Programme Description
This programme trains youth in crime prevention and prepares them to either deliver crime prevention workshops or set up community based crime prevention projects in their communities. Community-based crime prevention is understood in its broadest sense, to include law enforcement, social crime prevention and situational crime prevention.

Course Content 

•  Our Community Vision For Safety and Security
•  Understanding Community Based Crime Prevention
• ...

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Programme Description
This programme trains youth in crime prevention and prepares them to either deliver crime prevention workshops or set up community based crime prevention projects in their communities. Community-based crime prevention is understood in its broadest sense, to include law enforcement, social crime prevention and situational crime prevention.

Course Content 

•  Our Community Vision For Safety and Security
•  Understanding Community Based Crime Prevention
•  Definition of Crime Prevention
•  The Asset Map for our Community
•  Safety and Security threats in our Community
•  Strengthening Community Responses to Safety and Security Threats
•  Mobilising Action
•  Public Speaking
•  Facilitation Skills
•  Community Partnership Development
•  Guide to Organising Programmes
•  Community Partnership Development
•  Project Implementation

Learning Outcomes
For youth trained to facilitate workshops:

• Understanding of community safety issues and crime prevention practices
• Awareness of the roles that youth and other community members can play in strengthening local crime prevention initiatives
• Ability to investigate security, safety and environmental threats, and to respond in locally appropriate ways
• Ability to plan, arrange and conduct community based workshops
• Readiness to facilitate community-based crime prevention workshops
• Knowledge of how to evaluate a learning event

For community members attending crime prevention workshops:

• An understanding of community safety issues and crime prevention practices
• Awareness of how individuals and community groups can help prevent local crime

For youth trained to start community projects:

• Understanding of community safety issues and crime prevention practices
• Awareness of the roles that youth and other community members can play in strengthening local crime prevention initiatives
• Ability to investigate security, safety and environmental threats, and to respond in locally appropriate ways
• Ability to research communities and plan and implement crime prevention projects within the community.

Target Audience
Out-of-school youth who want to help make their communities safe and healthy places. The community-based crime prevention workshops they deliver are open to all community members.

Programme Delivery
The programme delivery is different depending on the outcome of the programme. 

If the outcome is to deliver workshops then the programme has three phases. Phase 1 trains youth to facilitate 2-day community-based crime prevention workshops. In Phase 2, those same youth organise and conduct such a workshop in the community. Phase 3 brings them back to report and reflect on that facilitation experience.

For the group to start community based projects the programme also includes three phases.  Phase 1 trains the youth on community crime prevention, how to do community based needs analysis and how to set up the project.  Phase 2 the group conducts the needs analysis and bases the project on the needs of the community. The group will also present the project to a community panel that consists of relevant stakeholders from the community. This panel accepts the project on behalf of the community and offers support where appropriate. Phase 3 involves the implementation of the programme. 

Monitoring and Evaluation       

• Continuous assessment is integrated into the training programme. Participant feedback, reflection and evaluation are incorporated into the programme activities.
• Evaluation of training programmes conducted by community facilitators to ensure quality of information delivered.
• Project evaluation conducted to ensure correct and sustainable implementation.

Case Study
After Finkie Mogase matriculated from a high school in Hammanskraal, north of Pretoria, he struggled to find a job and couldn’t afford to take his studies further. He had lost his sense of direction and felt no possibility for making something of his life. He was bored and felt vulnerable to the approaches of gang members who started visiting him in his home. One day he was invited to join Khulisa’s community-based crime prevention programme and gladly enrolled, grateful for the opportunity to gain extra skills and a stimulating environment. On graduation, he was given an office by the Community Policing Forum and now he mobilises crime patrols and works to get children off the street through exciting sports days.