Goal 1: Enhance the quality of life of out-of-school youth

Examples:

• In Haiti, the Haitian Out-of-School Youth Livelihood Initiative (IDEJEN) provides nonformal basic education and job training for out-of-school youth ages 15-24. IDEJEN uses an approach that integrates the teaching of literacy and numeracy with life and employability skills, HIV/AIDS awareness, and vocational training.

• In Afghanistan, the Literacy and Community Empowerment Program (LCEP) has shown the importance of engaging families and com¬munity leaders in planning youth livelihood development programs, which include literacy programs, vocational training initiatives, and community economic development projects.

• In Uganda, South Africa, and Jamaica, the Education for All (EFA) Project created youth-focused activities that involved basic education as well as livelihood, technical, and vocational training for out-of school youth in conjunction with civic participation and job training for unemployed youth.

Goal 2: Increase youth’s contribution to development

EQUIP3 has substantial experience in designing and implementing “by youth, for youth” projects and programs that view young people as not only beneficiaries of, but essential contributors to development. When provided with appropriate opportunities, they can help prevent HIV/AIDS, contribute to their families’ income, and help prevent conflict and misunderstanding in their communities. EQUIP3 believes strongly in youth participation and involves youth in the design, implementation, and evaluation of projects.

Examples:

• In the West Bank, the Ruwwad - Palestinian Youth Empowerment Program has developed a nation-wide system of civic volunteers called the Ruwwad Youth Corps (RYC), which gives 1,000 young men and women leadership and skills training and hands-on experience in solving social challenges.

• In Uganda, South Africa, and Jamaica, the Education for All (EFA) Project engaged young participants in a variety of activities that promoted civic participation, teamwork, peer leadership, and full-time service opportunities.

• The Haitian Out-of-School Youth Livelihood Initiative (IDEJEN) allows youth participants to be an integral part of the project’s planning, assessment, and implementation processes. Through its “youth mapping” activities, out-of-school youth are recruited to help assess the existing conditions and livelihood opportunities available to them within their communities.

Goal 3: Strengthen the capacity of organizations to design, implement, and evaluate effective youth policies and programs

EQUIP3 offers a multi-faceted approach to strengthen the technical and management capacities of youth-serving organizations. We use rigorous standards for quality youth programming in the trainings and technical assistance we provide to our clients.

Examples:

• In the West Bank, the Ruwwad Palestinian Youth Empowerment Program supports a variety of leading grassroots and international NGOs, as well as the Ministry of Youth, to help them deliver programs and services to local youth.

• In East Timor, the Preparing Us for Work (Prepara Ami Ba Servisu) Project helps local institutions address the livelihood needs of rural Timorese youth. Project staff work closely with local partners to help increase their technical, financial, and managerial capacity.

• In the Philippines, the Education Quality and Access for Learning and Livelihood Skills (EQuALLS) Phase 2 Project is increasing learning opportunities for youth in Muslim Mindanao. EQuALLS2 is building the capacity of a wide range of stakeholder organizations (local parent/teacher associations, regional councils, district and provincial governments, local and regional NGOs, and relevant Departments of Education) to implement and sustain systematic educational improvement.

Goal 4: Advance best practices in youth programming

EQUIP3 conducts research to better understand the needs and assets of out-of-school youth. This information helps governments and NGOs develop more responsive youth programs.

Examples:

• Youth, Microfinance, and Conflict Research Initiative: EQUIP3 engaged in a research initiative to help a wide range of USAID missions and partner organizations to understand the use of microfinance programs for youth in post-conflict environments. The research has resulted in the publication of case studies from both Uganda and the West Bank.

• Literacy for Out-of-School Youth: A Program Guide: This document is a resource for development specialists seeking to initiate or strengthen integrated literacy programs for out-of-school youth, ages 10 to 24, who have never attended school or who dropped out before they acquired strong literacy skills.

• Youth Livelihoods Program Development Guide: This document outlines the programming elements and guiding principles essential to developing successful youth livelihoods programs.

• Guide to Cross-Sectoral Youth Assessments: This document provides a conceptual framework, instruments, and tools for designing and implementing youth assessments in developing countries. It is especially intended for use by assessment specialists and USAID Mission staff interested in conducting a comprehensive cross-sectoral assessment of the assets and needs of out-of-school youth.

• Applied Research from Associate Awards Initiative: This initiative conducts research to learn from EQUIP3’s field-based out-of-school youth programs.

Goal 5: Enhance the youth policy and programming capability of USAID and other donors

EQUIP3 helps USAID and other donors develop more effective youth policies, strategic objectives, results indicators, and on-the-ground programs. We help donors more effectively engage the resources of youth in support of development programs in multiple sectors.

Examples:

• In India, Morocco, and the Democratic Republic of the Congo, the Cross-Sectoral Youth (CSY) Project provides a platform for USAID/Washington, USAID country Mission teams from all development sectors and regions, and local organizations to participate in youth program assessment, design, implementation, and joint funding, as well as in the analysis and dissemination of lessons learned.

• The Economic and Social Benefits of Investing in Out-of-School Youth in Developing Countries: This document demonstrates how and why policy-makers and practitioners can and should invest in out-of-school young people.