Chapter Three PROGRAMMES AND INCENTIVES This chapter examines the programmes that would broadly fall within the National Youth Service. It distinguishes between programmes that will be accredited by the National Youth Service and those which are not likely to be accredited, and proposes a number of criteria that could inform this prioritisation. The chapter goes on to outline what form the accredited programmes may take for each target group and explores incentives for participants in terms of the possible benefits which would accrue from national youth service programmes. The chapter concludes by outlining a process by means of which the discussion about youth service programmes could be taken forward. 1 Conceptualising programmes that form part of the National Youth Service Different target groupings have varied needs and abilities. The needs and context of each target group will thus impact on the type of service that is possible, as well as the nature of the programme - for example whether there is an emphasis on the education and training components, what type of incentives will be provided, and what type of life skills will be required. Within each target group there will also be differences among different categories - for example, within the unemployed group there will be unemployed graduate and unemployed out-of-school youth. However, within these differences it is crucial to define what makes a programme part of the National Youth Service. A key objective of the National Youth Service is to create, and to encourage a culture of service amongst young people in South Africa and to develop in them a spirit of patriotism and nation building. A further objective is to change the perceptions that many people have about young people. For this reason it is critical that the National Youth Service support all initiatives that involve young people in providing a >needed= service to the community. The implication of this is that the National Youth Service could draw together a broad range of programmes that involve young people in providing a service to the community. Examples of the diversity of programmes include the following: initiatives which involve unemployed young people in a year-long programme where they receive education and training and deliver a service such as the building of low cost housing; a church programme where young people provide a service once a week serving soup to homeless people; a programme that involves young people in three days of activity to clean a river or to remove alien vegetation; a programme which involves young people in higher education running a tutoring programme once a week for students in historically disadvantaged schools; a class of students in a further education institution reading to the elderly once a month; a medical school graduate who does a year=s service in a rural community which otherwise has very little access to medical care. There is thus a very wide range of service programmes in which young people could be involved that would fall within the bounds of a national youth service. The key characteristic that brings these programmes together is the concept of service, as discussed in Chapter Two. All of these service initiatives are important and worthy activities, and as such would need to be encouraged and supported by the National Youth Service. 1.1 Accreditation of particular programmes under the National Youth Service Because the National Youth Service is likely to have limited resources available to it, a mechanism must be established whereby particular youth service programmes are prioritised and given additional support. The process of identifying and prioritising the programmes should be called accreditation. Used in this way, the term refers to recognising certain types of service programmes which then become eligible for support from the National Youth Service, and authorising them to conduct their activities according to certain benchmarks. The programmes would have to be accredited against clear criteria. Accredited programmes would be eligible for specific types of support from the National Youth Service or from government departments working in partnership with the National Youth Service. They may also be able to receive certain other benefits or incentives, once defined. 2 Criteria for programme accreditation In line with the definitions of youth service cited in Chapter Two, it is recommended that all national youth service programmes ensure that youth are involved in providing a needed service to the community which is in line with national development objectives. All programmes will be evaluated for accreditation against three sets of criteria: those which concern programme components, those which relate to the nature of the service, and those which concern the duration of the service programme. 2.1 Criteria for programme components Programmes accredited by the National Youth Service should incorporate the following components: Service to a community Learning (which may include accredited education and training) Personal development and the promotion of active citizenship (counselling, life skills, values/attitudes, employment-related elements such as placements and career guidance). These elements are inter-related, and while they will differ in terms of the extent that they are developed within programmes for different target groups, they will need to be built into all programmes. Thus the shaded area represents programmes that will be accredited by the National Youth Service. Emphasis will be reflected in the weighting given to each of the programme components. While the detail of this still needs to be developed, the principles that will guide such weighting are listed below. The implications for programme design are further explored below, as are some of the issues pertaining to each of the sectors. 2.2 Criteria regarding the nature of the service For a service programme to be accredited by the National Youth Service, it will be measured against two yardsticks: it must meet a need which is both an expressed community need as well as within the framework of national development objectives. it must have a tangible impact in that community. The community should be able to reflect on the service and feel that it has been worthwhile. This approach avoids the accreditation of programmes that are selected because they are easy for the youth to achieve, yet do not improve people=s lives in any real way. However, this aspect will need to be explored further since measuring the specific contribution of service to development will depend on the type of service rendered - for example, the provision of infrastructure such as building a community centre versus tutoring disadvantaged learners in school. 