Evaluation of SCORE Life Skills Training for Youth

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EVALUATION OF SCORE LIFE SKILLS TRAINING FOR YOUTH


This publication is made possible by the generous support of the American people through the United States Agency for International Development (USAID). The contents are the responsibility of Sustainable Comprehensive Responses for Vulnerable Children and their Families (SCORE) project and do not necessarily reect the views of USAID or the United States Government.


Contents Acknowledgements...................................................................................................................................... iv Acronyms and Abbreviations ........................................................................................................................ v List of Tables ................................................................................................................................................ vi List of Figures .............................................................................................................................................. vii Executive Summary.................................................................................................................................... viii 1.0

Introduction ...................................................................................................................................... 1

1.1

Background ................................................................................................................................... 1

1.2

Purpose and Design of the Life Skills Training Program................................................................ 4

1.3

Study Aim and Objectives ............................................................................................................. 5

1.3.1

Aim of the study .................................................................................................................... 5

1.3.2

Specific Objectives ................................................................................................................ 5

1.3.3

Study Questions .................................................................................................................... 5

1.4 2.0

Structure of the Report ................................................................................................................. 5 Methodology..................................................................................................................................... 6

2.1

Initial Activities .............................................................................................................................. 6

2.2

Study Design.................................................................................................................................. 6

2.3

Study Area ..................................................................................................................................... 7

2.4

Survey Population ........................................................................................................................ 7

2.5

Sample Determination and Selection Procedure.......................................................................... 7

2.5.1

Survey Sample Size Determination ....................................................................................... 7

2.5.2 Qualitative Data Collection Methods........................................................................................... 9 2.6

Data Analysis ............................................................................................................................... 10

2.7

Quality Control and Ethical Considerations ................................................................................ 10

2.8

Challenges and Limitations of the Study..................................................................................... 10

2.8.1

Challenges ........................................................................................................................... 10

2.8.2

Limitations of the Evaluation .............................................................................................. 11

FINDINGS ..................................................................................................................................................... 12 3.0

Profiles of study participants .......................................................................................................... 13 ii


3.1

Characteristics of the Survey Respondents ................................................................................ 13

3.2

Knowledge of Life Skills among the Youth .................................................................................. 14

3.2.1

Linking the views of the youth to the four skills set ........................................................... 16

3.2.2

Confusion between Life Skills and Other Skills ................................................................... 17

3.3

Effects of Life Skills Training on the Behavior of Youth .............................................................. 18

3.3.1

Category 1: Coping and Self-Management ......................................................................... 18

3.3.2

Category 2: Interpersonal Skills .......................................................................................... 27

3.3.3

Category 3: Communication Skills....................................................................................... 35

3.3.4

Category 4: Critical Thinking and Decision-Making Skills.................................................... 41

3.4

Most Significant Changes in Young People’s Lives...................................................................... 49

3.5

Changes Resulting from Complementary or Non-Life Skills Trainings ........................................ 52

4.0

Promising Practices, Lessons Learned and Sustainability ............................................................... 54

4.1

Promising Practices ..................................................................................................................... 54

4.2

Challenges and Lessons Learnt ................................................................................................... 55

4.3

Sustaining the Benefits of the Program ...................................................................................... 56

5.0

Conclusions and Recommendations ............................................................................................... 57

5.1

Conclusions ................................................................................................................................. 57

5.2

Recommendations ...................................................................................................................... 58

References .................................................................................................................................................. 59 Annexes ....................................................................................................................................................... 61

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Acknowledgements On behalf of the research team and on behalf of the Department of Social Work and Social Administration (SWASA) of Makerere University, we extend our gratitude to AVSI Foundation (Uganda Office) for the opportunity to undertake this evaluation study. Special appreciation goes to the AVSI team that has overseen the research. This team includes Mr. John Makoha (AVSI Country Representative), Ms. Rita Larok, (Chief of Party, USAID/SCORE Project) and Mr. Alfred Biribonwa Agaba (Technical Advisor, Family Strengthening, USAID/SCORE Project) who advised and supported us during the planning and execution of this assignment. We are also grateful to the other staff of AVSI Foundation, mainly Jordan Canocakacon (USAID/SCORE Project Manager), Magdalene Ndagire (Manager Central Region, AVSI), Hannington Mucunguzi (Manager Western Region, AVSI), Innocent Cwyinyai (Manager Northern Region, AVSI) and Kezia Nabalayo (Manager AVSI East) for all the support they rendered to us during data collection. We acknowledge the support from SCORE’s implementing partners such as Rukungiri District Farmers Association (RUDIFA) and Ankole Private Sector Promotion Centre Limited (APROCEL) in the Western Region; Community Vision Kamuli, Salvation Army and SEPSPEL in East and East-Central Regions; and St. Francis Health Care Services, Meeting Point International, Kamwokya Christian Caring Community and FXB Foundation in the Central Region. These played a major role in mobilising study participants in the control and intervention areas. They were supported in their efforts by the local government staff, whose efforts we greatly appreciate. The work of members of the research team cannot go without a note. The core team members were Dr. Richard Asaba Bagonza (School of Women & Gender Studies & Department of Environmental Management, Makerere University), Dr. Ronald Luwangula (Department of Social Work and Social Administration, Makerere University) and Mr. Byawaka Jaffer (Statistician and Monitoring and Evaluation Specialist, TASO) and myself. We were supported by a team of research assistants and supervisors (Mr. Julius Kansiime, Mr. Francis Kato and Mr. Francis Ojara) whose work was very instrumental in having this research completed. May God Bless You All Eddy J. Walakira, PhD Head, Department of Social Work & Social Administration, Makerere University Life Skills Program Evaluation Team Leader

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Acronyms and Abbreviations APROCEL CBO CBT CDO COU CSO DAO DCDO DEO DPWO FGD FFS GoU KCCC KIFAD KII LC NGO OVCs PLE PTA PRDP RA RUDIFA SCDO SCORE SMC SS TASO UGX UPE VHT VSLA

Ankole Private Sector Promotion Centre Limited Community Based Organisation Community Based Trainers Community Development Officer Church of Uganda Civil Society Organisation District Agricultural Officer District Community Development Officer District Education Officer District Probation and Welfare Officer Focus Group Discussions Farmer Field School Government of Uganda Kamwokya Christian Caring Community Kiyita Family Alliance for Development Key Informant Interview Local Council Non-Governmental Organisation Orphaned and Vulnerable Children Primary Leaving Examinations Parents and Teachers Association Peace, Recovery and Development Plan Research Assistant Rukungiri District Farmers Association Senior Community Development Officer Sustainable Comprehensive Responses for Vulnerable Children and their Families School Management Committee Secondary School The Aids Support Organisation Uganda Shillings Universal Primary education Village Health Team Village Saving and Loans Association

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List of Tables Table 1: Table 2: Table 3: Table 4: Table 5: Table 6: Table 7: Table 8: Table 9: Table 10: Table 11: Table 12: Table 13: Table 14: Table 15: Table 16: Table 17: Table 18: Table 19:

Study Districts The Survey Sample across the Study Districts Characteristics of the Respondents Knowledge of Life Skills among the Youth Use of a Self-management Tool by the Youth Bathing and Washing Up Daily as a Self-Care Skill Emotional Signs of Stress among Youth Youth’ Stress Reduction Strategies Pre-Test and Post-Test Results for Psychosocial Wellbeing Self Expression and Showing Respect to others Youth Conflict Management Skills Selected Communication Skills of the Youth Selected Characteristics on How Youth’ Socialise Communication among the youth Pre-test and Post-test Results for Selected Communication Skills Perceptions about Decision Making and Impact Self-Image and Goal Setting among the Youth Youth and Opinions about Using Drugs The MSC in Young People’s Lives after Training

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List of Figures Figure 1:

Average Scores for youth on Self-Care Variables

Figure 2:

Physical Signs of Stress Experienced by Youth

Figure 3:

Psychosocial Scores by Gender and Region

Figure 4:

Average Scores among the Youth on Relationship Building and Management

Figure 5:

Pre and Post test Scores in Communication Skills by Study Period and Region

Figure 6:

Responses among the Youth on Critical Thinking and Decision Making

Figure 7:

Responses Concerning the Future

Figure 8:

Frequency of Consuming Alcoholic Beverages among youth

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Executive Summary INTRODUCTION This report presents the evaluation results of SCORE’s life skills training program for youth implemented in Uganda’s 35 districts in Central, East, East-Central, North and South Western regions of Uganda. The seven year SCORE program (2011 to 2018) is being implemented by AVSI Foundation together with CARE, TPO and FHI360. The evaluation was based on a sample of 10 districts where the life skills training was delivered. Field work took place between 20th June and 10thJuly 2016. STUDY OBJECTIVES The evaluation assessed selected behavioural outcomes for the SCORE life skills training program covering social, psychological and emotional wellbeing indicators for the youth. The focus of the evaluation was mainly on youth aged 12-24 years, both in and out of school who had participated in the SCORE life skills training program over the previous three years. More specifically, the evaluation sought to: i) assess the knowledge of youth on the essential life skills for navigating life’s challenges; ii) assess the effect of the training on young people’s behaviour (knowledge, attitudes, and practices) in relation to the four category life skills; iii) identify the ‘most significant changes’ in the lives of trainee beneficiaries following the completion of the training; and iv) identify the promising practices in delivering the training and areas for improvement. METHODOLOGY The study employed a comparison-control group design, in which the intervention group were the beneficiaries of the life skills training while the control group comprised youth who never benefited from the training. This design was adopted because no baseline survey was undertaken for the program. The study was also cross-sectional and employed a mixed methods design in which both qualitative and quantitative data were collected across ten programme districts. The youth who benefited from the training were identified from a sample of beneficiary households of the SCORE Program. Whereas the SCORE project had enrolled more than 80,000 boys and girls under 18 from nearly 23,000 households by 2013, the life skills training covered a total of 6,974 adolescents and youth who were selected from 4,447 households. The youth from the control group were selected at the household level from the same sub counties, but in parishes and villages where no life skills training had been provided. Thus, a total of 713 youth (349 from intervention and 364 from control areas) participated in the survey. Data was collected using tools based on earlier studies conducted in different parts of the world, but adjusted to suit the local circumstances. Besides collection of data on demographic profiles, the tools were used to measure particular categories of skills such as selfmanagement with questions adapted from Hughes and Carter (2000); the assessment of psychosocial feelings and ability to cope with them used the Monitoring and Evaluation Guide for the National Response For Children Orphaned and Made Vulnerable by HIV/AIDS (UNICEF 2005); and measurement of skills including assessing self-care, relationship and communication, critical thinking and decision making and conflict management utilised the Casey Life Skills viii


(2013). In general, the tool tested the knowledge, attitudes and practices of the youth in relation to life skills set mentioned above. The survey tool was complemented with qualitative tools for collection of qualitative data. The collection of data from Focus Group Discussions (FGDs) involving the youth and their caregivers, and data collected from Key Informants across all study areas was based on FGD study guides and In-depth Interview guides respectively. Key issues captured in the quantitative tools were modified and investigated qualitatively using mostly open ended questions. The tools further enabled the collection of data on youth experiences following the completion of training including the documentation of the most significant changes in their lives. MAIN FINDINGS KNOWLEDGE OF THE MAJOR LIFE SKILLS Youth in intervention areas were more knowledgeable about life skills compared to youth in the control areas. Seventy eight percent (n=349) from the intervention areas identified at least more than one life skill, compared to only thirteen percent (13%) from the control area (n=364). The differences in knowledge about the various life skills between the intervention and control group were statistically significant nearly across all 15 skills sets listed in favor of the intervention group. This could point to the effect of the training. The youth in the intervention area were particularly more knowledgeable about skills such as; having good social manners (or relating well with others), building friendships, self-awareness, having self-esteem, being assertive and coping with stress. Within the control group, the youth also identified nearly the same skills although, quite a few more others identified decision making. There were gender differences across the two study groups, with more female than male youth aware of skills such as coping with emotions, self-esteem, assertiveness, self-awareness, ability to cope with stress, and peer resistance, while slightly more males identified critical thinking, creative thinking, decision making and problem solving. IMPACT OF LIFE SKILLS TRAINING ON THE YOUTH 1) Coping and self-management Changes in health and self-care: The study examined the effect of like skills training on changes in health and self-care among the youth. The youth in intervention and control areas were asked to respond to 14 positive statements on aspects such as thinking about what they eat, how to do laundry, keeping living spaces clean, taking care of minor injuries and illnesses, bathing daily, brushing teeth daily, getting away from harmful situations, where to go upon feeling unsafe, ability to turn down sexual advances and protection against sexually-transmitted diseases among others. The responses ranging from 1 to 6 (6 for "Strongly agree", 5 "Agree", 4 "Disagree", 3 "Strongly disagree", 2 "I Do not know" and 1 "No response") were summed up with average scores generated. The results showed that the difference in mean score between intervention and control group was significant from zero (intervention= 75.92, Control= 74.24, diff 1.68, p= 0.0013). In addition, the Fisher's exact test also showed a significant association between self-care among youth and the different arms (intervention vs control, p= 0.000). In ix


effect, the youth in intervention areas generally showed higher self-care compared to their counterparts in control areas. Experiencing and coping with physical and emotional signs of stress: In both intervention and control areas, the youth reported mixed results in relation to having experienced physical signs of stress with headaches and heart precipitations being the most common among both male and female youth. In addition, there were no significant differences in the self-reported experience of emotional signs of stress between the two study groups. However, in relation to coping with stress, youth in intervention areas coped better with stress by adopting strategies that included going for a social activity and seeking psychosocial support from adults (p=0.043 and p=0.000) respectively. Also the youth in intervention areas applied much more compared to the comparison group, a range of other stress relieving measures including drinking water, take medicine, going out for a drink, taking a shower, sleeping, praying and ignoring the condition (p=0.000). Self-management: With regard to self-management, the use of selected self-management tools was higher in control areas (p=0.013) with youth in this comparison group reporting more use of diaries, agendas and calendars compared to the youth in intervention areas who mostly used ‘the to do list’. 2) Interpersonal skills Relationship building: Changes in relationship building and management skills were assessed using nine positive statements. The statements included ability to speak up for oneself, acting in social situations, make friends, show respect to people, [have] friends that make one feel valued and worthwhile, [connect with] adults that give care or can be talked to, [build] violence-free relationships, [have] knowledge of signs of an abusive relationship, and showing care to others. Each of the responses was scored from 1-6 and total scores summed up. Results from the t-test indicated that the differences between the average score from the intervention and control group were significant from zero (intervention= 49.27, Control 48.56, diff 0.712, p= 0.0316). However, the differences by gender were not significant. Conflict management: There were significant differences among youth in the intervention and comparison groups in admitting to i) getting into more trouble more than usual and ii) getting so angry and getting into fights, with youth in control areas having more scores on “strongly agree” for the two variables, p=0.027 and p=0.025 respectively. Youth in intervention areas reported more self-restraint and showing remorse and building positive relationships. Ability to speak for self: There were no significant differences in the two groups with regard to self-reported ability to speak out for oneself (self-expression) and to show respect to others (people with differing beliefs and opinions). 3. Communication skills The youth were assessed with regard to self-reported ability to find right words for selfexpression, whether or not [one] felt understood by other people, whether or not [one] felt x


frustrated when not understood, if [one] tried to explain when not understood by others; the level of socialization, ease or difficulty with speaking in public or in front of many people. There were no significant differences among youth from intervention and control groups with regard to communication skills. As a case in point, in both study groups, the youth did not find difficulty in identifying the right words to express themselves. However, there were gender differences within the intervention group, with more males than females expressing that they could not find the right words to express themselves while the reverse was true in the control group. In both groups, the youth had no difficulty in socialising with others or speaking in public. 4. Critical thinking and decision making skills The youth in both arms were asked a set of questions to measure critical thinking and decision making skills. The questions included thinking about how their choices impact on others, dealing with anger without damaging others or damaging things, consensus in group decision making, considering others views before making a decision, considering others before making a decision, feeling able to solve problems in life, and ability to make decisions in life. A score generated after summing up the responses and using the t-test indicated that the difference between the means was not significantly greater than zero (intervention (36.41), control (35.94) diff (.47) p= (0.0928). The youth in both areas demonstrated making informed decisions and felt able to solve problems in their lives. However, differences in responses regarding the ability to make decisions in their lives were significant between the two groups (p=0.002). More male youth in intervention areas strongly agreed that they were able to make decisions in their lives (51.9% versus 39.2%). Further differences were conspicuous between the two study groups in relation to self-image and goal setting (p=0.014) in favour of the intervention group. More youth in control areas felt the use of drugs was very responsible (p=0.054), very trendy (p=0.002) and very healthy (p=0.034). MOST SIGNIFICANT CHANGES IN THE LIVES OF THE YOUTH Asked about the most significant changes they had experienced following their participation in the life skills training, the youth identified the following in order of importance : improved character (manners); better communication skills (these two were reported in all the five regions visited); improved relationships between youth and their parents/caregivers and other family members; a reduction in school drop-out and an increase among youth rejoining school (the project encouraged drop-outs to return to school); and better self-care. Changes Resulting from Complementary Trainings The SCORE project provided a number of other complementary trainings which had the potential to increase the impact of the life skills training. These included apprenticeships in hair dressing, welding, tailoring, building /construction and vehicle mechanics. Project oriented forms of training were also provided in brick laying, making energy saving stoves, compound designing, crafts and making khaki bags, and making soap. Farmer field schools provided training to the youth in vegetable gardening with emphasis on growing vegetables such as xi


carrots, cabbages and amaranthus. These trainings alongside services such as savings and loans groups helped the youth to increase income earning opportunities and create some form of stability while reducing risks that result from poverty. PROMISING PRACTICES AND LESSONS LEARNT FROM THE PROGRAM The life skills training program targeted the most vulnerable youth which made it very relevant in the areas of intervention. These included in and out of school youth, boys and girls in underserved areas. The periodic assessments and validations of the training program ensured that shortfalls in performance would be rectified before they would become insurmountable. The program used local apprenticeship providers there by creating local demand for their services, building local capacity and limiting the costs of the training. The life skills training was integrated with child protection and income strengthening initiatives which made it more appealing and able to respond to multiple vulnerabilities that youth and caregivers experience. Unfortunately, the program did not keep a good tracking system for youth who migrated after the training and thus it was difficult to measure the impact of the program on these beneficiaries. SUSTAINABILITY OF THE PROGRAM The life skills training program worked through partnerships with established and well-known institutions such as District Community Development Officers, Probation Officers, police, Village Chairpersons, and locally-based CBTs, VHTs and Community Action Teams (CATS), and NGOs. These are strategically positioned to replicate the program, link it to other ongoing government and non-government programs and leverage resources from the private sector. The knowledge and skills given to the youth will remain with them for a long time, creating opportunities for their application. Already, quite a number of young people in areas like Kampala, Buyende, and Wakiso districts now supplement their daily incomes with the vocational skills given to them and are therefore able to sustain themselves and their families. CONCLUSIONS AND RECOMMENDATIONS The life skills training impacted positively on the lives of the youth that received it, with majority self-reporting positive behaviors or better scores as outlined in the four-category life skills set. The trained youth knew better compared to those in the control group; who they were, their behaviors/manners, had improved self-care, communication skills, and could cope better with stress. They had improved relationships with their peers and families, conflict management skills, and could make critical decisions concerning their lives. Many youth further expressed the desire to attend and return to school. Despite the above achievements, the youth felt they could benefit more training in coping with emotions, demonstrating assertive behavior, knowing about changes in relation to growing-up; and gender, culture and stereotypes concerning boys and girls and problem-solving among others.

