Youth intention to pursue a career in agriculture and entrepreneurship is influenced by the knowledge they acquire through formal, informal, and nonformal settings. Changing youth perception of agriculture is essential for agriculture and youth development. The purpose of the study was to examine current youth perceptions of agriculture, solicit Tanzanian leaders' views of agriculture, and youth entrepreneurship. Understand youth intention and aspirations to choose a career in agriculture and agricultural-related fields, and the influence of the education system in shaping youth career decisions and entrepreneurship in agriculture. This study utilized a multi-method approach to examine youth and leaders perception of agriculture and the role of education systems on youth decisions on a career. The Theory of Planned Behavior (TPB) and the Social Cognitive Career Choice (SCCC) were used as the theories involve the human intention and motivation to create knowledge, which may result in changing behavior. Self-efficacy, environment, culture, and critical reflection are essential when constructing knowledge, contribute to youth decision making process and meaning-making. The Theory of Planned Behavior Constructs was used to develop a survey to understand youth intentions to choose a career in agriculture and career the influence of education pathways in youth development. Through the lens of the Theory of Planned Behavior and Social Cognitive Career Choice, unstructured interviews were used to understand (i) the influence of previous background, and the need to teach agriculture to youth at a younger age for agriculture development and (ii) the community perception (leaders, teachers, youth, etc.), on youth career in agriculture and agricultural-related fields, teaching agriculture in schools, perception of agriculture and agricultural entrepreneurship. From the stepwise linear regression analysis, the model predicts 48% of the variance in student intention to choose an agricultural career. The results show that the three predictors' attitudes, perceived behavior control, and subjective norms have an influence on youth pursuing a career in agriculture. From the interviews, participants tabled their concerns about the existence of community negative perception of agriculture, very few have the idea of the agricultural curriculum in schools. Many believed that the education system does not prepare youth in decision making or facing the world challenges when they graduate. For the country's development, Tanzania needs more youth to engage in all kinds of agricultural practices for food security and poverty reduction, such as a career in agriculture and entrepreneurship. Youth can easily adopt new and improved agricultural knowledge due to their aggressiveness, eagerness, creativity, and ability to learn innovations. Motivation, creativity, critical thinking, and taking risks is essential in changing youth perception of agriculture. People they trust will influence their perception, intention, and attitude towards agriculture. Through youth programs, formal education, educators' knowledge, experience, effectiveness, preparation, encouragement, and interaction training youth on new or improved agriculture innovations can influence youth high level of achievement and success in agricultural practices. / Doctor of Philosophy / Very few primary and secondary schools teach agriculture subjects; therefore, many youths lack agricultural knowledge at a younger age. The formal education system in Tanzania allows students to choose Technical and Vocational Education Training (TVET) after the completion of their primary and secondary education. However, in most cases, students who are selected to attend TVET, especially agricultural training institutions, are those primary and ordinary level-secondary school students who did not get good grades to go for further studies. Such as advanced level- secondary school or university. Hence it makes agriculture viewed as the last option for students and works well for those who failed. Non Formal education has the potential to contribute to youth intention to career decisions and aspirations in agriculture. Youth programs and apprenticeship can provide skills needed for youth development and entrepreneurship in agriculture. It is essential for agriculture to be treated as a respectable profession and not for failures, retirees, or as a last result. It is my desire, in collaboration with others, to keep working with communities such as schools, youth programs, extension agents, and others in Tanzania to change people's perceptions about agriculture. The sustainability of social change requires leaders to involve diverse stakeholders that can contribute to the success of a common goal. Kuenkel (2016) Posit that "stakeholder collaboration is a form of co-creation" (p. 2). Engage youth in development programs to learn more about agriculture, youth engage in decision-making and participate in trade unions. Also, to attract more youth to become entrepreneurs and invest in agriculture. I desire to see more youth engage in agriculture and pursue a career in agriculture and agricultural-related fields. To see more youth are employed in the agricultural sector and well paid like other professionals. To see a change in policies and programs that will attract youth, especially girls, to study STEM at a younger age. To see leaders pioneer in building a positive perception of agriculture to the community, but also the education policy to change and give prestige agriculture profession by putting requirements like Medicine, Pharmacy, Engineering professions.

