Conference PaperPDF Available

Service design tools for stakeholder dialogue and youth empowerment in Africa

Authors:
  • PACO Design Collaborative

Abstract and Figures

The aim of this paper is to present a service model and methods that enable empowerment and action in the context of the San youth. Their stakeholders have an extremely important role in both providing services as well as lobbying for their cause to improve the situation in the local context. When the public service production does not have vast resources available the role of civil society and non-governmental organisations become more and more important in the service production as well as in the service delivery. Further, it is fundamental to develop means for local dialogue that enables communication between different stakeholders and the San youth. This paper focuses on service design and creative methodologies that can be utilized for creating wellbeing at the local level in South Africa and Namibia. Service design has become an important tool for creating insights and understanding over complex societal challenges and finding new solutions for underserved and marginalized communities. It is looking at service design as a platform to create both foresight and solution-oriented process to create dynamic capabilities through local dialogue in response to the needs of underserved communities.
Content may be subject to copyright.
This is a repository copy of Service design tools for stakeholder dialogue and youth
empowerment in Africa.
White Rose Research Online URL for this paper:
http://eprints.whiterose.ac.uk/133156/
Version: Accepted Version
Proceedings Paper:
Miettinen, S, Tang, T orcid.org/0000-0002-5410-7271, Remotti, S et al. (4 more authors)
(2018) Service design tools for stakeholder dialogue and youth empowerment in Africa. In:
Proceedings of the 2018 Cumulus Association Conference. 2018 Cumulus Association
Conference: To Get There - Designing Together, 11-13 Apr 2018, Paris, France. Cumulus
Association .
© The Authors. This is an author produced version of a paper which will be published in
the proceedings of the 2018 Cumulus Association Conference: To Get There - Designing
Together.
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Service'design'tools'for'stakeholder'
dialogue'and'youth'empowerment'in'
Africa'
Satu%Miettinen1,%Tang%Tang2,%Silvia%Remotti3,%Emanuela%Delfino4,''
Brutto%Francesco5,'Dammann%Julia6,%Alonso%Sara7'
!
1%Faculty!of!Art!and!Design,!University!of!Lapland,!Finland,!satu.miettinen@ulapland.fi!!
2!School!of!Design!University!of!Leeds,!Leeds,!UK,!T.X.Tang@leeds.ac.uk!
3!PACO!Design!Collaborative,!Italy,!silvia@pacollaborative.com!
4!PACO!Design!Collaborative,!Italy,!emanuela.delfino@gmail.com!
5!PACO!Design!Collaborative,!Italy,!brutto.fr@gmail.com!
6!South!African!San!Institute,!South!Africa,!julia@sasi.org.za!!
7!PACO!Design!Collaborative,!Italy,!alonsosara05@gmail.com!
!
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'
Theme:'Innovation.!
Keywords:' service' design,' participatory' design,' dialogue,' youth'
empowerment,'grassroots'innovation!
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Technical Report
Full-text available
This deliverable deals with outcomes of the PARTY project. A number of different service design tools, methods, models and activities were developed in the four years of the project. The ones presented here are the ones that the consortium partners will take forward for continuation beyond the project. Hence, continuation strategies were developed not only for the partners to continue with the work, but also to make outcomes available to relevant target groups outside the project. Strategy is a creation of a plan to achieve a success of an aim or goal that has been established. Design methods can be applied not only to design processes, but also to strategy generation in organizations (Carlopio 2009, Boyer, Cook and Steinberg 2011). According to Boyer et al. "strategic design is not a matter of thinking or doing, but what to think and how to do" (Boyer et al. 2011). Brown (2008) points out how design thinking can be used as a tool for creating strategy. It can be used in many situations, which require collaboration between the stakeholders involved (ibid.). Strategy in this deliverable was created to ensure the continuation of tools and methods that were developed for stakeholders, and through stakeholders; in other words: collaboratively. Making things collaboratively especially by using the tools of mapping processes is a form of creating stakeholder engagement and commitment (Suoheimo and Miettinen, 2018). Stakeholder mapping has already been used in deliverable D3.3 to identify mutual opportunities between the participants and stakeholders. While these tools help to create community and stakeholder involvement, the strategy seeks to maintain or even increase stakeholder involvement. This deliverable presents the strategies in order for these tools to be applied in future. In doing so, not only continuation through PARTY partners, but also potential adoption by external entities is intended.
Article
The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination especially in the education sector as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana; English (the official language) and Setswana (the national language) are taught in schools. In theory, this should not be the case. It greatly disadvantages San children as they underperform and drop out of school. Hence, very few have made it to the University of Botswana and the colleges of education. In order for Botswana to reach its aim of an educated and informed nation by 2016, San peoples need to be catered for in the country's education system.
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Empowerment is often envisioned as a solution to poverty acceptable to both the political right and left. Yet the question that is rarely asked or answered is, What is empowerment? While the empowerment literature provides a rich array of techniques and goals through which individuals and groups seek to alter their circumstances, it is contradictory in assumptions and emphases and provides little coherence or structure with which to make informed decisions. This paper develops a typology, a ladder of empowerment, based on existing empowerment literature, so that planners and others may gain a clearer understanding of empowerment and its varied potential.
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The indigenous peoples of Botswana and Namibia, the San, have the lowest educational attainment rates of any population in both countries, despite various efforts to incorporate them into mainstream education systems. Both countries are signatories of the UN Declaration on the Rights of Indigenous Peoples, which includes several references to education. This document, and other rights mechanisms, address both the right to access mainstream educational institutions that respect and accommodate the languages and cultures of indigenous children, and the right to ‘establish and control their own educational systems and institutions, providing education in their own languages in a manner appropriate to their cultural methods of teaching and learning’ (Article 14). This article provides an overview of the current state of both of these aspects of educational rights for indigenous peoples in Botswana and Namibia. What is the best way to improve educational options for San communities in southern Africa? Can a rights-based approach be effective? Does an indigenous rights perspective have anything to add to the debate? This paper examines these questions, and links rights-based arguments with other approaches to education. It argues that a variety of approaches are needed to fully address the complex issues confronting San communities today. A sophisticated understanding of indigenous rights acknowledges this, and if used strategically, could provide a comprehensive and productive approach to educational issues for San communities.
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Shrinking public sectors and limited opportunities for gaining formal wage employment in the private sector have resulted in entrepreneurship being promoted as a means of generating youth employment. This discourse is being widely promoted within sub-Saharan Africa despite little being known about how best to support youth employment and entrepreneurship. This paper focuses on two of the main trades which young women in sub-Saharan Africa have typically entered: hairdressing and dressmaking. Through drawing on a qualitative case study of hairdressers and seamstresses in Ghana, it is shown how the two professions have fared quite differently in recent years: whereas hairdressing has boomed, dressmaking has been stagnating. The paper shows how these diverging trajectories can be attributed to three related factors. First, globalisation has affected the two trades differently; second, their respective trade associations have reacted differently to the new constraints and opportunities generated by globalisation and their training systems have undergone different degrees of professionalisation; and third, the prestige associated with the two professions has changed affecting the aspirations of young women to enter the professions and the experiences of those that do. As the paper shows, geographers potentially have much to contribute to employment and entrepreneurship debates by providing more contextualised studies which recognise the complex interplay between globalisation, institutions and individuals in particular places and acknowledge the ensuing diverse employment experiences. Such studies are highly relevant for policymakers who are facing the difficult challenge of how to create employment and stimulate entrepreneurship in sub-Saharan Africa.