This brief draws lessons from the Youth, Gender and Citizenship (YGC) project in Kenya, which investigated, from the perspective of impoverished youth, their parents and their communities, the nature of what could be considered social and human development outcomes of education. Such outcomes, broadly defined, relate to a person’s well-being, human dignity, health, physical and psychological empowerment as well as to the sense of belonging as active citizens to a community and nation. Equally central is the interest in youth as citizens and the need to elicit their voices as articulate stakeholders of national and community issues. This study suggests that youth living in poverty require considerably more support to become fully participatory citizens. They should be consulted for the contribution that they can make to the debates around poverty alleviation.
Policy Brief No. 13, October 2010, Centre for Commonwealth Education, University of Cambridge, UK, 5 pp.