Youth Training & Alternative Employment in Extremadura, Madrid, Spain - Research Paper

Introduction

The Needs Assessment Community (NAC) in Extremadura town in Madrid, Spain came up with a youth project that sought to provide technical training to the youths in Extremadura. The main goal of this training session was to ensure that the teens learn technical skills such as tailoring, carpentry, and masonry and apply these skills to generate alternative employment methods. After learning, the youth will receive tests that will be essential in determining how well the program is performing. According to Jackson and Waters (2005), systematic reviews, also known as evaluations and assessments, have a high likelihood to achieve high quality, end-user relevance if they are generated from the advice from the people who have experience about methodology and or experience. At the end of the project, the youth will have a full qualification that is similar to the formal training system. As a result, the student will be able to carry out local jobs using the skills they have acquired from the program.

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Stakeholders Involved in the Project

The program targets youths aged between 15 and 25 years. Therefore, the youths will be the first stakeholders that will be included in the program as they are the ones who will receive the technical training. Positive collaboration between the youth and the trainers will result in the success of the project. Abbatangelo-Gray, Cole, & Kennedy (2007) explain that creating and maintaining a proper collaboration between policymakers or project managers and the stakeholders helps to increase the chances that the stakeholders representing the campaign in a favorable condition at all levels. Therefore, it is vital that all stakeholders are aware of their contribution as well as the roles they are expected to play.

Educators are the most important stakeholders that will be connected to this project. The teachers are an essential aspect of this program as they can identify issues and implications that affect the students in their learning process. Furthermore, the program intends to create leadership roles whereby expert teachers can work together with trainers to deliver the best form of training for the youths. This idea is in line with Champion and Taking Measure (2005), who claim that the key to successful projects and programs is incorporating the collaboration of professionals in learning. For instance, teachers can work with other teachers to improve curriculum. Moreover, teachers can also help by spreading awareness on the benefits by explaining why the youth should be encouraged to take part in the program. Parents and guardians are also identified as key stakeholders in the program. Parents and guardians will be responsible for providing necessities such as shelter and clothing for their teenagers.

Political figures, as well as the local governments in Extremadura town, have been identified as potential stakeholders in this project. The political figures, as well as the local governments, can use their influence to convince the youth to join the program since the public tends to believe politicians and local governance. The clergy can also be used as potential stakeholders as they can show their compassion and understanding towards the issues raised by the people and thus they can be able to convince the people to be accepting towards the committee that is in charge of implementing the program.

The general community members of Extremadura have also been identified as potential stakeholders. The implementation of this program will also serve to reduce other problems that the community may face. Such issues include high crime rates, drug and substance abuse among the youth and teenage pregnancies. According to research carried out by Nabors, Iobst, & McGrady (2007), the majority of the people who become smokers begin the habit during their teenage years. Therefore, community support and collaboration is necessary for this project to be successful. Furthermore, including the community members, will help to make the community feel as though they are part of the solution and not mere bystanders. Empowered community members will further support the program, thus ensuring the success of the project.

Funding for the Project

The program is expected to run up to two years since the youth involved will need to spend half of this duration in an educational service where they will receive their training. The rest of the time will be spent in work-related activities such as occupational skills training, internships, and work experiences. Overall, the program will be co-funded with the initial funding generated by the Federal government of Spain. Alternative contributors, such as private foundations such as the United Nations will also fund the program. The funds generated will be used to purchase all the necessary materials as well as lease a location where the workshop and classes will be situated.

Additionally, the funds will be used to pay the trainers and other workers that will be involved with the programs. Other organizations can contribute through providing internship opportunities where the learners will obtain their work experience or even employment opportunities. Berlowitz & Graco (2010) explain that establishing the program's objectives as well as corresponding methods that will be used for evaluation will help to maximize the collection and analysis of data where funding for evaluation is limited. Also, Abbatangelo-Gray et al., (2007) explain that identifying the estimated lifespan of a program is essential for identifying sufficient funding for implementation of the program.

The Relevance of the Social, Political, and Cultural Context of the Program to its Evaluation

The Federal government is encouraging the implementation of an entrepreneurial culture among the youths. This new culture encourages young people to stop depending on the idea of seeking a job but to try and create plans that will help them create jobs for themselves and others. The entrepreneurial culture is relevant to this program as the learners will be able to use their skills to generate employment opportunities for themselves and others. For instance, using carpentry, a young person may hire a friend who will help him sell his creations.

This program is relevant as it will facilitate the social inclusion of the youth as opposed to the exclusions they experienced previously. Through this program, youth will be included and considered to be part of the society as they will play a crucial economic role. Application of the skills learned from this program will help a young person to earn an honest living. The income generated contributes to improving the financial status of the town. Thus, the youth will not be excluded from society but will be considered as an essential aspect of the Extremadura community. Furthermore, including the local government in this program will serve to expose them to the problems that Extremadura society faces and thus opening up more avenues where the community will benefit from the connection formed from the implementation of the program. Therefore, this program will serve to create a culture that is inclusive, diverse, responsive, and non-hierarchical.

References

Abbatangelo-Gray, J., Cole, G. E., & Kennedy, M. G. (2007). Guidance for Evaluating Mass Communication Health Initiatives. Evaluation & the Health Professions, 30(3), 229-253. Doi: 10.1177/0163278707304041

Berlowitz, D. J., & Graco, M. (2010). The development of a streamlined, coordinated, and sustainable evaluation methodology for a diverse chronic disease management program. Australian Health Review, 34(2), 148. Doi: 10.1071/ah08689

Champion, R., & Taking Measure. (2005). Establish criteria that will raise the bar on big program evaluations. JSD, 26(4). Retrieved from http://www.learningforward.org/default.aspx

Jackson, N., & Waters, E. (2005). Criteria for the systematic review of health promotion and public health interventions. Health Promotion International, 20(4), 367-374. doi:10.1093/heapro/dai022

Nabors, L., Iobst, E. A., & McGrady, M. E. (2007). Evaluation of School-Based Smoking Prevention Programs. Journal of School Health, 77(6), 331-333. doi:10.1111/j.1746-1561.2007.00215.x