What is the goal of this module?
The purpose of this module is to come up with an entrepreneurial idea that is community oriented. To make this work, we encourage young people to start with a community analysis. The community analysis aims to inspire young people with potential business ideas that answer to the needs of the community. At the end of this module, the young people select an idea for their pop-up. The young people will further develop the idea into a concept during the dream phase.
Why do we include this phase? We want the pop-ups to be community oriented because we want to contribute to improving the neighbourhoods in which SYU is active. By integrating the community analysis in the SYU program, we want to distinguish ourselves from other programmes. By making the young people work community oriented, we hope that the young people can also expand their network and anchor themselves better in the community.
What are the learning outcomes?
At the end of the DISCOVER module, young people are able:
- to apply methods to conduct community analysis
- to have a clear understanding of the community and the needs of the community
- to devise potential solutions to the needs they have identified
- to select potential interesting business ideas
Community analysis: (depending on the methodologies that are chosen) 4 half-days
Generating ideas and selecting ideas: 1 half-day
Total duration: at least 2.5 days
The community analysis can be done more in-depth. Groups select one method from the first phase (same as in the fundamental option) and choose additional methods from the second phase. By using additional methods, they will get a more in-depth understanding of the needs of the community.
Community analysis: depending on the methodologies that are chosen (3 half-days)
Generating ideas and selecting ideas (1 half-day)
Total duration: 2 days
The community analysis is kept to a minimum: young people choose one method from the first phase (get to know the community) and one method to identify needs.
The time the young people need for this depends on which method they want to use. The time can also vary per method based on the choices they make.
For the most limited form of the community analysis, foresee at least 4 half-days.
The online community analysis is similar to the offline community analysis, so the same session outline can be followed. However, some of the methods (for step 2 and 3) used in the community analysis are not doable online.
Teachers often know their students and the community in which the school is located in well. If certain methods are really not suitable for the students or for the community in which the school is active, they can be removed from the options that are proposed to the students. The methods are not linked to one another, so methods can be removed.
Important! The two phases of the community analysis each consist of different methodologies. It is important that young people choose the methodologies that best suit their interests and that the teacher or coach supports the young people in selecting the methodologies. It is important that the coach or teacher guides the young people in their selection process : Why do they choose which methodology? How are they going to recruit/reach local residents? Young people, coaches and teachers also have the option to propose their own interpretation of the community analysis, separate from the methods described here. It is then the task of the teacher or coach to ensure that the goal of the community analysis is reached: either to become (more) familiar with the neighbourhood (phase 1), or to gain an overview of the needs of the community (phase 2).
Important! The second phase of the community analysis is best viewed at class level. This, for example, by spreading the methods between the different class groups. This way, the residents of the community are not over-questioned and the young people get a picture of the needs of the community from various perspectives. Preferably, all groups share all insights with each other at the end of the community analysis.
Idea! Involving the neighbourhood in this phase is crucial. Try to convince local residents and entrepreneurs to participate in SYU in a number of creative ways. For example, look for activities to organize at school that are interesting for the neighbourhood. Try to draw the neighbours into the school. The participation of local residents is also crucial in later modules (for example the do module). Try to create a database with details of local residents who want to continue in participating in SYU. These local residents are involved and it is easier to contact people who want to participate again than to persuade new residents to participate.