Professional Documents
Culture Documents
EDID 6504 - Group Project - We CARE Citizen Development Programme
EDID 6504 - Group Project - We CARE Citizen Development Programme
EDID 6504 - Group Project - We CARE Citizen Development Programme
Table of Contents
Introduction ......................................................................................................................................1
Reflection .........................................................................................................................................4
Objectives .....................................................................................................................................8
Outcome Evaluation.......................................................................................................................18
Conclusion .....................................................................................................................................33
References ......................................................................................................................................34
CITIZEN DEVELOPMENT PROGRAMME 3
Introduction
The Government of the Republic of Trinidad and Tobago has offered the Community
Education (Skills Training) Programme since its inception in the 1960s (Community
Development, 2018). This programme falls under the portfolio of the Community Development
Development, Culture and the Arts (2018), the Skills Training Programme was created “to
promote and encourage continuing learning opportunities for the disadvantaged”. This is done
via the honing of the natural creativity, talents and skills of householders, through the
development of marketable skills, to help citizens create goods and services from home, help
reduce household expenditure, and educate citizens of ways to make wiser financial decisions
with limited resources. Another clear objective of this programme is to help generate
organisations. The programme is open to all but the main target is persons who are unskilled,
unemployed or underemployed.
The Education (Skills Training) Programme was borne out of a need from the 1960s seen
in the rise of low-income families, in poverty and unemployment, of students being unable to
complete their education due to limited finances and resources, and a subsequent increase in ‘at
risk’ areas and vulnerable citizens in different areas of the nation (Community Education (Skills
Training) Programme, 2018). As a result, the programme has always maintained focus on the
There have been benefits to the country both socially and economically through
Development website (2018), there has been a reduction in the number of unskilled persons in
CITIZEN DEVELOPMENT PROGRAMME 4
affected vulnerable communities and there has been an increase in opportunities for the
disadvantaged to procure employment. Where self-employment has been created, there has been
an upsurge in local goods and services being offered to locals and visitors alike. This results in
increased revenue for the country. This lends itself to sustainability, which is also evident in the
survival of the educational programme over the decades, being offered between 60 and 75 hours
per course, depending on the level of difficulty. Participants receive a certificate of participation
on successful completion of the course, which also helps motivate individuals to continue
succeeding, as well as encourage new participants to join the programme to learn and/or develop
Reflection
Sheila Stuart, a social affairs officer employed at the sub-office for the Economic
Commission for Latin America and the Caribbean in Port of Spain, has purported that crime is a
recurring cycle of poverty (Trinidad Express, 2012). She continued that “poor children are more
likely to become poor adults”, suggesting that these youth may be vulnerable to leading lives of
crime which impact negatively on society and on the economy in the short and long-term.
developing marketable skills and eventual employment opportunities in the adult, there is a need
to focus on the young men of these households and communities. This is an group that is not
addressed by that programme. The effects of poverty are multiple and cyclical, and with a steady
increase in the rate of crime among adolescents in Trinidad and Tobago, there exists a great need
to target those who are vulnerable to engaging in this lifestyle for their own development and for
the subsequent benefit of the wider society. Furthermore, Professor Rhoda Reddock, vice
principal of the University of the West Indies, educator and activist, has purported that this
CITIZEN DEVELOPMENT PROGRAMME 5
growing issue of youth involved in crime is very much one of gender, as statistics have revealed
a much higher rate of young men being involved in crime than that of women (Trinidad and
Tobago Newsday, 2018). Dr. Reddock, at a panel discussion on Promotion of Gender Equity,
made claims that this problem is attributed to lack of appropriate socialisation and education
there is a perpetuation of inaccurate beliefs about gender roles. Dr. Reddock observed that,
based on the statistics of violent crime and male youth involvement, it would appear that there is
One of the main factors contributing to this high and increasing level of crime among the
male youth is that of school drop-outs (Reddock, 2018). As a result, while girls continue in their
studies and achieve levels of success, the boys view their role as a physical one, either being
outside playing or being initiated in criminal and violent activity. Dr. Reddock noted that, while
the primary role is that of the parent(s) in raising the child to be upstanding, respectful citizens to
all, that it does take a village to raise the child (Trinidad and Tobago Newsday, 2018). She
pointed out the responsibility of the Government, as well as that of the community, in playing a
positive and constructive role in socialising and educating the male youth effectively, ensuring
their ability to be self-sufficient and to understand their true purpose and role in society, which is
Seepersad (2016) has proposed that in order to reduce the likelihood of violence in youth,
that approaches should be preventative, as opposed to reactive. This is seen as not only the more
appropriate intervention, but the more cost effective as well. Seepersad has also stated that youth
delinquency leads to criminal activity. Lall (2007) conducted a study among the male youth in
CITIZEN DEVELOPMENT PROGRAMME 6
Trinidad and Tobago due to an observation of an increase in delinquency and illegal activity
among this group, both at home and abroad. His research confirmed these observations.