2.3 Criteria regarding duration of service A minimum number of hours of service will have to be stipulated in each programme. This remains an issue that will require further development. However, at this stage, it is recommended that: Unemployed young people who do not have specialised skills should serve for a period of a year so as to ensure adequate education and training as well as service. Those young people in conflict with the law who do not have specialised skills and knowledge, should serve for a minimum of a year, however this could be longer depending on the nature of the service. Where the young person does not require education and training, the service could be shorter, however it should be of sufficient duration to ensure an adequate life skills and reintegration component. The duration of the programme for those young people in higher education, further education and training, or for those required to complete their service as a condition for professional registration, should be set by the appropriate institution, quality assurance or professional body. 2.4 The development and application of the criteria as applied to each of the target groups 2.4.1 Young people in higher education The Joint Education Trust study states that: The threefold mission of higher education teaching, research and service B has traditionally been understood as charging institutions with the responsibility for developing public citizens as well as individuals with the appropriate professional skills required by a changing economy. In much of the literature this role is defined as one which strengthens moral and civic values, and which prepares individuals to take an active part in a democratic society. This understanding represents the cornerstone of the argument as to why it is important to involve students in higher education in service activities and is supported by this Green Paper. Through their involvement in service to the community, higher education students will be able to develop a sense of democratic citizenship in a range of ways: Firstly, they will be able to develop skills that are relevant to the needs of the majority of society B a key factor in developing professional excellence in terms that are respected within the profession and are appropriate to the conditions found in South Africa. Secondly, they will be able to gain a better understanding of the concerns of communities with whom they work B a factor that students commented on in positive terms in the Joint Education Trust study. Thirdly, their participation in service could inculcate a long-term commitment to active and voluntary participation in communities. Another aspect to this argument is the acknowledgement that government, and therefore the community, have made a large contribution (in part through the university subsidy) to ensure that students have access to higher education. The service component provides opportunities for youth to respond to this by making a meaningful contribution to community development. The implication is that in the case of higher education students, the emphasis will primarily be on ensuring that young people provide the community with service by drawing on their experience, knowledge and skills gained through higher education. While the focus of the programmes will primarily be on service and experiential learning, these programmes should also ensure that they provide opportunities for learning, and for students to be sensitised to the needs of those communities that have been disadvantaged in the past. This could be achieved through the incorporation of a reflective component into the programme where students can critically analyse what they have learned through the process. Educational institutions should take responsibility for assisting students to make the linkages between the formal curricula and their experiences in the community. As the Joint Education Trust study notes, benefits to students and institutions depend on the Anature of the programme, programme structure and supervision@. 2.3.2 Young people in further education and training Students in further education and training institutions are similar to those in higher education in that they are also involved in a structured and accredited learning process. In further education and training there is a need to develop both a breadth and depth of knowledge and skills. The requirements of the further education and training qualifications demand that fundamental and core skills as well as the more specialised electives should underpin all FET programmes. The White Paper on Further Education and Training states that: A successful further education and training system will provide diversified programmes offering knowledge, skills, attitudes and values South African require as individuals and citizens, as lifelong learners, and as economically productive members of society. It will provide the vital intermediate to higher level skills and competencies the country needs, to chart its own course in the global competitive world of the 21st century. It acknowledges that while many students who exit from the further education and training band will still wish to access further or higher education institutions, others will want to enter the world of work. However, across these differences is the recognition that there is a need to ensure that young people leaving further education and training have a wide range of options open to them. The introduction of an emphasis on service into further education and training provides an opportunity to develop the civic values and attitudes required by individuals for active participation in a democracy, including a greater appreciation for a culture of service (voluntarism), community development, and inter-generational understanding. This latter point refers to the need to develop better communication patterns and relations between young people in the community with their parents and grandparents - that is, the elder generation. The programme for the further education and training target group will be designed with the following emphasis: Service Learning (gaining practical skills, which could enhance employability as well as the learning process) Developing civic values through service and in this way building a culture of teaching and learning and service. To illustrate this, students could be required to perform 75 hours of community service and to write a report on what they have learned from the experience. Students could also be assigned to apply classroom knowledge to particular service projects. As examples, chemistry students regularly check air and water pollution levels and publicise the results; or history students visit elderly residents of nursing homes and record their impressions of wars and depressions and other events of half a century ago. The White Paper on FET recognises inherent implications for curriculum changes and the role of educators. 