Youth, Education, and Recreation Issues in Ladyville, Belize

Melissa Garside

Vancouver Island University

VIU Geography Belize Field School 2014

Professors Macfarlane, Wolfe, and Shaw

August, 2014 YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 2

Youth, Education, and Recreation Issues in Ladyville Melissa Garside Melissa Garside is a Geography major and Global Studies minor student at Vancouver Island University (VIU). She will be entering her final year of studies in the fall of 2014. As part of her studies, Melissa has taken courses on urban and physical geography, globalization, community planning, political studies, anthropology, and women’s studies. She has both volunteer and paid work experience in community planning and public engagement through projects such as the 2014 Campbellton Neighbourhood Action Plan, the Toquaht Nation Official Community Plan, the Victoria Harbour Dialogues Ideas Forum, the Downtown Nanaimo Waterfront Ideas Forum, and more. Additionally, upon completion of high school she spent six months volunteering full time through the Katimavik youth volunteer program which instilled in her an interest in community development, youth empowerment, and programming youth recreation.

Abstract Youth, education, and recreation in the village of Ladyville, Belize is the topic of this report which was compiled through both academic research and field work completed in Ladyville. This report offers background research on this topic in the potential issues section, and then goes on to outline and evaluate the facilities and services applicable to the topic of youth, education and recreation that currently exist in Ladyville. The key findings of the field research are that although there are already several schools and youth programs and recreational facilities in Ladyville, these could be expanded upon in order to serve the community more wholly towards a more socially sustainable future for Ladyville. To address the issues identified in this report, a number of options for consideration are also described in order to assist the citizens of Ladyville in achieving positive change for their community. 1.0 Introduction This paper considers the issues and options relating to the schools, youth, and recreation in Ladyville. The current array of services is presented first, followed by a gap analysis and options for the Ladyville Village Council and the local community to consider. Youth are a very important cohort of the population in Belize, with 60% of Belize’s population under the age of 19 (Interpeace, 2012, p. 15), and 70% of the population under the age of 35 (Government of Belize & Unicef, 2012, p. v). In Ladyville, the proportional share of youth under 19 is slightly lower at approximately 41% of the total population in 2010: this is still a large segment of the population and the availability of services to this cohort is a critical issue (Statistical Institute of Belize, 2010). With such a young population, focusing on the success of Ladyville’s youth through improvements to school programs, afterschool activities, and healthy recreational opportunities (which all residents of Ladyville can benefit from) will have important outcomes for the country’s future. Communities need to have educational opportunities for youth as well as for the entire community. The extent to which educational opportunities are available within the local community, including quality educational opportunities, will play a role in school completion rates, skill development, and employment potential. Communities that offer a range of educational opportunities (including traditional academic curriculum as well as technical and other programs) will be more able to meet the diverse needs of youth and others. Continuing education opportunities also allow for ongoing skills development for youth and other community members. Recreational programs for youth, and indeed for the community as a whole, are very important for community planning. Access to an array of community events and activities brings the community together, promotes the development of new skills and opportunities and increases quality of life for participants. Sports are a particularly important recreational activity in Ladyville, and Lower, Turner and Petersen (2013) point out that “Sport remains a source of personal and social entertainment, but the YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 3 psychological and physical health benefits associated with participation have become more important” as people’s lifestyles have become less active (p. 66). When planning for recreational and educational opportunities within a community, one needs to understand population size and trends, existing services and gaps in services, and physical attributes such as location and access. The location of schools and other educational facilities is an important consideration for ensuring accessibility and safety for students so that they can get as much out of their education as possible. Likewise, recreational facilities should be in places where they are accessible to as many people as possible who can benefit from those facilities. Schools, youth, and recreation in Ladyville is a topic of interest and significance because there are a lot of youth in Ladyville, and Ladyville has great potential to move towards being a community which boasts some of the best schools, youth programs, and recreational facilities in Belize. The key stakeholders that may be affected by this analysis are youth, students, teachers, parents of youth, and residents of Ladyville who use recreational facilities, or who would if additional facilities were developed. The objectives of this work are to analyze the following issues: x Education opportunities and options x Existing school facilities and options x Existing recreational facilities and options x Existing after­school programs for youth in Ladyville and how they might be expanded upon x What the existing opportunities for youth are in Ladyville and how they might be expanded upon This report will be provided to the Ladyville Village Council, and may also be of interest to the Government of Belize, and other readers who are interested in positive change in Ladyville. 2.0 Potential Issues Belize is a relatively young nation, having become independent in 1981. Belize is still working hard towards further development initiatives (Government of Belize, & UNICEF, 2004, p. 5). With such a large youth population, there are many potential issues that come to mind when exploring Ladyville, Belize in terms of youth, education, and recreation. These issues are addressed below. 2.1 Potential Youth Issues There has been a substantial amount of research on how to better engage youth and encourage youth participation. It is evident through this large body of reports and research that more than ever before, the world is recognising the importance of working to help youth to realize their full potential in life. Youth form an important aspect of the potential for current and future development initiatives. The United Nations Department of Economic and Social Affairs (2010) notes that “The UN has long recognized that young people are a major human resource for development and key agents for social change, economic growth and technological innovation” (p. 8). Indeed, increasing youth involvement in both developed and developing nations is important, and communities must allow for, encourage, and develop opportunities for youth involvement in their community in order for youth to effectively become involved. Mullahey, Susskind, and Checkoway (1999) note that “actively involving children and youth in real community projects rather than in classroom simulations provides learning experiences that enhance the capacity of students to forge solutions to real world problems” (p. 6). Mullahey, Susskind, and Checkoway (1999) also explain that different youth have different types of intelligence and different competencies to offer in their community involvement, and that these varying strengths must be recognized and embraced: Diversity and inclusiveness are key strategies in designing opportunities for interaction and participation. Diversity has value and adds value as young people (or adults for that matter) with different competencies, YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 4

experiences, beliefs, and knowledge brought together in constructive ways can bring their various perspectives to innovate solutions imagining a shared future and a commitment to the common good. (p. 7) Along with different competencies and interests comes the necessity for a varied range of avenues for youth participation. Accordingly, Saito and Sullivan (2011) describe four distinct types of youth participation activities: participation, in which youth participate in different types of activities which offer them opportunities to “connect with positive people and places” and take part in challenges which foster development and growth; passion, in which youth are involved in an activity that they are passionate about and that they can concentrate on with enthusiasm; voice, in which youth’s voices are heard and they have the opportunity to have inputs on things which affect them; and collective action, in which “youth and adults share decision­making authority . . . to achieve shared goals . . . and/or . . . change or create new systems” (p. 113). Saito and Sullivan (2011) note that over time, youth engagement has been referred to by different names, including “youth leadership, civic engagement, youth participation, youth voice, to name but a few. And it means very different things to different people” (p. 110). Regardless of what one calls it, youth participation can take many different forms of action and fill many different roles. Saito and Sullivan (2011) also note that “While it is clear from the literature that youth engagement is important and beneficial for all young people”, it is important to pay close attention to the cohorts of youth who are less likely to be actively engaged in order to mitigate their disenfranchisement (p. 111). Specifically, they cite youth aged 14 and older who come from poor neighbourhoods and families to be the least engaged in youth programs, and note that this group “require[s] a broader range of opportunities that match their developmental needs for expanding horizons, autonomy, challenge, voice and decision­making” (Saito & Sullivan, 2011, p. 111). As developing countries have higher rates of poverty, this is an important challenge to be aware of, and as such development of opportunities for youth participation must be sensitive to the varying abilities, needs, and interests of different youth cohorts in their country. Along these lines, Ben­Attar (2010) points out that “In order to benefit from young people’s capabilities, communities must ensure opportunities for youth to be engaged in development processes” (p. 7). Conversely, Ben­Attar notes that if youth are not effectively included in their community by means of employment and other forms of social inclusion, they can become a source of “social disruption” (p. 7), and as such every effort should be made to keep youth engaged in their community. Community planning is one important area of community involvement that youth must be included in. Santo, Ferguson, and Trippel (2010) note that “Processes designed to capture youth perspectives and engage young people in community development decisions can improve planning outcomes, support development of sustainable and family­friendly urban areas, and foster civic­minded future leaders” (p. 52). Santo, Ferguson, and Trippel (2010) explain that while youth participation in community planning has historically been limited, and that many people doubt the ability of youth to make “meaningful contributions” to community planning, “there exists a professional and moral imperative for involving youth in planning and community development decisions” (p. 52). Further, Santo, Ferguson, and Trippel (2010) describe “the Youth Neighborhood Mapping Initiative”, a youth civic engagement project in Memphis, Tennessee, U.S.A., in which disadvantaged youth were recruited for paid positions “to identify assets and liabilities in their neighbourhoods from a youth perspective” (p. 55). The rationale for the project was to “foster civic engagement among participants and help them voice their perspectives while providing training and exposure to careers in city planning, community development, and geographic information systems (GIS)” (p. 55). While a project with such a large scope and one requiring so many resources may be not be feasible in Ladyville, lessons can be taken from community planning for youth engagement projects like this to develop youth engagement projects better suited to Ladyville. In their conclusion, Santo, Ferguson, and Trippel (2010) note that “instilling flexibility in the process can help achieve a degree of real participation”, and that this project “provided a useful framework for introducing young people to community development and planning, . . . and civic engagement” (p. 64). YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 5