These facts point to the indisputable correlation between poverty and crime. Also, it
shows that the illegal/criminal activity has a negative impact on the society and economy,
perpetuating unemployment as criminal minds are nurtured. This could, in turn, compromise the
upward movement of the country in various facets: economically, socially and morally. This
data combined shows a need to focus on the male youth, on developing a sense of purpose and
In the same vein of the training programme previously outlined, ‘We C.A.R.E.’ is a new
citizen development programme aimed at young men, between the ages of sixteen and eighteen,
who come from low-income households and socially-depressed areas. This age range was
selected due to the research brought forth by Seepersad (2016) and Lall (2007), both of whom
referenced illegal criminal activity among the male youth. It would follow, then, that this is a
crucial social gap and issue to be addressed as vigorously and as soon as is possible.
The name and acronym, ‘We C.A.R.E.’, translated, means: We (the adults, guardians,
leaders, members of society) care about: ‘we Community’, ‘we Adolescents and children’, ‘we
Responsibility’, and ‘we Economy and Environment’. The name, which plays on local parlance
to effect familiarity, understanding, affection and camaraderie, reflects the goal of the
organisation which is to (re-) engender community spirit, unity and strength, national pride, with
a strong focus on personal and communal responsibility in caring for our young who are our
future. It intends to emphasise our stance as a nation that we do care about our young and, by
CITIZEN DEVELOPMENT PROGRAMME 7
extension, about all citizens, and in improving the social, economical culture of the country,
The approach intended is a preventative one, with a recognition of the possibility for
reactive interventions with youth already engaged in crime. The organisation’s silent, yet
driving, motto revolves around the saying, ‘It takes a village to raise a child’. If raised well, this
child then grows to care for and respect others, the environment, the economy and the
Needs To Be Addressed
The needs have been itemised as follows: social and educational (skills training) well-
The focus of this initiative is on male youth between the ages of sixteen and eighteen who
come from underprivileged households, at-risk and socially depressed communities of low socio-
economic standing in select areas of the country. These youth may be enrolled at and attending
school or may have dropped out of school. This target group may live with parents or guardians
that might be unemployed. These children may also be exposed to various forms of violence or
abuse, and may be vulnerable/exposed to, involved in or are considering a life of crime. This age
group also represents a crucial developmental period in a young man’s life where he is
vulnerable to being shaped by his immediate environment (Andrews & Bonta, 2010).
The intention of this programme is to administer preventative measures among the male
youth of this age range before they even entertain or engage in illegal activity (Seepersad, 2016).
Registration is free and could be voluntary, however, principals and teachers are encouraged to
CITIZEN DEVELOPMENT PROGRAMME 8
make recommendations for children who may fall in the categories identified and who could
benefit from this programme. School counsellors will also make recommendations. For those
who may not be attending school, enrollment will be encouraged by advertising in the
communities and appealing to parents and guardians to register their sons and male charges.
Programme coordinators may also recruit personally by approaching the youth directly to enroll.
Objectives
The overall goals of the ‘We C.A.R.E.’ programme are listed below, , the structure
Terminal goal: By the end of the ‘We C.A.R.E.’ programme, the participants, young males
between the ages of sixteen and eighteen, will be able to demonstrate improved cognitive,
affective and psychomotor skills, social and moral behaviour with 100% accuracy, within
appropriate contexts.
Enabling Objectives
2. Demonstrate the ability to complete a career and technical education sequence that
accuracy.
CITIZEN DEVELOPMENT PROGRAMME 9
the schools and communities in the select areas over the course of three months. Competent and
well-respected counsellors would be among other highly trained professionals in the necessary
fields conducting sessions. Among other activities, they would be aiding in guiding and mentoring
participants in identifying old, undesirable attitudes and behaviours, and developing new attitudes,
behaviours and conflict resolution skills. These professionals also guide participants in developing
goals for future ambition and employability. Other qualified professionals will conduct sessions
will select the trade he wants to pursue. The maximum number of participants would be fifteen.
