The Digital Opportunity Trust Internship Program. Peer-to-Peer Learning for Youth Economic Development

The Digital Opportunity Trust Internship Program Peer-to-Peer Learning for Youth Economic Development

"EFFECTIVE YOUTH PARTICIPATION MEANS THAT YOUNG PEOPLE ARE NOT SEEN AS PASSIVE RECIPIENTS OF NATIONAL RESOURCES OR THE ROOT CAUSES OF SOCIETY S PROBLEMS. INSTEAD THEY ARE SEEN AS STAKEHOLDERS WHO MAKE AN IMPORTANT CONTRIBUTION TO THEIR COUNTRIES DEVELOPMENT AND WHOSE INVOLVEMENT MUST THEREFORE BE APPROPRIATELY NURTURED AND CULTIVATED." 1

Digital Opportunity Trust The MasterCard Foundation 3 Executive Summary Nearly half of the world s population are young people under the age of twenty-five. That s more than three billion people, with almost 90 percent living in developing countries 2. Given these staggering numbers, it is essential that young people are meaningfully involved in the decisions, interventions, and policies that will affect them. Changing youth demographics and high rates of youth unemployment, especially in developing countries, have increased the need for innovative approaches that enable young people to secure employment and assume leadership roles in the economic growth and social transformation of their countries. Digital Opportunity Trust (DOT), a Canadian non-governmental organization and leading international social enterprise, is pioneering a model that provides young people with the skills they need to successfully transition to employment or self-employment. In 2010, The MasterCard Foundation and DOT partnered to expand this model in Kenya and Rwanda to learn how to best train and transition unemployed young people into employment. To date, the DOT model has recruited, trained, and mobilized more than 4,000 young people, referred to as DOT Interns, globally. These Interns have in turn trained hundreds of thousands of their peers in technical and soft-skills, as well as financial literacy and citizenship. DOT s program illustrates four key learnings: 1. Improving economic opportunities for young people requires a holistic approach. 2. When a train-the-trainer model is used, young people need comprehensive training to provide quality content and effective facilitation. 3. Young people do not move through the school-to-work transition in a linear fashion. Long-term follow-up support is required, which can be facilitated with technology. 4. An ethos and culture of youth engagement must be developed at an institutional-level to ensure effective interventions. Ninety percent of DOT s Interns have secured employment or self-employment following their internship 3, achieving success in countries where youth unemployment often exceeds 50 percent. 1 How to Engage Youth in Policy Making Part III, International Labour Organization 2 Youth Participation in Development: Summary Guidelines for Development Partners, Restless Development 3 Employment is defined as Interns who have secured employment for a minimum of 20 hours per week, within three months of completing their internship. Self-employment is defined as Interns who have started their own business, usually a micro to small business within three months of completing their internship.

Digital Opportunity Trust The MasterCard Foundation 4 DOT s combination of meaningful youth engagement and market-informed skills training differentiates it from other interventions, making it particularly relevant in countries with high rates of youth unemployment. This paper demonstrates the value of using highly motivated, university graduates to train and inspire other young people, thereby encouraging them to secure employment or become self-employed. It also presents best practices and insights from the DOT Intern approach. It is divided into three sections: DOT continually reviews its model, and independent evaluations and feedback from young people worldwide have helped refine its methodology. As the following examples demonstrate, there is evidence to support the benefits of including young people at an institutional-level and as part of economic development programming. DOT s contribution is both distinct and significant and has a noteworthy impact on both its participants and the sector. As the need for youth employment interventions increase, knowledge obtained from DOT s model can provide guidance to other youth-serving agencies and training institutions. 1. A short background on the peer-to-peer approach including best practices in youth engagement in development interventions. 2. A description of DOT s model with data that illustrates its effectiveness. 3. Lessons learned and recommendations for other youthfocused organizations, policymakers, and donors.