Coming back to the context of Belize in particular, several reports have been written by the government of Belize about Belizean youth issues in the past decade such as the National Youth Development Policy of Belize 2012­2022 (NYDPB) and the National Plan of Action for Children and Adolescents in Belize 2004­2015. These documents make it clear that Belize as a country recognizes the importance of their large youth population. In the NYDPB, the Minister of the State Ministry of Education, Youth and Sports explains his stance on the national importance of Belize’s youth: [Belize is] a young nation. The future of Belize rests on the shoulders of the youth: their vision, dedication, enthusiasm, skills and their ability to cope with and manage change and challenges as well as their ability to recognize and grasp opportunities for growth will enable them to reach their full potential which in turn translates to positive growth for the nation. (Government of Belize & UNICEF, p. v) The NYDPB also notes that “In general, this youthful population is doing well. Young people across the country continue to excel in education, entrepreneurship and sports, assume leadership roles in their communities and engage in productive employment” (Government of Belize & UNICEF, 2012, p. 11). Despite these statements, the NYDPB goes on to note that not all young Belizeans are doing well. Many youth issues exist in Belize, including an indication of declining health among youth between the ages of 15­29, indications of high levels of risk­taking behaviors among youth leading to accidents and sometimes death, and high levels of crime and violence affecting the well­being of youths (Government of Belize & UNICEF, 2012, pp. 12­32). A shocking crime statistic cited in the National Public Policy Proposal: Prevention of Youth Involved Violence in Belize 2012­2022 report notes that “It is estimated that approximately 29.5 percent of homicide in Belize occur among youths between the ages of 14­24” (Interpeace, 2012, p. 41). All of these issues that Belizean youth in general face may also be issues in Ladyville. 2.3 Potential Issues for Education The quality of education available is an important question to consider in Ladyville and in communities around the world. Glewwe and Kremer (2005) explain that “Eight out of 10 of the world’s children live in developing countries”, which has huge implications for the education of the majority of the world’s youth because many developing countries continue to have a number of issues surrounding their education systems (p. 1). School enrollment rates are one of the problems that education systems in less developed countries face: “Despite the tremendous progress in expanding enrollment and increasing years of schooling since 1960, 113 million children of primary school age are still not enrolled in school . . . , 94 percent of whom live in developing countries” (Glewwe & Kremer, 2005, p. 2). Glewwe and Kremer (2005) also note that the quality of education available is often quite low in developing nations for a variety of reasons, such as limited educational resources, inadequately trained teachers, inadequate supply of teachers, and inadequate facility space to accommodate the student population in a given area (p. 2). Some of the negative outcomes of these issues with the education systems in developing countries include very large class sizes, high rates of grade repetition, high drop­out rates (often among surprisingly young students), high teacher absenteeism, and children learning far less than the official curriculum dictates they should be learning (Glewwe & Kremer, 2005, p. 2). Glewwe and Kremer (2005) note that while some researchers believe inadequate funding to be the main factor influencing the quality of education in developing nations, others blame the “weaknesses of the school systems and the need for reform” (p. 3). Glewwe and Kremer (2005) note that when comparing the test scores (from the same test) of students from developing countries (including Belize) to the test scores of students in developed countries, the students from developing countries scored much lower than the students from developed countries (p. 7). Chile offers an example of a nation that has been successful in improving the quality of public education. Levin (2011) explains that in the last twenty years in Chile, “successive governments have been making efforts to improve education outcomes and decrease some of the inequality in the system” (p. 74). Specifically, the Chilean government worked to make teaching a more desirable profession in the country through incentives such as pay increases, as well as teacher reviewing systems which lead to increased YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 6 pay for well­reviewed teachers (Levin, 2011, p. 74). Additionally, in order to improve education rates in poor and rural areas, programs were put in place to address the issues faced there (Levin, 2011, p. 74). Although these programs and teacher incentives had very positive outcomes for students in the areas where these initiatives were implemented, unfortunately the national outcomes were not substantially changed because these efforts were only put in place in a limited number of schools across the country (Levin, 2011, p. 74). If the funding were increased enough to include more of Chile’s schools in these initiatives, however, it seems likely that the positive improvements on national education would be increased accordingly. Levin (2011) also points out that Cuba, which is considerably poorer than Chile has far superior student achievement than any of the countries in the region (p. 75). Cuba’s educational system’s success is due to many factors, but Levin (2011) notes that “strong national commitment to good outcomes for all children, ongoing efforts to attract, retain, and develop excellent teachers, and complementary programs such as child nutrition, early childhood education, and excellent adult education” are among some of the most important factors contributing to Cuba’s educational successes nationally (p. 75). Another important consideration for improving education is the existence of effective after­school programs. Apsler (2009) notes that as more parents enter the workforce, there is a larger need for adult supervision of children between the time that school ends and parents arrive home from work (p. 2). Apsler (2009) also points out that the demand for after­school programs (in the United States of America) has increased since studies were published stating that “juvenile crime peaked between 2pm and 6pm on school days” (p. 2). Further, Apsler (2009) notes that “Research documented an association between the presence of parental supervision and lower levels of delinquent behavior, substance use, and high­risk sexual behavior” (p. 2). Although these data are based on studies done in the United States, adult supervision of children in any country is likely an important factor in reducing at­risk behavior amongst youth. After­school programs are an effective way of providing such adult supervision to youth after school which can also be enriching in various ways. Apsler (2009) notes that many different types of after­school programs exist, such as after­school programs focusing on academics, programs that focus on the development of specific skills (such as computer skills, athletic skills, and so on) as well as less­ structured programs which offer a variety of recreational activities (such as arts and crafts, television watching, and socializing) in addition to homework time (p. 3). Overall, Apsler (2009) notes that after­ school programs are most successful in benefiting the children who participate in them if a strong combination of “(1) specific goals, (2) structured programming based on sound educational techniques, and (3) frequent attendance” are all in place (p. 16). Apsler (2009) goes on to note that “Students judged to be at­risk dropped out of the programs more frequently than others”, and that it is unclear whether after­school programs can significantly reduce the number of “unsupervised high­risk students following the end of the school day” (p. 16). In spite of these discouraging findings, however, Fotenos and Rohatgi (2007) describe a very successful “open­door supplementary school program in the Baixa do Sapateiro neighborhood of the Favela da Maré slum outside Rio de Janeiro”, Brazil (p. 117). They explain that this program is designed to accommodate the unique needs of these youth while also seeking to help them realize how education can benefit them in their life (Fotenos & Rohatgi, 2007, p. 117). The program they describe offers showers, clothing, meals and first aid in addition to alternative teaching methods that better suit the more than 400 youth who utilize the program. Since video technologies have decreased in price in recent years, some after­school programs in Brazil have been able to afford video cameras and computers for editing videos. The Brazilian after­school program discussed in Fotenos and Rohatgi’s paper had a great success with student video­making programs (often on the topic of issues in their community), and it helped participating students/youth to realize how empowering learning and education can be. Education quality is an issue of concern in Belize. The UNESCO International Bureau of Education (2010) notes that as of 2004­2005, only 51.4% of Belizean primary school teachers were trained, and that secondary schools “suffer from an insufficiency of appropriately trained teachers” as well (p. 10). The YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 7 high levels of untrained or under­trained teachers in Belize may be partly explained by the constantly growing demand for teachers in Belize as the youth population continues to increase; nevertheless, it raises concerns regarding the extent to which this lack of training affects the learning of Belizean students. School enrollment rates in Belize also seem to be an issue. The NYDPB notes that while there is a net enrollment rate of 83.7% of primary school aged children attending primary school in Belize, this number drops to 53% for enrollment rates in secondary school (Government of Belize & UNICEF, 2012, p. 23). Poverty is a notable factor in levels of education achieved by Belizean youth: impoverished youth from the first quintile have a 4.7% rate of secondary school completion, while youth from the fifth quintile have a 40.4% completion rate for secondary school (Government of Belize & UNICEF, 2012, p. 24). For Belizean youth who leave the school system prior to completion, second chances for completing secondary school are limited, despite the negative consequences that a lack of education often has on their lives (Government of Belize & UNICEF, 2012, p. 24). As such, the NYDPB notes that Belize needs more libraries, youth­friendly spaces which promote learning, and after­school programs so that the “inadequacies in the formal education system” can be addressed at the community level (Government of Belize & UNICEF, 2012, p. 26). It is likely that at least some, if not most of these issues with the Belize education system exist in Ladyville as well. 2.3 Potential Recreation Issues Recreation is an important part of life for everyone. Recreation takes a myriad of forms for different people depending on their individual abilities and interests, and serves not only as a valuable form of entertainment, but in the case of recreational physical activity such as sports, it offers important health benefits. On the health benefits of outdoor recreation, Godby (2009) notes that “walking is a common denominator for most forms of outdoor recreation”, and that the many health benefits of regular walking include improved sleep, elevated mood, relieving arthritis and lower back pain, managing weight, and more (pp. 5­6). Further, Godby (2009) points out that there is “evidence that both being outdoors and viewing natural scenes can reduce stress. The links are sufficiently strong that researchers and practitioners in health­related fields are now beginning to identify parks and recreation as a health service” (p. 1). The Canadian Council on Social Development (CCSD) (2001) also notes that “The health benefits of recreation and physical activity for the general population are well established” (p. 4). For children and youth, the CCSD (2001) explains “Participating in sports, joining clubs or groups, and taking music, dance or art lessons are examples of ways in which young people can participate in their community, learn new skills, and socialize beyond their family boundaries” which serve to improve their general well­being and health (p. 4). Lu and Buchanan (2014) explain that physical activity also plays an important role in the development of “various aspects of mental health in young people”, and that “[p]hysical education also provides a unique means of educating children with emotional behavior difficulties . . . , which further illustrates its strength as a positive means to develop emotional well­being” (p. 29). Further benefits of appropriate leisure activities for youth, as the CCSD (2001) explains, include lower incidences of “deviant behavior”, since engaging youth in adequate recreational activities results in lowered incidences of “leisure boredom” and excessive free time in which deviant behavior may otherwise develop (p. 5). Obesity is an increasing issue among youth in many countries, and which recreation in the form of physical activity can help to mitigate. On one of the factors leading to increased obesity rates, Patel (2009) points out that “a perversity of the way our food comes to us is that it’s now possible for people who can’t afford enough to eat to be obese” (p. 4). This can largely be attributed to the increase in inexpensive and highly unhealthy types of fat and sodium rich foods (including sugary sodas such as Coca­Cola) now available worldwide which are often less expensive to eat than more traditional and healthy food options (Patel, 2009, p. 63). Physical recreation is integral to fighting against these increasing levels of obesity, as Godby (2009) points out that “although the causes of obesity are multiple YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 8 and not completely understood, insufficient physical activity is one factor” (p. 7). Further, for children, increased levels of physical activity decrease their risk factors for Attention Deficit Hyperactivity Disorder and obesity, in addition to increasing their health overall when compared to children who spend more time indoors inactively (Godby, 2009, pp. 7­8). Proximity to parks, the perceived safety of parks, and supply of outdoor spaces are all factors that Godby (2009) identifies as important influences on physical activity levels and the opportunity for recreational enjoyment of parks (pp. 19­21). In developing nations with lower allocations to parks and recreation budgets, it could be inferred that not all citizens are well­served in these regards. On a similar note, in terms of the recreational opportunities for poor urban children, the CCSD (2001) notes that “The extent to which children can participate in community activities depends . . . on many factors, including the availability of good parks, playgrounds, . . . and community centres, and it depends on adequate knowledge about existing [recreation] programs” (p. 6). Poverty can also place limitations on recreation opportunities when prohibitive fees are required to participate in a given activity, and this is a common barrier to participation faced by low­income families (CCSD, 2001, p. 9). As poverty is a pervasive issue in many countries, this is a potentially notable barrier to more expensive forms of recreation for people. On the topic of substance abuse reduction, Nation, Benshoff, and Malkin (1996) note that therapeutic recreation is an important factor in substance abuse treatment and prevention, and that “the involvement in active recreational leisure activities shows a positive relationship to reduced drug and alcohol use and physical activity can be beneficial in the treatment of substance abusers” (p. 11). This is important to note, since drug and alcohol abuse are cited in the NYDPB as an existing issue in Belize (p. 17). Since recreation is so important to maintaining one’s physical and mental health, it is important for governments to develop as many opportunities for recreation as possible. Potential issues that Ladyville faces in terms of its recreation are most likely to relate to a lack of resources for expanded recreation opportunities and facilities, in addition to increased demand on existing recreation opportunities and facilities as Ladyville’s population grows.