2.3.3 Unemployed youth The A Growing Up Tough@ baseline youth survey by JEP/CASE (1992) identified unemployment as a critical indicator in establishing whether a young person is engaging in society. The CASE/National Youth Commission status report on youth in 1996 estimates that 43% of young people in South Africa were unemployed. Unemployment makes young people particularly vulnerable to a range of anti-social behaviour as they struggle to generate income, and many young people experience significant levels of anger and depression. In the category of unemployed young people, two broad sectors are defined. The first sector includes those youth that have not completed their education to the level initially planned. The second sector includes those young people who have acquired a specialised skill but are unable to access employment. This particularly refers to graduates of higher education, but could also include some young people that have attained a more occupationally related further education and training certificate. The emphasis of service programmes for unemployed youth needs to provide a comprehensive way of engaging unemployed young people in a programme, which gives them a way of achieving dignity within their families and communities, as well as providing these young people with access to education and training or practical experience. This should enable these young people to develop skills to withstand an increasingly fatalistic youth culture and gives them tangible means of generating an income which will allow them to become economically independent. Programmes for the unemployed target groups will be designed with the following emphasis: Delivery of a service; Learning (enhancing employability through education and training and through practical experience); Development of civic values and other critical life skills. The programme for unemployed youth will need to both provide a service to the community, as well as ensure that participants develop knowledge and skills that will assist them to be employable. Given this, it is critical that programmes will ensure that youth are equipped to provide the service, that a life skills component is included. Career counselling is also central to the success of the programme and should be offered to young people prior to their participation on the programme, as well as before they complete the programme. For those young people that already have specialised skills, emphasis will be on practical skills for gaining work experience. 2.3.4 Youth in conflict with the law The framework for this category can be derived from the approach adopted by the Department of Justice, as well as the South African Law Commission. The Law Commission states that: Restorative justice relies on reconciliation rather than punishment, on offenders accepting responsibility for their behaviour@, ... and the need to introduce these principles and practices to Afacilitate the reintegration of the offender back into society, drawing on community-based and indigenous models of dispute resolution@ (South African Law Commission, Issue Paper 9). This category includes those young people that have committed an offence and are required to undertake community service as an alternative to entering the criminal justice system. Rather than go to court and enter the criminal justice system, they instead agree to officers of the court to undertake community service. This category also includes those young people that are sentenced to undertake community service as a condition of suspension or postponement of sentence. Also, those who have completed their sentences and then select to undertake community service as a means of reintegrating into the community could be given an opportunity through such a programme. The approach Afocuses on repairing harm done to the victim or to society, rather than on retribution by the state@, and on ensuring that the perpetrator takes responsibility for his/her actions and pays back his/her debt to society and the victim. Some of the options available to the court (in terms of section 297), and which are relevant to a national youth service, include the possibility of: Rendering to the person aggrieved of some specific benefit or service in lieu of compensation for damage or pecuniary loss; Performance without remuneration and outside the prison of some service for the benefit of the community under the supervision or control of an organisation or institution (ie community service). Complications include differences within age cohorts. For the purposes of the National Youth Service young people that fall between the ages of 15 and 35 are included. However, the law defines a child as up to and including 17 years of age. This category is part of the juvenile justice system, and there is a strong move to ensure that they do not form part of the main criminal justice system. In the case of this category, it may be possible to develop guidelines which can be utilised in the family and children=s courts. The usage of these guidelines could be assisted by the proposal to train personnel in matters pertaining to juvenile justice. This includes the need for an appropriately trained special public defender. However, youth that are older than 17 years of age will form part of the main criminal justice system and for these youth the possibility of corrective supervision exists. The concept of correctional supervision refers to a wide range of measures, which