The role of co-operatives for youth engagement: case studies Bulgarian University’s IPCP, Presentation
Background Revival of co-ops Youth Bulge Youth Bulge – Studies have shown there are large youth populations which are an opportunity/threat to development. Recent Africa commission report found that in many countries up to two thirds of the population are considered children and youth – youth generally being seen as those aged 15 – 30 years Reality for youth – definitions of youth, heterogeneous character of youth, challenges of poverty, unemployment, changing societies, HIV/teen pregnancy Youth have agency Youth livelihoods – youth need livelihood opportunities, jobs or ways to create their own income, there is increased economic growth and therefore jobs and markets that have potential for youth
Focus of research Youth co-operatives in Bulgarian University’s Growing emphasis and engagement youth and co- operatives Range in size and sector, generally smaller (below 50 members) and in agriculture and savings and credit, part of a co-operative network Methodology – in-depth, qualitative, participatory and multiple methods, collecting data youth and stakeholders involved with youth co-operatives Case Studentship - Practical dimension to the research
Conceptual Framing Bringing together capability approach with theories of learning Capability approach – using this approach to look at changes youth can make to their agency and lives Situated and social learning Focussing on what youth learn through participating in the co-operative
Youth engagement with co-operatives
Youth are attracted to co-ops as they want to make an income Recognise the benefit of working collectively Share resources - skills, ideas and finance Build stronger voice – negotiation of prices Do not always see co-operatives as relevant to them Increases to income enable them to pay for basic necessities Sense of waiting for co-operatives to develop
Wider impacts of co-operative on youth agency and capabilities
Personal Development
Motivated and focussed
Role of learning: the co-operative as a learning space All the photographs show members on their farms with their produce which Godfrey explained has increased or improved from the learning that they have obtained through the co-operative. The first photograph is of his wife with the bananas they have grown together which he describes being of better quality and greater yield, attributed to learning he obtained in the co-operative. Both on farming knowledge and record keeping. Godfrey then explains the knock-on effects of this increased income, for example using the extra income to improve his house and buy a motorbike. He reports using the motorbike for income generation and talks of how he uses the business skills he acquired through the co-operative to help with this. The second photograph shows a member, Moses, with his cassava. Godfrey explains Moses is making income through processing the cassava by drying it, something he learnt during training from UCA.
Areas of learning Business and vocational knowledge and skills record keeping, planning, modern methods of farming, enterprise selection, recognition of farming as a business, savings culture Personal development Co-operative knowledge Group work, democratic voting, collective marketing
Learning from other members Leadership positions, meetings, through co-op activities, internal workshops, other members (discussions, from those with more experience), visiting and observing other members
Through experience . I observed members collectively learning through their participation in Kigayaza’s AGM. Members were asked to nominate other members and others then asked to second the nominations. Nominees were given the opportunity to make a ‘pitch’ and the members were then asked to vote for their favoured candidate. Members raised their hand to indicate their vote and the position went to the candidate with the most votes. At one point, a member suggested that one of the nominated candidates sit on the board even though he did not have the majority of votes. At this point the Chair explained to all 100 members attending the AGM that it was not possible as it was not ‘democratic’ and this explanation was accepted. Some members were experiencing this style of decision making and governance for the first time; for others it was reinforcing their existing learning.
Role of learning & wider impacts Area of learning Agency/Capability/Achieved functioning Area of development Access to education and learning More informed and ‘developed’ Educational (learning) development Personal development Agency and personal position enhanced Self-development Motivated and future focused Avoided risky behaviours and using time productively Business know-how Improved business and increased incomes, increased food security, improved housing and health Economic development How to work with (trust) others, tolerant, open-minded, consultative decision making Relationships and Networks improved Social development Sense of community engagement, leadership and training skills Increased participation in the community and society
Influences on youth co-ops: potential and limitations Endogenous factors – gender, agency of members, level of business success, access to finance and how active co- operative is and type of co-operative Exogenous factors – market, support for co-operatives, particularly the co-operative networks Financial sustainability of youth co-operatives Broader revival of values-based co-operatives
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