Youth Participation

Running Head… YOUTH PARTICIPATION IN YOUTH DEVELOPMENT…
An Assessment of Youth Participation in Youth Development programs in

Gondar City
Alemayehu Mulat
University of Gondar
College of social sciences and Humanities
School of Sociology and Social work
Department of Sociology
Advisor: Solomon Abreha (Assistant Professor of Social work)
Habib Seid (MA in Sociology)
May 2016
Gondar, Ethiopia
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An Assessment of Youth Participation in Youth Development programs in Gondar City
Alemayehu Mulat
Approved by: Examining Board
____________________________________ __________________ __________
Advisor Signature Date
___________________________________ __________________ ___________
Advisor Signature Date
__________________________________ __________________ ___________
Examiner Signature Date
__________________________________ __________________ __________
Examiner Signature Date
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An Assessment of Youth Participation in Youth Development programs in Gondar City
Alemayehu Mulat
Thesis Proposal Submitted to Department of Sociology for the partial fulfillment of the
Requirement for the master of Art in Sociology
Advisor: Solomon Abreha (Assistant Professor of Social work)
Habib Seid (MA in Sociology)
May, 2016
Gondar, Ethiopia
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Acknowledgements
First thanks to the Almighty God, nothing can be done without his Mercy and help!
I would like to express my deepest gratitude and appreciation to my advisors Mr. Solomon
Abrha and Mr. Habib Seid for their unreserved all rounded support and enriching comment
throughout the study period.
My special thanks also goes to women, children and youth affaire office of Gondar City
Administration. I would like to express my thankfulness to program staffs of UoG, Kirkos, FGA
and Azezo Dimaza youth centers whose hospitality and friendliness made me feel at ease during
the data collection by investing their precious time, and providing valuable information for the
accomplishment of the study. I thank the youth participants without whom the plan of this study
would not come to reality.
I am especially indebted to Dr. Adugna who had been supportive of my goal and who helps me
all the way toward the completion of my thesis paper. I would like to recognize the special
contribution of Dr. Kasahun and Mr Kelemu Fenta, Endalk Mulugeta and Endeshaw.
Special thanks to my family; my parents (Kesis Mulat Liyew and W/ro Amumta Mihiret) and
my siblings for their continuous encouragement, moral and material support. My heartfelt thanks
should also go to my intimates Sintayehu Anteneh, Bewuket Dereje, Kahsu Abadi, Yikber
Yimesgen, Daniel K/Mariam, Zemen, Yeshiwas Tigaby, Eyerusalem G/Egzer, Jeria Mohamod,
Hayelom Abadi, Solomon, Muluneh, Asmamaw and Adane Mande who were close to and
provided me courage and support throughout the study period.
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Table of contents
Contents page
Acronyms ................................................................................................................................................... viii
Abstract ........................................................................................................................................................ xi
Chapter one: Introduction ............................................................................................................................ 1
1.1. Background of the study ............................................................................................................... 1
1.2. Statement of the problem ............................................................................................................ 3
1.3. Research questions ....................................................................................................................... 6
1.4. Objectives of the study ................................................................................................................. 6
1.4.1. General Objective ................................................................................................................. 6
1.4.2. Specific Objectives ................................................................................................................ 6
1.5. Significances of the study ............................................................................................................. 7
1.6. Scope of the study ........................................................................................................................ 7
1.7. Definition of key terms ................................................................................................................. 8
Chapter Two: Review of related literature ................................................................................................... 9
2.1. The concept of youth .................................................................................................................... 9
2.2. Youth development .................................................................................................................... 10
2.3. Contemporary Models of Youth Development ......................................................................... 13
2.3.1. The prevention model......................................................................................................... 13
2.3.2. Protective (strength) youth development model ............................................................... 14
2.3.3. Positive Youth Development (holistic approch) ................................................................. 15
2.4. Youth development Program ...................................................................................................... 17
2.4.1. Youth Development Programs in Ethiopia.......................................................................... 18
2.5. Youth participation ..................................................................................................................... 20
2.6. Program commitment to youth .................................................................................................. 20
2.7. Impacts of Youth Development and Afterschool Programs for Youth ....................................... 21
2.8. Conceptual Framework ............................................................................................................... 24
Chapter Three: Research Methods ............................................................................................................. 28
3.1. Study Design..................................................................................................................................... 28
3.2. Study area ................................................................................................................................... 28
3.3. Study Population ......................................................................................................................... 29
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3.4. Sampling Technique .................................................................................................................... 29

3.5. Sample Size Determination ........................................................................................................ 29
3.6. Method and Procedures of Data Collection ............................................................................... 30
3.6.1. Sample Survey ..................................................................................................................... 30
3.6.2. In-depth interview .............................................................................................................. 30
3.6.3. Key informant interview ..................................................................................................... 31
3.6.4. Observation(support eith literature ? .................................... Error! Bookmark not defined.
3.7. Data Collection Instrument ......................................................................................................... 31
3.7.1. Questionnaire ..................................................................................................................... 31
3.7.2. Interview Checklists ............................................................... Error! Bookmark not defined.
3.7.3. Observation guide ............................................................................................................... 32
3.8. Pilot study ................................................................................................................................... 32
3.9. Data Collection Procedures......................................................................................................... 33
3.10. Data Analysis Techniques(revise ? .......................................................................................... 33
3.11. Ethical Considerations............................................................................................................. 34
Chapter Four : Findings and Discussion ...................................................................................................... 35
4.1. Socio-demographic characteristics of respondents.................................................................... 35
4.2. The current status of youth participation in youth development programs in Gondar City ..... 37
4.2.1. The Commitment of the Program to the Youth .................................................................. 39
4.3. The Impact of youth participation in YDP in the lives of youth. ............................................... 42
4.3.2. Youth’s Score on Competence Due to Program Participation ............................................ 42
4.3.3. Youth’s score of connection due to YDP participation ....................................................... 45
4.3.4. Youth’s score of confidence ............................................................................................... 47
4.3.5. Youths’’ score of character as aresult of youth development program participation...... 47
4.3.6. Youths’ score of care due to youth development program participation .......................... 48
4.3.7. Level of youth score of (5Cs) positive development ........................................................... 49
4.4. Factors affecting youths’ score of the 5Cs of positive youth development ............................... 53
Chapter Five: Discussion, Conclusion and Recommendation ..................................................................... 57
5.1. Discussion......................................................................................................................................... 57
Findings from the statistical analysis ...................................................................................................... 57
Reference .................................................................................................................................................... 79
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List of Tables
Table 1: Socio-demographic characteristics of respondents
Table 2: Respondents‟ length of stay and frequency of participation
Table 3: Programs Characteristics and Sex of Respondents Cross tabulation
Table 4: Program commitment to youth in Gondar City
Table 5: Respondents‟ Score of Competence
Table 6: Respondents score of Connection
Table 7: Summary of Respondents‟‟ Score of 5Cs of Positive youth development
Table 8: Youth‟s Level of 5Cs and their sex Cross Tabulation
Table 9: Sex, Program activity types and program funding
Table 10: Regression Analysis for Demographic and Participation factors
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List of Figures
Figure 1: Predicting factors of youth‟s score of 5C‟s
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List of Acronyms
AU African Union
CPAP Country Programme Action Plan
CSA Central Statistics Agency
EMYSC Ethiopian Ministry of Youth, Sport and Culture
FMOH Federal Ministry of Health
MoFED Ministry of Finance and Economic Development
MOWCYA Ministry of Women, Children and Youth Affairs
MoWUD Ministry of Work and Urban Development
MYSC Ministry of Youth, Sport and Culture
MYC Ministry of Youth and Culture
NGO None Governmental Organization
OST Out of School Time
PASDEP a Plan for Accelerated and Sustained Development to End Poverty
PYD Positive Youth Development
RH Reproductive Health
UN United Nation
UNICEF United Nation
VCT Voluntary Counseling and testing
WHO World Health Organization
YMCA Young Men‟s Christian Association
YWCA Young Women‟s Christian Association
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Abstract
Youth are perceived to be an important resource and sould be developed to ensure the nation‟s
sustainable continuous development and growth. Promoting positive development influences
youth to achieve positive outcomes and refrain them becoming involved in problem behavior
activities. As a result this study atempted to assess the impact of youth participation in youth
development programs in on their lives, to describe the current cstatus of YDP in Gondar city
from the perspective of positive youth development model. The study also examined whether
there were relations between demographic and program factors and youth‟s score of 5C‟s
(competence, connection, confidence, character and care) of positive youth development.
The study was cross sectional, conducted from January 2016-May 2016 using mixed
(concurrent) research method. Participants included in the study are 217 youth both male and
female whose age is between 15-29 years. The data was collected by using self-administered
questionnaire comprising items to measure constructs in the study on a 5 point- scale developed
by youth development scholars. Then, it was analyzed using simple frequency distribution and
percentages, descriptive statistics, including means and standard deviations, Cross tabulation,
independent sample t-test and simple linear regression based on the appropriateness of the
specific statistical technique with the corresponding variable.
The finding of the study reveals that youth participation in youth development programs in
Gondar city has a positive effect on the lives of youth participants in terms of increasing youth‟s
social, academic and physical competence and strengthening youth‟s connection, school and
community. The study also shows that the participation increases youth self-confidence, good
character and feeling of compassion for others. However, the study result indicates impact of
youth participation in YDP in improving youth-family connection and youth technical
competence has been limited.
Key terms: Youth participation, youth development, impact, youth center, positive youth
development
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Chapter one: Introduction
1.1. Background of the study
There were 1.2 billion youth aged 15-24 years globally in 2015, accounting for one out of
every six people worldwide (UN, 2015). With more than one in five of the world‟s population
between the ages of 15 and 24, and with 1.3 billion of these young people living in developing
countries, it is imperative that youth develop the skills they need to contribute to their families,
their countries, and the global community (Hart, 2009).
In Africa, the number of youth is growing rapidly. In 2015, 226 million youth aged 15-24
lived in the continent, accounting for 19 per cent of the global youth population (UN, 2015). Youth
constitutes the largest segment of Africa‟s population. Therefore, as youth is Africa‟s foremost
social capital that requires priority investment, investing in the future of Africa calls for, among
other factors the effective and positive impact of youth development programs and projects. This
in turn requires building on successful practices that have contributed to youth participation,
development and leadership(UNFPA, 2013).
Accordingly, Most African countries have youth related policies and programs. They are
making efforts to involve young people in political and decision making processes, as reflected in
the establishment of national youth parliaments and youth appointment in executive positions and
consultation with young people on policies and programmes that affect their lives(AU, 2011).
Ethiopia is a young country, with 45 percent of the population under age 15 and 71 percent
under age 30(CSA, 2014). Ethiopia‟s large youth population creates an opportunity for economic
growth if an adequate number of stable jobs are created for young people. The youth
unemployment rate is currently 7 percent; 25 percent of youth ages 15 to 29 report being
underemployed (Nizinga & Teskleselassie, 2012).
For a multiple reasons, life experience of many youth in Ethiopia lead to a life style that
has diverted them from a path toward becoming productive members of society. Some drop out of
school and are inactive for many years. Others finished school, but cannot find employment. As a
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coping mechanism some are engaged in risky activities commercial sex work), or long distance
travel in search of earnings, where some become victims of human trafficking( Abebe, 2011 p. 20).
Therefore, to create youth development programs and encourage them to participate in the youth
development program is very crucial for it prevents them from the above risky behaviors.
Cognizant of the problem, the Ethiopian government and NGOs are increasingly involved
in addressing the needs and rights of children and young people, which includes their involvement
in youth development programs like abating the problem of RH and HIV/AIDS and poverty. The
establishment of the Ministry of Youth, Sport and Culture in 2002 and the endorsement of
National Youth Policy in 2004 and other supporting polices such as Health, Education, HIV/AIDS,
Women, Population, Developmental Social Welfare can be cited as examples to show the
commitment of the government in addressing the needs and rights of the Ethiopian youth
(MoYSC, 2002).
When we look at the origin of structured youth development programs in Ethiopia, it can
be traced back to the influence of religious organizations such as Young Men‟s Christian
Association (YMCA) and Young Women‟s Christian Association (YWCA) as early as the 1950 (
Quentin & Schenk 1987). The YMCA of Ethiopia for example was found in 1951 in Addis
Ababa. It started its active program in 1953. However, after two and half years, the Military
Regime dissolved it in 1976. In 1992, the current government reinstated it. YMCA Ethiopia is a
volunteer led association with program on HIV/AIDS, street children education, physical fitness
and training on character building and seminars on different themes. Both YMCA and YWCA
seek to develop a balanced adulthood through the promotion of social, recreational, educational
and spiritual activities among young men and women of all ethnic groups of Ethiopia. These and
other none religious programs are still functional; flouring in the country following the growing
interest of international organizations to working in Ethiopia (Abebe, 2011).
Since then, considering the position of youth in the overall development of the country and
recognizing their unbalanced representation in all aspects of life, the current Ethiopian government
has designed the National Youth Policy in 2004 (MoFED, 2010).
These and other literatures show us that youth development is the main concern of a
country. Accordingly, the youth have been participating in different youth development programs
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such as reproductive health and HIV/AIDS, poverty reduction, youth volunteer services, youth
civic associations and youth centers that are designed to solve the socio economic problems of
urban youth. To fight poverty, alleviate the existing multifaceted social problems and bring
sustainable development in Ethiopia, participation of youth in the workforce is a very crucial issue.
Because when the youth jointly work with each other or adults, they are able to get most accurate
information, design meaningful interventions and provide opportunities for others (Chawala &
Drskall, 2006).
Even though the youth development program in the country is not a recent phenomenon,
using positive youth development model is a new approach to youth in Ethiopia (Abebe, 2011).
The research finding by Abebe 2011 also indicates that, the positive youth development approach
needs to be promoted in the country. Thus, this study was conducted with this rationale to assess
the existing youth participation in youth development programs and the impact of the participation
in the lives of youth from the perspective of positive youth development.
1.2. Statement of the problem
Young people dominate most developing countries in the contemporary world. This has
been the challenge and constraint of development for the countries. Ethiopia as one of the
developing countries faces these challenges. Its population is predominantly young in which over
50 percent being under 18 years of age and the youth (15-29 ages) constituting 30% of the
population(CSA, 2007)
This significant segment of the country‟s population has been and is at the forefront of
economic production and the process of social change in the country. Therefore, to promote the
empowerment of this young population in the economic, social, and political aspects of the
country, the numbers of youth development programs are under implementation by various
organizations in the country. Among these interventions includes, increasing the number of youth
centers at different levels, mainstreaming youth development programs into other development
programs, increasing the number of youth volunteers, strengthening youth associations and
organizations, exposing the youth to information and knowledge exchange activities and
encouraging youth entrepreneurship and others being considered as the most important national
youth development implementation strategies(MoFED, 2010).
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Different empirical studies argue that organized youth activities, such as extracurricular
activities and community based youth programs, are a context of positive development for
adolescents and youth (Eccles, 2002). High quality, structured out-of-school-time (OST) programs
promote a host of positive outcomes including, but not limited to, initiative skills, academic
achievement, civic engagement, and overall positive youth development (Lerner et al., 2009). It is
clear from the extant research that participation in structured OST activities is a developmental
asset vital to promoting PYD (Lerner, 2005).
Youth development (YD) programs are a subset of OST programs that include structured
activities that are deliberately intended to affect positive developmental outcomes (Lerner, 2004).
According to the evaluation report of UNICEF/MOWCYA Adolescent/youth development

program in Ethiopia (2007-2011), by the Ministry of Finance and Economic Development and
UNICEF in Ethiopia, of all the activities that took place under the Youth development Program,
the participation of youth in volunteerism is the one that had greatest impact in terms of number of
beneficiaries. Over 2 million beneficiaries took part and it is presumed that their participation had
a positive impact both on the participating youths and on the communities that benefited from their
volunteer work (UNICEF, 2013).
Many youth were very positive about the role of the youth centre in their lives in that, (1)
the centers provide services to the youth at minimal price (or free of charge);(2) the centers
provide information and create awareness on various issues including HIV, AIDS and VCT and (3)
the youth get various services in one place. In general, except for some problems cited by
interviewees in relation to the quality of the services and facilities including furniture and location
of the centers, many youths think that the centers can play an important role in helping the youth
spend their time fruitfully (MoFED, 2012).
Similarly, the study by Amare (2006) conducted on youth development and empowerment
in various regions and towns in Ethiopia indicate that youth clubs (RH/HIV/AIDS clubs) are an
important avenue for disseminating Reproductive Health/HIV/AIDS information to their members
and peers that is youth. These studies also indicate that the youth development programs have been
affecting the lives of youth by getting them kept aware of reproductive health and HIV/AIDS.
More over these clubs help the youth to share life experience from the peers and therefore to have
good social interactions. The study by Dagim (2014) at Hawassa city on positive youth
development also states the positive role of youth development programs on the lives of youth. It
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argues that YDPs enable youth to developing compassionate feelings, increasing confidence,
building positive character, increasing competence and establishing positive adult-youth
relationship for youth involved in the program. The other research also by Abebe‟s (2011) at
Addis Ababa identified four motivation factors for youth participation in youth development
program. These were, meeting ones personal goals, connection to adults, connection to other youth
and family Involvement. (Amare, 2006; Abebe , 2011, Dagim, 2014).
Though the above studies have been conducted on youth, youth development programs
and youth participation in the country, they only focus on the services provided by the program,
the impact of the program in terms of number of participants; in terms of accessibility and with
respect to gender differences among youth participantsatio and motivation factors for participation.
They did not show the impact of you youth participation in youth development programs at the
local, regional and national level. they did not indicate the level of youth„s score on 5C‟s.They also
lacked standard models to measure effects of youth on the lives of youth in line with the positive
youth development approach except the research conducted by Dagim (2014) related to role of
youth development programs in Hawasa city.
Moreover, despite the increasing of youth participation in youth development programs in

the country, the nature of youth development programs in Ethiopia are varied and are more
fragmented, since there is no real framework that guides all programs, including guidance on how
to conduct an assessment on their effectiveness and address youth problems (Abebe, 2011).
Therefore, existing youth development programs, which are implemented by governmental and
nongovernmental organizations in Gondar city, need to be assessed in line with the philosophy of
the positive youth development model.
In addition to this, only few researches have been done in the area of positive youth
development in Ethiopia in general and in Gondar city in particular. As far as the researcher‟s
literature review, no any research has been conducted at the local level, particularly in Gondar
City, which explains the current status of youth participation in YDP, factors of youth score on
5C‟s of PYD, and impact of youth participation on their lives in line with PYD model (5C‟s).
Therefore, this study differs from the previous study in that firstly it is built on the idea that
participation in youth development program helps in the development of 5C‟s (competence,
connection, confidence, character and care). Based on this it assessed the impact of youth
articipation in YDP on their lives from the perspective of positive youth development (PYD).
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Secondly, this study focuses on the level of youth‟s score on competence, connection, confidence,
character and care. It also focuses on some of the relationships predicting facters and youth‟s score
of 5C‟s of PYD which are not previously been examined to a larg extent. In addition, most of the
previous youth studies were done out of Gondar and not specifically framed the PYD model.
Thus, this study was conducted to assess the current status of youth participation in youth
development programs in Gonda city, the impact of youth participation in youth development
programs from the perspective of positive youth development and factors affecting youth positive
development that is, their score on 5C‟s (Competence, Connection, Character, Confidence,
Caring). Hence, the study tried to answer the following research questions, which were intended to
fill the aforementioned gaps.
1.3. Research questions
o What look like the status of youth participation in Gondar city youth development
programs?
o What is the impact of youth participation in youth development program on the youth
positive development in Gondar city?
o What are the predicting factors that affect the youth‟s score on the 5C of PYD in youth
development programs in the study area?
1.4. Objectives of the study
1.4.1. General Objective
The overall objective of this study is to assess youth participation in youth development programs
in Gondar City from positive youth development perspective.
1.4.2. Specific Objectives
The specific objective of this study includes:
 To describe the current status of youth participation in youth development programs in

