Recent Learnings for Theme 1: Understanding How PYD Programs Achieve Positive Impact in LMICs
This policy paper provides experimental evidence on the effects of vocational and entrepreneurial training for Malawian youth. The evaluation found that the vocational training program led to enhanced (self-reported) skills of the type that the training was intended to impact. (2013).
This study report examines the link between internal and external assets that very young adolescents (ages 10 to 14) in north central Uganda may experience, and their sexual and reproductive health. (2016).
Growing Up in the Kayamandi Township: II. Sport as a Setting for the Development and Transfer of Desirable Competencies
This study examined a sport-based youth development program in a South African Xhosa township. The results indicated that competencies developed through sport transferred out of the sport domain and into the participants’ everyday lives. (2016).
A psychosocial resilience curriculum provides the “missing piece” to boost adolescent physical health: A randomized controlled trial of Girls First in India
A randomized controlled trail that assessed the impact of a combined psychosocial resilience and adolescent health program on health outcomes. The results found that health knowledge, gender equality attitudes, clean water behaviors, hand washing, menstrual hygiene, and health communication among participants in the intervention group improved in the intervention versus those in the control group.
This article describes impact the of a mental health intervention focused on resilience strategies for identifying and coping with stressful events among Tanzanian youth. Findings show that increased resilience among the participants (2018).
This study examined the association between developmental assets and academic performance in Ghana, Kenya, and South Africa. The results indicated that adolescents with good academic performance reported more developmental assets. (2019).
Umodzi Project: Men, Women, Boys and Girls in Alliance to Achieve Gender Equality. End-line Impact Evaluation Report
This report presents the findings of the end-line evaluation of the Umodzi Project. Umodzi was a two-year action research project to test the effectiveness and scalability of a gender-synchronized, transformational approach that is integrated into existing school-based life skills (LS) and sexuality education programs for 10- to 19-year-old adolescent boys and girls. (2018)
Engaging Coaches and Athletes in Fostering Gender Equity: Findings from the Parivartan Program in Mumbai, India
This report presents results from the pilot evaluation of the Parivartan Program. Parivartan works with men and boys in the context of cricket, both formal and informal, in order to create and promote social norms based upon non-violence and respect towards women and girls, including controlling aggression and gender equity. (2012)
This report details the work of EDC’s Proyecto METAS to improve education for employment, learning, and success in Honduras. METAS aims to provide the young people of Honduras with the opportunity to acquire knowledge and skills for life and work, and the attitudes, behaviors, and perspective necessary to create positive and promising futures. The project supports technical high schools and vocational training programs by helping them create and deliver relevant, up-to-date curricula. (2015)
Youth Volunteers Can Contribute to Significant Reading Gains: Evidence from HYVALL project in Senegal
Students who participated in the Harnessing Youth Volunteers as Literacy Leaders (HYVALL) intervention in Senegal exhibited significantly larger gains in their fluency and reading comprehension from baseline to endline than their comparison group counterparts. These results suggest that an intervention like HYVALL, which gives students opportunities for reading instruction outside the school setting (increasing time on task), provides regular one-on one tutoring and mentoring, and encourages parents’ involvement in the reading development of their children, can lead to significant student improvement in reading.
This report details the activities of the Accelerating Work Achievement and Readiness for Employment (AWARE) Project, which took a new approach to improve workforce development in Indonesia and the Philippines. (2016)
This final report for the Akazi Kanoze 2 (AK2) project in Rwanda summarizes the project's outcomes and outlines the priorities for sustainability. Through AK2, EDC worked with Rwanda's Ministry of Education to help young people gain the knowledge, skills, and attitudes they need to participate in the country's expanding economy. (2018)
This report presents findings from baseline data collection. Growing up GREAT! (GUG!) is a multi-level intervention for very young adolescents (VYAs), their parents and caregivers and other influential community members. (2018). GUG! aims to increase: 1. VYAs’ knowledge of puberty and reproductive development 2. VYAs’ and parents’ gender-equitable behaviors 3. Use of family planning and other reproductive health services among VYAs as they age into older adolescence.
This brief provides an overview of ICRW’s PAnKH program. The aim of the PAnKH program is to delay age at marriage, increase school retention and improve sexual reproductive health (SRH) of adolescent girls in India through providing the girls with the skills and information they lack as well as create a safe enabling environment in which they can thrive and make the best choices for their future.
Program evaluation report of IREX’s Partnerships with Youth (PWY) program that seeks to expand educational and leadership opportunities for young people aged 14-29 in the West Bank. PWY creates sustainable hubs for youth innovation and learning, called Youth Development Resource Centers (YDRCs), which offer otherwise unavailable services for youth.
Evaluation report of the Youth Civic Engagement and Dialogue (YCED) Program which brings together Roma and majority students in Romania and Moldova to lead and engage in community development projects. YCED targets youth between the ages of 14 and 18. (2012)
Program evaluation report of the Youth Theater for Peace (YTP) programs in Tajikistan and Kyrgyzstan. YTP programs work to promote sustainable conflict prevention at the community level. (2011). The evaluation indicated that the YTP approach could be an effective in promoting lasting attitudinal and behavioral changes in youth and adults in relation to conflict issues at the community level, relations within the community, and particularly in relation to people of other ethnicities, religions and nationalities.
Final evaluation report of the Ishraq program. Ishraq is a holistic program for out-of-school girls aged 12–15 years old. The program establishes girl-friendly “safe spaces” where girls can gather, make friends, and learn from female high school graduates from their communities. The program encourages continued schooling, greater mobility for girls and their civic involvement. (2013)
Project YES! Youth Engaging for Success: A peer mentoring program to transition youth to HIV self-management in Zambia
Brier overview led by Project SOAR/Population Council of a peer-mentoring strategy to strengthen the capacity of health systems and families to support youth as they transition to, and engage in, self-management and adult HIV care and treatment. (2017)
This is brief overview of the IMPACT Club developed by World Vision’s (WV) partner, New Horizons Foundation (NHF). The IMPACT Club project model is an integrated approach to adolescent engagement that fosters the skills, behaviours and attitudes necessary for their improved participation in the social, civic and economic life of their communities.
Provides guidance, recommended approaches, and highlights critical considerations for World Vision National Offices designing and planning all sectoral and thematic programming for adolescents and youth.