Assessing the Role of Youth Groups in Community Development in the Nkwanta South Municipality

Authors

  • Jacob Issaka Jasikan College of Education, Box 14, Jasikan, Ghana https://orcid.org/0000-0002-6818-7751
  • Francis Hull Adams Holy Child College of Education, Takoradi, Ghana
  • Emmanuel Nomah Dambai College of Education, Box 84, Dambai, Ghana
  • Barbara Amoako Kissi Department of Social Studies, University of Education, Winneba, Ghana https://orcid.org/0000-0002-6818-7751

DOI:

https://doi.org/10.37256/ser.3120221279

Keywords:

community development, self-help projects, youth groups

Abstract

The youth is said to be the backbone of every society because of the critical role they play in the community development. The youth, therefore, form the pivot of societal development. This paper assessed the role of youth groups in the community development in Akyode Traditional Area in the Nkwanta South Municipality. The research adopted a mixed-method approach, specifically concurrent triangulation where the researchers employed both the quantitative and qualitative approaches to study a phenomenon at the same time. The simple random sampling technique was employed to select 200 respondents for the study. It was realized that the youth groups play diverse roles including sensitizing members on the importance of education and initiating community development projects. It was also realised that there is a positive relationship between youth development and their role in the community development processes in the area. The study recommends that the competences, attitudes, values and skills of the youth could be further developed through symposia, club meetings, workshops, conferences, seminars and sports and games to enable them to contribute meaningfully towards community development.

Downloads

Published

2022-01-25

How to Cite

Jacob Issaka, Francis Hull Adams, Emmanuel Nomah, & Barbara Amoako Kissi. (2022). Assessing the Role of Youth Groups in Community Development in the Nkwanta South Municipality. Social Education Research, 3(1), 133–147. https://doi.org/10.37256/ser.3120221279