Gondar city.
 To assess the positive impact of youth participation in Gondar city youth development
program on the lives of youth from the perspective of the positive youth development
model
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 To identify predicting factors that affect the youth positive acheivemnts ( youth‟s score on
the 5C of PYD) in the study area.
1.5. Significances of the Study
The case for investing in young people is clear. Ethiopians are predominantly young and
have a key role in both the current and future development of the country. Young people are at the
heart of today‟s great strategic opportunities and challenges, from building the economy, reducing
poverty to strengthening democracy. Therefore, studying the current status of youth participation
in YDP, the impact of youth participation in YDP in the lives of youth and factors that affect
youth‟s score on 5C‟s have a paramount importance to professionals, policy developers and
practitioners for it assists them to promote positive development of youth in urban Ethiopia in
general and in Gondar city in particular. It enables them to understand existing participation of
youth in YDP and the impact of youth participation in youth development programs on their lives
from the perspective of the positive youth development model. Moreover, different stakeholders
who are implementing various youth development programs can use the result of this study as a
reference to review their programs from the view of positive youth development (PYD). It may
also pave the way for others to conduct further research on the issue.
1.6. Scope of the Study
The geographic scope of this study is Gondar City administration. In terms of its thematic
scope, this study focused on the participation of youth aged from 15-29 (including male and
female) in youth development programs implemented in Gondar City. It has assessed the factors
that affect youth positive development that is score of the 5C of PYD. It is also concerned with the
effect of existing youth development programs in youth centers from the perspective of the
positive youth development model with the benchmark of the 5C indicators of PYD (Competency,
Connection, Character, Confidence, and Caring). The study did not include youth negative
experience because of their participation in youth development programs.
1.7. Challengs of the study

In conducting this research, I had faced different challengs. Shortage up-to-dated literatures related
to the issue under study. Shortage of empirical reseachs conducted at the national, regional and
local level especially at amhara region and Gondar city. The other challenge was to finding
randomly selected youth participant in each youth development programs.
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1.8. Definition of key terms
Operational definition
Youth: Youth refers parts of society who are between the age ranges of 15-29 years
(MoYSC, 2004 p.4). Thus in this study youth is those whose age is between 15-29 years.
Youth development: The ongoing growth Processes in which, youth are engaged in
attempting to: (1) meet their basic personal and social needs to be safe, feel cared for, be valued,
be useful, and be spiritually grounded, and (2) build skills and competencies that allow them to
function and contribute in their daily lives." (Pittman, 1993, p. 8). This study includes this
definition.
Youth Development programs: Youth development programs in this paper refers to

formally registered youth centers and youth clubs, which are financed by government and/ or non-
governmental organizations.
Positive Youth Development:Positive youth development is a development that occurs

from an intentional process that promotes positive outcomes for young people by providing
opportunities, relationships and the support, promote outcomes of competence, character, caring,
confidence, connections, and contribution (Lerner, 2005). Based on the above indicators of the
5C‟s of PYD, in this paper, positive youth development is conceptualized as an increase in youth‟s
score on the 5C indicators due to program participation. Hence, higher youth‟s score on the 5C
implies positive development in the lives of youth.
Youth participation: youth participation in this paper is defined as process of involving

young people in the situations and decisions affecting their lives (Checkoway and Gutierrez,
2006). Thus, this definition is included in this study.
Organization of the Paper
This research paper is organized under five chapters. The first chapter deals with the
introductory remarks in that it discusses the background of the study and the gaps in previous
researches in the area, and sets objectives of the study. The second chapter deals with literature
review. It assesses various theoretical and empirical sources that help to understand youth
development in Ethiopian context. Chapter three discusses the methodological parts of the study.
Accordingly, the approaches and design of the study, and data collection and analysis procedures
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are presented in detail. Chapter four elaborates the findings of the study which is the ultimate goal
of the research endeavor. Chapter five dealt with discussions, conclusion and recommendations of
the study.
Chapter Two: Review of related literature
To understand the theoretical perspectives and empirical finding about youth and youth
development, this study has used different literatures. Hence, this section reviews literatures that
are directly related to this research topic. Though published ten years ago, the relevant materials
have been used to learn the past trends on the study area. This is because the researcher could not
access adequate materials published in the last five years.
2.1. The concept of youth
There is no standard or universally accepted definition of the concept of “youth”, since the
different culture has a different perception. Early scholars and philosophers considered youth as a
concept similar to “early childhood”. Later concepts saw it as analogous to adolescences (Hoult,
1997). Today, there is a general tendency to see youth as a stage between late adolescence and
early adulthood. The concept “youth” is both a product of biological maturation and social
definition (Encyclopedic dictionary of sociology, 1986).
Other approach define youth as young person whose age cohort ranges between the end of
childhood and the beginning of adulthood ( Havighurst, 1960).
According to the definition of the United Nations, youth constitute the population between
14-24 years of age. As a socio-cultural phenomenon, it is defined as a stage in which young people
are confronted with some models of the major roles that they as supposed to emulate in adult life
and with the major symbols and values of their culture and community (Eisenstadt, 1972).
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The Ethiopian national youth policy indicates that various communities and cultures in the
country maintain different views and outlooks about youth depending on the level of their social
and economic development. The Ethiopian national youth policy associates the definition of youth
with biological growth, physical development and maturity and undergoing physical and
psychological changes as manifestation of youthful age (Ethiopian Ministry of youth, Sport and
Culture, 2004).
Among the many definitions given to the concept of youth, the one that is based on age has
been found to be most suitable for research and policy purpose. Moreover, the policy documents
indicates that different governmental organizations, NGOs, and civil associations in Ethiopia and
other countries adopt and use various age ranges for the concept “youth” based on the purpose,
they stand for and the activities they undertaken. For example, UN defines the youth as persons
between 15-24 years; WHO, 10-24; and the Ethiopian Social Security and Development Policy,
15-24. Experiences of other countries indicate that different age ranges have been used in defining
youth. For example, Uganda has age range 12-30; Mauritius 14-29; South Africa 14-28; Idia 15-
35; Nigeria 18-35; Djibouti 16-30 for defining youth. Taking in to consideration the age ranges
given from different directions above and the objective conditions prevailing in our country, and in
order to mobilize and utilize the potential capacities and competence of youth for building of a
democratic system and development purpose, the youth in Ethiopia defines as part of society who
are between 15-29 years (MoYSC, 2004 p.4).
There for, this study has used the Ethiopian National Youth Policy definition, which
encompasses person between 15-29 years of age.
2.2. Youth development
Like that of the concept of youth, youth development can be defined in different ways.
Hamilton and Hamilton (2004) described the term “youth development” in three different ways.
They argued for youth development as a natural process of development, principles, and practices.
In their first conceptualization of youth development as a natural process, Hamilton and Hamilton
(2004) referred youth development as a natural unfolding human development process in which
the potentials or capacity inherent in the human organism or young people grows to understand
and act on the environment grow. Second, the term youth development is also considered as a set
of principles, a philosophy or approach that gives due attention to active support for the growing
capacity of young people by different organs at the community level which help all young people
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to flourish (Hamilton and Hamilton, 2004). Lastly, conceptualizing youth development as a
practice, Hamilton and Hamilton (2004) have described youth development as a variety of
practices in programs, organizations, and initiatives. This refers to the application of the above
principles to a planned set of practices, or activities, that foster the natural unfolding
developmental process in young people.
On the other hand, the most important youth development advocates; Pittman and his
colleagues (1993) defined the concept of Youth Development as the enduring process that
encompasses two important components such as meeting personal and social needs and built skills
and competencies. Elaborating the concept of youth development offered by Pittman et al, 1993,
Abebe ,2011 has argued that youth development needs to be seen as a theory, a practice model or a
perspective that demand involvement of young people themselves, and all of the people around
them in managing the youth issues. In this regard, Hamilton and Hamilton (2004) have described,
the people around the youth who handle their issues includes individuals, organizations, and
institutions, especially at the community level that provide active support for the growing capacity
of young people.
According to the youth development framework, youth development is an approach to

working with young people that encompasses four things: it is designed to meet the developmental
needs of youth, builds on their assets and potential, views young people as resources, and builds
partnerships with youth to create positive, sustaining change (Mack, 2006). Elaborating these, an
important figure in the field of youth development, Cassandra Mack (2006) developed eight key
principles of youth development, which includes the following:
The first principle of youth development states that an organizational structure should be
supportive of youth development. This is associated with organizational factors whether it support
youth development of not. There are specific principles under which states that organizational
mission and vision statement should promote youth development, significant amount of budget
should be allocated for direct youth services. In addition, staffs and board members of the
organization should clearly understand the mission and vision of the organization; the organization
needs to have commitment to invest in their staff (Mack, 2006).
The second principle states that there should be safe physical environment that is
supportive of
11
the youth and staff's needs. This principle focuses on the nature of the physical environment of
youth development programs. Accordingly, the building should be physically safe, clean with good
lighting and working facilities and there should be safety, and emergency plan with trained staffs.
Besides, rules that guide the activity should be displayed in a noticeable place and staff members
have to be equipped with the supplies, equipment, and space that help them perform their job
duties (Mack, 2006).
A Holistic Approach to All Youth is the third principle, which can be achieved through
promoting cultural diversity with respect to ethnicity, social background, gender issues, sexual
orientation, and youth culture (Mack, 2006). The fourth principle, Youth Contribution and
Collaboration is the other critical component of the youth development framework, which
advocates for providing youth with opportunities for contribution and collaboration. Moreover,
principle five advocates for supportive relationships with caring adults. Accordingly, all youth
need adults in their lives who care about them and support them in their dreams, goals, and
aspirations. Therefore, according to this principle, it is essential that the organization and its staff
provide a caring climate where every young person has someone who he can talk to, tracks her
progress, helps him set goals and connects her with resources when necessary. The other
dimension of this principle is it acknowledges the role of parental involvement in youth
development programs. This principle also gives dues emphasis for respectful, positive, and
appropriate interactions with youth, some degree of staff consistency and confidentiality (Mack,
2006).
The six-principle state that youth service providers should have high expectations for youth
and should model these expectations by way of their behavior at work (Mack, 2006) and according
to the seventh principle, in youth development programs, there should be activities that are
engaging and that foster learning. Thus, it recommend youth development organization to provide
programs, services, and activities that promote cognitive, social, and emotional development of
youth, attempt to build critical thinking, decision-making, team building, and problem solving
skills in group and individual activities and provide life skills training on various topics (Mack,
2006).
The last principle that Mack (2006) has offered stats that there should be mechanisms that
help youth move forward as young adults. Accordingly, in youth development programs, there
12
should be rooms for youth to transition towards adulthood. Thus, programs should be provided for
different age groups (Mack, 2006).
Based on the above discussion on eight principle of youth development, Hamilton (2004)
has concluded that youth development refers to the application of the aforementioned principles
into practice and activities.
2.3. Contemporary Models of Youth Development
Washington State university Extension, 4H youth development program (2008) identified

there basic models of youth development: Preventive youth development, Protective Youth
development or Positive youth development Models. While other models may be emerging, these
three Approaches represent the three most common ways of viewing youth development (Abebe,
2011).
2.3.1. The prevention model
The prevention model, the first model of youth development, grew out of the realization
that it can be more cost-effective and efficient to prevent problems from occurring initially than to
treat those after they are established (Durlak, 1997). It aims to prevent problems from occurring
initially than to treat them after they are established and emphasizes on supporting youth before
problems began to emerge (Catalano, 1998). Traditionally, three types of prevention have been
identified, such as primary, secondary, and tertiary (Caplan, 1964). According to Bloom (1996),
the primary prevention is concerned with preventing the initial occurrence of a problem within a
normal population. Secondary prevention involves intervening with populations that show signs of
early problems so that more problems that are serious can be avoided. Tertiary prevention involves
the reduction of a problem among a group of people who already are experiencing it. Besides, it
grew out of public health and epidemiological approaches to disease prevention Durlak (1997)
state that, the two key strategies in the prevention approach are to reduce or eliminate risk factors
and increase or promote protective factors. In addition, it may involve enhancing the strengths,
skills, or competencies of the target group so they are better able to cope with the stress or
challenge that may result in future problems. Recently, preventionist have argued that only
interventions that occur before the onset of serious problems should be considered prevention
(Durlak, 1997). In terms of limitation of the prevention approach, a drawback, which is mentioned
in most cases, is its tendency to be deficit oriented, emphasizing youth problems, rather than their
13
strength, leading people to focus on what is wrong with youth rather than what is right (Benson,
1997).
Another shortcoming of the prevention approach according to Small and Memmo (2004) is
the limited attention given to the relative importance of various risk and protective factors The
resilience/strength model is the second model of youth development. The study of resilience
emerged from the field of primary prevention when researchers observed that most children who
experienced developmental adversity were not destined to develop problematic outcomes
(Garmezy, 1993).
Based on the argument of Catalano, et al. (1998), Abebe (2011) argued that the focus of
this approach is the strength of the individual, the family, group, and community and it looks for
ways to prepare youth with useful skills for adulthood, and promotes asset building as a way to
successfully transition to adulthood.
Small and Memmo (2004) critically argued that resilience approaches stress that youth who
experience severe stress or adversity can escape the associated negative consequences and develop
into competent, problem-free individuals.
However, as indicated in the literatures, progress made in understanding of resilience

ishindered by the lack of consistency in its definition and the implications drawn from the various
ways it is currently used. In this regard, Small and Memmo (2004), mentioned the argument of
Bernard (1996) that the development of resilience is none other than the process of healthy human
development which is based upon a biological imperative for growth that unfolds naturally in the
presence of certain environmental attributes‟‟ so broadly that it loses its conceptual coherence as a
unique construct.
2.3.2. Protective (strength) youth development model
This model view youth development as an ongoing process that promotes positive
outcomes for all youth (Catalano et al., 1998). As Saleebey (2006) argues, that problems are
sources of challenges and opportunities. The focus of protective youth development model is the
strength of the individual, the family, group and community. It looks for a way to prepare youth
with useful life skills foe adulthood, and promote asset building as a way to successfully make the
transition to adulthood (Catalano et al., 1998).
14
2.3.3. Positive Youth Development (holistic approch)
Positive Youth Development (PYD), a recent model that emphasizes the positive aspects of
youth development, formally emerged as an alternative approach to reducing problem behaviors in
youth during the early 1990‟s. However, its roots date back to the early 1970‟s, when the first
research on the concept of resiliency emerged (Nystrom et al., 2008).
The youth development resource guide “Putting positive youth development in to practice,
by the National Clearinghouse on Families & Youth, described Positive Youth Development
(PYD) as it is based on the belief that, given guidance and support of caring adults, all youth can
grow up healthy and happy, making positive contributions to their families, schools, and
communities. In contrary to the “deficit-based” programs that focus narrowly on problems that
youth are facing, PYD does not address youth, primarily as problems to be solved, but rather
assets to be developed (The National Clearinghouse on Families & Youth (2007).
Lerner (2005) in his article “Promoting Positive Youth Developments: Theoretical and
Empirical Basis” presents the theoretical and empirical foundations of a relatively recently
emerged conception of youth termed the “positive youth development” (PYD) perspective.
Flanagan et al.,(2007) argued that positive youth development (PYD) has challenged a dominant
stereotype of youth as carriers of risk and problem focused instead of youth‟s potentials and the
contributions that they make to their communities. Positive youth development approach is the
approach, which emphasizes on building core assets on youth across the physical, intellectual,
social, and emotional domains as opposed to simply “fixing” deficits that youth have( Horwitz and
John, 2012).
Most important, from the point of view, PYD has been dominant that „all youth‟, including
those whose families are poor, whose schools are low quality, or who in other ways do not enjoy
the resources society owe them, are assets to their society and should be treated that way (Flanagan
et al.,2007).
According to Restuccia and Bundy (2003), Positive youth development is a set of

strategies, which any program or program model can adopt to help guide youth on a successful
transition to adulthood that provides youth with the broadest possible support, enabling them to
attain desirable long-term outcomes, including economic self-sufficiency and engagement in
healthy family and community relationships. Small and Memmo (2004) on the other hand, argues
that the current appeal of the positive youth development approach stems from a number of
15
factors. First, by promoting assets, the positive youth development approach has relevance for all
youth, rather than just certain targeted groups. Second, a broad, strengths-based, positive focus on
youth development provides an attractive conceptualization around which politically and
institutionally different groups, programs, and organizations can unite. Finally, an asset-based
framework can be helpful to youth practitioners and community leaders
In general, Durlak, et al., (2007) argued that PYD approach seeks to promote the variety of
developmental competencies that young people need to become productive, contributing members
of society. Instead of a pathological focus, PYD emphasizes the strengths, resources, and potential
of young people, and, as a result, holds positive expectations regarding the contributions youth can
make to society and to their immediate environments.
The PYD approach is also an alternative to a deficit-model of youth programming, and a

more cohesive framework that enables partners in the youth-serving sector to work together in a
unified collaborative, and positive way. In contrast to deficit-based models of youth development,
PYD is asset-based and recognizes that all youth possess a number of assets through their
knowledge and experience that can be built on to produce positive results (Horwitz & John, 2012).
Gavin, et al. (2009) indicated that one of the challenges faced by the PYD field has been
thedifficulty of defining a „„positive youth development program.‟‟ Many definitions have been
developed by academic researchers, program providers, and funding organizations that have
worked in this area.
However, there has been no agreement on the characteristics, program activities, or

program atmosphere that defines PYD programs. However, concerning measuring PYD, Lerner
(2005) has devised the five scales (Five C‟s) as a way of conceptualizing positive youth
development and argued that PYD is the result of integration of all the separate indicators for each
of this indicator. Besides, Jones et al. (2006) described PYD as the culmination of the Cs whereby
higher scores on each of the C‟s contributes to a resultant higher score for PYD. Therefore, the
emerging field of youth development is associated with indicators known as the 5C that was
developed by Lerner (2005) which includes Competence, Confidence, Connection, Character, and
Caring.
Lerner et al. (2005) in their 4-H study has provided the initial evidence for the five “Cs” as
well as a sixth, Contribution, which draws upon the other “Cs” and encourages the young person
16
to give to others including family, school, community, and society. In this regard, Hamilton et al.
(2004) described that although Lerner (2009) has hypothesized contributing to self, family,
community, and institutions become possible after the development of other strengths; some
authors conceptualize “contribution” as one of the “Five Cs” and subsume“Caring” under
Connection.
In Summary, according to Lerner (2005), the Five Cs is described as follows:
Competence: Positive view of one‟s actions in domain specific areas including social, Academic,
cognitive, and vocational
Confidence: An internal sense of overall positive self-worth and self-efficacy; one‟s Global self-
regard, as opposed to domain specific beliefs
Connection: Positive bonds with people and institutions that are reflected in bidirectional
Exchanges between the individual and peers, family, school, and community in which both parties
contribute to the relationship
Character: Respect for societal and cultural rules, possession of standards for correct Behaviors, a
sense of right and wrong (morality), and integrity
Caring /Compassion: A sense of sympathy and empathy for others.
2.4. Youth development Program
As Lerner, et al., (2005) described, youth development programs offer young people the
opportunity to capitalize on their potential for growth by providing the chance to gain life skills
through having access to mentors who collaborate with young people and who enable them to
participate in and lead valued community activities. Furthermore, Catalano et al., (1999) has
justified that programs can promote positive youth development when they focus on youth
attributes of competence, confidence, social connection, character, such as spirituality and caring.
For Lerner, et al., (2005), effective positive youth development programs focus on the “BigThree”
design features of effective positive youth development programs. That is, the program provides
(1) opportunities for youth participation in and leadership of activities; (2) emphasize the
development of life skills; (3) a sustained and caring adult- youth relationship.
17
Moreover, Abebe (2011) also reasoned that organizational commitment to establish access
to youth for sharing power and responsibilities in the activities that affect their lives can result in
positive behavior outcome of the positive youth development model. In the short term, using the
PYD approach can improve program quality, thereby creating a meaningful experience that will
attract and engage youth (Restuccia and Bundy, 2003).
Roth & Brooks (2003), in the article “Youth Development Programs: Risk, Prevention and
Policy”, discussed that youth development programs seek to enhance not only youth skills, but also
their confidence in themselves and their future, their character, and their connections to other
people and institutions by creating environments. Scholars argue that participation in youth
development program has a positive impact on youth, both in terms of the development of
practical life skills, and in terms of social development (Lerner, 2005).
2.4.1. Youth Development Programs in Ethiopia
Numbers of attempts have been made by the Ethiopian government to incorporate youth
issues into the national policies in order to foster youth development and participation so that the
fundamental contribution of youth in combating poverty, inequality, and gender discrimination is
to be realized in a sustainable manner.
Among these efforts, the Ethiopian government, in 2004, designed the National Youth
Policy. Moreover, in order to put the policy elements and other youth issues into practice, both
urban and rural youth package was also developed. The major goal of the policy and the youth
package was to enable the youth to play an active role in building a democratic society and good
governance as well as social and economic development (UNICEF, 2012). According to the
Ethiopian draft national social protection policy, both the urban and rural youth development
packages provide preferential treatment for the youth in several areas including knowledge and
skills (MoLSA, 2012).
Furthermore, the current five-year Growth and Transformation Plan (GTP), has also clearly
shown a policy direction for the youth, which focuses on the need to boost youth participation in
all aspects of life so as to ensure that the youth benefit from the socioeconomic development
activities. Increasing the number of youth centers at the woreda level, mainstreaming youth
development programs into other development programs and increasing the number of youth
volunteers, strengthening youth associations and organizations, exposing the youth to information
18
and knowledge exchange activities and encouraging youth entrepreneurship are the most important
youth development program implementing strategies specified in the GTP (MoFED, 2010).
Youth development is also one of an important policy pillar in the Ethiopian urban
development package. According to this document, the national youth development intervention is
based on the National Youth Policy, Youth development package and the Urban Development
Policy. This policy document prioritizes the high level of urban unemployment, especially among
urban youth and women as potentially the most critical urban issue in both social and economic
terms (MoWUD, 2007).
Youth Development is considered as an issue meriting special attention and investment

