For almost ten years, terre des hommes switzerland has been implementing the Youth2Youth programme in southern Africa, which trains young people in the application of the solution-oriented approach. But how successful is this programme really? Psychologist Berenice Meintjes and education expert Sharon Grussendorf investigated this question in an independent evaluation.
Interview conducted by Sascha Tankerville
For the evaluation of the impact of the Youth2Youth programme and the solution-oriented approach (SFA) you visited our partner organisations in South Africa, Tanzania, Zimbabwe and Mozambique. What expectations did you start the research with?
Berenice Meintjes: I had already been involved in an SFA consultation with terre des hommes schweiz in the past. At that time I was very sceptical. But since I have tried SFA in my own work, I am completely convinced of its value. With the evaluation, I wanted to check what had been implemented with SFA in Southern Africa and what challenges had arisen. I wanted to understand how the solution-oriented approach can be adapted to developments in the rural African context and to local conditions.
Sharon Grussendorf: I had not known SFA before and was very critical of the concept. I only assumed that I would get to know a few small examples of SFA initiatives that were implemented in South Africa. I was overwhelmed by the scope and scale of the impact achieved in extremely underserved and remote regions.
What experiences did you have during the research?
Meintjes: It was very interesting to see how the young people work in these projects. I was deeply touched by their openness in addressing their own past problems and their ability to transform them into a powerful tool to help other young people reach their full potential.
Grussendorf: It was uplifting to see how much optimism and ability to act have changed in situations that generally seem hopeless. Many of the young people reported that in the past, in a kind of idle desperation, they simply sat around at home, watched TV or simply did nothing. Seeing how Y2Y and the SFA programs enable them to become active themselves, to take concrete steps to change their life situation and to work on a better future is a boost.
For example, what impact does SFA have on individuals and communities affected by gender inequality and violence?
Meintjes: Our research has shown that SFA helps young people to understand gender inequality and its impact especially on young women. In this way, they learn to address this inequality and work towards the well-being of all genders.
Grussendorf: I was also very impressed by the passion that young men, such as the boys at the partner organisation Amudem in Mozambique, have for this topic and how they campaign for the rights of young women - it really blew me away.
This means that young people recognise inequality. But does this also change the behaviour of those affected or perhaps even their community?
Meintjes: Absolutely. This is also shown by the following example: For many young people in the projects it is very important that they can reach and support other young people. The more experience they have with SFA, the more often they have been able to take concrete action. Many report, among other things, that after the SFA course they were able to reach out to family members and repair broken relationships. They are committed to building more mutual respect and awareness at home. They change their own behavior and are more responsible. They consume fewer harmful substances, take fewer risks sexually and attend school regularly.
Grussendorf: And they are more realistic and more active in shaping their future. If they used to dream of unrealistic, undefined goals - becoming president or CEO of a company without taking active steps - they now focus on concrete, achievable goals, such as social workers or teachers, which they can actively work towards.
When you look back on the evaluation, how did it touch you personally?
Meintjes: I was at a point where I almost despaired of our role as development workers. I often asked myself, what is all this about? But this evaluation has shown me the real strength and energy of the young people, with which they can change their situation and support each other. This positive energy combined with concrete, tangible results is phenomenal. It changes whole communities and creates real cooperation. We have seen how the general attitude towards young people has improved and the elders have gained more wisdom as a result.
Grussendorf: I see the situation in South Africa today much more hopefully. My faith in the human spirit has grown. Now I would like to do a training in SFA myself and become an SFA trainer.
Who are the two evaluators?
Psychologist Berenice Meintjes has over 20 years of experience in development cooperation. Initially, her work focused on trauma management during and after the outbreaks of political violence in KwaZulu-Natal. Later, she participated in various national projects for the benefit of children and young people at risk. She was also involved in the development of a corresponding monitoring and evaluation system of the Department of Social Development of South Africa.
Quantum computational physicist Sharon Grussendorf has long been involved with South Africans from disadvantaged backgrounds, young people and teachers, in the development of the South African education system, increasingly realising the need to focus on psychological and social support. She began to take an interest in a holistic educational development process that took into account the strengths of the learners and local sources rather than relying on unattainable equipment and teaching and learning approaches. She has been involved in monitoring and reviewing national education projects and international comparisons of curricula, teaching methods and standards.
