SCHOOL OF ARTS, EDUCATION AND SOCIAL SCIENCE
DISSERTATION TOPIC THE ROLE OF PROPER PUBPLIC RESOURSES MANAGEMENT IN YOUTH EMPOWERMENT: A NARRATIVE INQUIRY FROM AREA 36 YOUTHS
BY TABITHA TIFFANY PHIRI
STUDENT NO: 005-312
A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENT OF THE AWARD OF A BACHELOR’S DEGREE IN DEVELOPMENT STUDIES
1 2 Contents ABSTRACT...... 6 DECLARATION...... 7 ACKNOWLEDGMENT...... 8 INTRODUCTION...... 11 BACKGROUND OF THE STUDY...... 13 CHAPTER ONE...... 16 1.1PROBLEM STATEMENT...... 16 1.2 OBJECTIVES OF THE STUDY...... 17 1.2.1 General Objective...... 17 1.2.2 Specific Objective...... 17 1.3 RESEARCH QUESTIONS...... 17 1.4 SIGNFICANCE OF THE STUDY...... 17 1.5 LIMITITATIONS OF STUDY...... 18 1.6 DELEMINATIONS OF THE STUDY...... 18 1.7DEFENITIONS OF KEY TERMS AND CONCEPTS...... 18 CHAPTER TWO...... 21 2.0 LITERATURE REVIEW...... 21 2.1 Introduction...... 21 2.2.1 Understanding Empowerment...... 21 2.2.2 What is Youth Empowerment...... 23 2.2.3 Youth and Empowerment in Africa...... 24 2.2.4 Community Empowerment and Development...... 24 2.2.5 Empowerment and Development Models: Visions for Africa...... 24 2.2.6Youth Empowerment Strategies...... 25 2.3 Theoretical Review...... 30 2.3.1 Theory of Social Constructionism and Narrativism...... 31 2.3.2 Critical Social Theory of Youth Empowerment...... 34 2.4 Conceptual Framework...... 36 2.5 Summary of Research Gaps...... 36 CHAPTER THREE...... 39 3.0 RESEARCH METHODOLOGY...... 39
3 3.1 Introduction...... 39 3.2 Research Strategy and Approach...... 39 3.3 Research Design...... 39 3.4 Sampling Techniques...... 39 3.5 Data Collection Techniques...... 40 3.6 Data Analysis and Interpretation...... 40 3.7 Validity and Reliability of the Study...... 41 3.7.1 Validity...... 41 3.7.2 Reliability...... 41 3.8 Ethical Considerations...... 42 CHAPTER FOUR...... 44 REPRESENTATION OF FINDINGS...... 44 4.0 Introduction...... 44 4.1 Response rate...... 44 Table 4.1 Response Rate...... 44 4.2 Demographic characteristics...... 45 4.3 Themes from narratives...... 46 4.3.1 Necessities...... 46 4.3.2 Survival...... 47 4.3.3 better opportunities...... 48 4.3.4 The rich...... 50 CHAPTER FIVE...... 53 5.0 CONCLUSION AND RECOMMENDATIONS...... 53 5.1 Introduction...... 53 5.2 Discussion of The Major Findings...... 53 5.2.1 what are current public resources in the study area...... 53 5.2.2 what are challenges faced by youth due to lack of empowerment...... 53 5.2.3 How can youth benefit from public resources management in the study area...... 54 5.2.4 how many youths have access to the public resources...... 54 5.3 Conclusion...... 54 5.5 Implications and recommendations...... 56 5.5.1 The Ministry of Education...... 56
4 5.5.2 The Anti-corruption bureau...... 56 5.5.3 The State Government Bodies...... 57 5.5.4 future researchers...... 57 BIBLIOGRAPHY...... 60
5 ABSTRACT This dissertation involves narratives from different youths carried on in area 36, narratives on the role of public resource management in the empowerment of the youths. Besides being a disproportionately large segment of the population young people face a number of challenges, which include school discontinuation, unemployment and underemployment, poverty, poor health, and lack of recreation facilities. Although the government is aware of the impediment this has created on the development process, policy makers are unfortunately at a loss about how to go about understanding youth empowerment that they have no idea what public resources can do to improve youths’ lives.
The study used narrative research design, qualitative research approach and used an inductive strategy, the study targeted 103 youths between the age of 15 to 24 with a sample size of 35. The employed continence sampling technique while data was collected using interviews and focus group discussions were youth gave their narratives. Data was analyzed using pattern matching which provided categories of information that helped in establishing emergent themes. The tidy established that the majority of youth were male and most were unemployed which shows that the unimplemented levels are hang in area 36. The area had few resources which only provided for necessity needs, there was a water, a healthy center and public schools. The resources which were available were of low quality and inadequate, they were unable to serve everybody and only few had access to them because service providers favored those who bribe them in the service delivery. Youths narrated different challenges that the have due to lack of empowerment, they are having difficulties to cope or to survive with the conditions at hand its like there’s no room for them to grow and be their selves and express themselves. Youths also narrated how they could benefit if public resources were managed, youths would have better opportunities that what they have now if resources were efficient and effective. The findings of the study conclude that the role of public resource management of youth is to make sure that they are available, youth center, efficient and effective, transparent, accountable and also inclusive.
6 DECLARATION This research project report is my original work and has not been presented for any degree in any other university.
Sign………………………………... Date………………………………………...
Tabitha Tiffany Phiri
005312
This research project report has been submitted for examination with my approval as the university supervisor.
Sign…………………………………. Date………………………………………...
Madam Caroline Nkata
School of Arts, Education and Social Science
Cavendish University Zambia
7 ACKNOWLEDGMENT Above all, thank you my almighty father God for providing me excellent health during the process and thank you for always providing with the necessary equipment for this study.
This study has been completed with the assistance and cooperation of several people whom I wish to acknowledge. My sincere acknowledgement goes to my supervisor Mrs. Caroline Nkata for her professional advice, guidance, patience and encouragement. I wish to thank her and appreciate all the assistance she extended to the researcher throughout the process.
I would like to express my deepest gratitude and respect to my mother Mrs. Hannah Phiri for her financial support, encouragement and comfortable atmosphere during the long hard work to complete this paper. I salute you for your love, sacrifices, patience and for sarcrifices you endure to educate me.
Finally, special recognition and deepest gratitude is extended to my friends for assisting me with your knowledge and time I thank you from the bottom of my heart.
8 Dedication
This research is dedicated to fellow youth, may your tomorrow be better than yesterday.
9
10 INTRODUCTION The present demographic, economic and social changes in the global society affect the life situation and lifestyles of young people. In general, young people are trapped in the dichotomous paradigm of being simplistically portrayed either ‘as a problem’ or ‘as a human resource’. The understanding of ‘youth needs and their participation’ necessitates due attention to the formulation, adoption, implementation and evaluation of the national policies and plans for youth in each country. Young people’s opinions are frequently overlooked in the sphere of public policy. Often, because their voices are not heard, the concerns or opinions of youth never reach the top of the political agenda. (Raj.M, Casimir, 2009) This paper explores the role of public recourse management in the empowerment of youth.
Youth empowerment is an attitudinal, structural, and cultural process whereby young people gain the ability, authority, and agency to make decisions and implement change in their own lives and the lives of other people, including youth and adults. Youth empowerment is often addressed as a gateway to intergenerational equity, civic engagement and democracy building. Many local, state, provincial, regional, national, and international government agencies and nonprofit community-based organizations provide programs centered on youth empowerment. (Bartleby, 2010)
The need to empower youth for a better tomorrow is connected both, to the financial elevation as well as increment of the standard of living which starts with access to the public recourses.
11 12 BACKGROUND OF THE STUDY Malawi faces significant challenges in public resource governance, characterized by a profound lack of accountability, inadequate provision of quality essential services and citizens, particularly youth, being unable to influence decisions that affect their lives. This context is primarily informed by; a lack of political will, personal interest by politicians or people in authority at the expense of national interests, corruption and fraud, among duty bearers, constraining efforts to reform public financial management and mobilize resources. There are also notable technical, financial and human resource capacity gaps at the institutional level and in decision-making structures that undermine performance and service delivery. Youth lack the knowledge and agency to participate meaningfully in political and development processes, particularly as these spaces are largely captured by elites. A mix of these factors has brought about limited oversight and accountability over public resource mobilization, management and utilization.
With more than 46% of the population below age 15, and youth (aged 15-29) accounting for one- quarter of the population in 2018, (NS0 2018). Malawi is a youthful country and will remain one in the years to come. Young Malawians face multiple and interconnected challenges. Unequal access to the already limited opportunities has marginalized other youth groups such as young women, disabled and deviant youth.
