the necessity to cultivate a network and use networking opportunities. She presented the “Elevator pitch”, where participants had one minute to brief a potential investor on their work. 

Ms. Moosajee also explained that as long as their projects were sustainable and helping the community, investors would be interested to come in. 

Module 6: Digital Literacy

Ms. Wanjira Kamwere from Microsoft Africa, presented the session on “21st Century Skills and the future workforce”. She began by encouraging participants to contribute to increase  the number of youth-owned companies, as a driver for transformation of African societies. She explained the need for digital skills to keep up with innovation and competitiveness on the African job market. 

Mr. Stewart Samkange, Representative of Microsoft gave some tips on how to use LinkedIn for job-seekers. An online quiz was also administered to strengthen participants’ capacity in digital skills. 

Module 7: Community Engagement

Mr. Victor Mensah explained the core components of community engagement: identification of target group, brainstorming of ideas, community assessment, collaboration for action and change. He also added that community engagement rests on inclusivity, participation, civic intelligence and leadership and that it happens at different levels: individual, interpersonal, community, organizational and policy levels.

Module 8: Presentation of projects 

Six projects were presented at the end of the workshop: 

1. Setting up a multimedia company

2. Advancing women’s and girls’ Education under the AfCFTA 

3. Developing a multi local language app

4. Knowledge Hub in STEM 

5. Alternative Education app

6. Engaging men in Girls and Women’s Education. 

Throughout the workshop, participants in their groups used a project template, and exchanged views and ideas to finalize their project.

2. Closing 

Mrs. Constance Swaniker, CEO and Founder, of “Accents and Arts”, shared her experiences and the challenges of working in a male-dominated field. She explained her career path in in the construction sector, often perceived as a male-dominated area. 

In her closing remarks, Dr Rita Bissoonauth requested the participants to take up their roles as advocates for girls and young women to access and complete their education. A certificate was awarded at the end of the capacity-building workshop.

Parabéns! Sofonie Dala foi selecionada para Cúpula Mundial da Paz na Malásia. Congratulations to Sofonie! She was selected among 7000 applicants to participate in the Global Peace Summit in Malaysia 2020.

Parabéns. A angolana Sofonie Dala volta a ser selecionada para representar Angola na diáspora.

Desta vez ela foi selecionada entre 7000 aplicantes em todo mundo para participar da Cúpula Global da Paz na Malásia 2020.

Ela permaneceu bem-sucedida em inspirar o júri com seus projectos sociais e motivação para participar da Cúpula Mundial da Paz na Malásia.

THE ROLE OF SOCIAL MEDIA IN REDUCING UNEMPLOYMENT

The role of social media in reducing unemployment is perceived and well documented. 

I think the question about the possible sources of any academic material on the topic: The role of social media in reducing unemployment, is focused on one of the most critical issues facing almost every country in the globe today and it is expected to continue for some time or decades to come.

My response to the question has both specific and general sources of data. In fact, anyone who is unemployed can get a job via internet driven social media forum. These media are available, simple, easy to use, and value laden.

Let me begin by stating that unemployment or joblessness is caused by many sources or factors such social, economic, environmental, or political issues. At the same time, the social media have multiple channels or platforms that can be be employed to deal communicate or access all kinds of social, economic, political, or environmental information that anyone needs or wants to interact with.

A person can get freelance, part-time, or full time job online with a minimum investment of resources like time, money, skills, device, or cafe services .

As stated above, all the sources of most of or all our jobs or employments are classified under social, economic, environmental, and political jobs, employment, or occupation. We also know that the social media is a tool that can be effectively used to create and sustain any employment as well as to create or raise awareness of job opportunities at all levels globally.

Allow or permit me to share with you the idea that, access, use, or literacy determine our ability to seek and get jobs through the social media investments, facilities, technology, or infrastructure at personal, family or household, village, local community, county, state or national, federal,sub-regional, regional, and global or international levels.

Your question assumes that all the above are guaranteed, granted, or addressed already.I would like to go with your assume that, if all the barriers to unfettered access and use of the social media are eliminated to enable any able and willing user to seek, create, or perform any employment, then the following information can be used to address the above question.