Anticipated Outcomes
The ‘We C.A.R.E.’ citizen developmental initiative was devised to address a dire need
and gap in the society, in raising our young men to lead a life away from crime. Among a
number of reasons, a main reason is to reduce the alarming increasing rate in crime carried out
by our youth. This initiative, then, intends to be aggressive; therefore, expectations are high with
respect to the successful achievement of its objectives over time (Hargreaves, 2005). As
Hargreaves (2005) has informed, educational and socio-cultural changes take years to take effect,
so with this recognition, there is the anticipation to have patience, hope and determination, while
maintaining the appropriate intensity of focus and drive in the realisation of the programme’s
goals.
Indeed, it is anticipated that the participants will benefit from the carefully developed
areas of this programme as they will be educated, and their social needs will be attended to.
CITIZEN DEVELOPMENT PROGRAMME 10
Participants’ natural talents and creative energy will also be enhanced in an effort to develop,
over time, marketable skills which will aid in future employment possibilities.
Ongoing assessment and evaluation are expectations of the programme which will help
determine value of the programme and provide a transparent, authentic account of what works
and what does not. This will offer ongoing opportunities to improve the design and delivery of
the programme as is deemed necessary from the results of the evaluations. Sustainability of the
initiative is also anticipated as this programme will be ongoing over the years, making a positive
influence on a number of boys and young men. Additionally, there will be counsellors and
according to the objectives outlined, the social and employable skills in the participants, thereby
contributing to the positive development of the nation and anticipated reduction of crime.
In order to evaluate the effectiveness of ‘We C.A.R.E.’ and any programme, there must
be some form of evaluation which would attempt to analyse various spheres of the programme,
including, its features, the various activities and strategies employed, as well as the overall
results (Patton, 1987; 2002). This will help identify the strengths and weaknesses of the
The model or models selected must also be suited to evaluate the programme or there may be a
risk in measuring irrelevant variables and procuring inaccurate outcomes which could be
misleading (Charters & Jones, 1973; Rossi, 1972). The Goal-Oriented Model has been selected
CITIZEN DEVELOPMENT PROGRAMME 11
as those constructs are more potentially suited to explore the effective evaluation of ‘We
C.A.R.E.’.
This model focuses on the degree of the realisation of the programme’s objectives and
overall goals, as this is viewed as the purpose of any programme (Herman, 1987). According to
Herman, the goals and objectives act as the measures against which the programme has achieved
or is achieving success through its procedural goals. Before adopting this model, the evaluator
must determine that the objectives are clear and must establish a connection between the
objectives and the goals. The evaluator must consider closely how each activity or strategy
Regarding the evaluation of this programme, the goal-oriented evaluation model would
prove most valuable as the established goals and objectives of the programme are used as the
criteria for measuring success, and the bias of the evaluator is significantly reduced (Marsh,
1978). This lends itself to a more objective and reliable approach to evaluation. The goal-
oriented approach is suitable for a variety of contexts as its design allows for identification of
‘We C.A.R.E.’, which seeks to develop citizens, in its ability to assess procedural goals
throughout the development of the programme (Marsh, 1978; King, 2009). According to Shaw
and Gaynor (1982), the goal-oriented model does not only evaluate goals achieved at the end of a
programme but is capable of assessing as such during its course, as goals may be designed to
adapt to various phases of the programme. Therefore, evaluation of procedural goals also seeks
CITIZEN DEVELOPMENT PROGRAMME 12
to make sure that the programme is being executed as intended. This is referred to as differential
evaluation where the level of effectiveness differs as the programme progresses along its course
(Marsh, 1978). This process ensures, especially, that the planners of the programme are specific
in the setting of goals and objectives which results in a greater likelihood that they will be
achieved. Additionally, evaluation of procedural goals helps to inform how the programme
could be improved. This proves beneficial to the overall programme in its planning,
development and execution and more effective evaluation of the outcome (Marsh, 1978; King,
2009).