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1.0 Introduction 1.1

Background

Uganda has a young population with 75 percent (out of 35.8 million) in 2015 aged 30 years and below. 1 Young people aged 10-24 years make up 31.4 percent of the population. Children below 18 years make up the greatest bulk of the population, about 56.7% (19.9 million). The youth are raised in an environment of vulnerability. Earlier studies that examined child vulnerability established that with a total population of 17.1 million children aged below 18 years in 2010, 8 percent were critically vulnerable while 43 percent were moderately vulnerable.2 This presents an enormous challenge for Uganda to empower them and improve their situation. While there is some improvement in the levels of income among Ugandans with the absolute poor reducing from 44 percent in 1998 to 19.7 percent in 2013 3; it is expected that the levels of vulnerability among both children and youth have only registered marginal improvements, given the multifaceted nature of vulnerability. With the statistics still showing high levels of vulnerability for the young population groups, it still calls for sustained efforts to improve their situation. Majority of the children and youth register improvements in their wellbeing once they have access to good quality education. Education indicators have improved over time even though issues of quality still undermine in a significant manner, the education outcomes for children and youth. There has been marked increase in enrolment at primary and secondary school levels due to the continued implementation of Universal Primary Education (UPE) and Universal Secondary Education (USE) programmes. Estimates show that primary school enrolment increased from 7.3 million pupils in 2002 to 8.8 million in 2014, with a net enrolment ratio of 97 percent in 2014 4. This means that only 3 percent of children aged 6-12 years were not attending primary education. However, completion levels (which are critical in assessing the efficiency of the primary education system) remain low, with fewer girls than boys completing primary education and therefore being unable to transition to secondary school (Walakira et 1

Uganda Bureau of Statistics (2014) National Census and Housing 2014. Provisional Results. Revised Edition. Kampala: UBOS and UNPFA. 2 MGLSD, & UNICEF (2015). Situation analysis of children in Uganda, 2015. Kampala: Ministry of Gender, Labour and Social Development and UNICEF Uganda. 3

Government of Uganda (2015). Second National Development Plan (NDPII) 2015/16 – 2019/20. Kampala: National Planning Authority

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Walakira, E.J., D. Muhangi, S. Munyuwiny, F. Matovu, E. Awich, I. Ddumba Nyanzi, J. Kayiwa, J. Akellot, P. Mubiri, J. Majugo, A. Mutebi (2015). Analysis of the situation of the Ugandan Child. Kampala/Washington DC: USAID/QED.

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al., 2015). For example, for the years 2002, 2006 and 2010, the primary seven completion rates for boys were 58.8 percent, 55 percent, and 56 percent respectively; while the girls recorded 41 percent, 42 percent and 51 percent completion rates respectively. Indeed, completion rates remain very low with about 60 percent of the enrolled pupils able to go up to primary five, while only 40 percent are able to continue up to primary seven (that is, complete primary seven on time)5. Walakira et al. (2015) further reveal that while transition to secondary education (that is senior one) is remarkably higher at 70 percent, just 40 percent are able to complete secondary school (Senior 4). The numerous factors that lead to school dropouts among boys and girls are both personal and contextual –ranging from gender vulnerability, poverty in relation to costs of education, quality of education, obligation to work to supplement household income, lack of interest, distance and other conditions within the school system. In the case of girls, the factors that are associated with gender vulnerability include; early marriage, unwanted pregnancy, and poor menstrual hygiene, among others.6 The consequences of being out of school disproportionately affect the girl child more than the boy child; particularly due to social structural barriers that girls face within a predominantly patriarchal society; and the limited access to sexual and reproductive health services. For example, being out of school in the case of girls reduces the age of sexual debut that comes with high risk sex – resulting into early pregnancies, forced early marriages, exposure to diseases (e.g. STDS including HIV and AIDS), denial of access to productive resources in the context of inheritance and marriage; and loss of life 7.Out of school girls and boys face a higher risk of being conscripted into various forms of child labour in areas such as agriculture (a sector that absorbs 93 percent of working children), in homes or domestic service, and in some cases commercial sex work, which negatively impact their health. 8 Many of the problems that the youth experience are in addition blamed on the lack of life skills which undermines their ability to envision a bright future and work towards realising it. Life skills training would essentially empower the girls and boys to have positive attitudes and practices in a range of areas concerning their lives; communicate their needs and priorities 5

Ibid See Mbabazi Mpyangu, C., Awich E. O, Eria Olowo Onyango, O. E, and Lubaale, Y. M. (2014). Out of School Children Study in Uganda. UNICEF, Eriks, Save the Children, UNHCR and Stromme Foundation, Kampala; AVSI (2011). Sustainable, Comprehensive Responses (SCORE) for Children and their Families: Programming Guide, 20112018. AVSI Foundation SCORE Project, Kampala, pp 37; Walakira et al. (2015). 7 Amin, Sajeda et al. (2013). Adolescent Girls Sexual Vulnerability Index: Guiding Strategic Investment in Uganda. New York: Population Council and Walakira et al. (2015). 8 See ILO/IPEC, & UBOS. (2013). National Labour Force and Child Activities Survey 2011/12: Child Labour Report. Kampala: International Labour Organization, International Program on Elimination of Child Labour (ILO/IPEC) and Uganda Bureau of Statistics (UBOS); MGLSD, & UNICEF. (2015). Situation analysis of children in Uganda, 2015. Kampala: Ministry of Gender, Labour and Social Development and UNICEF Uganda. 6

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more assertively and meaningfully; set realistic goals for their lives; make a proper risk assessment in relation to the decisions or choices they make; build meaningful relationships; be empowered to manage the transition from adolescence to adulthood; deal more effectively with conflict management at a personal level and group level; effectively manage their emotions and deal with health and other challenges young people experience. These skills would help build resilience that enables young people to overcome the challenges they experience in life with more determination and hope for the future. SCORE is a seven-year, USAID-funded project implemented by a consortium of agencies: AVSI (lead agency), CARE, TPO and FHI360. The project is implemented in 35 districts in 5 regions (North, Central, East, East-Central and South-West) and sought to reach 25,000 households over the period of implementation. The ultimate goal of the SCORE Project was to decrease the vulnerability of critically vulnerable children and their households. Under objective 4 on family strengthening, SCORE purposed to increase the capacity of vulnerable women and children and their households to access, acquire or provide critical services such as education. This objective included strategies and approaches that would provide families with knowledge and skills needed to access education services such as Universal Primary Education (UPE) and Universal Secondary Education (USE) during the life of the project and after its completion. Strategy 1 of Objective 4 of the SCORE project further aimed at stimulating household awareness, ownership and demand for and provision of critical services, which would be achieved through inter-alia; the life-skills 9 training for vulnerable children. The life skills training is based on the SCORE’s life skills set, which is broadly categorized into four areas namely; i) coping and self-management skills, ii) interpersonal skills, iii) communication skills; and iv) critical thinking and decision making skills. The project’s theory of change upholds that once youth are trained in life skills, they will acquire knowledge and skills that will consequently impact positively on their behavior, attitudes, skills and values, ultimately resulting in improved psychosocial well-being and better coping behavior. Once able to adjust or cope with the demands in their environment, the trainees will be better positioned to enroll in school, stay in school and delay sex and child bearing. Following the life skills training and other education interventions under SCORE, the project intends to reinforce care and support to young girls (and boys) to reduce the risk of dropping out of school or help those out of school to bounce back to mainstream education. However, there is no sufficient information on the current status of youth who received the life skills According to the World Health Organization, life skills refer to “the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life” (WHO 2004); UNICEF (1999) defines life skills as a set of human skills acquired via teaching or direct experiences that are used to handle problems and questions commonly encountered in daily human life.

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training in relation to their behaviour and attitudes in life and specifically towards school or apprenticeship, so as to have a clear picture of the impact of the training. This study sought to fill this gap by assessing the impact of the life skills training on youth in the SCORE project areas.

1.2

Purpose and Design of the Life Skills Training Program

The life skills training aimed at promoting, encouraging and educating vulnerable Ugandan youth to lead positive and fruitful lives. Implemented under the Sustainable Comprehensive Responses for vulnerable children and their families (SCORE) Project, the training was provided to equip young people with skills to deal with the challenges the youth face at various stages of their development. Thus the training was aimed at enabling them cope without experiencing serious adverse consequences. The training thus supported the realisation of SCORE’s goal of working at the household level to implement several programs that empower vulnerable families including children and youth. The life skills training was based on the training manual designed in 2013 by the SCORE family strengthening staff. The manual covered themes about the youth, their dreams, dignity, relationships, emotions and sexuality and skills of planning and enjoying their lives. It was contextualized to fit the vulnerable in-school and out of school youth targeted by the SCORE project, particularly those ranging from the ages of 12-24 years. The manual was modeled around the four category life skills set composed of ten modules which included: Module 1: Getting Started Module 2: Knowing myself Module 3: Relationships Module 4: Coping with Emotions Module 5: Passive, Aggressive and Assertive Behavior Module 6: Growing up Module 7: Communication Module 8: Decision Making Module 9: Substance Abuse Module 10: Reaching my Goals and Dreams The sessions were delivered in modular format adapted to specific contexts and were phased to fit young peoples’ time schedules. The youth were organized in groups not bigger than 25 persons. Delivery methods involved practice and review, and discussion breaks linking activities to real life experiences. Active learning methods such as role play, discussion, surveys, games, quizzes, and movies were also used in the trainings. Follow up support to the trainees was also encouraged but this was never tracked to know who benefited from the follow up support. 4


1.3

Study Aim and Objectives

1.3.1 Aim of the study To assess the effects of life skills' training on the youth with emphasis on selected behavioural outcomes. 1.3.2 Specific Objectives I. To assess the knowledge of youth in relation to the essential life skills for navigating life’s challenges. II. To assess the effect of the training on young people’s behaviour (knowledge, attitudes, and practices) in relation to selected aspects concerning their day today lives. III. To identify the ‘most significant changes’ in the lives of beneficiaries following the completion of the training. IV. To identify the promising practices in delivering the training and areas for improvement. 1.3.3 Study Questions i. What life skills are the youth aware of within the four-category life skills set as described under the training program? ii.

How has the life skills training impacted the knowledge, attitudes and practices of the youth in aspects that are critical to their survival, growth and transformation.

iii.

What are the most significant changes that the youth identify as a result of receiving the training?

iv.

What complementary trainings have been implemented under the SCORE intervention with the potential to increase the effectiveness of life skills training?

v.

What are the areas of improvement for effective delivery of life skills in any future intervention?

1.4 Structure of the Report This report is divided into five chapters. Chapter One contains the background to the evaluation, its purpose, objectives and study questions. Chapter Two outlines the methodology used in the study, including the study design, sampling strategy, data collection methods and ethical considerations. Chapter Three discusses the main findings of the evaluation following the study themes. It begins with the characteristics of the study population, followed by the major life skills that the youth know, the impacts of the life skills training on the youth in relation to the four-category life skills, and the most significant changes the youth have experienced after the training. Chapter Four examines the design and delivery of the training. Chapter Five provides the conclusions and recommendations for future programming.

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2.0 2.1

Methodology

Initial Activities

A number of preparatory activities were undertaken before data collection. They included consultations and meetings with the AVSI SCORE project team charged with the responsibility of coordinating the overall implementation of the study. During consultations, issues concerning the study design, selection of districts per region, data collection schedules and support persons, logistics and necessary secondary data were ironed out. A review of the relevant project documents such as the SCORE programming guide, life skills training manual, the project’s logical framework and annual reports among others, was also done. The review provided a good understanding of the life skills training program and targeted youth, which made sampling easier. It also facilitated the development of relevant tools that were shared for review prior to data collection.

2.2

Study Design

The study adopted a comparison-control group design because no baseline survey was undertaken for the program. The intervention group involved youth that benefited from the life skills training, while the control group comprised those that never received the training. By 2013 the SCORE project had enrolled more than 80,000 boys and girls under 18 years from 23,000 households. However, the life skills training covered a total of 6,974 youth who were selected from 4,447 households. It is from these that a sample of 349 (intervention) youth and 364 (control) was drawn as explained in Section 2.5. The impact of the training was determined on the basis of outcome indicators including; • Relationship building (relationship map) • Conflict management • Decision making • Choices in relation to adolescent health (my body, growing up) • Managing emotions • Communication skills • Goal setting • Elements of resilience (that is, bouncing back from a difficulty or in this case positive behaviors towards each of the nine skills) The study was also cross-sectional and applied a mixed methods design involving use of qualitative and quantitative approaches across all the evaluation stages including sampling, data collection, analysis and presentation of findings. The study also incorporated youthfriendly and gender-sensitive methods of data collection 10 allowing for participation and 10

See Hesse-Biber, Nagy Sharlene and Lina Patricia Leavy. 2007. Feminist Research Practice. California: Sage Publications, Inc.

6


interaction of the youth. The proposed methods were used concurrently 11, an approach that enhanced the generation of more reliable data given the principles of complementarity and triangulation.

2.3

Study Area

The study was carried out in the five geographical regions covered by the SCORE project. However, two districts were selected from each region (Table 1) making a total of 10 districts. The selection took into account regional representation. Table 1: Study Districts No. SCORE Project Region 1 North 2 South-West 3 East 4 East-Central 5 Central

District Amuru, Alebtong Ntungamo, Rukungiri Sironko, Bududa Luuka, Buyende Kampala, Buikwe

The districts in Table 1 were arrived at after initial consultations with AVSI staff, and took care of areas where the training was provided.

2.4

Survey Population

The youth mainly aged 12-24 years comprised the primary study population. Attempts were made to have a fair representation of girls and boys in both intervention and control households so as to identify gender differences in relation to the effects of the training. Other study participants included key informants such as service providers (AVSI staff and implementing partner organisations that worked with the youth), parents/caregivers, teachers and officials on school management structures, child protection officers at Sub County and District levels (Probation and Social Welfare Officers and Community Development Officers) and local leaders. Details concerning the study participants are provided in annex 1.

2.5

Sample Determination and Selection Procedure

2.5.1 Survey Sample Size Determination Since the number of trainees was given, the sample size was derived using the formulae below: Life Skills Population trained = 6974 ZÎą 2 PQ no = đ?‘‘2 11

See for example Creswell, John W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. California: Sage Publications, Inc. and Hesse-Biber, Nagy Sharlene and Lina Patricia Leavy. 2007. Feminist Research Practice. California: Sage Publications, Inc.

7


Where P = 50% is the response rate which will yield the maximum sample size Q= (1-P) = 50% d is the level of significance at 95% confidence level given as 0.05 đ?‘?đ?›ź is the Z value at 95% confidence level given as 1.96 no =

1.962 0.5 ∗ 0.5 0.052

no =384.16 rounding off to the nearest person we have 385 persons to be interviewed. Adjusting the sample size to the population trained in Parenting Skills đ?‘›=

no

1+

no đ?‘

Where n= required sample size, N is the number of people trained in Parenting Skills đ?‘›=

6974

385

1 + 6974 đ?‘› = 364.85

Rounding off to the nearest point, a total of 365 persons trained in Life Skills were to be interviewed. An equal number of youth not trained in Life Skills would also be required. Thus, the ideal total proportionate sample size for the survey was 730 youth. The survey was conducted between 20th June and 10thJuly 2016 using a survey tool that administered to both the intervention and comparison group. The survey was tool was designed to capture data on aspects such as: youth background characteristics including sex, age, marital status, religion, highest education level obtained, whether in school or not and where; youth knowledge of the life skills training program; youth involvement in the training and the focus of the training sessions; reported behavioural changes after the training; effects of the training on young people’s behaviour (knowledge, attitudes, and practices) following the four-category life skills set. The life skills set included self-management and coping with stress, communication and interpersonal relations, self-care, self-image, critical thinking and decision-making, conflict management and attitudes towards sex, alcohol and drug abuse among others. Each of the skills set was based on internationally recognised scales used by earlier studies. These included the self-management tool by Hughes and Carter (2000) 12; the tool for assessing psychosocial

12

See Hughes, C., & Carter. (2000). Teaching students to use self-instruction; Self-instruction statements. Selfmanagement and self-determination strategies: Promoting independence in the transition to adult life.

8


feelings and ability to cope with them (see UNICEF 2005) and the life skills assessment tool designed by the Casey Family Program (2013) 13. Table 2: The Survey Sample across the Study Districts No. 1

SCORE Project Region North

2

South-West

3

East

4

East-Central

5

Central

Total

District Amuru Alebtong Ntungamo Rukungiri Sironko Bududa Luuka Buyende Kampala Buikwe

Intervention

Control

Total

15 13 37 36 31 22 20 7 133 31

21 16 39 35 36 25 19 7 129 36

36 29 76 71 67 47 39 14 262 67 713

Due to difficulties in locating beneficiaries and a few non-beneficiaries in the north, east and east-central regions, the sample was less by 17 persons, making it 713. The response rate was 97.67% (Table 2).

2.5.2 Qualitative Data Collection Methods As indicated in Section 2.2 and 2.4, qualitative methods were used to collect data. These included Focus Group Discussions, Key Informant Interviews and case studies. FGDs were organised among the youth and care givers in both control and intervention areas taking into account gender representation. The FGD guide for the youth covered aspects such as their knowledge of the life skills training program and behavioural changes following the training as per the four-category life skills set. It also included practical exercises on self-management, planning and use of tools such as calendars and diaries and relationship maps. The key informants included AVSI staff, implementing partner staff, and local government technical staff who played some roles in the delivery of the life skills training. The key informant guide contained questions on awareness about the life skills training program, roles in the program, observed changes in the lives of the youths following the life skills training with emphasis placed on knowledge, attitudes and practices Other issues covered included an assessment of complementary trainings to the life skills training offered by SCORE, sustainability of the program and lessons learnt. Questions on the most significant changes youth experienced following the life skills training were also included in both the FGD and KII guides. to probe the 13

See Casey Life Skills (2013). Life Skills Assessment Tool. Casey Family Program. Available at: http://www.casey.org/media/CLS_assessments_LifeSkills.pdf

9


most important changes experienced by the youth. A total of 38 (thirty eight) FGDs were conducted with youth and caregivers (see annex I). FGDs were conducted in each of the regions. Annex I further shows that 22 (twenty two) key informant interviews were conducted across all the six regions (central, south-west, east central, eastern and northern region).

2.6

Data Analysis

Epi-Info and the Statistical Package for Social Scientists (SPSS) were used to analyse quantitative data. Following completion of field work, qualitative data was transcribed in English, stored in MS word and analysed using thematic and content analysis. 14 Verbatim quotes were used to support quantitative findings or to bring out differences as shown in Chapter Three.

2.7

Quality Control and Ethical Considerations

Quality control measures were instituted at every stage of the study process. Those that merit special consideration include the pretesting of tools to ensure that they were valid and reliable prior to collection of data. A rigorous process for checking filled questionnaires and getting feedback every evening after field work was adopted. Data entry was carefully supervised and checked for accuracy. Training was provided to all the research team members, prior data collection. Tools used for data collection were also pre-tested. All these measures were aimed at minimising mistakes during data collection, analysis and presentation of findings. Ethical issues were catered for by a committee involving AVSI staff and staff from Makerere University that ensured that all human subjects’ considerations were catered for. In addition, all the researchers adhered to child protection principles. They also adhered to the overall issues concerning protection of human subjects including seeking consent prior to interviews, assent from guardians of children, and issues of confidentiality; and data security and anonymity after field work.

