The European Union’s 9th EDF Programme for Somalia
Promotion of Employment Through Training
CONTRACT NUMBER: 527-NGO-ED-4-05/EC
Terminal Evaluation Report
February 2009
MORRIS W. MATHENGE
HYDRO TECH CONSULT
P O BOX 755-00618
Tel: +254-721-235 036
morrismathenge@hotmail.com
ABDI OSMAN ABDILLAHI
P.O. BOX 390-60300
ISIOLO, KENYA
abditor@yahoo.com
This evaluation report was prepared at the request of SCD and with the financial support of the Commission of
the European Union. The views expressed are those of the Consultant and do not necessarily reflect those of SCD
or the Commission of the European Union
PETT-TERMINAL EVALUATION
ACKNOWLEDGEMENTS
The Consultants would like to appreciate and acknowledge the input and contribution of
the many stakeholders which made this study possible, especially the European Union for
funding the evaluation study and Save the Children Denmark (SCD) for facilitating and
coordinating the study. Gratitude goes to the SCD Country Director, Deputy Country
Director, the Project Manager, and other SCD staff members for their invaluable guidance,
inputs, logistical support, provision of project reference documents and information
sharing.
Thanks also go to the consortium partners CARE, DS and GI whose contribution added
value to the information contained in this report. The concerted effort of the enumerators
in organizing meetings and discussions with the respondents ensured stakeholder
participation, involvement and consultation. This enabled valuable data collection and is
highly acknowledged.
Special thanks and gratitude also go to the relevant Ministries in Somaliland and Puntland,
the TVET institutions, employers, parents and the direct beneficiaries for participating in
individual interviews and group discussions in providing valuable inputs in terms of time,
discussions, information and support wherever and whenever help was needed during the
study. Acknowledgements also go to all who participated in the validation workshops for
their valuable contributions and feedback.
Finally the Consultants wish to gratefully acknowledge all those who helped the evaluation
team in one way or another to compile this report within the limited time. It is our firm
belief that this evaluation study will play a vital role in planning, strengthening and
implementing TVET programmes undertaken by the consortium partners in the future.
Consultants
Morris W. Mathenge (Lead Consultant)
Abdi Osman Abdillahi (Co-consultant)
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LIST OF ACRONYMS AND ABBREVIATIONS
ANDP
CARE UK
EBTVET
EC
EFA
EPS
DS
FFT
FGDs
GAVO
GI
HTI
IAEC
IBTVET
IDPs
IGAs
LCD
LED
LIP
MDGs
MOE
MOL
NFE
NGO
PCM
PETT
SCD
SNEP
TOR
STEO
TVET
UNDP
UNESCO
UNHCR
VTC
WFP
Activists Network for Disabled people
Cooperative for Assistance and Relief Everywhere (United Kingdom)
Enterprise Based Technical Vocational Education Training
European Commission
Education For All
Employment Promotion Services
Diakonia Sweden
Food for Training
Focus Group Discussions
General Assistance & Voluntary Organisation
Gothenburg Initiative
Hargeisa Training Institute
Integrated Adult education Centre
Institution Based Technical Vocational Education Training
Internally Displaced Persons
Income Generating Activities
Least Developed Country
Local Economic Development
Local Implementing Partner
Millennium Development Goals
Ministry of Education
Ministry of Labour
Non Formal Education
Non-Governmental Organisation
Project Cycle Management
Promotion of Employment Through Training
Save the Children Denmark
Somaliland National Education Policy
Terms of Reference
Skill Training for Employment Opportunities
Technical Vocational Education Training
United Nations Development Program
United Nations Educational Scientific and Cultural Organisation
United Nations High Commission for Refugees
Vocational Training Centre
World Food Programme
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TABLE OF CONTENTS
ACKNOWLEDGEMENTS ............................................................................................................ 2
LIST OF ACRONYMS AND ABBREVIATIONS ............................................................................... 3
TABLE OF CONTENTS.............................................................................................................. 4
EXECUTIVE SUMMARY............................................................................................................. 6
1.0
INTRODUCTION .......................................................................................................... 14
1.1
PROJECT BACKGROUND ...................................................................................... 14
1.1.1 The PETT Project ............................................................................................ 14
1.1.2 The Beneficiaries............................................................................................. 16
1.1.3 Project Objectives ........................................................................................... 16
1.1.4 Project Location .............................................................................................. 17
1.2
PURPOSE / OBJECTIVE OF THE EVALUATION ........................................................ 17
