Project Manager: Awejan Emmanuel
Project Coordinator: Mapong Louise
Project Sponsor: GoGreen Technologies (GG TECH)
Resource Manager: Dze-Kum Shalom
Introduction To Educating Youths On Digital Sustainability Cohort 2
Digital education is increasingly supplanting traditional instructional approaches with each passing day. Given the swift evolution of educational settings, it’s advisable to abandon outdated methods and instead embrace contemporary teaching and learning strategies rooted in digital tools and technologies. The integration of digital learning in classrooms can range from the simple adoption of tablets over paper to the utilization of sophisticated software programs and equipment in lieu of traditional writing instruments.
Digital learning and technology empower young learners to cultivate effective self-directed learning abilities. They can identify their learning needs, locate and utilize online resources, apply acquired knowledge to real-world problems, and assess resulting feedback, thereby enhancing their efficiency and productivity. Furthermore, beyond simply engaging young learners, digital learning and technology refine critical thinking skills, which serve as the cornerstone for the development of analytical reasoning.
Training Objectives Of The Educating Youths On Digital Sustainability Cohort 2
Training is an educational endeavor geared towards acquiring the knowledge and competencies essential for proficiently executing specific tasks or roles. This encompasses enhancements in particular realms of understanding, abilities, competencies, conduct, and even disposition to enhance job performance.
The fundamental premise of the initiative “Educating Youths on Digital Sustainability Cohort 2” is for participants to acquire the requisite knowledge and proficiencies in digitalization implementation methodologies through experiential learning, thereby fostering heightened public awareness regarding the importance of E-learning in our contemporary era, particularly within the context of Buea.
In essence, the aim is to bolster the capacity of training participants, taking into account their starting points, to achieve these objectives. These objectives encompass:
• Enhancing the competencies and confidence of educators in utilizing digital technology effectively to facilitate learning and teaching.
• Enhancing access to digital technology for all learners.
• Ensuring that digital technology is an integral consideration across all aspects of curriculum and assessment delivery.
• Empowering agents of change among youth to spearhead innovation and investment in digital technology for educational purposes.
Host Organisation: GoGreen Technologies
Executive Summary of Organization
GoGreen Technologies is a non-governmental organization dedicated to equipping young individuals with the essential skills necessary to thrive in today’s challenging world. Our focus lies in empowering youth across various sectors including agriculture, digital technology, leadership, entrepreneurship, education, and volunteerism. At GoGreen Technologies, we strive to cultivate a generation of youth who view leadership not as an option, but as a responsibility.
Organization Objectives
• Providing training to youth to become environmentally conscious builders capable of creating sustainable livelihoods.
• Educating youth on technological sustainability to foster positive impacts in the digital realm.
• Instilling in youth valuable insights that can transform their perspectives.
• Awakening the leadership skills and potentials of individuals who will guide the future.
Organization Capacity
GoGreen Technologies boasts a team of highly qualified and experienced human resources dedicated to project implementation. We prioritize regular monitoring, knowledge sharing, and swift action to ensure the successful execution of project activities. Our goal is to provide unwavering support to youth development, enhancing their digital capabilities and skills.
Partner Organisation: TELNET
TELNET DIGITAL LITERACY INITIATIVE is the nonprofit making company together with TELNET CAMEROON group of Companies, with interests in ICT For Development (ICT4D). It was founded by TAKU A. OTTO. C. in 2023, with head office located at Malingo junction, Buea. TDLI started in February 2023. So far, it has reached over 25 youths. It provides digital literacy to local communities through its outlets (offline and online). Its vision aligns with that of ITU (International Telecommunications Union Africa Region Initiative 2023-2025) to digitally educate youths (especially less privileged) both in crisis and non-crisis situation. This includes the following modules
Training Program Development
During the formulation of the training initiative “Educating youth on digital sustainability,” a collaborative effort involving a team from GoGreen Technologies and Youth for Vision was undertaken, encompassing site visits to gather insights for program development.
Engagements were held with key stakeholders from public, private, and civil society sectors to deliberate on various aspects of the training program, including course content, curriculum, learning objectives, and participant selection criteria. Consensus was reached on focal points for the training manual, agreed timelines, and designated training locations.