2.8

Challenges and Limitations of the Study

2.8.1 Challenges A number of challenges were met during data collection. In the first place, it was difficult to identify beneficiaries of the life skills training in some areas, particularly in the districts of Rukungiri, Amuru, Sironko and parts of Kampala. Many of the out-of-school youth who received the training had migrated in search of employment. Some in-school youth had changed schools, making it difficult to trace them. With the support of Implementing partner agencies the expected number of youth who benefited from the training was realized using a combination of tracer approach and convenience sampling, wherever random sampling could not be applied. 14

As described by Silverman, David (2006). Interpreting Qualitative Data: Methods for Analysing Talk, Text, and rd Interaction, 3 Ed. SAGE Publications, London.

10


2.8.2 Limitations of the Evaluation Due to the challenges met in identifying project beneficiaries in intervention areas, the study team opted for a mix of convenience and purposive sampling in most cases with due attention to the estimated sample size. This meant that the list of beneficiaries identified prior to data collection could not be effectively used in those districts where locating study participants became very difficult.

11


FINDINGS

12


3.0

Profiles of study participants

This chapter presents the profiles of the study participants in both intervention and control areas. A gender disaggregation analysis is provided where ever applicable.

3.1

Characteristics of the Survey Respondents

The characteristics of the survey respondents comprising the youth beneficiaries of the training and the youth selected from the control areas are summarised in Table 3. Table 3: Characteristics of the Respondents (n=713) Intervention (n=349)

No

%

Sex of respondent Male 166 47.6 Female 183 52.4 Age of Respondent mean(17.7) min(10) max(33) Head of the Household (HoH) Yes 40 11.5 No 309 88.5 Marital status ( n=335) Married 44 13.1 Separated 5 1.5 Widowed 3 0.9 Single 283 84.5 Religion ( n=347) Orthodox 7 2 Catholic 124 35.7 Protestant 130 37.5 Muslim 47 13.5 None / No religion 1 0.3 Others (Pentecostals etc.) 38 11 Ever attended school Yes 343 98.3 No 6 1.7 Highest education level ( n=343) Primary 187 54.5 Secondary 143 41.7 Post-Secondary 13 3.8 Currently in school/apprenticeship ( n=342) Yes 215 62.9 No 127 37.1 Current School or Institution ( n=215) Primary 109 50.7 Secondary 87 40.5 Post-Secondary 24 11.1 Apprenticeship 2 0.9 No. of Biological Children None 289 82.8 One 33 9.5 More than 1 27 7.7

Control (n=364)

No

Overall (n=713)

%

No

187 51.4 177 48.6 mean(18.6) min(10) max(35) 39 325

P-value between Intervention and control

%

353 49.5 360 50.5 mean (18.4) min(10) max(35)

0.309 *0.0057

10.7 89.3

79 634

11.1 88.9

0.751

12.5 2.8 0.8 83.8

89 15 6 584

12.8 2.1 0.9 84.1

0.787

14 125 120 74 1 29

3.9 34.4 33.1 20.4 0.3 8

21 249 250 121 2 67

3 35.1 35.2 17 0.3 9.4

0.087

362 2

99.5 0.5

705 8

98.9 1.1

0.138

38.1 54.4 7.5

325 340 40

46.1 48.2 5.6

*0.001

67.7 32.3

460 244

65.3 34.7

0.180

84 149 20 1

34.3 60.8 8 0.4

193 236 44 3

42 51.3 9.6 0.7

*0.000

307 30 27

84.3 8.2 7.4

596 63 54

83.6 8.8 7.6

0.831

(n=359) 45 10 3 301 (n=363)

(n=362) 138 197 27 (n=362) 245 117 (n=245)

*Statistically significant (at p= 0.05)

13


Table 3 shows that an even number of girls and boys participated in the study (males: 49.5% and females: 50.5%). The average age of the respondents was also marginally different (18 vs 19 years) between intervention and control areas respectively. Close to 89 percent of the respondents were not household heads and 84 percent were single. In terms of religion, most of the respondents belonged to the two mainstream churches in Uganda (35% Catholics and 35% Protestants). Table 3 further shows that although nearly all youth attended school, there was a significant difference in their highest education levels by area with more than half of the youth from intervention areas receiving education up to primary, compared to only 38 percent in control group. Whereas about half (48%) of the youth in both intervention and control areas had attained some secondary education, more youth from control areas attained secondary and post-secondary education compared to their counterparts in intervention areas. The same scenario stood for the youth that were currently in school, and it could mean that the project perhaps worked with youth that had not gone very far in their education. At a national level, the statistics for secondary education attained by youth aged 15-24 are much lower at 30 percent. 15 About 65 percent of the respondents indicated that they were in school or attending an apprenticeship course at the time of conducting the evaluation survey, of which 51 percent were in secondary school. Nearly 84 percent of the youth in both study groups had no child, while about 9 percent had at least one biological child. Whereas this figure includes male youth aged over 18, current national indicators show that Uganda’s rate of child mothers is much higher at 25 percent. 16 There was no statistical difference in having a biological child among youth in intervention and control areas.

3.2

Knowledge of Life Skills among the Youth

Youth from both the intervention and control groups identified life skills that they were knowledgeable about. Seventy eight percent (78%) of the youth from the intervention area (n=349) were able to identify more than one life skill they were knowledgeable about as compared to only thirteen percent (13%) from the control area (n=364). Table 4 shows the various skills areas that the youth mentioned. The differences in knowledge about the various life skills between the intervention and control group were statistically significant nearly across all 15 categories listed in favor of the intervention group. This could point to the effect of the training. The youth in the intervention area were particularly more knowledgeable about skills such as; having good social manners (or relating well with others), building friendships, selfawareness, having self-esteem, being assertive and coping with stress. Within the control 15 16

See UBOS (2013). Uganda Demographic and Health Survey 2011 Report. Kampala: UBOS Ibid.

14


group, the youth also identified nearly the same skills although, quite a few more others identified decision making. Table 4: Knowledge of Life Skills by the Youth

Intervention

Life skills categories

Male

Female

Control Total

Male

P-value

Female

Total

Coping with emotions

31.6

44.3

38.1

13.8

16.7

14.9

0.04

Self-esteem

36.8

47.9

42.5

17.2

27.8

21.3

`0.000

Assertiveness

30.8

45.7

38.5

10.3

5.6

8.5

`0.000

Self-awareness

37.6

52.1

45.1

24.1

11.1

19.1

`0.009

Ability to cope with stress

27.8

51.4

39.9

17.2

11.1

14.9

`0.023

Good social manners

74.4

75

74.7

24.1

33.3

27.7

`0.000

Building friendships

47.4

52.1

49.8

17.2

38.9

25.5

`0.020

Peer resistance skills

27.8

30

28.9

6.9

5.6

6.4

`0.002

Effective communication

27.8

26.4

27.1

10.3

0

6.4

0.001

7.5

7.1

7.3

3.4

0

2.1

0.201

Creative thinking

9

7.9

8.4

13.8

0

8.5

0.358

Decision making

27.8

22.1

24.9

24.1

16.7

21.3

0.171

Problem solving

18.8

15.7

17.2

6.9

16.7

10.6

0.926

Others

13.5

8.6

11

31

5.6

21.3

0.088

Total (n)

133

140

273

29

18

47

Critical thinking

Source: Computations from survey data

. In addition, altogether more female youth had knowledge about individual life skills such as coping with emotions, self-esteem, good social manners and building friendships, while more male youth demonstrated knowledge of skills such as assertiveness, self-awareness, ability to cope with stress, peer resistance, effective communication, critical thinking, creative thinking, decision making and problem solving. The difference in knowledge about life skills between youth in the intervention and control groups could be linked to the life skills training that imparted knowledge on most of the life skills to the youth need to navigate the life challenges they experience as they transition to adulthood. Youth beneficiaries of the training gave various expressions during FGDs regarding their interpretation of life kills: Life skills are skills taught to children on how to solve problems and communicate with others‌ Especially us the youth, it can help you control you’re self (FGD, beneficiary youth, Wakiso District) 15


The skills allow someone to express what is affecting her [him]. This helps her to make decisions in her life. (FGD, beneficiary youth, Wakiso District) The skills teache us how to communicate with people without hurting them (FGD, beneficiary youth, Ntungamo District) It teaches us how to get good friends and how to be a good friend (FGD, beneficiary youth, Ntungamo District) … skills help us the youth know of how to prevent ourselves from contracting the deadly disease of AIDS (FGD female beneficiaries, Rukungiri District) FGDs with youth in the control group showed that they had heard about life skills but could not deconstruct a clear meaning of life skills. Some went a step to identify such skills as self-care and self-control but when asked what they were, they had very scanty information or no idea at all. This was particularly true with the control group youth in school. These fell short of getting the details when prompted to explain and in several cases they expressed total ignorance about life skills. I have heard about it but I don’t know what it means (FGD males-control group, Buyende District). I have never heard about it (FGD males-control group, Buyende District). I don’t know anything about it and I have just heard about it from here during this meeting (FGD males-control group, Buyende District). By life skills, I think it is about … when I get my personal money, I budget for it wisely, for example, I pay my school fees, buy personal clothes and meet other needs (FGD males-control group, Luuka District). 3.2.1 Linking the views of the youth to the four skills set The youth from the east and east-central regions were able to link more closely the life skills with the four skills set that the training delivered. These include; i) coping and self-management skills, ii) interpersonal skills, iii) critical thinking and decision making, and iv) communication skills. Some of the skills can be identified from the various expressions they made: They [project staff] created confidence in children. We used to fear a lot but today we freely communicate with teachers… (FGD intervention group-female youth in school, Nkondo, Buyende). 16


I learnt how to care for myself. You must wash, sweep the house and clean utensils. About discipline, no quarrelling, never disrespect parents, never abuse them, never behave badly and not to beat others (FGD intervention group-female youth, Luuka District). For us our trainer taught us about emotions; how we can control them, how we can control anger and sadness (FGD intervention group-Youth out of school in Bududa District) Whenever we go in periods, we use sanitary pads and all girls must wear knickers because if we don’t wear knickers, it can be very bad. (FGD intervention group-female youth in school, Nkondo, Buyende District). I care for myself by respecting our friends and being smart and clean to avoid diseases. (FGD intervention group-female youth, Nkondo, Buyende District). Many of these fall within the four life skills categories delivered by the SCORE project.

3.2.2 Confusion between Life Skills and Other Skills In both the intervention and control groups, some youth confused life skills with vocational, business and agricultural skills. They did not see these as different and therefore categorized every skill as a life skill as indicated below: Control group An example is a life skill is knitting sweaters, tailoring and catering skills (FGD females-control group Bududa District).

Carrying out agriculture and when I sell my harvests, I use some money at home and bring some to school (FGD males-control group, Luuka District).

Intervention group Life skills train youth in certain skills, giving them jobs, teaching them how to do different jobs to earn a living so as not to go around asking for hand-outs. Say if they are tailoring they will earn a living, or if it’s a vehicle mechanic, he will earn from his job too and not get involved in stealing and the girl will not go clubbing… (FGD female beneficiaries, Kampala District)

Particularly some youth in the intervention group perceived the complementary training under the SCORE project as life skills. The agricultural skills obtained in the farmer field schools and 17


junior farmer field schools were interpreted as life skills. This was reflected in some Focus Group Discussions: I know something about farming and discipline (FGD intervention group-female youth, Luuka District). I heard about training in agricultural skills, how to maintain the garden, how to irrigate and how to cover the soils, that’s all I learnt (FGD intervention group-female youth, Nkondo, Buyende District). I learnt how to prepare my garden, paddock it and dig deeply. I also learnt to use Kisoga fertilizers in my garden and then I plant (FGD with intervention group-female youth, Nkondo, Buyende District). These are skills to equip the youth with different skills that will enable them use their hands to earn a living (FGD with female beneficiaries, Rukungiri District) They taught us how to mulch our gardens and also to always help our parents (FGD intervention group-Youth out of school in Bududa District) My teacher [trainer] also taught me how to grow cabbages and I save, then invest in other things that sustain me (FGD intervention group-youth out of school in Bududa District)

3.3

Effects of Life Skills Training on the Behavior of Youth

This section discusses the effects of the life skills training on the behaviour of youth. Particular questions were asked assessing changes in knowledge, attitudes and practices among the youth following the four category life skills set. Pre-training and post-training test results for skills such as communication and psychosocial wellbeing are also discussed alongside the identified changes. 3.3.1 Category 1: Coping and Self-Management Changes in Self-management (Use of a self-management tool) A self-management tool is an important guiding tool for young people. Study participants (in both intervention and control areas) were asked whether or not they had any self-management tool such as a diary, to-do-list, an agenda and calendar. As shown in Table 5, the differences between the two groups were marginal (Intervention: 39.1% vs Control: 38.3%). Of those that had a self-management tool, calendars and diaries were the most frequently used tools used in both intervention and control groups, while agendas and to-do-lists were the least used. However, there were significant variations in the actual use of a particular self-management

18


tool (p=0.013) with youth from control areas reporting more use of a diary, agenda and calendar, while those from the intervention group used more of the to do list. Table 5: Use of a Self-Management Tool by the Youth Whether has any tool that helps in self-management

Intervention (N=348) %

Control (N=360)

Overall

%

%

Yes

39.1

38.3

38.7

No

60.9

61.7

61.3

Total

100

100

100

Intervention (N=131) %

Control (N=128)

Overall

%

%

Diary

21.4

26.6

23.9

To do list

23.7

10.2

17.0

Self-management tool used

Agenda

6.1

14.8

10.4

Calendar

48.9

52.3

50.6

Cases

100

100

100

P-values

0.838

0.013

During FGDs, youth also reported use of activity plans as a self-management tool. The activity plan similar to a calendar was used for guidance by the youth to juggle weekly routines. Plate 1 below provides a sample.

Plate 1: An Activity Plan Drawn by a Trained Girl in Buyende District

19


In Plate 1, a girl from Buyende District schedules her activities including washing clothes, reading books, playing, visiting, learning at school, etc. across the seven days of the week. Across the different study sites, many youth were able to illustrate to the research teams such self-management tools. Much as the youth reported using activity plans, calendars and to-do-lists as part of their selfmanagement, more often than not, these self-management tools remained mental images rather than visible plans drawn on paper and/or pinned somewhere for purposes of reference. The practice of drawing out such plans and keeping referring to them was very uncommon according to self-reports by the youth. Only in rare cases did some youth say that they had clearly drawn out plans or tools. This was not different between the intervention and control groups. It was also observed that many times, the youth did not share their activity plans with their parents. Hence, they ended up failing to follow the plans since caregivers sent them to do household chores without knowledge of the plans. The use of self-management tools could not be tied to the life skills training given that the difference in both groups was marginal. In addition, some indicated that using these tools albeit invisibly was part of their upbringing.

Changes in Relation to Adolescent Health and Self-Care Figure 1: Average Scores for Youth on Self-Care Variables 3.5 3.0

Percent

2.5 2.0 1.5 1.0 0.5 0.0

Male (n=166)

Female (n=183)

Total (n=349)

Male (n=187)

Intervention

Female (n=177)

Total (364)

Control

Low

0.0

0.0

0.0

0.5

0.0

0.3

Medium

1.2

0.0

0.6

3.2

2.3

2.7

In order to assess changes in health and self-care, the youth in intervention and control areas were asked to respond to 14 positive statements on aspects such as thinking about what they eat, how to do laundry, keeping living spaces clean, taking care of minor injuries and illnesses, bathing daily, brushing teeth daily, getting away from harmful situations, where to go upon feeling unsafe, ability to turn down sexual advances and protection against sexually-transmitted 20


diseases among others. Each of the 14 variables had responses ranging from 1 to 6 (6 for "Strongly agree", 5 "Agree", 4 "Disagree", 3 "Strongly disagree", 2 "I Do not know" and 1 "No response"). A total score ranging from 14 to 84 was obtained by summing up all the 14 responses and the results are summarised in Figure 1. The scores were further categorised into three categories, that is (14-28 =low), (29-56=Medium) and (57 and above High) Results indicate that the mean difference between the average score from the intervention and control areas were significantly different from zero (intervention= 75.92, Control= 74.24, diff 1.68, p= 0.0013). The Fisher's exact test also shows that there was a significant association between self-care among youth and the different arms (intervention vs control, p= 0.000). This means that youth in intervention areas generally showed higher self-care compared to their counterparts in control areas. Looking at bathing and washing up daily as one of the important self-care skills for example, the difference in intervention and control areas was not significant (p=0.779), but the average responses for “strongly agree� for male and female youth combined and females alone were slightly higher in intervention areas (Table 6). Table 6: Bathing and Washing Up Daily as a Self-Care Skill I bathe and wash up Intervention

Control

daily

Male

Female Total

Male

Female

Total

Strongly agree

73.9

87.4

81.0

75.8

84.2

79.9

Agree

24.8

11.5

17.8

20.4

15.3

17.9

Disagree

1.2

0.5

0.9

2.7

0.6

1.7

Strongly disagree

0.0

0.5

0.3

1.1

0.0

0.6

Total

165

183

348

186

177

363

P-value 0.779

Asked to state how they took care of themselves, FGD participants from intervention areas in the Western and East Central regions also demonstrated that they had better self-care skills following the training they had received under the SCORE project. The youth mentioned skills relating to personal hygiene (bathing, brushing their teeth regularly, and girls using sanitary pads when in periods, being smart and cutting off long nails etc.); minding what they ate and including the safety of the food; and avoiding potentially harmful situations: When I wake up, I wash my face, brush my teeth and start cleaning my house. After I am done with cleaning, I take a bath, then cook lunch at around 1pm I serve and we eat (FGD with female trained youth, Nyamayenje, Rukungiri Municipality, Rukungiri District).

21


We shower daily, we beautify ourselves, and eat well - I mean diet food; we cover our food so as to avoid germs from going in. I Cook drinking water to stay safe from diseases. We brush our teeth daily. (FGD with male and female trained youth, Kikarara Parish, Rwesingiro Village, Bwambara Sub County, Rukungiri District).

When I am in public I do not have to smell bad to my fellow youth. I shower daily, and make sure that I am smart always. I eat less but quality food‌I avoid bad groups like drug abusers, betting groups, going to cinema halls to watch movies and others. So I can advise them but not join them. (FGD with intervention male youth, Itojo Central Primary School, Itojo Village, Itojo SubCounty, Ntungamo District). Whenever we go in periods, we use sanitary pads and all girls must wear knickers because if we do not wear knickers, it can be very bad. If I care for myself, I can be happy ‌ like here, girls, when we wear shoes, we look smart. Even bathing, a girl can bathe three times a day, but if we do not bathe we can smell. For us girls we have a bad smell if we do not bathe. We iron clothes and look smart. (FGD with female intervention youth from Nkondo Primary School, Nkondo Sub County, Buyende District). I take care of myself by washing clothes, eating food and staying healthy. I care for myself by cutting off nails and shaving hair, washing my clothes. By washing, combing hair, and cutting off nails. By washing clothes, cutting off nails, eating and combing the hair. (FGD with female intervention youth from Nabitaame Primary School, Nabitaame Village, Bulongo Sub County, Luuka District)

Managing Stress and Emotions In this study, participants were also asked how they felt physically and emotionally when stressed and what they did to reduce stress. The findings on how they felt when stressed and what they do are discussed below. Physical Signs of Stress Figure 2 shows that headache mentioned by the youth as the most common physical sign of stress. Almost an equal proportion of youth in the control and intervention groups were in agreement with this.