3.0 Field Work and Data Analysis Methods This report is based on input from a number of sources. A literature review was conducted of scholarly articles, government documents, and other sources that addressed issues related to youth, education, and recreation, including those in countries similar to Belize. Additionally, the review examined planning principles and standards related to the topics of this report. Field observation included tours around the village as well as visits to selected Ladyville schools and recreation sites. Interviews were also conducted, including interviews with the Ladyville Village Council, school personnel, police officials, regional youth workers, residents, and other relevant authorities. An Inventory of Current Services and Facilities was completed based on interviews with officials at Ladyville schools, as well as field observation and other discussions with Ladyville residents. Hay’s (2005) chapter on interview techniques points out that there are three main types of interviews: structured interviews which follow a standardized and predetermined list of questions, unstructured interviews which flow organically, and semi­structured interviews which have some predetermined questions but which allow more flexibility in the flow of discussion (p. 80). As such, the interviews that took place with Ladyville School officials often fell into the semi­structured category of interviews. Hay (2005) points out the importance of using clear, respectful, and plain language during interviews, phrasing questions carefully so as not to prime the interviewee to respond in a way they think you want them to, and building rapport with the person being interviewed (pp. 82­83). All of these factors were kept in consideration during interviews. Additionally, it was important to remember to use prompts where applicable to get interviewees to expand upon pertinent information that arose during the interview as YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 9 well as to clarify unclear responses, such as using the phrases “And how did that make you feel?”, and “So let me get this straight: is your view . . . ?” (Hay, 2005, p. 86). During and after the field work, news articles and information from web pages were also used where available to expand upon sections for which time restrictions in the field made it difficult to gather as much data as desired. The geographic information used to create the Maps of Ladyville’s Current Services and Facilities for this report was gathered through field observation, in addition to discussion with Ladyville Village Council and other residents about which facilities exist in Ladyville to serve youth, education and recreation in order to make sure that nothing significant was left out. From there, Google Earth was used as a base map and editing program to create the maps. 4.0 Planning Standards The planning standards that apply to this research include standards relating to schools and recreational facilities such as parks and community centers. Leung (2003) notes that open spaces and schools are essential elements to designing complete residential areas (p. 117). Use siting and sizing standards when building new schools Leung (2003) offers a guide for school siting and sizing standards which covers preschools, primary schools, junior high schools, and high schools (p. 117) for developed countries. These standards may vary in other contexts. For preschools, Leung (2003) notes that they should be located near an elementary school or community center, and that they should serve about 1,000­2,000 members of a residential population, with between 60­120 students per facility. The catchment areas should be ideally about a two­block radius, but this radius could be up to one­third of a mile. The land requirement for nursery schools is between 4,000­ 8,000 square feet, or 1200­2400 square miles. Primary schools should serve between 1,500­5,000 members of a residential population, and the amount of students should be between 250­1,200. They should be located near the center of a residential area and close to or adjacent to community centers, with a catchment radius of one quarter to one half of a mile. The amount of land required for an elementary school is from 7­8 acres at minimum to a maximum of 16­ 18 acres. Although Ladyville currently does not have any junior high schools, if one is built there in the future it should serve between 10,000­20,000 members of a residential population and have a student body of 800­ 1,600 students. They should be located near the center of a residential area and away from major roads, with a catchment area radius of half of a mile to three­quarters of a mile. The land requirement for junior high schools is from a minimum of 18­20 acres to 30­32 acres at maximum. High schools should serve between 14,000­34,000 members of a residential population. The amount of students attending a high school should be between 1,000 and 2,600. They should be located centrally, adjacent to parks, and in close proximity to community facilities, with a catchment area radius of between three­quarters of a mile and one mile. The land requirement for high schools is 32­34 acres at minimum, and a maximum of 48­50 acres (pp. 117­118). Set aside open space land for recreation and maintain existing open space Leung (2003) points out that open space has two functions—recreational use and environmental protection. He explains that if the purpose of the open space is for recreation, that the best location for such open space depends on its intended use, and frequency of use. If it is to be used for things like tennis, swimming pools and picnics, then accessibility to local residents is an important consideration for the placement of those sites. Areas intended for camping, fishing, hunting, and similar uses should be located where those resources exist. For recreational uses, the location’s proximity to users is often more YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 10 important than the size of the open space, and size is usually relative to what is available. Surveying locals about what they would like to see in the development of an open space for recreational purposes can help to shed light on what the local population most desires for the development of a local recreation site (pp. 93­94). Another function of open space is to shape the built environment. This can be in the form of greenbelts and buffer zones, and the “visual hierarchy” that open space can create is important to consider as it can highlight important areas of the community. The open space can also be used temporarily as a land reserve for urban development in the future (Leung, 2003, p. 94). Build future community centers economically and in accessible locations on level ground Leung (2003) states that community centers can serve recreational, educational, and cultural purposes (p. 132). He notes the following list of general locational principles and things to consider when building community centers/facilities: Sites for community facilities should be mostly level, to allow for parking and recreational uses. Golf courses and major parks should be located at the outskirts of the community, but school facilities should be located on a relatively level parcel of land, separated from incompatible uses and traffic. Access to public transit and major thoroughfares from these facilities is important. The lot size for facilities should be large enough to meet the needs of the facility, should be pleasant, and should be visible from a distance away so that it can be found. Spectator sports are usually located centrally, but on sites with lower land values. Community service facilities should not be located very far away from the people they are meant to serve. Community facilities are often not built at high densities, and as such can be sometimes considered as part of the open space of the area, contributing aesthetic value. Figuring out how large the facilities need to be and what features they need can usually be determined by asking local officials and also interviewing the different groups of people who use those facilities (Leung, 2003, p. 132). 5.0 Analysis and Findings During the three week duration of the field school when the field research was completed, interviews and conversations with residents of Ladyville, and observations made throughout Ladyville made it possible to gather a large amount of information about Ladyville’s youth, education, and recreation. The following sections provide a comprehensive presentation of findings, followed by an analysis of these findings. 5.1 Brief History According to the 2010 Census, the population of Ladyville was 5,469. According to residents of Ladyville, the current population of Ladyville as of 2014 is approximately 8,000 people. In Ladyville there are four pre­schools, three primary schools, one secondary school, and one technical school which also offers select secondary school courses. According to interviewees, Ladyville’s school population includes students from other surrounding villages, and some of Ladyville’s school­aged children attend schools in other communities (most notably, Belize City). Ladyville schools can currently accommodate most if not all of the school­aged population of Ladyville, although most of the schools require upgrades to their facilities. The Ladyville basketball court, as well as the football fields beside the basketball court are important assets to the community’s recreation. 5.2 Inventory of Current Services and Facilities in Ladyville This section outlines research findings of services and facilities in terms of the schools, youth programs, and recreational opportunities which already exist in Ladyville, and gives detailed information about these services and facilities. 5.2.1 Ladyville’s Schools Ladyville has an interesting variety of schools for youths of different ages. Many of Ladyville’s schools are religiously affiliated, but some are government schools. Pre­schools cater to children between three YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 11 and five years old, after which students enter primary school. Students are then in primary school from the age of five to fourteen, which can be followed by four years of secondary school or more short­term programs at vocational or trade schools if they choose to do so. Attending secondary school or vocational schools is not compulsory in Belize, but the eight­year primary education of children between five and fourteen years old is (International Bureau of Education, 2010, p. 5). The four pre­schools located throughout Ladyville are named as follows: Star­Brite Pre­school, Mustard Seed Pre­school, Liberty Community Pre­school, and Valgarten Pre­school. Due to limited time for field work, further research on these pre­schools was not carried out. In addition to the information presented in Table 1, there are important details about each of Ladyville’s schools which do not fit neatly into a table, and is presented in paragraph form below as such. Table 1 Inventory of Existing Schools in Ladyville Name of Type of Capacity Number of Number of Average Location School School Students Teachers Class Size Notes