About the Program: Educating youth on digital sustainability Cohort 2
The “Educating youth on digital sustainability cohort 2” project was structured as a two-week, four-course program aimed at:
• Empowering participants to grasp the significance of energy efficiency and conservation in national development.
• Equipping participants with strategies to advance renewable energy agendas at the national level.
• Enhancing participants’ understanding of the essential components for developing efficiency and renewable energy policies.
This report outlines the training conducted in the Buea Municipality from 3rd till 20th of December, 2023
This report on the training held in the municipality of Buea precisely in the university of Buea is structured as follows:
• Background and Introduction
• The Learning Product
• Training Delivery
• Participants
• Certificate Awarding
• Training Evaluation
Orientation Session Of The Training(SEMINAR)
An orientation session which was more like a seminar was held at the onset of the training. The seminar which was on December 3rd, 2023, at Amphi 250 was based on outlining the training’s structure, benefits, and the importance of acquiring IT skills in today’s job market and digitalized world. Key points emphasized included the transformative potential of IT skills in enhancing job prospects and operating across diverse fields in the digital era. The picture below shows the president of GoGreen technologies and the president of TELNET addressing the youths at the seminar.
Image from the seminar
Learning Product
Course Description:
Tailored for the youth within Buea Municipality, this project aimed to groom individuals tasked with shaping the nation’s technological policies and digital frameworks. The curriculum delved into digital management, emphasizing technology sustainability and addressing challenges faced by youth in acquiring relevant technological skills and implementing sustainable digital strategies.
Best practices were highlighted to underscore the importance of technological skills in securing employment opportunities without succumbing to negative aspects of technology. The curriculum spanned five courses over a two-week period, encouraging practical application of learning and fostering leadership in digital practices and sustainability strategies.
Learning Objectives:
Upon completion of the course, participants were expected to:
Knowledge:
• Comprehend the significance of digitalization and sustainability in national development.
• Appreciate the transition from traditional to sustainable technologies in advancing national development agendas.
• Understand the fundamental elements necessary for computer literacy in the modern era.
Performance:
• Formulate strategies to enhance national technological capabilities.
• Develop web applications and websites to facilitate innovation and job acquisition while mitigating challenges stemming from a lack of technological skills.
Attitude:
• Recognize the importance of pursuing digitalization to support national development.
Courses For Educating Youths On Digital Sustainability Cohort 2:
• Course 1: General Computer (GC)
• Course 2: Web Development (Word Press)
• Course 3: Social Media Management (SM)
• Course 4: Graphics Design (GD)
Curriculum:
The curriculum comprised the following components:
Course 1: General Computer
• Introduction to computers
• Microsoft Word
• Excel
Course 2: Web Development (Word Press)
- Programming languages
- Front-end and back-end development techniques
- Database management
Course 3: Social Media Management (SM)
• Introduction to Social media management
• Social media management concepts
• SMM features
• Reputation management
• Gatekeeping responsibilities
• Personal branding
Course 4: Graphics Design (GD)
• Introduction to Adobe Photoshop interface
• Panels and workspace in Adobe Photoshop
• Image size, dimensions, and resolution
• Layers in Adobe Photoshop
• Common file types in Photoshop.
Training Statistics
- The project, “Educating Youths on Digital Sustainability Cohort 2,” garnered significant interest, with 422 youths joining the WhatsApp group after putting in efforts on social media campaigns and on-site campus campaign in the University of Buea. However, despite this initial enthusiasm, about 180 youths successfully registered for the program. The image below shows the 422 youths who joined the WhatsApp group.
Out of the 180 who successfully registered for the training;
- Majority of this population were males as shown on the pie chart below. The predominance of male registrants in the “Educating Youths on Digital Sustainability” program suggests a potential gender gap in interest towards IT-related fields among females. This trend raises concerns regarding equitable access and opportunities for women in technology, highlighting the need for targeted efforts to encourage female participation and address underlying societal barriers hindering their engagement in IT-related activities.
- Males- 57.2%=103 responses
Females-42.8%= 77 responses
- The overwhelming response from undergraduate students to project from the chart below signifies a promising engagement with the younger demographic, who are pivotal in shaping future technological landscapes. Their participation bodes well for the project’s objectives, indicating a keen interest among the next generation in digital sustainability initiatives. This enthusiastic involvement lays a solid foundation for fostering sustainable practices and innovation within academia and beyond.
