Sub Regional Training Workshop on Monitoring & Evaluation for Youth NGOs

New Delhi, Kota, December 16-21, 2005

Organized byUnited Nations Educational Indian Committee of Scientific, and Cultural Youth OrganizationsOrganization ICYO

Workshop Report

Compiled by Seetharam Mukkavilli, Ph.D. PMPDevTech Solutions Inc.devtechs@gmail.com

Edited by the Section for Youth, Bureau of Strategic PlanningUNESCO

February 2006

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Table of Contents

SUB REGIONAL TRAINING WORKSHOP ON MONITORING & EVALUATION FOR YOUTH NGOS.............................................................................1

EXECUTIVE SUMMARY.....................................................................................................3ACKNOWLEDGMENTS.......................................................................................................4GLOSSARY........................................................................................................................5BACKGROUND AND INTRODUCTION.................................................................................7DAY ONE: PROJECT BACKGROUND AND MEASURING EMPOWERMENT OF ADOLESCENT GIRLS................................................................................................................................9DAY TWO: STATUS UPDATE, RESULTS OF MONITORING AND EVALUATION AND THE WAY FORWARD.............................................................................................................12DAY THREE: IDENTIFYING THE MONITORING AND EVALUATION PRIORITIES, PARTICIPATORY APPROACHES, ROLES AND RESPONSIBILITIES OF KEY ACTORS FOR PHASE III........................................................................................................................15DAY FOUR AND FIVE: LEARNING FROM THE FIELD.......................................................17DAY SIX (FINAL DAY): REVIEWING INDICATORS, DEVELOPING WORK PLANS AND PREPARATION OF ROLES AND RESPONSIBILITIES FOR DATA COLLECTION AND FOLLOW-UP ACTION DURING PHASE III.........................................................................................19ANNEX-1 LIST OF PARTICIPANTS...................................................................................25ANNEXE-2: WORKSHOP AGENDA...................................................................................31Annexe-3: Indicators and workplans.............................................................................35

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UNESCO – ICYOSub Regional Training Workshop on Monitoring and Evaluation for Youth NGOs

CCT project ‘Breaking the Poverty Cycle of Women’16 – 21 December 2005, New Delhi and Kota (India)

Executive Summary

A 6-day sub-regional training workshop for NGO representatives involved in the Monitoring and Evaluation component of the UNESCO pilot project ‘Breaking the Poverty Cycle of Women’ was organised by UNESCO jointly with ICYO (Indian Committee of Youth Organizations) in New Delhi and Kota, India from 16 to 21 December 2005.

Based in four countries of South Asia, the main objective of the UNESCO pilot project ‘Breaking the poverty cycle of women’ is to empower young people, in particular out-of-school adolescent girls aged 12 to 18/19 to become agents of social transformation in their communities. This ambitious programme comprises a number of interlocking components to promote education and skills development, awareness of science and application of technology, micro-finance for entrepreneurship, health and legal counseling, the mobilization of families and the wider community as well as the development of guidelines for related policy.

In accordance with UNESCO’s strategy of action with and for youth, which strives to involve young people as equal partners in all aspects of project planning, implementation and evaluation, the Section for Youth has collaborated since 2003 with local youth NGOs in charge of the Monitoring and Evaluation component of the project. Peer-group Monitoring and Evaluation - the innovative approach applied and tested in this framework - was expected to generate a better reflective mechanism to evaluate progress from the recipient’s (i.e. the young girls’) viewpoint and to contribute to the capacity-building of youth organizations active in social development.

The aims of the training workshop were to:

a. Reflect upon the past experiences in planning, monitoring and evaluation and develop the way forward

b. Sensitise the participants about the concept and measurement of empowerment including the development and use of indicators to track progress

The workshop participants were comprised of representatives from project implementing NGOs and youth NGOs partnering on the Monitoring and Evaluation component of the project from Bangladesh, India, Nepal and Pakistan. In addition, the organizers invited other youth NGOs active in the field of social development from the four countries. Using a combination of lectures, group exercises, field visits and teamwork, the workshop participants gained an understanding of the concept and measurement of

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empowerment. They specifically looked at social, educational and economic dimensions of empowerment in the context of the UNESCO pilot project being carried out in the four countries.

The participants presented their country experiences in project implementation, experiences in monitoring and evaluation to identify the lessons learnt and map a future strategy for the third phase of the project. They also decided to strengthen the collaboration between the implementing NGOs and youth NGOs for increased effectiveness. The field visit to Doosra Dashak, Indian implementing NGO provided the social laboratory wherein the participants observed the project activities implemented on the ground, interviewed adolescent girls and listened to staff presentations to understand the practical side of assessing changes in the lives of the beneficiaries.

The participants, guided by presentations and lectures, worked in small groups to develop the blue print to identify indicators to measure empowerment of adolescent girls in social, educational and economic realms. They developed output level, outcome level and impact level indicators that sensitised them to the differences between the different levels, in quest of project goal accomplishment. Towards the end, each country team prepared a work plan on peer-group monitoring and evaluation including documentation in the third and final phase.

Acknowledgments The organization of a training on peer-group Monitoring and Evaluation for youth NGOs follows the recommendations made at the Sub regional Project Team Meeting held in Dhaka (Bangladesh) in March 2004. Originally envisaged to be organized in cooperation with UNESCO/Islamabad in early 2005, the project had to be postponed several times due to security concerns and eventually had to be cancelled owing to the Office’s pressing responsibilities following the earthquake that struck Northern Pakistan in October 2005. Consequently, the decision to organize the workshop in New Delhi in December 2005 was taken at a very short notice and posed a number of logistical challenges.

We would therefore like to extend our immense gratitude to the co-organizer ICYO for their outstanding commitment, inexhaustible energy and hospitality which was key to the ‘last-minute’ success of the workshop. We would also like to thank the team leader Ms Sayeeda Rahman (Section for Literacy and Non-formal Education) and Ms Mariama Saidou-Djermakoye (Bureau of Strategic Planning) who greatly facilitated the planning of the workshop, as well as the colleagues of the UNESCO Office in New Delhi for the cooperation extended.

We are equally grateful to the team of Doosra Dashak, which arranged for the smooth running of the field visits to the project sites in rural Rajasthan and the meetings with local communities and adolescent girls. The trainer of the workshop, Mr Seetharam Mukkavilli, made a tremendous contribution to the success and richness of the meeting and showed an outstanding flexibility to accommodate participants’ learning needs.

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And finally, we would like to thank all the local people in the villages we visited for their time and the willingness to share their experience, concerns and aspirations with us.

Section for Youth

Glossary

AMAL Human Development Network AMAL is a non-profit organization working in the field of education, gender, reproductive health and technical capacity-building for other NGOs. AMAL has a number of youth-related projects and initiatives, one of which is the YES (Youth Empowerment Skills) programme for street-living and working children and youth focused on raising awareness and providing counselling services. YES Quetta has been the Monitoring and Evaluation Partner of the CCT project ‘Breaking the Poverty Cycle of Women’ since its phase II (2005)

‘Breaking the Poverty Cycle of women’ project This project – part of a series of innovative UNESCO pilot projects aimed at the eradication of poverty, especially extreme poverty – seeks to empower out-of-school adolescent girls through a holistic programme combining education and skills development, awareness of science and application of technology, micro-finance for entrepreneurship, health and legal counselling. Implemented in four countries of South Asia (Bangladesh, India, Nepal and Pakistan), the programme also seeks to mobilize communities to the goal of empowering adolescent girls and to develop policy guidelines for advocacy at the national and sub regional level.