1.2.1 Scope of Work ................................................................................................ 18
1.2.2 Methodology and Approach .............................................................................. 19
1.2.3 Sampling ........................................................................................................ 20
2.0
KEY FINDINGS AND DISCUSSIONS ............................................................................... 22
2.1
RELEVANCE ........................................................................................................ 22
2.2
EFFICIENCY ........................................................................................................ 24
2.3
EFFECTIVENESS .................................................................................................. 28
2.4
PROJECT IMPACT ................................................................................................ 49
2.5
SUSTAINABILITY ................................................................................................. 52
2.6
CROSS-CUTTING ISSUES ..................................................................................... 53
2.7
STRENGTHS AND WEAKNESSES ........................................................................... 55
3.0
CONSTRAINTS AND CHALLENGES ................................................................................ 56
4.0
LESSONS LEARNED ..................................................................................................... 56
5.0
CONCLUSIONS AND RECOMMENDATIONS..................................................................... 57
6.0
5.1
CONCLUSIONS .................................................................................................... 57
5.2
RECOMMENDATIONS ........................................................................................... 61
ANNEXES.................................................................................................................... 65
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LIST OF FIGURES
Figure 1: Gender enrolment in Somaliland during the 3-year project duration……………………………… 30
Figure 2: Gender enrolment in the four towns of Punt land……………………………………………………… 31
Figure 3: % of TVET (both IBTVET and EBTVET) trainees desegregated into gender...........................31
Figure 4: Age of respondents interviewed during this study in the four Somaliland towns....................32
Figure 5: Selection criteria of beneficiaries in Somaliland...................................................................32
Figure 6: Selection status of beneficiaries in Punt land disaggregated into gender...............................33
Figure 7: Hargeisa Technical Institute before and after renovation…………........……………………34
Figure 8: The various skills offered by the PETT project……………………………………………………..36
Figure 9: Gender enrolment of the skills offered during the PETT project…………………………….36
Figure 10: Case study 1……………………………………………………………........……………………………..50
Figure 11: Case study 2…………………………………………………………………………………………………..51
LIST OF TABLES
Table 1: No. of direct beneficiaries contacted based on location and gender………………………..21
Table 2: Comparison between the original (approved) and revised budget (EOP)…........……….24
Table 3: Total number of TVET Trainees....................................................................….......37
Table 4: Employment status in Punt land………………………………………………………………………….38
Table 5: Employment status in Somaliland………………………………………………………………………..38
Table 6: Number of trainees who utilised EPS ………………………….........……………………………… 40
Table 7: Total number of NFE trainees ………………………….........……………………………………….. 41
Table 8: Percentage of trainees who passed exams.…………….........…………………………………….43
Table 9: Management of assumptions and risks………….........……………………………………………..48
Table 10: Overall project scoring …………………….......…………………………………………………………60
LIST OF ANNEXES
ANNEX I: TERMS OF REFERENCE
ANNEX II: EVALUATORS
ANNEX III: LIST OF DOCUMENTS CONSULTED
ANNEX IV: EVALUATION TOOLS
ANNEX V: LIST OF PERSONS CONTACTED/SAMPLE SIZE
ANNEX VI: LOGICAL FRAMEWORK MATRIX
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EXECUTIVE SUMMARY
Background
The Promotion of Employment Through Training (PETT) has been the centrepiece of EC’s
efforts to promote employment opportunities in Somalia targeting women, school leavers,
ex-militia and other disadvantaged groups. Started in 2005, the 3-year PETT project has
been implemented by Save the Children Denmark (SCD) as the Lead Agency of consortium
partners namely, CARE UK, Diakonia Sweden (DS) and Gotenburg Initiative (GI) in
Somaliland and Puntland. It is implemented in close partnership with local actors
(Government and the private sector) with funding from the European Commission (EC).
The initiative was grounded in the premise that by targeting these beneficiaries, the
programme would reach a major proportion of the population that has been denied access
to education and increase their employability. This would in turn translate to improved
livelihoods to the beneficiaries, their families and the country as a whole.
The overall objective of the project was to improve the livelihood of disadvantaged youth
and women in both Somaliland and Puntland thus contributing to reduce their vulnerability.
