Paper long abstract

African countries are mainly characterized by the youthfulness of their population. This situation presents both benefits and risks if countries fail to capture the demographic dividend. In this context, many public initiatives are being implemented to capture the demographic dividend, but they are often characterized by their inadequacy to meet the needs of this young population. However, sometimes community initiatives emerge and make it possible to catalyse the energies of young people around adapted professional projects. It is in this context that we wish to present in this paper the results of a two-year research project in Senegal on strategies for youth resilience in the face of violence and crime in Senegal. It is based on survey results to show how integration into the professional environment through hip hop allows young people in the suburbs of Dakar to get out or not to fall into violence and crime.

Paper long abstract

Africa is at the dawn of a technological revolution, driven by the digital economy, which is unleashing an unprecedented transformation across the continent. Against the backdrop of its young and dynamic labour force, as well as its untapped markets; the digital revolution presents unprecedented opportunities. A survey conducted by Kenza (2016) reveals that across the region, a silicon valley-inspired network is arising, with the existence of about 200 African innovation hubs, 3,500 new tech related ventures and US$1 billion in venture capital to a pan-African movement of start-up entrepreneurs. The survey also reveals the rise in Venture Capital disbursements to African Tech Startups, increasing from over US$40 million in 2012 to more than US$600 million in 2018. In the emergent digital transformation systems unleashed in African markets, the youth have a considerable opportunity to shape and influence the digital economy across the continent. The African Development Bank (AfDB), in collaboration with partners - The Rockefeller Foundation, Microsoft and Face book - launched an initiative aimed to prepare Africa's youth for tomorrow's jobs, unleashing the next generation of young digital innovators from the continent. The initiative, established in 2018, aims to leverage training of youth in demand-driven information and communications Technology (ICT) curriculum and matching graduates directly with ICT employers to create more than 9 million jobs, targeting 32 million youths and women across Africa. According to the AfDB (2018) report, the Coding for Employment Programme lies at the heart of the bank's jobs for Youth-in- Africa Initiative, which focuses on putting Africa's youth on a path to prosperity. The digital economy in Africa holds considerable prospects for economic growth and development. The economic impact of digital transformation in Africa is significant and rising, with mobile technologies and services generating 6.7% of Africa's GDP in 2015 and contributing about US$150billion of economic value. The digital economy in Africa holds considerable potential for youth employment. Against the backdrop of its young and dynamic labour force, as well as its untapped markets; the digital revolution presents unprecedented opportunities. However, in order to maximize the potential of the digital economy for youth employment, policy makers need to upgrade digital infrastructure, deepen partnerships with the private sector and the global community for the mobilization of resources critical for digital transformation in Africa.

Paper long abstract

The place of gender and conversations on reducing gender inequality in Africa is too important to remain the domain of the elite. The gender inequality gap in education continuum in Africa is widening (World Bank 2016), despite reduction effort put in by governments, development partners, civil society organizations and the academia. Gender inequalities in the African education system hinder African girls from benefiting from economic opportunities that education offer; a growing number of empirical evidence report a direct relationship between education to economic empowerment and human development index. Policies, pedagogy, programs, socio cultural and economic barriers trap the African female learner in a vicious circle that hinder her empowerment regardless of the noblest intentions, and thus there needs to be intentional inclusive and equitable conversations backed by actions towards reduction of gender inequality.

Gender equality is not merely an issue of human right, it is an economic necessity. Worldwide, productivity, and the pace of human development is slowing, (ILO 2017) and this women full and effective participation in the workforce are indispensable to inclusive and sustainable economic growth. Women in Africa account for half the population, they remain uneducated; high reports of drop out rates in secondary school, low transition rates to tertiary education, and lower completion rates in both secondary and tertiary education means lower supply into the workforce. Ensuring women fully participate in the economy is not only growth promoting, it diversifies economics, reduces inequality and mitigates demographic shift (Kochar et al 2016).

Paper long abstract

Youth unemployment is a leading crisis in Kenya. Recent evidence establishes that youth unemployment correlates with gender, geographic location, level of education and household socio-economic status. In some areas in Kenya, over 80 percent of youth from the lowest wealth quintile are unemployment. The lack of access to information exacerbates the situation, especially given that two thirds of youth in rural areas receive information through the word of mouth, and only a third through all the other media combined. Receiving this evidence, Safaricom Foundation, a Kenyan Foundation has established a scholarship programme to counter this crisis. The programme focuses on the most excluded youth, and uses evidence to define these. The program then targets partnerships with two civil society organizations, 12 training institutions and over 100 industry actors to equip 700 youth with skills, train them in life skills and employability competences, place them into internships and link them to industry for employment. Among the key markers of success are a 60:40 gender ratio in favour of female, and at least 5 percent disability target. This paper shares the intricate challenges to female youth's availability to the scholarship programme, between the target (60:40) and the achieved (20:80). The paper moves on to share gendered narratives from youth not in employment, education or training, while tracing these limitations to cultural, economic and educational challenges facing women on the continent. The evidence and the stories provided by the paper will open up space for discussion and solution seeking to encounter the gender limitations, based on three key questions:

1. Which challenges are limiting female youth from participating in fully-sponsored and gender-focused training programmes, and how do the youth themselves engage with these?