CeLRRDThe Centre for Legal Research and Resource Development is the local implementing partner of the CCT project ‘Breaking the Poverty Cycle of Women’ in Nepal. Its fundamental goal is to accelerate processes of systemic change in society, by fostering widespread understanding of the rule of law and unrestricted access to free and fair justice. To secure gender equality, CeLRRD has worked to increase the participation of women in development and political processes.

CCT Project – Cross-cutting Theme Project UNESCO’s Medium-Term Strategy for the period of 2002-2007 designates two cross-cutting themes, chosen for their high degree of priority and their topicality and requiring for the convergence of a wide variety of approaches, disciplines and skills. 1) Eradication of poverty, in particular extreme poverty and2) The contribution of new information and communication technologies to the development of education, science, culture and the construction of the knowledge societyUnder both themes, a variety of intersectoral and interdisciplinary projects ranging from targeted research to policy formulation and involving piloting and testing of solutions to concrete problems, be they regional or sub regional, have been implemented.

DAM A non-governmental development organization established in 1958, Dhaka Ashania Mission covers diverse areas of socio-economic and cultural development for improving the life situation of the disadvantaged groups in society. DAM is a pioneer in Bangladesh in setting up structured post-literacy and continuing education programme through Ganokendra, the Community Learning Centres. Implementing partner of the CCT project ‘Breaking the Poverty cycle of women’ in Bangladesh

Doosra DashakA Hindi word meaning the Second Decade, Doosra Dashak was launched by the Foundation for Education and Development for the education of people in the 11-20 age groups. The strength of Doosra Dashak lies

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in its close collaboration with governmental and non-governmental agencies and its strong community base, i.e. the organization of collectives of women and youth with a focus on human rights, gender equity and livelihood security. Implementing partner of the ‘Breaking the Poverty Cycle of Women’ project in India

IDSPThe Institute for Development Studies Pakistan is an institute of social science research and an important NGO engaged in development activities in the field. Its strengths include an emphasis on rigorous planning and active involvement of stakeholders such as the local community, provincial Government and local NGOs. Implementing partner of the CCT project ‘Breaking the Poverty cycle of Women’ in Balochistan province (Pakistan)

ICYOThe Indian Committee of Youth Organizations is an umbrella structure for Indian youth organizations; its main thrust is the provision of capacity-building to member organizations, advocacy, research and information and the creation of networks and forums for exchange. Monitoring and Evaluation Partner of the CCT project ‘Breaking the Poverty Cycle of Women’

Nari MaitreeNGO established in 1983 with the main objective of developing innovative approaches and programmes, particularly to provide primary health care services, legal counselling and skills training to the under privileged populations living in urban slums and rural areas of Bangladesh. Implementing partner of the CCT project ‘Breaking the Poverty cycle of women’ in Bangladesh

Peer-group Monitoring and Evaluation (M & E)An innovative approach of Monitoring and Evaluation tested by the Section for Youth (UNESCO) in the framework of the ‘Breaking the Poverty Cycle of Women’ project, peer-group M & E is a reflective mechanism to evaluate the project from a beneficiaries’ perspective, i.e. the point of view of the young girls. Local youth organizations (peers) are charged with undertaking field visits to the projects sites and collect data and information through observations and interviews and focus group discussions with the young girls and their communities. This mechanism seeks to elicit new perspectives on the learning needs of project beneficiaries and the different dimensions of empowerment in the specific context of the project.

UNESCOUnited Nations Educational, Scientific and Cultural Organization (www.unesco.org)

Youth Initiative NepalYouth Initiative is a youth-led and youth-run NGO in existence since 1999. YI seeks to inform, empower and involve young people in all spheres of society by means of training camps, discussions, conferences and own projects. Its main function is to provide a forum for youth capacity-building and for advocacy for youth issues on all levels. Monitoring and Evaluation Partner of the CCT project ‘Breaking the Poverty Cycle of Women’

YPSAYoung Power in Social Action is a voluntary youth organisation in existence since 1985. Its mission is to contribute to the participation of the poor and vulnerable population to bring about their own and society’s sustainable development. YPSA formulates and implements various projects in the area of health, the protection of the environment, education, micro-finance, education and institution-building. Monitoring and Evaluation Partner of the CCT project ‘Breaking the Poverty Cycle of Women’

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UNESCO – ICYOSub Regional Training Workshop on Monitoring and Evaluation for Youth NGOs

CCT project ‘Breaking the Poverty Cycle of Women’16 – 21 December 2005, New Delhi and Kota (India)

Background and introduction

The ‘Breaking the Poverty Cycle of Women’ Project The project – which started in 2002 - has gone through two phases. The first phase (2002/2003) focused on the development of the project framework, the setting-up of delivery mechanisms in the four countries and the development of networks for sharing information and knowledge. The second phase focused on consolidating existing activities including sharing the lessons learnt with policy makers in governments to scale-up project mechanisms and raising awareness on educational strategies for out-of-school adolescent girls.

In this context, the workshop aimed at consolidating the gains of the first two phases and focused on planning, monitoring and evaluation aspects of the next and final project phase. In this regard, the implementing NGOs were asked to prepare presentations on the state of project implementation and the way forward. Similarly, partner youth NGOs (those entrusted with monitoring and evaluation) were asked to share the lessons learnt in monitoring and evaluation of the project along with the major findings. Thus the participants did considerable preparation prior to coming to the workshop. Background papers on the concept and measurement of empowerment as well as on the development of indicators were shared with the participants prior to their arrival. Similarly the draft agenda was shared for feedback. Due to reasons beyond control, the workshop had to be organised at a very short notice.

Organisation of the report

The brief workshop report is organised along the main themes of discussion spread over the six days of the workshop. Beginning with the inaugural session, this report presents the salient points of discussion, while moving chronologically along the days of the workshop. Besides the summary of select presentations, it also presents samples of indicators developed by the participants as exemplars of the learning and sample of the monitoring and evaluation work plans for phase III. Finally, the draft agenda of the workshop, the list of participants and detailed workplans and indicators developed are presented as annexes to the report.

Objectives of the workshop

Share the findings and lessons learnt from the peer-group M & E of the pilot project 'Breaking the poverty cycle of women'

Reinforce youth NGOs' capacity-building in peer-group monitoring and evaluation

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Further develop  methodological framework and  appropriate indicators for assessing 'empowerment' processes  (in the context of the project)

Strengthen youth NGOs' capacity to raise awareness of national policy-makers on the educational needs of out-of-school adolescent girls and marginalised young     people and on the importance of youth participation in development strategies and programmes

Participant profile

Altogether 32 participants (including 10 women) from project implementing NGOs, youth NGOs and UNESCO took part in the training workshop. Besides, project partners in Bangladesh, India, Nepal and Pakistan, officials from UNESCO/Dhaka, UNESCO/New Delhi, and the Section for Youth (Bureau of Strategic Planning) UNESCO/Paris were also present.