Our Lady of Primary 650 If 607 21 30 students, The school is the Way School funding some classes built on Roman allows for have up to 35 flood­prone Catholic enough students land and School teachers to students can accommodate miss up to 10 this many school days students annually due to flooding

Ladyville Primary 320 315 13 24 students One of the Evangelical School classroom School buildings doubles as a flood shelter

Ladyville Primary 250 276 10 28­30 ­ Seventh Day School students Adventist School

Ladyville Secondary 550 416 31 (Including 16 students, ­ Technical School the Vice however High School Principal and there are Principal) some larger classes of 30­ 33 students

The Tubal Secondary/ Normal 30 3 25 students ­ Technical and Technical capacity is Vocational School 75, but with School enough teachers the school’s YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 12

facilities could hold up to 250

Our Lady of the Way Roman Catholic School Our Lady of the Way Roman Catholic School (hereafter referred to as Ladyville RC School) is the largest primary school in Ladyville. With 607 students, this school is close to its maximum space capacity of 650 students (which it could only meet if it had more teachers than it currently has). An official at Ladyville RC School said that this school takes in the students who get turned away from the other schools that do not have room for them. As sports are an important activity in Belizean schools, Ladyville RC School has active teams. The National Sports Council organizes the team sports, and Ladyville RC School’s teams often play sports with Ladyville Evangelical School’s teams. The school regularly does sports exchanges with government schools as well. In addition to a strong sports program, this school offers a feeding program to students for a minimum cost of $1 so that they are able to afford it, and about 200 students eat from this program daily. In addition to this, about seven students at the school who cannot afford the $1 for lunch are sponsored so that they can eat. The school official who was interviewed explained that there are more than seven students who cannot afford the $1 lunch program but they are too proud to come forward. The floor in one of this school’s buildings is caving in but the school official who was interviewed said that the school cannot afford to fix it currently. This school also experiences flooding on occasion, and as a result, students at this school miss up to ten days of school each year. Teachers are told to put their classroom’s school books on tables and other elevated places so that they do not get damaged from the flooding. Figure 1 shows that even on a relatively dry day there is standing water underneath of one of the classroom buildings. Another issue that this school has is that it is located on the Philip Goldson (Northern) Highway and it can be unsafe for children crossing the road to school. Figure 2 shows a crosswalk that was recently painted in front of the school in order to mitigate danger to students crossing the road. Wardens have also been hired recently to help the students cross the street, and there are also traffic police that come to the school in the morning to ensure the safety of the children crossing the street. Last year, at least one child was struck by a car while crossing the highway to the school. School officials also ask that drivers drop the children off in the schoolyard rather than on the street. The school official who was interviewed at Ladyville RC School says that a pedestrian ramp is what the school really needs to ensure its students’ safety, but it is a very expensive project. The issues presented by these two problems are further discussed in the Analysis of Issues section. YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 13

Figure 1. Standing water underneath one of the school buildings at Ladyville RC School. Source: Photo by Melissa Garside, 2014.