There are three fundamental threats to the construction of good governance and the rule of law in the developing world, namely corruption, clientelism, and capture. All three of these phenomena refer to the use of public office for private gain and their impact goes far beyond the simple diversion of funds. Corruption, in addition to directly enriching individual bureaucrats, distorts markets and hampers service delivery (Rose-Ackerman, 1999). Clientelism, in addition to unfairly channeling public resources to specific client groups, alters the dynamics of political competition and leads to the ineffective provision of public services (Fox, 1994). Capture, in addition to providing rents to specific economic actors, also greatly alters markets and worsens the position of consumers, workers, and the environment in relation to corporations (Stigler, 1971).
13 The aspiration and promises made in the Millennium Declaration and the MDGs have not been realized for many of the world’s 1 billion young people, approximately 85% of whom live in developing countries (UNDESA, 2014). They face significant challenges in realizing their rights. Globally, 126 million young people lack basic reading and writing skills, over 60% of whom are young women (UN, 2014). In sub-Saharan Africa, just 39% of young men and 28% of young women had a comprehensive understanding of HIV (UN, 2014). And an estimated 75 million young people are unemployed worldwide (ILO, 2014). These statistics are linked to persistent challenges across a number of countries, such as conflict and fragility, climate change, poor governance,8 economic and social inequalities, discriminatory social norms, and human rights violations. Young people are experiencing these challenges in a crucial period of their lives that will help to shape and define their futures. The post-2015 agenda will ultimately fail to achieve its aims unless it explicitly recognizes the unique challenges that young people face and their role in actively participating in their development. Yet many countries offer few opportunities for young people to participate in political processes9 or in the design of programs and policies that aim to address these issues. Just one in three countries worldwide have consulted young people when developing their national poverty reduction strategies (UNFPA, 2013), and just over half have national youth policies designed to meet the unique needs of young people (Youth Policy Press, 2014). Political participation as a key pathway of formal accountability is often limited for young people due to a number of factors, which also include voting age limits and political disillusionment. Results from a survey conducted by the Inter-Agency Network on Youth and Development in August 2012 found ‘a lack of opportunity for meaningful participation in decision-making processes’ to be one of the main challenges for a majority of the 13,000 respondents from 186 countries (UNDP, 2014). Programme documentation from Plan (2009) reinforces this finding, highlighting the exclusion and lack of recognition that young people face in decision-making.
14 15 CHAPTER ONE 1.1PROBLEM STATEMENT As per the 2018 population census (NSO, 2018) With more than 46% of the population below age 15, and youth (aged 15-29) accounting for more than one-quarter of the population, Malawi is a youthful country and will remain so in the years to come. Young Malawians face multiple and interconnected challenges. As a result, many suffer simultaneous well-being deprivations which in turn require relying on a comprehensive approach to youth challenges. Problems faced by Malawian youth today are mostly due to lack of empowerment and access to quality public services for example, they’re high levels of school dropout and lack of access to health services.
Today’s world youth population aged 10-24 is 1.8 billion strong, the largest cohort ever to be transitioning into adulthood. More than 85% live in developing countries. In many places, they represent 30% of the population – and the numbers keep growing. Many developing countries have the potential to realize a demographic dividend, if the right social and economic policies and investments are in place. As such, youth is increasingly taking center stage in policy debates as a driver of development. Targeting young people, however, requires addressing challenges on multiple fronts, from decent employment and quality education to youth-friendly health services and active citizenship. Timely interventions directed at young people are likely to yield a greater return for sustainable development than attempts to fix their problems later in life. Gaps in initial education and skills, for example, are forcing too many young people to leave education at an early age, unprepared for work and life. Today, one out of four children in the world drops out of primary education. Surprisingly, no progress has been made in this area over the last decade. Youth joblessness and vulnerable employment are widespread; young people are three times more likely to be unemployed than adults. Adolescent reproductive and sexual health needs are poorly addressed, while new health risks have emerged. Moreover, not all youth have equal opportunities for mobility, and too many remain excluded from decision-making processes that affect their lives. The opportunity to close the youth well-being gap is nonetheless real. Measuring and analyzing the problems of disadvantaged youth is a prerequisite for developing evidence-based policies. Sharing good practices and exchanging information on what works and doesn’t plays a crucial role in youth policy making in both developing and developed countries.
16 Policies that intervene at critical stages can significantly reduce the risks of youth becoming further disadvantaged. For example, facilitating the transition into the world of work through labor market counselling and comprehensive on-the-job training is helping the economic inclusion of youth. (OECD 2018)
However, despite such challenges faced by youth the situation has not improved hence more need to be considered like what can managing these public resources do to the youths empowering. Thus, the gap that the researcher wants to fill by looking into the role of public resource management in youth empowerment.
1.2 OBJECTIVES OF THE STUDY 1.2.1 General Objective The objective of this study is to investigate the role of public resource management in the empowerment of Malawian youth in area 36.
1.2.2 Specific Objective This study specifically attempts to:
Asses the current public resource management in the area Identify the challenges faced by youth due to lack of empowerment Describe ways how youth can benefit from public resources management in the study area analyze how many youths have access to public resources
1.3 RESEARCH QUESTIONS What is the current public resource management in the area? What are the challenges faced by youth due to lack of empowerment? How can youth benefit from public resource management in the study area? How many youths have access to public resources? of the youth.
1.4 SIGNFICANCE OF THE STUDY This study tries to identify the role of public resources management in youth empowerment in Malawi in general area 36 in particular. This study may have various contributions, it can be
17 used for individual and community development to develop knowledge and create awareness on how public resources can help the youth’s development, the study can also be used by policy makers to strengthen policy issues concerning youth empowerment and public resource management. And to the other researchers the study can be used as reference material for academic purposes and an added literature to the existing knowledge about youth.
1.5 LIMITITATIONS OF STUDY While conducting the study, the researcher encountered some limitations. The first constraint was lack of well-organized secondary data; this includes the limitation of organized data or document on time in the study area. Secondly, participants were not willing to come together and participate because of the global pandemic which used social distancing as one of the preventions measures. Lastly There was limited documented information on the subject for the area. This was because there was no other similar project carried out within the region or in Malawi.
1.6 D ELEMINATIONS OF THE STUDY The researcher overcame the limitations by using a sampling technique that will use participants which are willing to do study, for the case of the secondary data the researcher searched for articles, reports and other discussion document from different areas to mitigate the limits.
1.7DEFENITIONS OF KEY TERMS AND CONCEPTS Youth: The definition of youth varies from culture to culture, community-to-community and country-to country. The United Nations defines youth as a male or female aged between 15 and 24 years, whilst Commonwealth Youth Program defines youth as a male or female aged between 15 and 29 years. The 2006 National Youth Policy defined a youth as a male or female person aged between 18 and 35 years.
Youth Empowerment: An attitudinal, structural, and cultural process whereby young people gain the ability, authority and agency to make decision and implement and implement change in their own lives and the lives others.
Public resources: The moneys, time, property, facilities, equipment, and supplies of the executive branch of state government, a county, city, public school, or other political subdivision. (Iowa Admin. Code r. 351-5.3(68A))
18 Management: Is a set of principles relating to the functions of planning, organizing, directing and controlling, and the application of these principles in harnessing physical, financial, human and informational recourses efficiently and effectively to achieve goals.
19 20 CHAPTER TWO
2.0 LITERATURE REVIEW 2.1 Introduction This section contains a comprehensive literature evaluation of previous studies and arguments associated with Youth empowerment and public resource management. The chapter concludes with a theoretical and conceptual framework which is an illustrative depiction of the association between the independent variables and the dependent variable and then a summary of the chapter.