Digital Opportunity Trust The MasterCard Foundation 5 Youth-to-Youth Development In Context Different approaches and frameworks are used to promote youth engagement and, more specifically, youth involvement in economic development interventions. What makes DOT unique is not only its deep commitment to the engagement of young people, but also the way it combines this approach with the provision of critical skills to support the transition to employment or selfemployment. DOT blends best practices from youth engagement and youth employment programming to promote the involvement of young people at an organizational level and to maximize the likelihood that its Interns will improve their livelihoods and those of their peers. Defining and Framing Youth Participation The engagement of young people falls along a spectrum. At one end, young people s input can be trivialized and involvement is an afterthought to meaningful participation. These types of interventions risk alienating young people by discounting their needs, aspirations, and capabilities. At the other end, young people can be engaged fully as decision-makers and leaders. They can inform the content, process, measurement, and governance of interventions and the organizations that implement them. They can develop the skills necessary to work with their peers, take leadership roles in their communities, and influence decisions that impact their lives. Viewing youth engagement this way shifts the definition of young people as beneficiaries to young people as willing partners, contributors, and leaders who can improve the relevance of interventions and smooth the transition to adulthood. The International Labour Organization s continuum of youth engagement frameworks is outlined in the table on the right. 4 These models for engaging young people can be applied to a wide range of initiatives including livelihoods, sport and culture, civic participation, health and HIV/AIDS prevention, and conflict mitigation, among others. Youth engagement interventions can range from the direct delivery of services for young people to the development of, and engagement in, the policies that influence them. Information Providing: Youth are informed of the policy and activities that have been decided on by decision-makers. Consulting, Decisionmaker Initiated: Decision-makers decide when and on which topics youth are consulted. Consulting, Youthinitiated: Youth can put subjects forward, but have no decision-making powers. Shared Decision-making or Co-management: Elders and young people share decision-making powers. Autonomy: Young people take initiative and conduct projects. 4 How to Engage Youth in Policy Making Part III, International Labour Organization

Digital Opportunity Trust The MasterCard Foundation 6 Youth Economic Development Interventions There is strong evidence that economic growth is the primary driver of poverty reduction. 5 Decent and stable work provides the necessary platform for individuals to contribute to their communities and thrive in their communities and support their families economic needs. 6 It is no wonder then, that livelihood development and economic participation has been shown to be a critical factor in determining positive youth outcomes in other areas of a young person s life. 7 Engaging young people and providing employment and enterprise skills is an essential component in improving their overall situation and breaking the cycle of poverty. There are many factors that contribute to high rates of youth unemployment: lack of demand for trained youth; mismatches between labour needs and training curricula; biases against young people; ill-suited macro-economic policies; and a formal sector unable to absorb large numbers of entrants into the labour market, among others. YOUTH AS BENEFICIARIES Young people are seen as a target group. Engagement focuses on information. Explicit focus on youth issues through documentation. These types of interventions can lead to working with youth as partners. YOUTH AS PARTNERS Collaborative interventions where young people are consulted and informed. Implies mutual co-operation and responsibility. Recognizes young people generally need experience working at this level before progressing to become leaders and initiators of development. YOUTH AS LEADERS Enabling youth-initiated and directed interventions. Creates space for youth-led decisionmaking within existing structures, systems, and processes. Adapted from: 8 restlessdevelopment.org 5 DFID, The Engine of Development: The Private Sector and Prosperity for Poor People, 2011 6 Martins Pedro, Unearthing productive employment; a diagnostic tool for SSA ODI working paper 7 Wilson, David James (2008), Youth Livelihoods Development Program Guide 8 Restless Development (2010), Youth Participation in Development: Summary Guidelines for Development Partners

Digital Opportunity Trust The MasterCard Foundation 7 In 2007, a World Bank inventory of youth employment interventions was developed to illustrate the many and varied approaches to employment creation initiatives. Seven different categories were identified, as outlined in the table below, and continue to inform a broad framework of policy and program options to support young people in employment or self-employment. 8 1. Making the labour market work better for young people Counselling, job search skills Wage subsidies Public works programs Anti-discrimination legislation 2. Improving chances for young entrepreneurs 3. Skills training for young people Vocational training, including apprenticeship systems Literacy and numeracy young adult literacy programs Second chance and equivalency programs 4. Making training systems work better for young people Information Credit (to individuals or enterprises) Financial incentives (subsidies, vouchers) Other 5. Improving labour market regulations to the benefit of young people 6. Comprehensive approach These interventions vary in their effectiveness and impact, as well as by geography and context. Consistent among them, however, is the potential to include young people in the design, implementation, monitoring, and governance of each type of program. Using this framework, DOT s model would be categorized as a comprehensive approach in that it includes skills training, employment counselling, and access to credit (for some). The blending of these core elements soft-skills, technical skills, financial literacy, and mentorship has proven effective in improving participants self-confidence and supporting their transition to employment or self-employment. Specific interventions that have been highlighted by young people as important in supporting the transition to employment or self-employment include job training via formal and nonformal curricula, vocational and employment counselling, quality paid internships, mentoring, and expertise sharing. 9 DOT has also been intentional about engaging the private sector to ensure training is relevant to market demand and the needs of local employers. Partnerships with financial institutions ensure the skills and attributes DOT Interns bring to employment or enterprise opportunities are understood to secure financial products. Matching training content to local demand and including the private sector in curricula development increases the likelihood that DOT Interns will obtain the right skills to move into employment or entrepreneurship opportunities and the training they provide to other young people is relevant. 7. Other (e.g., voluntary national service programs) 8 Olga Susana Peurteo (2007), International Experience on Youth Employment Interventions: The Youth Employment Inventory 9 Pereznieto, Paula and Harding, James (2013), Investing in Youth in International Development Policy: Making the Case ODI, pg.11