The goal-oriented approach is also considered most valuable for outcome evaluation as it
enforces the specification of programme goals which, in turn, heightens the likelihood that such
goals will be realised. The by-product is that this is facilitated while making clear the purpose
and function of the programme. The clear specification of goals encourages general agreement
among groups that may exist with reference to the purpose of the programme. Another by-
product of the goal-oriented approach allows the programme to evaluate tasks with respect to the
expectations established for the programme. This is significantly beneficial to the programme’s
evaluation as there is the occurrence of “target tropism” (Davis, 1974) which acts as a self-
fulfilling prophecy. This informs that the programme is more likely to achieve its goals based on
the expectations determined for itself, thereby making any amendments deemed necessary to
programme who may lack the skills, experience and/or qualification to undertake an evaluation
task. This approach includes straightforward procedures which could be developed and utilised
in the functioning of the programme. Therefore, the skills needed to identify and construct goals
CITIZEN DEVELOPMENT PROGRAMME 13
in researchable, measurable terms could be developed through instruction and practise. Once the
skill has been learnt, programme staff are able to apply it to the planning and development of
It must be mentioned, however, that there is a notable limitation to the use of this model,
though only if the evaluator disregards the internal and informal goals of the organisation, as
well as the internal dynamics that could have an influence on achieving the set goals (Marsh,
1978). Being informed of these limitations, however, counteracts such a limitation as it gives the
evaluator the opportunity to supplement the approach with appropriate measurement activities
To ensure the programme’s success and sustainability in the long term, there must be
assurance that the evaluation methods selected reflect reliable results (Field, 2013). Murphy
and Dingwall (2003) have further supported that, “following procedures alone is not
sufficient to produce trustworthy results”, however, this in no way disregards the use and
assessing the validity of the evaluation of the ‘We C.A.R.E.’ programme, what is being
considered is how closely that which is being measured actually relates to or matches with
1. Ensure that the programme is evaluated by experts in the field of instructional design.
These experts must be qualified and it is recommended that they possess significant
authenticity and highest quality to the programme and evaluation. These individuals will
have the expertise to apply the mixed methods of evaluation effectively to suit the goals
of the programme and will have the capacity to make appropriate recommendations based
on the results.
2. Make certain that the evaluation methods concur appropriately with respective objectives
and goals. This ensures relevance of the strategies employed, purpose of the programme
Adhering to these recommendations, it is assured that the ‘We C.A.R.E.’ programme would
Outcome Evaluation
Programmes are created with the intention of bringing about positive changes in the lives,
attitudes, behaviours and skills of specific groups of people. Such is the goal of the ‘We
C.A.R.E.’ programme. In order to assess whether the goals of the programme have been
achieved, and to what extent, an evaluation must be conducted of its original intentions and
Outcomes are the result of a programme intended for the participants involved (Weiss,
1998). The outcome evaluation of the ‘We C.A.R.E.’ programme, therefore, will serve to
establish whether the objectives of a programme have been realised by the participants through
CITIZEN DEVELOPMENT PROGRAMME 15
its activities, as well as assess whether there have been any unexpected outcomes (Royse, Thyer
The purpose of the outcome evaluation would be to assess whether the set objectives of
this initiative programme have been achieved through its activities, and to what extent. The ‘We
C.A.R.E.’ planners also seek to do an outcome evaluation for other key benefits and purposes
such as, informed decision making and funding resources, accountability (for ethical purposes),
Informed decision making and funding. If there is no outcome evaluation (or if poorly
conducted), the ‘We C.A.R.E.’ programme could be implemented for years without anyone
knowing with certainly the true extent of its success. Results of the evaluation, then, help
programme developers make improved decisions in future planning, whether areas need to be
improved, and in the implementation of resources, for example, funding. The outcome
evaluation will aid in more efficient realisation of the goals of the programme, as it will also
resources, such as their funding, have been utilised towards the achievement of the objectives of
the programme.
and relies on the keen interest and support of various parties, both from the private and public
sector. Support is necessary via financial investment of these parties. Therefore, it stands to
reason that, as alluded to in the previous section, there is great need to assess how these funds
have been used for the efficient and effective accomplishment of the programme. This lends
CITIZEN DEVELOPMENT PROGRAMME 16
itself to accountability which, when the evaluation is done and is conducted accurately, it
eradicates any doubt of ethical concerns of the use of funds and other resources.
Outcomes. Evaluation of the outcomes or results will help inform how ‘We C.A.R.E.’
would need to improve in the future. This involves which activities may need to be strengthened
or revised for intervention with participants or assessing how the funding and resources could be
more efficiently used to effect maximum desired results. The evaluation will also assess whether
there has been an achievement in intended outcomes, that is, to what extent has there been a
positive change in social behaviour and employable skills of the participants. Likewise, the
evaluation will also assess whether there have been any unintended or unexpected outcomes.
