Promoting Entrepreneurship amid Youth in Windhoek’s Informal Settlements: A Namibian Case

Considering the high unemployment rate among Namibian youth and a lack of job opportunities, the promotion of entrepreneurship has gained wider attention in the country. A number of initiatives have been started such as entrepreneurship trainings and workshops, business idea competitions, etc. All these aim to inspire young people to think of alternative income sources. As part of a two-year funded community outreach research and development (R&D) project, we have investigated participatory approaches to engage marginalized youth into conceptualizing their own context, imparting skills, and deriving new career paths. This article reports and reflects on one of the interventions we have recently concluded with a group of youth in Havana, an informal settlement in the outskirts of Windhoek. We conducted what we entitled “The Havana Entrepreneur”, a series of interactions inspired upon the model of the American reality game show “The Apprentice”. Over a number of weeks two youth groups were given challenges to tackle by means of competing against one another. After completion of each challenge, groups were rated by a number of judges on skills demonstrated such as marketing, presentation, reflection and creativity among others. We observed an increase in, and improvement of skills revealed along tasks’ completion, besides an openly expressed self-realization and discovery of abilities by participants. Moreover, the youth are currently engaged in the continuation of activities beyond the initial entrepreneurial interactions. Thus we suggest replicating “The Havana Entrepreneur”, including the recording on camera of it by the youth themselves as a new mode to instigating a wider entrepreneurial spirit in informal settlements

Goodbye to Projects? Briefing Paper 1: An Overview: Projects and Principles.

YesThis briefing paper reports on research exploring ten detailed case studies of livelihoods-oriented interventions operating in Tanzania, Lesotho, South Africa and Uganda. Analysing these interventions through an audit of sustainable livelihood `principles¿ (as a proxy for best practice) revealed general lessons both about the practical opportunities and challenges for employing sustainable livelihoods approaches to the design, implementation, monitoring and evaluation of development interventions and also about the changing format of development interventions.Department for International Developmen

Poor Philanthropist II: New approaches to sustainable development

The second title in the Poor Philanthropist Series, this monograph represents the culmination of a six-year journey; a journey characterised in the first three years by in-depth qualitative research which resulted in an understanding of philanthropic traditions among people who are poor in southern Africa and gave rise to new and innovative concepts which formed the focus of the research monograph The Poor Philanthropist: How and Why the Poor Help Each Other, published by the Southern Africa-United States Centre for Leadership and Public Values in 2005

Putting livelihoods thinking into practice: implications for development management.

YesThe failure of `blueprint¿ development interventions to deliver substantive improvements in poverty reduction has been well recognised over the last twenty years. Process approaches seek to overcome the rigidity and top-down operation of much aid-funded intervention. Sustainable livelihoods approaches (SLA) are one of the latest additions to this family of approaches. As a theoretical framework and as a set of principles for guiding intervention, sustainable livelihoods thinking has implications for development management. Drawing on research exploring the application of sustainable livelihoods principles in ten development interventions, this paper considers how these principles have evolved from continuing debates surrounding process and people-centred (bottom-up) approaches to development management. This research suggests that whilst these principles can improve the impact made by interventions, the effective application of sustainable livelihoods and other process approaches are fundamentally restricted by unbalanced power relationships between development partners

Reconceptualising temporality in young lives: exploring young people’s current and future livelihoods in AIDS-affected southern Africa

In recent years, anxieties have been expressed that the impacts of southern Africa's AIDS pandemic on young people today will damage their future livelihood prospects. Geographers have been remarkably reluctant to explore young people's future livelihoods, inspired by a concern to view young people as human beings, worthy of study in their own right rather than mere human becomings, of interest only as ‘adults in the making’. Yet there is growing acknowledgement that young people, like older people, are always both ‘being and becoming’. The connections between current and future lives merit much greater attention, both because experiences and actions in childhood and youth undoubtedly shape the futures of individuals and wider society, but also because young people's thoughts and actions are so often geared to the future, and this future orientation shapes their present worlds. This paper reports on research that set out to explore links between the impacts of AIDS and young people's livelihood prospects. Intensive case study research was undertaken, combining participatory methods and life history interviews with young people aged 10–24 in two villages, one in southern Malawi and the other in the mountains of Lesotho. By theorising a temporal dimension to de Haan and Zoomers’ concept of livelihood trajectories, the paper focuses on the ways in which young people respond to both the immediate sustenance requirements of themselves and their households and their need to accrue assets for future livelihoods. Some young people's trajectories appear to be disturbed by the influence of AIDS, but with no systematic patterns. Beyond addressing empirical questions concerning the impacts of AIDS, the paper contributes to our understanding of how livelihoods are produced and to the conceptualisation of youth transitions as produced through the iteration of present and future

Creating, Doing, and Sustaining OER: Lessons from Six Open Educational Resource Projects

The development of free-to-use open educational resources (OER) has generated a dynamic field of widespread interest and study regarding methods for creating and sustaining OER. To help foster a thriving OER movement with potential for knowledge-sharing across program, organizational and national boundaries, the Institute for Knowledge Management in Education (ISKME), developed and conducted case study research programs in collaboration with six OER projects from around the world. Embodying a range of challenges and opportunities among a diverse set of OER projects, the case studies intended to track, analyze and share key developments in the creation, use and reuse of OER. The specific cases include: CurriculumNet, Curriki, Free High School Science Texts (FHSST), Training Commons, Stanford Encyclopedia of Philosophy (SEP), and Teachers' Domain

Human computer interaction for international development: past present and future

Recent years have seen a burgeoning interest in research into the use of information and communication technologies (ICTs) in the context of developing regions, particularly into how such ICTs might be appropriately designed to meet the unique user and infrastructural requirements that we encounter in these cross-cultural environments. This emerging field, known to some as HCI4D, is the product of a diverse set of origins. As such, it can often be difficult to navigate prior work, and/or to piece together a broad picture of what the field looks like as a whole. In this paper, we aim to contextualize HCI4D—to give it some historical background, to review its existing literature spanning a number of research traditions, to discuss some of its key issues arising from the work done so far, and to suggest some major research objectives for the future

Learning design in diverse institutional and cultural contexts: suggestions from a participatory workshop with higher education professionals in Africa

Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been situated within specific institutions in Europe and North America. This means that there are several issues worth considering around if and how established learning design approaches make sense in diverse institutional and cultural contexts. To critically assess the relevance and appropriateness of learning design strategies in new contexts, this article describes an in-depth participatory workshop with 34 education professionals from five African countries. Altogether, 10 suggestions for learning design practices were derived from the consensus of workshop participants, which provide a foundation for the development of learning design practices moving forward