Youth researchers academy: a report on an innovative research training programme for young people in Zimbabwe. Issue 3 (6th June 2022)

• Record Type: Journal Article
• Authors: Tembo, Mandikudza; Mackworth-Young, Constance; Kranzer, Katharina; Dziva-Chikwari, Chido; Mavodza, Constancia Vimbayi; Dauya, Ethel; Makuni, Mufaro; Chipare, Dakarai; Munyavi-Dehwe, Blessing; Raradza, Daniel; Bernays, Sarah; Chingono, Rudo; Dzavakwa, Nyasha; Nyamwanza, Rudo; Francis, Suzanna Carter; Simms, Victoria; Ferrand, Rashida
• Is Part Of: BMJ innovations. Volume 8:Issue 3(2022)
• Page Start: 183
• Page End: 189
• Publication Date: 2022-06-06
• Subjects: Public Health -- adolescents; Medicine -- Research -- Periodicals; 610.72
• DOI: 10.1136/bmjinnov-2021-000885
• Languages: English
• ISSNs: 2055-8074

Abstract

Abstract : Introduction: Youth engagement has the potential to enhance the design, implementation and relevance of research. Without strategies to capacitate young people with research skills, youth engagement in research is often tokenistic and ineffective. In this paper, we detail the implementation and evaluation of an innovative research training programme for youth (aged 18–24 years) in Zimbabwe called the Youth Researchers Academy (YRA). Methods: Quantitative programme data and qualitative interviews and focus group discussions assessed acceptability of the YRA, youth researcher and mentor experiences, and impact of the YRA over time. Results: We received 60 applications in 2019 and 89 applications in 2021. Ongoing feedback led to changes in the second programme (including longer training and certification). Youth researcher experiences included being motivated by learning new skills and valuing the relationship with mentors and peer networks. Many described long-term impact, including facilitation of higher education, setting up of new businesses through the stipends received, and, for some, opportunities to work in research. Discussion: Overall, the programme was acceptable, facilitated meaningful youth-led research and trained a cohort of empowered youth researchers. Young people were eager to learn and capable of both learning and implementing critical research skills in a professional working environment. Implementation challenges included limited freedom in the co-design of research projects and the additional burden of work for YRA mentors. Conclusion: The YRA provides a template for other academics to support similar training to facilitate capacity building and meaningful youth engagement for research with and for youth.