because of its impact on the future social and economic development of Ethiopia‟s cities, and the
importance of cities in terms of national policy as “engines of growth”. Likewise, the urban youth
does not have adequate access facilities that help to nurture their mental and physical capacities.
Although urban youth has relatively better access to education compared to rural youth, the
quality of education requires significant improvement (UNICEF, 2012).
According to the Ethiopian urban development package, the urban youth development
program aims to provide access to knowledge, and opportunities to develop mental and physical
capacities and a sense of civic responsibility and national pride among young men and women.
Among others, its focus includes, development of knowledge gaining, employment generation,
and promotes sport, recreational, and voluntary activities that contribute to social, economic, and
environmental development, giving young men and women a sense of purpose and direction and
the confidence to develop as productive and responsible citizens (MoWUD, 2007).
To sum up, as to the empirical researches like by Abebe (2011), due to a number of
factors (diversity of services provided, sources of funds, and program approaches), youth
development programs in Ethiopia in general are varied and are more fragmented since there is no
real framework that guides all programs including guidance on how to conduct an assessment on
their effectiveness to address youth problems.
After a critical review of several approaches to youth development, Small and Memmo
(2004) concluded that there is no single best approach to addressing all issues related to youth
development and problem prevention. Efforts based on prevention, resilience, or positive youth
development approaches each have a place in practice, programming, and policy-making.
19
Whether a particular approach is appropriate depends on the issue being addressed, the populations
targeted, and the community context. Thus, a comprehensive community strategy for youth
development ultimately should include some aspects of all three of these approaches. Moreover,
Abebe (2011) argued that PYD is a holistic model that integrates both risk and protective factors in
youth development approach.
2.5. Youth participation
Youth development will be brought about by youth themselves through active participation
and empowerment which enable youth be able to make safe, informed, and responsible decisions
regarding their reproductive health and to contribute effectively to programs. According to
Checkoway and Gutierrez (2006) is defined as process of involving youth peple in the institutions
and decisions affecting their lives. Participation in this case is active, voluntary and informed
(Commonwealth Secretariat, 2005).
For a multiple reasons life experience of many youth in Ethiopia lead to a life style that has
diverted them from a path toward becoming productive members of society. Some drop out of
school and are inactive for many years. Others finished school, but cannot find employment. As a
coping mechanism some are engaged in risky activities commercial sex work), or long distance
travel in search of earnings, where some become victims of human trafficking( Abebe, 2011 p. 20).
Therefore, to create youth development programs and encourage them to participate in the youth
development program is very crucial for it prevents them from the above risky behaviors.
2.6. Program commitment to youth
Positive youth development programs ensure that young people are central in all
aspects of the program. The „youth centered‟ value is broader than ensuring a young
person‟s active participation; it goes to the organization‟s core practices around
working with, and for, young people. For a program to be „youth centered‟ all
activity needs to engage with young people, including governance discussions,
program planning, implementation, evaluation, relationships and communication.
Youth-centered development programs provide participants with opportunities to
take responsibility and embrace lead roles in setting program goals and challenges.
(Holdsworth, R., Lake, M., Stacey, K., and Stafford, 2005:5)
20
Adult facilitators provide a supportive environment including gauging the
appropriate level of responsibility of participants when setting these goals and
challenges. They actively create opportunities for young people to participate in decision-
making; young people inform the development, design, implementation and evaluation of all youth
programs. Young people are supported to fully engage in a program. Additional support is
provided when required to achieve this, for example, peer mentoring by experienced participants;
provision of additional information and resources to support young people to build their
knowledge base and be more informed. Adult facilitators also actively seek input and contributions
from participants in an environment free from judgment, fear of retribution, for example, regular
group meetings, or planned opportunities for participants to provide formal and informal feedback.
Young people are treated as equals. Young people are valued and respected and are seen as active,
contributing members of society now and in the future. Young people are supported an encouraged
to learn new things and engage in new experiences in safe and supportive environments.
(Holdsworth, R., Lake, M., Stacey, K., and Stafford, 2005:5)
2.7. Impacts of Youth Development and Afterschool Programs for Youth
The National Institute on Out-of-School Time (NIOST) defines out-of-school time (OST)
programs as encompassing a wide range of program offerings for young people that take place
before school, after school, on weekends, and during the summer and other school breaks.
Researchers investigating extracurricular activities have long been interested in the relationships
between participation in afterschool activities and the social outcomes, academic achievement, and
educational attainment of adolescents. Recent literatures from psychologists have focused on the
developmental aspects of active participation and their impact on individual functioning over time
(Horwitz & John, 2012). Describing the role of youth development program, Wilson, et al. (2010)
argued that leisure time activities that occur outside of the school hours might facilitate positive
youth development.
In this regard, Kanhe, et al. (2001) indicated the increasing recognition of the importance
of non-school time as a context for adolescent development by school based educators, community
youth workers, policy makers, and funders. Kanhe, et al. Identified two important rationales
among promoters of increased attention to after school programming. The first argument
emphasizes the value of safe structured, and enjoyable opportunities and point out that
unstructured afternoon, weekend, and early evenings are particularly risky time for youth.
21
Moreover, Zelnik & Kantner (1977) argued that unsupervised after school hours have also
been found to be the most common time for adolescent for sexual intercourse and few teenage
being use of contraception at the time they initiate intercourse. Steinberg (1986) added that
unsupervised adolescents are far more likely to engage in substance abuse and subjected to
negative peer pressure.
Kanhe, et al. (2001), therefore, argued that structured, safe, and enjoyable contexts provide
youth with more than encouragement, and help them avoid risky behaviors, and develop positive
developmental outcomes.
Furthermore, Weisman & Gottfredson (2001) argue that unsupervised time puts youth at
risk forsuch negative outcomes as academic and behavioral problems, drug use, and other types of
risky behavior. Thus, after school programs provide young people with many opportunities for
positive interactions with adults and peers, encourage them to contribute and take initiative, and
contain challenging and engaging tasks that help them develop and apply new skills and personal
talents.
The second rationale for after school activities stems from the belief that such experiences
can provide support for youth development. Advocate for this rationale suggested that rather than
focusing solely on academic goals or responses to particular risks (drugs, gangs, pregnancy), a
youth development model emphasizes the provision of opportunities and supports that can help
youth gain the abilities and knowledge they will need as they mature (Kanhe, et al. (2001).
Participation in after-school programs – particularly those that offer both enriching youth
development activities and a strong academic component – can lead to small gains in academic
outcomes. Youth who spend more time in after-school programs – particularly during adolescence
– may derive greater academic benefits than youth who spend less time in programs. Thus,
Gardner Roth, & Gunn (2009) have proofed that that participation in after-school programs can
improve students‟ academic performance.
A recent meta-analysis, reviewing evaluations of 73 after school programs (Durlak &

Weissberg, 2007) found that afterschool programs enhance the personal and social development of
youth. Specifically, according to the meta-analysis, students participating in afterschool programs
exhibited enhanced self-confidence, self-esteem, school bonding, and behavioral adjustment. They
also achieved higher grades and test scores. The meta-analysis further reported that the most
22
effective programs used evidence-based training approaches and, therefore, shared certain
common characteristics: Their activities were sequenced, active, focused, and explicit.
Furthermore, after a critical inquiry on the impact of afterschool programs, Durlak &
Weissber (2007) conclusion that after school programs can produce a variety of positive benefits
for participating youth. More specifically, they significantly improve youths‟ feelings and attitudes
(i.e., their self-perceptions and bonding to school), their behavioral adjustment (i.e., increases in
positive social behaviors and decreases in problem behaviors and drug use), and in their school
grades and level of academic achievement.
Policy environment on youth development
Different developmental policies have been given an equal emphasis on problems of youth and
encourage among others the empowerment of youth groups to take action and protect themselves.
The National Youth policy was envisioned “to create and empowered young generation with
democratic outlook and ideals, equipped with knowledge and professional skills, organized and
built ethical integrity” (MYC, 2002. p 5). Implementation guidelines were also developed to give
strategic guidance and better place the youth, youth movements and youth serving organizations in
general (FMOH, 2005). The population policy envisioned among others establishing teenage and
youth counseling centers in RH; offer counseling services in schools to reduce the high female
attrition rate; provide career counseling; disseminate population related information through
community organizations such as youth groups; and incorporate population and family life
education into the curricula of formal education institution. On the other hand, the national women
policy addresses youth issues directly which among others provides the right of women to career
guidance and the need to educate “concerned communities against such unlawful practices as
circumcision and the marriage of young girls before they reach puberty” ((MYC, 2002. p 10).
The Ministry of Labor and Social Affairs adopted the Development and Social Welfare Policy in
1996. It emphasized youth‟s needs as of special priority. The document clearly states the
willingness of the government to address the needs of the youth by providing youth with
appropriate vocational / technical training, job placement services and related support. Besides, it
provides a variety of leisure-time services and programs available and establishing recreation
centers, and strengthening existing ones to protect young people from being exposed to social
23
problems by encouraging and supporting the effort of individuals, non-governmental organizations
and the community to promote the economic and social wellbeing of young people(MLSA, 1996).
2.8. Conceptual Framework
The guiding model in this study is Positive youth development (PYD). It is one of the three
approaches to youth development and is an emerging field of youth development. The positive
youth development approach states that youth development programs promote 5C‟s Lerner (2005)
which includes Competence, Confidence, Connection, Character, and Caring. Therefore, this study
is based on this model to guide the study process.
The dependent variable for this study is a youth‟s score on 5C indicators of positive youth
development model (Competence, Connection, Character, Caring, and Compassion). The
independent variables such as demographic factors, participant factors and program factors are
anticipated as they can have relationship to youth‟s score of 5C‟s. Hence, this study is aimed to
analyze the existing youth participation in youth development programs in Gondar city from PYD
perspective to identify how much youth have achieved positive results in their lives due to their
involvement in the programs.
24
Fig1: Conceptual Framework for Youth Development Programs participation in

Gondar City.
Program factor
Participation Demographic factors
 Program funding source (GO releted factor
 Age
& NGO)
 Length of  Gender
 Funding sources
stay in the  Years of
Types of program activities that program schooling
youth are mostly involved  Frequency of
participation
 Game , plays and
recreations
 Education and trainings
Positive impact (Competence, Connection,

Confidence, Character and Caring)
(Literature review)
The figure above shows that the study has three independent variables.(1) Demographic
factor (Age, Gender, and Educational level),(2) Participation factor (length of stay in the program
and Frequency of participation),and (3) Program factor: Program funding sources (Government
and non-government), program activity type (Games, plays and recreation, and Education and
trainings)
25
The dependent variable for this study is a youth‟s score on 5C indicators of positive youth
development model (Competence, Connection, Character, Caring, and Compassion).
Definition of Variables
Independent Variables
Age: The age of youth participants, according to the Ethiopian National Youth
policy, between the age ranges of 15-29
Sex: refers to biological differences that identify a person as male or female
Education: Grade level respondents have achieved until the time of this study.
Length of stay in the program: Length of stay in the program refers to the length
of time that respondents have been involved
Frequency of Participation: Frequency of participation refers to the number of

time youth‟s visit the program in days, weeks, months, and years.
Program funding source: refers to youth development programs initiated and

financed by either government or non-government organizations. Thus, government
programs are different forms of youth development initiatives in Gondar city (i.e.
Youth centers) that are financed, controlled, and managed by local government. On
the other hand, non-government programs refers to different forms of youth
development activities in Gondar city that are designed and implemented by
nongovernmental agencies which are aimed to benefit youth residing in the area.
Program activity type: refers to a variety of program activities in youth centers in

which youth spend most of their time. These program activities include:
Plays and recreation programs such as (indoor and outdoor games, circus, theater
clubs, sport games and other related activities), and
26
Education, and Trainings programs such as (Library, skill trainings, reproductive
health services, HIV/AIDS counseling and testing and other related activities)
Dependent Variables
Dependent variable of this study is youth score on the 5C of positive youth

development. Conceptual and operational definitions of these 5C‟s are presented as
follows:
Competency: Competence in this study refers youth‟s achievements in their

education, cognitive development, social interaction, health, and different skills
because of participation/involvement in current youth development programs.
Competency in this study is measured by 18 items adopted from instrument designed
for this purpose by Lerner (2005).
Connection: Connection refers to positive relationship that youth has established in

their families, schools, neighborhoods due to their involvement in the current youth
development programs. Eleven items are used to measure youth‟s connection to their
families, schools, and neighborhoods.
Character: Personality changes that youth has achieved due to their