22


Figure 2: Physical Signs of Stress Experienced by the Youth (n=713) 70 60 50

Percent

40 30 20 10 0

Male

Female

Male

Intervention Get headaches

47.6

Sweat Shiver

Female Control

60.1

46.5

56.5

10.2

8.2

17.1

9.6

11.4

16.4

9.1

15.3

Heart Palpitation

24.7

37.7

34.2

29.9

Other symptom

36.7

20.8

25.7

25.4

Other symptom (disorganizes mind, falling sick, loss of appetite)

Heart palpitations followed headaches as the second symptom identified. Other symptoms included feeling sickly and loss of appetite. Youth within FGDs also mentioned physical heart palpitations, headache, feeling sickly, among others as physical symptoms of stress that they experienced: I get heart palpitations whenever I am stressed and most times I shiver. I get headache when stressed and most times I feel sick, it is until I share with my mother or close friend that the pain subsides. I also shiver when stressed and what I do to overcome it is by talking to my friends, this makes me forget about the problems (FGD with male and female intervention youth from Ogali Village, Amuru Sub County, Amuru District) ‌my heart breaks. My heart palpitates and I stop thinking, other times I become sick, I get a fever. My heart palpitates, at times my heart pains. I get worried and other times I get headache and my heart pains. (FGD with female intervention youth from Nkondo Primary School, Nkondo Sub County, Buyende District). 23


Someone loses focus and seems sick (FGD with female untrained youth, Rumasifa Seed Secondary School, Sironko District). When my heart is over pumping, I can try to be alone somewhere, and when I listen to music I calm down (FGD with Male and Female Youth Beneficiaries, Luigi Giussani High School, Kamuli Zone, Bweyogerere Wakiso District).

The youth argued that physical (and perhaps other forms of stress) were commonly caused by disagreements among themselves and their caregivers, lying among themselves, relationship breakdowns or misunderstandings between them and their peers or parents, and personal tragedies such as losing a parent or caregiver. Emotional Signs of Stress Emotionally, majority of the youth from intervention and control groups reported that they felt worried and sad wherever stressed (Table 8). In intervention and comparison groups, the youth did not show major differences in signs of stress. Table 7: Emotional Signs of Stress among the Youth (multiple responses, n=713) What happens when stressed Intervention (N=349) Male

Control (N=364)

P-

Female

Total Male

Female

Total Value

No. %

No.

No. %

No.

No.

%

Feel fearful

28

16.9 43

23.5 71

42

22.5 37

20.9 79

0.629

Feel worried

61

36.7 84

45.9 145

71

38.0 84

47.5 155

0.732

Feel sad

63

38.0 64

35.0 127

66

35.3 69

39.0 135

0.848

Feel tense

10

6.0

15.3 38

17

9.1

8.5

0.352

28

No. %

15

32

****All the P-values indicate that the differences between the control and intervention were not significant. Source: Computations from survey data

Strategies for Coping with Stress and Psycho-Social Well Being In addition to understanding youth awareness about physical and emotional signs of stress, this section presents the strategies that youth adopted to reduce or cope with stress. These are reflected in the table 8.

24


Table 8: Stress Reduction Strategies among the Youth Stress reduction strategies

Intervention (N=349) Male No.

%

100

60.2

Social activity

34

Seek psycho social help from a peer Seek psychosocial support from an adult person

Physical activity

Seek help professional

from

a

health

Nothing Others (drinking water, take medicine, go out for a drink, take a shower, sleep, pray, ignore)

Female No.

Control (N=364) Total

Male

Female

%

No.

%

No.

%

No.

68

37.2

168

48.1

107

57.2

85

20.5

55

30.1

89

25.5

47

25.1

37

22.3

42

23

79

22.6

39

38

22.9

65

35.5

103

29.5

4

2.4

11

6

15

2

1.2

2

1.1

31

18.7

9

5.1

%

Total

Pvalue

No.

%

48

192

52.8

0.179

70

39.5

117

32.1

0.043*

20.9

29

16.4

68

18.7

0.226

28

15

31

17.5

59

16.2

0.000*

4.3

8

4.3

15

8.5

23

6.3

0.217

4

1.1

8

4.3

4

2.3

12

3.3

0.053

40

11.5

43

23

27

15.3

70

19.2

0.000*

* The youth were more likely to seek psychosocial support from an adult person (0.000). ** Others: drink water, take medicine, go out for a drink, take a shower, sleep, pray, ignore Source: Survey data

Table 8 shows that the majority of the youth in both intervention and control areas reported having coped with stress by doing physical activities. More youth in the control group however go for a social activity as a way of dealing with stress with the difference significant compared to the intervention group (p= 0.043). Youth in the intervention group seek for adult counseling when stressed, much more than their counterparts in the control areas with differences significant (p= 0.0000). Some youth do nothing about stress. Other strategies the youth adopted included drinking water, taking medicine, go out for a drink, taking a shower, sleeping and praying. The trained youth during FGDs provide more insights concerning stress management, coping and self-management, an indication that life skills training could have benefited them: For example if I have misunderstandings with my husband, It makes me feel very scared. So what I do is going to visit my mother in-law, talk about it and by the time I get back home, am free and not scared any more (FGD trained youth, Rukungiri District) You look for social occasions like churches, games or reach out to others to seek for advice and they make you forget your problems (FGD trained youth, Rukungiri District). I used to fight people who annoyed me but today, I go and attend to my garden (Male FGD Luuka 25


District). Two years ago (before the training), I used to abuse in return for an insult but today I sit back and look at you. (FGD intervention group-female youth, Nkondo, Buyende District). When stressed I go gardening (FGD with trained male youth, Bududa District) When an adult annoys me, I let go because they are bigger than me. (FGD intervention group-female youth, Nkondo, Buyende). When I am grazing cattle and they eat someone’s crops, I ask for forgiveness (FGD with male beneficiaries Itojo, Ntungamo) I can run and bring something like water, go for singing and forget it. By the time I am back, she will have forgotten (FGD male beneficiaries Itojo, Ntungamo District) I was a drunkard and now I am becoming a good person. The trainer taught us not to over drink and now I can dig and take care of my children. My family is now happy because I no longer drink a lot (FGD intervention group-male youth out of school, Bududa District). Two years ago, I would beat whoever accused me falsely of anything but today I simply walk away (Male FGD Luuka District).

Youth and psycho-social wellbeing The youth showed tremendous improvements on a range of psycho-social wellbeing indicators based on pre-training and post-training assessment (Table 9). Table 9: Psychosocial Wellbeing Item I do not feel stressed and worried I enjoy doing things I do not feel like crying I can shake off sad feelings I feel life is worth living I have hope for my future I feel good about myself My health is good I do not feel tired these days I feel people like me I feel confident I feel able to solve problems in my life I am able to make decisions in my life I want to be around friends and family like usual I do not get into more trouble than usual I do not get so angry these days I get along well with other people I am able to make friends

Male (%)

Female (%)

Pre-test

Post-test

Sig

52.2 81.6 53.3 58.4 78.2 82.3 81.2 72.3 52.4 65.0 63.9 52.0

80.3 89.2 80.9 83.4 89.7 92.2 91.4 87.5 77.8 87.3 89.2 86.4

56.4 74.5

Overall

*** ** *** *** ** ** *** *** *** *** *** ***

Pretest 54.3 79.8 53.8 56.7 80.9 81.7 82.7 75.8 54.7 68.2 63.9 54.7

Posttest 79.6 92.0 82.2 84.5 90.7 93.6 94.1 91.2 82.4 87.6 88.6 85.3

pvalue *** *** *** *** ** *** *** *** *** *** *** ***

Pretest 53.3 80.6 53.5 57.5 79.6 82.0 82.0 74.2 53.1 66.6 63.9 53.4

Posttest 80.0 90.6 81.5 84.0 90.2 92.9 92.8 89.4 80.2 87.4 88.9 85.8

Pvalue *** ** *** *** *** ** ** *** *** *** *** ***

86.4 88.9

*** ***

58.6 75.9

89.7 93.3

*** ***

57.6 75.2

88.1 91.2

*** ***

61.3

88.1

***

63.7

91.5

***

62.6

89.8

***

65.2 73.6 79.4

86.7 88.6 90.8

*** *** ***

61.6 73.3 79.4

90.2 91.5 93.8

*** *** ***

63.3 73.4 79.6

88.5 90.1 92.4

*** *** ***

***P<0.001, **P<0.05, *P<0.10. Source: Computations M&E data

26


Table 9 shows that generally, there were improvements in the participant’s psychosocial assessment between the pre and post-life skills training period (t=21.735, p=0.001). Overall, the estimated effect of the training on psychosocial score significantly improved by 9.067 (pre = 50.897 Vs post= 59.964). When we further explored the combined effect of sex of the participants and region on life skills training using analysis of variance (ANOVA), region of the participant had a significant effect on life skills training (Psychosocial) (F=25.54, p<0.001). Figure 3: Psychosocial Scores by Gender and Region 70

Mean score (Psychosocial)

60 50 40 30 20 10 0 Male

Female

Central

East

East Central

Pre-test

50.9

51.25

55.55

49.18

49.33

53.38

51.64

Post-test

59.19

60.86

61.17

56.1

59.4

60.26

63.81

Pre-test

North

South West

Post-test

The results showing the young people’s psychosocial wellbeing before and after the training reveal a lot. From their responses (table 9) one is able to see that on nearly all attributes, the youth are doing far better. From exercising self-restraint, finding solutions to their problems, to issues concerning decision making, the youth reported great improvements with statistically significant results. Others have come to appreciate the essence of sharing issues of concern with significant others (perceived as sources of psychosocial help) or apply defence mechanisms like sublimation. 3.3.2 Category 2: Interpersonal Skills Changes in Relationship Building Just like self-care, changes in relationship building and management skills were assessed using nine positive statements. The statements included ability to speak up for oneself, acting in social situations, make friends, show respect to people, [have] friends that make one feel 27


valued and worthwhile, [connect] adults that give care or can be talked to, [build] violence-free relationships, [have] knowledge of signs of an abusive relationship, and showing care to others. Each variable had responses ranging from 1 to 6 (6 "Strongly agree", 5 “Agree”, 4 “Disagree”, 3 "Strongly disagree", 2 "Don’t know", and 1 "No response"). A total score ranging from 9 to 56 was obtained by summing up all the 9 responses. Whereas results from the t-test indicate that the difference between the average score from the intervention and control were significantly different from zero (intervention= 49.27, Control 48.56, diff 0.712, p= 0.0316), the differences by gender were not that significant (Figure 4). The scores were categorised into three forms: 918 (low), 19-36 (medium) and >=37 (high).

Figure 4: Average Scores for Relationship Building and Management among Youth 120.0 100.0

Percent

80.0 60.0 40.0 20.0 0.0 Male (n=166)

Female (n=183)

Total (n=349)

Male (n=187)

0.0

0.5

Intervention Low Medium High

0.0

0.0

Female (n=177)

Total (n=364)

Control 0.0

0.3

0.0

1.6

0.9

0.5

1.7

1.1

100.0

98.4

99.1

98.9

98.3

98.6

Source: Survey data The statistics for ability to speak out for oneself and to show respect to people with differing beliefs and opinions between youth in intervention and control areas was generally not significant across the given Likert scales. However, more youth from the intervention group strongly agreed that they were better placed to apply both skills (table 10). Again, table 11 shows that more female than male youth in both intervention and control areas strongly agreed that they would comfortably speak up for themselves, while fewer female youth from control areas strongly agreed that they knew how to respect people of different beliefs, opinions and cultures. 28


Table 10: Speaking for Self and Showing Respect to Others (n= 711) Intervention (n=349)

Control (n=362)

P-value

Able to speak up for self Strongly agree

Male 66.3

Female 73.2

Total 69.9

Male 64.5

Female 67.8

Total 66.1

Agree

27.1

23.5

25.2

28.5

26.0

27.3

Disagree

4.8

3.3

4.0

4.8

3.4

4.1

Strongly disagree

1.2

0.0

0.6

2.2

2.3

2.2

Don’t know

0.0

0.0

0.0

0.0

0.6

0.3

No response

0.6

0.0

0.3

0.0

0.0

0.0

Show respect to people with different beliefs, opinions, and cultures Strongly agree 64.5 73.8 69.3 68.1 62.1

65.2

Agree

33.1

23.0

27.8

26.5

35.0

30.7

Disagree

1.8

1.1

1.4

5.4

1.7

3.6

Strongly disagree

0.6

0.0

0.3

0.0

0.6

0.3

Don’t know

0.0

1.6

0.9

0.0

0.6

0.3

No response

0.0

0.5

0.3

0.0

0.0

0.0

0.168

0.219

***All the p-values show no significant difference. Source: Survey data

Data from FGDs show that youth express their appreciation that they can now speak out openly on issues such as class work and performance, paid work and things concerning their parents. The youth also know how to respect persons with different beliefs, opinions and cultures; aspects that many of them admitted they could not do before the life skills training. Things I am able to talk with friends are class performance. They would tell me if I performed well or poorly, also some people’s education background. For my parents I tell them how I contact others and how we relate. [I openly talk about] How the lesson was. I can go to a fellow student [and ask him/her] to explain to me what the teacher taught in class if I did not understand during the class lessons (FGD with Male and Female Youth Beneficiaries, Luigi Giussani High School, Kamuli Zone, Bweyogerere Wakiso District). When you are talking, use a language someone can understand, do not shout or make noise at him or her, and when he or she is an old person, do not just ambush him but rather reach him and talk to him with respect (FGD with male trained youth from Rwesingiro Village, Kikarara Parish, Bwambara Sub County, Rukungiri District). Yes it [life skills training] has helped me to change the way I relate with other people and we talk to each other well not like before and respect each other (FGD with Male Intervention Youth, Kyamboogo Trading Centre, Sironko District). The youth further indicated that more people now understand them, unlike before. They are able to show signs of building relationships such as working together, being friendly and enjoy 29


stronger relationships with their parents or close relatives. The youth were for asked to draw relationships maps in which many from the East and East Central regions depicted that they currently had stronger relationships with their parents and close friends; albeit, not very friendly relationships with their neighbors (see plates 2 and 3). I drew 6 lines [towards mother and friend] because I relate well with them and we work together because it’s important for development. I share my ideas with Philip that are developmental, he comes to our home and we talk about what has happened as far as farming is concerned and I discuss with him about everything. With my father, I discuss with him things concerning farming the same way I talk with Philip. With my mother we also talk about the same things we don’t talk about anything different because she asks Philip and he tells her everything that we talk about so we discuss the same things. (FGD with Male Intervention Youth, Kyamboogo Trading Centre, Sironko District). For my parents and brothers, we communicate well and they are good to me. My grandmother and grandfather and neighbour say that am a good gal and my grandparents have promised to pay my fees until when I finish school….I have bad relationship with my neighbor because she abuses me all the time and when I talk to her, she does not answer. I talk to her nicely but she does not respond when I greet her (FGD with Female Intervention Youth from Nkondo Primary School, Busige Village, Nkondo Sub County, Buyende District).

Plate 2: A Relationship Map being drawn by a Female Teenager from Nkondo Primary School, Nkondo Sub County, Buyende District

30


Plate 3: A Male Teenager from Nabitaama Primary School, Nabitaama Village, Bulongo Sub County, Luuka District drawing a Relationship Map Despite the above improvements in relationship building among the youth, there was evidence that youth from intervention areas were still resistant to talk openly about some personal issues such as their bodies, adolescence changes, and personal relationships. For example: When you do wrong and they beat you, you cannot tell your friends… I cannot tell him [friend] about my girlfriend because I may not trust him….I may tell him how beautiful and good she is then he steals her from me….Being with a boyfriend and I tell my fellow girls, they can easily take him away from me. So I cannot tell them. When you have sickness around the testacles and they are paining. So I cannot say it because they may laugh at me. (FGD with male and female trained youth from Rwesingiro Village, Kikarara Parish, Bwambara Sub County, Rukungiri District). I always think about the reason I was expelled from school and the person who made me to be expelled and how it affected me. It’s the body changes that I just can’t tell anyone about because I fear that they will laugh at me so I decide to keep them to myself. These body changes make me to admire beautiful girls so I think about them but I can’t tell because if I say it out, they may discipline you. Things like telling a girl something and she goes and tells her parents so things concerning girls, I can’t talk about them. (FGD with Male Intervention Youth, Kyamboogo Trading Centre, Sironko District). You find someone is your uncle or aunt the clothes in the knees and trousers at buttocks. You fear how to approach that person to advise him or her. Our grandparents use smoking pipes to 31


smoke. So when you are given to smoke it, you first have to in-hale in order for fire to lighten on it so well. Next time you have to smoke it, you increase on the chance of getting sick. So that becomes so hard for me tell him to stop giving me that task.(FGD with male trained youth from Itojo Central Primary School, Itojo Village, Itojo Sub County, Ntungamo District)

Changes in Conflict Management Study participants’ conflict management skills were first assessed based on their responses to four statements on getting into more trouble than usual, getting so angry and fighting, getting along well with parents/guardians, and getting along well with other people. The findings on getting into more trouble more than usual and getting so angry and getting into fights show that the differences between the intervention and control groups were significant; with both male and female youth in control areas for example having more scores on “strongly agree” for the two variables (Table 11). This means that although the male and female youth in both intervention and control areas got into trouble, those in intervention areas were less likely to get in trouble and were less involved in fights. This is an indication of the positive effect of the life skills training on the conflict management skills of the youth. Table 11: Youth Conflict and trouble Management Skills Intervention (%)

Male

Female

Total

Male

P-Value

Control (%) Female

Total

I get into more trouble than usual Strongly agree

4.2

4.9

4.6

13.0

6.3

9.7

Agree

23.5

26.8

25.2

20.0

28.4

24.1

Disagree

42.8

41.5

42.1

43.8

36.9

40.4

Strongly disagree

29.5

26.2

27.8

21.6

26.1

23.8

Don’t know

0.0

0.5

0.3

1.1

1.7

1.4

No response

0.0

0.0

0.0

0.5

0.6

0.6

Total (n)

166

183

349

185

176

361

0.027

I get so angry these days, I get into fights Strongly agree

4.2

3.9

4.0

9.7

6.8

8.3

Agree

8.5

12.2

10.4

17.3

8.5

13.0

Disagree

52.1

50.8

51.4

44.3

45.5

44.9

Strongly disagree

35.2

32.0

33.5

27.0

35.8

31.3

Don’t know

0.0

1.1

0.6

1.1

2.8

1.9

No response

0.0

0.0

0.0

0.5

0.6

0.6

32

0.025


Table 11 continued Intervention (%) Male Total (n)

165

Female 181

P-Value

Control (%) Total

Male

Female

Total

346

185

176

361

I get along well with my parents/ guardians Strongly agree

69.3

66.5

67.8

69.6

69.9

69.7

Agree

25.3

28.0

26.7

22.3

24.4

23.3

Disagree

4.2

3.3

3.7

6.0

4.0

5.0

Strongly disagree Don’t know

1.2

2.2

1.7

1.1

1.1

1.1

0.0

0.0

0.0

0.5

0.6

0.6

No response

0.0

0.0

0.0

0.5

0.0

0.3

Total (n)

166

182

348

184

176

360

0.471

I get along well with other people Strongly agree

59.6

64.6

62.2

57.6

66.7

62.0

Agree

36.1

31.5

33.7

39.1

29.3

34.4

Disagree

3.6

2.8

3.2

2.7

3.4

3.1

Strongly disagree Don’t know

0.6

0.6

0.6

0.0

0.6

0.3

0.0

0.6

0.3

0.0

0.0

0.0

No response

0.0

0.0

0.0

0.5

0.0

0.3

Total (n)

166

181

347

184

174

358

0.979

Views from FGDs with some youth and caregivers from the South West, Central and East Central regions confirmed that certainly they get angry and get into fights but some have learnt to manage their disagreements better through seeking friendlier, peaceful and reconciliatory means. We have all faced conflicts. Conflict can be brought about by rumors. We may be in a group and a rumor makes us fight but after we ask for forgiveness and then reconcile. (FGD with male and female trained youth, Kikarara Parish, Rwesingiro Village, Bwambara Sub County, Rukungiri District). You keep quiet and then later tell him that you took my pencil when he has cooled from anger. You first befriend him and then later you tell him that do you know you took my pencil? If he says yes, you get it and then he decides to continue as being your friend or if he decides to quit, you let him go. If someone has taken your pen, you befriend his friend and tell his friend to convince him to give you your pen. (FGD with intervention male youth, Itojo Central Primary School, Itojo Village, Itojo SubCounty, Ntungamo District). 33


It depends on who has annoyed you. If she is your friend and she asks for repentance, you forgive her. And you can also repent if you have annoyed her. If someone has annoyed me I give that person some time. If you react the same way that person reacts, people around won’t like it. You just leave it. (FGD with Male and Female Youth Beneficiaries, Luigi Giussani High School, Kamuli Zone, Bweyogerere Wakiso District). They [trained youth] ignore the conflicts as they were told in life skills training. For example she comes and says, "I ignored my friend when she made me mad but then I remembered they told us never to get so angry because if I was to do to her what she did to me we would have had a fight!" (FGD with Female Caregivers of Trained Youth, Kigagga Village, Nateete Parish, Kampala District). [Upon being upset or getting angry] When I warn them and they don’t change, I ignore them. You leave that person to be. You forgive and leave them. (FGD with Male Youth, Nabitaama Primary School, Nabitaama Village, Bulongo Sub County, Luuka District).