Creating healthy lifestyles and access to quality, nutritious food for marginalized groups, specifically Hispanics, is becoming an increasing topic of conversation. However, issues of access, availability, lack of initiatives in many areas which allow these individuals to become involved in the local food movement have plagued this population, especially the youth. In recent years, Georgetown, Delaware has become a major immigration hub, seeing large populations of Hispanics migrating to the area. Like many locations which see large numbers of individuals of a particular ethnic group not known to the area, the need for culturally relevant and responsive resources becomes imperative. Considering that youth are a vital part of society and are widely impacted by issues of food insecurity and unhealthy food choices, it is important to address their intentions to become actively engaged in their local food system and the role that their identity as Hispanic youth plays in that intention. To assess Hispanic youth's intentions to engage in their local food system and food heritage, the researcher selected a group of 11 Hispanic youth from Georgetown, Delaware, to participate in a Photovoice project, which called on them to take pictures of items salient to their identity, how they understood their local food system and perceived barriers. Following the two-week photo taking period, youth then participated in two focus group sessions, one to obtain information relevant to the research topic and the other, serving as a member check and to elicit further information. Findings of this study include the idea that cultural identity serves as a major influential factor to youth engagement in the food movement and in food heritage. Cultural identity shapes the attitudes of Hispanic youth towards engaging. Further, attitudes toward food movement involvement and educating others positively impacts youth intentions to engage. Hispanic youth's attitudes toward protecting the authenticity of food and culture serve as an additional influential factor for engaging in the food movement and advocating for food justice. Social pressure from family and peers significantly impacts the food choices and cultural engagement of Hispanic youth. Food system knowledge and awareness contributes to youth attitudes towards the food movement and food and cultural heritage. Lack of knowledge can potentially impede engagement. Lastly, self-efficacy concerning the food movement acts as both a facilitator and inhibitor to youth engagement. However, cultural identity and familial support serve as factors which boost the confidence levels of Hispanic youth to engage in the food movement and food heritage. / Master of Science in Life Sciences / Research points to trends in U.S. food systems leading to led to increased prevalence of processed foods and associated diet-related diseases among marginalized groups, such as Hispanic youth. Impacts of these unhealthy diets have sparked movements toward consumption of local foods. Since groups such as Hispanic youth face greater geographic, financial and cultural barriers to healthy food access, understanding their intentions to engage in their local food system and food heritage becomes important in order to secure and maintain access. In Georgetown, Delaware, the Hispanic population and Hispanic youth populations have increased tremendously since the 1990’s. The need to ensure the food security and access, as well as cultural retention of the youth is vitally important, as the population begins to increase and give rise to new generations of Hispanic youth. In order to assess Hispanic youth’s intentions to engage in their local food system and food heritage, the researcher selected a group of 11 Hispanic youth from Georgetown, Delaware. This group of youth participated in a Photovoice project, which called on them to take pictures of items salient to their identity, how they understood their local food system and perceived barriers. Following the two-week photo taking period, youth will then participate in two focus group sessions, one to obtain information relevant to the research topic and the other, serving as a member check and to elicit further information. The findings of this study indicate that cultural identity serves as a major influential factor to youth engagement in the food movement and in food heritage. Cultural identity shapes the attitudes of Hispanic youth towards engaging. Also, attitudes toward food movement involvement and educating others positively impacts youth intentions to engage. Hispanic youth’s attitudes toward protecting the authenticity of food and culture serve as an additional influential factor for engaging in the food movement and advocating for food justice. Social pressure from family and peers significantly impacts the food choices and cultural engagement of Hispanic youth. Food system knowledge and awareness contributes to youth attitudes towards the food movement and food & cultural heritage. Lack of knowledge can potentially impede engagement. Lastly, self-efficacy concerning the food movement acts as both a facilitator and inhibitor to youth engagement. However, cultural identity and familial support serve as factors which boost the confidence levels of Hispanic youth to engage in the food movement and food heritage. This research study will lend to conversations around food justice, working across cultural differences and youth & community development.