participation/involvement in different activities in youth development programs.
Character in this study is measured by eleven items that indicate changes in self-
image and self-esteem because of program participation
Confidence: Changes that youth have experienced in their self-image and self-
esteem because of their participation in the existing youth development programs,
which are measured by 11 items.
Caring: Compassionate feelings that youth have developed due to their participation
youth development programs, which are measured by five items.
27
Chapter Three: Research Methods
3.1. Study Design
There are two types of quantitative designs, the longitudinal and the cross-sectional designs.
Whereas the longitudinal design is used for understanding changes and needs extended period of
time, the cross-sectional design is important to understand the current situation of certain
phenomenon(Creswell, 2009). Hence, this study employed a cross-sectional design by which the
quantitative data was collected and analyzed at one point in time. To this end, the study employed
mixed (concurrent) research design that triangulates qualitative and quantitative methods of data
collection and analysis. This is because the quantitative data helps to get easily handeled precise
data with large coverage. On the other hand, the qualitative approach was better suited to better
understanding of the experience and perspectives of participants in detail. Moreover, the
qualitative study was supportive of quantitative findings of the research.
3.2. Study area
This study was conducted in Gondar city, the administrative center of North Gondar Zone
of Amhara Regional State. Based on the 2007 national census conducted by the Central Statistical
Authority of Ethiopia (CSA), Gondar town had a total population of 207,044, of whom 47.4%
were men and 52.6% were women. From this, the youth (in this research the age between 15-29)
comprises 82,599. No population census conducted after 2007 national census. However, the 2013
CSA‟s Ethiopian population projection, based on the 2007 census estimated the population size of
Gondar town in 2014 to be about 306,246 with male and female composition of 48.97% and
51.03% respectively (CSA, 2013).
As a city administration, the town is divided in to twelve sub-cities, one special satellite
town (Teda town) and eleven rural kebeles. However, this study was restricted to the twelve sub-
cities only. Youth development programs in Gondar city in general, are implemented in youth
centers in which youth spend their after school time. There are four youth centers in Gondar city.
These are Azezo Dimaza, Adebabay Eyesus (University of Gondar), Kirkos and Family Guidance
Association Ethiopia Gondar branch youth center. Among these Family guidance association
youth center is none governmental and the other three are support by the government. 500 youth
have been participating in these centers. Therefore, this study assessed the existing youth
participation in youth development programs in Gondar city; analyze the impact of participation on
28
the lives of youth, examined predicting factors of youth‟s score on 5C‟s and it describs the current
status of youth participation in youth development programs in Gondar city from the perspective
of positive youth development.
3.3. Study Population
As to the children, women and youth affaire office of Gondar city administration, the youth
are mainly participating in civic associations, youth centers, income generating activities, and
reproductive health and HIV/AIDS programs. From these youth development programs, about 500
of youth have been participating in four youth centers in Gondar City. For about 338 youth have
been participating in governmental and 162 are also in none governmental youth development
programs (youth center).Therefore, the target population of this study is the youth whose age is
between 15-29 and who are participating in youth development programs in Gondar City.
3.4. Sampling Technique
The probability sampling method is important to avoid bias in selecting respondents in that it gives
equal chances for every member of the population to be included in the sample (Dawson 2002).
Hence, probability sampling technique was employed to give each member of the population
equal chance of being included in the sample. The study units in this study are youth who
currently are participating in the four existing youth development programs in Gondar city. As
indicated so far, there are totally 500 youth participating in four youth centers (youth development
programs) in Gondar city. Out of this, 217 respondents were selected through simple random
sampling (lottery method). Then the sample were proportionally assigned to each youth center.
3.5. Sample Size Determination
In this study, the total population of the participants in the four youth centers is 500 in
governmental and non- governmental programs. From these the sample was determined using the
statistical formula: n = Z2 p (1-p)/d2 (Daniel etal; 1995), Where n is sample size, Z is 95%
confidence interval (1.96), P is taken as 50% and d is precision or margin of error (5%). Hence,
the required sample size is computed as follows:
no = Z2 p (1-p)/d2= (1.96)2*0.5*0.5/ (0.05)2 = 384 .The value of no/N is equal to 384/500 = 0.768
or 76.8 % which is greater than 5%. When the proportion of sample to population (that is no/N) is
greater than 5% or when the sample represents a significant (i.e. over 5%) proportion of the
29
population, a finite population correction factor can be applied to reduce the sample size required
(Glenn, 1992). The formula for this is:
n = ( )
= ( )
= 217, Where n is adjusted sample size, no is original required
sample size and N is population of the participants in the youth development program in both
governmental and non- governmental programs in Gondar city. Hence, the required sample size is
217. This sample size is 43% of the whole population (500). Since in governmental program, the
population is 338 and in non-governmental program, the population is 162, the selected sample
was proportionally assigned to each youth center/program. Accordingly, the number of samples in
each youth center (UoG, Kirkos Area, FGA, and Azezo Zimada youth center) Kirkos and Abajale)
is 55, 42, 70 and 50 respectively. About 43% of the population is included in the sample based on
approximate proportion of the target population of the four centers
Regarding inclusion criteria, participants were selected using criteria such as the age of youth (15-
29), and those participating in the program frequently.
3.6. Method and Procedures of Data Collection
3.6.1. Sample Survey
Youth survey was conducted on governmental and non- governmental youth development
programs in the city (Azezo Dimaza, Adebabay Eyesus (University of Gondar), Kirkos and Family
Guidance Association Ethiopia Gondar branch youth center) to get relevant data. Thus, youth who
are participating in both programs (governmental and non- governmental youth development
programs )were the participates in the study.
3.6.2. In-depth interview
In-depth interviews are face-to-face encounters between the researcher and the informant directed
towards understanding informants‟ perspective on their lives, experiences or situations as
expressed in their own words (MacDougall and Fudge 2001). This method helped the researcher to
collect rich and detailed information on the personal experiences and contexts of youth who
participate in the youth development program. The number of the interviewees was determined by
the saturation of data, which was collected to achieve the stated objectives. Therefore, in this
study in-depth interview was conducted with 10(6 male and 4 female) youth interviewees to
30
collect detailed information and to support the quantitative findings about the current status of
youth in volvement in the program, impact of youth participation in YDP in the lives of youth.
3.6.3. Key informant interview
Key informants are the people assumed as they are knowledgeable in a specific area of inquiry. In
this case, knowledgeable personalities in the youth development program were considered for the
key informant purpose. Accordingly, purposively selected four staffs (program managers and
coordinators/ one in each center) in the youth center were included to know about the
services/activities given by the program, their commitment towards youth and youth participation
and to understand their view about the positive achievement of youth because of program
participation.
3.6.4. Observation
In this study, non-participant observation was also employed, as it is important method to support
the information gather through questionnaire and interview. The researcher has written the
activities and events that were being performed by youth and services given by the program in the
centers.
3.7. Data Collection Instrument
3.7.1. Questionnaire
Structured-close ended questionnaire has been administered with youth participants. The purpose
is to obtain information on the perception of of the use about their achievement because of their
participation in the program. To this end, the instrument was adopted with little modification from
the instrument prepared to measure youth score achieved because of participation in youth
development program. This instrument is designed by Lerner and his colleagues (2005) to measure
positive youth development interventions through its indicators defined in terms of the 5C‟s. Thus,
in this study, this instrument was adopted to measure youth‟s experience on the indicators of
positive youth development, through its 5C‟s to assess the impact of current youth development
programs in Gondar city bringing positive change on program participants.
For the measure of the program commitment to youth participation, the researcher also adopted
the instrument containing 15-items (“yes” or “no”) from Shier‟s (2001) pathway to child
31
participation model that was designed to help program staff and to assess level of organizational
commitment to youth participation. This is because the researcher was consulted by Advisors and
experts on youth about the merit of the instrument as it was found being relevant to measure the
issue.
The items are subdivided in to five parts of youth participation and including three questions in
each part. These five levels of youth participation are: youth are listened to, youth are supported in
expressing their views, youth‟s views are taken in to account, youth are involved in decision-
making process and youth share power and responsibility in decision-making.
3.7.2. Interview Checklists
Interview Checklists were used to the youth themselves and key informant interview for program
managers and coordinators. The purpose of this instrument was to let youth paerticipants to
express their perceived positive achievement and to get information about the current performance
of the program, key informants perception towards positive impact of the program participation on
the lives of youth participants.
3.7.3. Observation guide
Observation guide was also employed to notice the physical environment of the center, the type
of activities youth are performing in the center and the overall current status of the program in
Gondar city.
3.8. Pilot study
Pilot study was conducted in order to know if the questionnaire captures the required data as
expected by or not, whether the instrument was easily understandable by respondents as well as
whether there was any vague and confusing questions in its content. Accordingly, 30 youth (not
used for this study) were given the questionnaire to ensure the reliability and validity of the
instrument. Then, based on the data collected, the instrument was measured and is relatively
reliable having cronbatch alpha 0.788 for the 15 items, used to measure program commitment and
0.81 for the 56 likert scale items respectively.
In addition to the pilot study, the content validity of the instrument was assessed by the advisors,
senior staffs, from psychology, sociology and social worker departments. The lecturers from
32
Amharic department also edited the Amharic version. Finally, the data was gathered by trianed
data collectors with immediate supervision of the researcher.
3.9. Data Collection Procedures
Before the data collection get started, the data collection instrument was first prepared in the
English Language, then translated to the local language (Amharic).Then, the researcher
communicated with the city administration women, children, and youth affairs department and
existing youth development program staff to inform the overall process, objectives, and
significances of this particular study. This helped the researcher to easily obtain consent from
program staffs and government bodies; helped to easily access youth who are involving in
different programs To get the questionnaires filled with the required information, the researcher
was around the respondents to help them in the process. This contributed positively to increase
the response rate of the questionnaires.
3.10. Data Analysis Techniques
The data was collected through quantitative and qualitative methods were processed and analyzed
concurrently based on the nature of the data using different statistical techniques. The quantitative
data was coded and entered in to SPSS 20.0 data sheet for analysis. The data was processed,
cleared and prepared for the analysis. Then, it was analyzed using simple frequency distribution
and percentages, descriptive statistics, including means and standard deviations, Cross tabulation,
independent sample t-test and simple linear regression based on the appropriateness of the specific
statistical technique with the corresponding variable .
Accordingly, simple frequency distribution and percentages are done to describe the characteristics
of the sample. Multiple response frequency distributions are also undertaken to compare the
weight of each item in multiple responses. The Cross tabulation was done to make describe
program characteristics funding sources, activity types and leveled of PYD across sex of
respondents. The t-test was conducted to see if there is a difference in youth‟s score of 5C‟s
between the two sex(male and female) and between youth performing program activities(play
game & recreation and education and training ). This test was also done to see again the difference
on youth‟s score of 5C‟s between youth participating in governmental and one governmental youth
development programs. The regression was also employed to test the predicting factors for
affecting youth‟s score of 5C‟s of positive youth development. The data collected from in-depth
33
interview and key informants was analyzed thematically. This means that the dta was seriously
sranscribed, assessed and thematized and finally, it was precisely explained in the finding section
parallaly with the quantitative one.
3.11. Ethical Considerations
Ethical consideration is one of the most important points that deserve attention in this
study. Before the data collection was started, an explanation was given to participants that they
have the right to agree or disagree to participate in the study. The participants were informed in
detail about the purpose of the research.The participants have also informed that, for the
confidentiality of their privacy, participant, the actual names of participants in the study would be
keep secret or specification of respondent‟s individual personality would not be included.This
increased some sort of trust between my research and the respondents.
In general to get ethical acceptance, all concerned bodies at all levels were informed about the
aims and objectives as well as expected advantages of the study. Oral and written consent were
also required from the respondets and others who treat youth before the instrument administered.
The researcher was confirming confidentiality of the informantion and the previlages and privacy
of respondents.
34
Chapter Four: Findings and Discussion
This chapter deals with the findings of the study. Accordingly, the findings obtained from youth
survey collected from different youth development programs in Gondar city are presented under
each specific objective.
4.1. Socio-demographic characteristics of respondents
Table 1: Socio-demographic characteristic of youth in the youth development

programs in Gondar City
N Percent
Sex Male 162 74.7%

Female 55 25.3%
Total 217 100.0%
Age 15-20 126 58.1%
21-25 91 41.9%
Total 217 100.0%
Education Primary school (1-8) 48 22.1%
Secondary School (9-10) 95 43.85%
Preparatory (11-12) 70 32.3%
Certificate & Diploma 4 1.8%
Total 217 100.0%
Source: Survey 2016
The table above shows the socio demographic characteristics of youth participating in youth
development programs in Gondar City. These are sex, age and level of education of respondents.
As shown in the first group, 162(74.7%) of respondents are male and the remaining 55(25.3%) of
respondent are female. This indicates that there is higher proportion of male youth participating in
youth development programs in Gondar City.
35
Regarding age group of respondents, 126 (58.1%) of the respondent are between the age 15-20; the
other 91(41.9%) of respondents are also between 21-25. This shows that majority of the youth
participating in the program are very young.
The education level of respondents‟ is also the other characteristics shown in the table. Regarding
this, from the total number of youth 48(22.1%) are grade 1-8 or attending primary education;
95(43%) of the respondents are also enrolling grade 9-10(secondary education. The remaining
70(32%) and 4(1.8%) are attending preparatory education and having college certificate and
diploma perceptively.
As the finding indicates among the respondents participated in this study, majority of them are
primary and secondary school.
Table 2: Respondents’ length of stay and frequency of participation in youth

development programs in Gondar City
N Frequency
Length of stay in the program 1-2years 98 45.2%

3-4years 119 54.8%
Total 217 100%
Frequency of Participation Once a week 16 7.4%

Twice a week 21 9.7%
2-4dayes a week 47 21.7%
Almost every day (5-7) 133 61%
Total 217 100%
Source: survey 2016
As shown in the table 2, the youth respondents were asked how long they have stayed in the
program they have been participating. Among them 98(45.2%) are stayed from 1-2 years and
119(54.8%) stayed for about 3-4 years. In addition to length of participants‟ stay in the program,
36
the other question was program participation frequency. Thus, respondents were asked to indicate
their response in terms of their participation frequency, which was measured as once a week,
twice a week, 2-4 days a week and almost every day.
Based on this, from all 217 respondents who filled the questionnaire, 133(61%) of respondents
reported that they participate in the programs almost every day followed by 47(21%) participation
2-4 days a week and 21(9.7%) twice a week and 16(7.4%) once a week. year. This indicates that
more than half of the youth participating in this study participate in the youth program almost
every day.
4.2. The current status of youth participation in youth development programs

in Gondar City
These youth centers/youth development programs in Gondar city are classified by their funding
sources. Accordingly, UoG youth center, Kirkos Area Youth center and Azezo Zimada youth
centers are grouped under Government youth development programs. There is currently one None
Governmental Youth center in Gondar city that is Family Guidance and Counseling association
youth center. The following table shows the general characteristic of the youth development
programs(youth centers) in Gondar city.
37
Table 3: Characteristics of Youth Development Programs (youth centers) and
Sex of Respondents Cross tabulation
Sex of respondents Total
Name of the program Male (%) Female (%)
UoG youth center 55(100%) 0(0.0%) 55(100%)
Kirkos Area Youth center Count % with 29(69%) 13(31.0%) 42(100%)
FGA youth center name of the 39(69%) 31(44.3%) 70(100%)
Azezo Zimada youth center program 39(78%) 11(22%) 50(100%)
Total 162(74%) 55(25.3%) 217(100%)
Program Funding Source
Count % with
Governmental program 123(83.7%) 24(16.3%) 147(100%)
Non-Governmental funding 39(55.7%) 31(44.3%) 70(100%)
Total source 162(74.7%) 55(25.3%) 217(100%)
Program Activity Type
Play Game & Recreation Count % with 94(77.7%) 27(22.3%) 121(100%)
Education & Training program 68(70.8%) 28(29.2%) 96(100%)
Total Activity type 162(74.7%) 55(25.3%) 217(100%)
Source: Survey 2016
The cross tabulation table above reveals that out of 55(100%) youth who have been participating
in UoG youth center all 55 are male and out of 42 youth participating in Kirkos Youth center ,
19(69%) are male and 13(31%) are female. Out of 70 youth in FGA, 39(69%) are male and
31(44.3%) are female participants. And among Azezo youth center participants, 39(78%) are male
and 11(22%) are female participants. From this finding, we can understand that, in almost all of the
centers female participants are less than male participant, specifically there is no female
participants in UoG youth center. in others words, majority of the youth participating in youth
development programs in Gondar city are male.
When we look at the program funding source across sex of respondents, in governmental youth
development programs and 123(83%) are male and the remaining 24(16.3%) are female. From
those youth who have been participating in none governmental youth development
programs,39(55.7%) are male and 31(44.3%) are female. This shows that across the funding
38
sources of the program, more female respondents are found in non- governmental youth centers.
The qualitative study (researcher‟s observation) assured this.
Regarding program activity type, participants were asked to indicate types of program activities in
which they are involved most. To this end, nominal scale (0=no,1=yes) was used with two
comprehensive categories indicating a different kind of program activities in which youth are
involved, i.e. first, play games and recreational activities such as sport, art, music, drama, and
second, education and training including library, tutoring, skill trainings. Based on this, as shown
in the cross tabulation above, out of 121 respondents who are participating in the first category of
activity, 94(77.7%) are male and 27(22.3%) are female youth participants. Again, among the youth
participants who have been participating in education and training activities, 68(70%) are male
and 28(29%) are female youth. Out of 217 participants, 121 are participating in play game and
recreation and the remaining 96 are participating in education and game. This finding in the cross
tabulation depicts that, male youth have been participating in more in play game and recreation
than female. In the contrary, more female are participating in education and training than male
youth participants.
4.2.1. The Commitment of the Program to the Youth
In this study, one component that was used to assess the status of youth development program was
examining youth involvement in program issues and decision-making process in addition to
participating in program activities. Accordingly, this study assessed the youth development
programs in Gondar city how they are committed to youth empowering them to express their view
participate in decision-making.
To measure the program commitment to youth participation the researcher adopted the instrument
containing 15-items (“yes” or “no”) from Shire‟s (2001) pathway to child participation model that
was designed to help program staff and to assess level of organizational commitment to youth
participation. This is because the instrument was found being relevant to measure the issue with
reliability cronbach‟s alpha .788. These 15 item questions are divided into five levels that assess
levels of youth participation. Each level has three parts with each with dichotomous (0=No,
1=Yes) responses. Participant response for this part is presented in table 4as follows.
39
Table 4: Program commitment to youth in Gondar City
N percent percent of cases
Listen to youth No 84* 12.9% 38.7%
Yes 567* 87.1% 260.3%
Total 651* 100.0% 300.0%
Support youth to express No 181 27.8% 83.4%
Their views Yes 470 72.2% 216%
Total 651 100.0% 300.0%
Youth views are taken into No 162 24.9% 74.7%
account Yes 489 75.1% 225.3%
Total 651 100.0% 300.0%
Youth are involved in decision No 195 30.0% 89.9%
making Yes 456 70.0% 210.1%
Total 651 100.0% 300.0%
Youth share power & responsibility No 207 31.8% 95.4%
for decision making Yes 444 68.2% 204.6%
Total 651 100.0% 300.0%
* The number is obtained from the multiple responses calculated on spss program by taking the possible maximum answer
“yes: or “no” of 15 items categorized in to 5 groups. So the sum 651 shows the possible maximum response that is (217*3).
The respondents were asked their opinion about the commitment of the program to them. As
shown in the table 4, their response on Shier‟s “Yes” or “No” 15 item scale which is (87.1%)
participants positive response indicates that majority of youth agree that the they are listened in
the program. The percentage (72.2%, 75.1% & respectively) of youths‟ response of “Yes” at the
dichotomous questionnaire also indicates that the program and staff members support and take into
40
account youths‟ view during their participation in the program. The finding also shows that 70% of
the positive response of the respondents towards the question “youth are involved in decision
making”. This indicates that the youth are involved in decision making in the program. However,
the response (68.2%) about the commitment of the program by sharing power and responsibility
for decision-making is seen being less than the first 4 questions response. This can be because the
youth are not matured as much as the adult staffs to share power and responsibility for decision
making in the issue of the program. One can understand from this higher proportion of positive
response of dichotomous questions, that the program is committed to youth participation.
The qualitative data confirms these quantitative findings. The interviewees assured that the
program managers and other staffs listened them when they ask questions and request things they
wanted during participation. The staff also consider the youths‟ view and interest durind decision
making process. They frequently conduct a meeting and get together to discuss about the program
and activities.
When there is an issue to be discussed, the manager in forms us to gather and attend the
meeting. During the meeting we are support to express what we feel and think may be
about library service, sport equipments or other activities in the program. At this time,
we freely talk to each other, to the manager and other staffs as well. For example, last
year we raised the idea that we wanted activities like literature night to start early before
the day gets dark. Just immediately, the staffs and managers accepted our idea and the
activity arranged to start before it gets dark. Now the literature night every Tuesday
starts at 10:30pm o’clock local time.
A grade 11and 19 years old girl in FGA youth center
The researcher himself observed this event during data collection time. In addition to the
observation the researcher also crosschecked it from the program managers and staffs members.
As a key informant I asked the manager of the FGA youth center. The response is presented in the
following narration.
This program is established aiming youth development or empowerment. So, our