have in common that they are all applied outside of prison. While the law, as illustrated above, allows for corrective supervision, there is currently no policy in place to guide this process and it is at the discretion of the courts to decide in which cases corrective supervision will be used as an alternative to sentencing. Programmes for youth in conflict with the law will be designed with the following emphasis: Delivery of a service as a means of rehabilitation B again this would be a way for young people to make a contribution to the community in acknowledgement of what they have taken from the community. This would be key to reintegrating young people back into that community; Learning (enhancing employability through education and training as well as creating opportunities for re-entry general, further or higher education); Development of civic values and life skills. Programmes that are to be accredited by the National Youth Service will be guided by the criteria discussed above. The emphasis of individual programmes will thus differ, depending on the nature of the programmes and the needs of the target groups. Each target group will require distinct programmes. 3 Programme principles and guidelines While criteria will be used to determine which programmes can be accredited by the National Youth Service, it is important to develop also a broad set of principles or guidelines that can assist service programmes. These potentially apply to all service programmes. However, in the case of accredited programmes, it may be necessary for the National Youth Service to evaluate whether the programmes require additional capacity and support in order to realise key aspects of what could be considered "best practice". In some cases, the guidelines overlap with the criteria in that they both constitute "best practice" models as well as defining criteria. These guidelines include the following: 3.1 Strong organisation The programme has a clear mission that is relevant to community needs. The organisation has a viable strategic vision, as well as a fully developed implementation plan. The organisation has a strong management structure that recognises the importance of strong community support. Sufficient resources are devoted to recruitment, training and development of staff. The organisation encourages teamwork. The organisation is built on effective programme and fiscal management processes. The programme is a visible model for national service, with documented evidence of its achievements. 3.2 Excellent national service projects Services address real needs and create direct and demonstrable results. The results can be identified by members of the community. The programme organisers and the community agree about the results to be achieved and the role of participants. They also understand the mission and goals of the youth service programme. Participants do not displace workers or volunteers, or duplicate their efforts, in carrying out their projects. Service programmes draw on the unique abilities and qualities of their participants; their professional education or training, age, diversity, idealism, intelligence, and other assets. Service projects are well planned and the key elements of the programme are well documented. When appropriate, opportunities for learning are built into the programme design. Participants get the training they need for the projects. Projects consist of tasks and activities which are safe and appropriate for participants. Service projects are properly managed and there is close supervision. 3.3 Quality of experience for participants The programme must provide a high quality experience for participants. This includes a clear structure in which to work, sufficient training and learning, and good support. Participants are able to express their expectations clearly, prior to the commencement of the project. Likewise, the programme clearly articulates the expectations it has of the participants. This could take the form of written contracts. A spirit of commitment is developed among the participants B to national service, the community and to each other. This will develop participants sense of themselves as actors with an ability to assist the community. Respect for diversity and cooperation is developed amongst the project participants. Learning is built into all programmes. The programme helps each participant to prepare for and make the transition to his or her next endeavour, whether education or work. Effective preparation for participants includes teaching project-related skills and leadership, and enables participants to understand the value of service, the nature of citizenship, and the national needs which their service will address. Effective training balances the complementary goals of project skills development and personal development, enabling both to happen. Training is an on-going activity; it does not end with orientation. Participants, where required, are linked to essential support services. This implies that the programme has a strong referral network. The programme develops personal and social skills, including self-discipline, independence and competence. Staff should preferably have competence in basic counselling, crisis intervention and referral to services. 3.4 Partnerships The basis for the partnership is that national service can meet critical community needs to the mutual benefit of participants and communities. All partners make a strong commitment to support the success of the programme. Effective channels exist to foster communication between the partners. 3.5 Evaluation Programmes have clear objectives against which the programme can be evaluated. Programmes have mechanisms to collect and document information. Lessons are well documented. Programmes seek continuous improvement, based on this information and learning. 