Consequently, the origin of the project, its preparation, its objectives, its activities, and
structures were geared to sustainably improve the livelihood and employability opportunities
of 4,525 beneficiaries through provision of technical and vocational education and training
(TVET) and by availing information on employment opportunities. It was based on an EC
commissioned feasibility study that was conducted in June 2004.
The expected project results were:
1. Improved access of disadvantaged groups to TVET and to employment promotion
services (EPS).
2. Competencies of the target groups increased in accordance with employment
opportunities.
3. Improved availability and use of information on local economic development (LED)
opportunities.
4. Capacities of local implementing partners and authorities increased with respect to
TVET and employment promotion.
It was anticipated that 75% of those trained would be in sustainable employment within six
months after the training.
Objectives of the evaluation
Part of the deliverables of the project was to document its achievements against the stated
objectives through undertaking a terminal evaluation. The intention of the terminal
evaluation is principally for learning and accountability purposes. The study sought to
assess the performance of the project against key parameters of relevance, efficiency,
effectiveness, impact and sustainability as well as timeliness of implementation,
lessons learnt, strengths and weaknesses. The evaluation has equally revealed a number of
strategic issues that are interwoven.
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This evaluation also lays a hallmark through which SCD or other agencies can replicate in
future TVET programmes. On the other hand, it will serve as a management tool and
contribute to improved future performance, results and knowledge within the European
Agency for Reconstruction in consistency with international practice and the EC evaluation
guidelines.
Methodology
Evaluation data was collected through: (a) comprehensive review of project documents, (b)
individual interviews and focus group discussions with project beneficiaries (c) in-depth
interviews with key partners involved in the design and implementation of PETT including
consortium partners, government ministries and training institutions and (d) direct
observations and most significant change stories. To the extent possible, information was
triangulated, validated and cross-checked to analyse the aspects that determine the five
parameters, namely: relevance, effectiveness, efficiency, impact and sustainability.
The documents reviewed included the project proposal (including the logical framework),
local labour market survey reports, local economic development survey reports, MOE
policies and strategic plans, technical and financial reports, tracer study reports and interim
project reports among others. The interim reports were found to be particularly helpful in
examining the project progress in the 3 year timeline. The evaluation sampling criteria was
done through consultation with the project staff and MOE officials to ensure equity in
gender, geographical distribution, skills and batches.
The Consultants conducted the evaluation for a total of 30 days, with 18 days spent in the
field. The rest of the period was spent on technical analysis, validation and presentation
workshops, report writing and submission.
Key Findings
Relevance:
This evaluation found that PETT was a relevant programme in addressing the identified and
real needs of the beneficiaries. The target group lagged behind in education and learning
opportunities as a result of the civil war that raged on in Somalia after the fall of the Siad
Barre regime which completely shattered lives and displaced large populations. As a result,
many of the target groups lacked education and access to skill training and hence
employment opportunities. The objectives of the project were geared towards these
constraints and have been judged to be very relevant throughout the implementation
period.
The project activities and approaches are also in line with the Education for All (EFA) Dakar
Framework and the Millennium Development Goals (MDGs) of eradicating extreme poverty
and hunger, promoting gender equity and empowerment, achieving universal primary
education, ensuring environmental sustainability and developing a global partnership for
development. It also resonates well to the EC support in Somalia in the education and
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training sector which aims to improve the quality and relevance of secondary and tertiary
education, vis-à-vis employment opportunities; and to reduce youth unemployment by at
least 50% for both genders.
The relevance of giving support to vocational training centres is evident from the number of
disadvantaged young men and women trained within 3 years with a drop-out rate of less
than 4%. It has addressed the needs of new adolescents coming ‘on board’ every year in
harnessing much talent and energy for the development of the individuals, their families
and the wider community and reducing potential for trouble and instability.
It is notable that the PETT project paid special attention to the critical issue of identifying
and supporting opportunities for employment of women, many of whom were illiterate. This
included the provision of functional literacy and numeracy skills, appropriate identification
and provision of market-driven and women-friendly technical/vocational skills as well as
encouraging women to take employment opportunities in male-dominated
technical/vocational occupations.
Due to its relevance, the PETT project has been able to ‘connect’ with a similar project
albeit with a new name – Skill Training for Employment Opportunities (STEO) – (to reflect
inclusion of lessons learned through monitoring and evaluation), also implemented by SCD
and its consortium partners and funded by the European Commission. The PETT project has
also been able to attract extra support from other donors namely UNESCO, UNHCR
(through provision of start-up toolkits) and WFP (through FFT and provision of non-food
items/tools) and Band Aid Trust Foundation (through provision of start-up tool kits and
curricular development activities).