customers are the youth. We organized the different activities that can change the youth
positively protecting them from different risky behaviors. Accordingly, as you can see,
we always try to fulfill the material for each activity, manage the problems if there
41
occurred. We get them involve in meetings about the program, take the feedback from
them and use it to improve the program. We also provide them with health, reading
skill and other life kill trainings
The program manager at UoG youth center
Other program managers and organizer as key informant gave the same response about the
involvement of youth in their programs. From this finding, we can understand that the program is
committed to youth participation. It empowers youth to express their view, taking in to
consideration their ideas, the program also allows the youth to involve in decision making on the
issues that affect youths‟ lives.
4.3. The Impact of youth participation in YDP in the lives of youth.
4.3.1. Youth’s score of 5C’s of positive youth development
This section of the analysis presents the positive achievements of the youth due to their
participation in the youth development programs in Gondar city. In positive youth development
model, 5Cs (Competence, Connection, Confidence, Character, and Caring) are indicators of youth
positive achievement. Hence as indicators youths‟ score of the 5Cs in the program were measured
with the response of the youth who are participating in four youth development programs in
Gondar City. To this end, the researcher used likert scale questionnaire designed for by Lerner, et
al.(2005). This likert scale type questionnaire contains 56 items and ranging from 1=strongly
disagree to 5 = strongly disagree. Accordingly, the following table shows the youths‟ score of 5Cs
in terms of mean score of each five Cs (Competence, Connection, Confidence, Character, and
Caring) of PYD.
4.3.2. Youth’s Score on Competence Due to Program Participation
Competence is one element of 5Cs. It has also three sub constructs under it. These are academic
competence, social competence, physical and technical competence youth can achieve due to
program participation. As shown in the table 5 below, the respondents‟ competence with the
subset of academic, social, physical and technical competence was measured with 18 likert type
scale containing seven, five, four and two number of items respectively to assess perceived
competence.
42
Each item asked participants to choose their response to a five-point Likert type scale. Items on the
scales focused on benefits that participants have obtained due to program participation (e.g.
Because of my participation in this program my interest in schooling is increased). At competence
level, four elements measured competences: academic, social, physical, and technical competence.
This is illustrated in the table below
Table 5: Respondents’ Score of Competence
Competence N Item Min Max Mean SD
Academic Competence 217 7 17 35 28.23(4.03*) 3.699(.52)
Social Competence 217 5 11 25 19.92(3.98) 2.724(.54)
Physical Competence 217 4 10 20 17.71(4.00) 1.616(.40)
Technical Competence 217 2 2 8 5.16(2.58) 1.663(.83)
Over all Competence 217 18 57 84 71.04(3.94) 5.326(.29)
*the parenthetical number refers to the mean score and standard deviation divided by total number of
items (18) which gives the average score on the original 5-point scale.
Source: survey 2016
Seven items were used to measure the assumed improvement of the youth participants in education
and schooling due to participation in the program. The maximum academic competence was 35
and the minimum score of 7 points. The achieved score was also 28.23 with mean score of 4.03.
Examples of items from the academic competence scale are “I have become more interested to go
school” “I have improved my school grade”. Accordingly, the mean measure score of academic
competence is 4.03 with SD=.54. Hence, the mean value of academic competence (4.03) with five
point likert scale lays on respondents‟ choice of „agree‟. This means that the respondents agree
that their participation in the program helps them to improve their education. Therefore, this
finding of social competence indicates that the youth have achieved the academic competence
because of their participation in the youth development program in Gondar City.
The social competence is the second construct of competence. As shown in table 5 above
the mean score is 3.98 with SD 0.54. Hence, the achieved mean score which is approximately 4.0
43
refers to the five point likert scale to the respondents‟‟ option of “agree”. From this finding
therefore, we can understand that the youth have agreed they have achieved social competence
because of their participation in youth development program s in Gondar City.
The physical competence as the third element of competence was measured with four items
and the finding shows us, the mean score for the construct is 4.00 with SD 0.4. On the likert scale,
this mean score falls in the fourth category of the scale, which is agree. From this one can
understand that the youth have agreed that they have been physically competence due to their
participation in the youth development program. However, the mean score of technical
competence is laid under the third option of the likert scale, which holds the neutral position of
respondents. This indicates that the youth achieved less in technical competence though frequent
participation they have.
Similarly, in the qualitative study, the youth responded that they have been scoring high
grade in their education since they have started participating in the youth development program In
Gondar city. An interviewees in FGA youth center explains the academic improvement as follow.
I come to know this program because of my friend who was participating in it. He always
comes here, and he was doing his homework in the library, and finished it timely. One day i
asked him to come together and did our homework in the center. Just he accepted me and
we come here, discussing together did the homework. By the next day, I was very glad since
i got good mark in the class. This induced me to be part of the program. Since then we
come and read books, we also participate in the literature night as well and enjoy it.
A grade 9 and 17 years old boy
The researcher cross-checked this expression of youth informant from observation and key
informants. The Key informants assured that, the youth participatin in the program helps youth to
be competence in school and improve their grade score with respect to their school friends who are
participating in the program.
The key informants also added that the youth came to be more and more socially active and
physically healthy and strong since they have been participating in drama, sport, art, library and
trainings about reproductive health and HIV/AIDS.
44
The overall mean score of competence that is 3.94 with SD 0.29 in the above shows the mean
score of competence falls under the agree response of respondents‟ option in the likert sclae
item. This means that the youth agree that they have achieved overall competence in their lives
because of their participation in the youth development program.
In general, the finding from the quantitative and qualitative data of the positive youth
development construct competence shows that though limited technical competence the have,
youth participation in the youth development program helps them to increase their over all
competence.
4.3.3. Youth’s score of connection due to YDP participation
Connection is the one of the five constructs of positive youth development. It contains three sub
elements which are connection to family, connection to school and connection to neighbor or
community. To measure connection 11 of the items from the questionnaire were used to measure
the sub elements of connection to family (four items), school (three items), and neighbor or
community (four items). All of the items used to measure connection to community use the choice
response format ranging from 1=strongly disagree to 5 = strongly agree. An example of an item
measuring connection to family is “I can tell my parents the way I feel about things without fear.”
An example of an item measuring connection to school is “I have learned how to make
friendshipin my school.” An example of an item measuring connection to community is “I have
learned how to get along withadults who are not part of my family.” In each of the element, the
researcher has comprehended the achievements the youth have because of their participation in the
program. The finding is presented as follows
Table 6: Respondents score of Connection
Connection N Item Min Max Mean SD
Connection to family 217 4 11 20 14.45(3.26*) 1.668(.442*)
Connection to school 217 3 10 15 12.57(4.19) 1.403(.467)
Connection to neighbor 217 4 10 20 15.72(3.93) 2.011(.502)
Over all Connection 217 11 31 55 43.00(3.90) 3.148(.286)
45
*the parenthetical number refers to the mean score and standard deviation divided by the total number of
items in each element of connection to obtain the average score of the 5 point scale
Source: Survey 2016
Table 6 above shows the mean score of connection to family is 3.26 with SD 0.442.This point falls
under the third response choice of respondents which is “not sure”. This finding indicates that the
youth do not score significant change in the connection to family, because of their participation in
youth development program in Gondar city. This can be because of family‟s misconception of the
program for that the family perceives it as the place where their children spent time without
helping family or home reading .
As the finding in the qualitative interview, some of the youth participating in the YDP are not
supported by their family to spend their out of school time out of their home.
In this program, i have been participating in drama and sport activities. I also read in
the library especially when there would be school exam and when I am given an
assignment. This helps me to get relax, to be physically healthy, academically
competent. However, my parents are not happy because they perceive my stay in the
program as the means I used not to help them after school and as simply I choice it to
get my friends and enjoy with them rather than doing my home work.
A grade 10 and 18 years old girl participant in FGA youth center
This finding indicates that even though the youth have been benefited from the program their stay
in the program is not supported by their parents and this in turn does not affect the connection
between the youth and their parents positively.
As illustrated in the same table above the mean score youth connection to school and community
is rather high. This can be that when the youth more involved in a program that gives them a place
to immediately connect with other youth, they develop e a close friendship with them and give
more value to their peer that their parents. This is can be assured by the mean score of
comprehended from the two school and neighbor /community connection. As shown above table 6
the mean score of youth connection to school and neighbor is 4.19 with SD 0.467 and connection
to neighbor /community 3.93 which approximately 4 falls to the fourth category agree of response
choice. This means that the respondents agree that they are able to improve their connection to
46
school communities like their teachers and classmates because of their participation in the youth
development program in Gondar city.
In general though some limitation the youth have in their connection to family, the overall score
of connection with mean score 3.90 that falls at the fourth response (agree) choce of participants
indicates that the youth participation in youth development program in Gondar city helps youth to
develop and maintain good quality , positive friendship and social cohesion in their daily life.
4.3.4. Youth’s score of confidence
To analyze the level of confidence youth scored in Gondar city because of their participation in
the youth development program 11 scales were used how much they agree or disagree.Thus, as
the table 7 below indicates, the 11 item scale that measured confidence, the mean score is 4.34
and SD=..25come as an outcome that youth have achieved due to program participation. Thus, as
the mean value of confidence construct indicates, youth who are involved in the current youth
development program in Gondar city have answered “Agree” response regarding the impact of
their participation in youth development program in on their lives.
From the qualitative findings, the researcher has also assured that most of the interviewees
explained that they have now developed more confidence than before they start participating in
this programs. Therefore, we can understand that the youth participation in youth development
program in Gondar city helps in building self-image and feeling of self worth, esteem and self-
confidence among youth.
4.3.5. Youths’’ score of character as aresult of youth development program

participation
Eleven items from the likert scale were used to assess youth score of character (Respect for
societal and cultural norms, possession of standards for correct behaviors, a sense of right and
wrong (morality), and integrity). As shown in table 7, the finding of the survey data indicates that
character is the second in terms of itsmean score (M=4.24, SD=.32). This score refers to the fourth
response on the Likert scale that is labeled as“Agree” which reveals that the respondents confirm
their participation in the youth development program enables them to respect for social and
47
cultural rules, to possess standards for correct behavior, and have sense of right and wrong in the
society.
4.3.6. Youths’ score of care due to youth development program participation
Caring or compassion is about sense of sympathy and empathy for others. Five items were used in
this study to measure youth‟s sympathy to others by which the respondents indicated the degree
to which a statement listed in the questionnaire describe them or not in terms of feeling of caring
for other achieved because of program participation. Thus, based on the survey data, the mean
score on caring is (M=3.88, SD=.38) was the outcome that youth has achieved due to program
participation. The mean score on the caring indicate the response of participant that falls under the
fourth category of Likert type scale i.e. “Agree”.
This finding therefore, indicates that respondent‟s have agreed on the impact of the participation
in current youth development program in Gondar city for their improvement in compassion and
sympathy for others in the society.
Similarly, the qualitative data from the interviewees and key informants support this finding.
According to the program cordinater in Azezo Dimaza youth center, after a year of participation
the youth especially women participants become more sympathetic and compassionate for other
youth in the program during participation and after participation.
From this finding we can understand that youth participation in youth development program helps
in Gondar city helps youth to develop a sense of sympathy and empathy for other youths.
The following table is a summary of youths‟ score of 5C‟s positive youth development in Gondar
city due to program participation.
48
Table 7: Summary of Respondents’’ Score of 5Cs of Positive youth development
5Cs Types N Item min Max Mean SD
Competence 217 18 57 84 71.04(3.94*) 5.326(.29*)
Connection 217 11 31 55 43.00 (3.90) 3.148(.28)
Confidence 217 11 40 53 47.76(4.34) 2.825(.25)
Character 217 11 33 53 46.69(4.24) 3.600(.32)
Caring 217 5 15 23 19.43(3.88) 1.926(.38)
Over All PYD 217 56 176 268 222.23(4.06) 16.759(.299)
* the parenthetical number refers to the mean score and standard deviation divided by the total
number of items in each element of 5Cs of PYD to obtain the average score of the 5 point scale
Table 7 above illustrates the finding obtained from the youth survey on the 5C indicators of PYD
measured by questionnaire designed for this purpose by Lerner, et al. (2005). Responses to the
survey were on a Likert type scale with (1) being “Strongly disagree”, (2) “Disagree”, (3) “Not
sure”, (4) “Agree”, and (5) “Strongly agree”. Accordingly, respondents‟ score of each C of
positive youth development analyzed respectively as shown in the table above. When we have a
look at the overall youth score of 5C that is the completely positive youth development, the mean
score of overall PYD is (M=4.06, SD=.299). This score falls into the fourth category of
participants‟ option of response that is agreed.
Therefore, this finding indicates that the youth participants agree they have achieved positive
development because of their participation in the program.
4.3.7. Level of youth score on 5Cs of positive development
So far, we have seen the youth score on 5C‟s they achieved because of participation in youth
development program in Gondar city from the perspective of positive youth development model. It
may not be enough illustrating merely the general score of youth program participant in terms of
individual C mean score of youth. The researcher believes that it is also relevant to identify the
49
level of youth score of positive development youth achieved in Gondar city because of
participation in youth development programs. Hence, this section deals with this analysis.
The table 8 below is reproduced from the Likert Scale. The category is based on the Bloom‟s cut
off point which divides the score in to three categories-low(<60%) medium((60%-80%) and
high(>80%). having this classification, in this study,<60% score of 5C‟s is taken as a low score,
between 60%-80% medium and >80% of the score of 5C‟s as high level of score or positive
achievement. As illustrated in table 8, the range between scores is calculated by using these cut off
points.
Table 8: Youth’s Level of 5Cs and their sex Cross Tabulation
Level of 5Cs Sex of Respondents Total

Male Female
Level of Competence
55-72(medium) Count % within 63(38.9%) 28(50.9%) 91(41.9%)
73-90(high) sex of 99(61.1%) 27(49.1%) 126(58.1%)
respondents
Total 162(100.0%) 55(100.0%) 217(100%)
level of connection

sex of
45-55(high) respondents 65(40.1%) 23(41.8%) 88(40.6%)
Total 162(100%) 55(100%) 217(100%)
level of confidence
sex of
45-55(high) respondents 145(89.5%0 26(47.3%) 171(78.8%)
Total 162(100%) 55(100%) 217(100%)
level of character
sex of
Total 162(100%) 55(100%) 217(100%)
level of care
5-15(low) Count % within 10(6.2%) 0(0.0%) 10(4.6%)
sex of
16-20(medium) respondents 106(65.4%) 26(47.3%) 132(60.8%)
50
21-25(high) 46(28.4%) 29(52.7%) 75(34.6%)
Total 162(100%) 55(100%) 217(100%)
Overall level of 5C's (PYD)

sex of
Total 162(100%) 55(100%) 217(100%)
Source: Survey 2016
As indicated in table 8 above, in the first element of 5C‟s (competence), out of 217 youth participant of this
study, 91(41.9%) have medium(55-72) level of competence and 126(58.1%) have (73-90) competence
level which is the highest level of competence. In terms of sex discrepancy among high level scorers, out of
162 male participants, 99(61%) have scored high level of competence and out of 55 female participants,
27(49.1%) have score high level of competence.
This shows us that, majority of youth have scored high level of competence because of participation in the
program. However, in terms of sex, male high scorers are greater than female high scorers of competence in
the program are.
Regarding level of connection, table 8 depicts that, out of 217 participants, the majority 129(59.4%) have
scored medium level of connection to family, school and neighbors. In terms sex, both male and female are
medium level connection scorers.
Level of confidence is also the other element of 5C‟s. Out of 217 participant of the study, the majority,
171(78.8%) of youth have scores high-level confidence. From this, number of male high-level scorers is
greater than female scorers of high level confidence. In other word, as shown in table 8, male youth
participants in the youth program have score high level of confidence whereas female youth participants
have score medium level of confidence because of their participation in youth development programs in
Gondar city.
When we look at the level of character, out of 217 participants, the majority 174(80.2% ) of them have
scored high level of character. In terms of sex of respondents, majority of female youth participants are seen
achieved high level of character whereas male participants have score medium level of character. This
indicates that, though the majority of youth participants are able to achieve high level of character, female
participant have achieved more good character that male youth participants as a result of participating in the
program.
In the same fashion, regarding level of care, majority 52% of female participants have scored high level of
care for others, where only 28% of male youth have scored high level of care. In other words as indicated
51
in the table 8, with even 10(6.2%) male scored low level and the majority 106(65.4%) of male youth
participants have score medium level of care for others. This finding reveals that, because of participation in
YDP, female youth participants have been more sympathetic or compassionate or others than male youth
participants in the society.
From this finding, one can understand that regarding the level of competence, majority of the respondents
have achieved high level of competence because of their participation in the youth development program in
Gondar city. Whereas the majority of youth (88.9%) and (79.7%) are able to score high level of confidence
and character respectively because of their participation in the youth development program in Gondar city.
However, in the third and fifth row of table 8, percents (59.4%) and (60.8%) indicates that youth have
achieved moderate level of connection and caring respectively. However, when male compared to female,
male are more achieve high level of competence and confidence than female youth participants, whereas
female youth have more achieved high level of character and care than male participants because of their
participation in the youth development program in Gondar city.
The qualitative data reveals the same finding about the level of youth score of 5C‟s. As the key in formants,
program coordinators of Azezo and Kirkos youth center explained that most of the youth participants are
self-confident- the can express their view without fear in the meeting and trainings. They have improved
their academic performance in schooling. They also respect the norms value and standards of the
community. However, some of them especially male youth still show centered behavior while doing
activities with other youth in the center. Again, some of them rarely quarrel with their parents. This can be
when the parents condemn them not to come to the center.
In general, despite little discrepancy is observed between the two sex groups in their level of score among
the constructs of 5C‟s, the overall score level of 5C‟s (PYD) shows that majority youth 163(75.1%) are
able to have high level of 5C‟s/PYD because of their participation in the youth development programs in
Gondar city. In other words, youth participation in youth development programs in Gondar city enables
youth to have high level of positive development (5C‟s) protecting them from different risky behaviors.
52
4.4. Factors affecting youths’ score of the 5Cs of positive youth development
Table 9: Sex, Program activity types and program funding
N Mean score SD df t p
Sex 215 -0.661 .510**
Male 162 229.98 8.467
Female 55 230.85 8.229
Program Activity types 215 -6.674 .000
Play game & recreation 136 227.11 7.608
Education & training 81 234.10 7.726
Program funding sources 215 -1.781 0.076
Governmental 147 229.51 8.511
None-Governmental 70 231.67 8.015
*P<.05
The t- test was employed to test the possible difference between two groups male and female
(demographic factors) and between the two funding sources and activity types(program factors) .
As shown in table 11 above, for 56 items on the 5-point Likert scale, the possible score is 280 and
the mean score for gender variable (male=229.98 and female=230.85). From this finding, we
understand that there is no statistically significant difference in 5C‟s score between male and
female.
Thus, sex variable does not significantly create a significant difference on the youth‟s score on the
5C of PYD in Gondar youth development program (t=-.661, df =215, p=.510). Therefore, from this
finding we understand that the demographic factor (Sex) dose not create considerable differences
in youth‟s score on the 5C‟s of PYD. That means there is no significant difference in both male
and female score‟s on the 5C‟s of PYD. This finding implies that both male and female who are
involved in the program is equally benefiting from the program, which can be the result of current
emphasis given by both government and non-government organization to gender equality.
53
Youth‟s score on the 5C of PYD in Gondar city by program activity types (play,games and
recreation, and education and training) was also tested if there is a difference among those groups
who participate in the two activity category. To this ende the researcher used an independent
sample t-test. As indicated in table 11 above the he mean score of the 5C‟s between these two
categories of program activities such as plays, games and recreational activities (M=227.11) and
education and trainings (M=234.10) is not similar. The mean score of education and training group
is greater that the play game and recreation group. This difference is singnificat at (p=0.000) which
is <.05. This implies that program activity type does create significant differences in youth score
on the 5C of PYD. This finding indicates that thevyouth‟s score on the 5C of PYD does differ
significantly because of participation in either of program activities: plays, games, and recreation
or education and training activities.
As we can see the difference in the mean, youth score of 5C of those who participate in education
and training activity group is greater than the score of youth who participate in play game and
recreation group. This can be because as they are students, they give more emphasis on the training
given by the program and may read more time in the library.
The other factor to be tested was the funding source (government or non- government program) to
see if it creates a significant difference in youth‟s score on the 5C‟s of PYD. In this case, an
independent sample t-test was also used to test the mean difference between program-funding
sources that was measured at nominal level because this variable is a categorical variable that
incorporates two categories: government and non-government sources. Thus, the test was made to
see any significant difference in mean score between government (M=229.51 ) and non-
government (M=231.67) programs in terms of the 5C score of youth who are involved in the
programs. As we can understand from the test statistics result, there is no significant difference
between the mean score of government and non-government programs in youth‟s score on 5C of
PYD. Based on this, my first thinking that assumed the 5C score of the PYD differ by program
funding source was not supported by the data. This implies that program-funding sources does not
create significant differences in youth score on the 5C of PYD (t= .-1.781, df= 215, p=.076) in
Gondar city youth development programs.
54
Table: 10 Regression Analysis for Demographic and Participation factors
Variable1 N R2 ß P
Age 15-20 126(58.1%) .128 .358 .000**