4 Incentives The provision of incentives or benefits to participants in national youth service programmes need to be balanced with the overall objectives of the National Youth Service. There is a recognition of the need for the service to inculcate a spirit of service and commitment to the development of South Africa. Further, the service needs to ensure that communities remain key beneficiaries of the service. However, particularly with certain target groups, such as the unemployed and those young people in conflict with the law, it is also important to ensure that national youth service programmes enable participants to access opportunities once the service has been completed. This is central to the longer-term success of these programmes. In order to promote such a concept, it is important to outline what benefits the National Youth Service may hold for various stakeholders by balancing the importance of developing the values of service and nation-building with the need to ensure that it is possible for young people to participate in these programmes, and that the programmes open up opportunities for them. 4.1 Participant benefits during an accredited service programme Depending on the target group and the nature of the programme there may be a range of incentives and benefits during a national youth service programme. These will vary greatly depending on the nature of the target group. For example, they could include a stipend, travel allowance, and/or lunch. Youth may also receive access to accredited quality education and training which could provide an incentive for those who are unemployed and those young people in conflict with the law. This factor is influenced by developments within the National Qualifications Framework, as discussed earlier. In the interim, however, it is proposed that education and training programmes should be accredited either by an Industry Training Board or a recognised educational institution. Other benefits may derive from the experience that young people gain through their participation in the service, access to learning processes, as well as their increased ability to access a range of services, such as counselling. Young people are likely to benefit from their participation if they can gain knowledge and skills which include practical experience. Their participation in the programme can also lead to the enhancement of learning, to the development of analytical skills and, as documented in the Joint Education Trust study, to the development of new values and attitudes towards different groupings in society through their exposure to community needs and problems. 4.2 Participant benefits upon completion of an accredited service programme On condition that participants complete a programme they may receive additional benefits, these differ across target groups, and may include: Reference letters that are nationally authorised so as to encourage employers to employ young people that have completed service (all participants); A qualification, or part thereof (programmes containing a significant education and training component); Educational awards (to pay for an education or training programme or to pay back loans) or loans for small businesses as well as appropriate support (unemployed or youth in conflict with the law); Education credits for their service. Criteria for this will be set by the relevant quality assurance structure, and this will require new forms of assessment practice if the different components of the service programme are to be assessed (further education and training, and higher education). 4.3 Criteria for participants to enable them to access these benefits Young people must have completed all the hours of service or will require permission if they miss any aspect of the programme. This will be based on a set minimum number of hours that young people have to complete in order to qualify for certain opportunities. The Green Paper recommends that participation in a curriculum-related programme where the young person earns an educational credit will not qualify the young person for financial aid. In the case of higher education (with regards to access or repayment of loans), the young person will have to complete a service programme which then entitles the young person to this educational award. This programme could possibly be for the duration of a year. This issue is clearly contentious and will require much debate. Young people in the unemployed category and those who have been in conflict with the law could qualify for an award upon completion of the programme. This could be for a set amount of money (in effect it will be a percentage of the allowance, which is saved). It may only be used for education and training or starting a small, medium or micro enterprise. This will enable these young people to utilise the skills, knowledge and experience they have gained to access further opportunities with the aim of accessing the economy and participating fully and positively in all aspects of society. The young person must have a record of discipline and cooperation during the programme. 4.4 Benefits that youth in non-accredited service programmes will receive This area needs to be explored, as it is important to encourage young people to participate in these programmes as well as in accredited programmes. A possible benefit could include preferential access to accredited national youth service programmes, as there are likely to be more applicants than opportunities. These young people will also benefit from the practical experience that they gain through their participation in these programmes. 4.5 Benefits for institutions of learning An issue that requires some discussion is the benefit that accrues to the learning institutions through their participation in the National Youth Service. The Joint Education Trust study cites a number of benefits to higher education gained though their participation in service activities. They include: bridging the gap between communities and higher education institutions; providing a mechanism whereby higher education institutions can contribute to society through the application of the knowledge and skills of the faculty; positively changing perceptions about higher education institutions; improving current curricula; providing opportunities for research, focused on problems facing the community; providing new sources of funding for higher education. In addition and complementary to the above, these programmes can benefit the education and training institution for a number of reasons. Firstly, the National Qualifications Framework and the requirement that unit standards include both knowledge and skills, require that institutions provide their learners with opportunities for practical application. These programmes provide one mechanism for learners to attain both knowledge and the applied skills. Secondly, funding that supports these programmes can assist institutions to develop their capacity to provide innovative programmes, including the possibility of more open learning, as required by the Further Education and Training Bill. 4.6 Benefits to the community This section will not go into this issue in any depth as it has been covered in Chapter Two as well as in the criteria relating to service. However it would be incomplete to consider the benefits of the programme and not to include a mention of the community at this point. It is clear that if these programmes are to achieve their objectives, the service must address real needs and create direct and demonstrable results. The results should be identifiable by members of the community, and members of the community should feel that they have benefited through the programme. 