Voices from FGDs also revealed that many youth have learnt to handle conflicts by talking to or asking adults, their parents or guardians and persons in authority to intervene. Others preferred to report to the police, saying it would help them settle fights or conflicts amicably. I go to the chairman and report so that he finds a way of settling the conflict. (FGD with Male Intervention Youth, Kyamboogo Trading Centre, Sironko District). That can happen at two levels, when they wrong each other at home, then one of them reports to you, you invite them so that you solve the conflict between the two or the eldest at home finds a way to solve the conflicts between or amongst his siblings. Hmmmmm, but most of the time they consult their elders. (FGD with Female Caregivers of Trained Youth, Kigagga Village, Nateete Parish, Kampala District). Before we got the training we would fight and destroy each other but after the training we learnt that you can report a person and settle it peacefully. [In reporting] We begin from the LC 1 and go up to the police depending on the case. I used to fight with those who would conflict with me but after the training I can’t fight with any one at all. I rather go to the police and report the case (FGD with Female Intervention Youth, Bukibokolo Sub County, Bududa District). One of the key informants from the Eastern region also noted that trained youth had changed their behaviour by becoming less violent and that they now seek to resolve conflicts peacefully 34


through consulting AVSI staff, Trainers of Trainers (TOTs), adults in their communities and their peers. Yah, like Sironko in Bugisu region is known for having violent guys who can easily be angered. And if they told you, please give way I can do this to you, please give way immediately. ‌ Before the training, youth who were involved in these things were there, fighting all the time and all those cases. But as a human being you cannot miss conflict in your life but it should be positive. So those with positive conflicts are there. If she feels that something is giving her headache and she cannot handle it, she [they] seek guidance from us or TOTs. And there are other structures in the communities that help them not to throw their temper tantrums around. They have adults they can talk to and find solutions and even one on one among the youth. They can handle their conflicts now amicably without hurting other families. For us we say we have done something‌ (Key Informant Interview with the AVSI Area Manager, Eastern Region). While some youth coped positively by handling conflict or aggression using more peaceful means, others like most of their counterparts in control areas exhibited avoidance, withdrawal and violent reactions when angry. FGDs revealed that some, especially boys were vindictive and still cherished differences in body size and boxing or fighting as ways of resolving conflicts with their peers. Others said they simply keep quiet when angry.

3.3.3 Category 3: Communication Skills Changes in Communication Skills In order to measure the effect of life skills training on the communication skills of the youth, a number of variables were considered including: ability to find right words for self-expression, whether or not youth feel understood by other people, whether or not they feel frustrated when not understood, if they try to explain if not understood by others, their level of socialization, ease or difficulty with speaking in public or in front of many people (table 12). Table 12 above rates youth in the intervention and control groups on a three-item scale of never, sometimes and yes in assessing the different elements of communication described earlier. The findings reveal that there is no significant difference in the communication skills of the youth in intervention and control areas. For example, an almost even number of youth from intervention and control areas admitted that they never felt they could not find the right words to express themselves. However, there were gender differences within the intervention group; more males than females felt they could not find the right words to express themselves while the reverse was true in the control group.

35


Table 12: Selected Youth Communication Skills Intervention

Control

Male Female Total Male Female Do you often feel that you cannot find the right words to express yourself?

P-value Total

Never

42.4

38.8

40.5

42.0

40.0

41.0

Sometimes

37.0

44.8

41.1

35.4

34.7

35.0

Yes

20.6

16.4

18.4

22.7

25.3

23.9

Total 165 183 Do other people often misunderstand you?

348

181

170

351

Never

37.8

30.1

33.7

33.5

35.8

34.6

Sometimes

22.6

27.3

25.1

25.9

26.7

26.3

Yes

39.6

42.6

41.2

40.5

37.5

39.1

Total 164 183 347 Do you feel frustrated when others don’t understand you?

185

176

361

Never

28.7

19.7

23.9

29.0

24.7

26.9

Sometimes

27.4

32.2

30.0

26.3

29.9

28.1

Yes

43.9

48.1

46.1

44.6

45.4

45.0

Total 164 183 347 Do you try to explain when others don’t understand you?

186

174

360

Never

17.5

11.5

14.3

16.8

15.3

16.0

Sometimes

24.1

26.2

25.2

25.9

27.7

26.8

Yes

58.4

62.3

60.5

57.3

57.1

57.2

Total

166

183

349

185

177

362

0.121

0.838

0.636

0.66

All the p-values show no significant difference. Source: Survey data

The study further unravelled that a relatively bigger proportion of female (43%) than male (40%) youth in the intervention group perceived that other people often misunderstand them. On the other hand, more males than females in the control group held such a perception. Generally observed is that in both the intervention and control group, the percentage of youth that perceive to be often misunderstood in their communication is big, averaging 41.1% (intervention group) and 39% (control group).

Effect of the Training on Youth Socialization Table 13 presents findings on the effect of training on youth socialisation. A comparison is made between the control and intervention group. The socialisation skills of the youth were rated on a three-item scale of never, sometimes and yes in intervention and control areas. As shown in table 13, the differences in the socialization scales were not significant by intervention and control group, with the majority of the youth from both intervention and control areas for example saying they had never tried to stay away from socializing, not talking to others at social 36


functions, nor be alone most of the time. This was similar among boys and girls. However, in terms of proportions, the trained youth were more social compared to youth in the control group. Table 13: Socialisation among the Youth

Intervention

Male Female Do you often try to stay away from socializing?

P-value

Control Total

Male

Female

Total

Never

58.8

53.6

56.0

57.0

62.9

59.8

Sometimes

23.0

32.8

28.2

22.0

25.1

23.5

Yes

18.2

13.7

15.8

21.0

12.0

16.6

Total 165 183 348 Do you try not to talk to others during social occasions?

186

175

361

Never

56.0

52.3

54.2

60.0

59.6

59.8

Sometimes

24.2

27.0

25.7

25.0

29.0

26.9

Yes

15.8

13.5

14.6

19.0

18.8

18.9

Total 165 Do you like to be alone most of the time?

178

343

184

176

360

Never

63.3

55.7

59.3

64.1

48.3

56.4

Sometimes

24.1

33.9

29.2

23.4

31.0

27.1

Yes

12.7

10.4

11.5

12.5

20.7

16.5

Total

166

183

349

184

174

358

0.372

0.223

0.159

All the p-values show no significant difference. Source: Survey data

Communication to others and getting understood One of the domains of communication assessed was whether youth felt it was difficult to make ‘themselves’ understood and if they felt it was very difficult to speak in front of many people (table 14).

37


Table 14: How Youth Communicate or are Understood by Others Beneficiary

Male

Female

P-value

Non Beneficiary

Total

Male

Female

Total

Do you feel it’s difficult to make yourself understood? Never

62.0

52.5

56.9

52.2

47.4

49.9

Sometimes

22.1

34.4

28.6

28.5

32.6

30.5

Yes

16.0

13.1

14.5

19.4

20.0

19.7

Total

163

183

346

186

175

361

55.7

45.2

50.6

0.097

Do you feel it’s very difficult to speak up in front of many people? Never

62.4

46.2

53.9

Sometimes

23.6

34.1

29.1

25.4

36.2

30.7

Yes

13.9

19.8

17.0

18.9

18.6

18.8

Total

165

182

347

185

177

362

0.666

Are you often considered weird, unsocial or something similar? Never

68.7

64.5

66.5

64.1

60.0

62.1

Sometimes

25.2

25.1

25.1

22.3

27.4

24.8

Yes

6.1

10.4

8.4

13.6

12.6

13.1

Total

163

183

346

184

175

359

0.124

Do you try to be as quiet as you can in public? Never

44.8

39.2

41.9

49.2

32.4

41.1

Sometimes

35.6

34.8

35.2

29.5

32.4

30.9

Yes

19.6

26.0

23.0

21.3

35.3

28.0

Total

163

181

344

183

170

353

0.253

All the p-values show no significant difference. Source: Survey data

The differences in communication between the youth in intervention and control areas were not statistically significant. The majority of the youth from both groups for example said they had never found it difficult to make themselves understood, nor did they find it difficult to speak in front of many people. Interactions with trained youth during FGDs revealed various positive experiences as a result of taking part in the training. Some youth from the south western region reported that nowadays, they communicate better and they are in a better position to deal with conflicts. This in turn has enabled them to form better relationships with their peers or other people. They are also better placed to sustain the relationships. I communicate better and even handle conflicts in a peaceful way (FGD with female trained youth, Rukungiri District) I could fear to approach teachers but now I go and approach them when I am not facing down. Those who didn’t study it (life skills) now can’t approach the teachers because they feel shy (FGD with trained male youth, Itojo Central Primary School, Itojo Village, Itojo Sub-County, 38


Ntungamo District). Before training in life skills and joining any savings group, I had issues but now I communicate better with my friends and other people which has brought about good relationship amongst us and good decision making in my home. I am living a better life than before (FGD with female beneficiaries, Rukungiri District)

Some caregivers noted that their sons’ and daughters’ communication has since improved: The child could fear asking you something yet she was in need of it. But not anymore. I now talk to them how to prevent themselves from the sexually transmitted diseases, and how they can live without the AIDs disease which has no cure and drug (FGD with Caregivers, Ntungamo District).

Looking at evaluation results, it is evident that there were significant improvements in the performance of youth in the various domains of communication before and after the life skills training (table 15). Table 15: Pre-test and Post-test Results for Selected Communication Skills Item

Do you often feel that you cannot find the right words to express yourself? Do other people often misunderstand you? Do you feel frustrated when others don’t understand you? Do you try to explain when others don’t understand you? Do you often try to stay away from socializing? Do you try not to talk to others during social occasions? Do you like to be alone most of the time? Do you feel it’s difficult to make yourself understood? Do you feel it’s very difficult to speak up front to many people? Are you often considered weird, unsocial or something similar? Do you try to be as quiet as you can in public?

Pretest 25.5

Male (%) Postp-value test 16.3 0.002**

Pretest 30.4

Female (%) Postp-value test 14.5 0.001***

Pretest 28.0

Overall PostP-value test 15.4 0.001***

22.7

18.5

0.158

28.4

15.0

0.001***

25.7

16.7

0.001***

41.6

32.6

0.011**

46.3

34.5

0.001***

44.0

33.6

0.001***

45.0

49.6

0.210

39.8

56.2

0.001***

42.3

53.1

0.001***

19.0

20.4

0.632

20.1

17.5

0.346

19.6

18.9

0.727

18.7

16.6

0.454

18.8

16.7

0.436

18.7

16.7

0.303

16.3

10.6

0.023**

18.6

12.2

0.012**

17.5

11.5

0.025**

21.7

11.7

0.001***

22.6

13.7

0.002**

22.2

12.8

0.001***

23.6

14.7

0.002**

26.4

9.7

0.001**

25.1

12.1

0.001***

18.4

12.8

0.036**

20.3

11.6

0.001***

19.4

12.2

0.001***

21.8

14.7

0.012**

25.9

13.5

0.001***

24.0

14.1

0.001***

***P<0.001, **P<0.05, *P<0.10. Source: Computations from M&E data

39


Table 15 shows the status of communication skills prior to training and after training the youth in life skills. Generally, there were improvements in the participant’s communication between the pre and post-life skills training period (t=15.167, p=0.001). Overall, the estimated effect of the training on communication score significantly improved by 0.175 (pre = 3.078 Vs post= 2.903) on absolute difference scale. Figure 5: Pre and Post test Scores in Communication Skills by Study Period and Region 25

Mean score

20 15 10 5 0

Male

Female

Central

East

East Central

North

South West

Pre-test

21.9

22.22

21.36

21.63

22.74

22.41

22.46

Post-test

18.89

18.81

18.8

22.17

19.37

18.18

15.71

Pre-test

Post-test

*The statements were negatively rewarded. A less score would mean an improvement. Source: Computations from M&E data

Overall, the participants’ mean scores on communication at pre and post life skills training distributed by gender and region are presented in Figure 5. On average, both male and female participants demonstrated better communication after life skills training (Male: 21.9 Vs. 18.9; Female: 22.2 Vs. 18.81). Regionally, the eastern region demonstrated poor communications skills compared other regions. The south western was the best performing region. When we further explored the combined effect of sex of the participants and region on life skills training using analysis of variance (ANOVA), region of the participant had a significant effect on life skills training (communication) (F=29.43, p<0.001). The above findings notwithstanding, youth reported that there are some aspects of life they were still struggling to openly communicate. Particularly, issues related to sexuality, sexual illness, opposite sex adolescent relationships, wrong doing remained silent topics. They were yet to gain confidence and readiness to share these topics with caregivers and in some cases with peers.

40


I can’t tell them about my girlfriend because I may not trust them. I may tell them how beautiful and good she is then they steal her from me (FGD, beneficiary youth, Rukungiri District) Being with a boyfriend and I tell my fellow girls, no! They can easily take him away from me. So I can’t tell them (FGD, beneficiary youth, Rukungiri District) When you have sickness around the testacles and they are paining, I cannot share with anyone. So I can’t say it because they may laugh at me (FGD, beneficiary youth, Rukungiri District). For some youth, negative and emotional life experiences are difficult to share. Yes, there are painful things that may have happened in your life and you feel talking about them even to your close friends reminds you of the experience (FGD, trained youth in Amuru District)

Thus, much as the life skills training has helped youth to become better communicators, there are topics where they need further help in order to consider sharing with those they deem significant in their social environments.

3.3.4 Category 4: Critical Thinking and Decision-Making Skills Changes in Critical Thinking and Decision Making Skills Seven questions were asked to measure critical thinking and decision making skills among the youth. The questions included thinking about how their choices impact on others, dealing with anger without damaging others or damaging things, consensus in group decision making, considering others views before making a decision, considering others before making a decision, feeling able to solve problems in life, and ability to make decisions in life. A score was generated by summing up the responses to the seven questions and it ranged from 7 to 42. The t-test indicated that the difference between the means was not significantly greater than zero (intervention (36.41), control (35.94) diff (.47) p= (0.0928), Figure 6.

41


Figure 6: Responses among the Youth on Critical Thinking and Decision Making 120.0 100.0

Percent

80.0 60.0 40.0 20.0 0.0

Male (n=166)

Female (n=183)

Total (n=349)

Male (n=187)

Intervention

Female (n=177)

Total (n=364)

Control

Low

0.0

0.0

0.0

0.5

0.0

0.3

Medium

0.6

3.8

2.3

1.6

2.3

1.9

High

99.4

96.2

97.7

97.9

97.7

97.8

Source: Analysis derived from survey data

Figure 6 shows that both male and female youth in intervention and control areas demonstrated making informed decisions and felt able to solve problems in their lives. A further analysis on how their choices impact on others did not show any significant difference between the youth in the control and intervention groups (table 16). Table 16 in addition shows that a higher proportion of youth in intervention areas strongly agreed that they think about how their choices impact others (43.6% v 40.5%), with male youth recording higher percentages in both intervention and control areas than their female counterparts. However, differences in responses regarding the ability to make decisions in their lives were significant between the two groups (p=0.002). More male youth in intervention areas strongly agreed that they were able to make decisions in their lives (51.9% versus 39.2%).

42


Table 16: Perceptions about Decision Making and Impact Intervention

Control

P-value

I think about how my choices impact others (n=712) Male

Female

Total

Male

Female

Total

Strongly agree

46.4

41.0

43.6

44.1

36.7

40.5

Agree

36.1

46.4

41.5

43.0

53.1

47.9

Disagree

13.3

7.1

10.0

7.5

6.2

6.9

Strongly disagree

1.8

1.1

1.4

2.2

1.7

1.9

Don’t know

2.4

4.4

3.4

3.2

1.7

2.5

No response

0.0

0.0

0.0

0.0

0.6

0.3

Total

166

183

349

186

177

363

0.298

I am able to make decisions in my life (n=702) Strongly agree

49.7

53.9

51.9

44.0

34.3

39.2

Agree

32.1

31.1

31.6

38.5

36.0

37.3

Disagree

17.0

8.9

12.8

11.5

20.0

15.7

Strongly disagree

1.2

2.8

2.0

4.9

7.4

6.2

Don’t know

0.0

3.3

1.7

1.1

1.7

1.4

No response

0.0

0.0

0.0

0.0

0.6

0.3

Total

165

180

345

182

175

357

0.002

Source: Computations from survey data

There was limited evidence from FGDs and key informant interviews to back up the suggestion that there was improved critical thinking and decision-making among youth in intervention compared to those in control areas. This was the case in particular regarding decision-making within a group taking into account views of others. Nevertheless, some trained youth from Rukungiri district and parts of greater Kampala illustrated that they attempted to make decisions within a group setting through voting and that they tried to make choices that do not impact negatively on others, even without thinking much about them. It [thinking about how choices impact on others] depends on the situation like when you are in a group and you bring your views. You propose and others refuse what you suggest. When you vote by majority and you get the minority, you cannot feel okay. (FGD with male and female 43


trained youth, Kikarara Parish, Rwesingiro Village, Bwambara Sub County, Rukungiri District). It depends if the person to be cared for is a wrong one. I try to use things that will not harm people. I make decisions that will not affect others. For some decisions you cannot think and say you have made wrong decisions. (FGD with Male and Female Youth Beneficiaries, Luigi Giussani High School, Kamuli Zone, Bweyogerere, Wakiso District). Looking Forward In terms of looking forward, envisioning their lives in future; eight positive questions were asked on whether they can influence how their lives will turn out, their vision as successful adults, good relationships with trusted adults, using their experience to help other youth, whether they believe relationships with others will help them succeed, readiness for the next phase of their lives, pride in the way they are living their lives and whether they felt they had control over their lives. Figure 7: Responses Concerning how the Youth Envision their Future (8 Variables, n=713) 120.0 100.0

Percent

80.0 60.0 40.0 20.0 0.0 Male (n=166)

Female (n=183)

Total (n=349)

Male (n=187)

0.0

0.5

Intervention Low

0.0

0.0

Female (n=177)

Total (n=364)

Control 0.0

0.3

Medium

1.2

1.6

1.4

2.1

1.7

1.9

High

98.8

98.4

98.6

97.3

98.3

97.8

Source: Survey data

Each variable had responses ranging from 1 to 6 (6 "Strongly agree", 5 “Agree”, 4 “Disagree”, 3 "Strongly disagree", 2 "Don’t know”, and 1 "No response"). A total score ranging from 8 to 48 was obtained by summing up all the eight responses. The scores were categorised into three 44


forms as 8-16 (low), 17-32 (medium) and 33 and above (high). The results from the t-test indicate that the difference between the average score from the intervention and control were not significantly different from zero (intervention= 43.52, control = 42.87, diff .647, see percentage scores in Figure 7). Thus, in terms of looking forward, male and female youth in intervention and control areas scored almost the same. This perhaps suggests that the life skills training may not have had an impact on enabling youth to look forward to a better future. Only a few youth from East-Central region said the life skills training had given them hope for a brighter future, some emphasising that with education, success was possible.