21-25 91(41.9%)
Total 217(100%)
Education Primary school (1-8) 48(22.1%) .044 211 .002**
Secondary School (9-10) 95(43.85%)
Preparatory (11-12) 70(32.3%)
Certificate & Diploma 4(1.8%)
Total 217(100%)
Length of stay in the program 1-2years 98(45.2%) .224 .473 .000**
3-4years 119(54.8%)
Total 217(100%)
Frequency of Participation Once a week 16(7.4%) .034 .185 .006**
Twice a week 21(9.7%)
2-4dayes a week 47(21.7%)
Almost every day 133(61%)
Total 217(100%)
1 Dependent Variable: Youth’s Score on the 5C’s of PYD (Competence, Connection, Confidence, Character and Caring)
** p≤0.01
Table 12 illustrates the simple regression analysis of demographic factors (age level of education)
and participation factors (length of stay in the program and frequency of participation in the
program).
The purpose of this analysis is to test if the demographic and participation factors affect youth‟s
score of 5C‟s of PYD. The simple regression analysis was conducted with X (age, years of
schooling, length of stay in the program, and frequency of participation) as predictor of Y (the 5C
of PYD). Accordingly, the p value p≤0.01 indicates that Age of respondents significantlypredict
youth‟s score on the 5C‟s of PYD (ß=0.358, p≤0.01). The value of simple regression coefficient of
determination(R2 = 0.128) also reveals that about 12.8% of variation in youth‟s score on the 5C‟s is
55
explained by age. The slopeindicates that for every one year increase with the age of youththere is
0.358 increases in youth‟sscore on the 5C‟s.
The other finding shown in the table is that years of schooling as a demographic factor predicts the
5C of PYD in Gondar city youth development programs. According to the result obtained from the
simple regression analysis as indicated in the table 12 above, the coefficient of determination (R2
=0.044) shows that about 4.4 % of the variation in youth‟s score on the 5C‟s is explained by years
of schooling. The slope indicates that for every one class increased in participants years of
schooling, there are .211 increases in youth‟s score on the 5C‟s. This prediction is seen
significantly predicting youth‟s score on the 5C‟s of PYD with ( p=0.002).
The finding also shows rogram Participation factors (length of participation and frequency of
participation) significantly predict youth‟s scores on the 5C of PYD.
The result obtained from simple regression about the length of stay in program participation as
predictor of youth‟s score onthe 5C, in the table above shows, that the coefficient of
determination (R2 =0.224) indicatesthat about 22.4% of the variation in youth‟s scores on the 5C‟s
is explained by length of stay in youthdevelopment program. Lengths of program stayIi this study
is measured in year. Thus, as the slopeindicates for every one year increase in length of the
program stay by the participants, there are 0.473 increases in youth‟s score on the 5C‟s. Based on
this, it was found that with (ß=.473, p=0.000), the length of the program stayssignificantly predict
youth‟s scores on the 5C‟s of PYD.
The other variable that is found to have a significant effect on youth‟s scores on the 5C was
frequency of program participation. From the simple regression analysis using program
participation frequency as predictor of youth‟s score on the 5C, the coefficient of determination
(R2 =0.034) indicates that about 3.4 % of the variation in youth‟s scores on the 5C‟s is explained
by frequency of program participation. Moreover, as the data obtained from the survey indicates,
(61%) of respondents who are involved in this study attend the program everyday. Therefore, as
the slope indicates there are 0.185 increases in youth‟s score on the 5C as youth attend the program
frequently. Based on this, with (ß=0.185, p=0.006)it was found that the frequency of program
participation significantly predicts the youth‟s score on the 5C‟s of PYD.
In general, from the regression analysis, we have seen that the independent variables age, level of
schooling, length of stay and frequency of participation youth have in the program are found to
56
statistically significant in predicting youth score of 5C‟s of positive development. Therefore, this
finding indicates that youth demographic factors in this case age, and education and program
factors can affect youth positive achievement from the youth development program because of
their participation in it.
Chapter Five: Discussion, Conclusion and Recommendation
5.1. Discussion
In the above section of the paper, the major findings were presented and interpreted in line with the
stated objectives of this research regarding youth participation in youth development programs in
Gondar city. This section also discusses those interpretations in line with the literatures reviewed
to address the stated objectives. It tries to integrate the findings of this study with that of other
studies in order to have comprehensive understanding on the issue understudy.
Findings from the Statistical Analysis
This study was conducted in Gondar city youth development programs both governmental and
none governmental programs. From these programs, 217 (Governmental 147 and none
governmental 70) youth participants were involved as the respondents of the study.
Regarding sex distribution and level of education, from the total sample of 217, 162(74.7%) of
respondents are male and the remaining 55(25.3%) of respondent are female. This indicates that
there is higher proportion of male youth participating in youth development programs in Gondar
City. Interims of their age, majority of the respondents that is 126(58.1%) are between 15 and
21years. In terms of t heir level of education, 48(22.1%) are grade 1-8 or attending primary
education; 95(43%) of the respondents are also enrolling grade 9-10(secondary education. The
57
remaining 70(32%) and 4(1.8%) are attending preparatory education and having college certificate
and diploma perceptively. This means that majority of the participants in the use program are
primary and secondary school students .
In this study, participant‟s length stay and frequency of participants in the youth development
program were also described as respondents demographic background. Accordingly, the finding
shows that, majority of them (119/58%) participated in the program stayed from 3-4 years. Again
most of them participate in the program from 5-7 days (almost every day) in a week.
The status of youth participation in youth development programs in Gondar

city
As indicated so far, this study mainly focused on youth centers as youth development programs in
Gondar city. These youth centers are four in number-UoG youth center, Kirkos area youth center,
Family guidance and counseling youth center and Azezo Dimaza yourh center. Each of youth
development program proportionally represented in selected samples. Thus, by using
probability(simple random) sampling technique, out of 217 youth participated in this study, from
Adebabay Eyesus (UoG) youth center 55, Gondar Family Guidance association youth center 70,
Kirkos Area Youth center 42 and Azezo Dimaza Youth center of 50 were selected for the study.
Regarding sex distribution, among participants, in UoG youth center all are male participants. out
of 42 youth participating in Kirkos Youth center , 19(69%) are male and 13(31%) are female. Out
of 70 youth in FGA, 39(69%) are male and 31(44.3%) are female participants. And among Azezo
youth center participants, 39(78%) are male and 11(22%) are female participants. From this
finding, we can understand that, in almost all of the centers female participants are less than male
participant, specifically there is no female participants in UoG youth center. in others words,
majority of the youth participating in youth development programs in Gondar city are male.
When we look at the program funding source across sex of respondents, in governmental youth
development programs and 123(83%) are male and the remaining 24(16.3%) are female. From
those youth who have been participating in none governmental youth development programs,
39(55.7%) are male and 31(44.3%) are female. This shows that across the funding sources of the
program, more female respondents are found in non- governmental youth centers. The qualitative
study (researcher‟s observation) assured this.
Regarding program activity type, participants were asked to indicate types of program activities in
which they are involved most. To this end, nominal scale (0=no,1=yes) was used with two
58
comprehensive categories indicating a different kind of program activities in which youth are
involved, i.e. first, play games and recreational activities such as sport, art, music, drama, and
second, education and training including library, tutoring, skill trainings. Based on this, as shown
in the cross tabulation above, out of 121 respondents who are participating in the first category of
activity, 94(77.7%) are male and 27(22.3%) are female youth participants. Again, among the youth
participants who have been participating in education and training activities, 68(70%) are male
and 28(29%) are female youth. Out of 217 participants, 121 are participating in play game and
recreation and the remaining 96 are participating in education and game. This finding in the cross
tabulation depicts that, male youth have been participating in more in play game and recreation
than female. In the contrary, more female are participating in education and training than male
youth participants.
The literature reviewed explains that youth participation in youth development programs play great
role in positive development of youth in Ethiopia. For example, the evaluation report of
UNICEF/MOWCYA Adolescent/youth development program in Ethiopia (2007-2011), by the
Ministry of Finance and Economic Development and UNICEF in Ethiopia, argues that in its
research finding, many youth were very positive about the role of the youth centre in their lives
in that, (1) the centers provide services to the youth at minimal price (or free of charge);(2) the
centers provide information and create awareness on various issues including HIV, AIDS and VCT
and (3) the youth get various services in one place. They think that the centers can play an
important role in helping the youth spend their time fruitfully (MoFED, 2012).
The current study confirms this research finding. The finding (especially the qualitative) indicates
that, despite very few in number, the youth development programs /centers are enabling the youth
to spent their time fruitfully by providing them with various services. The youth centers provide
sport, library, computer services and life skill, reproductive health and HIV/AIDS trainings and
VCT services, free of charge. They also serve youth cafeteria services at the minimum price.
Regarding program activity type, the youth in the program have been participating mainly in two
comprehensive categories indicating a different kind of program activities, i.e. first, play games
and recreational activities such as sport, art, music, drama, and second, education and training
including library, tutoring, skill trainings. Based on this, out of 217 respondents137 (62.7%) are
59
involved in the first category of plays, games and recreation, whereas 81(37.7%) are beneficiaries
of education and training services provided by both government and non-government program.
Program commitment to youth
Positive youth development programs ensure that young people are central in all aspects of the
program. The „youth centered‟ value is broader than ensuring a young person‟s active
participation; it goes to the organization‟s core practices around working with, and for, young
people (Holdsworth, R., Lake, M., Stacey, K., and Stafford, 2005).
For a program to be „youth centered‟ all activity needs to engage with young people, including
governance discussions, program planning, implementation, evaluation, relationships and
communication. Youth-centered development programs provide participants with opportunities to
take responsibility and embrace lead roles in setting program goals and challenges. Adult
facilitators provide a supportive environment including gauging the appropriate level of
responsibility of participants when setting these goals and challenges. They actively create
opportunities for young people to participate in decision-making; young people inform the
development, design, implementation and evaluation of all youth programs. Young people are
supported to fully engage in a program. Additional support is provided when required to achieve
this, for example, peer mentoring by experienced participants; provision of additional information
and resources to support young people to build their knowledge base and be more informed. Adult
facilitators actively seek input and contributions from participants in an environment free from
judgment, fear of retribution, for example, regular group meetings, or planned opportunities for
participants to provide formal and informal feedback. Young people are treated as equals. Young
people are valued and respected and are seen as active, contributing members of society now and
in the future. Young people are supported an encouraged to learn new things and engage in new
experiences in safe and supportive environments. (Holdsworth, R., Lake, M., Stacey, K., and
Stafford, 2005:5)
One aim of this study was to examine the implication of this argument in youth development
programs found in Gondar city. Similar to this argument, this study revealed the same finding. On
Shier‟s 15 item “Yes” or “No” questions, participant were asked about the program commitment, -
how they are treated by the staffs/adult facilitators. The questions were about whether youth are
listened to, they are supported to express their views, their views are taken in to account, they
involve in decision-making and if they share power and responsibility in decision making. Except
60
for the last question, participant response for the first four questions was very positive. At the
dichotomous questionnaire, (87.1%) “yes”, shows participants positive response indicating that
majority of youth agree that the they are listened in the program. The percentage (72.2%, 75.1%
& respectively) of youths‟ response of “Yes” also indicates that the program and staff members
support and take into account youths‟ view during their participation in the program. The finding
also shows that 70% of the positive response of the respondents towards the question “youth are
involved in decision making”. This means that the youth are involved in decision making in the
program. However, the response (68.2%) about the commitment of the program by sharing power
and responsibility for decision-making is seen being less than the first 4 questions response. This
can be because the youth are considered to be not matured as much as the adult staffs to share
power and responsibility for decision making in the issue of the program. This quantitative finding
was also confirmed by the qualitative one for that program managers explained they are working
with and for youth participants in the center.
From this finding, we can understand that, in Gondar city youth development programs, youth
are supported and encouraged to express their views to learn new things and engage in new
experiences in safe and supportive environments. The staffs create opportunities for youth to
participate in decision-making; inform the development, design, implementation and evaluation of
all youth programs.
The impact of youth participation in YDP in the lives of youth
Positive Youth Development means development that occurs from an intentional process that
promotes positive outcomes for young people by providing opportunities, relationships and the
support to promote outcomes of competence, character, caring, confidence, connections, and
contribution (Lerner, 2006).
The author argues that participating in youth development program has been shown to have a
positive impact on youth, both in terms of development of practical life skills, and in terms of
social development. Specifically, involvement in Positive Youth Development programs has been
shown to correlate with a development of the “5 C's” (Lerner, 2005). The 5 C's are a set of
constructs (Lerner, 2009) which measure various aspects of a person's social development; the 5
C's include: competence, confidence, connection, character and care.
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Similarly another study on positive youth development programs confirms this argue that YDPs
have positive effects on the adolescents who participate in such programs. A study that
investigated the relationship between out- of-school activities and positive youth development
indicates that participation in structured extracurricular activities and youth development
programs influenced social behaviors of young people, such that youth who were involved in
youth development programs tended to show more “pro-social” behaviors (Morrissey & Wilson,
2005 cited in Dagim).
Therefore, in this study specific attention was given to the impact of youth‟s participation in youth
development programs in Gondar city. Accordingly, indicators of positive youth development
model conceptualized by youth development scholars as the 5C‟s are used to guide the assessment.
As a result, this section of the paper deals with the discussion of youth‟s score of 5C‟s in Gondar
city youth development programs.
Youth’s score of 5C’s of positive youth development
Positive Youth Development programs are programs which are specifically designed to further the
positive development in adolescents and youth, as defined above. Based on this PYD perspective,
this research has assessed the impact of participation of youth in youth development programs in
Gondar city. To this end, the researcher has measured participants score of 5C‟s that are the main
constructs of positive youth development.
The other finding obtained from the study on the impact of participating in after school youth
development program by Kahne et al., (2001) suggests that after-school youth development
programs are an important educational tool, in that they provide opportunities for learning beyond
what youth typically receive in the classroom.
The study by Dagim (2014) also revealed that youth who are involved in the youth development
program have learned different kinds of competence of positive youth development. As to his
finding youth, development programs regarding contributed positively for youth to gain different
forms of social and academic competence.
The study also indicates that program participation helped youth to distinguish between good and
bad habits and easily refrain from harmful practices.
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The finding of this study is more or less similar to the finding obtained by Dagim (2014) on the
positive impact of participation in youth development program.
Youth’s score of competence
Competence is one of the constructs of PYD. It includes academic, social, physical

and technical competence. These four sub constructs are used to measure the overall
competence of participant of this study. The data obtained from the survey on
academic competence reveals that the youth participant agree that their participation
in YDP helped them to improve their academic competence. This finding is
supported by other empirical studies, which argues that participation in youth
development programs is important in helping youth achieve academic success
(Bloomquist, 2010). This finding also corroborates with a research by Mahoney, et
al. (2005) which suggests that student engagement in after-school activities is related
to increased academic and social skills among elementary school students.
According to Horwitz & John (2012), suggested that academic success does not
depend solely on the physical presence of students at school rather social element,
such as relationships with friends and participate in extracurricular youth
development activities, play an important role in the overall academic performance
of students.
All the above research findings on the impact of after school youth development
programs by different scholars provide evidence that after school programs play a
significant role in increasing academic achievement in its participant as manifested
by most participants of Gondar city youth development program.
The second competence element studied is social competence. Respondents were