Digital Opportunity Trust The MasterCard Foundation 8 The DOT Model DOT uses a distinctive approach to identify, recruit, train, and build a network of committed DOT Interns. Its model is inspired by a youth development framework which develops and invests in the capacity of young people to improve their societies and increase economic opportunities. The model is implemented globally. Programs are delivered by DOT Interns young university and college graduates with a passion for change in developing countries. Interns are recruited from local universities and colleges and are equipped with facilitation, coaching, mentoring, technology, and communications skills. Following their training, they are placed in local communities to identify and train other young people. During their tenure, DOT Interns go on to train 100 to 200 other youth. DOT Interns also become mentors and role models with the technical capacity to support other young people as they transition into local employment or self-employment opportunities. By delivering training in their communities, Interns are able to more easily connect with local youth, partners, and business owners. After completing their 10- to 12- month placement and sharing their skills and experiences with their peers, DOT Interns are ready to enter the workforce with employment experience and the critical soft-skills many employers seek. As a result, 90 percent of DOT Interns have gone on to secure employment or start and expand their businesses following their internship. In countries where youth unemployment often exceeds 50 percent, this demonstrates the effectiveness of the model and the ability of DOT Interns to utilize their skills and transcend the barriers to securing a livelihood. DOT s Theory of Change DOT s Theory of Change asserts that when youth are equipped with the right skills, knowledge, confidence, and attitudes, they will be empowered to find jobs, start and grow businesses or continue their education. The premise applies to both DOT Interns and the young people they train. Most importantly, its success centers around young people directly empowering their peers. A community approach grounds the model. DOT hires local professionals to form the management team and oversee program operations in a given country. The local team must be familiar with cultures, dialects, and opportunities. All curricula are localized to reflect the context, expressions, examples, and business cases. When necessary, the curriculum is also translated into the local language.

Digital Opportunity Trust The MasterCard Foundation 9 The DOT Intern Recruitment and Training Process Interns from multiple fields of study are recruited in groups ranging from 25 to 100, depending on the project and country context. Like many university graduates worldwide, young recruits are typically graduating into unemployment facing a dearth of formal jobs, unable to build critical skills, and unsure of market opportunities. DOT helps the Interns refine and build their skills, expand their networks, and eventually transition into formal employment or start their own enterprise. Local universities and colleges promote the internship opportunity. The program is advertised through social media, campus radio, posters, bulletin boards, promotional events, and word of mouth. Particular attention is paid to recruiting young women. The application process is designed to be the first step in a learning journey. The number of responses to an advertisement far exceeds the positions available sometimes in excess of 50 responses per vacancy. DOT s online application system includes comprehensive tools to classify responses to facilitate the analysis of applicants both men and women in order to identify those with a high commitment to community development and leadership. DOT then completes a rigorous screening and selection process. Applications are carefully reviewed, telephone interviews are conducted, and face-to-face interviews are held. Short-listed candidates are invited to participate in group activity sessions to assess their interpersonal skills, their ability to work in a team, and their compatibility. Emphasis is placed on interpersonal skills, leadership, and community qualities. ICT skills are validated through Introduction to DOT an online, facilitated, peer-to-peer learning experience that is reinforced as a by-product of the curriculum rather than as a stand-alone skill set. Upon selection, the applicant signs a 10- to 12-month contract which outlines the DOT Intern's responsibilities and required codes of conduct. DOT Interns are also paid a monthly stipend. Receiving some form of compensation for their work is important for three reasons: it demonstrates that the time and effort of the Intern has value; it underpins the commitment and accountability of both parties; and it provides the Intern with an opportunity to manage money and build savings. The value of the DOT internship to youth who are just starting their careers is demonstrated by the large demand for DOT internship positions. First recruitment drive in Tanzania resulted in 1,046 applications for 18 positions (32% women) Most recent recruitment drive in Rwanda saw 2,869 applications for 90 positions (40% women)