Selecting the most appropriate evaluation design for ‘We C.A.R.E.’ is critical so as to
assess the outcomes as efficiently as possible, as well as to identify and account for unintended
and unexpected outcomes and the factors which may have contributed to their occurrence and
design has been selected as the most appropriate for outcome evaluation. Morra-Imas and Rist
(2009) have informed that in this design, participants to be evaluated are intentionally, not
randomly, selected. Additionally, this design affords the evaluators sufficient information to
make sound connections and conclusions. The quasi-experimental design deemed best suited for
the outcome evaluation is the interrupted time series design (with one group).
The interrupted time series design, focusing on this treatment group comprising the
programme, and at the programme’s end (Reichardt & Mark, 2014). There are justifiable
reasons why this design is deemed beneficial to the nature of ‘We C.A.R.E.’. The various
intervals of observation are likely to inform the eventual outcomes. Reichardt and Mark (2014)
have explained that observations made could be assessed to predict possible trends if ‘We
C.A.R.E.’ did not exist. Analysis of observations made after completion of the programme
would reveal the trend. A comparison, then, between the two trends, will ascertain the change
brought about in the participants, effected by the programme. Furthermore, the risk of
The credibility of the outcome evaluation relies on the expertise of the evaluators, as well
as on the level of transparency of the entire evaluation process. Once a team of evaluators is
formed, this team must analyse the (historical, social, psychological and demographical) makeup
of the participants, as well as make considerations of the time frame and cost involved in the
planning outcome evaluation process. There are a number of drawbacks that could be
encountered conducting the outcome evaluation and these must be considered. Therefore,
order to prepare and avoid or minimise problems. Considering the gravity of this, the norms and
standards of the ‘We C.A.R.E.’ programme organisation have been used to guide the selection of
the most appropriate evaluation team for the programme according to the following criteria.
CITIZEN DEVELOPMENT PROGRAMME 18
Independence
It is preferred that evaluators do not have a vested interest in the programme. They must
not have been involved in the formation of design or policies of the programme, nor must there
the programme, recruited externally. This helps prevent influence of bias of the evaluator,
encouraging a more objective approach. Evaluators are free to express their opinion as they
desire and to conduct the evaluation with no risk to their professional career.
competence acquired to conduct the evaluation process. Evaluators must possess the knowledge,
evaluator must not undertake any evaluation activity if he does not possess the required
professional skills. Therefore, the educational background of the evaluator is of import where
this individual must have earned the relevant training and qualifications, preferably of a
project management and (advanced) statistical research. All in all, evaluators must be selected
Composition of Team
The number of members of the team depends on the size of the evaluation. The
evaluation seeks to assess a group of sixteen participants, per programme cycle, therefore, a total
of four to five evaluators would be employed. One of these will be the principal evaluator
(national or international) who will oversee all evaluation tasks and manage the evaluation team.
CITIZEN DEVELOPMENT PROGRAMME 19
Due to the programme objectives lending to the multi-faceted nature of the programme, the team
of evaluators needs to reflect different types of experience and expertise that are specific to the
The evaluation team also aims to be gender balanced, with members that reside in
different parts of Trinidad. Team members also aim to become familiarised with the
characteristics of the programme participants, as well as their social and cultural values. While
maintaining objectivity, this facilitates better understanding of participant practices and beliefs
throughout the evaluation process. Consideration could also made to employ a team, firm or
individuals from a concerned country. This is beneficial in that there may be increased assurance
that local factors are taken into play when conducting evaluations, as well as to enhance support
for developing the ability to conduct evaluations locally and in developing countries.
Evaluators must know from the clients (for example, the planners or managers of the
programme, as well as other funding agencies) the reasons for carrying out the evaluation.
Evaluators also need to know how the results of the evaluation will inform further decision
making regarding the running of ‘We C.A.R.E.’. Knowing the evaluation’s purpose will also aid
evaluators in creating informed, directed and thoughtful questions for their assessments.
The title alone of the programme is insufficient in informing evaluators of the nature of the
programme and what it intends to accomplish. As a team, evaluators need to examine the theory
and beliefs behind the programme’s purpose and activities. In addition, examination of the
CITIZEN DEVELOPMENT PROGRAMME 20
programme’s logic model will be useful in providing this understanding, as evaluators will then
have a more informed idea of the principles that support the programme. After analysing
research to clarify and strengthen the logic model, outcome evaluation questions could be
To what extent was there programme fidelity (adherence to the intended programme
logic)?