asked to show their argument if they have improved their social competence because
of participation in YDP in Gondar city. The data obtained indicates that,
participating in youth development programs helped youth to increase their social
63
competence (their community participation, dispute resolution skill and other social
competence. This fending is supported by the researches, which show that after
school programs across the country are playing a critical role in building those skills.
Specifically, youth who attend after school programming score higher
communication skills, decision-making skills, problem-solving skills, conflict-
resolution skills, leadership skills(Mehesy, 2004)
Therefore, these empirical findings are similar to my study finding; about social
competence youth achieved because of participation in YDP in Gondar city. Youth
participation in youth development programs help youth to be pro-social and
increase the ability of youth to have interpersonal, social and communication skills.
The physical competence as the third element of competence was measured with four items and
the finding shows us, the mean score for the construct is 4.00 with SD 0.4. On the likert scale, this
mean score falls in the fourth category of the scale, which is agree. From this one can understand
that the youth have agreed that they have been physically competence due to their participation in
the youth development program. However, the mean score of technical competence is laid under
the third option of the likert scale, which holds the neutral position of respondents. This indicates
that the youth achieved less in technical competence though frequent participation they have.
Similarly, the study by Dagim (2014) reveals the lowest technical competence of youth
participating in youth development programs.
In the qualitative study, the youth responded that they have more improved their grade in their
education and improved their social competence, more become physically healthy since they have
started participating in the youth development program In Gondar city. However, they have scored
less in technical competence like computer skill.
Connection
Regarding youth‟s score of connection to family, connection to school and community, the the
mean score of each was 3.26 , 4.19 and 3.93 (approximately 4) respectively indicate that the
youth agree that their connection to their school communities and their neighbors is improved
64
because of you development program participation. However the mean score of connection to
family-3.26 which falls to the “not sure” option of respondent in the likert scale shows there is a
limitation in youth‟s connection to their family. This can be because in the study area most of
youth family have miss understanding about the effect of youth participation in out of school time
programs. This was confirmed by the in-depth interview questions from the qualitative study.
In general, though some limitation the youth have in their connection to family, the overall score
of connection with mean score 3.90 that falls at the fourth response (agree) choice of participants
indicates that the youth participation in youth development program in Gondar city helps youth to
develop and maintain good quality , positive friendship and social cohesion in their daily life.
Literature indicates that establishing a sustained and caring adult – youth relationship is one of the
“Beg Tree” designed features of effective positive youth development programs (Lerner et al ,
2005)
Youth’s score of confidence
The study by Bloomquist (2010) found a positive relationship between participation in youth
development programs and self-image. Bloomquist argues that youth development programs help
youth get experiences and opportunities to build confidence.
This study confirmed this finding in that the youth mean score on confidence that is 4.34 and
indicates youth haveimproved their level of confidence due to program participation. This means
that youth who are involved in the current youth development program in Gondar city have
answered “Agree” response regarding the impact of their participation in youth development
program in on their lives.
From the qualitative findings, the researcher has also assured that most of the interviewees
explained that they have now developed more confidence than before they start participating in
65
this programs. Therefore, we can understand that the youth participation in youth development
program in Gondar city helps in building self-image and feeling of self worth, esteem and self-
confidence among youth.
The finding of this study, which indicates the positive impact of youth participation in Gondar city
youth youth development program in Building confidence among youth participants is supported
by a recent meta-analysis on the role of after school programs by Durlak and Weissberg (2007)
which stated that participating in afterschool programs enhance participant‟s self-esteem and self-
confidence.
Character
Regarding youth score of character, the mean score 4.24which refers to the fourth
response on the Likert scale that is labeled as“Agree” reveals that the respondents confirm their
participation in the youth development program enables them to respect for social and cultural
rules, to possess standards for correct behavior, and have sense of right and wrong in the society.
This finding is supported by the study on by Kanhe, et al. (2001), which stated that youth
development programs help participants avoid risky behaviors, and develop positive
developmental outcomes and Weissber (2007) which indicated that afterschool programs has a
positive impact on the lives of youth in increasing positive social behaviors and decreases in
problem behaviors.
Care
Caring or compassion is about sense of sympathy and empathy for others. Based on the survey
data, the mean score on caring is (M=3.88, SD=.38) was the outcome that youth has achieved due
to program participation. The mean score on the caring indicate the response of participant that
falls under the fourth category of Likert type scale i.e. “Agree”.
66
This finding therefore, indicates that respondent‟s have agreed on the impact of the participation in
current youth development program in Gondar city for their improvement in compassion and
sympathy for others in the society.
Similarly, the qualitative data from the interviewees and key informants support this finding.
According to the program cordinater in Azezo Dimaza youth center, after a year of participation
the youth especially women participants become more sympathetic and compassionate for other
youth in the program during participation and after participation.
From this finding we can understand that youth participation in youth development program helps
in Gondar city helps youth to develop a sense of sympathy and empathy for other youths.
Level of youth’s score of 5C’s of positive youth development
The discussion above shows the impact of youth participation in YDP in Gondar city
based on mean score of respondents for each element of 5C‟s of PYD in the likert
scale. As indicated there, the youth‟s mean score of each element reveals whether
they achieved positive out comes from the participation because of participation in
the program. However, this may not show us the level of yout‟s acheivemnt of
Competence, connection, confidence, character and care. Therefore, in this study the
level of youth scores of 5C‟‟s is identified for each element of 5C‟s. This was done
based on Bloom‟s cut off point (<60% as a low score, between 60%-80% as
moderate or medium score and >80% of the score as high level).
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The level was also presented in the cross tabulation with sex of respondent. Because
the cross tabulation helps to make compression in the level of score between the two
sex groups among the youth. Accordingly, this section is dedicated to discussion of
level of youth‟s score of 5C‟s of PYD.
In the cross tabulation regarding level of competence, table 8 above, out of 217
youth participants of this study, 91(41.9%) have medium(55-72) level of
competence and 126(58.1%) have (73-90) competence level which is the highest
level of competence. In terms of sex discrepancy among high level scorers, out of
162 male participants, 99(61%) have scored high level of competence and out of 55
female participants, 27(49.1%) have score high level of competence.
This shows us that, majority of youth have scored high level of competence because
of participation in the program. However, in terms of sex, male high scorers are
greater than female high scorers of competence in the program are.
Regarding level of connection, table 8 depicts that, out of 217 participants, the
majority 129(59.4%) have scored medium level of connection to family, school and
neighbors. In terms sex, both male and female are medium level connection scorers.
Level of confidence is also the other element of 5C‟s. Out of 217 participant of the
study, the majority, 171(78.8%) of youth have scores high-level confidence. From
this, number of male high-level scorers is greater than female scorers of high level
confidence. In other word, as shown in table 8, male youth participants in the youth
68
program have score high level of confidence whereas female youth participants have
score medium level of confidence because of their participation in youth
development programs in Gondar city. This confidence gap could very well be
related to women's perception of their inferior status.
The authors of the Journal of Personality and Social Psychology study on the
confidence gap point out that the gap may be related to gender stereotypes and the
way we value them. Women may have more feminine traits due to socialization or
perceive themselves as more feminine because they are women, so since most
cultures devalue femininity, women may view themselves as less capable and
valuable ( http://www.bustle.com).
The researcher‟s observation supports this argument in that during the sport event I
observed that the sport female participant were afraid of competing with their male
youth fellows in the hand bole. The explanation of the program manager also
confirms this. According to Azezo youth center coordinator, female participant are
less than male participant is because if they actively involved in the event in which
their male colleagues have been involving they are leveled as deviant
When we look at the level of character, though the majority 174(80.2% ) of them
have scored high level of character, there is a difference between the two sex groups
. Majority of female youth participants are seen achieved high level of character
whereas male participants have score medium level of character. This indicates that,
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though the majority of youth participants are able to achieve high level of character,
female participant have achieved more good character that male youth participants
as a result of participating in the program.
Similarly, in their level of care, majority 52% of female participants have scored
high level of care for others, where only 28% of male youth have scored high level
of care. In other words as indicated in the table 8, with even 10(6.2%) male scored
low level and the majority 106(65.4%) of male youth participants have score
medium level of care for others. This finding reveals that, because of participation in
YDP, female youth participants have been more sympathetic or compassionate or
others than male youth participants in the society.
From this finding, one can understand that regarding the level of competence,
majority of the respondents have achieved high level of competence because of their
participation in the youth development program in Gondar city. Whereas the
majority of youth (88.9%) and (79.7%) are able to score high level of confidence
and character respectively because of their participation in the youth development
program in Gondar city. However, in the third and fifth row of table 8, percents
(59.4%) and (60.8%) indicates that youth have achieved moderate level of
connection and caring respectively. However, when male compared to female, male
are more achieve high level of competence and confidence than female youth
participants, whereas female youth have more achieved high level of character and
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care than male participants because of their participation in the youth development
program in Gondar city.
The qualitative data reveals the same finding about the level of youth score of 5C‟s.
As the key in formants, program coordinators of Azezo and Kirkos youth center
explained that most of the youth participants are self-confident- the can express their
view without fear in the meeting and trainings. They have improved their academic
performance in schooling. They also respect the norms value and standards of the
community. However, some of them especially male youth still show centered
behavior while doing activities with other youth in the center. Again, some of them
rarely quarrel with their parents. This can be when the parents condemn them not to
come to the center.
To sum up, despite little discrepancy is observed between the two sex groups in their
level of score among the constructs of 5C‟s, the overall score level of 5C‟s (PYD)
shows that majority youth 163(75.1%) are able to have high level of 5C‟s/PYD
because of their participation in the youth development programs in Gondar city. In
other words, youth participation in youth development programs in Gondar city
enables youth to have high level of positive development (5C‟s) protecting them
from different risky behaviors.
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Discussion on the result obtained from relationship analysis
In this study the relationship between personal and program factors (independent
variables) and the 5C‟s of PYD independent factors was tested by using independent
sample t-test and simple regression techniques. The finding from the t-test shows
that there is statistically significant difference between male and female in the score
on 5C‟s with (t=-0. 661,df=215 and p=0.510). This means that, there is a difference
in their score confidence and care between male and female, the t-test depicts that
this difference is not statistically significant to generalize to the whole population.
Regarding the difference in the youth‟s score of 5C‟s between those who are
involved and play and education and in governmental and non-governmental youth
development programs, there is statistically significant difference at (p<0.01).
The study also employed simple regression analysis to see if demographic factors
age, years of schooling, length of stay in the program, and frequency of
participation) affect score of 5C‟s of PYD. Accordingly, the p value p≤0.01 indicates
that Age of respondents significantly predict youth‟s score on the 5C‟s of PYD at
(ß=0.358, p≤0.01) and the coefficient of determination (R2 =0.044) shows that about
4.4 % of the variation in youth‟s score on the 5C‟s is explained by years of
schooling. The slope indicates that for every one class increased in participants years
of schooling, there are .211 increases in youth‟s score on the 5C‟s. This prediction is
seen significantly predicting youth‟s score on the 5C‟s of PYD with ( p=0.002).
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Regarding participation factors (length of stay and frequency of participation),a
research finding by Sabaratnam and Klein( 2006) on “Measuring youth development
outcome” have found a significant relationship between participants length of
involvement in youth development programs and positive outcomes. The study gives
emphasis for constructs such as caring adult relationships, basic social skills,
decision-making, and constructive use of leisure time. From the finding, more
specifically, the authors have found highest mean scores for self-control, empathy,
and communication as a construct of youth development outcome with increased
length of involvement in the program. Thus, in this study, intensity of participation
was
Similarly, in the current study, it was found that with (ß=.473, p=0.000), the length
of the program stay ssignificantly predict youth‟s scores on the 5C‟s of PYD.
Similarly, the coefficient of determination (R2 =0.034) with (ß=0.185, p=0.006)
indicates that about 3.4 % of the variation in youth‟s scores on the 5C‟s is explained
by frequency of program participation.
In general, from the regression analysis, we have seen that the independent variables
age, level of schooling, length of stay and frequency of participation youth have in
the program are being statistically significant in predicting youth score of 5C‟s of
positive development. Therefore, this finding indicates that youth demographic
factors in this case age, and education and program factors can affect youth positive
achievement from their participation in youth development programs in Gondar city.
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Conclusion
This study was mainly conducted to assess the positive imact of youth participation
in youth development program in Gondar city modeling positive use development
and the relationship between demographic, program factors and youth‟s positive
achievements.Youth both sex whose age rage between 15-29 from four youth
centers took part in this study. Out of 217 respondets 162(74.7 %) were male ad
55(13.3%) were femal. The majority of these respondent 126(58.1%) are aged
between 15-20 .Regarding their level of education, most of them (are enrolling grade
9-10(high school). 119(54%) of the respondets staid in the program for 3-4 years and
133(61%) out of 217 visite the youth center from 5-7 day a week.
The youth development programs(youth centers) in Gondar city provide youth with
various services and activities. These are liberary, caferia, in door out dor games (e.g
hand ball , table tennis , pool ) and HIV/AIDS and reproductive health counseling
services. There are also other activitives performed by youth in the centers as part of
the program. Therefore, the youth have been in volving in these activities in the
program. The finding from youth survey and interview indicates that program is
commited to youth in encouraging and supporting the youth in the involment of
program issues like decision making process. The finding from the survey result of
5C‟s depicts that respondents agree that participation in youth development program
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has brought a positive impact in their lives increasing their level of competence,self-
confidence, establishing positive youth and family, school, neighbor relationship,
diulding positive character and developing compassionate feelings.
However, as the finding indicates, youth participation in YDP in Gondar city has
limited impact in developing technical competence (like computer, language and
enterpreership skills) and in strengthening youth‟s connection with their family.
Sociological implication of the study
Conducting research, designing and evaluating projects and policies on diferrent
societal issues is the major task of sociologists and practicioners. The application of
these various tasks of sociologiasts requires to be supported by sociological
inquiries. Therefor, the research about the positive development of youth who are
the main sourece country‟s development has so many implications for the theoretical
knowledge and practical applications. This study mainly examined the positive
acheivments of because of youth development program participation by using PYD
model which is currently very neede persective. This is because previous studies see
youth as a problem to be solved. This research rather focuses is strength based that
treats youth as a resources to be taped for socio-cultural, economical, and political
development. Accordingly the finding of this study on the current status of youth
development programs, the positive contribution of participating in these programs
for the youth, the level of this positive acheiment( score of 5C‟s of PYD) can give
75
timly insights for further sociological studies, for generating new sociological
knowledge to explain the issue of youth. This study also has positive implication
practically for youth development programs. It has described the status of youth, the
level of youth‟s achieved outcomes because of participation in the current youth
development in Gondar city. The finding of this study therefore, can assist
sociologists to take part in the program design to improve youth level of positive
acheivment from the program.
Limitations of the study
The study was not conducted with out limitations. Some of the limitations of the study were noted.
First, the respondents participated in the study were youths who participated in the youth centers
in Gondar city. Thus, generalizing and applying the findings of the study to youth participating in
other youth development programs like youth association, youth league e.t.c. should be done with
caution. Future studies should consider involving youths from other age groups.
Moreover, the study was conducted on a cross-sectional research design, therefore the longitudinal
study is recommended to overcome the causality problems of cross sectional research design. The
study did not the 6th C( contribution to society) It is recommended that future studies should
include the 6th C in measureing youth score of C‟s of positive youth development.
In addition, the study mainly focused on few variables as predicting factors of youth score on 5C‟s.
further studies have to identify other vatiables like parent‟s social economical and ethnic
backgrounds that may affect youth‟s score of 5C‟s.
More over, the study was limited to Gondar city. Therfore, study can be conducted in other cities
by using positive youth development model.
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Recommendations
Standing from the findinds of this study, the researcher would like to suggest the following points
that have to be considered when administering and running youth and youth develop programs.
This study was conducted to assess the curent status of youth participation in youth development
programs. As one of youth, development programs, the particular area of this study were youth
centers found in Gondar city. It included all (four) youth centers.
The finding of this study shows that among the youth who have been participating in these youth
centers, majority of them are male youth participants. More spesficaly, in the UoG youth
development program, all participant were male. The researcher has assurd this from the key
informant (UoG youth center Cordinater) if there were female participants who did not take part in
the study. He confirmed that all participants are male. Having this research finding the researcher
suggests that the youth development programs particularly UoG youth development program
need to include and increase number of female participants engaraging them to compete eqully
with male youth participant. This can be achieved by creating awareness about the effect of youth
youth development program in their school and in the community. In addition, female participant
can be encouraged through different trainings.
The result from the survey of competence indicates that participants‟ technical competence is
limited compared to academic and social competences. Therefore, the youth development
programs in the city need to emphasise and work more in the elements of technical competence.
The other finding of the study also reveals that, the youth participation in YDP has limited effect
in strengthening the connection between youth and their family. From the qualitative data, parents
77
misconception about the program and youth‟s negative reaction to their family were explained as
the potential cause of limited connection youth have with their parents. Hence, the researcher
suggests that to improve conection to family strong family support is essential for young people
as they mature and become adults. Thus, youth development programs in Gondar city needs to
have elements that help participants develop positive connections to a caring adult in family. More
over, the program managers or cordinaters need to aware the perents about the program through
workshop and panal discussion.
78
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Appendix A
College of Social Sciences and the Humanities
School of Sociology and Social Work
Post graduate program
Questionnaires for youth survey
Consent Form for participation in Survey
My name is Alemayehu Mulat. I am Masters Student in Department of Sociology at

the University of Gondar. As a partial fulfillment of my postgraduate degree,
presently, I am conducting a research on the Youth development program. For this
purpose, I need to gather information from the youth inGondar City youth centers. I
therefore, kindly request your willingness to respond for the below written questions
about yourself and your experience in the youth center.
Your participation in this study is voluntarily. Your individual responses, including

any contact information you provide, are confidential and will not be shared with
anyone. Your name will not appear in any report of results. No one will use the
information in any way that could cause problems for you. If you have questions at
any time about the study or the procedures, you may contact me, Alemayehu Mulat
at 0913670130 or at alexmulat30@gmail.com
Thank You for your cooperation!
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Part one: Demographic information
1. Sex MaleFemale
2. How old are you _______________
3. Level of education/grade ___________
4. Name of the program ___________________________________________________
5. Program funding source Governmental Non Governmental
6. For how long you have been participating in this program? _____________________
7. On which of the following type of activity you participate most?
Play, Games and Recreation (sport, art, music, drama, indoor and outdoor games and
others.
Education and Training (Library, Academic Tutoring, Skill training, and others.
8. How often do you participate in different activities of the program?

Almost every day once in a year
Once in a week never
Once in a month
9. On average how many hours you spent in this program activities per week __________
Part two: Program commitment to youth participation (Shier, 2001)
Please check how truthful each statement is for the program you are participating in,
where 1=yes, 0= No. Circle the number that most closely matches what you think
about each statement.
10 Youth are listened to Yes No

a the program is ready to listen to youth 1 0
b the program works in a way to enable youth to be 1 0
heard
c the staff are required to listen to youth 1 0
11 Youth are supported in expressing their views
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a the program is ready to support youth in 1 0
expressing their views
b a) the program provides ideas and activities to 1 0
help youth express their views
c the staff are required to let youth express their 1 0
views
12 Youth views are taken in to account
a the program is ready to take youth view into 1 0
account
b the program decision making process enables 1 0
youth views to be taken in to account
c the staff are required to take youth views into 1 0
account
13 Youth are involved in decision making
a the program is ready to let youth join in decision 1 0
making
b there is a procedure that enables youth to join in 1 0
decision making
c the staff are required to involve youth in decision 1 0
making
14 Youth shared power and responsibility for decision
making
a the program is ready to share some of its power 1 0
with youth
b there are procedures that enable youth to share 1 0
decision power and responsibility for making
decision with the program
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c the staff are required to share power and 1 0
responsibility for decision making with youth
Part three: the 5C indicators of positive youth development
Based on the above instruction, how much do you agree or disagree with the
following regarding theprogram in which you are involved? Please encircle the
number of your choice (1-5)
The 5C Elements Of PYD SCALES

A COMPETENCE (Academic Strongly Disagree Not Agree Strongly
competence, Social acceptance, Disagree sure agree
competence, Social acceptance
Because of my participation in this program
1 I have become more interested to go 1 2 3 4 5
school
2 I have improved my school grade 1 2 3 4 5
3 I have learned how to study different 1 2 3 4 5
subjects (e.g Math, Language)
4 I become active participant in class 1 2 3 4 5
activity
5 I have learned how to finish my 1 2 3 4 5
schoolclass work quickly
6 I have become Interested in learning 1 2 3 4 5

(e.g., reading for pleasure)
7 I have learned how to manage my time 1 2 3 4 5
properly
8 I have learned how to manage my 1 2 3 4 5
emotion
9 I have learned how to communicate with 1 2 3 4 5
people
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10 I have learned how to deal 1 2 3 4 5
withmisunderstandings/conflict
11 It helped me to easily solve if 1 2 3 4 5
problemscome out with my friendship
12 I have learned how to make 1 2 3 4 5
importantdecision in my life
13 I have learned how to keep myselfhealthy 1 2 3 4 5
14 I know how to keep myself safe 1 2 3 4 5
fromHIV/AIDS
15 I become aware of how to deal with 1 2 3 4 5
myreproductive issues
16 I have learned different sport skills 1 2 3 4 5
17 I have acquired differententrepreneurship 1 2 3 4 5
skills
18 I know how to work on computer 1 2 3 4 5
B CONNECTION (with family, Strongly Disagree Not Agree Strongly
school,peers and neighbors Disagree sure agree
19 I have learned how to support my family 1 2 3 4 5
20 I can tell my parents the way I feelabout 1 2 3 4 5
things without fear
21 I make me feel important in my family 1 2 3 4 5
22 I can get help and support easily frommy 1 2 3 4 5
parents when I need it
23 I have learned how to make friendshipin 1 2 3 4 5
my school
24 I could easily get along with myteachers 1 2 3 4 5
25 I have learned how to get support 1 2 3 4 5
frommy teacher when i need it
26 I have learned how to contribute for 1 2 3 4 5
mycommunity
27 I have learned how to get along 1 2 3 4 5
88
withadults who are not part of my family
28 It helped me know a lot of people in 1 2 3 4 5
mycommunity
29 I become aware of many people in 1 2 3 4 5
myneighborhood who care about me
C CONFIDENCE ( Programs focus Strongly Disagree Not Agree Strongly
toincrease overall positive self- Disagree sure agree
worthand self-efficacy on youths)
30 I have learned how to lead a better life 1 2 3 4 5
31 I have learned how to respect my self 1 2 3 4 5
32 I have learned how to like myself 1 2 3 4 5
33 I have learned how to set goal for my life 1 2 3 4 5
34 It taught me how much I am a 1 2 3 4 5
worthyperson in my community
35 I have learned how to figure out right 1 2 3 4 5
from wrong
36 When I become an adult, I am sure Iwill 1 2 3 4 5
have a good life
37 I have learned how to believe in myselfin 1 2 3 4 5
any situation
38 It helped me learn more about my 1 2 3 4 5
behavior
49 I have learned how to behave indifferent 1 2 3 4 5
settings
40 I know that many people like me
D CHARACTER (Value for diversity, Strongly Disagree Not Agree Strongly
Social consciousness , personal value Disagree sure agree
41 I have learned how respect other 1 2 3 4 5
people‟svalues and beliefs
89
42 I can easily make friendship with 1 2 3 4 5
youthsfrom different background(
religionethnicity, other school
compound)
43 I like to know more about values 1 2 3 4 5
andculture of other youths
44 I have become kind to other people 1 2 3 4 5
45 I can stand up for what I believe, 1 2 3 4 5
evenwhen it's unpopular
46 I can give my time and money for others 1 2 3 4 5
47 I can stand for what I believe 1 2 3 4 5
48 I have learned how speak for 1 2 3 4 5
equality(everyone to have the same rights
andopportunities)
49 I start to accept responsibility for 1 2 3 4 5
myaction when I make a mistake or get
introuble
50 Respect for social values and norms is 1 2 3 4 5

important for me
51 I have learned how to avoid risky 1 2 3 4 5

behavior
E CARING/Sympathy Strongly Disagree Not Agree Strongly
Disagree sure agree
52 I have learned how to help people 1 2 3 4 5
53 I have learned how to see things 1 2 3 4 5
fromother people's perspectives
54 When I see person who is hurt or upset, 1 2 3 4 5
Ifeel sorry for them
55 I have learned to recognize other 1 2 3 4 5
90
people'sfeelings
56 I believe I have things I can offer to 1 2 3 4 5
others
Consent form for questionnaire respondents (Amharic Version)
የስምምነት ቅፅ
እኔ ተማሪ አሇማየሁ ሙሊት በጎንዯር ዩኒቨርሲቲ የሶሲዮልጂ ት/ት ክፌሌ የማስተርስ/ዴህረ ምረቃ/ ተማሪ ስሆን በአሁኑ
ወቅት ሇመመረቂያ ጥናታዊ ፅሁፌ በመስራ ሊይ እገኛሇሁ፡፡ የጥናቱ ትኩረት የወጣቶች ሁሇንተናዊ እዴገት ሊይ ሲሆን
በዋናነትም የሚሰራዉ ጎንዯር ከተማ የወጣቶች ማዘዉተሪያ ማዕከሊት(የወጣቶች ሌማት ፕሮግራም) እየተሳተፈ ያለ ወጣቶችን
እንዯማሳያ በመዉሰዴ ነዉ፡፡
ስሇሆነም እርስዎ በወጣት ማዕከለ(የወጣቶች ሌማት ፕሮግራም) እየተሳተፈ ያለ እንዯመሆንዎ ከዚህ በታች
የተዘረዘሩትን ጥያቄዎች በመመሇስ እንዱተባበሩኝ በትህትና እጠይቃሇሁ፡፡ ጥያቆዎቹ በወጣት ማዘዉተሪያ ማዕከለ(የወጣቶች
ሌማት ፕሮግራሙ) መሳተፌዎ በህይወትዎ ያሇዉ አዉንታዊ/መሌካም/ አስተዋፆ እና ስሇ እርስዎ የግሌሊዊ መረጃ/እዴሜ፣ፆታ
እና ወዘተ/ያተኮሩ ሲሆኑ የሚሰጡት መረጃ በሙለ ሇጥናቱ ግብአት ብቻ የሚዉሌ ሲሆን በምንም መሌኩ ሇላሊ አሊማ
አይዉሌም፡፡ በተጨማሪም ማነኛዉም የእርስዎን ማንነት ሇችግር የሚዲርግ መረጃ በሪፖርቱ ሊይ የማይካተት መሆኑን
ሊረጋግጥሌዎት እወዲሇሁ፡፡ ይህንንና ላሊም የጥናቱን ዉጤን በተመሇከተ ተጨማሪ መረጃ ከፇሇጉ በ 0913-67-01-30
ቢዯዉለሌኝ ወይም በኢሜሌ አዴራሻ alexmulat30@gmail.com ሊይ ቢፅፈሌኝ ፇጣን ምሊሽ ሇመስጠት ዝግጁ ነኝ፡፡
ስሇ ትብብርዎ በቅዴሚያ በጣም አመሰግናሇሁ!
ክፌሌ አንዴ፤ ግሊዊ መረጃ
1. ፆታ ወንዴ ሴት
91
2. እዴሜ _______________________
3. የትምህርት ዯረጃ/ክፌሌ ----------------------------
4. በመሳተፌ ሊይ የሚገኙበት ፕሮግራም/የወጣት ማዕከሌ ስም ---------------------------------------------
5. በመሳተፌ ሊይ የሚገኙበት ፕሮግራም/የወጣት ማዕከሌ አይነት
መንግስታዊ መንግስታዊ ያሌሆነ
6. በዚህ ፕሮግራም ሊይ መሳተፌ ከጀመርክ/ሽ ምን ያህሌ ጊዜ ይሆናሌ?-------------------
7. ከታች ከተዘረዘሩት መካከሌ በዋናነት አዘውትረህ/ሽ የምትሳተፌበት/ፉበት ፕሮግራም የቱ ነው(ከአንዴ በሊይ ምሌክት
ማዴረግ ይቻሊሌ)
ስፖርትና፤ ስነጥበብ፤ ሙዚቃ፤ ዴራማ ሊይብራሪ፤ ማጠናከሪያ ት/ት፤ የክህልት
ስሌጠና ከዚህ ላሊ ከሆነ ይግሇፁ -----------------------------------------------------------
8. በምን ያህሌ ጊዜ ወዯዚህፕሮግራም ትመጣሇህ/ሽ
ሁሌጊዜ በአመት አንዴ ጊዜ
በሳምንት አንዴ ጊዜ ምንም ጊዜ አሌመጣም
በወር አንዴ ጊዜ
9. በአማካይ በሳምንት በዚህ ፕሮግራም ሊይ ምን ያህሌ ሰዓት ታሳሌፊሇህ/ሽ-----------
ክፌሌ ሁሇት ፤ ፕሮግራሙ ሇወጣቶቹ ያሇዉ ዝግጁነት
10 የወጣቶች ተሰሚነት ሁኔታ አዎ የሇም