Digital Opportunity Trust The MasterCard Foundation 10 The Learning Experience The first step in the DOT Intern s training is a three-week learning experience that is modelled on a train-the-trainer approach. DOT s curriculum is delivered with a blend of face-to-face and online methods. The face-to-face components are initially led by DOT global trainers who work with local trainers, building local capacity to facilitate subsequent trainings. The training is delivered in facilities that are donated by local partners. The learning program has three principal components: Empowerment builds self-confidence by focusing on the individual s unique talents, interests, and passions, which reinforces their importance and worth; Twenty-first century skills focuses on modern workforce skills such as critical thinking, research, planning, project management, communications, ICT, facilitation, as well as coaching; and Knowledge particular to the program for example, enterprise creation or enterprise growth. Context specific modules are based on local market needs and growth sectors to align participants to market demand. ICT skills are embedded in all of the training activities. Particular attention is paid to the development of facilitation, coaching, and mentoring skills. The learning programming also includes gender sensitivity, sexual health, ethics, and other issues identified by young people. Deployment DOT Interns work in their home districts and communities.they are placed with pre-screened, community-based partners who have appropriate internet connectivity and training facilities. In conjunction with local partners, DOT Interns deliver the DOT curricula to groups of 15 to 20 of their peers. The Interns coordinate with the community-based partner organization to promote training and recruit participants. On average, the training consists of 48 hours of module-based, participatory learning over the course of five weeks with daily commitments. Throughout the program, community resources are introduced to participants as experiential learning opportunities microfinance organizations, banks, business service organizations, local businesses, and entrepreneurs. This ensures not only a strong, community-based support network for youth after graduation, but it also helps them see the value and real-life application of the training. The DOT Intern ultimately becomes a role model and business coach for her/his beneficiaries as she /he develops an ongoing portfolio. The peer-based, train-the-trainer model has an extraordinary cost-effective multiplier effect one DOT Intern will reach up to 200 peers during their deployment. More importantly, the approach ensures DOT Interns are active learners who are prepared to be trainers, facilitators, and coaches. At the end of the training, Interns have the skills, tools, and motivation to reach out to other young people to affect change in their communities.

Digital Opportunity Trust The MasterCard Foundation 11 Businesses Started: cyber cafe, computer maintenance, pig rearing, chemist shop, computer consultancy, retail operations, mushroom production Jobs Found: Head of Operations at Brooms Limited, IT Officer at MTN, Chief of Operations at a farm dealing with pesticides and crop production, Data Officer at Higher Education Loans Board, Trainer at Kenya National Training and Development Program, Imbuto Foundation, Chase Bank Rafiki MFI, Sponsorship Database Officer at World Vision Rwanda

Digital Opportunity Trust The MasterCard Foundation 12 Transition to Employment or Self-Employment At the end of the training, participants transition to employment, enterprise development, or further education. They are continually supported by other young people in their group and are often mentored by DOT Interns as they navigate the challenges of securing a job or starting a business. Towards the end of their deployment, DOT Interns have access to coaching and the opportunity to develop a career or business plan. Community roundtables and graduation events are organized to introduce the graduating DOT Interns to prospective private and public sector employers. More importantly, the DOT Interns connection to DOT does not end with the internship. The DOT Intern Alumni Network The DOT Intern becomes a lifetime member of the DOT Intern Alumni Network. This is a business and social media platform that links Interns from around the world to an online community. Here, former DOT Interns are able to share best practices, continue their learning, and address challenges in new employment or self-employment ventures by networking with other young people building a global, virtual community of connected and passionate leaders. In East Africa, there are more than 1,000 DOT Alumni active on the virtual platform sharing experiences and ideas, seeking support, utilizing job search tools, and continuing to benefit from the DOT experience. "For me, DOT is both my office and my school. I learned many things from being a DOT Intern. I realized my passion and what I can do. I am becoming a better facilitator. I am in the process of starting my own business. From the 10-day ICT camp, I gained more practical and applied computer maintenance skills than I did in three years of college." Alem Muleta, Intern, Ethiopia Percent Increase in Intern Capacity Online research Organizing information Writing reports and letters 20 % 27 % 27 % Collecting and analyzing data Managing financial information Planning projects Networking 31 % 32 % 33 % 34 %