Social capital, or access to resources through relationships with other people, can facilitate the socioeconomic mobility of youth living in low-income communities. This study examined whether parent-child relationship quality and participation in a youth development program (YDP) were associated with gains in hope for the future, and whether those associations were mediated by parent social capital (i.e., access to resources through relationships with parents) and non-parent social capital (i.e., access to resources through relationships with people other than parents). The sample included 216 participants of one YDP program, Cool Girls, Inc., and 92 comparisons. Path analyses indicated that program participation for over one year predicted gains in non-parent social capital, and increases in both parent and non-parent social capital predicted increases in hope for the future. There was also evidence that first-year program participation was associated with gains in hope for the future. Implications for practice and research are discussed.

Researchers have found that 40 to 50 percent of youth's time can be classified as free or residual, which yields great opportunities for their participation in leisure and recreation activities. When all structured voluntary activities available to youth are considered, the greatest amount of time is spent participating in youth sports. Organized sports participation has been associated with positive developmental outcomes (e.g., healthier lifestyle; increases in self-efficacy; enhanced academic achievement); however, not all experiences are positive. Research has found that the context of the activity contributes significantly to participation being associated with positive or negative outcomes. Understanding important contextual elements related to sports participation, particularly as viewed by key stakeholders (e.g., coaches and players), is important in developing quality experiences that promote beneficial growth. The purpose of this study was to explore the potential of youth basketball as a positive developmental context. More specifically, it examined: (1) the outcomes associated with participation as identified by coaches of youth sport select teams; (2) the methods used by coaches to promote positive development; (3) the perceptions of the players related to coaching intentions and behaviors; and (4) the fidelity with which coaches carry out their identified coaching methods in practices and games. Findings indicated that coaches and players were able to accurately identify desired goals and methodologies along three domains: (1) player improvement; (2) development of life skills; and (3) enjoying the playing experience. One outcome theme showing inconsistency across the respondent groups was the identification of enjoying the playing experience, which was not identified by the player group. This inconsistency, however, did not show up when the respondents were identifying methodological approaches. Further analysis of sub-themes indicated considerable variation between coach and player responses. In addition, data obtained through observation corroborated the major thematic findings; however, when discrepancies existed the data revealed closer association to player responses. Player's also offered insight regarding personal goals and positive developmental outcomes they attributed to participation. Observational data also confirmed a portion of coach and player identified methodologies, but new approaches were also discovered.

Xiang, Xiaoling. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 104-117). / Abstracts in English and Chinese. / Acknowledgements --- p.ii / List of Tables --- p.vii / List of Figures --- p.viii / Abstract --- p.ix / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Literature Review and Conceptual Framework --- p.4 / Positive Youth Development --- p.4 / Positive Youth Development: An Introduction --- p.4 / Conceptualizing PYD: A Multidimensional Construct --- p.6 / Inter-relationship between and among the Selected PYD Attributes --- p.11 / Conceptualizing Social Capital in Relation to Youth Wellbeing --- p.14 / "Contributions of Coleman, Putnam, and Bourdieu" --- p.15 / The Working Definition of Social Capital in this Study --- p.18 / The Social Capital Framework --- p.22 / The Effect of Social Capital on Youth Development Outcomes --- p.23 / Theoretical Links --- p.23 / Empirical Evidence --- p.25 / Effects of Socio-Demographic Variables --- p.35 / Limitations in the Literature --- p.36 / The Conceptual Model of Social Capital and PYD --- p.39 / Summary of Definitions of Terms in the Study --- p.39 / The Conceptual Model of Social Capital and PYD --- p.40 / Chapter Chapter 3 --- Methods --- p.43 / Data Source: the GRF Project --- p.43 / Overview of the Methodology in the current study --- p.45 / Research Questions and Hypotheses of the Study --- p.46 / Sampling Procedures and Participants of the Current Study --- p.47 / Missing Data --- p.49 / Measures --- p.51 / Demographic Variables --- p.52 / Social Capital Variables --- p.53 / PYD Variables --- p.57 / Data Analysis Plan --- p.59 / Chapter Chapter 4 --- Results --- p.62 / Preliminary Analysis --- p.62 / Sample Demographics --- p.62 / Descriptive Characteristics of the Key Variables --- p.64 / Main Analysis --- p.66 / Test of Measurement Model --- p.68 / Test of Structural Model --- p.71 / Summary of Findings --- p.80 / Chapter Chapter 5 --- Discussion --- p.82 / Summary of the Study --- p.82 / Discussions of Findings --- p.85 / Socio-demographic Characteristics and Social Capital Functioning --- p.85 / Social Capital and PYD --- p.90 / Contributions --- p.94 / Implications for Practice and Policy --- p.96 / Limitations and Future Directions --- p.99 / Conclusion --- p.102 / References --- p.104 / Appendices --- p.118 / Appendix A English Translated Version of Items Measuring Social Capital --- p.118 / Appendix B English Translated Version of Items Measuring PYD --- p.119

Med utgångspunkt i det transformativa ledarskapet (TFL) och Positive Youth Development (PYD) är syftet med studien att undersöka hur tränare för äldre ungdomslag arbetar för en inkluderande verksamhet där ungdomar får göra sin röst hörd. Det finns ett antagande som säger att organiserad idrott utvecklar ungdomar positivt. Tidigare forskning ifrågasätter detta antagande och menar i stället attidrotten har potential att generera en positiv utveckling för ungdomar men det sker inte automatiskt. Tidigare genomförda studier visar att det finns en utmaning för äldre elitsatsande ungdomslag att kombinera viljan att vinna matcher med att skapa en miljö för positiv utveckling för idrottande ungdomar. Tränarens betydelse har visat sig vara avgörande och TFL anses vara en optimal ledarstil för att idrottande ungdomar ska kunna utvecklas på ett personligt plan i kombination med en idrottslig utveckling. Genom att, ur ett socialkonstruktivistiskt perspektiv, studera tränares upplevda transformativa beteenden skapades en större förståelse för ledarskapet i en elitsatsande verksamhet. Semistrukturerade intervjuer genomfördes med sju tränare för sex ungdomslag (tre pojk- och tre flicklag) i fotboll och analyserades med hjälp av meningskoncentrering. Ungdomarnas ålder var 17 år. Resultatet visar att de intervjuade tränarna besitter den intra- och interpersonella kunskap som, tillsammans med en professionell kunskap, definierar en effektiv tränare för ungdomslag. De intervjuade tränarna påvisar önskvärda transformativa beteenden i form av förmågan att vara en förebild för ungdomarna, att kunna inspirera och motivera dem, att ge dem möjlighet att uttrycka sina åsikter samt att uppmärksamma enskilda individer. Dock visar sig dessa beteenden endast i en mer implicit form. För att kunna synliggöra dessa önskvärda beteenden behöver det lyftas fram som explicita kunskaper i både tränar- och ledarskapsutbildningar inom idrotten. Framtida forskning bör inkludera de aktiva ungdomarna som målgrupp

<div>The purpose of this research was to develop and validate an instrument designed to assess programming of youth development organizations. The instrument can be used by leaders of youth development organizations to monitor the organization’s performance in developing productive and engaged citizens. This research viewed youth development organizations as a microsystem that youth interact with (Bronfenbrenner & Morris, 2006). A complete review of the literature on youth development organizations was conducted to determine the components of positive youth development organizations. The resulting conceptual framework consisted of project, skills and knowledge, community contribution, high-density experiences, environment, non-parental adult, and near-peer role models.