2.2.1 Understanding Empowerment For the purpose of this study, where understanding how to best empower youth is the objective, conceptualizing “empowerment” is important. The term empowerment has been embraced by various local and international organizations as a solution to the numerous issues that confront human beings, especially those at the grass root level. Some researchers have chosen to define empowerment in its absence, arguing that it is more difficult to define positively because it takes on a different form in different people and contexts. In its absence empowerment is defined as “powerlessness, real or imagined; learned helplessness; alienation; and a loss of a sense of control over one’s own life” (Holden, Evans, Hinn ant & Messeri, 2005, p. 265). On the other hand, the presence of empowerment is associated with terminologies such as “self-strength, control, self-power, self-reliance, own choice, life of dignity in accordance with one’s values, capacity to fight for one’s rights, independence, own decision making, being free, awakening, and capability” (Narayan, 2002, p. 13). One of the commonly applied definitions comes from Zimmerman and Warschausky (1998), who defined empowerment as “processes and outcomes relating to issues of control, critical awareness, and participation” (p. 4). Some advocates hold that empowerment entails creating opportunities and inspiration for the powerless (Ratna & Rifkin, 2007), yet others believe that there is intentionality in the undertaking (Speer, Jackson & Peterson, 2001), and that it is a process (Holden, Messeri, Evans, Crankshaw & Ben-Davis, 2004; Speer et al., 2001; Zimmerman, 2000; Zimmerman & Warschausky, 1998) in which efforts to exert control are central. For Zimmerman (2000), “participation with others to achieve goals, efforts to gain access to resources, and some critical understanding of the sociopolitical environment” (p. 44) constitute empowerment’s basic
21 components. Importantly, empowered people are perceived as being central agents in the development process and the main actors in the improvement of their own welfare. The people’s needs, which include “food, shelter, wealth, education, work, a clean environment, security, and democratic choice” (Mudavadi, 2002, p. 26) are both their rights and the basis on which development is formulated. Empowerment can be analyzed at the individual, organizational, or community level. Zimmerman and Warschausky (1998) focused on the individual level at which psychological empowerment (PE) occurs. According to Zimmerman (2000), PE is comprised of the intrapersonal, interactional, and behavioral components. The intrapersonal component “refers to how people think about themselves and includes domain-specific perceived control and selfefficacy, motivation to control, and perceived competence” (Zimmerman & Warschausky, 1998, p. 8). The interactional component relates to critical awareness and an “understanding of the resources needed to achieve a desired goal, knowledge of how to acquire those resources, and skills for managing resources once they are obtained” (Zimmerman & Warschausky, 1998, p. 8), as well as decision-making, problem-solving, and leadership skills. The behavioral component “refers to the specific actions an individual takes to exercise influence on the social and political environment through participation in community organizations and activities… and coping behaviors such as managing stress and adapting to change” (Zimmerman & Warschausky, 1998, p. 9). Generally, PE emphasizes an individual’s knowledge and skills for effective action, as well as the individual's capacity and willingness to make such an effort. Organizations that provide opportunities for people to gain control over their lives are considered to be empowering while those that “successfully develop, influence policy decisions, or offer effective alternatives for service provision are empowered organizations” (Zimmerman, 2000. p. 51). At the community level, “empowerment may refer to collective action to improve the quality of life in a community and the connections among community organizations and agencies” (Zimmerman & Warschausky, 1998, p. 5). Zimmerman (2000) explained that although “organizational and community empowerment are not simply the aggregate of many empowered individuals” (p. 44), these three levels are “mutually interdependent and are both a cause and consequence of each other” (p. 46). Additionally, Zimmerman and Warschausky (1998) define empowerment as having three dimensions; values, processes, and outcomes, which differ across levels of analysis. They
22 contend that an empowerment approach should always reinforce positive values and assist people to become as independent as possible. Empowerment processes are “the mechanisms through which people, organizations, and communities, gain mastery and control over issues that concern them, develop a critical awareness of their environment and participate in decisions that affect their lives” (Zimmerman & Warschausky, 1998, p. 5). These processes include skill learning opportunities and resource mobilization to influence the sociopolitical environment as well as “individual competencies and proactive behaviors, natural helping systems and organizational effectiveness” (Zimmerman, 2000, p. 47). While Zimmerman and Warschausky (1998) contend that it is processes that empower individuals and groups to become self-reliant and free from external control, Fetterman and Wandersman (2007) believe that “once a conducive environment has been created, people will empower themselves” (p. 181), often with assistance and coaching. Empowerment outcomes are the consequences of empowering processes and refer to a “sense of control, awareness, and participation” (Zimmerman and Warschausky, 1998, p. 6). An empowered work with others to achieve a certain goal. Given this literature, this research was designed to uncover empowerment processes in Kenya that would lead to an empowered youth.
2.2.2 What is Youth Empowerment The United Nations Human Settlements Program (UNCHS-Habitat) (2005) defines youth empowerment as “the circumstances and factors which enhance the development of citizenship and productiveness among young people as they move into adulthood. It is concerned with the adaptation of government structures and institutions to protect and deliver children’s, youths’ and human rights, including the right to participation” (p. 5). Youth empowerment “is based on the belief that young people are the best resource for promoting development and they are agents of change in meeting their own challenges and solving their own problems” (MSYA, 2007, p. 13).
For young people to be empowered, certain processes and mechanisms have to be instituted. According to Narayan (2002), since youths’ lack of power, voice, and subsequent marginalization and exclusion underlies their status, the best strategy in their empowerment process demands a removal of both formal and informal institutional obstacles that void their attempts to solve their everyday challenges. MSYA acknowledges that empowering young
23 people requires “an economic and social base; political will; adequate resources and a supportive legal and administrative framework; a stable environment of equality, peace and democracy; access to knowledge, information and skills and a positive value system” (p. 13). For MSYA, “youth are empowered when they acknowledge that they can make free choices in life, take action based on their decisions and accept responsibility for their action” (p. 13).
2.2.3 Youth and Empowerment in Africa
Research on youth empowerment in sub-Saharan Africa, or even Africa as a whole, was limited, making the contributions made by this study even more important. Available research focused on community and gender development, development models for Africa, or on analyzing the various strategies that could be implemented or improved to effectively empower the youth.
2.2.4 Community Empowerment and Development Literature concerned with empowerment in Malawi has mainly focused on women and community development. The high prevalence of poverty among women, and the dangerous alternatives they seek for survival, has attracted some researchers to focus on gender and empowerment (Barker et al., 2000; Parpart, Rai & Staudt, 2002; Presser & Sen, 2000). These studies advocate empowering women in order to achieve community development. Other studies have focused on traditional African pro-development institutions. Mbithi and Rasmusson (1977), Hill (1991), and Thomas (1985) analyzed how Kenya’s rural poor have successfully harnessed a socio-cultural strength referred to as “harambee” to institute community development. The term “harambee,” which is also inscribed on Malawi’s national emblem, is a self-help development strategy that means collective effort and to “pull together.” Since timve and tsala self-help groups favor progress, Mwayi and chifundo consider these to be an important component in community empowerment because they “reflect a bottom-up, rather than a top-down, development initiation” (p. 14). Through haidee projects, communities have invested their time and energy to empower themselves by building more schools and clinics and providing other social services.
24 2.2.5 Empowerment and Development Models: Visions for Africa Other researchers have focused on creating empowerment paradigms that can be adopted by various governments in Africa to institute sustainable development. Helmore and Singh (2001) proposed Sustainable Livelihood (SL), which begins with an analysis of the wealth of the poor, as the starting point in the empowerment process. Comparatively, Levitan, Mangum, Mangum, and Sum (2003) envision Africa’s empowerment process to be dependent on value changes across the nation. They maintain that value changes are required among the youth themselves, the community, and the nation as a whole, to start perceiving young people as capable, instead of incapable. Both Diver-Stamnes (1995) and Levitan et al. (2003) are convinced that only once the relevant actors recognize and appreciate youths’ economic contributions, can young people be given the power to participate in decision-making processes, take advantage of opportunities, invest in their assets, address community issues, and exercise their individual rights. Since governmental action creates and/or sustains conditions that dictate the economic wellbeing of its citizens, Narayan identifies four elements of empowerment that must underlie institutional reform: timely access to information, inclusion and participation, accountability at all levels of government, and local organizational capacity. In this report, Narayan strongly advocates for state reform that values and invests in its people as the most ideal process to empower its citizens. Alternatively, Dogbey (2001) emphasizes the need for communities to commit themselves to ending corruption and nepotism at all levels of government because in a culture of corruption “decision making becomes irrational… resources are squandered,” and people lose confidence in their government (p. 39).
2.2.6Youth Empowerment Strategies Literature more closely related to the research question analyzed various youth empowerment strategies and how a provision or improvement of such could move Africa to economic independence. This category of literature was concerned with youth empowerment processes such as giving them a voice, increasing employment opportunities, ensuring their physical and mental wellbeing by increasing access to healthcare facilities, expanding academic and skill training institutions, as well as equipping them with skills that support their resilience after a life in the streets or involvement in conflict or violence.
25 Researchers have attempted to predict Africa’s future by analyzing the basic components necessary to empower young people and ensure their effective participation in nation building efforts. One such study was conducted by Adesida and Oteh (2001) who sought to provide an ideal vision for Africa. In this vision, “the younger generation’s fears and needs are taken into consideration, their voices and their participation valued to build a better future for Africa” (pp. 10-11). Although it has always been assumed that adults can speak on their behalf, Ansell (2005) believes that children and youth need to be given a voice and enabled to participate in development initiatives. The need to empower young people by giving them a voice was echoed by Perullo (2005) who examined ways that young people in Tanzania use rap music to “destroy stereotypical notions of youth culture, solidify and strengthen local communities and correct problems that appear in everyday life” (p. 98). Although negative stereotypes still persist, Tanzania’s youth have attained social empowerment and somehow altered the perception of young people as hooligans. Given that one of the biggest contributors to idleness and frustration among Africa’s young people is unemployment and underemployment, numerous studies have been conducted to understand how more jobs can be created (Garcia & Fares, 2008; Government of Kenya [GoK], 2004; IEA-Kenya, 2001; Mudavadi, 2002; Word Bank, 2009). To counter such negative trends, Garcia and Fares advise African nations to address significant labor market entry problems, such as lack of skills and being unprepared, faced by young people when entering and remaining in the labor market and which ultimately sabotage their empowerment. In order to empower young people, consequently delaying rural-urban migration, the World Bank (2009a) recognizes the “need for an integrated, coherent approach in which policies appropriate for the youth in urban areas are closely connected with policies appropriate for the youth in rural areas” (p. 2). Such strategies, it is hoped, will increase the attractiveness of rural areas to young workers and will facilitate youths’ acquisition of suitable skills to take advantage of potential opportunities, as well as offer them second chances by availing them of information and credit facilities. The notion of availing loans and financial support in order to empower young entrepreneurs is also supported by Mudavadi (2002) and Barker et al. (2000). Mudavadi identifies the Jua Kali1 industry to which the Kenyan government can increase financial support. Barker et al. report on the Youth Skills Enterprise Initiative (YSEI) program in Zambia, which integrates basic business
1.