Digital Opportunity Trust The MasterCard Foundation 13 Quality Assurance DOT Intern screening and selection is rigorous. Additional DOT Interns are recruited to compensate and substitute for possible dropouts or under-performers. The contract and stipend reinforce the principle of accountability. The DOT Intern Support Management (ISM) process identifies and corrects challenges immediately. The ISM process also monitors partner relations and partner satisfaction to identify and address possible concerns. Online monitoring and evaluation, as well as survey processes provide a continuous barometer of performance and a feedback loop. Gender Equality Recruitment strategies consider gender and DOT strives to achieve equity in the hiring of DOT Interns. Community-based participant recruitment strives for gender balance with specific efforts to reach young women. DOT has utilized an equitable hiring process whereby men and women applicants are pooled separately and compete for the open spots within these gender specific groups, which ensures that an equal number of qualified women and men are recruited. This helps to level the playing field as women do not have to compete against men in areas where they are disadvantaged due to social and cultural barriers. DOT also ensures gender equitable impact by performing a gender analysis on all results and developing strategies to support women in accessing opportunities to learn and do business. The result has been near equal representation of male and female DOT Interns. Results and Impact DOT Interns and program graduates experience improved family incomes, increased use of ICT, as well as access to financial services, business development, and job creation. The community host and partner organizations improve their ability to provide long-term, sustainable business services without the support of DOT. DOT has forged strategic partnerships with employers, financial service providers, and government. These partnerships have strengthened the training curricula delivered by DOT Interns by providing access to employment, loans and financial services for small enterprise, and by having training embedded in and recognized by government ministries, training institutions, and universities. This speaks to the relevance of the model and potential for scale. "I started a communitybased organization called itell Kenya that now empowers the community to use ICT (computer packages) for a sustainable livelihood. I touched the lives of youth in my area through training, being a mentor and a coach, and helping them to come up with business ideas. I gained teamwork skills, confidence, increased relations with different people, and contributed to my community by changing mindsets towards sustainable livelihoods." Erick Otieno, Intern, Kenya Participants Experience Significant Economic and Social Outcomes Going back to school Strong peer network Own a business/ found a job More involved in my community Seen as a role model 36 % 44 % 45 % My decisions have better results 49 % 50 % 62 %