It is also vital for me to explain in advance that, there are some basic preconditions or requirements for anyone to be able and willing to engage in a meaningful, gainful, or productive employment, with or without the social media.

These have to do with our levels of human capital development at individual, institutional, family or household, national regional, or global levels. Employment calls different levels of competencies in terms of education, training, experience, attitudes, practice, skills, availability, mobility, or locations.

With respect to the above, the social media, for example, can be used for accessing education at all levels such as from basic education to PhD education. In this case, it is a source education, funding or scholarships, or grants for education, opportunities for online education, training, and research or community outreach or collaboration opportunities.

I am also aware that the social media are the biggest sources of paid online jobs from simple home based jobs, teaching or training, multiple supervisions, selling or social marketing options, or research to international project partnerships or consultancies.

The social media by themselves are sources or factors of employments by themselves.For example, we need ICT technicians, teachers, curriculum, trainers, policies, institutions, engineers, scientists, facilities, software or programmers, internet cafes, content developers, dealers or industries, regulators, laws, investors, infrastructure, or all kinds of ICT end users.

If you look at the issues which I have identified in the above paragraph, you can see that see that all of them are related to all kinds of employments or jobs or occupations at all levels of the society. Some jobs are formal while others are private jobs. As you are well informed, the social media are used by almost all institutions or organizations in addition to individuals or households, communities, or businesses.

I would like to share with you my simple ideas about examples of what I stated as social, economic, environmental, or political issues which can employ the social media to create employments or jobs. In this case, I take job creation to decrease or eliminate unemployment.

So social issues include; educational, cultural, religious, information / communication, food, water, eneergy or power, security, accommodation, clothing, shelter, media, entertainment, movements, or health.

All these are sources of employment or jobs as they all use the social media to advertise jobs, recruit human resources, procurement services, or create poliicy awareness of emerging issues such as mainstreaming gender equality for effective climate change adaptation and mitigation, gender equality for empowerment of women and girls for sustainable development, and gender based analysis to promote gender equality at all levels of social, economic, environmental, legal, and political spheres of development. .

Likewise, economic issues include; incomes, investments, infrastructure, transport, land use, industries, business or commerce, technology, labour or employment, trade, or finance. At the same time, examples of environmental issues include; weather, climate, climate change or climate variability, biomass and biodiversity, forests and trees, water resources, wetland and natural resources, as well as their management, gree technology or funds, or energy sources.

Examples of political issues include; the government institutions at various levels, legal or regulatory systems, public participation, politics or political institutions, judiciary and judicial institutions, national institutions or agencies, local or state or federal governments.All these agencies use the social media to create jobs or employments.

In conclusion, if you reflect on all social, political, environmental, legal, or environmental jobs or employment today, the social media provide the pivot for all of them at personal, family, community, institutional, national, sub-regional, regional, global, or international levels of employment.

Social media awareness, literacy, access, adoption or diffusion, or use are vital for education of unemployment with a focus on gender equality for inclusive empowerment of women and girls to eliminate digital gender gaps for employment opportunities to achieve SDG 4, SDG 5, or SDG8 among others.

Regards, 

Sofonie Dala 

Unemployment in Africa

The soaring rates of joblessness in many African countries are denying millions of young people of their rights to earn a living. Without opportunities to reach their potential, youth are more likely to turn to violence as a means of survival.

If we want to create a bright, peaceful, and conflict-free future for Africa, we need to ensure young people have the tools and opportunities to thrive.

Oportunidade para os Africanos. Bolsas de estudo na Irlanda. Não perca, aplique já.

Government of Ireland - International Education Scholarships (GOI-IES) 2020 for study in Ireland (Funded)

Application Deadline: 27 March 2020 http://bit.ly/2URurfK

The internationalisation of Irish higher education is a key element in the delivery of a quality teaching, learning and research experience for students and staff and for building international engagement for the sector. The Government of Ireland -International Education Scholarship (GOI-IES) scheme was established under the provisions of the Government’s International Education Strategy, 2010–2015 and expanded under the successor strategy “Irish Educated, Globally Connected (2016-2020). Attention is also drawn to the Department of Foreign Affairs and Trade’s Global.