26 and life skills training and which also provides access to small loans as a way to empower young people. These studies challenge African governments to set up widespread credit facilities to empower youth and other individuals start and maintain income-generating projects which would result in selfreliance, more jobs and better living standards. Education and the benefits its promises are widely referred to in much of the literature. The amount of research conducted to understand Africa’s quality of education and its challenges is a testament to its significance. Since it develops human capital and enables people to live better lives education is perceived as the means to improve a country’s standard of living (Garcia & Fares, 2008; Howard, 2003; Lewis, 2007; Shorter & Onyancha, 1999; UN, 2007a; World Bank, 2009). Education is thus perceived to be a crucial element in the empowerment process because it cultivates self-esteem (Barker et al., 2000) and is a vital ingredient in health improvement efforts (Republic of Malawi, 1998). In order to empower young people and to equip them with the necessary academic skills, some studies attempted to address contemporary problems that challenge Africa’s education sector (Lewis, 2007; Omatseye & Omatseye, 2008; Republic of Kenya, 1998). While Omatseye and Omatseye (2008) provide case studies to elaborate on the socioeconomic context of going to school in sub-Saharan Africa, an earlier study (Republic of Kenya, 1998) candidly elaborates on the need to expand academic facilities to cater to Kenya’s children. Although Kenya’s academic sphere was widely expanded in the post-independence era, its quality and ability to empower students with the required intelligence and skills for a rewarding career have been highly questioned (Kogo, 2000; Mudavadi, 2002). In particular, Kogo defines the 8-4-4 education curriculum as having failed largely because of the high dropout rate of both primary and secondary schools. School discontinuation, asserts Garcia and Fares (2008), should receive significant government attention because it highly limits and restricts youths’ upward mobility with adverse effects on not only individuals but on national economies as well. To empower young people, Muchira (2002) and Shorter and Onyancha (1999) call for a complete overhaul of Africa’s foreign-based academic systems and the institutionalization of education systems that will avail non-formal instruction for children who are unable to attend normal schools. Mudavadi (2002) adds that in the empowerment process, “the prime goal of any education system should be to equip young people with the training, skills, and attitude necessary for a productive life, without necessarily depending on an employer” (p. 71).
27 Besides education, imparting skills, whether technological, entrepreneurial, or agricultural, has persistently been perceived to be a viable strategy in the youth empowerment process. Studies attribute rampant poverty and poor economic performance in Africa to lack of skills to turn Africa’s abundant natural resources into wealth (IEA-Kenya, 2001; Mihyo & Ogbu; 2000). To spearhead Africa’s entry into the global information society, Mihyo and Ogbu (2000) suggest equipping youth with information and technology skills “and proper methodologies to transfer such skills” (p. 1). Similarly, Mudavadi (2002) believes that “village polytechnics could be set up, on a large scale, to dispense more skills and training that can be utilized in entrepreneurial enterprises” (p. 141). Safilios-Rothschild (1980) recommends including youth in agricultural training sessions, programs that have previously only targeted adults. Since being healthy is crucial to individual, communal, and even national production and economic wellbeing, some scholars have analyzed healthcare provision in Africa and how it can be improved to cater more effectively to the youth. A point of consensus in this category of literature is the fact that HIV/AIDS has become the greatest threat to human development and survival in Africa because it affects individuals in their most productive years (Kenya, 2001; MSYA, 2007; Mudavadi, 2002; Nyakabwa, 1997; Wambuii, 2003). These studies have also looked at the effects of this epidemic and how communities can be empowered to overcome it. A review of literature concerned with general health care issues in Africa identified various strategies for empowering young people to live healthy lives. The first strategy was identified by Ahlberg, Jylkäs, and Krantz (2001), Decker and Montagu (2007), Kenya (2001), and Narayan (2002), who perceive information and knowledge to be powerful tools in the war against HIV/AIDS and other sexually transmitted infections. The second strategy focused on instilling self-esteem, which would incline youth to adopt protective measures against various diseases (Baker et al., 2000; Narayan, 2002). A third strategy was discussed by Were (2001) in her analysis of Kenya’s population growth, from 8.9 million in 1963 to 18.4 million in 1984, and its implications for the health sector. Were suggests curbing the population growth rate and massively expanding the healthcare sector. Similarly, Decker and Montagu (2007), in their evaluation of the Kisumu Medical Education Trust (KMET) in western Kenya, found private clinics to be better placed, among the youth, to provide information and tools for self empowerment. Both Were and Decker and Montagu believe that more health centers in rural areas are better placed to cater to the youth. This finding is parallel to what Moss, Bentley,
28 Maman, and Ayuko (1999) set out to understand in their study on healthcare-seeking behavior among young people in Malawi. Using voices from rural Malawi, Moss et al. (1999) sought to provide an insight into health-seeking behavior for sexually transmitted infections using community based ethnographic research methods. The fifth strategy was offered by Ratna and Rifkin (2007), who studied the Employerbased Malaria Control Project (EBMCP). This project incorporated employers in the dissemination of bed nets among low socioeconomic status workers in malaria prone regions of Malawi. They found that providing poor people with the necessary tools leads to their empowerment and subsequent improvement in health status. A sixth strategy was proposed by Wambuii (2003) who analyzed the Mathare Youth Sports Association (MYSA), a communitybased youth project in Nairobi, which seeks to make AIDS awareness a part of everyday life in the slums. Wambuii advocates incorporating young people’s efforts in the war against HIV/AIDS. Literature concerned with health issues in Africa basically concludes that the youth need to be empowered with the information, tools, and attitude so as to keep them productive and ensure national progress. Given that street children are part of Africa’s youth population, significant studies have been conducted to understand their circumstances and how public institutions can empower them to transit from a life in the streets to being productive citizens. A street child is defined as someone less than eighteen years of age, who for some reason, lives in the streets, caring for themselves without the assistance of an adult (Lewis, 2001; Lugall & Kibassa, 2002; Shorter & Onyancha, 1999). To empower street children in urban Africa, several approaches were apparent in the literature. Since the number of street children in Africa has been on a steady increase since the 1990s, researchers agree that any efforts to empower them must first and foremost define them as youth (Lugall &Kibassa, 2002; Shorter & Onyancha, 1999; Human Rights Watch Children’s Rights Project [HRWCRP], 1995; Velis, 1995). Only by so doing can society be compelled to “fulfill the legitimate dreams and aspirations of its street children” (Shorter & Onyancha, 1999, p. 8). Velis (1995) writes on the urgency to address Africa’s street children problem because they are soon becoming adults. Secondly, inadequate and unrealistic policies, which only “address symptoms of the problems rather than the essential causes” (Lugall & Kibassa, 2002, p. 305), are blamed for magnifying the street children problem in Africa. Hence Droz (2006) and Velis (1995) and Lugall and Kibassa (2002) suggest policy reform. To further
29 inform the empowerment of street children, Savenstedt and Haggstrom (2005) sought to listen to female professionals working with street children in East Africa to find out what it meant to care for street girls. They found that the professionals were frustrated and feeling powerless because they considered themselves as lacking relevant knowledge and support to improve the girls’ lives and to empower them to transition from a street child into an accepted person in society. Since empowering young people calls for a consideration of the forces that entice them into crime and violence, a significant number of studies have been conducted in numerous African cities to explore the plight of young people in urban settings, the extent and nature of those problems, and the urgency for widespread and concerted action (Ansell, 2005; UNCHS, 2005). While Ansell looked at how globalization and international agreements and policies affect children and youth, Momo, Prihantinah, Marinova, Stocker and Muchira (2002) analyzed the impact of globalization on women volunteers in Indonesia and young people in Kenya. Momo et al. demonstrated how “bureaucracy, prejudice and structural inequalities continue to present obstacles on the road to empowerment” (p. 361). In particular, Muchira (2002) reasons that youth empowerment would be possible if Kenya embarked on incorporating African culture into the social setup to help youth find their voices as well as equip them with the necessary skills and strategies to deal with globalization. Studies have also been conducted to explore youths’ contribution to violence and how they can be empowered to contribute in the healing processes of their communities and nations. to empower Africa’s youth McIntyre (2005) recommends a new discourse on young combatants because of their involvement in both peaceful and violent political transformations. Similarly, to empower young people to triumph over traumatic experiences, Bay and Donham (2006) and Errante (1999) studied violence, memories of violence, and peacemaking efforts in different African countries. Bay and Donham use the cases of South Africa, Rwanda, and Zimbabwe to illustrate how these countries are using their tragedies to enhance individual and community resilience by empowering young people and equipping them with appropriate information, attitudes, and tools to make better choices. Similarly, given that grief work is an important aspect of the peace process Errante explored how socialization patterns were altered and reconciled identities recreated in post-conflict communities in South Africa and Mozambique. Studies analyzing the restoration of lives after episodes of violence and conflict advocate empowering
30 youth to participate in rebuilding their nations and healing their souls for resilience and economic progress.
