killed enyan outh earning

ivelihood trategies
Fallon Frappier, Lauren Godfrey and
Taylor Spicer
SWOT
Problem Tree
if you want to look closer: https://docs.google.
com/drawings/d/1kpHAXM75NMOzKnixlARRN_h2i06WLp5ZBTGFHGzV4xY/edit
Results Framework
By 2018, 10% of
qualified youth
living in the Rift
Valley or Western
regions are
currently enrolled in
and regularly
attending, or have
successfully
completed a
vocational training
module taught by a
qualified
practitioner
1. Name and number of Strategic Objective:
SO 1 Kenyan youth have relevant skills for sustainable livelihoods
2. Name and number of Intermediate Result:
IR 1.2 Kenyan youth have greater access to vocational training
3. Indicator (state in QQTP terms):
By 2018, 10% of qualified youth living in the Rift Valley or Western regions are currently enrolled in and regularly attending, or have successfully completed a vocational training
module taught by a qualified practitioner
4. Is this an Annual Report indicator?
Yes to update on progress toward indicator goal
5. Precise definitions of terms included in the indicator:
qualified youth - youth between 15-29 years of age who are not formally employed
currently enrolled - on the roster
regularly attending - attended 80% of classes up to point of evaluation
successfully completed - earned certificate of completion
vocational training module - condensed experiential skills-training workshop offered at local polytechnics created in partnership with CARE SKYLLS Project local professional
teachers
qualified practitioner - identified person who practices in the skill, livelihood strategy they are teaching youth; trained by the World Bank; lives in the region in which they are
teaching
6. Unit of measure:
Number of individuals
7. Disaggregated by:
Gender, age groups, region, residence (in towns, in villages), ethnic group, module, prior education
8. Indicator Justification and Management Utility:
To see if access to vocational training is increasing and indirectly, if demand is increasing.
If progress is not made toward indicator goal, further research should be conducted on barriers to participation.
9. Data collection method:
Use enrollment applications that are submitted when youth enter the training modules
10. Data source:
Enrollment applications; population statistics
11. Data analysis:
Descriptive statistics
Use disaggregated data to find bias/holes/modules of highest and lowest enrollment for use in implementation plan
12. Presentation of Data:
Updates in yearly publications on effectiveness of the project; presentations made to Kenyan Ministry of Education yearly on progress
Performance Management
Plan Indicator Worksheet
Intervention Design Grid
ILLUSTRATIVE INTERVENTION
STRATEGY COMPONENTS
(activity clusters)
ILLUSTRATIVE ACTIVITIES BY COMPONENT
1. Mobilization Identify trainers
Partner with credit providers for entrepreneurs
2. Organizational Capacity Development Supplementing existing youth polytechnic
institutions with skills that are not currently
taught
A network of local trainers and educators
Documentation of students, trainers,
monitoring systems of student success
3. Individual Capacity Development Training of local professionals to teach
Mentoring
Skill development in locally needed industries
4. Supply Improvement and/or Demand
Generation
Quality enhancement of youth polytechnics
with short, relevant, flexible training modules
Extend to communities without a youth
polytechnic as an extension service through
our flexible design
School advertisements
Alter public opinion on stigma against
vocational training
5. Knowledge Generation, Management and
Dissemination
Research on relevant trainings
Development of materials for trainers to use
Report of project
Publications on program utilized in advocacy
efforts
6. Material Assistance Equipment and resources as needed
Cash Payments to Trainers
ROSCAs for student loans
7. Direct Service Provision Education
8. Physical Infrastructure Development N/A
Project Design
Activity Target Audience Implementers Timing Rationale
Perform situational analyses
assessing quality of current
youth polytechnic trainings;
youth-defined needed skills;
youth-defined goals for future
livelihood strategies; current
credit structures in
community; identify other
local trainers and
organizational partner
Local government
partners (i.e. current
polytechnics), CARE,
possible local partners
CARE, local
partners for data
collection
1 month Situation assessment
provides CARE with
baseline information
regarding the state of
polytechnic training in
Kenya and other
information necessary to
make each VTM
relevant for the specific
context and self-defined
goals of the youth of the
region
Participatory development of
curriculum with identified
trainers for modules
CARE, future trainers,
future trainees, youth
polytechnics, possible
local partners
CARE,
Polytechnics,
trainers
1 month Practitioners know more
about the skill-sets that
Kenyan youth want to
learn. Also, these
trainers are from the
project areas, so they
will be more informed
about culturally
appropriate ways to
instruct youth in their
native languages.
Project Design, continued
Initiate pilot project of training
modules in 10 existing polytechnics
throughout the two regions
Pilot VTM
communities,
trainers involved in
pilot training
modules,
polytechnics
involved in pilot,
CARE, possible
local partners
CARE, Polytechnics,
trainers, local credit
organizations/
structures, possible
other, local partners for
promotion of VTMs
(youth networks, CBOs,
schools, etc.)