Figure 2. Newly painted crosswalk in front of Our Lady of the Way Roman Catholic School. Source: Photo by Melissa Garside, 2014.

Ladyville Evangelical School Ladyville Evangelical School is at its maximum capacity, and as such one of the school officials at this school feels that Ladyville needs more schools. This is contrary to what officials at some of the other Ladyville schools say (that Ladyville’s schools simply need to be upgraded and enlarged), but still reflects the need for a larger capacity for students at Ladyville’s schools. The school official that was interviewed notes that they do not have issues with truancy, and that a truancy officer visits the school two­three times each month to check on students. In addition, the school’s vice principal calls parents when their children are absent from school to check in on the student. Figure 3 is a photograph of a poster located in the school principal’s office which displays this school’s mission statement and vision statement. YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 14

Sports are important at this school like other Belizean schools, and on Wednesdays and Fridays the students play football, basketball, and volleyball. In addition to sports, Ladyville Evangelical School hosts a children’s rally once every year in which students are competitively quizzed on Bible passages. There is also a Sunday school and a youth group through the school’s church in which 30 youth participate. One of Ladyville Evangelical School’s classroom buildings doubles as a flood shelter. Figure 4 displays which of the school’s buildings the flood shelter is. When families need to use the building as a shelter, the teachers who have classes in that building have to come in and remove their classroom supplies. In this four­classroom building a maximum of approximately eight to twelve families can fit in there for use as a shelter. The school official that was interviewed noted that the National Emergency Management Organization (N.E.M.O.) has promised that they would build an inside bathroom in the flood shelter but has not yet done so. As such the school’s bathroom is still located outside.

Figure 3. Ladyville Evangelical School’s mission statement and vision statement. Source: Photo by Melissa Garside, 2014.

Figure 4. One of Ladyville Evangelical School’s classroom buildings which also doubles as a flood shelter. Source: photo by Melissa Garside, 2014. YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 15

Ladyville Seventh Day Adventist School An official at Ladyville Seventh Day Adventist School (hereafter referred to as Ladyville SDA School) noted that if the school received more funding it could serve the students better in the quality of their education. This school needs upgraded facilities with three more classrooms of better quality than it currently has. The school already has plans for what an upgraded facility for their school would look like, but a lack of funding is the main barrier to achieving this upgrade. Another issue that was identified was that all of the staff need to be trained as teachers. Of the ten teachers currently working at the school there are three who are not specifically trained as teachers, although they have some education otherwise (either high school diplomas or associate degrees). In terms of positive change that this school is able to make for its students, this school offers a feeding program to 26 of its students in need daily. Staff members at the school select these students based on observed need to benefit from this program which is sponsored by two businessmen in Ladyville. Ladyville SDA School also has a school councillor who works with the school and does a health fair which covers the topics of nutrition, fitness, and other elements of leading a healthy lifestyle. There is also an eye checkup program offered at the school free of charge once per year, as well as free dental frequently offered to children and parents by visiting missionaries. Like the other schools in Ladyville, sports are an important part of Ladyville SDA School. All of the students at this school play basketball, football, and volleyball, and they often play against their sister schools. About 65% of this school’s students play at the regional sports games as there is limited room for transportation to these events. There is also a church youth group through the school on Fridays called the A­Y program which works with students on building self­esteem and establishing a holistic child. If students’ families cannot afford to pay for their uniforms and other school fees, there are organizations such as Dreams International which sponsor students’ school fees. The school fees and registration fees for the entire school year at Ladyville SDA School is $140. Currently there are six students at Ladyville SDA being sponsored by Dreams International, and the Government of Belize also sponsors some students. Additionally, the Boost program assists families in buying textbooks and other school materials. Overall there are 20 students at this school being sponsored by these various sponsors. An official at Ladyville SDA School noted that this year (2014) 28 out of the 29 standard six students at the school will be graduating, and that each year the school’s graduation rates are increasing. Ladyville Technical High School Ladyville Technical High School (LTHS) is Ladyville’s only high school, and it is a government school. The ages of students at this school range from 13­19. An official at LTHS said that they feel very good about the quality of education they are able to offer at their school, but if they had more resources the school could really use an upgrade in the technology that students can use. Hand­held devices would be very helpful for students to work from and store information on. LTHS has a lunch program for students in need called a “support system”, in which the administration discreetly includes students that they know are in need to the program. Currently there are 20 students on this “support system”, and they get free food from the school’s cafeteria through the program while other students have to pay for their lunch. If parents cannot afford to pay for the school fees for their children, fees can be subsidized by the Belize government. Payment programs are also offered, yet about half of the students’ parents do not pay the $430 annual fee because government schools cannot send children home if they do not pay tuition (but Church schools can send their students home for non­payment). Graduated students are also asked to donate their old uniforms to students in need. Currently, about 75% of LTHS’s students graduate. To try to increase the amount of students who graduate, teachers have started to try to find out why students are dropping out, school counsellors are doing home visits, and other supports are being offered to students. The official interviewed at LTHS YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 16 noted that increased levels of education leads to increased levels of employment in Ladyville, so education is important. This official also noted that the reasons why most students drop out are social and financial in nature, not because they turn 14 and are no longer required by law to go. Most of the regular school activities take place during regular school hours because many students commute from nearby rural villages and need to travel home after school. The activities that take place during school hours throughout the school year include a self­esteem fair, drug awareness programs, and a social studies competition. After school activities at LTHS are comprised mostly of sports. About a quarter of this school’s students play sports, with some of these students on several sports teams, and these students are usually involved with sports for all four years of high school. This school has a basketball team for males, football teams for males and females, softball teams for males and females, volleyball teams for males and females, and track and field for both males and females. The sports teams at this school tend to be successful: in 2012 the softball team were the champions of Central America. There is also a group of 30 students who meet on Wednesday evenings for the Ladyville Technical High School Support Group, and they sing gospel songs, eat snacks, and discuss topics of interest to them. There are some extracurricular activities at this school as well such as an art competition, a marching band, and some of the school’s boys have entered the river challenge La Ruta Maya. In addition to academic courses, this school has five areas of specialization studies offered in the last two years of high school as many secondary education institutions do in Belize (International Bureau of Education, 2010). The areas of specialization are as follows: building, business, agriculture, hospitality management, and electrical, as well as basic plumbing skills training. The Tubal Technical and Vocational Institute The Tubal Technical and Vocational Institute (hereafter referred to as Tubal) is the second­largest vocational school in Belize, next to the Institute for Technical and Vocational Educational Training (Humes, 2013, para. 2). Although there are only 30 students currently attending the school, there were 75 at the beginning of the school year but some could not afford tuition. An official with the school says that they are aiming to register 180 students in September of 2014. Currently the programs being offered are catering and hospitality, electrical, and construction. In September of 2014 however the school will also offer plumbing, welding, cosmetology, and a basic information technology program. The ages of the students range from 13­49 years of age and the school is open to the public for anyone who wants to learn a new skill. For high school aged students the program is two years long and includes trade/vocation training in addition to classes in social studies, math, and English. For the older students the program is only one year in length because they do not have to take the high school courses. The school official who was interviewed says that ultimately they would like the school to offer full high school and vocational programs, including full degree programs for trades. Figure 5 shows what Tubal’s school grounds look like. Attending Tubal has had a positive impact on many youth’s lives, including helping youths get away from trouble, and otherwise giving them skills to succeed in their new professions (Humes, 2013, para. 11). Not only has Tubal been a positive influence on the lives of the youths who have attended the school, but “every section of the school has contributed to the outside” by way of housing construction projects and more (Humes, 2013, para. 5). YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 17

Figure 5. The Tubal Technical and Vocational School’s grounds. Source: Image from “Tubal Institute—The Leading Pioneer of Vocational Education” article by Alton F. Humes (2013).