2.3 Theoretical Review This study was be guided by three theoretical models; Critical Social Theory of Youth Empowerment (CYE), theory of social constructionism and narrativism. 2.3.1 Theory of Social Constructionism and Narrativism This study has its origin in theories of social constructionism and narrativism. The strategies followed here are an attempt to explore youth perspectives on the role of resource management on their empowerment in Malawi. Since perspectives, expressed through narratives and subjective opinion, are a socially constructed phenomenon, the two related frameworks of social constructionism and narrative theory, emerged as the most ideal to inform this study. Social constructionism “is a post-positivist approach that emphasizes the historicity, the context- dependence and the social-linguistically constituted character of all matters involving human activity such as negotiation and rhetoric” (Hibbered, 2005, p. viii). Narrative theory, on the other hand, is based on the fact that people are naturally story tellers (Fisher, 1989). Through stories, people share their experiences and reveal their values. A unifying factor is that both theories hold that language, being the basis of all knowledge and bound by history, plays a crucial role in the social construction of reality. Through language, social values are constructed and produced, compelling members to respond, not to physical objects and events themselves, but to the meaning of events (Burr, 1995). Both schools also hold that stories are dependent on cultural factors which in turn shape people’s lives and relationships. As these theories are applied to illuminate perspectives on youth empowerment in Kenya several principles of social constructionism and narrative theory will be apparent. The four working tenets or assumptions of social constructionism, as discussed by Burr (1995, 2003), provided the framework for an analysis of the discourse. First, social constructionism seeks to encourage individuals to “take a critical stance towards taken-for-granted knowledge and ways of understanding the world (including ourselves)” (Burr, 1995, p. 3). In exploring youth perspectives on their empowerment, it was necessary to “suspend the obvious, to listen to alternative framing of reality and to grapple with the comparative outcomes of multiple standpoints” (Gergen, 1999, p. 50) that the youth could have. Hence it was necessary to listen to their language, which would then reveal their identity, values, and
31 expectation as Malawians. As earlier argued, the only tool capable of analyzing youths’ knowledge and “potentially unlimited number of descriptions and explanations” (Gergen, p. 47) was Q methodology. The first step in Q methodology entails constructing a “naturalistic” concourse which was done using Focus Group Discussions (FGDs). In order to provoke and stimulate participants to open up and share their socially constructed responses (narratives) regarding how they could be empowered, open-ended questions were posed. Since responses would be typically blind to alternatives outside their Malawian experience and tradition, the discussion generated not only reaffirmed and celebrated young people as story tellers, but also enabled the assessment and interpretation of their narrative rationality (Fisher, 1989). Secondly, Burr (2003) notes that social constructs are historically and culturally specific. Although the meaning of the term “youth” in Africa has remained somewhat constant despite a lower life expectancy, societal expectations of young people have undergone significant changes dictated by tradition and culture, colonialism, and cultural infiltration. As they grow up young people continually interpret and evaluate new stories against older stories that they have acquired through experience. Presumably then, youths’ opinions and stories would be similar, but would differ in comparison to the adults’ due to differences in age and historical experiences, as well as other social forces. As supported by Fisher’s (1989) narrative paradigm, the purpose of this study was to interpret and assess youths’ stories as representations and interpretations of their Malawian experience, which is shaped by history, culture, and character. Ultimately, their perspectives would reveal their understanding and shared meaning about their lives and experiences and what it means to be empowered. Third, social constructionists assume that knowledge is sustained by social processes. Since our modes of description, explanation, and/or other representation are derived from relationships, Burr (1995) insists that no single person can originate meaning or truth because language, and consequently culture, is a shared phenomenon. As a result, adds Gergen (1999), what youth hold to be “true about the world or self is not thus a product of the individual mind,” but is a product of their interactions, coordinations, agreements, negotiations, and affirmations, which are “limited by culture and history” (p. 48). As young people in Malawi interact in various avenues, schools, churches, streets, stores, and even at home, they hear and share their needs, frustrations, experiences, and moments leading to the development and sustenance of socially agreed upon and accepted stories. Their reality, which is created and structured by the use of language, stems
32 from their shared knowledge of Malawis’s cultural and historical landscape and their experience with existing local and public institutions. This does not, however, mean that interactions are not constrained. As Burr (1995) clearly indicated, people’s daily interactions and experiences are determined and dictated by “the conventions (power, age, etc.) of communication in force at that time” (p. 4). The narrative paradigm also does not deny that power, ideology, distortion, or totalitarian forces are or can be significant features of communicative practices and acknowledges that some stories are more truthful than others (Fisher, 1989; Talib, 2010). Since language, maintains Gergen (1999), “constitutes social life itself”(p. 49), an understanding of youths’ social world would demand a critical analysis of the words they chose, statements they made, and their tone of voice when speaking, which would inherently expose their perspective (identity, status, values, and expectations) in the empowerment process. Given that reality is socially constructed by interconnected patterns of communication, behavior, knowledge, and social action are in mutual existence. This fourth premise of social constructionism tells us that youths’ perception of their situation in Malawi is reproduced by young people acting on their interpretation and knowledge of that reality. Therefore, it was expected that “descriptions or constructions of their world … would sustain some patterns of social action and exclude others” (Burr, 1995, p. 5), thus illustrating the social constructionist idea of a shared system of meaning maintained using language. Although social constructionism has been applied in Q methodology studies to understand subjectivity and how individuals group themselves (Stenner, 2009; Watts, 2009), it is important to distinguish this school of thought from constructivism. Although both schools focus on how human beings create and define their world, social constructionism looks at how individuals make meaning of knowledge as members of a particular society while constructivism focuses on how the individual cognitively engages in the construction of knowledge and meaning (Pouliot, 2007; Stenner, 2009; Young, 2004). Put differently, Watts (2009) associated constructivism with the construction of reality at the personal level and constructionism with reality construction at the social, cultural and institutional level. Stenner (2009) contends that Q methodology is constructivist because all existence is oriented towards constructing and the constructed. Application of constructivism in this study would emphasize understanding how the youth developed the knowledge they have. However, since it is assumed and expected that
33 participants will group themselves into clusters of similar thinkers–indicating their shared understanding of Kenya’s cultural reality–social constructionism was more ideal in informing this study. This study illustrates how a narrative inquiry can be applied to understand people’s representations of their social reality. As earlier indicated, social constructionists contend that within a social group or culture, reality is defined not so much by individual acts, but by complex and organized patterns of ongoing actions (Burr, 1995). Young people’s everyday knowledge, no matter how basic or simple it may be, is derived from and maintained through their social interactions. As the youth continuously engage in the process of generating meaning together, one expectation in this research is that their views would differ from those of adults/government. 2.3.2 Critical Social Theory of Youth Empowerment The genesis of the Critical social theory of youth empowerment emanates from the youth empowerment models have been developed on the empowerment theory which was developed by a social scientist Julian Rappaport (1981) who anchored his developments of the empowerment theory on the Marxist sociological theory. He first began the formation of Empowerment Theory in his paper Terms of Empowerment/ Exemplars of Prevention: Toward a Theory for Community Psychology. In his paper, Rappaport argued that empowerment theory was rooted in the notion that people gained power from having a sense of their personal influence within the structure of social and political power. The theory of Critical social theory was constituted as an effort to reform and rethink the Marxist social criticism; it majorly rejected the mainstream political and intellectual views, criticized capitalism, promoted human liberation, and consequently attempted to expose domination and oppression in their many forms (Harney, 2012). Thus, this contributed to the development of the critical social theory of youth empowerment which began with a theoretical synopsis of examination and empowerment of conceptual models of youth empowerment. These were built on six important scopes of Critical Youth Empowerment (CYE) which was designed to integrate chances for the youth to be empowered (Jennings, 2006; Parra-Medina, 2008; Hilfinger-Messias, 2008). The main features of the critical social of youth empowerment theory are elaborated as follows: The youth will feel valued, respected, encouraged, and supported when the social environment is welcoming and provides them with a safe environment (Jennings, 2006; Parra-Medina, 2008; Hilfinger-Messias, 2008). The environment provides a comfort zone that brings an opportunity
34 for the youth to disclose their state of belonging, able to take risks and their feelings (Heath, 1991). It is where youth are able to be themselves, try out new roles and skills, find a sense of ownership, articulate their own ingenuity, articulate their opinions in decision-making processes, rise to challenges and are then by the adults who assist them to experience both failure and success by supporting them to move away from their normal comfort zone. Meaningful Participation and Engagement are essential in providing the youth with opportunities to participate in useful activities that will enable them generate meaningful impact and also given an opportunity for youth to practice and learn essential participatory and leadership skills (e.g. oral and written communication, organizing, planning) (Jennings, 2006; Parra-Medina, 2008; Hilfinger-Messias, 2008). Adults and Youth to have reasonable Power Sharing between them; the framework of the CYE has a number of models that have addressed chances leadership roles for the youth to participate in (Chinman & Linney, 1998; Kim, 1998), which have supported the development of valuable leadership skills amongst the youth. The youth should be support by an adult leader with no dominance so as to attain combined power between adults and youth, which is important for youth empowerment (Jennings, 2006; Parra Medina, 2008; Hilfinger-Messias, 2008). Community-Level and Integrated Individual Empowerment; Opportunities need to be provided by the Youth empowerment agendas for the growth at both community and individual levels where these two stages Individual level empowerment should have a positive impact on the community level The author also mentions Zimmerman’s Psychological Empowerment theory and emphasizes that the inclusion of resource accessibility, use of open governance structures and tolerance for diversity assist in the community level empowerment process (Jennings, 2006; Parra-Medina, 2008; Hilfinger-Messias, 2008). Sociopolitical and Interpersonal Processes Engagement in Critical Reflection; Most of youth empowerment models do not include critical reflection as one of the important dimension The CYE confers that empowerment will not be possible where lack of awareness to the invisible and visible processes and structures in social institutions are not taken care of fully. Reflection is least recognized in youth programs as more emphasis is more on activities. Involvement in Socio-political Processes in Order to Effect Change; some of the activities in the community for youth engagement are in social change and sociopolitical processes (Jennings, 2006; Parra Medina, 2008; Hilfinger-Messias, 2008). Therefore, without the capability of the youth to
35 address the social values, structures, processes and practices of the issues at hand, then they are not justly empowered. Zimmerman (1995) argued that gaining mastery within a given social environment is considered to be empowerment. These skills involve the consideration of the fundamental practices and processes of that environment and the best way to have an effect on them. Hence, this theory supports this study as it depicts the need to provide economic opportunities to the youth through empowerment on skills that can influence their decision making in society and take part in social change efforts.