4.7 Benefits to staff at institutions Considerable investments would need to be made in building the capacity of staff if they are to acquire the skills required to make youth service programmes a success. Furthermore, while institutions may benefit from these programmes, a key aspect that needs to be considered is the manner in which staff will benefit through their participation in these programmes. Neither further education and training nor higher education institutions currently recognise these type of activities when considering promotion or remuneration for staff. If staff are to participate actively in these programmes, this issue will need to explored in greater detail. This aspect will need careful consideration and will have to be negotiated with staff so they willing participants in these programmes. 5 National youth service support to all programmes All programmes that involve young people in service will qualify for broad support from the National Youth Service. The National Youth Service will support these programmes by creating an enabling environment for youth service programmes. A media strategy on the contributions made by youth service will be undertaken. Awards will be given to youth in the different categories as a method of popularising the work that is done as well as providing recognition for the youth. The above is particularly important in ensuring that all role players in society understand the goals of youth service, and are committed to these goals. This has a number of important benefits, which include: Creating a climate in which fundraising for such programmes is made easier; Encouraging communities and other agencies, such as government, to create opportunities for youth service, and to support the youth in their service programmes; Working to change the perception of youth so that youth feel appreciated in their own communities. Research and development of materials and guidelines that will support the work of different service projects. There is also a need for the National Youth Service to assist in capacity building and technical support. This latter service may only be for those projects that receive grants from the National Youth Service, and this issue will need to be explored in more detail. A national youth service day should be introduced. National youth service programmes would use this day to launch their programmes, and there could also be a range of media events planned around this day to publicise the contributions made by youth in service. 5.1 Support for programmes that are accredited by the National Youth Service Programmes that are accredited by the National Youth Service will qualify for financial support. Once guidelines have been adopted by government possible support funding mechanisms will be designed. For example, as discussed earlier, where the programmes in further education and training and higher education relate to the curricula it may be possible to change (in the case of higher education) or develop (in the case of further education and training) the funding formulae to assist institutions to support these programmes. Another example is an immunisation programme supported by the Department of Health. Grant will differ depending on the target group and the nature of the programme. 6 Illustrative programmes The final section of this chapter provides illustrative programmes that relate to the four target groups. The programme elements described are not intended to be prescriptive, but illustrate how programmes can be designed for the different target groups and how they meet the criteria in each case. This analysis assumes that, besides the accredited programmes, there are likely to be a wide range of other youth programmes in operation which are important in several respects, but which may not be accredited national youth service programmes. 6.1 Higher education This target group has been well documented in the Joint Education Trust studies which provided different categories of programmes: Extension services: in these programmes students and staff are involved in service that requires the specialised knowledge and skills of their specific academic disciplines, and sometimes involve inter-disciplinary or multi-disciplinary studies. In most cases recognition is given either through credits or the form of research publications. Curriculum related: in these programmes the focus is on internships that are integrated into the curriculum. The primary purpose is related to learning and skills development, that is experiential learning, rather than on financial assistance or provision of services to the community. Volunteer service programmes in which service is treated as an extra-curricula activity: carried out during vacations or outside tuition time. The current emphasis is on student involvement in general tasks, rather than those specifically related to their fields of study: thus no academic credit is provided. Placements: these programmes are also requirements of the course with the primary purpose being that of skills development for individual students, rather than on the provision of service. The 1998 Joint Education Trust study categorises these programmes into a continuum that moves from programmes in which students use the knowledge gained in their professional studies, to programmes which do not require specialist knowledge for participation. The study notes that the programmes differ in their duration and have a range of different objectives. They include programmes that are post-degree as well as those that take place during the degree. 