5.2.2 Recreation Facilities, Activities, Organized Groups, and Other Youth­Based Facilities in Ladyville Based on field research including interviews and observation, the following descriptive list of Ladyville’s recreation facilities, activities, and organized youth groups was compiled. Recreation Facilities in Ladyville Ladyville’s main recreational facilities are clustered together in Ladyville in the large open space where the Community Center is located. The Ladyville Basketball Court is an asset to the community, as illustrated in Figure 6. Right beside the Basketball Court is a children’s playground, shown in Figure 7. Between the Ladyville Community Center and the Basketball Court is a large football field which one of the Ladyville Village Council members said often has casual sports games played on it. In addition, the Village Council member noted that a lot of community activities take place at the football field and the Ladyville Community Center, such as the Miss Ladyville pageant (which is for young women ages 16 and up), dances, Mothers Day celebrations, Christmas celebrations, and other events. There is also a football field located at the edge of Ladyville’s Spanish Town area. Swimming at the beach was also mentioned by one of the Ladyville Village Councillors as an important recreation activity in Ladyville, but accessing the beach is often difficult because much of the beach­front properties in and near Ladyville are privately owned.

Figure 6.The Ladyville Court, also known as simply the basketball court. Source: Photo by Melissa Garside, 2014. YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 18

Figure 7. Children’s playground beside the basketball court in Ladyville. Source: Photo by Melissa Garside, 2014.

Activities and Organized Groups in Ladyville The Police Cadets is one of the main youth groups in Ladyville, with 43 youth between the ages of eight and sixteen involved. Additionally, there is a committee of 19 parents involved with the Police Cadets in Ladyville. The Police Cadets meet on Tuesdays and Thursdays from 4:00 pm until about 6:00 pm at the police station (with the rationale that the location helps youth to not see police as an enemy but rather as people that they can trust). They also meet on Saturdays from 10:00 am until noon, and on Sundays once per month to go to church with the parent committee and the officers. The program lasts about six to seven months, by which point the cadets have gone through the entire program’s learning outcomes and new cadets are trained. The main activities of the Police Cadets are foot drills, sports (including football, volleyball, basketball, and softball), church work, instilling values and respect in the children, and other discipline exercises. There are also many things currently being considered as additions to the Police Cadets roster of activities, such as class work on the history of the program, checking in on the elderly members of the community and doing yard work for them, and skills training. A police officer who was interviewed about the Police Cadets said that the main benefits of the program to its participants (and by extension the community) so far has been that the youth are more respectful, that they listen to their elders more, that there is less youth delinquency, and that the youth are developing leadership skills. In addition to the Police Cadets, there is a group called the Belize Defence Force (BDF) Cadets with 18­ 20 youth involved. The BDF Cadets have evening drills, and the program teaches discipline and self­ esteem. Ladyville also has a Girl­Guide group of about 25 girls which meets two Saturdays per month in the Ladyville Community Center. There used to be a Boy Scouts group in Ladyville but it is no longer active. Other Youth­Based Facilities in Ladyville The Liberty Children’s Home (Figure 8) located in Ladyville is a home for abused, abandoned, and HIV­ positive children in need. There are 42 children who live at Liberty Children’s home, where the philosophy is influenced by the Pickler method of childcare, “a well­researched approach developed to prevent the damaging effects of institutionalization on children”, as well as Montessori and Reggio Emilia methods for the educational components of the home (Liberty Children’s Home, n.d.). YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 19

Figure 8. Liberty Children’s Home in Ladyville. Source: Image from Liberty Children’s Home (n.d.).

In the bottom floor of the Ladyville Community Center there is a community library which is mainly used by children (as most of the books are children’s books). This library is open on Tuesdays and Thursdays between 3:00 and 6:00 pm.

5.2.3 Maps of Ladyville’s Current Services and Facilities The following maps (Figure 9, Figure 10, and Figure 11) display the spatial distribution of Ladyville’s current services and facilities which apply to youth, education, and recreation. Figure 9 focuses on central Ladyville, and Figure 10 focuses on rural Ladyville. Figure 11 is zoomed out and displays how the first two maps fit together to give a better idea of how the services and facilities are distributed around Ladyville overall. Three maps were made because with such a wide geographic distribution of services, it was difficult to effectively plot each applicable element in a way that was organized and easy to read in a single map.

Figure 9. Map of current services and facilities applicable to youth, education, and recreation in central Ladyville. Source: Base map retrieved from Google Earth (2014), data gathered through field observation. YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 20

Figure 10. Map of current services and facilities applicable to youth, education, and recreation in rural Ladyville. Source: Base map retrieved from Google Earth (2014), data gathered through field observation.

Figure 11. Map of current services and facilities applicable to youth, education, and recreation in all of Ladyville. Source: Base map retrieved from Google Earth (2014), data gathered through field observation. YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 21

5.3 Analysis of Issues Ladyville has a lot of good things going for it as a community. In spite of this, there are some issues in the community which could be improved upon. 5.3.1 Youth­Related Issues Low levels of youth volunteerism Several community members who were interviewed during the field work mentioned that youth volunteerism in Ladyville is not as strong as it was in the past. Decreased levels of youth volunteerism (and otherwise being actively engaged citizens of Ladyville) are an unfortunate loss for the community. The implications of this decreased youth involvement include that youth who would benefit from the personal growth that can be earned through volunteer work have lost that opportunity, in addition to Ladyville as a community not benefiting from the potential positive outcomes of increased youth community involvement. Youth crime Some community members spoken to during the field work for this project indicated that youth delinquency is a large and growing issue in Ladyville. Contrary to this indication, however, a local police officer who was interviewed said that youth crime was not an overly large issue in Ladyville. When asked about the most common types of youth crime that does occur in Ladyville, the officer said that vandalism, including graffiti is the most common type. Other forms of youth crime that occur in Ladyville are common assault and some marijuana use. On the question of how to most effectively mitigate youth crime in Ladyville, the officer replied that increasing youth programs in Ladyville and talking to street kids are the most effective ways to manage this issue. 5.3.2 Education­Related Issues Ladyville’s schools need more resources A common issue cited by officials at several (but not all) of Ladyville’s schools is that Ladyville does not need more schools, but that the existing schools need bigger and better buildings and more teachers. Many of Ladyville’s schools also have a difficult time affording repairs on the wear and tear of their school facilities. Schools do the best that they can with what they have, but overall funding is inadequate. Over time this wear and tear can develop into larger problems, which may affect the quality of education that schools are able to offer their students. School siting issues Flooding is also an issue for at least one of Ladyville’s schools, and children miss up to ten days of school per year as a result, in addition to the damage sustained by the school from this flooding. The implication of this school having been built on a flood­prone location is that children are missing valuable instructional time which could have been prevented if the school had been built in a location that was not prone to flooding, or if the drainage systems were improved to correct the flooding. Additionally, some of Ladyville’s schools are located on a dangerous highway and safety features (safe crossing options, safe drop­off locations) are either not in place or not used consistently. This places young children at risk. Adequate nutrition of students Officials at all of the schools in Ladyville reported that they have a certain amount of students who do not get enough to eat. This problem is addressed by the schools offering a free or affordable meal to these students during school hours. However, some students are too proud to ask for such assistance, which can negatively impact their ability to focus and do well in school. YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 22

Ladyville’s high school students’ CXC scores are lower than the national average From 2010­2013, the proportion of Ladyville students who score between one and three in the CXC (Caribbean Examinations Council) exams have been lower than Belize’s national average of students who score between one and three on the CXC exams. Figure 12 demonstrates this difference. A score of one is the highest grade on the CXC, which is on a scale of one to six. Scores between one and three are considered the best grades in these exams.

Figure 12. Graph of Ladyville Students’ CXC Scores Compared to the National Average CXC Scores Between 2010 and 2013. Source: Data retrieved from the Ministry of Education’s Examinations Department in Belize City, May 2014.