Digital Opportunity Trust The MasterCard Foundation 14 Scaling the Model: DOT and the Ministry of Youth and ICT in Rwanda To support this initiative, DOT has committed to the following in partnership with the Ministry: 13 Given the success in incorporating elements of the DOT model at the policy level in Rwanda and Kenya, there are lessons for policymakers in adapting and scaling this approach, as well as opportunities to introduce elements of the training within universities and technical and vocational training institutions (TVETs). For example, the Government of Rwanda has implemented DOT trainings as part of its Youth Employment and Global Opportunities (YEGO) initiative. In March 2012, the Ministry of Youth and ICT (MYICT) launched its Youth Empowerment for Global Opportunities (YEGO) Strategic Plan to reduce youth unemployment by creating a network of youth centres that promote entrepreneurship and employment in Rwanda. 10 The YEGO Strategic Plan is aligned with other policy goals outlined in the Rwanda Vision 2020, the Economic Development and Poverty Reduction Strategy (EDPRS II), and the Millennium Development Goals (MDGs). YEGO was developed to help coordinate and operationalize youth specific policies such as the National Youth Policy, the Five-year Plan of Action for the Promotion of Youth Employment and the National Employment Policy. 11 The Ministry of Youth and ICT (MYICT) will provide training space for DOT Rwanda to deliver training to young people and assist DOT Rwanda in the identification of community members to serve as DOT Interns. The MYICT will collaborate with DOT Rwanda Interns in the identification of youth to take part in DOT s economic programs. DOT participants will have access to follow-up services under YEGO s Employability, Entrepreneurship, and Youth Placement Programs. Beneficial services include apprenticeships and job skills development under the Employability Program; business mentorships and financial access services under the Entrepreneurship Program; and job information systems under the Youth Placement Program. DOT Rwanda will develop a long-term business plan to drive the sustainability of the programming and to anchor the programs in the economic, social, and capacity-building strategy of the country. The YEGO Strategic Plan aims to tackle youth unemployment, using existing infrastructures and working with the local government in five key areas: 1. Youth Entrepreneurship 2. Employability 3. Youth Placement 4. Talents Detection and Incubation 5. Youth Mobilization 12 The intent is to implement the five components of YEGO in youth-friendly centres throughout Rwanda. Ministry-run centres will be connected to other existing programs such as Business Development Services, Tele-centres, the Rwanda Development Board, and Technical Vocational Education Training, and will provide wrap-around services to support employment opportunities for youth. This type of partnership demonstrates how the DOT model can be adapted and scaled. Rather than being managed in isolation of government priorities, the DOT model in Rwanda aligns with policies set forth by the government, and its partnership will expand the reach of the DOT program and ensure it is aligned with the goals of the Ministry. The MYICT is not the only organization that has integrated elements of the DOT model into its own programming. TechnoServe has also utilized elements of the intern model to support the after-care component of its Strengthening Rural Youth Development through Enterprise (STRYDE) program. They hire interns to provide supplementary training and coaching to other young people as they establish micro-enterprises, apply new technologies to on-farm activities, or search for employment. For TechnoServe, the intern model has proven to be a costeffective way to simultaneously support training graduates, provide short-term employment for other youth, and ensure STRYDE participants receive comprehensive support to transition from training to improved livelihoods. 10 Republic of Rwanda, Ministry of Youth (2012), Youth Empowerment for Global Opportunities (YEGO), Strategic Plan 2013-2018, p.17 11 YEGO strategy, pg. 7 12 Ibid, pg. 17 13 These examples are taken from an MOU between DOT and the Rwandan Ministry of Youth and ICT

Digital Opportunity Trust The MasterCard Foundation 15 Translating Learning Into Action DOT is constantly evolving as an organization and refining its Intern model. DOT learns from monitoring and evaluating its program, conducting research, and continually engaging with DOT Interns, participants, partners, and stakeholders in the financial services and private sectors. In 2012, The MasterCard Foundation and DOT project was evaluated by an independent consultant. The evaluation demonstrated successes of the project and highlighted key learnings. As a result of the evaluation, DOT made a number of adjustments to the model, which also contributed to the design of a follow-on project in partnership with the Foundation. Adjustments included: The number of young people each DOT Intern was expected to train was reduced to allow more time for coaching and mentoring. Interns were tasked with dedicated coaching roles after the completion of the training to help with the transition of young people into employment or self-employment. Regular professional development opportunities were added for DOT Interns to enhance their experience. Not only does professional development strengthen the Interns ability to deliver programs, find jobs and start businesses, it has also proven to provide significant motivation. Identifying skills gaps at the beginning of the internship ensures professional development is focused on those areas that are most needed and vital to career growth. DOT increased its focus on private sector opportunities. Many businesses are often hesitant to employ youth. DOT is increasing its business partnerships and strengthening the concept of social responsibility and the business case among local businesses to hire young people.

Digital Opportunity Trust The MasterCard Foundation 16 Lessons and Implications The literature and DOT s experience illustrate a number of key learnings including: 1. Improving economic opportunities for young people requires a holistic approach. Youth engagement has the potential to improve the relevance of interventions, but is not in and of itself enough to determine an effective transition to employment or self-employment. Private sector engagement and demand-led training curricula that address locally identified mismatches in skills are equally critical factors. In addition, access to savings and financial products builds resilience through savings. Accessing credit to start and grow enterprises is another important factor, especially in developing countries lacking a formal employment sector large enough to absorb the number of young people seeking employment. Finally, young people need to be supported in their transition from training to employment through internships, apprenticeships, and job fairs. 2. When a train-the-trainer model is used, young people need comprehensive training to provide quality content and effective facilitation. The DOT model succeeds because it has a robust training curriculum, effective facilitation, quality assurance, and a support system. These features not only improve training outcomes, they also ensure DOT Interns feel supported throughout their journey. 3. Young people do not move through the school-to-work transition in a linear fashion. Long-term follow-up support is required, which can be facilitated with technology. Support and coaching can ensure youth effectively transition to a first job or start a business. DOT s Alumni Network and ongoing mentorship demonstrate its commitment to the success of its Interns. The Network provides essential support regardless of whether the transition is to employment, self-employment or further education and training. DOT s innovative global, online platform brings together young people in real-time to share, learn, and weave a community of support long after their internship has been completed. 4. An ethos and culture of youth engagement must be developed at an institutional-level to ensure effective interventions. DOT s commitment and belief in the capability and inclusion of young people means their opinions matter. DOT Interns act as ambassadors to other youth, community members, and stakeholders well beyond the life and scope of individual projects. They also inform decisions at an institutional-level within DOT, giving them a voice in the evolution of the organization. It is this combination of meaningful engagement with effective economic development training that makes the DOT model particularly relevant in developing countries with high rates of youth unemployment. DOT graduates are best prepared when the training aligns with demand from local employers and market opportunities.