ሀ ማእከለ ወጣቶችን ሇመስማት(ሇማዲመጥ) ዝግጁ ነዉ 1 0
ሇ ማእከለ ወጣቶች መሰማት እነዱችለ አዴርጎ ይሰራሌ 1 0
ሐ ወጣቶቹ በማእከለ ሰራተኞች ዘንዴ ተሰሚነት አሊቸዉ 1 0
11 ወጣቶች ሃሳባቸዉን እንዱገሌጹ ማበረታታት/ዴጋፌ ማዯረግ ሁኔታ
ሀ ማእከለ ወጣቶች ሃሳባቸዉን እንዱገሌጹ ሇማበረታታት ዝግጁ ነዉ 1 0
ሇ ማእከለ ወጣቶች ሃሳባቸዉን እነዱገሌጹ የሚያግዙ ፕሮገራሞችን ይሰጣሌ 1 0
ሐ የማእከለ ሰራተኞች ወጣቶች ሃሳባቸዉን እነዱገሌጹ ያዯርጋለ 1 0
12 የወጣቶችን ሃሳብ የመቀበሌ/ግምት ዉስጥ የማስገባት ሁኔታ
ሀ ማእከለ የወጣቶችን ሃሳብ ሇማስተናገዴ ዝግጁ ነዉ 1 0
ሇ የማእከለ የዉሳኔ አሰጣት ሂዯት የወጣቶችን ሃሳብ ሇማካተት ምቹ ሁኔታዎች ይፇጥራሌ 1 0
92
ሐ የማእከለ ሰራተኞች የወጣቶችን ሃሳብ ከግንዛቤ ዉስጥ ያስገባለ 1 0
13 ወጣቶች ዉሳኔ ሊይ የመሳተፌ ሁኔታ
ሀ ማእከለ ወጣች በዉሳኔ ሰጭነት ሊይ እንዱሳተፈ ሇመፌቀዴ ዝግጁ ነዉ 1 0
ሇ ወጣቶች በዉሳኔ ሊይ እንዱሳተፈ ያሚያስችሌ ሂዯት በማእከለ ኣሇ 1 0
ሐ የማእከለ ሰራተኞች ወጣቶችን በዉሳኔ እንዱሳተፈ ያዯርጋለ 1 0
14 ወጣቶች ዉሳኔ መስጠት የሚያስችሌ አቅምና ሃሊፉነትን የመጋራት ሁኔታ
ሀ ማእከለ ዉሳኔ የመስጠት አቅምን ሇወጣቶቹ ሇማጋራት ዝግጁ ነዉ 1 0
ሇ ወጣቶች የዉሳኔ ሰጭነት አቅምን እና ሃሊፉነትን ከማእከለ እንዱጋሩ የሚዯርጉ ሂዯቶች 1 0
በማእከለ አለ
ሐ የማእከለ ሰራተኞች ዉሳኔ የመስጠት አቅምንና ሃሊፉነትን ሇወጣቶቹ ያጋራለ 1 0
ክፌሌ ሶስት፡ 5ቱ የአወንታዊ የወጣቶች እዴገት መገሇጫ (5C’s of Positive Youth Development Indicators/ን
የተመሇከተ
ከዚህ በታች የተዘረዘሩት ሀረጎችበዚህ ፕሮግራም ሊይ በመሳተፌህ/ሽ ምክኒያት ያገኘኸውን/ሽን ጥቅም
ሉገሌፁ የሚችለ ሲሆኑ ሇእያንዴንደ ጥያቄዎች ከጎኑ ከ1-5 ከተቀመጡት ምሊሾች ሇአንተ/ቺ የሚስማማው
ምሊሽ ሊይ የክብ ምሌክት () አዴርግ/ጊ፡፡
(1) በጣም አሌስማማም (2) አሌስማማም (3) እርግጥኛ አዯሇሁም (4) እስማማሇሁ(5) በጣም እስማማሇሁ
93
5ቱ የአወንታዊ የወጣቶች እዴገት መለኪያ ስኬሎች
መገሇጫ(5C’s of Positive Youth
Development Indicators
ሀ የወጣቶች ብቃት (competency) በጣም አሌስማማም እርግጠኛ እስማማሇሁ በጣም
በትም/ት፣ በማህበራዊ ግንኙነት፣ በክህልት፣ አሌስማማም አዯሇሁም እስማማሇሁ
በጤና
በዚህ ፕሮግራም (የወጣቶች ማዕከሌ) ሊይ በመሳተፋ ምክኒያት

1 1 2 3 4 5
ትምህርት ቤት የመሄዴ ፌሊጎቴ ጨምሯሌ፤
2 1 2 3 4 5
የትምህርቴን ውጤቴ ሇማሻሻሌ ችያሇሁ፤
3 1 2 3 4 5
የተሇያዩ ትምህርቶችን እንዳት ማጥናት
እንዯምችሌ ተምሬያሇሁ፤
4 1 2 3 4 5
በክፌሌ ውስጥ በንቃት እንዴሳተፌ
አስችልኛሌ፤
5 1 2 3 4 5
የቤት ስራዬን በቶል እንዳት መጨረስ
6 1 2 3 4 5
የማንበብ ጥቅም ምን እንዯሆነ ገብቶኝሌ
7 1 2 3 4 5
ጊዜዬን እንዳት በአግባቡ መጠቀም
8 1 2 3 4 5
ስሜቴን እንዳት መቆጣጠር እንዯምችሌ
ሇማወቅ ቸያሇሁ፤
9 1 2 3 4 5
ከሰዎች ጋር አንዳት መግባባት እንዯምችሌ
ተምሬያሇሁ፤
10 1 2 3 4 5
አሇመግባባትንና ግጭት ሲፇጠር እንዳት
94
መፌታት እንዯምችሌ ተምሬያሇሁ፤
11 1 2 3 4 5
በጓዯኝነቴ ሊይ ችግር ቢፇጠር እንዳት
መፌታት እንዯምችሌ ተምሬያሇሁ፤
12 1 2 3 4 5
በህይወቴ ሊይ በጎ ውሳኔ እንዴወስን
አስችልኛሌ
13 1 2 3 4 5
የግሌ ጤንነቴ እንዳት መጠበቅ እንዲሇብኝ
14 1 2 3 4 5
እራሴን ከኤች አይ ቪ ኤዴስ እንዳት
መከሊከሌ እንዯምችሌ አውቄያሇሁ፤
15 1 2 3 4 5
ስሇወጣቶች የስነ ተዋሌድ ጤና ግንዛቤ
አግኝቻሇሁ
16 1 2 3 4 5
የተሇያዩ ስፖርታዊ ክህልቶችን ሇማዲበር
ችያሇሁ
17 1 2 3 4 5
የስራ ፇጠራ ክህልት አግኝቻሇሁ፤
18 1 2 3 4 5
ስሇ የኮምቲውተር አጠቃቀም ተምሬያሇሁ፤
ሇ
ግንኙነት (connection) በቤተሰብ፣ በት/ት በጣም አሌስማማም እርግጠኛ እስማማሇሁ በጣም
ቤት፣ በጎረቤት አሌስማማም አዯሇሁም እስማማሇሁ

19 1 2 3 4 5
ቤተሰቦቼን እንዳት መርዲት እንዯምችሌ
20 1 2 3 4 5
ሇነገሮች የሚሰማኝን ስሜት በቀሊለ
ሇቤተሰቦቼ መናገር እንዴችሌ አስችልኛሌ፤
21 1 2 3 4 5
95
በቤተሰቤ ውስጥ አስፇሊጊ ሰው አንዯሆንኩ
እንዱሰማኝ አዴርጎኛሌ፤
22 1 2 3 4 5
የምፇሌገውን እርዲታ ከቤተሰቦቼ በቀሊለ
ማግኘት እንዴችሌ አስችልኛሌ፤
23 1 2 3 4 5
በት/ት ቤት በቀሊለ ጓዯኛ ማፌራት
እንዴችሌ
አዴርጎኛሌ፤
24 1 2 3 4 5
ከአስተማሪዬ ጋር በቀሊለ መግባባት
እንዴችሌ ረዴቶኛሌ፤
25 1 2 3 4 5
የምፇሌገውን እርዲታ ከመምህሬ በቀሊለ
ማግኘት እንዴችሌ አስችልኛሌ፤
26 1 2 3 4 5
በማህበረሰቤ ውስጥ ምን ማበርከት
እንዲሇብኝ ተገንዝቤያሇሁ፤
27 1 2 3 4 5
ከቤተሰቦቼ ውጪ ከሆኑ ትሌሌቅ ሰዎች ጋር
በቀሊለ መግባባት እንዴችሌ አዴርጎኛሌ፤
28 1 2 3 4 5
በማህበረሰቤ ውስጥ ብዙ ሰዎችን
መተዋወቅ
እንዴችሌ አግዞኛሌ፤
29 1 2 3 4 5
በማህበረሰቤ ውስጥ ስሇ እኔ የሚያስብ ሰው
እንዲሇ አውቄያሇሁ
ሐ
በራስ መተማመን(Confidence) በጣም አሌስማማም እርግጠኛ እስማማሇሁ በጣም
አሌስማማም አዯሇሁም እስማማሇሁ

30 1 2 3 4 5
መሌካም ኑሮ እንዳት መኖር እንዯምችሌ
96
ተምሬያሇሁ
31 1 2 3 4 5
እራሴን እንዳት ማክበር እንዲሇብኝ
አውቄያሇሁ
32 1 2 3 4 5
እራሴን እንዳት መውዯዴ እንዲሇብኝ
አውቄያሇሁ
33 1 2 3 4 5
የህይወቴን ግብ እንዳት ማስቀመጥ
እንዲሇብኝ ገብቶኛሌ፤
34 1 2 3 4 5
በማህበረሰቡ ውስጥ አስፇሊጊ ሰው መሆኔን
እንዴረዲ አዴርጎኛሌ፤
35 1 2 3 4 5
መሌካም ነገሮችን ከክፈ ነገሮች መሇያት
ችያሇሁ
36 1 2 3 4 5
አዴጌ ትሌቅ ስሆን ጥሩ ህይወት
እንዯሚኖረኝ እርግጠኛ ሆኛሇሁ፤
37 1 2 3 4 5
በማንኛውም ሁኔታ ውስጥ በራሴ
መተማመን እንዴችሌ ረዴቶኛሌ፤
38 1 2 3 4 5
ስሇ ግሌ ባህሪያቶቼ ማወቅ እንዴችሌ
አዴርጎኛሌ
39 1 2 3 4 5
አስቸጋሪ ሁኔታዎችን እንዳት ማሇፌ
እንዲሇብኝ አውቄያሇሁ፤
40 1 2 3 4 5
ብዙ ሰዎች እንዯሚወደኝ ሇማወቅ ችያሇሁ፤
መ
የወጣት ስብዕና(Character) በጣም አሌስማማም እርግጠኛ እስማማሇሁ በጣም
አሌስማማም አዯሇሁም እስማማሇሁ
97
41 1 2 3 4 5
የላልችን ሰዎች እሴትና አመሇካከት
ማክበር
እንዲሇብኝ ተምሬያሇሁ
42 1 2 3 4 5
እኔን በባህሌ(ሇምሳላ፡-
በሃይማኖት፤በቋንቁ፤) ከማይመስለ ሰዎች
ጋር በቀሊለ ግኑኙነት መፌጠር እችሊሇሁ፤
43 1 2 3 4 5
ስሇ ላልች ሰዎች ባህሌና የኑሮ ዘይቤ
ማወቅ
ዯስ ይሇኛሌ
44 1 2 3 4 5
ሇላልች ሰዎች በቀሊለ ሇማዘን ችያሇሁ፤
45 1 2 3 4 5
በላልች ዘንዴ ብዙ ተቀባይነት ባሊገኝም
ነገር
ግን ያመንኩበትን ነገር ሇማዴረግ
አሌፇራም፤
46 1 2 3 4 5
ያሇኝን ጊዜና ገንዘብ ሇላልች መስጠት ዯስ
ይሇኛሌ፤
47 1 2 3 4 5
ሇማምንበት ነገር መቆም ችያሇሁ፤
48 ሰዎች ሁለ እኩሌ እንዯሆኑና እኩሌ እዴሌ 1 2 3 4 5
ሉሰጣቸው እንዯሚገባ ተምሬያሇሁ፤
49 1 2 3 4 5
ትክክሌ እንኳን ባሌሆንም ሇዴርጊቴ ግን
በቀሊለ ሃሊፉነት መውሰዴ እችሊሇሁ፤
50 1 2 3 4 5
የላልችን ሰዎች ባህሌህና ኑሮ ማክበር ሇእኔ
አስፇሊጊ ነገር ነው፤
51 1 2 3 4 5
98
ጎጂ ከሆኑ ነገሮች እራሴን በቀሊለ መከሊከሌ
እችሊሇሁ፤
ሠ ሇላልች በጣም አሌስማማም እርግጠኛ እስማማሇሁ በጣም

ማሰብ/ርህራሄ(Caring/compassion) አሌስማማም አዯሇሁም እስማማሇሁ

52 1 2 3 4 5
ሰዎችን እንዳት መርዲት እንዯምችሌ
53 1 2 3 4 5
ነገሮችን ከላልች ሰዎች እይታ አንፃር
እንዳት መመሌከት እንዯምችሌ
ተገንዝቤያሇሁ፤
54 1 2 3 4 5
የተጎደ ሰዎችን ስመሇከት በቀሊለ ውስጤ
ይራራሌ፤
55 1 2 3 4 5
ሇላልችን ሰዎች ስሜት እንዳት መጠንቀቅ
እንዲሇብኝ ገብቶኛሌ፤
56 1 2 3 4 5
ሇላልች መስጠት የምችሇው ነገር እንዲሇኝ
ይሰማኛሌ፤
ስሇ ትብብርዎ እጅግ በጣም አመሰግናሇሁ!
99
100
Appendix C
Interview guide for the program/youth center managers
1. What are the activities/services given by the program that the youth have been participating
in this youth development program/ youth center?
2. How the program treats the youth?
3. How do you express the youth‟s positive achievement because of their participation in this
program/center? (with respect to Competence, confidence, connection, character and
caring)
Interview guide for the youth informants
1. What are the activities most of you have been participating in this youth development
program/ youth center?
2. How the program treats you?
3. Do you involve in the program issues like decision making that affects your participation
in addition to your participation in program activities?
4. What are the positive achievements you get because of your participation in this
program/center? (With respect to Competence, confidence, connection, character and
caring)?
Appendix D
Observation checklist
1. What are the services/activities mainly given to youth participants in the youth
development program/ youth center under study?
2. How the program treats the youth?
101
3. How the youth are participating in the program/youth center?
102

Youth Participation

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Running Head… YOUTH PARTICIPATION IN YOUTH DEVELOPMENT…

An Assessment of Youth Participation in Youth Development programs in

College of social sciences and Humanities

School of Sociology and Social work

Advisor: Solomon Abreha (Assistant Professor of Social work)

Habib Seid (MA in Sociology)

An Assessment of Youth Participation in Youth Development programs in Gondar City

Approved by: Examining Board

____________________________________ __________________ __________

Advisor Signature Date

___________________________________ __________________ ___________

Advisor Signature Date

__________________________________ __________________ ___________

Examiner Signature Date

__________________________________ __________________ __________

Examiner Signature Date

An Assessment of Youth Participation in Youth Development programs in Gondar City

Advisor: Solomon Abreha (Assistant Professor of Social work)

Habib Seid (MA in Sociology)

3.4. Sampling Technique .................................................................................................................... 29

Table 1: Socio-demographic characteristics of respondents

Table 2: Respondents‟ length of stay and frequency of participation

Table 3: Programs Characteristics and Sex of Respondents Cross tabulation

Table 4: Program commitment to youth in Gondar City

Table 5: Respondents‟ Score of Competence

Table 6: Respondents score of Connection

Table 7: Summary of Respondents‟‟ Score of 5Cs of Positive youth development

Table 8: Youth‟s Level of 5Cs and their sex Cross Tabulation

Table 9: Sex, Program activity types and program funding

Table 10: Regression Analysis for Demographic and Participation factors

Figure 1: Predicting factors of youth‟s score of 5C‟s

CPAP Country Programme Action Plan

CSA Central Statistics Agency

EMYSC Ethiopian Ministry of Youth, Sport and Culture

FMOH Federal Ministry of Health

MoFED Ministry of Finance and Economic Development

MOWCYA Ministry of Women, Children and Youth Affairs

MoWUD Ministry of Work and Urban Development

MYSC Ministry of Youth, Sport and Culture

MYC Ministry of Youth and Culture

NGO None Governmental Organization

OST Out of School Time

PASDEP a Plan for Accelerated and Sustained Development to End Poverty

PYD Positive Youth Development

UNICEF United Nation

VCT Voluntary Counseling and testing

WHO World Health Organization

YMCA Young Men‟s Christian Association

YWCA Young Women‟s Christian Association

Chapter one: Introduction

1.1. Background of the study

1.2. Statement of the problem

According to the evaluation report of UNICEF/MOWCYA Adolescent/youth development

Moreover, despite the increasing of youth participation in youth development programs in

1.3. Research questions

1.4. Objectives of the study

1.4.1. General Objective

1.4.2. Specific Objectives

The specific objective of this study includes:

 To describe the current status of youth participation in youth development programs in

1.5. Significances of the Study

1.6. Scope of the Study

1.7. Challengs of the study

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