- According to the chart below, the different 4 courses had almost the same number of responses. The equitable distribution of responses across all four courses in the project reflects a balanced interest and engagement in various aspects of digital sustainability. This even distribution ensures comprehensive coverage and effectiveness in addressing diverse learning needs within the program.
- According to the chart below, most of the 180 respondents did not have laptops which was a big problem. It means they could not easily participate in digital education. This holds back their learning and makes it harder for them to keep up with technology. It also makes it tougher for them to compete in the modern world.
Training Delivery:
The training was conducted from 3rd till the 20th of December, 2023
A total of 120 participants successfully completed the program.
Training Methodologies
The training strategy is rooted in principles of adult learning, emphasizing peer review throughout the planning, organization, and execution of training events. The course adopts a diverse range of effective training methodologies, including demonstration, practice, discussion, brainstorming, and presentation. Delivery methods involve group work exercises, discussions, and review sessions. Considering all pertinent information about the subjects, topics, and participants, the trainers opted for the following methodology:
• Collaboration and group work: Acknowledging the adult nature of the participants, who may find it challenging to passively absorb information, team and group work were utilized to guide participants through the content and topics, facilitating discussions based on their work experiences and domain-specific challenges.
• Interactivity: This approach is better suited for participants familiar with the selected courses, as beginners may require more support and guidance from trainers.
• Practical examples: Leveraging the trainers’ expertise, real-life situations were employed to address uncertainties among participants.
• Hands-on practice: Participants were given opportunities for practice after each topic presentation, with assignments assigned to enhance their preparation, communication, and presentation skills.
• Knowledge transfer and experience sharing through discussions: Experience-sharing sessions were incorporated to foster a deeper understanding of challenges and facilitate the implementation of assignments and ideas.
Training Sessions
- General Computer
Course tutor: Ms. Shalom
In the general computer class, students learned essential software applications such as Microsoft Word and Excel, along with basic computer operations like file management and internet browsing. Most students lacked access to computers, impeding hands-on learning. However, students gained proficiency in computer basics, enhancing their digital literacy, and preparing for future academic or professional endeavors.
The number of youths who enrolled for this course was 44. The pie chart illustrates a gender imbalance in enrollment for the general computer course, with 59% females and 41% males. This discrepancy may reflect disparities in access to technology education or interest levels, highlighting the need for targeted efforts to promote gender diversity in computer literacy programs.
- Graphic Designing
Course Instructor: Mr Yuh Romeo
In the graphic design class, students delved into software applications such as Adobe Photoshop and Illustrator, honing skills in image manipulation, digital illustration, and layout design. However, the fact that most students lacked access to computers, limited their ability to practice and engage fully with the material. Despite this hurdle, students found success in mastering design fundamentals, unleashing their creativity, and producing visually captivating projects.
Out of the 46 number of students who signed up for the course (Graphic design), 43 percent were female while 57 percent where male. With this data, we can clearly see that male students are more interested in graphic design as compare to female to a certain level.
- Social Media Marketing
Course Instructor: Mr Awejan Emmanuel
The social media marketing class delved into platform diversity, introduction to social media marketing, content creation methodologies, audience segmentation, and analytics utilization. Challenges encompassed navigating algorithm shifts, contending with platform saturation, and sustaining audience engagement amidst competitive landscapes. Notable successes included heightened brand visibility, amplified website traffic, improved conversion rates, and fortified customer relationships fostered through impactful social media campaigns.
The distribution of social media management participation, out of 44 youths, 45% females and 55% males enrolled for this course, this indicates a notable gender disparity. This discrepancy suggests potential gender-related trends in interest or accessibility to social media management training. Addressing such disparities is crucial for promoting gender equality and ensuring equitable opportunities in digital skill development.
- Web Development
Course Instructor: Mr. Louis Makazi
In the web development course, students explored diverse programming languages, front-end and back-end development techniques, database management, and responsive design principles. Challenges came from browser compatibility, security vulnerabilities, staying current with evolving web technologies and also most students did not have computers. Successes included the creation of dynamic, user-friendly websites, enhanced functionality, and expanded career opportunities in the digital realm.