I will be a successful wife, who is not fearful and will be in position to make personal decisions. I see myself as a confident person and because of this, I can reach anywhere in the world. (FGD with intervention group-female youth in Nkondo Primary School, Ndulya Parish, Nkondo Sub County, Buyende District). I see myself successful after completing education. You can finish school and be educated. I see myself with a lot of pride after school. I will live a good admirable life. (FGD intervention male youth, Nabitaama Primary School, Nabitaama Village, Bulongo Sub County, Luuka District).

Changes in Self-Image and Goal Setting Self-image and goal setting behavior was assessed in terms of how the youth viewed themselves; how special they thought they were, what they have done and are proud of, their goals for the future, what they feel after looking themselves in the mirror, among others. Results of the first three indicators are indicated in table 18, and only one aspect under looking at myself, that is being smart was found to show differences that were significant between the youth in intervention and control group (p=0.014).

45


Table 17: Self-Image and Goal Setting among the Youth (n=713, multiple responses) Intervention (N=349) Male

Female

Control (N=364)

Total

Male

Female

P-value

Total

When I look at myself, I see a person who is Strong

40.4

35.5

37.8

43.3

35.0

39.3

0.688

Kind

62.0

65.6

63.9

55.6

72.9

64.0

0.975

Smart (Dressing)

28.3

52.5

41.0

25.7

39.0

32.1

Brave

28.9

29.0

28.9

26.7

22.6

24.7

0.014** * 0.204

Stupid

0.0

3.3

1.7

1.1

1.7

1.4

0.708

Lonely

1.2

6.0

3.7

5.3

4.5

4.9

0.425

41.0

43.7

42.4

36.4

45.8

40.9

0.626

41.0

46.4

43.8

36.4

59.3

47.5

0.343

I have good friends and peers I can get along with everybody I have a goal for the future to

26.5

33.9

30.4

26.7

29.4

28.0

0.419

27.7

24.6

26.1

24.6

22.6

23.6

0.411

Excel academically

32.5

50.3

41.8

40.6

46.3

43.4

0.648

Develop a vocational skill Develop a life skill

14.5

19.7

17.2

13.9

10.2

12.1

0.055

14.5

9.3

11.7

8.0

11.9

9.9

0.416

Be successful

45.8

48.6

47.3

39.6

35.0

37.4

0.007**

Be a good father/mother Be social and supportive

24.1

21.3

22.6

26.2

22.6

24.5

0.554

13.9

19.1

16.6

18.2

19.2

18.7

0.460

One Way I am special is I have a talent (discovered) My family loves me

N.B. Responses for ‘others’ and ‘no response’ are not included in this table. Source: Survey data

In terms of looking at themselves, there were more responses for male and female youth in intervention areas on being smart and brave, with slightly more youth in control areas admitting that they felt strong and kind. More youth from intervention areas also said they had a talent, good friends and peers and get along with everybody. As for their future goals, more youth from intervention areas mentioned developing a vocational skill and being successful, perhaps a testimony to the SCORE program’s integration of apprenticeship trainings in its interventions. Some of these thoughts especially developing vocational skills, having good friends, excelling academically and being successful were mentioned in FGDs.

46


Young People and Substance Abuse Another crucial aspect of critical thinking and decision-making that was assessed was substance abuse, particularly how often the youth had consumed alcoholic beverages in the past one week, as well as their thoughts on drinking alcohol and using drugs. Asked how often they had consumed alcoholic beverages in the past week, slightly more youth from intervention areas said they had not consumed alcohol at all (99% versus 95.3%, Figure 8), with females being more than males. Figure 8: Frequency of Consuming Alcoholic Beverages among Youth 120.0 100.0

Percentage

80.0 60.0 40.0 20.0 0.0 Male

Female

Total

Male

Intervention Not at all

Once or twice

Female

Total

Control Three to four times

Every day

Figure 8 further shows that there were more youth from control areas who admitted that they had consumed alcohol once or twice or three to four times in the past week, and every day. With regard to using drugs, there was a significant difference in the opinions of the youth in intervention versus control areas, with a higher percentage of youth from control areas thinking that using drugs was very responsible, very good, very trendy and healthy (Table 18). Table 18 also demonstrates that the majority of those who thought that using drugs was not responsible and was very unhealthy were from intervention areas.

47


Table 18: Youth and Opinions about Using Drugs (n=713) For young using drugs is RESPONSIBLE

people,

Intervention (N=349)

Control (N=364)

P-value

Male

Female

Total

Male

Female

Total

Very

5.4

6.6

6.0

8.0

7.9

8.0

Somewhat

2.4

1.6

2.0

2.7

0.6

1.6

Not at all

91.0

91.3

91.1

86.1

87.6

86.8

Don’t Know

0.6

0.5

0.6

0.5

1.1

0.8

Very

2.4

2.7

2.6

5.3

3.4

4.4

Somewhat

4.2

2.2

3.2

5.3

2.8

4.1

Not at all

92.8

94.0

93.4

85.6

90.4

87.9

Don’t Know

0.6

1.1

0.9

2.1

0.6

1.4

Very

6.6

6.0

6.3

8.6

11.9

10.2

Somewhat

6.6

7.1

6.9

16.0

7.9

12.1

Not at all

84.9

82.5

83.7

68.4

74.0

71.2

Don’t Know

1.8

2.7

2.3

5.3

2.3

3.8

Very

4.8

7.1

6.0

7.5

8.5

8.0

Somewhat

4.8

2.7

3.7

5.3

2.8

4.1

Not at all

88.6

89.6

89.1

81.8

84.2

83.0

Don’t Know

0.6

0.5

0.6

3.2

0.6

1.9

Very

86.7

90.7

88.8

86.1

85.3

85.7

Somewhat

3.6

1.1

2.3

3.7

4.5

4.1

Not at all

7.2

2.7

4.9

5.9

7.9

6.9

Don’t Know

2.4

2.2

2.3

2.7

0.0

1.4

0.054***

GOOD 0.019***

TRENDY 0.002***

HEALTHY 0.034***

UNHEALTHY 0.398***

Qualitative data from FGDs and Key Informants from Ntungamo also revealed that indeed the life skills training had led to a reduction in substance abuse among the youth in districts such as Buikwe, Amuru and Bududa. Those in control areas were said to be drinking alcohol more, using drugs and worshipping evil spirits. Those who did not study chew mairungi and they go to illuminati to get rich because they are greedy to be rich. (FGD with Caregivers of Beneficiaries, Kirugu Village, Nakanga Parish, Wakisi Sub County, Buikwe District). Also my son had started drinking alcohol at an early age but after the training he stopped. So I can say that there is significant change brought about by the life skills training. (FGD with Male 48


and Female Caregivers of Trained Youth, Labong Ogali Village, Pamuca Parish, Amuru Sub County, Amuru District). Before life skills training in 2012, I was a drunkard. But now I deal with good people and they advise me. I can play football and I am the captain of the team (FGD with Male Intervention Youth, Bukibokolo Sub County, Bududa District). You will not go to Rukongyera and the parishes they [APROCEL] were working in, say Rukunyi East and you find people complaining that this youth has done this, this youth has done that compared to the times before [the project]. They used to misbehave by fighting, over drinking alcohol, and taking drugs because in our sub counties down, I would say around Rukunyi that is neighboring Rukunyi West, people around consume ground marijuana. They grow these drugs so there was reduction in the use of these drugs. (Key Informant Interview with the Community Development Officer, Ntungamo District). From the narratives, one can conclude that life skills training was considered impactful. It positively changed the drinking habits of the youth as well as their attitudes towards alcohol and consumption of drugs.

3.4

Most Significant Changes in Young People’s Lives

Whereas there were a number of observed changes in the behavior of the youth as per the four-category life skills set, a further analysis was made to find out the changes that were deemed to be most significant. Interviews with FGD participants and Key Informants affirmed that the five most significant changes brought about by the life skills training in order of importance were improved character/manners; better communication skills; improved relationships between youth and their parents/caregivers and other family members; a reduction in school drop-outs and increase in school returnees; and better self-care among the youth. Whereas changes such as improved character/manners among the youth and better communication skills were reported in almost all the regions where data was collected, improved relationships between youth and their parents were mostly reported in the central and northern regions (see summary in table 19).

49


Table 19: The MSC* in Young People’s Lives after Training No.

Significant Change in Youth’ Lives

1

Improved character/manners

2

Better communication skills

3 4

Improved relationships between youth and their parents/caregivers and other family members Reduction in school drop-outs and increase in school returnees

5 6 7

Better self-care among the youth Better decision-making Improvement in coping with emotions and stress

8 9

Improved management of conflicts Reduction in substance abuse

10 11

Reduction in child abuse and mistreatment Learnt how to pray to God

Region/District Where Mentioned Rukungiri, Ntungamo, Kampala, Buikwe, Amuru, Alebtong, Luuka, Bududa, Sironko Ntungamo, Wakiso (greater Kampala), Buikwe, Luuka, Bududa Kampala, Buikwe, Amuru Rukungiri, Ntungamo, Kampala, Buikwe, Alebtong, Sironko Kampala, Wakiso, Alebtong Kampala, Bududa, Buikwe Amuru, Kampala, Wakiso, Bududa, Buyende, Luuka Wakiso, Buikwe, Sironko Amuru, Bududa, Ntungamo, Buikwe Ntungamo Buikwe

MSC* Most Significant changes

Indeed, voices from a number of FGD participants and key informants confirmed that the life skills training had improved the character and manners/behaviours of youth, with many becoming more humble, obedient, dutiful, disciplined and self-controlled. For example: They [SCORE project] helped us so much as parents. We could send children for something but they could not go; instead they could refuse. They now concentrate on reading books, they are now well behaved….Mine lost his father when he was still a child and he was behaving so badly but he changed after they had trained with SCORE; we expect more help because many children in this village are orphans and they cannot manage by themselves. They need an upper hand (FGD with Caregivers of Beneficiaries, Kirugu Village, Nakanga Parish, Wakisi Sub County, Buikwe District).

When our children got training from this project I observed a change in the way my son behaved. Then one day I asked him that, how come these days you are different? He told me that they have been getting training on how to behave from the SCORE project. I told him to continue behaving that way because it is good… If it was possible the project should train more children because it has made the children humble. Out of the 20 children who were trained and given certificates, none of them has been brought to me for disciplinary action because I am the LC I Chairman of 50


this area. Some of the children selected are doing very good things… But the best thing I observed as a result of this training has been discipline of the beneficiaries. These children are so humble. Because you know at times your child may not listen to you when you teach him/her but can pick when someone else teaches them. (FGD with Male and Female Caregivers of Trained Youth, Labong Ogali Village, Pamuca Parish, Amuru Sub County, Amuru District). Our children don’t get in for trouble like before; they are disciplined and are hardworking (FGD with Caregivers/Parents of Beneficiaries, Obalolong Village, Tekulu Parish, Abia Sub County, Alebtong District). Since I trained in life skills I have become displined and well mannered. My parents would send me to do stuff and I would not. But now I am responsible and respect them (FGD with Male Intervention Youth, Bukibokolo Sub County, Bududa District).

…we used to get complaints from the parents that so and so ran away from home but after the life skills training it reduced. We used to go to school and interacted with the pupils and teachers and they had to testify that so and so has changed. She is no longer with the bad peers she used to be with so really if the teacher would comment that then you would really see a positive change. Even at home we had youth whose their parents could say that this youth was rude but now after the life skills training he/she has really changed (Key Informant Interview with the Family Strengthening Officer, KIFAD, Greater Kampala/Wakiso District) I think there is great improvement in the youth. If you compare the behavior of the current trained youth you can see a big difference. [I mean] Those who have had the life skills and those who have not you can see a difference (Key Informant Interview with the AVSI Area Manager, Eastern Region) The reduction in school drop-outs and increase in school returnees is another example of another significant change in the education of youth that resulted from the life skills training. The training encouraged the school going youth to have increased interest in schooling. Those that had dropped out desired to seek re-enrolment. The farmer field schools training enabled some parents to plant vegetables for commercial purposes, which they sold off and got money to meet their children’s basic needs including payment of school tuition. Here is what some FGD participants had to say: Their teacher told me that they learnt how to behave well, for example you would send the child to go to school and he or she doesn’t reach school but after that training, they changed and now they go to school and also their performance at school has improved. (FGD with Female Caregivers of Intervention Youth, Kityere Village, Bukyabo Sub County, Sironko District). 51


Before the life skills training I would be absent at school. I could get annoyed and sleep outside my parents’ house and then miss school the next day. But now I no longer do those things. (FGD with intervention male youth, Itojo Central Primary School, Itojo Village, Itojo Sub-County, Ntungamo District). Mine was old and never wanted to go to school because of age. She got involved in these [life skills] trainings. She is well behaved now. (FGD with Caregivers of Beneficiaries, Kirugu Village, Nakanga Parish, Wakisi Sub County, Buikwe District). Now, from what I noticed they [SCORE] helped us. It is a good thing they came because there are members of parliament being thrown out of parliament because they have no academic papers. There is one of the youth that was enrolled for life skills training whom I know, who had stopped studying in senior two, He was at my place watching television, watching members of parliament being thrown out of parliament, and he told me, "Hajjat I am going to make a lot of money and return to school", then I asked him why, he said, "I stopped in senior two‌.hajjat pray for me,I am going to make money, pay for my education and complete studies". (FGD with Female Caregivers of Trained Youth, Kigagga Village, Nateete Parish, Kampala District).

A key informant form the East Central region further narrated how the innovative life skills trainings had encouraged school drop-outs from a hard to reach area to return to school. It [Bulambuli, another district in the Eastern region] looks to be near here, but it is a hard to reach area most especially when you go through Kween in Bunambutye. You find many youth dropped out of school knowingly and were not engaging in farming with their parents. When we started these groups it was not a walk over that you would just invite the youth to come over and they come. We had to first engage them for two-three weeks to see a person allowing to join a group. We found the youth sleeping on the verandahs in their trading centres and eating mairungi and drinking. But when we started this training it didn’t pull them much, so we introduced other activities like MDD, netball, football, chase and tag of war ropes. After training we would allow them to go and play. This made our lives a bit easy to gather the youth and even train them. After training them there is a certain youth who had given up on life. But now this youth is around 17 and wants to go back to school like in primary four. (Key Informant Interview with the AVSI Area Manager Mbale/Eastern).

3.5

Changes Resulting from Complementary or Non-Life Skills Trainings

Study participants were asked to state any other training that the SCORE project provided to them and how these trainings had improved the lives of the youth. The study participants outlined a number of training programs that included: 52


Vocational skills/apprenticeships in areas such as hair dressing, welding, tailoring, building/construction and vehicle mechanics. Others included brick laying, making energy saving stoves, compound designing, crafts and making khaki bags, and making soap among others. Farmer field schools/vegetable gardening with emphasis on vegetables such as carrots, cabbages, amaranthus (locally known as dodo in the central region) and others. This was done to enable youth and their parents to improve their nutrition and food security. This training was highlighted by youth and parents from the districts of Buikwe, Rukungiri, Ntungamo, and Sironko to have been very useful. In Buikwe district, it was noted that parents had started giving their children small gardens to plant vegetables. Savings and Loans groups formation or joining Village Savings and Loans Associations (VSLAs). This was mentioned by participants from the districts of Bududa and Rukungiri.

Improved and more sustainable livelihoods were realized where youth participated in activities such as farming, apprenticeship training, and small businesses. Several youth and caregivers from the districts of Rukungiri, Ntungamo, Kampala, Buikwe, Amuru, Alebtong, Luuka, Buyende, and Bududa mentioned involvement in livelihoods activities as the most important change, saying the vegetable gardening skills for example had made the youth more productive and independent. Many youth can now ‘make some money’ that helps them meet their household and school needs, with the added potential of making them more successful in future. This is what some youth and caregivers had to say: The training has also empowered the children with some business skills. I observed that some of them have income generating activities or sources of income, others are working hard in their gardens (FGD with Male and Female Caregivers of Trained Youth, Labong Ogali Village, Pamuca Parish, Amuru Sub County, Amuru District). It is because they wanted us to be well equipped with the agricultural skill. In case there are some vulnerable children living with other people like step mothers who do not given them all requirements, they wanted such children to be in position to sustain themselves. I also did not know how to grow vegetables but I finally learnt. They trained us to be able to develop our selves by getting our own money and buy what we want. (FGD intervention group-female youth, Nkondo, Buyende). We also learnt about tailoring. They placed me with an artisan and I am learning. It can help me get some small money for my child’s upkeep. They taught her how to save money so that she can keep some for her kids school fees (FGD with Female Intervention Youth, Bukibokolo Sub County, Bududa District). They [SCORE] taught us how to grow cabbages. You can grow them and then develop yourself. They taught us that even if you don’t study so high, you can use your hands to make things and projects for survival. This can help you to develop then be a successful person in future. (FGD with intervention male youth, Itojo Central Primary School, Itojo Village, Itojo Sub-County, Ntungamo District).

53


4.0 Promising Practices, Lessons Learned and Sustainability In this chapter, we discuss some of the design and implementation aspects that emerged from this study, mainly the promising practices, lessons learnt from the program and its sustainability.

4.1

Promising Practices

A number of promising practices were identified from the life skills training program. The youth who received the training were identified from the most vulnerable families. The families were assessed using vulnerability and needs assessment tools, with support from people at the grassroots including care givers and village local councils. This practice helped to target the most-needy youth and their families. At the same time, the continuous use of the tools allowed the continuous collection of evidence. The data base created as a result of these processes made it possible to draw the sample of beneficiaries with relative ease. The program targeted youth that needed the life skills most, that is the most vulnerable youth. Some of these were orphans, others had dropped out of school and some were in hard to reach areas within the selected districts. In Ntungamo district for example, APROCEL identified youth from known hard to reach hilly areas such as Rukona East, and parts of Itojo and Buhama Sub Counties. In Rukungiri, the life skills training targeted Nyakishenyi Sub County which had several child-headed households, school drop outs and families devastated by HIV/AIDS. In addition, the program provided assistance to youth that had needs that were not related to life skills. By focusing on life skills training for the youth, the SCORE program also identified other critical needs among the youth including life risks such as the HIV epidemic and unemployment. These needs may have easily passed unseen if it was not for the life skills training provided. The youth were not targeted for support in isolation. Extending support to vulnerable children was also critical. An example is of a child of one of the caregivers in Kigagga Village, Nateete parish, Kampala District that had heart complications and was supported financially by the project until another organization took over. Later, one of the child’s siblings was recruited for hair-dressing apprenticeship so that she could work and provide assistance to the child. The periodic assessments and validations of the training program further ensured that performance indicators would be met and vital lessons picked up to improve program performance. The program also used local vocational and apprenticeship schools from which the youth learnt aspects such as hair dressing, tailoring, welding, and vehicle mechanics among others. This 54


perhaps saved on costs from hiring outside and probably more expensive service providers and also provided services close to the youth. Embedding or integrating the life skills training with child protection, and building the capabilities of the youth through skills development in a wide range of areas was also an ideal strategy. It provided the youth with a more comprehensive package of interventions that served as an incentive for joining the program, but also one that would eventually deliver tangible benefits.