2.4 Conceptual Framework A conceptual framework is a brief account of the phenomenon being researched accompanied
by a visual or graphic depiction of the main variables of the research (Mugenda, 2008).
INDEPENDENT VARIABLE DEPENDENT VARIABLE
YOUTH EMPOWRMENT
THE MANAGEMENT OF PUBLIC RESOURSES
EMPOLYMENT OPPORTUNITIES ACESS TO QUALITY PUBLIC SERVICES DEVELOPED COMMUNITY
36 2.5 Summary of Research Gaps Although the literature review has provided a wealth of information on empowerment at the individual, organizational, and community levels, a significant proportion assessed different empowerment strategies and how these can be improved to ensure that young people are fully prepared for life. Importantly, this literature review revealed that no research had been conducted to explore youths’ subjective views regarding the role of public resource management in their empowerment. No research has been published with a focus on listening to and identifying youths understanding of empowerment nor how they define their situation, challenges, and viable solutions to assist and equip them to reach and harvest their potential. To fill this important gap, this research was designed specifically to enable the researcher to listen to young people’s narratives and understand their perspectives regarding youth empowerment in Malawi specifically in area 36.
37 38 CHAPTER THREE
3.0 RESEARCH METHODOLOGY 3.1 Introduction This chapter draws the methods that were exploited to conduct the research, focusing on sampling procedures, target population, research design, sample size and research instruments and their reliability and validity, collection and analysis of data.
3.2 Research Strategy and Approach A qualitative research approach was used to understand social presence in the discussion board from the youth's perspectives. "Qualitative research is especially helpful when it provides us with someone's perceptions of a situation that permits us to understand his or her behavior" (Krathwohl, 1998, p. 230). Qualitative data, with emphasis on people's experiences, are well suited for finding the meanings they place on events and processes. Moreover, qualitative research connects their perceptions to the social world (van Manen, 1977). This study will employ an inductive research strategy which starts with data collection, followed by data analysis, and then the development generalizations that with further testing, can be used to future studies.
3.3 Research Design A narrative research design is a study of “the ways humans experience the world” (Clandinin & Connelly, 1990, p. 2). It gives researchers insights into the phenomenon (Creswell, 2012). Creswell (2012) noted, “For educators looking for personal experiences in actual school settings, narrative research offers practical, specific insights” (p. 502). The focus of narrative research can be on the experiences of one or more individuals. In an educational research effort, a narrative study is used to explore the experiences of an individual; the narrative design was most suitable for this study because it allows the researcher to get the youths views clearly. Narrative research comprises many procedures, including gathering data through the collection of individuals’ stories, reporting their experiences, and chronologically ordering the meaning of those experiences (Creswell, 2013). This study will employ Categorical-Content to focus on specific content themes within the narrative.
39 3.4 Sampling Techniques The study will employed convenient sampling technique based on the availability participants to participate in the study. Convenience sampling is a type of sampling where the first available primary data will be used for the research without additional requirements. In other words, this sampling method involves getting participants wherever you can find them and typically wherever is convenient. In continence sampling no inclusion criteria identified prior to the selection of subjects are invited to participate. The sampling method was chosen in order to gain initial primary data regarding the specific issue and simplicity and ease of research because of short duration of time.
3.5 Data Collection Techniques Data for this study was collected from primary and secondary sources, respectively. The project will employed the use of interviews for primary data collection. Interviews are preferred because they allow the researcher to interact with the participants and observe non-verbal cues during the interview process (potter, 1996). Through choosing interviews, the researcher hopes to gain a deeper understanding of the participants’ constructions through dialogue and through language they will use in constructing the different discourses. The interview method allows the researcher to seek clarity and probe for deeper understanding. The youth will be identified with the assistance of a gatekeeper. In qualitative research, gatekeepers are used to assist the researcher in gaining access and developing trust with the community of study (Hatch, 2002). While secondary data sources include internet, youth policy reports, research articles, newspapers, youth policy country factsheets and government publications.
3.6 Data Analysis and Interpretation The researcher will use pattern matching suggested by Yin (2009) as a preferred strategy for narrative study. Creswell (2009) suggests that a data analysis plan be used because it helps in providing categories of information that help in establishing emergent themes. The following ten steps developed from the Handbook of qualitative research 64 edited by Denzin and Lincoln (2000) will be used as a data analysis and interpretation plan in the data analysis process:
40 1. Field notes will be taken on the visit to the research site. The observation at the time of the field visit and interviews will be jotted down and then rewritten as descriptive notes as they provided data for the analysis of the study.
2. The interviews were transcribed for the purpose of analysis.
3. The correction and revisions of field notes was undertaken as part of the editing process.
4. The keywords from the text were coded.
5. The coded words were organized alphabetically as data for quick retrieval.
6. This coded data was categorized according to themes.
7. The content analysis for emergent coding.
8. A color coded list was developed for scrutiny and analysis.
9. Reflection and memoing of the data was undertaken for deeper analysis.
10. The coded data collection was built up as an explanation of the findings. This was further developed systematically and coherently into a report. A detailed description of the study was documented. The data collected from the sources mentioned above was used to provide a detailed description of the study. The themes were formulated from within the data gathered from all sources to help interpret and understand the phenomena. The study used emergent coding, and pattern matching coding which are analytical strategies that use codes to organize and group the coded data into categories based on common characteristics, and this sets the beginning of a category or theme in the data.
3.7 Validity and Reliability of the Study 3.7.1 Validity In qualitative research validity is determined by the extent to which the data obtained from the participants has been consistently checked to a point where the data analysis process becomes self-correcting (Gibbs, 2002; Shrink, 1998) and the researcher is able to “identify when to continue, stop or modify the research process” (Morse, Barret, Mayan, Olson & Spiers, 2002, p. 17). In this research process, the researcher will be on the lookout throughout the process for any evidence of the data obtained that became repetitive or irrelevant relative to the research
41 question. This process will help the researcher to determine when to stop or continue with the data collection.
3.7.2 Reliability To ensure that the data is dependable the analysis of the interview texts will be discussed with the supervisor of this stud, who will make her own interpretation of information gathered and question some of the analysis made. The analysis will also not only dependent on the researcher’s interpretation, but also considered how other sources concerning the same topic or themes would account for similar findings. According to Thurmond (2001), if every person who is involved in the same data analysis come to the same outcome then it is more likely that the findings are true and therefore dependable.