Inaugural session

At the outset, ICYO, the project’s Indian youth organisation and the local host, welcomed all the participants and the guests. Dr. Huma Masood, National Programme Officer for Education, UNESCO/New Delhi welcomed the participants and outlined the salient features of UNESCO’s four country project titled, ‘Breaking the poverty cycle of women: Empowering adolescent girls to become agents of social transformation in South Asia’. She advised the participants to review the existing monitoring and evaluation system and explore the way forward for project evaluation in the final phase. She referred to the unique blend of Science, Education and Communication in addressing poverty among girls aged 12-18/19 years of age. She also stated that the project in India succeeded in influencing policy making.

Dr. Maria Helena Henriques Mueller, Chief, Section for Youth, UNESCO Headquarters at Paris welcomed those present and thanked ICYO for organising the workshop at a short notice. The presentation centred on the background of the project, workshop objectives, program schedule and the modalities. The project in substance is an accelerated comprehensive education package for out-of-school adolescents living in poverty. As an inter-governmental organisation, UNESCO works with governments at all levels to bring about lasting changes in policies in pursuit of the Millennium Development Goals. The project experienced various constraints relating to inter-organisational communication, availability of resources and co-ordination that need to be addressed. Referring to the highlights of Phases I and II, Dr. Henriques-Mueller called for a systematisation of the monitoring and evaluation to understand the results of the projects in a better way. She highlighted the need to develop appropriate policy guidelines for Phase III and stressed the necessity of various forms of documentation to be produced for policy-making and replication of the initiative. The project lessons need to be shared with others, including youth organisations.

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Dr. S.N. Subba Rao, Chairman, Indian Committee of Youth Organisations (ICYO) and Director, National Youth Project inaugurated the workshop. Dr. Rao recalled the great examples set by Mahatma Gandhi and Vinoba Bhave in pursuit of world peace and cultural integration. Reminding the audience about the UN Decade for a Culture of Peace and Non-Violence for the Children of the World (2000-2010), Dr. Rao felt that the world does not need mass production, but production by masses. Similarly, jobs must go to villages so that men and women get work. Thereby villagers are not forced to migrate to cities. A sense of oneness with the neglected is promoted by ICYO through youth camps. He hoped the workshop would help realise a ‘new society’, where everybody is happy and free from hunger. At the end of the speech, the participants sang a Hindi language song titled ‘Victory to the world’ with Dr. Rao in the lead. The inaugural session concluded with a vote of thanks by Mr. Ravi Narayan, Secretary General, ICYO, New Delhi.

After the inaugural session, participants introduced themselves and shared their expectations from the workshop. This was followed by a prolonged discussion on the Concept and Measurement of Empowerment facilitated by the trainer. The session was followed by group discussions: participants divided themselves into three groups and discussed about how to measure empowerment and aspects of empowerment should be addressed in the context of the project. The three groups in particular looked at social and political empowerment, educational empowerment and economic empowerment. Then the groups presented their group reports followed by a plenary discussion.

Day One: Project background and Measuring Empowerment of Adolescent Girls

Project background and Workshop Overview: Dr. Maria Helena Henriques Mueller

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Summary of presentation The UNESCO programme ‘Breaking the Poverty Cycle of Women: Empowering

adolescent girls to become agents of social transformation’ is an integrated capacity building programme targeting poverty and human rights. Its elements are basic education (including skill training, health and legal education), communication, science, income generation/micro finance, and monitoring and evaluation by youth NGOs

Its bottom-up approach pilot tests innovative interventions and institutional networking to break women’s poverty cycle. It also serves as a learning ground for policy debates, sharing of experiences and scaling up best practices into national, regional and global policy-making

The regional project went through two phases and is entering its third phase. The first two phases helped build a shared understanding regarding mechanisms of implementation, established a situational analysis of out-of-school adolescent girls in the four countries, raised policy makers’ awareness of educational needs of this particular group, and initiated the establishment of sub-regional networks. The project reached 6000 adolescents living in poverty, mobilised local communities and created Science and Communication/Community Learning Centres in rural communities.

Insufficient mechanisms of follow-up activities, lack of communication and coordination within and outside of UNESCO and the lack of adequate resources and support for appropriate application of an innovative framework resulted in varied progress as concerns the continuity of initiatives, the definition of target groups, the full-fledged development of all project components and the degree of related policy advocacy from country to country

The focus of the Phase III will be on the documentation and dissemination of lessons learnt to create supportive policy environment for out-of-school adolescents. In particular, policy guidelines on peer-group monitoring and evaluation addressed to national authorities, UN agencies and other development partners will be developed.

The training workshop seeks to strengthen capacities of implementing and youth NGOs by integrating measures of empowerment, raising awareness of policy makers and preparing to promote youth participation in development processes.

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Concept and measurement of Empowerment – S. Mukkavilli

Summary of presentation

Focus on empowerment is rooted in the history of development ideology, starting with the trickle-down theories of the 1960s, needs-based approaches of the ‘70s to the rights-based approaches of the ‘90s

Empowerment is a dynamic process by which the have-nots gain access and control over resources, which they lack, by increased leverage of power.

The psychological, economic and social dimensions of power manifest themselves in self-confidence, building relations and access to resources

There are 8 steps in monitoring and evaluation of empowerment, ranging from definition, indicator development to analysis.

In order to measure empowerment, it is vital to identify the factors of empowerment. These include access to infrastructure, health, education, participation, exercise of rights, social organisation and technology.

Scoring methods assist in measuring qualitative data.

Challenges may arise in measuring intangibles such as self-dignity, self-confidence, emotional security, decision-making and access to power. Constraints may also arise while negotiating forces that are resistant to change.

Educational, Economic and Social Empowerment of Adolescent Girls

The participants formed into three groups and attempted to develop strategies on conceptualisation and measurement of educational, economic and social (including political) empowerment of adolescent girls in the context of the project. In this process, they tried to define empowerment as practically as possible to suit field conditions. Some groups used the eight-step process described in the paper/hand-out provided to them.

All the groups identified the key elements of empowerment in relation to their group themes. These were presented to the plenary and refined. The group on social empowerment attempted to list the different elements such as parental acceptance of the importance of education for girls, parental attitudes towards daughters’ age at marriage, permission for girls to go outside the home, etc. which are important to understand the degree of empowerment for adolescent girls. The group on economic empowerment looked at employment access, participation in skill development and the role of micro-finance.

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Day Two: Status Update, Results of Monitoring and Evaluation and the Way Forward

Breaking the Poverty Cycle of women: Empowering Adolescent Girls to become Agents of Social Transformation - Country Presentations from implementing partners and youth NGOsImplementing NGOs: Status update and way forwardYouth NGOs: Monitoring and Evaluation update/major findings

The project is implemented in each of the four countries by one or more non-governmental organisations (implementing NGOs). Similarly, in each country, using the peer-group monitoring approach, the projects are monitored and evaluated at pre-determined intervals by youth led non-governmental organisations (youth NGOs).

For each country, implementing NGO(s) and youth NGO(s) made presentations at the workshop. In alphabetical order teams from Bangladesh, India, Nepal and Pakistan presented. The implementing NGOs focused on their strategy for empowering adolescent girls, project activities and operational issues. Youth NGOs presented their approach to monitoring and evaluation, details of the designs and methodology used, sampling, data collection, and salient findings. They also presented the management issues affecting their work. All presentations broached on good practice.