4.2

Challenges and Lessons Learnt

Despite the successes registered with the life skills training, the program had some challenges which if addressed earlier on could have improved its implementation. These challenges and lessons include: The voluntary nature of the program: Joining the program was purely based on one’s interest. As a result, some youth especially boys disregarded it and simply went to play football or other games. Standardization of training: Whereas the manual had standardized modules to be delivered over a defined time period, we observed that the time allocated to the trainings varied. Some CBTs trained for only two weeks while some youth argued that they were slow learners and therefore required a longer time to comprehend the four-category modules. In some places, much of the emphasis was placed more on farmer field schools than life skills. As a result, some youth were trained late on life skills. For many, the training was conducted in late 2014 and 2015 and therefore, it was hard to discern the effects of the life skills training for groups that received the training at varied periods. Mobilising the out-of-school youth for the life skills training was not easy. This was because many of them were mobile, working or at school. In addition, some of the trainers in schools were teachers, who got transferred and lost contact with their trainees. This made it hard for the study team to follow up some youth and assess the impacts of the training. The training targeted both the in and out of school youth. This was a good thing to do since vulnerability cuts across these two categories. However, there seemed to have been no clear criteria to determine which category to place more emphasis. In some study sites, they targeted in-school youth, in others, out of school and in some instances both. There were complaints about travel, or distances from youth’ homes to schools or their apprenticeship centres, especially in hilly terrains of the South-Western region and parts of East Central region. The youth argued that the distances were too long and that this affected their morning classes. It was also reported that some trained youth were not adequately followed up and as such it was not easy to establish their progress in learning the life skills. 55


4.3

Sustaining the Benefits of the Program

The life skills training program worked through partnerships with established institutions such as the District Community Development Officers, Probation Officers, the police and Village Chairpersons; locally-based CBTs, VHTs and Community Action Teams (CATS), who were trained using the cascading model; and implementing partners, mainly NGOs that were well known in the communities. All these will directly or indirectly continue to build support for the youth using different pathways and more so, linking the life skills training to government and nongovernment programs. The knowledge and skills that the youth received will continue to bear results in their lives for a very long time. There is evidence that some trained youth from Kampala, Wakiso, Rukungiri and Buyende districts for example have gone on to start their own businesses using the vocational skills they learnt. Another interesting development is that many youth now supplement their daily incomes with the vocational skills given to them and are therefore able to sustain themselves and their families. This was the case for many youth from Kampala, Buyende, and Wakiso districts for example.

56


5.0 Conclusions and Recommendations 5.1

Conclusions

The findings from this evaluative study revealed that the life skills training has impacted positively on the lives of the youth, with most of them exhibiting more adaptive and positive behaviors as outlined in the four-category life skills set. Overall, there was improved knowledge concerning life skills as a result of participation in the training program. The trained youth had better knowledge than the untrained youth about the key life skills, young people need to navigate life as they grow up. The training positively impacted and in a significant manner impacted on the young people’s manners, communication and building positive relationships; reduced substance abuse, increased the desire to continue in school, and seeking re-admission to school. There were a number of areas where the differences between the trained youth and the control group were not statistically significant. This on one hand pointed towards other sources of information the youth in non-intervention areas could have accessed, including the cultural upbringing that delivers certain sets of skills to the young people. Thus, the youth in the control group also scored highly in skills categories such as relationship building. Despite the tremendous benefits resulting from the training, some modules of the life skills training program were not well comprehended by the youth and so may have not benefitted them much. Notable among these is coping with emotions, demonstrating assertive behavior, effective communication and decision-making, and envisioning the future. Little information was also delivered to help young people deal with sexuality issues including sexual and reproductive health, prevention of pregnancy, and prevention of HIV and AIDS. Others relate to issues of gender, vulnerability of the girl child, and young people and physiological changes. All these therefore deserve more attention. The fact that the trained youth commonly described farming or agricultural skills as life skills speaks a lot about the integration approach used by the project in engaging the youth. The project integrated life skills training with farmer field schools, junior farmer field schools as well as apprenticeship training. It is however evident that agricultural skills training and

57


apprenticeship training which offered practical training appear to have been appreciated more and easily remembered compared to the elements within the life skills training.

5.2

Recommendations

Several recommendations are suggested for improving life skills training delivery in future as indicated below. The project ought to devise a set of incentives that would keep youth motivated to receive life skills training to the end. Integration of agriculture and other forms of training is one of the strategies and requires strengthening. Innovative methods that allow for flexible time schedules could make it possible for different categories of the youth to attend the trainings. The mode of delivery of the training is another issue that requires attention. Whereas the manual catered for standardized modules including time allocated for training, during the roll out of the training, time used for training varied from one area to another. This could significantly impact on the way different youth derive benefits from the training. The project ought to integrate aspects of parenting particularly to youth who have families. This would help young mothers and fathers to cope better in bringing up their children.

58


References Amin, Sajeda et al. (2013). Adolescent Girls Sexual Vulnerability Index: Guiding Strategic Investment in Uganda. Population Council, New York. AVSI (2013). Life Skills Education for Adolescents and Youth; Facilitator’s Manual. AVSI-SCORE Project, Kampala. AVSI (2011). SCORE Parenting Skills Facilitator’s Manual. Available at www.score.or.ug/resources.php. AVSI (2011). Sustainable, Comprehensive Responses (SCORE) for Children and their Families: Programming Guide, 2011-2018. AVSI Foundation SCORE Project, Kampala Bailey, Kenneth D. (1994). Methods of Social Research. The Free Press, New York. Creswell, John W. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. California: Sage Publications, Inc. Grbich Carol (2004). New Approaches in Social Research. Sage Publications, Thousand Oaks. London. Hesse-Biber, Nagy Sharlene and Lina Patricia Leavy (2007). Feminist Research Practice. Sage Publications, Inc., California. ILO/IPEC, & UBOS. (2013). National Labour Force and Child Activities Survey 2011/12: Child Labour Report. Kampala: International Labour Organization, International Program on Elimination of Child Labour (ILO/IPEC) and Uganda Bureau of Statistics (UBOS). Mbabazi Mpyangu, C., Awich E. O, Eria Olowo Onyango, O. E, and Lubaale, Y. M. (2014). Out of School Children Study in Uganda. UNICEF, Eriks, Save the Children, UNHCR and Stromme Foundation, Kampala. MoGLSD (2011). National Strategic Programme Plan of Interventions for Orphans and other Vulnerable Children 2011/12- 2015/16. MoGLSD, Kampala. MGLSD, & UNICEF. (2015). Situation analysis of children in Uganda, 2015. Ministry of Gender, Labour and Social Development and UNICEF, Kampala. Rubin, Herbert J. and Irene S. Rubin (1995). Qualitative Interviewing: The Art of Hearing Data. Thousand Oaks, CA: Sage. Silverman, David. (2006). Interpreting Qualitative Data: Methods for Analysing Talk, Text, and Interaction, 3rd Ed. SAGE Publications, London. Uganda Bureau of Statistics (UBOS) (2014). Uganda Population and Housing Census: Provisional Results. Kampala: Uganda Bureau of Statistics. Uganda Bureau of Statistics (UBOS) (2014). Uganda National Household Survey 2012/2013. Kampala: Uganda Bureau of Statistics. UNICEF (1999). Extra-Curricular Life Skills Training Manual for Adolescents 13 to 18 Years of Age. The Youth Health and Development Programme: Government of the Republic of Namibia and UNICEF. 59


Walakira, E.J., D. Muhangi, S. Munyuwiny, F. Matovu, E. Awich, I. Ddumba Nyanzi, J. Kayiwa, J. Akellot, P. Mubiri, J. Majugo, A. Mutebi (2015). Analysis of the situation of the Ugandan Child. Kampala/Washington DC: USAID/QED. WHO (2004). Skills for Health: An Important Entry-Point for Health Promoting/Child-Friendly Schools. Geneva: World Health Organisation.

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Annexes Annex I: Summary of the Qualitative Study Interviews per District and the Localities Visited DISTRICT

SUB COUNTY

Buikwe

Wakisi

Kampala/ Greater Kampala

PARISH

VILLAGE

Malindi, Kirugu Tongoro

Malindi

Nyenga Rubaga Division

Nateete

Kigaaga

Bweyogerere

Kireka

Kamuli Zone A

Kawempe Division

Mulago

Kikondo

Bukibokolo

Buwakata Bukali Bunambutye

Sironko

Bukyabo

Bukyabo

Budadiri Town Council

Nakiwondye

Wagagai

Kidera

Buyende

Nkondo

Ndulya

Thilo Nkondo Busige

Bulongo

Nabitaama

Buyende

Luuka

Key Informants

3 (caregivers of trained youth, male&female non beneficiaries) 3 (caregivers, trained youth, nonbeneficiary youth)

SFHCC, CDO

5 (male&female trained youth, male&female non beneficiaries, caregivers)

AVSI Area Manager, 2 CBTs

5 (male&female trained youth, male&female non beneficiaries, caregivers)

CDO

5 (male&female trained youth, male&female caregivers, male&female non beneficiaries) 5 (male&female beneficiaries,

PWSO

KCCC, Teacher, AngellaKIFAD, FXB, Head Teacher, Deputy H/Teacher (Bright Future PS)

Nsooba

Bududa

Bumasifwa

Focus Group Discussions

Namashu Bunaddutu Nabugogo Namwani Masekele Bumwango Kyafumbo Bunagenda Bunabukonde Kityere Kibeye

Nabitaama

61

Primary School Teachers

1


Alebtong

Amuru Ntungamo

Bukanga

Nabukubembe

Nabukubembe

Waibuga

Butimbwa

Butimbwa

Apala Abia Alebtong Akura Amuru Lamogi Itojo

Ruhanga, Ruhanama Itojo

Rukungiri

TOTAL

Rukungiri Town Council, Southern Division, Ruhinda, Nyakishenyi, Bwambara, Buhunga

Ndolero

Rwempiri, Rwemihanga Ruboroga, Nyakakiri Mishenyi, Kashaha, Karagwe Cells 3, 5, 8, 9 Kanyinya Namayenje

Burombe Nyarugando

Kalisizo Cell

62

male&female non beneficiaries, male&female caregivers) 2 (male&female beneficiaries, caregivers of beneficiaries) 2 (beneficiaries& their parents) 3 (caregivers, male&female trained youth, nonbeneficiary youth)

CBT,

CBT, Lydia, Crinous

5 (male&female trained youth, male&female non beneficiaries, caregivers)

Gumizamu, (RUDIFA), Juliet

38

22

Perez


Annex II: Study Tools Tool 1: The Questionnaire

The Effects of the Life Skills Training Program on Youth under the SCORE Project Tool 1: Questionnaire for in-school and out of school youth (Intervention/Beneficiaries)

INTRODUCTION

My name is __________ I am working on behalf of Makerere University and AVSI conducting a study to assess the effects of Life Skills Training Program on Youth People under SCORE Project. SCORE is a five-year, USAID-funded project implemented by a consortium of agencies: AVSI (lead agency), CARE, TPO and FHI360. The project is implemented in 35 districts in 5 regions (North, Central, East, East-Central and South-West). We are interviewing the youth here [name of village/town] who benefitted and those who did not benefit from the life skills program to understand how the program impacted on youth’ lives. Most of the questions I am going to ask concern you, while a few others concern your family/household that you live in. The interview will take about 45 minutes. You are free to choose whether or not to take part in this study. If you choose not to take part, you will not be negatively affected in any way. All the information we obtain will remain strictly confidential, and your answers will never be shared with anyone other than our project team. SHALL WE START NOW? Yes, permission is given  Go to SECTION1 to record the time and then begin the interview. No, permission is not given Discuss this result with your supervisor. Go to next household. SECTION 0: IDENTIFICATION PARTICULARS

001 QUESTIONNAIRE ID No. Interview #)

|___|___|___|___|___|___| (District code; Interviewer code;

002

INTERVIEWER NAME_______________________CODE NUMBER |___|___|___|

003

DISTRICT : _______________________

004

PARISH ____________________ VILLAGE ____________________

005

PLACE OF INTERVIEW ________________________

006

DATE OF INTERVIEW: ___/____ / 2016 (DD/MM/YYYY)

SUB-COUNTY____________________

008 INTERVIEW CHECKED BY SUPERVISOR: SUPERVISOR SIGNATURE _________________ CODE |___|___| Date ___/____ / 2016

63


Time started: Time ended:

64


SECTION 1: BACKGROUND CHARACTERISTICS No.

Questions and Filters

Skip to

Time Interview started

|__|__| :|__|__| AM / PM

Q101

Sex of respondent (by observation) CIRCLE ONE ONLY

MALE FEMALE

1 2

Q102

Is the respondent the Head of the Household (HoH)?

Q103

If no, what is your relationship to the Head of the Household (HoH)? CIRCLE ONE ONLY.

YES NO Spouse Son/daughter Grand Child of Household head Other relative, specify____________ No relation

1 2 1 2 3 4 5

Q104

How old are you? WRITE IN ESTIMATE IF NECESSARY

Age in completed years

Q105

What is your marital status? CIRCLE ONE ONLY.

Married Separated Widowed Single Divorced Other, specify

Q106

What is your religion?

Orthodox Catholic Protestant Muslim Traditional religion None / No religion Other (specify): ________________

1 2 3 4 5 6 98 1 2

CIRCLE ONE ONLY.

Q107

Have you ever attended school? CIRCLE ONE ONLY

YES NO

Q108

IF YES, what is the highest education grade /level/form you have reached? WRITE IN OR CIRCLE ONE ONLY

Primary Secondary

Are you currently in school or attending any course or apprenticeship at any institution or place of work?

YES NO

IF YES, Which school or type of institution or place are you attending?

Primary…………………………… Secondary

Q109

Q110

GRADE/FORM Technical/vocational Cert. University/college Diploma University/college Degree Other (Specify_______)

Technical/vocational………………….. University/college Diploma……………………………… University/college Degree…………....... Apprenticeship………………………. Other (Specify_______)

65

Skip to Q104

|__|__| 1 2 3 4 5 98

Skip to SEC2

1 2 |__|__| 3 4 5 98 1 2 1 2 |__|__| 3 4 5 6 98

Skip to Q111


Q111

Do you have any living children (biological children)?

None One More than 1

1 2 3

SECTION 2: Knowledge and involvement of youth in SCORE/life skills Program (Ask program staff the local terminology for ‘life skills’) No.

Questions and Filters

Q201

Have you heard of SCORE Project’s Life Skills Training Program

Yes No

1 2

Q202

What have you heard about it? (MULTIPLE RESPONSES POSSIBLE)

Life skills training of vulnerable children Improving socio-economic status of vulnerable children households Improve the food security and nutrition status of Vulnerable children and their household members Protection and legal services for vulnerable children and their households HIV reduction interventions Other training for children/youth (Specify)……………………………………………………. .

1 2

Participated in Life skills training Improving socio-economic status of vulnerable children within households Involved in improving the food security and nutrition status of Vulnerable children and their household members I provided protection and legal services to vulnerable children and their households I benefited from protection and legal services Involved in HIV prevention interventions No involvement Others…………………………………

1 2

Q203a

Q203b

What has been your involvement with the project? (MULTIPLE RESPONSES POSSIBLE)

Skip to

Which year were you enrolled in the life skills training project (Year and month, if appropriate)

66

3 4 5 6

3 4 5 6 7 8

If 7 Skip to Section 3


Q204

If you participated in life skills training, approximately how many times did you take part in?

Number of times

Q205

What was the focus of the training sessions?

Coping with emotions Self-esteem Assertiveness Self-awareness Ability to cope with stress Good social manners Friendship formation Peer resistance skills Effective communication Critical thinking Creative thinking Decision making Problem solving Others (specify)……………………………..

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Q206

How different are you now compared to how you were before attending the life skills training? (read out the responses)

Have a good relationship with myself Have a good relationship with others I am able to make good decisions I can communicate better I am able to make difficult decisions I am better positioned to manage and cope with stress I nowadays manage inner and outer conflict better Others (specify)………………………………………….

1 2 3 4 5 6 7 8

SECTION 3: SELF-MANAGEMENT AND COPING Q301. Do you have any tool that helps you in self-management? (something to help you keep track on your daily objectives and activities e.g. Calendar, Diary, To-do-list, Agenda…) 1. Yes 2. No ( If No, Skip to Q304 Please be sure it is a No) Q302. If yes, provide details of the tool. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Self-management exercise: Q303. In your day to day life, how would you in practice use the following self-management tool? -------------------------------------------------------------------------Week of the year: ---------------------------------------------------Self-management activity: -----------------------------------------------------------------------What do I need to do?

Mon

Tue

67

Wed

Thurs

Fri

Sat

Sun


Total completed Adopted from The Transition Handbook: Strategies High School Teachers Use that work! By Carolyn Hughes and Erik W. Carter (2000) Awareness about signs of, and coping with stressful situations Q304. What happens to you physically when you are stressed? Tick A

Get headaches

B

Sweat

C

Shiver

D

Heart palpitation

E

Other symptom

F

Other comments

Any notes

Q305. What happens to you emotionally when you are stressed? A

Feel fearful

B

Feel worried

C

Feel sad

D

Feel tense

E

Other

F

Other comments Q306. What would you do to reduce stress?

A

Physical activity

B

Social activity

C

Seek psycho social help from a peer

D

Seek psychosocial support from an adult person

E

Seek help from a health professional

68


F

Nothing

G

Other

H

Other comments

Assessing psychosocial feelings and ability to manage (Cope with) them

Q30 7.

Do you ever experience the following feelings?

Often

Rarely

Never

Explain how you deal with them

I feel stressed and worried I enjoy doing daily chores I feel like crying I can’t shake off sad feelings E

I feel life is not worth living anymore I have hope for my future I feel good about myself My health is good I feel tired these days I feel people dislike me I feel confident I feel able to solve problems in my life I am able to make decisions in my life I do not want to be around friends and family like usual I get into more trouble than usual I get so angry these days, I get into fights I get along well with other people I am able to make friends Sub total Total

Adapted From UNICEF (2005): A Guide to Monitoring and Evaluation of The National Response For

Children Orphaned and Made Vulnerable by H IV/AIDS

69


SECTION 4: COMMUNICATION AND INTERPERSONAL RELATION SKILLS Exercise on communication: How well do I communicate? Circle as appropriate Communication skills self-assessment questionnaire

A Yes 3

B Sometimes 2

C Never 1

Q401

Do you often feel that you cannot find the right words to express yourself?

3

2

1

Q402

Do other people often misunderstand you?

3

3

1

Q403

Do you feel frustrated when others don’t understand you?

3

2

1

Q404

Do you try to explain when others don’t understand you?

3

2

1

Q405

Do you often try to stay away from socializing?

3

2

1

Q406

Do you try not to talk to others during social occasions?

3

2

1

Q407

Do you like to be alone most of the time?

3

2

1

Q408

Do you feel it’s difficult to make yourself understood?

3

2

1

Q409

Do you feel it’s very difficult to speak up in front of many people?

3

2

1

Q410

Are you often considered weird, unsocial or something similar?

3

2

1

Q411

Do you try to be as quiet as you can in public?

3

2

1

Total

3

2

1

Adapted from: The Impact of Life Skills Training On the Resilience of Orphaned and Vulnerable Youth and Youth in Uganda-The Experience of the SCORE Project (2012-2015) SECTION 5: LIFE SKILLS COMBINED LIFE SKILLS (COMBINED) ASSESSMENT Statements

Strongly

Agree

Disagree

agree SELF-CARE Q501 Q502 Q503 Q504

I think about what I eat and how it impacts my health. I know how to do my own laundry. I keep my living space clean.