</div><div><br></div><div>An item pool was developed based on the literature available on youth development organization programming. This item pool was reviewed by experts in youth development organization programming and inclusion. Then the items were entered into two tools to assess grammar and concise language. Third, the items were administered to a small sample then analyzed for correlations and contributions to reliability. Items were eliminated if they correlated too highly with other items and if they did not contribute to the reliability of the scale. Fourth, the items were administered to a broader sample and correlations and reliability measures were analyzed again with more items removed. Finally, the items were administered to another sample and analyzed for multicollinearity and reliability. The final sample took the survey a second time and responses were compared based on paired t-tests to establish test-retest reliability.<br></div><div><br></div><div>The 15-item instrument exhibits appropriate measures of validity and reliability to recommend its usage by youth development organization leaders to evaluation programming. The instrument is parsimonious so leaders can add program-specific questions while avoiding participant fatigue. A complete version of the instrument is available in the appendices.</div>

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Thesis (MA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: There has been a concerted effort by government departments and sport-for-development non-governmental organisations (NGOs), to use sport as a vehicle for sustainable social development in previously disadvantaged areas in South Africa. South Africa, considered to be a developing country and also a country where sporting achievement and excellence is venerated, brings to the fore an intriguing intersection between sport and development. The exponential growth of the sport-for-development field in the past two decades, both on an international and local level, bears witness to the fact that sport has come to be seen as an instrument facilitating development among children and youth in historically disadvantaged regions in South Africa. International aid organisations, such as the United Nations and an array of sport-for-development NGOs are at the forefront of using sport as a vehicle for development purposes. It is against this brief background that this thesis investigates the relationship between sport and development. The research question that underpins this study is: What is the relationship between sport and development, but more specifically, how do adolescent black girls, experience being part of a sport-for-development program at the Mbekweni Community Sport Centre (MCSC)? This relationship is interrogated by drawing on fieldwork conducted at the MCSC amongst participants of the Women and Girls in Leadership (WGILS) sport-for-development program over a six month period. WGILS is a sport-for-development program that caters for the sporting needs of adolescent girls in Mbekweni, by providing them with sporting opportunities and life skill sessions. The WGILS program is operated by a sport-for-development NGO, SCORE in partnership with a UK charity, Hope Through Action (HTA). Hope Through Action is the charity responsible for building the nine million Rand Mbekweni Community Sport Centre in Mbekweni, a township 60km north of Cape Town. The central argument of this dissertation is that sport itself does not facilitate development, but serves as a point of entry for development work. I suggest that sport in this sense is a viable vehicle for development, as it creates conditions where social networks, meaningful relationships and norms of trust and reciprocity (antecedents of social capital) can prevail. The theoretical lens used to make sense of my six month field work period is that of social capital. In the classical sense social capital is thought to be an asset for the elite and wealthy, but this dissertation shows that there is a nuanced manner in which social capital shifts and is tapped into by black adolescent girls through a sport-for-development program in a township setting. In this respect social capital is malleable and used in a variety of ways for different purposes as a means to culminate trusting relationships and acts of reciprocity. Social capital is therefore not necessarily a static