The aim of the 2020 GOI-IES scheme is to reflect Ireland’s engagement in target partner countries. The scheme is operated in the higher education sector and funded
in partnership between the Government and the higher education institutions (HEIs). Scholarships will be branded as prestigious awards reflecting the core messages about Ireland as a centre of international education. It is expected that for every scholarship winner, awareness of Ireland will be raised among many more potential students.

The scheme is managed by the Higher Education Authority (HEA), on behalf of the
Department of Education and Skills. Following a competitive process based on an
annual call for proposals from individual applicants, the HEA will approve a defined
number of scholarships under the scheme to successful applicants.

Government of Ireland International Education Scholarships will be awarded to high
calibre students from non-EU/EEA countries to study full-time in Ireland for a period
of one year. The following are the terms and conditions that will apply:
➢ The HEA will award a scholarship fund to the student (through the HEI that
the student is attending) amounting to €10,000 for one study year.

This fund is directed at covering student costs and living expenses. The scholarship may be for:
▪ the final year of an undergraduate programme;
▪ one year of a taught master’s degree programme or;
▪ one year of a research programme (i.e. one year of a 2-year research masters or a 3-4-year PhD programme).

➢ The scholarship stipend will be transferred to the host higher education
institution (HEI) of the successful student and forwarded by that HEI to the
scholar in two payments of €5,000.
➢ The HEI will be required to give a FULL fee waiver to the student for the scholarship year (i.e. tuition fee and registration charge are waived). This
is the minimum matching funding requirement that institutions will be
required to make to the scholarship scheme.
➢ It is expected that a total of 60 scholarships will be funded by the
Government of Ireland International Education Scholarships for the
academic year 2020/2021.

Oportunidade para os Africanos. Estágios remunerados nos Estados Unidos. Paid internship

UN Envoy on Youth No more unpaid Internships Fellowship Program 2020 for young Professionals (Paid Fellowship at United Nations’ Headquarters in New York,USA )

Application Deadline:20 February 2020

UN Envoy on Youth No more unpaid Internships Fellowship Program 2020 for young Professionals (Paid Fellowship at United Nations’ Headquarters in New York,USA )

Application Deadline:20 February 2020 http://bit.ly/38aMbqn

The Office of the Secretary-General’s Envoy on Youth is saying goodbye to unpaid internships!

Are you passionate about the work of the United Nations?
Are you motivated to help realise the potential of fellow young people?
Have you been waiting for too long for a paid entry-level opportunity to the UN?
Do you want to join the UN Youth Envoy as a Fellow?
Yes? 🙋Then you might be the right person for the job!

To begin with, we are looking for three young people to get on board the UN Youth Envoy’s Fellowship, which aims at providing you, a young talent 💪, a chance to get involved the implementation of the Sustainable Development Goals.

The selected fellows will join us at the United Nations’ Headquarters in New York for a duration of 12 months starting from March 2020. To apply, click on the position you are interested in (Click the assignments below to check detailed information respectively): Fellow in Coordination
Fellow in Social Media
Fellow in Planning, Monitoring and Evaluation

Opportunity for africans in investigative journalism

Oportunidade para os jornalistas. Todos africanos podem aplicar. 

OpenDemocracy 2020 investigative journalism fellowship focused on sexual and reproductive health ( $2,100 per month Stipend)

Application Deadline:Sunday 16 February 2020 https://tinyurl.com/vtyusxn

OpenDemocracy’s Tracking the Backlash project is excited to announce a six-month, full-time investigative journalism fellowship focused on sexual and reproductive health issues, starting in March 2020. Working closely with our editors, the fellow will focus on investigating the health impacts of organised opposition to women’s and LGBTIQ rights across the world.

The fellow will be paid a stipend of $2,100 per month and will be expected to dedicate 40 hours a week to research, reporting, planning and other tasks for at least two major investigative projects. Throughout, they will receive ongoing mentorship on health reporting and how to plan and execute impactful investigations. They will also be invited to attend special training workshops.