Project Manager: Awejan Emmanuel

Project Coordinator: Ngonge Meiva

Resource Manager: Mapong Louise

Project Sponsor: GoGreen Technologies(GG TECH)

INTRODUCTION

Every day, more and more traditional instructional methods are being replaced by digital education. Considering how quickly educational environments are changing, it is best to give up on antiquated approaches and adopt modern teaching and learning techniques based on digital tools and technologies. Digital learning can be incorporated into the classroom in a variety of ways, from using tablets instead of paper to using complex software and technology to replace traditional writing instruments.

Technology and digital learning enable young students to develop successful self-directed learning skills. Through the identification of their learning needs, the location and utilization of online resources, the application of learned information to real-world challenges, and the evaluation of the feedback received, they can improve their productivity and efficiency. Beyond just keeping young students interested, digital learning and technology also help to strengthen critical thinking abilities, which are the foundation for the growth of analytical reasoning.

TRAINING OBJECTIVES

Training is an educational process designed to help individuals gain the skills and information necessary to perform particular activities or positions with proficiency. This includes improvements in certain domains of knowledge, skills, aptitudes, behavior, and even attitude to improve work output.

The underlying principle of the “ Educating Youths On Digital Sustainability With Emphasis On The Girl Child Cohort 3″ initiative is that participants will gain the necessary knowledge and skills in digitalization implementation methodologies through experiential learning, which will raise public awareness of the significance of e-learning in the modern era, especially in relation to Buea.

Essentially, the goal was to increase training participants’ ability to accomplish these goals while considering their starting points. These goals include:

• 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 especially the girl child to spearhead innovation and investment in digital technology for educational purposes.

HOST ORGANIZATION: GoGreen Technologies

Executive Summary of Organization

A non-governmental group called GoGreen Technologies is committed to giving young people the tools they need to succeed in the demanding world of today. Our mission is to empower young people in a variety of fields, such as entrepreneurship, digital technology, leadership, agriculture, education, and volunteerism. At GoGreen Technologies, we work hard to raise a new generation of young people who see leadership as a duty rather than an option.

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 is proud to have a group of highly skilled and knowledgeable employees who are committed to carrying out projects. To guarantee the effective completion of project activities, we place a high priority on close observation, information exchange, and prompt response. Our mission is to improve young people’s digital capacities and skills by offering constant support for their growth.

PARTNER: TELNET

Together with the TELNET CAMEROON network of companies, TELNET DIGITAL LITERACY INITIATIVE is a nonprofit organization that specializes in ICT for Development (ICT4D). TAKU A. OTTO. C. created it in 2023, and its head office is in Malingo Junction, Buea. In February 2023, TDLI got underway. More than 25 youth have been impacted thus far. Through various channels, it offers digital literacy to nearby communities (offline and online). Its goal is to provide digital education to youth, particularly those from less fortunate backgrounds, in both crisis and non-crisis situations, in line with the ITU’s (International Telecommunications Union Africa Region Initiative 2023–2025) vision. The ensuing modules are part of this.

They were the main partner of the event. During the orientation session(seminar), they took upon themselves to talk to the youths especially the girl child on the importance of digital skills in today’s job market and Telnet’s role in bridging the gap between education and employment. Telnet gave every youth who took part in the training an opportunity to have his/her own computer by giving a discount of 30% on every of the computer that each youth choose to buy.

TRAINING PROGRAM DEVELOPMENT

During the formulation of the training initiative “Educating youth on digital sustainability with emphasis on the girl child cohort 3,” a team from GoGreen Technologies visited sites 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 with emphasis on the girl child Cohort 3

The “Educating youth on digital sustainability with emphasis on the girl child Cohort 3” project was structured as a one month, four-coursed 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 5^th May till 09^th of June, 2024

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)

The seminar “Empowering Youths On Digital Sustainability With Emphasis On The Girl Child – Cohort 3,” hosted by GoGreen Technologies at the University of Buea on May 5, 2024, drew 280 participants. Its primary goal was to educate attendees on digital sustainability and align their career aspirations with opportunities in the digital realm, especially crucial amidst the challenges faced by youths in crisis-affected areas like the Anglophone regions of Cameroon. Speakers from GoGreen Technologies and Telnet highlighted the significance of digital skills in today’s job market, emphasizing Telnet’s initiatives to bridge educational gaps through ICT. Ms. Ngonge Meiva guided participants on training curriculum and encouraged them to explore diverse opportunities for personal and professional growth in the digital era.

The event also featured Mr. Prince Mesape, who underscored the importance of discipline and moral development among youths, advocating for programs like NCSAPD(National Civic Service Agency For Participation In Development) to instill essential skills and values. Discussions and interactive sessions addressed attendees’ queries, revealing gaps in awareness about digital opportunities, and concluded with gratitude to partners and participants for their contributions towards empowering youths, particularly the girl child, in leveraging digital skills for sustainable futures.