Presentations at the workshop: List of Implementing and Youth NGOs

Country Implementing NGO(s) Youth NGOBangladesh Dhaka Ashania Mission (DAM)

Nari Maitree (NM)Young Power In Social Action(YPSA)

India Doosra Dashak (DD) Indian Committee of Youth Organisations (ICYO)

Nepal Centre for Legal Research and Resource Development (CeLRRD)

Youth Initiative Nepal (YI)

Pakistan Institute for Development Studies and Practices (IDSP)

AMAL Human Development Network (AMAL)

The presentations were very rich in content and stimulated extensive discussion on the project planning, implementation, monitoring and evaluation aspects. They also covered issues such as alignment between local practice and government policy changes at national and sub-regional levels, through advocacy. The teams also focused on key issues/themes concerning monitoring and evaluation including best practices/major dimensions of the project, e.g. gender equity, non-formal education, micro-credit, advocacy, scaling-up, income generation, ICT, etc. The presentations and the discussions that followed consumed a significant part of the time.

While there are commonalities in programming across the countries, some issues were specific to local contexts. For instance, Maoist insurgency was unique to Nepal and so were its implications on monitoring and evaluation by the partner youth NGO. While the

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implementing NGO in Bangladesh spoke of a good market for the products of skills- training program participants, Pakistan’s implementing NGO mentioned marketing as a challenge in micro-finance. Thus, even though objectives were similar, business models differed widely. Except India, all countries used non-residential centre-based approaches to educate adolescents.

A group session in progress at the training workshop

Summary of country presentations A. Project implementation

Successes Raising money through user fee from micro-finance participants to sustain

Learning Resource Centres, beyond project life Use of solar power for fan and light for office functioning Participation of trained adolescent girls in village self-government bodies Integration of science education with personal health and hygiene Residential camp model – educating youth for 3-5 months at a stretch followed by

6-monthly monitoring of progress for three years Popularisation of science through ‘rural science fairs’ Launching of Radio and Science clubs Organisation of rallies and campaigning for enabling environment for adolescent

education and empowerment Community contribution for operating project activities

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Excellent marketing mechanisms to support skill training (in one country)

Challenges Problem of access to telephone to teach Internet skills Power breakdowns affecting functioning of computer centres Limitation of solar power for use with computers Shortage of scientists to implement science education activities Reduction in project locations from 4 to 2 due to Maoist insurgency Marketing of the produce of the micro-finance participants (in one country)

B. Project monitoring and evaluation

Main findings Increase in literacy rate among target group Girls gain self confidence to challenge their parents and communities Coverage of social issues such as polygamy Group resolution of marriage-related problems Use of REFLECT methodology for adult literacy Support for girls/women in the form of low-interest emergency loans Program participants age range is wide (8 years to 35 years) Girls negotiate continued participation in project centres even after marriage Use of government/other standards to certify trainees of literacy/non-formal

centres

Methodological and management issues Inadequate co-operation and co-ordination between project partners Limited sharing of information between implementing NGOs and youth NGOs Need for clarity on use of terminology- e.g. what does ‘literacy’ mean Timing of monitoring visits Track status of beneficiaries migrating from project areas Non-suitability of male evaluators to interview adolescent girls Inadequate time provided for program evaluation

Key recommendationInstitutionalisation of the relationship between youth NGOs and implementing NGOs – Implementing NGOs and youth NGOs agreed on the need for an even closer collaboration as youth NGOs provide an external perspective on the project and can contribute to its implementation (e.g. by providing skills training)

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Wrap-up of country presentations – S. Mukkavilli

Broadly, the country presentations and the discussions concerning them covered: Organisation and management of the project in all countries including

partnership, communication and co-ordination.

Program and services for youth – variety of interventions, age group, integration, contextual factors, delivery system, etc.

Planning for Phase III by learning from earlier Phases of the project

Integration between planning on one hand and monitoring and evaluation on the other- mechanisms and an enabling environment for it

Monitoring and evaluation: Issues of methodology, selection of villages/centres/beneficiaries, definition of key terms (such as empowerment, literacy, etc.), commonality of tools, field logistics, indicators, migration, etc.

Day Three: Identifying the monitoring and evaluation priorities, participatory approaches, roles and responsibilities of key actors for Phase III

After an introductory presentation by S. Mukkavilli on the theme, the participants divided themselves into three groups to identify the priorities for Phase III of the project. Groups discussed about planning, monitoring, documentation and evaluation aspects.

Group 1: Planning and designExpedite release of funds Need for active role of Field Offices Need for participatory planningAvoid changing the strategy but look at winding up issues such as documentation, analysis, etc.

Group 2: Documentation and monitoringTrack changes in family and community life, using innovative tools. Ascertain which approach worked and what contributed to lives of adolescentsUse diariesDocument attitudinal, behavioural and process changes Peer evaluation is a good approach but it has limitations – it is suggested to use questionnaires with the people implementing the intervention – this will help understand the assumptions and triangulate the information. Group 3: Evaluation Peer evaluation worked.Introduce a common framework for evaluation among youth NGOsTiming of evaluation is important

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In reality, youth NGOs were only involved in evaluation though it is called monitoring and evaluation Measuring Empowerment: Indicators, Sources of Information, Methods and Tools of Data collection

The sessions consisted of lectures and group discussions to reflect on the what, why and how of indicators.

Development of indicators for monitoring and evaluation – S. Mukkavilli

Summary of presentation

Functions of indicators: assess conditions and compare

Understanding SMART characteristics – specific, measurable, attainable, relevant and time-bound nature of indicators

Selection criteria: affordability, consistency, utility, etc.

Indicator chain: Goals, objectives, activities and results

Flowchart for indicator development: question, indicator, description, target, and source of data

Groups worked on participatory identification of simple indicators to track changes in educational, social and economic empowerment of out-of-school adolescent girls. Participants identified indicators at output level, outcome level and impact level along with description of the indicators and possible sources of information. These exercises enabled the participants to gain hands-on experience in developing and perfecting indicators.

Preparation of field visits: introduction, agenda, group projects

In this session, participants were briefed about the visit to the field site of Indian implementing NGO, Doosra Dashak in Rajasthan, India. As part of the agenda, the last three days of the workshop were scheduled at Kota, including day four and day five dedicated to field observation. Participants were divided into groups to visit different villages on both days of the field visit and interact with adolescents as well as observe the activities. Mr. Ravi Narayan of ICYO informed the participants about the logistical arrangements for the visit including details of the train journey from Delhi to Kota and the arrangements for accommodation and field visits. Thereafter, ICYO distributed commendation certificates for the participants. The same night participants departed for Kota by train.

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Day Four and Five: Learning from the Field

The field visits were organised over two days to Bhawargarh in Kishanganj block. Doosra Dashak, Indian implementing NGO started the project in this area in May 2001. Two prominent community based organisations in this area are:

a. Yuva Shakti Sanghatan (Youth Action Alliance)b. Jagrat Mahila Sanghatan(Women’s Action Alliance)

On the first day, local project staff welcomed the participants. Mr. Vijay Roy, Co-ordinator, Yuva Shakti Sanghatan explained the activities of the local community-based organisations working with the youth and the women. Using rights-based approaches, these organisations led campaigns in pursuit of the land rights and other entitlements of the poor.

