Articulates World Vision’s youth livelihood and empowerment theory of change so that staff have a common language around youth livelihood programming, as well as a framework that will assist World Vision in developing strategic interventions for youth at community, national, regional and global levels.
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Identifies programming approaches and interventions to address youth enterprise and workforce development programming in informal and formal sectors. This will be particularly useful to World Vision team leaders, program staff, DME staff and other National Office staff during design or redesign phases.
This compliments the Youth Livelihoods Development Approaches Document and provides field-level practitioners with a quick reference guide on considerations and strategies in designing projects with youth, and when working with youth on livelihoods.
Assists World Vision programming staff to increase the effectiveness and impact of programs designed to improve the economic situation of marginalised and disaffected youth. It recommends that programming staff use these practices as guidelines when developing and evaluating youth focused vocational training, life skills, employment and entrepreneurship projects and programs.
Provides guidance, recommended approaches and highlights critical considerations for National Offices designing and planning all sectoral and thematic programming for adolescents and youth. Working with adolescents and youth requires some unique skills – particularly in facilitation and understanding. This guidance is based on the latest research on positive youth development and will help staff at all levels to be effective as they support young people.
Produced by World Vision Australia’s Social Entrepreneurship and Economic Development (SEED) Unit. Given the importance of youth employment, this report considers ways to increase youth employment in the developing world. It considered policies and programs in both developed and developing contexts since youth employment is an issue faced by many countries, and many solutions may be applicable in multiple contexts.
Produced by World Vision Australia’s Social Entrepreneurship and Economic Development (SEED) Unit, it identifies and recommends an approach to youth livelihood programming that can be developed into an evidence‐based project model which can be applied in appropriate contexts across the World Vision Partnership.
Produced by World Vision Australia’s Social Entrepreneurship and Economic Development (SEED) Unit as an addendum to SEED’s preliminary research report ‘Youth Engagement through Employment and Entrepreneurship: A Review of Implemented Models and Opportunities.’ It highlights the effectiveness of comprehensive development programs in addressing the global unemployment crisis among the youth workforce. It sets out an approach for Youth Workforce Development Programs and argues that it is a critical means in facilitating young people’s growth to become principal decision makers in their own economic and personal development as they transition into adulthood.
Outlines SEED’s approach to Youth Workforce Development Programing and suggests that evaluating the potential for YWFD programs within World Vision’s ADPs requires further research and piloting, and recommends three alternatives for further exploration in tailoring the YWFD framework so that it can be easily adapted to suit the youth targeted, and the local context.
A one-page overview of the model, including information on the model’s purpose, core components, resource requirements and expected impacts.
A four-page summary of the model, including information on the model’s purpose; the issues the model was designed to address; the philosophy and methodology of the model; core components; resource requirements; and expected impacts.
A three-page summary of the model, including illustration of the model’s purpose, core components, human resource structure and expected impacts.
An overview of the key differences between the IMPACT Club and SKYE Club models.
A JPEG of the IMPACT Club logo.
These guidelines are intended for National Office teams and their high-level strategic partners as they consider whether the IMPACT Club project model is an appropriate response to their shared ministry objectives to be included in Technical Approaches and Programs.
Provides step-by-step guidance to implementing the five phases of the IMPACT Club model. It contains practical instructions and tools for project staff and IMPACT Club facilitators.
Outlines the expected costs involved in implementing an IMPACT Club project, as well as descriptions of each cost.
Outlines the required and suggested phases and steps involved in implementing an IMPACT Club project, as well as descriptions of each step.
This can be used by National Office and IMPACT staff to think through their IMPACT Club project and how it could be adapted for the country’s context.
Provides a timeline for the activities suggested in the ‘Phases and Steps in an IMPACT Club Project Implementation’ resource.
Outlines the minimum quality standards for the IMPACT Club project model. The quality standards have been identified as critical to the success of an IMPACT Club project and must be respected in order for a project to be recognised and endorsed by World Vision and New Horizons Foundation.
Illustrates the human resource structure supporting an IMPACT Club project.
An example position description for an IMPACT Club facilitator.
Provides suggestions on how a full-time IMPACT Club facilitator should allocate their working hours each month.
Provides example interview questions for hiring an IMPACT Club facilitator.
Large-scale IMPACT Club projects (3+ ADPs) require a project director to coordinate ADPs, resources and trainings. This is an example position description for an IMPACT Club project director.