LEARNING PRODUCT

Course Description:

Designed with the youth of Buea Municipality in mind, the goal of this project was to prepare those who will be in charge of creating the country’s digital frameworks and technology regulations. The curriculum focused on digital management, stressing the sustainability of technology and addressing the difficulties young people encounter in learning necessary technological skills and putting sustainable digital strategies into practice.
The significance of technological abilities in obtaining job prospects without giving in to the negative sides of technology was emphasized by highlighting best practices. The curriculum, which consisted of five classes spread over a two-week period, promoted leadership in digital practices and sustainability methods in addition to supporting the practical application of learning.

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:

• 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
• Power point

Course 2: Web development (word press)

• Programming languages
• Front-end and back-end development techniques
• Database management

Course 3: Social media media management(SM)

• Introduction to Social media management
• Social media management concepts
• SMM featuresReputation management
• Gatekeeping responsibilities
• Personal branding

Course 4: Graphic designing(GD)

• Introduction
• Image Size and Resolution
• The Toolbox, Tool Options Bar and History Palette
• The Layers Palette, Saving Files, and File Formats
• Using and Understanding Color in Photoshop
• Making Selections
• Using Type
• Final Project

TRAINING STATISTICS

• The project, “Educating Youths on Digital Sustainability with emphasis on the girl child Cohort 3,” garnered significant interest, with 1,938 youths who joined the WhatsApp groups (with group A having 964 members and group B having 974 members) after putting in efforts on social media campaigns and on-site campus campaign in the University of Buea. However, despite this initial enthusiasm, about 442 youths successfully registered for the program. The image below shows the 1,938 youths who joined the WhatsApp group.

Out of the 442 who successfully registered for the training;

• The number of females who showed interest in the program closely matches that of males according to the chart below, it signifies significant progress towards gender equality within the digital field. This parity suggests that barriers or stereotypes traditionally hindering female participation in IT may be diminishing. Such balanced interest levels are indicative of broader societal shifts and educational initiatives that promote STEM fields to girls and young women. By fostering equal interest and engagement from both genders, organizations and educational institutions are creating more inclusive environments where talent and potential are recognized regardless of gender.
• Achieving near-equal interest also underscores the effectiveness of outreach efforts aimed at diversifying the project. Initiatives focusing on encouraging females to pursue careers in technology appear to be resonating, resulting in a more representative pool of talent entering the field. This balanced interest not only enhances the diversity of perspectives within IT teams but also strengthens the overall sector’s capacity for innovation and problem-solving. Moving forward, sustaining and expanding these efforts will be crucial to maintaining and furthering the strides made towards gender parity in IT and ensuring that opportunities are accessible to all who are interested, regardless of the gender.
• Gender:

Males = 234 responses

Females= 208 responses

• The large number of undergraduate students who responded to the project from the chart below indicates a positive interaction with the younger generation, who will play a critical role in forming the technical landscapes of the future. Their involvement suggests a strong interest in digital sustainability projects among the younger generation, which is encouraging for the project’s goals. This fervent participation creates a strong basis for innovation and sustainable practices in academia and beyond.

Level of Education	Count of Level of Education
Post Graduate	175
Undergraduate	267

• As can be seen in the chart below, nearly equal numbers of responses were received by the four different courses in the project. This near even distribution of responses indicates that each course’s students are interested in and engaged in different aspects of digital sustainability, and it also guarantees that the program’s diverse learning needs will be effectively addressed.

Course chosen	Count of Course chosen
General computer	112
Graphic designing	91
Social Media Marketing	120
Web development	119

• According to the chart below, most of the 442 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.

Computer availability	Course chosen	Count of Computer availability
No	General computer	74
	Graphic designing	50
	Social Media Marketing	83
	Web development	69
Yes	General computer	38
	Graphic designing	41
	Social Media Marketing	37
	Web development	50

TRAINING DELIVERY:

The training was conducted from 5^th May till the 09^th of June, 2024

A total of 119 participants successfully completed the program.

TRAINING METHODOLOGIES

Peer review is emphasized during the planning, organizing, and carrying out of training activities in this training technique, which is based on adult learning concepts. A wide variety of efficient training techniques are used throughout the course, such as practice, brainstorming, presentation, discussion, and demonstration. Delivery modalities include review sessions, conversations, and group work tasks. After taking into account all relevant data regarding the subjects, issues, and participants, the trainers chose 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

1. General Computer

Course tutor: Ms. Shalom

In the general computer course, students gained knowledge of fundamental computer functions including file management and web browsing in addition to critical software programs like Microsoft Word and Excel. The majority of students did not have access to computers, which hindered practical education. Still, the lecturer helped students improve their digital literacy, and taught them the fundamentals of computers, and were better equipped for their future academic and professional pursuits.