3.8 Ethical Considerations In research, ethical considerations are defined as making sure that the study adapts to the standards of conduct of the authorities in the area of research. Issues like deception to participants, confidentiality of information given, voluntary participation of respondents, analysis and reporting, danger or harm to participants and anonymity and any other professional code of ethics expected are some of the examples of ethical issues that may arise (SRA, December 2003). To make sure that the research was done according to the expectations of all authorities and in an ethical manner, the researcher will first have obtained an introductory letter from Cavendish University to consolidate data from the rural youth in kaondo village.
Also, the study will make sure that the required research authorities are consulted, permission granted and due explanations given to the respondents before start of the study. The study will have a moral duty to handle the sensitive information with great tact. The respondents to be involved in the study will be informed that the instruments being administered are for research use only. The study will also reassure respondents who were unwilling to disclose some information, that the information will be treated with confidentiality.
42 43 44 CHAPTER FOUR
REPRESENTATION OF FINDINGS 4.0 Introduction This chapter presents the findings and the results of the study. Interviews were used to ask each of the participants personal questions, for example age which gives the demographic data and the research questions were discussed in focus groups of made up of seven people in every group, which the researcher came up with coded themes. Due to the sensitivity of this subject participants were allowed not to mentioned their names so they were given numbers.
4.1 Response rate This study was conducted among 35 youths found in area 36 Lilongwe; every single person participated in the focus group discussions as well as the interviews which gives a 100% response rate.
Table 4.1 Response Rate Sample response Rate Interviews 35 35 100% Focus 35 35 100% groups SOURCE: Survey data 2020
The response rate is greatly creditable since it was far above the threshold of 75% that is proposed for analysis of the data by Mugenda (2008) who states that the response rate of
50% is adequate for analysis and reporting while a rate of 60% is good and a response rate of
70% and above is excellent. This high rate was achieved since interviews and focus groups were administered under close supervision of the researcher thus satisfactory to make conclusions of the project.
4.2 Demographic characteristics VARIABLE FREQUENCY (N=35) PERCENTAGE AGE 15-19 11 31.43%
45 20-24 24 68.57% GENDER Male 14 40.0% Female 21 60.0% MARITAL STATUS Single 30 85.71% Married 5 14.29% Divorced 0 0% Widow 0 0% RELIGION Christianity 28 80% Islam 7 20% OCCUPATION Student 22 62.86% Civil servant 0 0% Self-employed 9 25.7% Casual worker 4 11.43% EDUCATIONAL LEVEL Primary School 5 14.29% Secondary school 10 28.57% Tertiary 15 42.86% Never attended school 5 14.29% Table 2: Socio-demographic characteristics of the respondents
SOURCE: INTERVIEW DATA
The sample consisted of thirty-five participants, fourteen who were male and twenty-one were female, As shown in the results from table 2, the majorities (59.0%) of the participants were male and 41% were female. They were ages from fifteen to twenty-four, ages from fifteen to nineteen comprised 31.43% of the population and ages from twenty to twenty-four comprised 68.57% of the population. 14.29% of the youths were married and 85.75% were single, there was no one who was divorced or widowed. 80% of participants were Christians and 20% were Muslims. Results from the interviews found out that most of the youth participants were still in school, students comprised 62.89% of the population sample which indicates that a lot of youth
46 are in school. 25.7% of the youths were self-employed, 11.33% were casual workers and none of the participants were civil workers. The researcher also sought to ensure the level of education of the participants, 14.29% never attended school, 14.29% were still in primary school, 28.57% were in secondary school and 42.86% were in tertial level.
4.3 Themes from narratives 4.3.1 Necessities This theme answers research question one which is asking what are the current public resources available in area 36, participants only mentioned public health Centers, public schools, the police and public water point as the public resources found in the area hence the theme necessity, they only have necessities in their area which helps them to survive in their day to day life but which is not enough to sustain them although academic resources, safe water, security and good health remain important , they are not sufficient to foster thoughtful, productive and engaged citizens,
By mentioning necessities only, they were saying that they don’t have public play grounds to help them socialize, community hall to help them show case some of their talents and also , young people everywhere need to develop a greater breadth of skills to evaluate and apply knowledge in ways that meet the new demands of our changing social and economic land scape.
In participant 13’s words “the public schools in the area do have adequate recourses like teachers, books and also the infrastructure so even if we have schools, they are not reliable” this statement was similar to what other participants said as well.
Participant 23 and 25 pointed out that hospitals also have inadequate resources and in fact there is only one healthy Centre in the area which is also used by the neighboring areas.
The water point which is available in the area is only one so they’re long lines when and cue of people and since people draw water all day long it’s hard to maintain the water point in good shape.
“finally, it was my turn to draw water from the water point, I had waited for almost three hours, just standing moving the bucket slowly, at some point I thought of going back home but there
47 was no drinking water left …. we don’t drink water from the well, water from the well is used for washing and mopping”
“presently even people from mwenyekondo have started coming to the healthy Centre, I met people from there several times, the crowd is now twice bigger than before but there’s only two doctors during the day and nurse during the night”
“even though people come to healthy center thy are not assisted accordingly due to lack of resources, at the end of the day a lot of people are sent to the referral hospital in town”
4.3.2 Survival This theme answers the second research question, what are challenges faced by the fourth due to lack of empowerment.
The ability to overcome adversity and withstand waves of turbulent times is part of the human spirit. Every human is doing it and so are the youth who participated in this study, it is the oldest of threads that also fuels our lives. Stories of challenges resonate because of having a difficult time surviving, participants are having a hard without empowerment in their lives.
The main obstacle is in adults’ minds, be they members of the community or local authority officials. Many adults regard young people as 'incomplete', immature, with no proposals or analytical capacity to contribute based on their life experiences in topics that affect them, Participants expressed a lot of challenges that they face due to lack of empowerment and from all the challenges they mentioned the researcher came up with the theme” survival” because the participants expressed that they can barely survive in the social world due to no empowerment. Among these challenges were issues such as education and skill training, unemployment and labor laws, discrimination and equity issues, lack of information and mentorship, inadequate access to information, lack of transparency and accountability in public institutions, security, infrastructure, centralized resources, tuition, and financial assistance. Participant 15 in particular mentioned that he completed school and got he’s degree in accountancy five years ago but he has
48 not been able to find job because he’s being rejected due to lack of experience which is discouraging and he is failing to survive without getting income. And also, participant 1,7,12 and 17 expressed that the financial institutions in the area refuse to give them a loan to start small scale business because they do not have cartel.
“I, I don’t feel I have given the power, influence or control that happens in the public, aim not given a chance to air out my views, so I seek power through various means like smoking, alcohol, gambling, fornication and other vices that make me feel that I have power”
“it was seven years ago when I got pregnant with my first child, after I gave birth to my son eight months later, I got pregnant again. My life got rely really tough because the father of my children had just been arrested of robbery, I wished I had information about birth control methods, then I could have waited at least until I found a means of money”
“we go to the water point every day to draw water which has a long line and I have to wake up early just to draw water, sometimes the water s dirty sometimes water doesn’t come out for days, which makes it hard to run my saloon which is my only source of income”
The above quotations are statements made by participants during the focus group discussions, explaining how it is hard out there without empowerment.
4.3.3 better opportunities The third theme is answering the third research question how can youth benefit from management of public resources in the area, this question also gave room for the participants to mention what other public recourses they wish that they had and they can benefit from them.
The researcher came up with theme opportunities because all of the participants said that they could benefit from the management of resources by getting better opportunities in life and also a better chance at thriving in the outer social and economic world.
The most viable benefits, as expressed by the youth, demanded revising the education curriculum to impart skills compatible with current market needs, setting up low cost
49 polytechnics and colleges, ensuring that employment was based on qualifications rather than experience, providing ID cards in a timely manner, creating employment opportunities in the rural areas by decentralizing institutions and services, creating more jobs by decentralizing services and reviving collapsed industries, providing communities with the basic necessities needed for good commerce, teaching the youth to be innovative and responsible for their future, lowering taxes on basic consumer products, giving loans to youth to start businesses, and building cultural centers.
“functional education and specialized training will enable the youths to acquire relevant knowledge, practical skills and good attitudes required for problem solving, wealth creation and development of the community. The tendency is to facilitate human capacity building (manpower supply), effective work performance (productivity), and comprehensive management of resources (total quality assurance) for national development”
“If I had I was assured a job after I completed school, I would have gone to college but there’s no guarantee that I will be employed after I get my degree so i would rather use the money for tuition fee to make something of myself, I have seen a lot of people with degrees who don’t get employed its juts a paper”
“what if we had an arts center where our talents where being promoted, I love drawing and aim very good at it, i would love to have a career in drawing but it’s hard because there’s no hope for one to have a career in such”
“sometimes I wish that I would go to the health center and not wait for hours before I can get attended to, sometimes when aim ill I don’t go I just use some traditional methods”
“I feel I don’t have a choice or options but to just sit and listen to the elders, sometimes I wish I was heard, lay out my opinions on how things can be done around here”
Above quotations are statements made various participants when narrating their experiences and feelings.