2. Which mobilization methods might work in locating and nudging participation in sponsored training programmes?

3. How could the prevailing social, cultural and economic blocks be countered to accelerate the economic empowerment of women on the continent?

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Paper long abstract

There is an increasing need in Cameroon for youth to establish good financial habits, and improve their future prospects for decent work to break the intergenerational cycle of poverty, benefitting their community and country. The Ministry of Secondary Education of Cameroon recognises this need and signed an agreement with Aflatoun International to integrate Social and Financial Education into its secondary school system. This presentation elaborates on the national integration of SFE into the school system as a pathway to social and economic empowerment of youth in Cameroon. The different stakeholders and their contribution to the process, the enablers and barriers, and recommendations to reach national coverage are central to this presentation and serve as an example to countries in the region who desire to achieve the same.

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Paper short abstract

Despite years of schooling, learners progress and even exit primary schools without the foundations of reading and math, limiting their participation in learning. Evidence shows that it is possible to equip a significant proportion of learners with the said skills within a relatively short time.

Paper long abstract

The ongoing curriculum reforms in Kenya are anchored on the need to equip learners with skills needed for work and life. The focus on competencies across learning levels follows up on the learning gaps identified over the years through assessments such as Uwezo and SACMEQ. Learners progress or exit primary cycles without the foundations essential for learning. When these learners progress across grades or transit into higher levels of learning, they record greater challenges such as irregular attendance or even drop out. The Accelerated Learning Program, an intervention targeted at learners in middle school, who lack foundational literacy and numeracy has shown a positive correlation between low learning levels and absenteeism.

Our efforts on access and learning for all MUST prioritize those at greater risk of falling behind, by i) adopting strategies that attempt to level the playing field, and ii) equipping learners with the requisite foundational literacy and numeracy skills. Since 2018, several initiatives targeting learners without foundational skills have been conducted across 12 counties in Kenya. Member organizations from the Regional Education Learning Initiative (RELI) implemented 8 programs across 213 schools, reaching over 24, 000 learners. Results from these initiatives shows that it is possible to support a significant proportion of those farthest behind to acquire basic skills within a relatively short time.

These innovations have primed 'level-based' learning by conducting assessments to establish the learning levels and designing sessions responsive to the needs of individual children. Irrespective of age or grade, learners of similar learning levels are grouped together and engaged in interactive learning activities. This way, they are supported to acquire foundational skills, without which attainment of SDG 4 remains an elusive dream.

Experience and evidence gathered through implementation echoes the message that 'inputs alone' have not succeeded in promoting learning for all. In Kenya for instance, the proportion of those reading at story level in Bungoma county in 2018 had reduced to 43%, compared to 50% in 2015. This calls for formulation and adoption of policies and pedagogical approaches that appeal to learning needs for all learners. What then do we need to adjust moving forward? Where is the lapse?

This paper identifies and shares reflections that can further shape policy conversations and actions in light of children farthest behind.

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Paper long abstract

Feminism is not homogenous. Western feminism has been criticized for its inability to relate to the realities of Black African women. Culture is a significant component in feminist discourse. African feminism aspires to address the needs of Black women in Africa within their own contexts. Africa's past is significant in discoursing African feminism. There are different strands of African feminism that exist in disharmony. Feminist ideals carry a societal stigma. Wangari Maathai projects different strands of African feminisms in her activism and achievements. Western education presents a dilemma and "double consciousness" for African women. Men are an integral part of feministic pursuits. The cultural and political agency determines the course of feministic pursuits.

Keywords: feminism, Africa, women, Wangari Maathai, culture

Eunice Wangui Stuhlhofer is a licensed psychotherapist residing in Austria where she works for Caritas, providing therapeutic services to refugees and migrants. Eunice is a Postdoc fellow of the Austrian Academy of Sciences and a nominated Expert of the European Commission on migration, integration, and asylum. She is keen on combining psychotherapy practice and research. Previously, Eunice has investigated the role of culture in the development and manifestation of mental disorders such as anorexia nervosa among the Kenyan female population.

Eunice's doctoral thesis investigated the lived experiences of Kenyan female migrants in Austria. Her acclaimed dissertation provided an overarching deep theoretical background on Africa and Kenya and the results argued for an innovative shift in discoursing international African migration. This project will shape her future research endeavors.

Eunice's research interests include international African migration; gender, culture, and its influence on mental illnesses, cultural trauma.

Contact: wstuhlhofer@yahoo.com

Website: www.talkingspace.at

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