The pie chart illustrates a stark gender imbalance in enrollment for the web development course, with 5% females and 95% males out of 46 youths. Such a significant disparity may indicate systemic barriers or cultural biases affecting female participation in STEM-related fields. Addressing this gap is essential for promoting gender diversity and inclusivity in technology education and employment opportunities.
NB: the attendance of the participants for every course were not consistent.
Training Process
The training spanned 17 days over 2 weeks, covering for courses, each with an introduction and implementation of listed topics. Each session included an introduction, learning objectives, participatory methodologies, and activities, with a duration of two hours per session to ensure thorough engagement and participation.
Delivery Of Training
This phase comprised preparatory and implementation stages. The preparatory phase involved logistical organization and determining participants’ expectations, with topics developed to align with project goals. Participants’ expectations were collected and organized, focusing on acquiring new knowledge and skills, establishing partnerships, and fostering successful cooperation. The implementation phase encompassed training sessions, introduction to implementation procedures, and learning through practical assignments, with continuous monitoring and support provided by trainers.
Assessment Methodologies
Pre- and post-tests were administered in the form of assignments to gauge participants’ knowledge before and after training, facilitating capacity building assessment.
Training Evaluation
Various approaches are employed to gauge the efficacy of training initiatives. The “Educating Youth on Digital Sustainability cohort 2” project utilized Kirkpatrick’s four-level evaluation approach. This model entails successive evaluation levels, with each higher-level building upon information gleaned from the preceding lower level. The evaluation comprises four distinct questionnaires aimed at measuring learning outcomes which were:
- Evaluation Level 1 – Participant Reaction
All participants in the training course displayed active engagement and curiosity, actively participating in group and team activities. Overall, the feedback from participants was positive. Following the completion of each course, participants were asked to evaluate various aspects, including the training’s overall performance, the extent to which objectives were met, the relevance and usefulness of the content, the trainers’ performance, the appropriateness of methodologies, and logistical aspects. Questions also assessed the training’s impact on increasing knowledge and benefiting organizations. These evaluation questionnaires primarily involved one-on-one interviews with participants.
- Evaluation Level 2 – Participant Learning
Assessment of acquired or improved knowledge and skills was conducted through pre-tests and post-tests, with participants providing self-evaluations. Pre-tests were administered before training to gauge participants’ baseline knowledge levels.
- Evaluation Level 3 – Knowledge Transfer
This measure aimed to assess the application of learning from the training program in participants’ workplaces. Post-training knowledge, skills, and activities were compared with pre-training levels using focus group discussions to gather information.
- Evaluation Level 4 – Impact of Training
This evaluation sought to understand the impact of the training on participants’ work environments, measuring outcomes, successes, and any drawbacks.
Outcomes Of The Training Program
• Identification, description, and application of emerging technologies in teaching and learning environments.
• Demonstration of knowledge, attitudes, and skills relevant to the digital age workforce and learning.
• Development of technology-enabled assessment and evaluation strategies.
Success Of The Training Program
• Many participants expressed increased interest and knowledge in technology-related issues.
• Some participants were able to design flyers for their upcoming restaurant businesses.
• Others developed web applications, enhancing the value of the training program.
Drawbacks Of The Training Program
- Lack of a dedicated training hall resulted in less effective learning sessions, with participants having to relocate for each class, impacting the overall training period.
- Inadequate publicity hindered program awareness, attributed to limited financial resources for extensive media outreach.
- Despite aiming for 1000 students, our training faced obstacles as departmental executive members obstructed our efforts. They consistently deleted our training links from WhatsApp groups and failed to fulfill meeting commitments, resulting in fewer participants than anticipated. Nevertheless, we intensified the online advertisement and onsite hall to hall campaign in the University of Buea to be able to attain 180 responses.
- Absence of stipends for trainers and the need for trainers to purchase their training materials posed challenges, impacting their participation.
- Insufficient pedagogic materials, including projectors and training manuals, hindered effective learning and program success, indicating a need for improved resource allocation.
- Most participants did not have laptops and so this really hindered the learning process.
Certificate Awarding
Certificates were not provided due to some financial constraints. Nevertheless, participants received comprehensive training, ensuring they acquired the necessary skills and knowledge
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