To what extent could changes in participants’ behaviour, knowledge, skills and attitudes
To what extent did the ‘We C.A.R.E.’ programme meet the expectations of stakeholders?
This involves selecting the outcome evaluation design or designs best suited to the
programme. For the ‘We C.A.R.E.’ programme, quasi-experimental designs and the interrupted
time were seen as most appropriate. Decision making for the design of the outcome evaluation
could also be aided by questions formed from a design matrix (Newcomer, Hatry, & Wholey,
2010. p. 23). However, before data could be collected from the instruments and sources of data,
their reliability must be tested. Therefore, they must be piloted first to collect sample
information.
The data gathered will be analysed. Efficient and appropriate instruments and methods
must be employed. Those instruments suited for the ‘We C.A.R.E.’ programme are: interview
schedules – individual and focus group interviews or discussions, interviews with stakeholders,
(structured and unstructured), surveys, questionnaires, observational checklists and rating scales.
This collection of data will also be conducted intermittently, before the start of the programme
(preliminary analysis), at specific intervals throughout (intervention), then at the end (post
analysis). The initial period of observation and analysis will be conducted over the three months,
the duration of the programme, where data will be gathered every one to two weeks or monthly,
depending on the evaluation. Data will be analysed (almost) simultaneously with collection or
soon after.
The preliminary draft of the report should be structured according to emerging themes
and not the evaluation questions (Morra-Imas & Rist, 2009). The reason is that a number of the
original evaluation questions may not be of the same significance throughout the programme’s
duration. Also, clients of the programme need to be informed first of its results before they
could be published. This is to afford clients the opportunity to make any necessary amendments
to or provision of factual details. The final presentation of the findings will also include
limitations, unintended and unexpected outcomes. There will be discussion surrounding these
The clients that requested the evaluation must be the first recipients of the disseminated
findings. Also of great import, as recipients, would be those parties who have the influence to
effect the changes recommended within the evaluation report. Finally, these findings need to be
distributed to those persons who will be influenced by its bearing or lack thereof.
Logic Framework
CITIZEN DEVELOPMENT PROGRAMME 22
A logic framework, otherwise known as a logic frame or log frame, was created for its
usefulness in the overall improvement of the planning, funding, operating and evaluation of the
‘We C.A.R.E.’ programme (Jackson, 2013). This instrument was designed in a table form
displaying information for easy identification and understanding, information which further
serves to clarify the overall goals of the programme, indicators, verification and potential
assumptions. As simple as it appears, the log frame helps to bring structure to ‘We C.A.R.E.’ in
that it aids in planning and managing the programme in an easily identifiable sequence of
activities. The following logic framework (Table 1) has been designed for ‘We C.A.R.E.’.
Table 1
Summary
questionnaires, sessions.
focus group
members of programmeme
objectives.
CITIZEN DEVELOPMENT PROGRAMME 24
5. Participants
continue with
learned
behaviour,
attitudes and
own societies.
practical, efficiently.
psychomotor skills
from mid-term to
CITIZEN DEVELOPMENT PROGRAMME 25
end of programme,
using checklist
observational
instrument
relation to
respective 3. Participants
learning the
theoretical
content of the
trade.
4. Trainers are
adequately
knowledgeable
CITIZEN DEVELOPMENT PROGRAMME 26
field and in
teaching and
guide
participants
efficiently.
the trade
Checklist
observational
instrument is
utilised
CITIZEN DEVELOPMENT PROGRAMME 27
participant, question-answer
constructed
system
Conclusion
This paper has served to outline the processes in reviewing a citizen development
programme, with specific reference to young males, between the ages of sixteen and eighteen, in
Trinidad. It is the view of the author that the newly developed ‘We C.A.R.E.’ programme will
provide effective and much needed attention to the crime situation, through a series of social and
trade skills training workshops, while providing emotional and psychological support and care to
its participants. The duration of the ‘We C.A.R.E.’ programme is one three months and
participants and programme will be evaluated keenly. The young men that successfully
CITIZEN DEVELOPMENT PROGRAMME 29
participate in and graduate from ‘We C.A.R.E.’, will be able, in turn, to care for others by
making a significant positive social and economic impact on their immediate communities, on
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