It is unclear what the reasons may be for Ladyville students scoring lower than the national average in the CXC exams. Some of the factors discussed above, including teacher education/qualifications and time missed due to flooding of classrooms, limited school resources including technology, lack of access to after­school programs focused on academics (e.g., homework clubs, tutoring), as well as economic hardships for some students, may partially account for these differences. Education assistance at home Officials at several Ladyville schools noted that it is important for students to receive support in their learning at home in order to do well in school. Some families have parents who do not have the background or resources to help their children with their homework (either because of their work commitments or not having an education themselves). This can unfortunately put these students at a disadvantage and make it more difficult to succeed in school. After­school programs with a focus on academics are, as such, very important services. 5.3.3 Recreation­Related Issues Ladyville could benefit greatly from an indoor sports facility A sports coordinator in Belmopan pointed out that because Ladyville does not yet have an indoor sports facility, sports often get put on hold due to rain and other bad weather. This can be very disruptive for YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 23 organized sports seasons (or otherwise forces limitations on them) and can undermine the benefits of organized sports for youths as well as people of all ages. Existing sports infrastructure in Ladyville has low visibility It was also noted that the safety of Ladyville’s basketball court is not ideal due to the low visibility around the corners and different areas of the structure. The basketball court is also somewhat difficult to exit which further exacerbates any security issues which could arise in the area. A recent shooting at the basketball court (in February 2014) highlighted the need for police security at the court when large public events are held there. More playground areas with equipment for various age groups is needed Based on interviews and tours of the community, it appears that Ladyville could benefit from more playgrounds with different equipment suitable for varying age groups. This is a lost community recreation opportunity for children who consider themselves too old to play on the playground located beside the basketball court. Older youth play sports less often due to safety concerns and fewer opportunities to play in structured/organized sports Older youth who might otherwise want to play sports are sometimes discouraged from playing because they have fewer opportunities to play in structured or organized games once they finish primary school. Safety and availability of sports facilities in Ladyville is another reason cited by a Belize City sports official as to why some older youth play fewer sports than younger youth. With more supervision and organization of sports in Ladyville, however, these issues could likely be solved.

6.0 Options for Consideration Presented below are a number of options for consideration to address issues related to youth, education and recreation in Ladyville. 6.1 Options for Youth Develop a Youth Advisory Council to the Ladyville Village Council Increasing the role that Ladyville youth have in local governance and planning decision­making would be a positive step in engaging youth and for them to see their potential for leadership roles in the future. Hodge and Gordon (2008) point out that community participation in the planning process is important, and youth are ultimately the people who inherit the community. They note that “[p]lanners can benefit from working with and through organizations that have youth components, such as community centers and schools” (p. 314). Additionally, a youth advisory council would help Ladyville youth express their perspectives and insights on local youth issues, and empower them to create positive changes in their community. Accordingly, Horn (2014) notes that common objectives of youth advisory councils to municipal governments are as follows: x To provide an opportunity for . . . [Village] Council to listen and communicate regularly with youth from all backgrounds and walks of life. x Offer youth information and tools for engaging in municipal processes. x Work with the . . . [Village] Council . . . to include youth perspectives and experiences in municipal processes and decisions. x Raise awareness about issues important to youth in collaboration with stakeholders. (p. 2) To set up a youth advisory council, the following steps should be considered: first the youth who will sit on the Youth Advisory Council (hereafter referred to as the YAC) must be selected. These youth should YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 24 be between the ages of 15 and 25, and should, if possible, consist of a diverse mix of youth who reside in and will ultimately represent each one of Ladyville’s ten distinct residential neighbourhoods (City of Nanaimo, 2014, p. 1). If this number of youth representatives is determined to be too large or too small after an initial YAC pilot year, then the Ladyville Village Council should amend the number of youth representatives as they see fit. Potential candidates can be made aware of this opportunity for community involvement and having their voices heard by posters being put up at Ladyville Technical High School (as the ages of the students in attendance there fit into the demographic of the YAC) as well as around Ladyville’s distinct neighbourhoods and other high­traffic areas around Ladyville. Additionally, Ladyville Village Council members should visit Ladyville Technical High School and Tubal to tell students about this opportunity. Interested youth should be encouraged to submit application forms (prior to a set application deadline) to the Ladyville Village Council outlining why they think that they would be a good candidate for the YAC and also include their age and the neighbourhood in which they reside. Once the application deadline has passed, the Ladyville Village Council should select the YAC members based on review of the best applications and interviews. Upon the successful recruitment of the best candidates, the Ladyville Village Council should mentor the YAC on how to hold effective meetings. The YAC should meet at least four times per year with the entire Ladyville Village Council to express their perspectives and concerns for the youth of the community (Horn, 2014, p. 1). Beyond that, the YAC should have meetings among themselves at least four additional times per year in preparation for their meetings with the entire Ladyville Village Council. There are four typical types of roles that youth councils may take on: an advocacy role, an advisory role, action­focused, and policy­focused (Horn, 2014, pp. 2­3). Depending on the interest of the group and the most pertinent youth issues in Ladyville, the dynamics of these different roles will likely take shape on their own. In order to maintain focused meetings, meeting agendas should be determined ahead of meetings based on Ladyville’s most current issues as communicated to the secretary of the YAC by the Ladyville Village Council ahead of YAC meetings (Horn, 2014, p. 3). The issues included in the YAC’s meeting agendas should focus on the current issues that relate most closely to youth issues. Develop a variety of programs for youth While a lot of good programs for youth already exist in Ladyville such as school sports, the police cadets, and so on, there is such a large youth population in Ladyville that more programs would be beneficial, especially for youth who are not interested in the existing programs. The supplementary school program that Fotenos and Rohatgi (2007) describe (see description in the education sub­section of the Potential Issues section) is something that teachers and parents in Ladyville should consider drawing inspiration from as Ladyville’s youth could benefit from similar programs. This type of program could provide an educational and social support system; further, creating short films is a fun recreational activity while also being educational. After­school programs focused on improving educational outcomes could help youth in Ladyville perform better on the standardized national exams and have the potential to reduce school drop­out rates. More on this topic is discussed below in the Education section. Developing a 4­H club in Ladyville is another type of program that Ladyville youth could benefit from. In interviews with Ladyville Village Council, it was suggested that 4­H clubs have many beneficial learning outcomes for Belizean youth (usually between the ages of 12­22), such as instilling knowledge of healthy eating and agriculture, and helping participants to develop agricultural and economic opportunities, which enhances the investments in the community and encourages food security. Effective communication skills, farming skills (such as understanding soil health, crop production, and other agricultural knowledge), marketing skills, and group work skills are some of the other skills that were cited as benefits that the youth often gain from involvement in 4­H. It was also noted that although Ladyville is more of a YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 25 suburban area than many of the current locations of 4­H clubs in Belize, the program could be altered slightly to fit into Ladyville’s context by teaching youth skills like developing backyard gardens and other applicable projects. Another idea for a youth program that was recommended was to develop a youth volunteer corps which would do exchanges and collaborations with other nearby villages to carry out community projects in the different villages. This volunteer group would be very beneficial to the villages involved, would serve to strengthen bonds between communities, and would also serve to strengthen volunteerism among young people, which has benefits in and of itself. Wilson (2000) explains that “[v]olunteering is a way for people to become integrated into their community, and it is well­established that social integration yields positive mental health effects” (p. 232). Wilson (2000) also notes that “The data confirm that volunteering boosts self­esteem and self­confidence and increases overall life satisfaction” (2000, p. 232). For many youth, and many people in general, being involved in something important is crucial to their personal feelings of fulfilment. Volunteer work can provide them with that very sense of involvement while benefitting their communities at the same time. Youth programs such as girl­guides and scouts should also be further developed as youth activities in Ladyville, as the structure and learning outcomes offered by programs such as these can benefit youth greatly. Use mandatory volunteer hours for community service in Ladyville According to a youth worker interviewed for this project, Belizean high school students must complete 40 hours of community service in their final year of high school as part of their graduation requirements. These 40 volunteer hours could be used to carry out many different short­term projects that directly benefit the community of Ladyville. Teams of various sizes could be set up either by students, teachers, or other community members with a particular vision in mind to address different community needs. Ideas that youth have for these types of projects could be brought up and discussed during the Ladyville Youth Council meetings for further development. To allow for proper mentoring and time management for each project, at least one teacher or community member should be involved in each project as a supervisor, and depending on the size of the project more supervisors may be necessary. For example, community beautification projects such as a litter­prevention project, which could include community anti­littering campaigns, litter removal from various sites, setting up community­decorated garbage bins around Ladyville, and coordinating with regional waste management officials to have the public garbage bins’ contents removed regularly, is a worth­while and achievable project which could be carried out in the span of a student’s 40 volunteer hours if enough students were involved. If there are not enough high school students interested or available for certain projects, other community members of all ages should be encouraged to become involved (if they are interested).