6.2 Further education and training Programmes that have been run include the following: Programmes where young people in schools undertake different services such as looking after the elderly once a week, or performing activities to raise monies for "charities". Groups such as the Girl Guides have involved this category in a range of service activities. Programmes in which the service is built into the curricula and forms part of the learning programme. Programmes where the young people are involved in service in order to raise monies either for their school, or as is the case in some international examples, to raise monies for development aid. This could include twinning projects. 6.3 Programmes for unemployed youth There are three examples of the types of programmes which might fall into this category: Lengthy service programmes that typically would include a range of life skills development programmes as well as support such as counselling of young people that have substance abuse problems, and dealing with sexuality and sexually transmitted diseases. Some of these programmes include a formal education and training component. Others provide only the basic skills required for a particular service area, Underlying almost all the programmes is a commitment to developing the >value system= and employability of the youth. Young people may receive a per diem on these programmes. Short programmes in which the young people provide a service, and may receive access to basic skills training. Participants generally receive a per diem on these programmes. There are also a range of programmes run by different organisations, for example church or youth organisations, which involve young people in voluntary service activities. These programmes may run over a lengthy period, with youth people being encouraged to assist in rendering service as and when they are available. 6.4 Youth in conflict with the law Current programmes being run for this target group include the following: Diversion programmes by National Institute for Crime Prevention and Reintegration of Offenders which include youth empowerment schemes (a six-session life skills training programme); pre-trial community service (between 30 and 100 hours); family group conferencing; the Journey Programme, which is a programme that involves young people in outdoor experiential learning. 7 Summary of recommendations 7.1 The National Youth Service will support all initiatives that involve young people in providing a needed service to the community and which qualify in terms of the stated criteria outlined in this chapter. 7.2 Programmes will be evaluated for accreditation against three sets of criteria: Criteria which concern programme components Criteria which relate to the nature of the service, and Criteria which concern the duration of the service programme. 7.3 All programmes accredited by the National Youth Service should incorporate the following components: Service to a community Learning (which may include accredited education and training) Personal development and the promotion of active citizenship (counselling, life skills, values/attitudes, employment-related elements such as placements and career guidance). 7.4 Programmes for the higher education target group should be designed with the following emphasis: Service: the emphasis would be on young people making a contribution to society in recognition of the support that they have received to enter and complete their studies at higher education level. The application of professional or other specialised expertise to development needs. The inculcation of civic values and an awareness of the responsibilities of democratic citizenship. 7.5 Programmes for the further education and training target group should be designed with the following emphasis: Service Learning (gaining practical skills which could enhance employability as well as the learning process) Developing civic values through service and in this way building a culture of teaching and learning and service. 7.6 Programmes for the unemployed target groups should be designed with the following emphasis: Delivery of a service Learning (enhancing employability through education and training and through practical experience) Development of civic values and other critical life skills. 7.7 Programmes for youth in conflict with the law should be designed with the following emphasis: Delivery of a service as a means of rehabilitation Learning (enhancing employability through education and training) Development of civic values and life skills. 7.8 The service must meet a need which is both an expressed community need as well as being within the framework of national development objectives and the service programme must have a positive impact on the community. 7.9 A minimum number of hours of service will have to be stipulated in each programme. This remains an issue that will require further development. However, at this stage, it is recommended that Unemployed young people who do not have specialised skills, should serve for a period of a year so as to ensure adequate education and training as well as service. Those young people in conflict with the law who do not have specialised skills and knowledge, should serve for a minimum of a year. This could be longer depending on the nature of the service. Where the young person does not require education and training, the service could be shorter, but it should be of sufficient duration to ensure an adequate life skills and reintegration component. The duration of the programme for those young people in higher education, further education and training, or for those required to complete their service as a condition for professional registration, should be set by the appropriate quality assurance or professional body. 7.10 During an accredited service programme there should be benefits, or incentives, for young people that participate in the programmes, but these would need to be balanced within the overall objectives of a national youth service programme. Depending on the target group and the nature of the programme there may be a range of incentives and benefits. 7.11 Upon completion of an accredited service programme participants could receive reference letters, a qualification or part thereof, educational awards or loans for small businesses, or education credits.

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