6 months Test project design, its
feasibility, and
effectiveness before
providing these services
to Kenya youth across
the country
Monitoring system utilized
throughout pilot; evaluation
conducted at the end of the pilot;
participatory re-design session to
incorporate changes if necessary
CARE, trainers,
polytechnics,
Kenyan Ministry of
Youth/Education
CARE, local partners
for data collection,
Polytechnics, trainers,
local credit
organizations/
structures, possible
other, local partners for
promotion of VTMs
(youth networks, CBOs,
schools, etc.)
1 month Address gaps in service
provision, barriers to
success, etc reported
from M&E plan via
changes in project
design before scale out
Scale to all polytechnics in the
Western and Rift Valley regions
Western and Rift
Valley youth who
are not formally
employed, trainers
CARE, Polytechnics,
trainers, local credit
organizations/
structures, possible
other, local partners for
promotion of VTMs
(youth networks, CBOs,
schools, etc.)
4 years Reach the greatest
amount of Kenyan youth
as possible
Project Design, continued
Partner with existing local
credit organizations and
structures to provide loan
support to youth enrolled
in VTMs
Youth who have
completed a
VTM, credit
partnership
organization
CARE, local credit
organizations/
structures
Ongoing
throughout
project cycle
Eliminate the barrier to enrollment
into VTMs of cost of attendance
Provide grants to
qualifying graduates for
entrepreneurial endeavors
in partnership with local
credit
organizations/structures
Youth who have
completed a
VTM, credit
partnership
organization,
CARE
CARE, local credit
organizations/
structures
Ongoing
throughout
project cycle
Eliminate certificate- holders
barrier of lack of capital in
graduates of VTMs
Provide safe
transportation to and from
VTM classes
Students who live
far away from
VTMs or feel
unsafe to travel
CARE, local
partners as drivers
Ongoing
throughout
project cycle
Insecurity of commute to and from
VTM courses can be a barrier for
attendance
Organizational capacity
development of youth
polytechnics and possible
local partners
Polytechnics and
possible local
partners
CARE, Polytechnics,
trainers, local credit
organizations/
structures, possible
other, local partners
for promotion of
VTMs (youth
networks, CBOs,
schools, etc.)
Ongoing
throughout
project cycle
Allows CARE exit the region once
the project is complete without
reversing the benefits achieved
Project Design, continued
Extensive promotional campaign to
advertise the modules offered by
the project, the value of the skills
that can be gained through the
training, and the significance of the
certificate that graduates will earn.
Youth who are
potential students;
community
members in
general; VTM
graduates;
possibly formal
employers
CARE, local media
partners (i.e. radio,
newspaper),
community partners (i.
e. church groups, youth
groups and teams,
schools)
Ongoing
throughout
project
cycle
To raise awareness of
the new project and the
types of training offered,
we need to inform the
community members,
especially youth, about
the trainings. We also
need to make the value
of completing the
training and of receiving
a certificate explicit to
the potential students, to
the wider community,
and to potential former
employers.
Conduct a summative evaluation at
end of project (2018)
CARE, Kenyas
Ministry of
Youth/Education
CARE, local partners
for data collection
2 months Measure impact and
success of project prior
to phasing over to
Kenyan government
Sustainability
Stakeholder ownership:
Kenyan youth - relevant module offerings in project areas
Trainers - develop modules and maintain mentorship
Polytechnics - partners who will assume modules, tuition fees
and future scope of modules
Credit institutions - student loans and assume grant program
Graduates - option to contribute to pay it forward program
Alignment of attitudes and culture:
Extensive promotion of program offerings an value
Impact of trainings improving youth livelihoods
Sustainability Cont.
Clear, specific, agreed upon goals and outcomes:
10% of the qualified youth to be enrolled in and regularly attending
training course, or have completed a vocational training module
obtain an increase in income for 90% of graduates of the vocational
trainings
Strong plans: see project design!
Supportive policies and laws:
utilizing the community-based, youth polytechnic network that has been
established by the Kenyan national government through policy
another IR CARE is pursuing, through another project, is advocating for a
more enabling policy
Strong outcomes, high quality, demonstrated potential: proven through
monitoring of entire project cycle and evaluations at the end of pilot phase and
end of project cycle
Exit Strategy
to the Kenyan governments Ministry of Youth and Ministry of Education that
oversee the polytechnic schools
work with the schools to identify what needs they have in
order to take over the VTMs.
We will ensure that the schools have ownership over each modules continuation
and access to the curriculum.
We will also have trainers understand that their programs will transition to be
conducted solely within contacts of the polytechnic schools.
Trainers will transition to working with the polytechnic
schools and CARE will ensure a smooth transition.
we will have the phase out process occur over one year with timely transitions
throughout the year period so it does not happen simultaneously.
our project is focused on augmenting polytechnic schools with these short-
term, flexible modules. Throughout the phase over process, we will ensure that the schools
have enough resources and the ability to administer VTMs on their own.
Will be taken over by the Kenyan government and
to see if they want to expand to other regions. The Ministries will be the ones to ensure
sustainability.
Thank you!
Questions?