| dc.description.abstract | In 2020, a collective of transnational and country specific civil society organisations came together to form
the Kuyenda Collective. This initiative is aimed at promoting systems thinking development in traditional
public education system spaces by equipping rural youth to advocate for better quality, access and
relevance in their education system delivery. The theory behind this is that public systems are stronger
when more voices are included in decision making around delivery processes. Every public system
has policy, planning, budgeting, implementation and sometimes mapping the effectiveness of those
processes is an effective way of identifying effective, robust and sustainable opportunities for advocacy.
Kuyenda Collective has conducted an initial desktop review to map education systems in four countries
– Malawi, Mozambique, Tanzania and Zimbabwe in an effort to identify and highlight key systemic
drivers for learning poverty outcomes for rural youth. These have been streamlined under two mutually
reinforcing system components in education service delivery, namely - public resource and information
management. These findings were then used to develop a field research scoping outline to direct a User
Experience Research Data Collection grounded in an overarching Systems Mapping Approach in order
to verify how rural youth see this problem and lay a foundational plan for equipping them to advocate for
systems strengthening in transnational spaces. The purpose of this document is to provide the findings
of this research process | en_US |