6.2 Options for Education Develop an after­school homework club A safe place where students can go to get help with their homework on a drop­in basis after school should be developed in Ladyville. This drop­in “homework club” could be located in the Ladyville Community Center or at one of Ladyville’s schools after school is finished for the day. Teachers (with expertise in teaching varying grade levels) and other qualified community members could volunteer on rotating days of the week to supervise and assist students with their homework questions. The duration of these drop­in sessions should be determined based on the initial popularity of the program in addition to the availability of the volunteering teachers and community members. If possible, computers should be obtained for this homework club so that students can use the internet and other computer functions for educational purposes. In an interview with a Ladyville police officer, it was recommended that no less than six YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 26 computers be obtained for such a homework club, in addition to a printer. The officer who was interviewed also noted that during the mornings a program could be offered for local parents to come in and learn how to use the computers as well so that after school they can assist their children with using the computers. Offering students educational support like this could encourage students to pursue higher levels of education than they otherwise might. Ensure safe bus loading facilities for every school To avoid pedestrian collisions and increase safety for children on their way to school, existing schools should develop drop­off zones on side streets (if they are available) away from highways. Locate new schools away from extremely busy thoroughfares Building new schools away from highways and other busy roads will serve to make schools safer for students. Build future school facilities on higher ground or in a way which prevents flooding When building new schools, or adding on to existing schools, the facilities should be built in a way which prevents or significantly limits the possibility of flooding. For more information on how to address flooding issues and build flood­safe buildings, see Cousins (2014), Lumley (2014), and Dyer (2014), all in this volume. Explore potential causes of lower­than average academic performance of Ladyville schools The possible reasons for lower­than­average academic performance of Ladyville students should be investigated. Priorities should be identified for addressing barriers and challenges to successful academic achievement and school completion. As discussed, possible contributing factors could include education quality (which is in turn affected by teacher qualifications, ongoing professional development, school resources etc.), student and family factors (access to resources, parental support for education, etc.), and community factors (e.g., availability of additional academic support programs). Develop anti­littering and recycling education programs in schools To help keep the community clean, schools can develop programs that teach youth about recycling and litter reduction. Martinez and Scicchitano (1998) note that educated people are more likely to recycle (p. 296). They also found that media campaigns educating people about recycling are very effective in increasing this behavior (p. 297), and since schools are the place where education happens and also reach a large cohort of the population (youth), the school educational programs should be effective as well. Teaching about the Five R’s of recycling are integral to recycling and litter reduction education. The Five R’s refer to the following waste­management concepts: reduce (consuming less environmentally harmful products in favour of more environmentally friendly products), reuse (re­using the items that one already has, and repairing old and broken items or using them for new purposes), refuse (the non­acceptance of unnecessary packaging on products and the unnecessary use of plastic bags), recycle (collecting recyclable items such as plastics and metals for return to recycling facilities where available), and rot (composting organic matter) (Matevosyan, 2014). The application of these concepts to items depends on the item at hand. The United States Environmental Protection Agency (2014) also provides a wide variety of recycling and litter reduction educational materials and curriculum ideas for a variety of ages on their website (cited in bibliography). The students that receive this education can then spread the knowledge to others, leading to a further reaching impact of litter prevention and recycling. 6.3 Options for Recreation Build an indoor sports facility Having an indoor sports facility in Ladyville would make it possible for sports teams to play games even when the outdoor sports facilities are too wet from rain or the weather is too bad to play outdoors. This indoor sports facility could double as a hurricane shelter. Proposals could be submitted to government and YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 27 other donor agencies to acquire the necessary funds. In addition, community fundraisers can be held over a few years to generate funds for this project, and larger local businesses such as Coca­Cola and Belikin could also be asked for donations towards the project. Add pocket parks throughout Ladyville on underutilized parcels Duany and Speck (2010) say that quarter­acre parks with playgrounds should be distributed around residential areas at intervals of a two­minute­walk from most residences in a community. These small parks can be referred to as pocket parks, and it is helpful to locate them near pre­schools and daycare centers for children. If Ladyville has underutilized parcels that fit these specifications, then the municipality or neighbourhood associations could work towards creating and maintaining pocket parks around Ladyville. Develop a collection of board games and books located in the Ladyville Community Center for the community to use Developing a community collection of recreational and educational materials such as board games and books will provide these materials for borrowed use to people who do not have their own. Use of these materials could take place in the community center at a pre­determined time during which a drop­in program is offered at the community center and supervised by a responsible adult community member. These materials can be neatly stored on shelves in the community center's storage room or in the library located on the bottom floor of the Ladyville Community Center between drop­in sessions. Movie screenings could be offered occasionally in the community center (particularly during the rainy season) with a small admission fee with funds going towards community projects. Snacks could also be sold at a small mark­up during the supervised drop­in time to fundraise for community projects as well. Family game nights are another possible activity for the activity center to host. Not only are board games and other game activities fun for the whole family, but community members who attend game nights can also socialize and get to know one another better. Build a pavilion in the field adjacent to the Ladyville Community Center In addition to what the community center offers, a covered pavilion located in the field adjacent to the Ladyville Community Center could host outdoor events such as concerts, weddings, and also provide short­term shelter from rain. A large blank wall could be included in the design of this pavilion so that movies could be projected onto it (see the following suggestion). Host movie screenings in the park adjacent to the Ladyville Community Center Movie screenings could be hosted in the park adjacent to the Ladyville Community Center during the dry season. These movie screenings could be done as either free community events, or as events with small admission fees with proceeds going towards community projects. The movies could be projected onto a blank wall, either on the side of the community center or on a large wall constructed either on the side of the pavilion (see the previous suggestion) or as a stand­alone and removable feature. Planning these movie screenings can take inspiration from the movie screenings (and other events) which have recently been introduced in Belize City’s BTL Park (BTL Park, 2014). Set up supervised and organized Friday night basketball and football games Supervised and organized basketball and football games held on Friday nights at the Ladyville basketball court and the fields beside the Ladyville Community Center would be relatively simple to set up and would help to keep youth busy on Friday nights, as well as giving people who do not otherwise have access to sports equipment a chance to play sports. Several games could be held each Friday night for a set number of hours so that people of all ages and abilities could have a chance to play, or games could be set up on a first come, first play basis. Volunteer sports co­ordinators (either adults or older youth) could pre­determine the supervisors on duty and game schedules for each week. YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 28

A sports official from Belize City noted that high school students could complete some or all of their community service hours by organizing these sports games, and that the co­ordinators of sports clubs like this should contact the National Sports Council for resources such as equipment and referees. 7.0 Conclusion Ladyville is a community which has a lot going for it in terms of its youth, education, and recreation. Research carried out through this project has made it clear that although there are some problems in Ladyville with its youth, education, and recreation, there are a lot of dedicated people in Ladyville (and Belize as a whole) who are working very hard to improve these areas. Teachers, parents, village councillors, community members, and many others are tirelessly working to make the schools in Ladyville increasingly good places to learn, where youth can enjoy academics, playing on sports teams, and other school activities. The community already has some enviable recreation facilities, and hopefully as time goes on they will be able to expand upon these facilities to serve more diverse uses. The issues that exist are being worked on and thought about constantly by Ladyville’s community members, but resources are often an obstacle to realizing certain goals. In addition to the low­cost options for consideration outlined in this report, community members have a lot of potential for creating positive change in the areas that they feel to be important through grassroots action and organization. With dedication, hard work, and in some cases effective fundraising projects and grant proposals, Ladyville has a lot of potential to grow to have more programs and resources to better serve its youth, education, and recreation, which the whole community will ultimately benefit from. YOUTH, EDUCATION, AND RECREATION ISSUES IN LADYVILLE 29

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