Brief profile of the villages visited by workshop participants

Village name Distance(Km) Population Families ActivitiesNathan Mahodari

25 290 60 Micro-finance, nursery

Khandela 25 1730 320 Library, science fair, land rights rallies

Ghatti 6 1963 319 Women group, health trainingKhedia 26 444 74 Drought relief, youth trainingJagdishpura 3 293 NA Women and youth groupsKherpur 15 560 112 Library training, election

watch, famine reliefSource: Doosra Dashak Project, Bhawargarh – brief profile of the villages to be visited, December 2005.Notes: The list of activities is not exhaustive. NA means ‘Not available’

The participants in three groups visited three villages. At the villages, workshop participants interacted with the village leaders, adolescent girls and boys, and other men, women and children. At these meetings, adolescent girls and women from nearby villages were also present. Participants used different approaches to interact and learn about the changes in the lives of villagers in general and the adolescents in particular. These ranged from group discussions to individual or group interviews, often preceded by an introduction to the programme from the village leadership.

On the second day of the field visit, participants visited the Science Centre of the implementing NGO and learned about its activities. The staff of the Centre patiently explained its purpose, role of science clubs at schools, popularisation of science through science fairs in villages and combating unscientific social beliefs. They also demonstrated the use of the science equipment, using day-to-day examples. Thereafter, participants visited the boys and girls residential camps (at different locations) and interacted with the teachers and learners. After these visits, participants in groups visited three villages to meet adolescents and other participants in the project.

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Reflections from field visits and discussion of findings

After two days of extensive field visits, the participants reflected on the lessons learnt and their implications for their own work. They also reflected on the possibilities and challenges of measuring empowerment. A reflection process was facilitated through two types of sessions. First, participants shared observations from their groups regarding the village visits. Secondly, they were joined by the representatives from Doosra Dashak, namely, Mr. Motilal and Ms. Charu Mitra. These functionaries look after the program management in Bhawargarh area (field visit site). They welcomed suggestions for improvement, responded to participants’ questions and shared their own perspectives.

Skills training for adolescent girls at the residential camp

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Reflections from field visit

On the fourth day of the workshop, later in the evening, participants met to reflect on what they ascertained from the village visits and the interaction with adolescent girls and others.

Village activities include women’s micro finance, nursery raising, smokeless stove (non-conventional energy generation) and library (in some places)

Main problems of the villages revolve around land ownership Men, women and youth are being organised to fight for their rights for livelihood Village school infrastructure is poor and there is a severe shortage of teachers Rural science fairs of a week’s duration have been a phenomenal success with an

estimated gross attendance of 600,000 – 800,000 School science clubs members (youth) serve as resource persons at science fairs Science fairs are institutionalised with the support of the Government of India Despite social education, the marriage of girls at an early age is still practised Adolescent girls received literacy, numeracy, health education and vocational

training It is difficult to locate ex-trainees of residential camps for monitoring due to

migration, etc. Sustaining the literacy skills is a challenge for those not mainstreamed into formal

schools Trained adolescent girls identified significant changes in the way they cover water

and ensure its cleanliness Villages are extremely underdeveloped in terms of roads, schools, housing and

social amenities

“Earlier I used to take bath once in three days. After the camp, I take bath everyday.”Quote from an ex-trainee adolescent girl (name withheld)

“Training helped us learn about cleanliness of water. Now we put a lid on water pots while carrying water. At home too, we cover water pots.”

Quote from another ex-trainee adolescent girl (name withheld)

Day Six (final day): Reviewing indicators, developing work plans and preparation of roles and responsibilities for data collection and follow-up action during phase III

Participants continued their group work that started on day three of the workshop at New Delhi, reassembled to review the indicators in light of field observations and interaction with out-of-school adolescent girls. Moving a step forward the groups practised development of the different elements of the flow chart for indicator development. As an example, the work done by the group on educational empowerment indicator development is presented here. Similar work was done by other groups of participants on social empowerment and economic empowerment with the help of the trainer. All groups

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presented their work to the plenary and responded to questions. Needless to add, these are the products of a short-term training workshop and need further work and refinement.

Indicators on Educational Empowerment of Adolescent Girls- Group report

Indicator at the output level Description Source of data1 Participation level

2 Continuation to mainstream

3 Level of awareness

4 Follow-up

No of candidates who successfully passed non-formal education

No. of participants having joined the mainstream education system

Awareness about health, hygiene, rights, surroundings and resources. Resources – availability of means which they can use for positive change in their daily lives

Frequency and continuity of follow-ups

Through records

Registers, data of schools

Discussion and interviews

Records, registers, interviews

Indicator at the outcome level Description Source of data1 No. of youth groups and

forums

2 Science Clubs and Fairs

3 Formation of information centres

4 Follow-up

5 Personal awareness

6 Leadership qualities

It conveys the understanding and awareness after attending the camp and the effort they are putting in.

This shows their interest in science and technology and how the participation of the community is mobilized

The kinds of activities being carried out in the centres, the information-sharing, peer-group interaction and sharing of skills and information (as agents of change)

Frequency of follow-ups and the number of girls participating

Health, hygiene, social problems, seeking assistance in medical problems, awareness of legal and political rights

Capacity to make others aware of their legal, political and social rights

records

records, interviews, through photographs and audiovisual records

visiting the registers, discussion and interviews

Interviews and records

Interviews and observations, discussions

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Indicator at the impact level Description Source of data1 Participation of government bodies in the programmes

2 Adolescents as change makers

3 Increase in budget allocation

4 Reduction in exploitation and discrimination

5 Reduction in early marriages

6 Change in infant mortality rate

It shows the impact on the authorities and local bodies

Organizing committees to fight for their social security and legal rights

Understood in terms of appointment of teachers and number of schools

Exploitation by higher caste people, male domination, and oppression by influential people

To empower the girls to make decisions for themselves

Awareness of health issues and maternal care

Interview

Interview

Registers and records

Interviews and focus group discussions

Interviews

Government records and health centres

Participants formed into country specific groups to develop work plans for Phase III of the project. During this activity, a number of issues were highlighted such as the need to focus more strongly on the rights-based approach, the role of youth NGOs as vehicles for change, the need for a broader focus on changes in the community and families and the necessity for youth organizations to spend more time in the field.

Each country team consisted of both implementing and youth NGOs. The scope of the work plan covered monitoring, evaluation and documentation aspects for Phase III. Thus groups from Bangladesh, India and Nepal developed work plans and presented to the plenary and clarified the issues raised. Each work plan consisted of strategy, actions, roles, responsibilities, and timing. These were captured using a simple matrix of who, what and when. As a sample, Bangladesh work plan is presented here:

Bangladesh Phase III Work Plan

a. Monitoring & evaluation work plan

(what) strategy actions (how) roles (who) responsibilities when bi-annual monitoring by youth agency

# Development of format for monitoring data collection.# Collection of data by peer evaluators. # Compilation and analysis of data# Feedback to the project personnel.# Shared meeting among the involved parties.

# 1 five member peer team from the implementing agency.# 2 people from the implementing agency (from project & monitoring

# Implementing + Youth agency will jointly develop the format.

# Project personnel will incorporate changes in implementation.

# Once in every six month. (six monthly)

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cell). Quarterly monitoring by the implementing agency.