Q505

I can take care of my own minor injuries and illnesses I bathe (wash up) daily.

Q506

I brush my teeth daily.

Q507

I know how to get myself away from harmful

70

Strongly

Don’t

No

disagree

know

response


situations. Q508

I have a place to go when I feel unsafe (from harm or likelihood of harm)

Q509

I can turn down a sexual advance.

Q510

I know ways to protect myself from sexually transmitted diseases (STDs).

Q511

I know how to prevent getting pregnant or getting someone else pregnant.

Q512

I know where to go to get information on sex or pregnancy.

Q512a

I know where to go to get information on HIV testing I know peers are now going for HIV testing after the life skills training RELATIONSHIP AND COMMUNICATION

Q512b

Strongly

Agree

Agree Q513

I can speak up for myself

Q514

I know how to act in social situations.

Q515

I am able to make friends

Q516

I know how to show respect to people with different beliefs, opinions, and cultures.

Q517

I have friends I like to be with who help me feel valued and worthwhile.

Q518

I know at least one adult I can depend on when I need care or someone to talk to.

Q519

My relationships are free from hitting, slapping, shoving, being made fun of, or name calling.

Q520

I know the signs of an

71

Disagree

Strongly

Don’t

No

Disagree

Know

Response


abusive relationship. Q521

I show others that I care about them. CRITICAL THINKING AND DECISION MAKING Strongly

Agree

Disagree

Agree Q522

I think about how my choices impact others.

Q523

I can deal with anger without hurting others or damaging things.

Q524

When making decisions in a group, consensus or voting does not matter

Q525

It is important to consider other points of view to make a decision

Q526

It is important to consider others when making a decision

Q527

I feel able to solve problems in my life (cross check with response on 307 L)

Q528

I am able to make decisions in my life (cross check with response on 307 M)

Strongly

Don’t

No

Disagree

Know

Response

CONFLICT MANAGEMENT (cross check with answers on 307 O, P and Q) Q529

I get into more trouble than usual

Q530

I get so angry these days, I get into fights

Q531

I get along well with my parents/ guardians

Q532

I get along well with other people LOOKING FORWARD

Q533

I believe I can influence how my life will turn out.

Q534

I can describe my vision for myself as a successful adult.

72


Q535

I have a good relationship with a trusted adult I like and respect.

Q536

I would like to use my experience to help other youth.

Q537

I believe my relationships with others will help me succeed.

Q538

I feel I am ready for the next phase of my life.

Q539

Most days, I am proud of the way I am living my life.

Q540

Most days, I feel I have control of how my life will turn out.

Life skills assessment tool: Tool adopted (and modified) from Casey Family Program: Casey Life Skills (2013). Available at: http://www.casey.org/media/CLS_assessments_LifeSkills.pdf

Please circle the option that applies to you and state the reason Q541. If you had to describe the way you solve conflicts with friends, neighbours or family members, do you: A

Use a peaceful way to reduce the conflict with them

B

Sometimes peaceful and sometimes violent

C

Forget all I learnt about nonviolent conflict resolution

D

Other (Specify) ……………………………

Q542. Which of the following statements best describes how you would react if someone in your school or community was harassing a girl or young woman? A

I would not get involved

B

I would want to stop it, but I don’t know how

C

I would get someone else to intervene

73


D

I would intervene myself

E

Others (Specify)………………………………

ASSESSING BEHAVIOUR Q543. How frequently have you consumed alcoholic beverages in the past week? A

Not at all

B

Once or twice

C

Three or four times

D

Every day SELF-IMAGE

Q544. When I look at myself, I see a kind of person who is: (multiple responses possible) A

Strong

B

Kind

C

Smart (Dressing)

D

Brave

E

Stupid

F

Fat

G

Lonely

H

Other (specify)

I

No response

Q545. One way that I am special is: (multiple responses possible) A

I have a talent (discovered)

B

My family loves me

C

I have good friends and peers

D

I can get along with everybody

E

Other (specify)

74


F

No response

Q546. Something I’ve done that I am proud of is: (multiple responses possible) A

I passed my tests/exams

B

I got a job

C

I am able to support my caregivers and they are happy with me

D

I can beat up anyone who annoys me e.g. calling me a funny name

E

Other (specify)

F

No response

Q547. I have a goal I have for the future to: (multiple responses possible)

A

Excel academically

B

Develop a vocational skill

C

Develop a life skill

D

Be successful

E

Be a good father/mother

F

Be social and supportive

G

Other (specify)

H

No response

Q548. When I meet new people, I : (multiple responses possible)

A

I feel liked

B

I like them

C

I feel connected with them

D

I feel curious

E

I feel interested

F

I develop fear

G

I feel withdrawn

H

I lose confidence.

I

I feel threatened

J

Other (specify)

75


K

No response

Q549. Being a good friend means: (multiple responses possible) A

Kind

B

Loyal

C

Honest

D

Good communicator

E

Active

F

Passive

G

Compliant

H

Going along with anti-social behaviour

I

Other (specify)

J

No response

Q550. When I have a conflict with a friend, I usually: (multiple responses possible) A

Talk about it

B

Compromise

C

Engage in problem solving

D

Fight

E

Avoid it

F

Other (specify)

G

No response

Q551. When I look at my body in the mirror, I feel: (multiple responses possible) A

Good

B

Bad

C

Like myself

D

Dislike myself

E

Feel proud

F

I feel people don’t like me

G

I feel people like me

Adapted (and modified) from: Jacobs Foundation: MONITORING AND EVALUATING LIFE SKILLS FOR YOUTH DEVELOPMENT, VOLUME 2: TH E Toolkit

76


ATTITUDES TO: SEX BEFORE MARRIAGE, ALCOHOLISM, and DRUG ABUSE Choose the response that best represents your opinion Q552. For young people, abstaining from sex before marriage is ... RESPONSIBLE

Very

Somewhat

Not at all

IRRESPONSIBLE PRACTICAL IMPRACTICAL UNHEALTHY HEALTHY CARING UNCARING Q552. For young people, drinking alcohol is ... RESPONSIBLE IRRESPONSIBLE GOOD TRENDY HEALTHY UNHEALTHY Q553. For young people, using drugs is ... RESPONSIBLE IRRESPONSIBLE GOOD TRENDY HEALTHY UNHEALTHY

77

Don’t Know

No Response


SECTION 6: Behavior and attitudes towards school or apprenticeship Statements

Strongly

Agree

Disagree

agree

Strongly

Don’t

No

disagree

know

response

Q601. If I can earn there is no need to study further Q602. Studying after high school is of no use Q603 School is for the exceptionally intelligent Q604. If I keep on failing in school, I have reason to remain hopeful that I can do better Q605. If a job is secured, there is no reason to remain in school or apprenticeship Q606. If my peer can learn from me as an artisan, there is no reason for him/her to go to school? Q607. If I go to the training program, it means I cannot earn. In fact I have to spend rather than earn. So it is not worth it to go for any training

Adapted (and modified) from: Jacobs Foundation: MONITORING AND EVALUATING LIFE SKILLS FOR YOUTH DEVELOPMENT, VOLUME 2: TH E Toolkit

Annex III: Qualitative Tools Tool 2: FGD Guide for Parents Interaction with Life Skills Training Program on Youth People under SCORE Project

78


a) b) c) d) e) f)

Have you heard about the Life Skills Training Program on Youth People under SCORE Project? Has your community school been one of the beneficiaries? If so, how? What has been your interaction with the program? What do you know about this program? As parents, what was (has been) your role in this Life Skills Training Program on Youth People? Which categories of young people were targeted by (benefitted from) the Life Skills Training Program from this community? g) Which categories of young people were not targeted? Why? Assessing effect of the program a)

Since your sons and daughters joined this life skills training program, what changes, if any, have you seen about them? (Probe changes in youth’ knowledge, attitude and practices towards attending and completion of school/apprenticeship and other aspects of their lives, and whether these changes been the same for male and female youth) b) Has the way they relate and communicate with you and other family members in anyway changed/improved? How? c) What issues about the self, used to bother these youth that you feel/see they are better able to manage? d) Do you ever sit with your boys and girls and talk to them as youth? What topics do you discuss? Are they comfortable with such talks? e) Would you say in the recent past, your adolescent sons and daughter are more or less open, less tense and assertive in their communication with their parents? What do you attribute this change to? f) In the recent past have you observed any of the following changes among youth boys and girls in your family/community? (Probe how for each) • More or less able to take good care of themselves and their lives? • More or less able to set realistic goals for their lives? • Make proper risk assessment in relation to decisions and choices they make? • Empowerment to manage transition from adolescence to adulthood? • Capacity to manage and cope with stress? • Capacity to deal constructively with conflicts at a personal, group and family level? • Effectively manage positive and negative emotions? • Deal with health and other challenges young people experience • Build resilience necessary to overcome life challenges (that is adopt more positive and life changing behaviours?). g) As parents, do you know of any other trainings apart from the life skills training that were given to youth under the SCORE program? How has this additional training helped the youth and youth to return to school or apprenticeships and in their lives generally? h) As parents, what is your place (contribution) in the above activities/changes within your youth daughters and sons? i) Do you generally see a marked difference between youth who have attended this program and those who have not in your community? What differences do you see and are they the same for in-school and out-of school youth? j) What is your overall comment about Life Skills Training Program on Youth in your household and community in general?

79


Tool 3: KII_AVSI staff Interaction with Life Skills Training Program on Youth People under SCORE Project a) b) c) d)

What has been your interaction with the Life Skills Training program? What was (has been) your role in this Life Skills Training Program on Youth People? Which categories of young people were targeted by (benefitted from) the Life Skills Training Program? What is your comment on the eligibility criteria used to determine beneficiary communities/schools/individuals? e) Can you provide some details about the duration and content of Life Skills Training Program on Youth People? f) What aspects of the training did you find most or least helpful for the youth? Assessing effect of the program g) h) i) j) k)

l) m) n)

o)

What changes has the Life Skills Training Program yielded in the lives of targeted youth (in-school and outof school) and their households, school, communities? Comment on the effect of the program on boys’ and girls’ positive attitude towards life, in their relation with peers, and adults in school? What is the program impact on boys’ and girls’ communication skills? Are they more assertive in their communication of needs and priorities? What changes has the program registered in the youth’ (in-school and out-of school) level of selfawareness? Provide indicators for boy and girl youth (are the changes the same for both sexes?). With the help of examples/cases where possible, to what extent has the program registered changes in (impacted on) the targeted boys’ and girls’: • Ability to take good care of themselves and their lives? • Ability to set realistic goals for their lives? • Make proper risk assessment in relation to decisions and choices they make? • Empowerment to manage transition from adolescence to adulthood? • Capacity to manage and cope with stress? • Capacity to deal constructively with conflicts at a personal, group and family level? • Effectively manage positive and negative emotions? • Deal with health and other challenges young people experience • Build resilience necessary to overcome life challenges (that is adopt more positive life changing behaviours?) • Better perception of the future What changes, if at all, has this program had on participating youth’ attitude towards attending and completion of school/apprenticeship training? Are the changes the same for boys and girls? What difference has this program made at school, family, and community levels? Apart from the life skills training, what other trainings did the SCORE project provide to youth? In your view, how has this additional training helped the youth and youth to return to school or apprenticeships and in their lives generally? How sustainable are the intervention activities of this program? What structures at school and community level were created to foster the goal and benefits of this program beyond its life span?

80


Tool 4: KII_Head Teachers, PTA/SMC members, Apprenticeship managers Interaction with Life Skills Training Program on Youth People under SCORE Project a) b) c) d) e) f)

Have you heard about the Life Skills Training Program on Youth People under SCORE Project? Has your school been one of the beneficiaries? If so, how? What has been your interaction with the program? What was (has been) your role in this Life Skills Training Program on Youth People? Which categories of young people were targeted by (benefitted from) the Life Skills Training Program? What is your comment on the eligibility criteria used to determine beneficiary communities/schools/individuals? g) Can you provide some details about the duration and content of Life Skills Training Program on Youth People? h) What aspects of the training did you find most or least helpful? Assessing effect of the program i)

What changes has the Life Skills Training Program yielded in the lives of targeted youth and their households? j) Comment on the effect of the program on boys’ and girls’ positive attitude towards life, in their relation with peers, and adults in school? k) Has the program in anyway impacted on boys’ and girls’ communication skills? Are they more assertive in their communication of needs and priorities? l) Have you observed any changes in these youth’ level of self-awareness? Provide indicators. m) In your view, with the help of examples/cases where possible, to what extent has the program registered changes in (impacted on) the targeted boys’ and girls’: • Ability to take good care of themselves and their lives? • Ability to set realistic goals for their lives? • Make proper risk assessment in relation to decisions and choices they make? • Empowerment to manage transition from adolescence to adulthood? • Capacity to manage and cope with stress? • Capacity to deal constructively with conflicts at a personal, group and family level? • Effectively manage positive and negative emotions? • Deal with health and other challenges young people experience • Build resilience necessary to overcome life challenges (that is adopt positive life changing behaviours?) n) What changes, if at all, has this program had on participating youth’ knowledge, attitude and practices towards attending and completion of school/apprenticeship training? Have these changes been the same for male and female youth? o) What observable difference in quality of life do you see among children in school/apprenticeship following their participation in this program? p) Do you generally see a marked difference between youth who have attended this program and those who have not? Provide details. q) As a school, what difference has this program made? r) Do you know of any other trainings apart from the life skills training that were given to youth under the SCORE program? How has this additional training helped the youth and youth to return to school or apprenticeships and in their lives generally? s) How sustainable are the intervention activities of this program? What school level structures were created to foster the goal and benefits of this program beyond its life span? Tool 5: KII_Sub County CDO/PSWO

81


a) b) c) d) e) f) g) h)

i) j) k) l) m)

n) o)

Have you heard about the Life Skills Training Program on Youth People under SCORE Project? Has your sub county been one of the beneficiaries? If so, how? What has been your interaction with the program? What was (has been) your role in this Life Skills Training Program on Youth People? Which categories of young people were targeted by (benefitted from) the Life Skills Training Program? What is your comment on the eligibility criteria used to determine beneficiary communities/schools/individuals? What aspects of the training did you find most or least helpful? What changes has the Life Skills Training Program yielded in the lives of targeted youth (in-school and outof school) and their households, school, communities? Are there differences in changes among the male and female youth? What life skills can you point to that this program has assured among youth in and out of school? What difference has the program made in the lives of youth? What changes, if at all, has this program had on participating youth’ knowledge, attitudes and practices towards attending and completion of school/apprenticeship training? How has the life skills training helped the youth and youth to return to school or apprenticeships? What difference has this program made at school, family, and community levels? Do you know of any other trainings apart from the life skills training that were given to youth under the SCORE program? How has this additional training helped the youth and youth to return to school or apprenticeships and in their lives generally? Are there differences in changes brought by the additional training among the male and female youth? How sustainable are the intervention activities of this program? What structures at school and community level are you aware of that were created to foster the goal and benefits of this program beyond its life span?

82


FGD guide for youth

FGD with youth (male and female) Interaction questions Interaction with Life Skills Training Program on Youth People under SCORE Project h) Have you heard about the Life Skills Training Program on Youth People under SCORE Project? i) What have you heard (what do you know) about this program? j) Do you know of any people who have been (were) involved in it? Probe for the youth in and out of school k) Has any one of you (in the FGD) participated in this training program? Probe for: how, how did they get to be involved, the selection criteria, etc. l) What particular aspects/components of the training did you take part in? m) Did all young people in your community/school participate? n) Why did some but not others participate? Assessing effect of the program Self-care and self-management • How do you take care of yourself? • What constitutes self-care in your day to-day lives? Self-management exercise •

Give a chart paper and a pen/marker to each participant and ask them to illustrate diagrammatically how they individually plan and manage their days. The following diagram could serve as a guide but the participant is at liberty to express him/herself otherwise. What do I need to do? Mon Tue Wed Thurs Fri Sat Sun

After the participants have shared their self-management plans, ask them: do they in practice draw such a plan on paper and follow it? Do they only conceptualise it and it remains in their heads? Do they conceptualise it and only share it verbally with their significant others? Go ahead to ask them how alternatively they do self-management. Stress management • • • • •

What happens to you physically when you are stressed? What happens to you emotionally when you are stressed? Please share your experiences about what you would do to reduce stress How are you able to manage (cope with) negative stressful situations? Ask participants to cite cases of when they faced such situations and how they dealt with them. How are you able to manage (cope with) positive but emotional situations (anxiety)? Ask participants to cite cases of when they faced such situations and how they dealt with them. 83


Comparing today (presently) and 2 years ago, do you feel more or less positioned to manage stress? Justify your response. Relationship building Relationship map exercise (Adapted [and modified] from: The Impact of Life Skills Training On the

Resilience of Orphaned and Vulnerable Youth and Youth in Uganda-The Experience of the SCORE Project (2012-2015) Give a chart paper and a marker/pen to each participant and ask them to draw their image/picture or write their name in the middle of the chart. Ask them to draw circles around their name or picture depicting all the people they have a relationship with and have some/regular communication. These could be friends, family or a community member. The name/title such as mother, classmate will be written in the circle. • Once all the circles have been drawn, ask all participants to draw lines starting from their own images/pictures/names towards the different circles that represent the people they relate with. A single line from their own name/picture to any one of the circles represents a broken relationship, two lines mean the relationship is not very close (or conflictual), three lines for a fair/causal relationship and four lines for the closest relationship. Four lines are drawn for someone with whom they would like to be with the most. • Along each line ask participants to write what they (do not) talk about with this person. The relationship map can look like the one below.

Communication • • • • •

How well (unwell) do you communicate? When talking to different people, do you vary the way you communicate? How? Give scenarios. In your view, what constitutes positive/constructive communication? What personal aspects of your life do you always want to communicate and you are able to speak it out? (Probe for why? The facilitating factors) What personal aspects of your life do you always want to communicate and you are unable to speak it out? (Probe for why, the inhibiting factors) 84


• • • •

When you communicate with others, do they understand you? (Why or why not) When you communicate with others, do you understand them? (Why or why not?) How would you want someone to talk to (communicate with) you? Over the past 2 years, have you observed any changes in the way you communicate with others? (Probe for learned politeness, acceptance of and respect for others, patience in communication, etc.)

Critical thinking and decision making • •

Do you think/perceive in any way that your choices impact on others? How? If your choices and decisions impact on others, what does this mean to you? Probe for: o dealing with anger without hurting others o considering others’ points of view

Conflict management • • • •

Do you ever face conflict situations in your life? What are the sources of conflict you face or get trapped in? When upset by someone or something, what exactly do you do? How do you manage conflict? Probe for: do you run away (evade) it, fight back, and aim to resolve it? • What skills/mechanisms have you learnt that you can bank on to resolve conflict? • Describe how you would react if someone in your school or community was harassing a girl or young woman? Way forward • •

Having participated in this life skills training program, where do you see yourself in future? What purpose does the program serve you in terms of vision/goal setting, transitioning into a successful adult, enabling you build trusted relationships, using your knowledge, and skills to help other youth in your school or community?

85


COPYRIGHT Š 2017 | AVSI Foundation Design and production by: Sustainable Comprehensive Responses for Vulnerable Children and their families Activity Published by: AVSI Foundation Plot 1119 Gaba Road, P.O. Box 6785 Kampala, Uganda Email: communication.uganda@avsi.org Website: www.avsi.org Website: http://uganda.avsi.org First Edition: 2017

AVSI Uganda @avsiuganda


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Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.