and unchanging concept and will vary considerably across space and time. The dynamics of this process are evident throughout the thesis. / AFRIKAANSE OPSOMMING: Daar bestaan 'n volgehoue poging deur regeringsdepartemente en spor –vir-ontwikkeling nie-regeringsorganisasies (NRO) om sport as 'n middel tot volhoubare sosiale ontwikkeling in voorheen benadeelde areas in Suid-Afrika aan te wend. Suid-Afrika wat as 'n ontwikkelende land beskou word en ook as 'n land waar sportprestasies en uitmuntendheid in sport hoog aangeslaan word, open 'n fassinerende interaksie tussen sport en ontwikkeling. Die vinnige groei van sport-vir-ontwikkeling die afgelope twee dekades op 'n internasionale sowel as nasionale vlak is tekenend daarvan dat sport as 'n instrument beskou word om ontwikkeling van kinders en die jeug in histories agtergeblewe streke te bevorder. Internasionale hulp organisasies soos die Verenigde Volkere en 'n verskeidenheid sport-vir- ontwikkeling NRO is op die voorpunt om sport op 'n opheffende wyse aan te wend. Dit is teen hierdie agtergrond dat die verhandeling poog om die verband tussen sport en ontwikkeling te ondersoek. Die kernvraag onderliggend aan die verhandeling is: wat is die verband tussen sport en ontwikkeling en meer spesifiek hoe ervaar jong swart meisies deelname aan die sport-vir-ontwikkeling program by die Mbekweni Gemeenskap Sportsentrum? Die verband word ondersoek deur middel van veldwerk wat by die sentrum oor 'n periode van ses maande gedoen is onder die deelnemers aan 'n sport-vir-ontwikkeling projek onder die vaandel van “Women and Girls in Leadership”(WGILS). WGILS maak voorsiening vir sport behoeftes van adolessente meisies in Mbekweni deur hulle sportgeleenthede te bied asook en lewensvaardighede sessies. Die program word geldelik gedryf deur die NRO, SCORE in samewerking met die Britse liefdadigheidsorganisasie, “Hope Through Action”. Laasgenoemde was verantwoordelik vir die bou van die nege miljoen rand Mbekweni Gemeenskap Sportsentrum in Mbekweni, 'n swart woonbuurt 60 km noord van Kaapstad. Die sentrale argument van die verhandeling is dat sport as sodanig nie ontwikkeling fasiliteer nie, maar wel as 'n beginpunt vir ontwikkelingswerk kan dien. Daar word gesuggereer dat sport op die wyse as 'n lewensvatbare instelling ter bevordering van ontwikkeling ingespan kan word aangesien dit die omstandighede skep waarbinne sosiale netwerke, betekenisvolle verhoudings en norme van betroubaarheid en wederkerigheid (voorlopers van sosiale kapitaal) kan gedy. Die teoretiese lens waardeur ek gepoog het om van die veldwerk sin te maak was dié van sosiale kapitaal. In die klassieke sin word sosiale kapitaal beskou as die prerogatief van die elite en welvarendes, maar die verhandeling demonstreer dat sosiale kapitaal op 'n genuanseerde wyse kan verskuif om jeugdige meisies in 'n sport-vir-ontwikkeling program in 'n swart woonbuurt te betrek. In die opsig kan sosiale kapitaal as aanpasbaar beskou word en met verskillende oogmerke aangewend word om vertrouensverhoudinge te stig en wederkerige dade te bewerkstellig. Sosiale kapitaal is derhalwe nie noodwendig 'n statiese en onveranderbare konsep nie, en kan oor tyd en plek aansienlik gewysig word. Die dinamika van die prosesse word deurgaans in die verhandeling aangetoon.

Positiv psykologi har influerat studier om att leva det bra livet. Forskning om karaktärsstyrkor för att öka välbefinnande har tillsammans med betoningen på social kontext bidragit till insatser för att främja ungdomars utveckling. En viktig faktor i ungdomars utveckling har visats vara deras insatser i skolan. Insatsen i skolan på gymnasienivå kan ha ett stort inflytande på introduktionen till vuxenlivet. Studien undersökte vilka relationer som finns mellan ungdomars sociala stöd, välbefinnande och självskattade skolinsats. Detta skedde utifrån tre hypoteser och en frågeställning. I studien deltog 212 gymnasieelever genom att svara på en enkät som bestod av EPOCH Measure of Adolescent Well-Being, Multidimensional Scale of Percieved Social Support samt frågor för självskattad skolinsats. Materialet undersöktes med korrelationer, t-tester och två regressionsanalyser. Slutsatsen var att gymnasieelevers kön, välbefinnande och sociala stöd till olika grad har betydelse för den självskattade skolinsatsen. Ihärdighet visade sig vara den starkaste prediktoren för hur ungdomar skattar sina skolinsatser.