Provides example interview questions for IMPACT Club projects looking to hire a project director.
Position description for an IMPACT Club leader. It is suggested that the leader sign this when they are recruited as an informal agreement.
Position description for an IMPACT Club leader. The leader signs this when they are recruited as an informal agreement.
This document is important to staff organising IMPACT Club trainings for World Vision staff or for IMPACT Club leaders. It outlines the minimum quality standards for an IMPACT Club orientation training, leader’s training, and an IMPACT Club training of trainers.
Provides an overview of the topics covered as part of the IMPACT Club curriculum, which can be adapted for most contexts and can be added to reach the learning needs of project beneficiaries.
Presents the four general learning objectives, five core competencies, and six foundational values that are woven throughout the IMPACT Club program.
Illustrates the logical structure and pace of IMPACT Club meetings and community service-learning projects over a year of activity.
Outlines the core competencies young people develop through participating in IMPACT Clubs.
A one-page overview of how an IMPACT Club meeting is structured in the model’s curriculum.
A tool used by IMPACT Club members at evaluation meetings to help them assess and understand the competencies they have developed through the program, track their progress and set goals.
IMPACT Club members use this as a reflection tool to record their progress and feelings as they move through the program.
Provides an overview of the various coaching, monitoring and evaluation tools recommended for the IMPACT Club program, as well as who is responsible for each tool and how frequently to use. Data collection instruments contain a narrative that explains the purpose of that tool and how to use it.
Provides an example logframe for the IMPACT Club project model, including goal, outcomes and indicators for each.
Provides an example logframe with activities for the IMPACT Club project model, including goal, outcomes and indicators for each.
Provides an example logframe for the IMPACT Club project model, including goal, outcomes, indicators, indicator definitions, frequency and method of collecting the data, as well as a suggestion for the person responsible.
Helps IMPACT Club Facilitators mentor, coach and monitor the work of IMPACT Club Leaders and club members.
Report to provide the Project Director with quantitative information on the overall performance of clubs.
Report to provide the Project Director with qualitative information on the overall performance of clubs.
Provides a centralised space for Club Leaders, members and project information for IMPACT Club Facilitators.
To collect club members’ basic information and ensure they are invested in participating in the program.
Provides a centralised space for IMPACT Club Leaders to store both club members’ and club project information.
Helps clubs plan their community service-learning projects.
Helps clubs evaluate their community service-learning projects.
Helps clubs write up their community service-learning projects and present them as part of their club profile to stakeholders who are interested in their work.
The evidence building strategy (including hypothesis, assumptions, survey tools, analytical framework and sampling strategy) for World Vision Armenia. National Offices can adapt this for their own context.
This report was published by World Vision Armenia in 2016 and provides highlights around baseline status of hypotheses (dependant variables) outlined in the Evidence Building Plan designed to build stronger evidence around the IMPACT Club model.
This document was published by World Vision Armenia and presents key findings gleaned from the baselines, lessons learnt, case studies, and the current status of the IMPACT Club and SKYE Club project models in Armenia.
Reviews the evidence that supports the IMPACT Club model as an effective approach to adolescent engagement and programming.
A paper by Yerevan ADP (Armenia) outlining the lessons learnt from piloting the IMPACT Club model, including risks and challenges, and options to address.
Provides a one-page overview of the model, including model’s purpose, core components, resource requirements and expected impacts.
Provides a four-page summary of the model, including model’s purpose, the issues the model was designed to address, the philosophy and methodology of the model, core components, resource requirements, and expected impacts.
Provides a three-page illustrative summary of the model, including model’s purpose, core components, human resource structure, and expected impacts.
Provides an overview of the key differences between the IMPACT Club and SKYE Club models.
High resolution JPEG of the SKYE Club logo with text.
High resolution JPEG of the SKYE Club logo.
The SKYE Club model can be used as models to engage and equip young people through various technical lenses such as Christian Commitments. This concept note outlines how this can be approached by World Vision National Offies and ADPs, as well as the expected benefits of partnering with the Church.
The SKYE Club model can be integrated with other models external to World Vision such as the International Labor Organization’s Youth 2 Youth (Y2Y) model. This concept note provides World Vision National Office staff with an overview of the Y2Y approach.
For National Office teams and their high-level strategic partners as they consider whether the SKYE Club project model is an appropriate response to their shared ministry objectives to be included in Technical Approaches and Programs.
Provides step-by-step guidance to implementing the six phases of the SKYE Club model, and contains practical instructions and tools for project staff and SKYE Club Facilitators.