The number of youths who enrolled for this course was 112. The bar chart below illustrates a gender distribution in enrollment for the general computer course, with 63 females and 49 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

Students in the graphic design course refined their skills in digital drawing, image manipulation, and layout design by working with programs like Adobe Photoshop and canva. Nonetheless, the majority of students’ lack of access to computers restricted their capacity to practice and actively interact with the subject matter. Few students overcame this obstacle to successfully grasp the principles of design, explore their creativity, and create visually striking projects.

Out of the 91 students who signed up for the course (Graphic design), 38 were females while 53 where males. With this data, we can clearly see that male students are more interested in graphic design as compared to female to a certain level.

• Social Media Marketing

Course Instructor: Mr Awejan Emmanuel

Platform variety, an introduction to social media marketing, content development techniques, audience segmentation, and the use of analytics were all covered in the social media marketing course. The difficulties included managing algorithm changes, dealing with platform saturation, and maintaining viewer engagement in highly competitive environments. Prominent accomplishments encompassed increased awareness of the brand, increased traffic to the website, enhanced rates of conversion, and strengthened connections with customers cultivated via powerful social media initiatives.

The distribution of social media management participation, out of 120 youths, 70 females and 50 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

Students studied database administration, front-end and back-end development approaches, a variety of programming languages, and responsive design principles in the web development course. Compatibility issues between browsers, security flaws, keeping up with rapidly changing online technology, and the fact that the majority of pupils lacked computers presented challenges. The development of dynamic, user-friendly websites, improved functionality, and increased job options in the digital space were among the successes.

The bar chart below illustrates a stark gender imbalance in enrollment for the web development course, with 38 females and 81 males out of 119 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 36 days over 5 weeks, covering four 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 four (4) hours per session to ensure thorough engagement and participation.

DELIVERY OF TRAINING

This phase included the steps of execution and preparation. The planning step comprised developing subjects that complemented the project aims, organizing logistics, and ascertaining participant expectations. The expectations of the participants were gathered and arranged with an emphasis on developing relationships, learning new skills, and encouraging productive collaboration. During the implementation phase, trainers continuously monitored and supported the participants through training sessions, introductions to implementation methods, and learning through practical tasks.

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

• Different methods are used to evaluate the effectiveness of training programs. Kirkpatrick’s four-level evaluation approach was applied in the “Educating Youth on Digital Sustainability with emphasis on the girl child cohort 3” project. According to this paradigm, there are several assessment levels, each of which builds on knowledge obtained from the level below it. The assessment consists of four unique questionnaires designed to gauge learning objectives, which were:
• Evaluation Level 1 – Participant Reaction
• Each training course participant demonstrated curiosity and active involvement by actively taking part in team and group activities. Participants’ responses were mostly positive. Participants were asked to assess a number of factors after each course, such as the overall effectiveness of the training, the degree to which the objectives were met, the usefulness and relevance of the content, the performance of the trainers, the suitability of the methodologies, and logistical considerations. Inquiries also evaluated how the training improved organizations and increased knowledge. One-on-one interviews with participants were the main method used to complete these evaluation questionnaires.
• 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

The purpose of this assessment was to evaluate how well participants applied the training program’s lessons at their places of employment. Focus groups were used to collect data, and post-training knowledge, abilities, and activities were compared with pre-training levels.

• Evaluation Level 4 – Impact of Training

Through the measurement of results, accomplishments, and any shortcomings, this evaluation aimed to comprehend how the training affected the participants’ work situations.

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.

SOME SUCCESSES OF THE TRAINING PROGRAM

• Many participants expressed increased interest and knowledge in technology-related issues.
• Some participants were able to type and edit their school project which they were not able to do before they took the training.
• Some participants were able to design flyers for their upcoming online 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.
• 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.
• Power shortage was the talk of every session as it slowed down the learning and teaching process drastically
• Impact of Socioeconomic Challenges on Project Implementation:

The implementation of GoGreen Technologies’ project faced significant delays, primarily attributed to the unstable socioeconomic conditions prevailing in the country. The project, aimed at providing digital sustainability training to youths, encountered a one-week setback due to widespread insecurity that deterred physical classes. This situation necessitated a swift transition to online learning platforms to ensure continuity in the educational program.

Despite the adaptation to online classes, the effectiveness of the learning environment was compromised. Many students reported difficulties in maintaining focus and engagement during online sessions. A critical issue highlighted by participants was the lack of reliable internet access and data affordability, which hindered their ability to fully participate in the digital training. This digital divide exacerbated existing inequalities, particularly impacting students from underserved communities who struggled to access the necessary resources for online learning.

Furthermore, the fear of insecurity compounded the challenges, creating a climate of uncertainty that further disrupted the educational process. The delayed project timeline underscored the resilience required to navigate unpredictable external factors, emphasizing the importance of adaptive strategies in project management within volatile socio-economic contexts.

• Not enough funds and so certificates were not issued to students who completed the training.
• Success evaluation: there is not enough financing and tools that will help in the success evaluation process of which it is a very necessary in the monitoring of the effect of this training.

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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