# Development of monitoring data collection formats.# Collection of data by implementing agency # Compilation & analysis of data# Feedback to the project personnel.# Sharing meeting among the involved parties.

# 1 person from the implementing agency’s monitoring cell & 1 from the project.

# Implementing agency will conduct the field visits.# They will collect, compile & analyse data. # sharing with other parties.

# Once in every three months.

b. Documentation Plan

(what) strategy actions (how) roles (who) responsibilities When

Development of audiovisual (Multimedia) CD of project activities.

# Hiring of external documentation experts.

Implementing agency personnel

One person from the implementing agency will develop the plan & guideline for documentation & guiding the field level documentation.

At the middle of the project.

Case study preparation

# Identification & presentation of specific cases.

Implementing agency personnel

Project personnel will be responsible.

Throughout the project period.

Follow up report preparation.

# Field level follow-up of project participants.# Collection of data.# Presentation & preparation of report.

Implementing agency personnel

Project personnel will be responsible.

Throughout the project period.

In addition, this final session initiated a discussion on the kind of guidelines and toolkits to be developed during phase III. UNESCO’s Section for Youth is planning to develop policy guidelines on peer-group Monitoring and Evaluation documenting its methodology and major findings (addressed to UN agencies, national authorities and other development partners). In cooperation with the youth NGOs, a youth-specific toolkit on the approach will be developed offering support to youth organizations and other groups interested in replicating this experience in similar projects. Finally, youth organizations can become active partners in developing and sustaining advocacy campaigns in favour of empowerment of out-of-school adolescent girls by means of a comprehensive education package.

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Review and assessment

The final session of the workshop focused on review of the proceedings and determining the way forward for implementing and youth NGOs. Participants shared their views and thanked the organisers. The session continued on the rails as the participants headed to Delhi from Kota. A significant and visible element of the workshop was the high degree of enthusiasm, solid contribution and active participation by all participants. This created a conducive environment for sharing, reflection and learning.

“Before we never heard about outcome and impact level (results). Now we would like to focus on outcome and impact level.”

Quote from a Youth NGO representative and workshop participant

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Residential Camp

Group discussion with adolescent girls

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Annex-1 List of participants

Bangladesh

YOUTH NGOs

1. Mr Debobroto ChakrabortyProgramme Officer, ICT4D Unit Young Power in Social Action (YPSA)House # F10(P), Road # 13, Block-BChandgaon R/A, Chittagong - 4212, BangladeshPh : +880-31-672857E-mail : ict4d@ypsa.org

2. Mr A.K.M. Mozammel Hossain BelalSenior Monitoring OfficerJatiya Tarun Sangha (JTS)(National Youth Council Bangladesh)21-23, Hazaribagh RoadDhaka-1209, BangladeshPh: +880-2-8622835Fax: +880-2-8315373E-mail: jts@dhakaogni.com

IMPLEMENTING NGO

3. Mr Ananata Kumar Mondal Senior Programme OfficerDhaka Ashania Mission (DAM) House # 19, Road # 12 (New)Dhanmondi Residential AreaDhaka-1209, BangladeshPh: +880-2- 8119521, 8119522, 8115909, 9123402, 9123420Fax : +880-2-8113010, 8118522E-mail: dambgd@bdonline.com

4. Mr Shakil Mahmud ChowdhuryProgramme OfficerNari Maitree393/B Malibagh ChowdhuryparaKhilgaon, Dhaka – 1219, BangladeshPh: + 880-2-721665108Fax: +880-2-7217486E-mail: nm@bdonline.com

Nepal

YOUTH NGOs

5. Miss Anita Thapa Youth Initiative Nepal 135/10 SIDDHICHARAN MARG, SHANTINAGARKathmandu, Nepal

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Ph : +977-1-2041674Fax : +977-1-4488300E -mail: info@youthinitative.org.np

6. Mr Surya Prakash Gurung Youth for Change, Nepal PresidentP. O. Box. 388, RAM BAZZAR, POKHARA, NEPALPhone: +977-61-542099E-mail: info@youthforchange.org.np

7. Mr Rajendra MulmiPresidentYouth Initiative Nepal, 135/10 SIDDHICHARAN MARG, SHANTINAGARKathmandu, Nepal Ph: +977-1-2041674Fax : +977-1-4488300Email: info@youthinitiative.org.np

IMPLEMENTING NGO

8. Mr Anjan Kumar Dahal Program CoordinatorCenter for Legal Research and Resource Development (CeLRRd)P.O. Box: 6618, Kathmandu, NepalPh: +977-1-2042268Fax: +977-1-6634801E-mail: celrrd@wlink.com.np and akdahal@yahoo.com

Pakistan

YOUTH NGO

9. Mr Rana Gulzar AhmadYES AMAL Project Manager AMAL Human Development NetworkH9-14/128, Ram Bagh, Zarghon Road87000 Quetta, BalochistanPhone: +92-81-2823340Fax: +92-81-2833444E-mail: mails@amal-hdn.org & amalgta@yahoo.com

IMPLEMENTING NGO

10. Mr Abdul Razaq FahimProgramme OfficerInstitute for Development Studies and PracticesC-32 Railway Housing Society Joint Raod Quetta, Balochistan, PakistanPh: +92- 81-2449 775 / 2445192Fax: +92-81-2441110E-mail: idsp@qta.paknet.com.pk

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India

Youth NGOs

11. Mr Vijay BharatiyaIndian Committee of Youth Organizations (ICYO)194-A, Arjun Nagar, Safdarjung EnclaveNew Delhi 110029, IndiaPh: +91-9811729093Ph/Fax:+ 91- 11-26183978E-mail: icyoindia@gmail.com Email (P): vijaybharatiya@yahoo.com

12. Ms Prachi SharanProgramme CoordinatorArk FoundationC-336, ACD/2Z, Budha ViharMunirkaNew Delhi 110 067 IndiaPh: +91-9868740449E-mail: arkitect95@yahoo.co.inEmail (P): prachisharan@gmail.com

13. Mr Shiv Shanker TiwaryChief Executive OfficerArk FoundationC-336, ACD/2Z, Budha ViharMunirkaNew Delhi 110 067 IndiaPh: 91 9868740449E-mail: arkitect95@yahoo.co.inE-mail (P) tiwary.shiv@gmail.com

14. Ms. Arpana Umraoji MahajanOut Reach EducatorIndian Institute of Youth Welfare134 Shivaji NagarNagpur, Maharastra 440 010 IndiaPh: +91-712 2244663Email: youthwel@sify.com

15. Ms. Pradhnya NagarkarOut Reach EducatorIndian Institute of Youth Welfare134 Shivaji NagarNagpur, Maharastra 440 010 IndiaPh: +91-712 2244663Email: youthwel@sify.com

16. Mr. Vikram Singh LaishramGlobal Youth Coalition on HIV/AIDS, IndiaUripok Sinam Leikai, opposite of Common SchoolImphal West, Manipur 795001

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Ph: +91-0385-2416824Email: vikram@youthaidscoalition.org