Outlines the expected costs involved in implementing a SKYE Club project, as well as descriptions of each cost.
Outlines the required and suggested phases and steps involved in implementing a SKYE Club project.
This can be used by National Office and SKYE Club staff to think through their project and how it could be adapted for the country’s context.
Provides a timeline for the activities suggested in the Phases and Steps in SKYE Club Project Implementation resource.
Outlines the minimum quality standards for the SKYE Club project model, which have been identified as critical to the success of a SKYE Club project and must be respected in order for a project to be recognised and endorsed by World Vision and NHF.
Provides a template of an Memorandum of Understanding for World Vision National Offices who are delivering the SKYE Club project through partners, and outlines the roles and responsibilities of each partner.
Illustrates the human resource structure supporting a SKYE Club project.
Example position description for a SKYE Club Facilitator.
Provides suggestions on how a full time SKYE Club Facilitator should allocate their working hours each month.
Provides example interview questions for hiring a SKYE Club Facilitator.
Large-scale SKYE Club projects (three or more ADPs) require a Project Director to coordinate ADPs, resources and trainings. This is an example position description for a SKYE Club Project Director.
Provides example interview questions for SKYE Club projects looking to hire a Project Director.
Position description for a SKYE Club Leader. It is suggested that the Leader sign this when they are recruited as an informal agreement.
Position description for a SKYE Club Leader. The leader signs this when they are recruited as an informal agreement.
This is important for staff organising SKYE Club trainings for World Vision staff or for SKYE Club Leaders, and outlines the minimum quality standards for a SKYE Club Orientation Training, Leaders Training, and a SKYE Club Training of Trainers.
Provides an overview of the topics covered as part of the SKYE Club curriculum, which can be adapted for most contexts and can be added to reach the learning needs of project beneficiaries.
Presents the four general learning objectives, five core competencies, and six foundational values that are woven throughout the SKYE Club program.
Illustrates the logical structure and pace of SKYE Club meetings and community service-learning projects over a year of activity.
Outlines the core competencies young people develop through participating in SKYE Clubs.
A one-page overview of how a SKYE Club meeting is structured in the model’s curriculum.
A tool used by SKYE Club members at evaluation meetings to help them assess and understand the competencies they have developed through the program, track their progress and set goals.
SKYE Club members use this as a reflection tool to record their progress and feelings as they move through the program.
An overview of the recommended coaching, monitoring and evaluation tools for the SKYE Club program, as well as who is responsible for each tool and how frequently they are be to used. Data collection instruments contain a narrative that explains the purpose of that tool and how to use it.
An example logframe for the SKYE Club project model, including goal, outcomes and indicators for each.
An example logframe with activities for the SKYE Club project model, including goal, outcomes and indicators for each.
An example logframe for the SKYE Club project model, including goal, outcomes, indicators, indicator definitions, frequency and method of collecting the data, as well as a suggestion for the person responsible.
Helps SKYE Club Facilitators mentor, coach and monitor the work of SKYE Club Leaders and club members.
Reports to provide the Project Director with qualitative and quantitative information on the overall performance of clubs.
Provides a centralised space for Club Leaders, members and project information for SKYE Club Facilitators.
To collect club members’ basic information and ensure they are invested in participating in the SKYE program.
Provides a centralised space for SKYE Club Leaders to store both club members’ and club project information.
To help SKYE Club Leaders and facilitators monitor who is attending club meetings and how often.
The evidence building strategy (including hypothesis, assumptions, survey tools, analytical framework and sampling strategy) for World Vision Armenia, which National Offices can adapt for their own context.
This report was published by World Vision Armenia in 2016 and provides highlights around baseline status of hypotheses (dependant variables) outlined in the Evidence Building Plan designed to build stronger evidence around the SKYE Club model.
This document was published by World Vision Armenia, and presents key findings gleaned from the baselines, lessons learnt, case studies, and the current status of the IMPACT Club and SKYE Club project models in Armenia.
A review of the evidence that supports the IMPACT Club model as an effective approach to adolescent engagement and programming. The IMPACT Club model is the basis for the SKYE Club model.
A paper by Yerevan ADP (Armenia) outlining the lessons learnt from piloting the IMPACT Club model, which outlines risks and challenges, and options to address. Many of the challenges that confront SKYE Clubs are similar to that experienced by IMPACT Clubs, so this is a suggested reference.