Digital Opportunity Trust The MasterCard Foundation 17 Conclusion The high number of unemployed and under-employed young people, and the increasing number of agencies designing and implementing youth employment interventions, necessitates evidence-based models. These models need to be scaled to reach the significant number of young people seeking employment or self-employment in developing countries. DOT is uniquely poised to respond to these needs. DOT has demonstrated that its model can be adapted and scaled in a cost-efficient and impactful way. The MasterCard Foundation identifies, supports, and shares effective models so that partners, donors, government agencies, and ministries can adapt and learn from them. It is the hope of DOT and The MasterCard Foundation that development agencies and stakeholders find the DOT approach informative as they strive to maximize the effectiveness of their own interventions and productively engage young people to contribute to the economic development of their peers and wider communities.

Digital Opportunity Trust The MasterCard Foundation 18 Works Cited: DFID, The Engine of Development: The Private Sector and Prosperity for Poor People (2011), https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/67490/privatesector approach-paper-may2011.pdf How to Engage Youth in Policy Making Part III, International Labour Organization, http://www.ilo.org/public/english/employment/yen/downloads/youthguide/part3_how.pdf Martins, Pedro (2013), Unearthing Productive Employment; A Diagnostic Tool for SSA ODI Working Paper, http://www.developmentprogress.org/sites/developmentprogress.org/files/resource-document/ unearthing_productive_employment_-_a_diagnostic_tool_for_sub-saharan_africa.pdf Olga, Susana Peurteo (2007), International Experience on Youth Employment Interventions: The Youth Employment Inventory, http://siteresources.worldbank.org/intlm/resources/390041-1188243960961/yei_ LessonsLearned_rev07-06.pdf Pereznieto, Paula and Harding, James (2013), Investing in Youth in International Development Policy: Making the Case ODI, http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8402.pdf Republic of Rwanda, Ministry of Youth (2012), Youth Empowerment for Global Opportunities (YEGO), Strategic Plan 2013-2018 Restless Development (2010), Youth Participation in Development: Summary Guidelines for Development Partners, http://www.restlessdevelopment.org/file/youth-participation-in-development-pdf Wilson, David James (2008), Youth Livelihoods Development Program Guide, http://www.equip123.net/docs/e3-livelihoodsguide.pdf

Digital Opportunity Trust The MasterCard Foundation 19 The MasterCard Foundation is an independent, global organization based in Toronto, Canada, with more than $8 billion in assets. Through collaboration with partner organizations in 46 countries, it is creating opportunities for all people to learn and prosper. The Foundation s programs promote financial inclusion and advance youth learning, mostly in Africa. Established in 2006 through the generosity of MasterCard Worldwide when it became a public company, the Foundation is a separate and independent entity. The policies, operations, and funding decisions of the Foundation are determined by its own Board of Directors and President and CEO. mastercardfdn.org Digital Opportunity Trust (DOT) is a leading international social enterprise headquartered in Ottawa, Canada with local operations around the globe. Harnessing the power of youth, DOT transforms young college and university graduates into leaders of change as they facilitate technology, business, and entrepreneurial learning experiences to people in their own communities. DOT s unique youth-led programs empower people living in communities that are developing, in transition, or under stress with the confidence to use technology for entrepreneurial, community, educational, and personal development. dotrust.org

Digital Opportunity Trust The MasterCard Foundation 20