17. Ms RukmaniGeneral SecretaryAll India Sewa SanghR-2-7 Lokesh Park, Najafgarh,New Delhi, 110 043 IndiaPh:9312493236

18..Mr Naveen KotiyaPresidentAll India Sewa SanghR-2-7 Lokesh Park, Najafgarh,New Delhi, 110 043 IndiaPh:9312110129 IMPLEMENTING NGO

19. Mr Raghadvendra Deo SharmaJoint DirectorDoosra Dashak138 Kushal Nagar,Near Rajshree Resort,Mansarouar Road, SanganerJaipur, Rajasthan, 303 902 IndiaPh: +91-141-2620845Fax: +91-141-2731024Email: d_dashak@datainfosys.net

TRAINER

20. Dr.Seetharam Mukkavilli9 Cardigan Close, Woking, Surrey,GU21 8YP United KingdomPh: +44-1483-473975E-mail: devtechs@gmail.com

UNESCO Team

21. Dr Maria Helena Henriques MuellerChief, Section for YouthUNESCO7, Place de Fontenoy75352 Paris 07 SP, FrancePhone: +33-145681701Fax: +33-145685790E-mail: mh.henriques-mueller@unesco.org

22. Ms Jacqueline Groth Section for Youth

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UNESCO7, Place de Fontenoy75352 Paris 07 SP, FrancePhone: +33-145681709Fax: +33-145685790E-mail: j.groth@unesco.org

23. Ms Mahfuza Rahman Programme Officer (Education)UNESCO BangladeshHouse 68 Road - 1 Block – IBananiDhaka 1213, Bangladesh Ph: +880-2-9862073Fax: +880-2-9871150Email: ma.rahman@unesco.org

24. Dr (Ms) Huma MasoodNational Programme Officer Education UNESCO IndiaUNESCO HouseB 5/29, Safdurjung EnclaveNew Delhi – 110029Ph: +91-11-26713000/ext 309Fax: +91-11-26713001/2Email: h.masood@unesco.org

ICYO Team

25. Dr. S. N. Subba RaoChairman, ICYO /Director, National Youth Project

26. Mr. Ravi NarayanSecretary General ICYO

27. Dr Ran Singh ParmarTreasure, ICYO / National Convenor, Ekta Parishad 28. Mr Devinder BhagatProgramme Associate

29. Dr Akash GulaliaM&E Project

30. Ms Chhaya LakhtariyaYoung Experimenters GroupAhemedabad, Gujarat.

31. Ms. Pallavi SharanDocumentation

32. Mr Bablu

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Ekta ParishadAudio/Visual and Still photos

33. Mr Hiresh Kumar TiwariAdministration

34. Mr. Dilip Logistic

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Annexe-2: Workshop agenda

Day 1, Friday 16/12/2005

9.30 – 10.30 Inauguration - Introduction by organisers and review of the agenda(ICYO: Dr. S.N. Subba Rao, Chairman and Director National Youth Project UNESCO/New Delhi: Dr Huma Masood, National Programme Officer EducationSection for Youth: Dr Maria Helena Henriques Mueller, Chief

10.30 - 11.00 Photo session - Tea / Coffee

11.00 - 12.00 Concept and measurement of empowerment Presentation and discussion on developing/refining indicators for social, economic and educational empowerment within project context(Dr Seetharam Mukkavilli)

12.00 – 1.00 Breaking the poverty cycle of women: Empowering adolescent girls to become agents of social transformation - Country Presentations from implementing partners and youth NGOs

Implementing NGOs: Status update and way forwardYouth NGOs: Monitoring and Evaluation update and major findings 20 min for each presentation and discussion

Bangladesh (Dhaka Ahsania Mission/Nari Maitree/YPSA)

1.00 – 2.00 LUNCH BREAK

2.00-5.30 Country presentations, CONTINUED India (Doosra Dashak/ICYO) Nepal (CeLRRd/ Youth Initiative) Pakistan (IDSP/AMAL Human Development Network)

5.30-6.00 Wrap-up (Section for Youth / Dr Seetharam Mukkavilli)

8.00 Welcome Reception

Day 2, Saturday 17/12/2005

9.30 – 9.45 Presentations / Briefing by Rapporteurs

9.45 - 11.00 Empowerment for Social Transformation: Aligning Global, National and Local Policies and Practice with special reference to program effectiveness (Dr Seetharam Mukkavilli / Section for Youth)

11.00 – 11.30 Tea / Coffee

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11.30 - 1.00 Learning from the past: Four Country Case Studies focusing on key issues/themes concerning monitoring and evaluation including best practices (highlighting major dimensions of the project, e.g. gender equity, non-formal education, micro-credit, advocacy, scaling-up, income generation, ICT, etc.)(Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

1.00 – 2.00 LUNCH BREAK

2.00 - 3.00 Defining the objectives of monitoring and evaluation activities (Dr Seetharam Mukkavilli)

3.00 - 4.15 Learning from the past and planning for the future: monitoring and evaluation priorities for the Phase III (Section for Youth / Dr Seetharam Mukkavilli)

4.15 – 4.30 Tea / Coffee

4.30 - 6.00 Process Documentation for final phase – reflections on final evaluations, thematic evaluations, sustainability, issues in data analysis, interpretation, reporting and utilization, role of baseline data, synthesis of evaluations, audio/video production, publications, etc.(Dr Seetharam Mukkavilli)

Wrap-up (Section for Youth / Dr Seetharam Mukkavilli)

Day 3, Sunday 18/12/2005

9.30 – 9.45 Briefings

9.45 - 10.30 Reflections on project methodologies– identification of critical themes (Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

10.30 - 11.30 General overview on indicators (Dr Seetharam Mukkavilli)

11.30 – 11.45 Tea / Coffee

11.45 - 12.30 Review of tools for collecting data(Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

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12.30-1.00 Innovations in participatory monitoring and evaluation: best-practice examples (Dr Seetharam Mukkavilli)

1.00 – 2.00 LUNCH BREAK

2.00-3.00 Development of a set of indicators for monitoring and evaluation(Sessions in three to four working groups)

3.00-4.30 Discussion and finalization of indicators (and benchmarks) for monitoring, sources of information and tools for collecting data(Dr Seetharam Mukkavilli and group presentations from youth NGOs and implementing partners)

5.00-6.00 Preparation of field visits: introduction, agenda, group projects (Doosra Dashak/ICYO/ Dr Seetharam Mukkavilli)

Wrap-up (Section for Youth / Dr Seetharam Mukkavilli)

Departure to Kota by night train

Field Visits

Day 4, Monday 19/12/2005

9.00 Leaving Kota11:30 Reaching Bhanwargarh

11.30 – 1.30 Presentation by Kishanganj block on field activities

1.30 – 2.30 LUNCH BREAK

2.30 – 5.30 Field visits in three groups (and back to Bhanwargarh) Group 1: Mahodari Group 2: KherpurGroup 3: Jagdishpura

6.00 Departure from Bhanwargarh

8.30 Reaching Kota

Day 5, Tuesday 20/12/2005

9.00 Leaving Kota11:30 Reaching Bhanwargarh

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11.30 – 1.00 Visits to Residential Camps (girls and boys)

1.00 – 2.00 LUNCH BREAK

2.00 – 5.30 Field visits in three groups (and back to Bhanwargarh) Group 1: Ghatti Group 2: AmroliGroup 3: Khedla and Khandela

6.00 Departure from Bhanwargarh8.30 Reaching Kota

Day 6, Wednesday, 21/12/2005

9.00-10.30 Reflections from fields visits, discussing of findings and review of recommendations for indicators (Dr Seetharam Mukkavilli, group presentations and discussion)

11.00-1.00 Developing workplans and preparation of roles and responsibilities for data collection and follow-up action during phase III (Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

LUNCH BREAK

2.00-3.00 Developing workplans and Finalization of Roles and responsibilities for data collection and follow-up action during phase III - CONTINUED (Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

3.00-4.00 Exploring possibilities for dissemination / replication of peer-group monitoring and evaluation approach (Section for Youth and all participants)

4.30 – 5.00 Evaluation and Closing (Section for Youth / ICYO/ Dr Seetharam Mukkavilli)

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Annexe-3: Indicators and workplans

3 a) Indicators SOCIAL EMPOWERMENT

Indicator at the output level Description Source of data

1 Participation level

2 continuation to mainstream

3 Level of awareness

4 Follow-ups

No of candidates successfully passed. N.F.E.