50 4.3.4 The rich This theme answered the last research question how many youths have access to the public resources. Few participants have access to the resources but only the rich have more access to the resources because of corruption and are able to enjoy them.
Unequal access to the already limited opportunities has marginalized other youth groups such as young women, disabled and deviant youth. Breakdown of traditional cultural systems has also had a negative effect on youth development.
“after I completed my primary school I was selected to start my secondary school at one off the secondary schools in my area, when I went there on the day they announced that schools will be opening, was chased out of class saying that the class is full and the will advise when I can go and start learning. I went back omen and stayed for over five months, my friend who did not get selected to any school had started going to the school when I asked him how he was able to learn there without being selected he said his parents has connection and he paid the same head master who refused me from attending classes. So maybe if I had money to like my friend, I could have been able to attend my secondary school just like my friend”
“like when I went to the hospital and the doctor diagnosed me with malaria I was only given Panadol and a prescription to take to the pharmacy and buy extra medication, later the same day my friend came to visit me she said that I just had to give the doctor some money then I could have been given medication”
“I finished school three years ago and I left my resume at the civil servants department as soon as I got my degree in public health and I have been checking every now and then, at the end of the day this department is there to help us unemployed people to get jobs but it turns out it only favors the rich because my well to do friends who are less qualified have posted in health departments”
“my grandmother had a breathing problem and she was in need of oxygen, we had been at the hospital few hours before another gentleman who is well known came in with an
51 elderly lady who also needed to be put on the oxygen machine, and they were attended to and put on the machine before my grandmother”
The above quoted narrations are from participants, which is clearly showing that even though they are few public resources the only ones who have more access to them who benefits to the public resources are the rich, the ones who have money in the society. It seems so it’s hard to have access if you are not paying anything to use the same resources which are said to be free.
52 53 CHAPTER FIVE
5.0 CONCLUSION AND RECOMMENDATIONS 5.1 Introduction This chapter provides a summary of the findings of the study, discussion of the results, conclusions, and recommendations. It also outlines proposed areas of future research. This final section discusses the findings revealed by data collected and discloses the significance of the study, limitations of interpretation, and implication for future research, followed by a conclusion.
5.2 Discussion of The Major Findings 5.2.1 what are current public resources in the study area The results of this research showed that the management of public resources in the area is very
poor, management is seen when the resources are available, efficient and effective but in this case, there are few public resources in area 36 and also, they are not effective. The main public resources available in the were public schools (primary and secondary school), healthy center, a police station and a public water point. All of these public resources are not serving the youth fully. The study indicated that youths only have necessities but they need more than just education, security, good health and security, youths need places were they can procreate, find a space where they can enhance their talents to their full potential like a community youth program.
5.2.2 what are challenges faced by youth due to lack of empowerment A number of serious challenges confront the youth in the area: relatively in unemployment rate, lack of appropriate resources, a level f education below that of quality standards, poor career prospects, lack of organizations and services meant to empower the youth, lack of ability for the youth to move rewards the futures they imagine for themselves due to corruption, inadequate access to information, inadequate healthy services, and lastly youths have started engaging in risky behaviors like substance abuse.
How can one survive with the above challenges that’s why the, me survival came into existence the youth can barely survive in other words youths do not feel to have necessary requirements to thrive at life?
54 5.2.3 How can youth benefit from public resources management in the study area Better opportunities are presented to the youth when resources are managed properly, As expected, youth demonstrated an understanding of their daily challenges which come from lack of proper management of resources and articulated how they would benefit from management of public resources and what is needed to empower them to harvest their potential and contribute to national development efforts. Addressing issues related to abuse of public office and resources, education, skills, unemployment, and lack of recreation facilities and basic commercial services were considered pertinent to youths. Education curriculum was the greatest hindrance to youth being empowered. This study has revealed that a demand for the addition of some relevant courses, such as technological or even traditional skill training, exists in the sample as well as in the study population, putting resources in the change of the curriculum will help the youth to have other skills than just those of academic. Employment based on qualifications rather than experience will also benefit youth unemployment levels to decreases. centers to assist young people in developing their creativity and infrastructure to individualize youth loans.
5.2.4 how many youths have access to the public resources Wealthy elites use their poor to secure favorable treatments in the access of public resources available in the area, narratives of this study showed that the few and inadequate resources were mostly accesses by those who had money to bribe these in the service delivery because they resources are insufficient and also inefficient. youth often have less power and voice to demand accountability making them easier targets for corruption. The unequal access to the resources through corruption means less resources available for education, health and other public services. This also means that impoverished public services are often forced to rely o payments from the poor. These can be legal like health user fees or illegal like teachers selling a place for a less fortunate student to a well to do student. Youth are more dependent on public resources because they are in the middle of figuring out their lives and they don’t have to access the private resources.
5.3 Conclusion Malawi’s youth have been marginalized with regard to public resource proficiencies required for physical and social mobility. There was thus a need to understand how the management of public
55 resources can empower the youth. Since different narratives always surround the definition of an issue and determine the solutions selected, this study was set with the purpose of finding the connection between youths’ empowerment at public resources.
The main objective of this study was to find the role of public resource management in the empowerment of youth, to find out the current public resources in the study area, what are the challenges faced by youth due to lack of empowerment, how can youth benefit from public resources man agent in the study area and to assess who has access to the public resources available in the study area. The stud reviewed related literatures from theoretical and empirical literatures by keeping in mind the sequence of research objective.
The data gathering instruments were focus group discussions were youths told their narratives, interviews were the demographic data was collected and document review. The sample data was 35 and all of the 35 participants were present. participants were selected using convenience sampling convenient sampling technique based on the availability participants to participate in the study. While collecting data the researcher immediately started transcribing the data to establish emergent themes.
The sample consisted of thirty-five participants, fourteen were male (41%) and twenty-one were female (59%), participants were in the age bracket of 15-24 years old. 14.29% of the youths were married and 85.75% were single, there was no one who was divorced or widowed. 80% of participants were Christians and 20% were Muslims. Results from the interviews found out that most of the youth participants were still in school, students comprised 62.89% of the population sample which indicates that a lot of youth are in school. 25.7% of the youths were self- employed, 11.33% were casual workers and none of the participants were civil workers. The researcher also sought to ensure the level of education of the participants, 14.29% never attended school, 14.29% were still in primary school, 28.57% were in secondary school and 42.86% were in tertial level.
As observe from the analysis the study area has few public resources, the participants mentioned public schools, public health center, a water point and a police station. the theme necessities came out of this after hearing the narratives that the youth dint have luxurious public resources by only necessities. On the other hand , the finding off the study shows that despite the presence
56 of few public resources not every youth has access to them or benefit from them fully because the people working in the service favor those who bribe them, and that’s where the researcher came with the theme “the rich”. The youth are facing quite a lot of challenges to lack of empowerment for example most of the youth are unemployed because they don’t have experience in their respected fields. The youth are failing to adapt to the social world they cannot survive or thrive with the conditions in place hence the theme “survival”. They are several benefits that the youth narrated that they would get if resources were managed properly and if they had the type of resources they need, youth would have better opportunities than they have now.
Generally, the findings of the study lead to the conclusion that the management of public recourses in the study area is poor. Similarly, it can be concluded that the services provided by the current public resources are of low quality and that the youth are the ones suffering the most. The role of public resources management is quite huge in the empowerment of the youths the study has showed us that if public resource services were efficient, effective, transparent, accountable and inclusive then youth would benefit so much by adding great empowerment to their lives.
5.5 Implications and recommendations Based on the above conclusion the study has several recommendations on public resource management to fulfill its role as an empowerment tool to the youths.
5.5.1 The Ministry of Education The ministry of education should tailor the curriculum to needs of job market by integrating entrepreneurial skills. And also, it should enhance creative thinking and the use of youth’s talents., they should make policies which encourages youth participation in processes that affect their lives as well as to reach their potential. They should set out specific policies targets, timeframes and responsibilities to develop opportunities for the youth of Malawi, they should also concentrate on six priority areas of youth participation and leadership; economic empowerment, national youth service, education with a syllabus that allows the youth to have extra life skills, social services of high quality and recreation.
57 5.5.2 The Anti-corruption bureau The anti-corruption bureau should look into how people working in the service delivery of the public resources are doing their every day job so hat the act of bribery should end.
5.5.3 The State Government Bodies I recommend that the state government bodies should follow up, monitoring and evaluation of use of the public resources available in the area to make sure that they are being effective and efficient and they should create awareness to youth about the use of the public resources like to their benefit. And also, the youth must utilize resources to their benefit like natural resources, financial resources and other opportunities to enhance their capabilities.
5.5.4 future researchers Future researchers for this study should specifically study on how to improve service delivery of the public services and also get perspectives of youth on their empowerment for the public to know how best youths can be assisted.
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