No. of participants having joined the mainstream education system

Awareness about health, hygiene, rights, surroundings and resources. Resources – availability of means which they can use for positive change in their daily lives

Frequency and continuity of follow-ups

Through records

Registers, data of schools

Discussion and interviews

Records, registers, interviews

Indicator at the outcome level Description Source of data

6 No. of youth groups and forums

7 Science Clubs and Fairs

8 Formation of information centres

9 Follow-up

10 Personal awareness

It conveys the understanding and awareness after attending the camp and the effort they are putting in.

This shows their interest in science and technology and how the participation of the community is mobilized

The kinds of activities being carried out in those centres, the information-sharing, peer-group interaction and sharing of skills and information (agents of change)

Frequency of follow-ups and the number of girls participating

Health, hygiene, social problems, seeking assistance in medical problems, awareness of legal and political rights

records

records, interviews, through photographs and audiovisual records

visiting the registers, discussion and interviews

Interviews and records

Interviews and observations, discussions

35

11 Leadership qualities Capacity to make others aware of their legal, political and social rights

Indicator at the impact level Description Source of data

1 Participation of government bodies in the programmes

2 Adolescents as change makers

3 increase in budget allocation

4 Reduction in exploitation and discrimination

5 Reduction in early marriages

6 change in infant mortality rate

It shows the impact on the authorities and local bodies about the efforts

Organizing committees to fight for their social security and legal rights

Understood in terms of appointment of teachers and number of schools

Exploitation by higher caste people, male domination, oppression by influential people

To empower the girls to make decisions for themselves

Awareness of health issues and maternal care

Interview

Interview

Registers and records

Interviews and focus group discussions

Interviews

Government records and health centres

3 b) Indicators ECONOMIC EMPOWERMENT

Indicators Indicator description Source of data

Knowledge of entrepreneurship opportunities

Skills developed for income-generation

Existing collective structures

No. of girls having the basic entrepreneurship knowledge

Leadership, managerial skills and confidence level to engage in entrepreneurial activities (resulting from the skills training)

No. of saving groups; solidarity funds etc

Personal interview

Leadership games,Group discussion

Meeting with the groupsVerifying the supporting documents a structures and linkages with other institutions

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Organizing capacities No. and scale of groups acting for collective issues, e.g. girls imparting skills training and capacities to others, existence of advocacy groups for collective concerns

Group Exercises, Case studies

3 c) Indicators EDUCATIONAL EMPOWERMENT

Indicator at the output level Description Source of data1 Participation level

2 Continuation to mainstream

3 Level of awareness

4 Follow-up

No of candidates who successfully passed non-formal education

No. of participants having joined the mainstream education system

Awareness about health, hygiene, rights, surroundings and resources. Resources – availability of means which they can use for positive change in their daily lives

Frequency and continuity of follow-ups

Through records

Registers, data of schools

Discussion and interviews

Records, registers, interviews

Indicator at the outcome level Description Source of data11 No. of youth groups and

forums

12 Science Clubs and Fairs

13 Formation of information centers

14 Follow-up

15 Personal awareness

It conveys the understanding and awareness after attending the camp and the effort they are putting in.

This shows their interest in science and technology and how the participation of the community is mobilized

The kinds of activities being carried out in the centers, the information-sharing, peer-group interaction and sharing of skills and information (as agents of change)

Frequency of follow-ups and the number of girls participating

Health, hygiene, social problems, seeking assistance in medical

records

records, interviews, through photographs and audiovisual records

visiting the registers, discussion and interviews

Interviews and records

Interviews and observations, discussions

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1 6 Leadership qualities

problems, awareness of legal and political rights

Capacity to make others aware of their legal, political and social rights

Indicator at the impact level Description Source of data1 Participation of government bodies in the programmes

2 Adolescents as change makers

3 Increase in budget allocation

4 Reduction in exploitation and discrimination

5 Reduction in early marriages

6 Change in infant mortality rate

It shows the impact on the authorities and local bodies

Organizing committees to fight for their social security and legal rights

Understood in terms of appointment of teachers and number of schools

Exploitation by higher caste people, male domination, and oppression by influential people

To empower the girls to make decisions for themselvesAwareness of health issues and maternal care

Interview

Interview

Registers and records

Interviews and focus group discussions

Interviews

Government records and health centers

3 c) PHASE III WORKPLANS BY COUNTRY

BANGLADESH (see page 19)

INDIARoles: to share information between youth and implementing organization

Project plan including activities, achievement indicators etc.Project Reports from time to timeCase studiesMicro planningBaseline dataField reportsAction planInteraction between implementing ngo and youth ngo, once in 6 months.Evaluation plan will be implemented in coordination with youth ngo.

Responsibility: 1 Observation of records of MIS, RPM, MP by ICYO in 6 months etc.

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2 Observation of RC, ST camps and other related activities like Science fair.

3 Social mapping and other surveys, awareness activities by ICYO as and when time permits etc.

Based on the above information evaluation techniques and tools will be developed by ICYO

NEPAL

Strategy- improved communication with both implementing NGO and UNESCO- Measuring social, economic and educational empowerment: more time for field

visits / focus on outcome and impact level - Effective documentation- networking with youth NGOs part of the project and those which attended the

training- better clarification of project objective, partners and content (on behalf of the

implementing NGO)- continuous communication and exchange of views with the project participants

(on behalf of the implementing NGO)- develop closer cooperation with Celrrd independent from M and E activities

scheduled- develop partnerships with existing youth groups in project sites

What? Who? When?

- wide dissemination of training report

- review and adaptation of indicators- planning of field activities- identify innovative tools for project

documentation, such as case studies, audiovisual tools

- frequent visits from both the implementing partners and youth NGO to the project sites

- organize life-skills trainings for project participants

- finalize documentation for phase III

UNESCO: continuing feedback and comments to M and E activities / ensure replication of peer-group M and EYouth Initiative: be a full and cooperative partner in the project Celrrd: continuing cooperation and facilitation of M and E and involve YI in other activitiesOthers: …

M and E: Wintertime, preferably Dec - Jan

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PAKISTAN Participants from Pakistan were unfortunately not present during the field visit and the final day of the training due to restricted travel regulations caused by insufficient time to complete visa procedures prior to the workshop.

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