After the analysis of all the parameters that determine relevance the conclusion is that the
project relevance is highly satisfactory.
Efficiency:
PETT adopted a participatory approach whereby it provided major external support for
investments (mainly infrastructure, training and materials) against a commitment from the
governments of Somaliland and Punt land to be the local counterparts and the TVET
training centres to be the implementing partners to ensure they would cover future project
activities (amortization of investments, operation and maintenance of infrastructure,
training, salaries, etc). This was to ensure ownership of the project activities.
Review of the project documents revealed that project resources were satisfactorily
transferred into the intended results since the target numbers of beneficiaries have
successfully completed the intended training and majority of them have accessed the labour
market either in the formal or the informal sector.
The TVET implementing partners assumed the role of project implementation and
management with support from the consortium partners and the local counterparts. This
meant that they received and managed the training funds for the project and co-ordinated
activities at field level. In all these roles they performed fairly well. Moreover, the ability of
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the institute managers to mobilise community support on the local level assisted in
promoting the project to the intended beneficiaries.
SCD and its partners support the training institutes from their field offices in Hargeisa,
Somaliland and Garowe in Puntland. This ensured ample logistical and technical assistance
to the local partners in the implementation of the project. The project also supports the NFE
Department and the TVET unit in MOE and EPS unit in the Ministry of Labour (MOL) to
develop their capacity to manage activities in their dockets.
The planning and co-ordination function was well undertaken by the consortium partners
and the local counterparts (though this was observed to be weak in Punt land). Consistent
interactions in steering committee meetings of the stakeholders to review project progress
helped in achieving project results. The partners were adaptable and able to resolve
problems, provide advice and support and helped to build the capacity of the training
institutions through field visits from time to time. The donor, EC, also maintained a close
interest in the project.
The project was able to complete its core activities within the proposed timeframe and
budget, albeit a 3-month no-cost extension. Overall the efficiency of the project was
considered satisfactory.
Effectiveness:
In targeting 4,525 disadvantaged youth, ex-militia, minority groups, out-of-school youth (of
which at least 40% would be women), the project was designed to sustainably improve
their livelihood and employability opportunities through provision of technical and
vocational education and training (TVET) and by availing information on employment
opportunities, and thus reducing their vulnerability.
The project design was such that there would be equal enrolment of vulnerable men and
women within the age bracket of 16-24 years, who have had no or limited access to
education, training and employment opportunities. Gender distribution, age, educational
background and vulnerability level were factors in the selection criteria.
The study established that the overall gender representation in TVET was 52 % male and
48 % female. It was also established that 74% the respondents were aged between 16-24
years while 26% were aged over 25 years. The study showed that 64% of the respondents
were enrolled on the basis of limited education, 18% returnee, 5% marginalised women,
12% ex-militia and 2% for other reasons.
Due to the interventions, 5 vocational training centers have been renovated and made
operational in the towns of Hargeisa, and Berbera (in Somaliland); Bosasso and Galkayo (in
Puntland). Identification and selection of trainees was participatory and conducted by a
panel consisting of MOE/TVET, IBTVET, EPS project officers, community elders, youth
representatives with due gender consideration.
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In the IBTVET component of the project, 2,548 trainees (1,002 (39%) female and 1,546
(61%) male) underwent a 7.5 months training in the 5 IBTVET centres. A total of 2,050
trainees (942 (50%); female and 1,108 (50%) male) graduated in the EBTVET component
of the project. The project also saw the training of 2,957 (1,838 (62%) women and 1,119
(38%) men learners in the twelve NFE literacy and numeracy centres in Somaliland and
Puntland.
A total of 3,436 trainees of which 1,377 females (representing 40.2%) benefited from the
EPS activities comprising of trainings on business planning, resume writing, career
counselling and interview techniques. This represents 69% of the target figure of 5,000.
The findings of the evaluation indicate that the graduates’ rate of employment was at 72%
in Somaliland and 70% in Puntland compared to the expected rate of 75%. Overall, the
project effectiveness was rated as highly satisfactory.
Project Impact:
The underlying factor of PETT was to address unemployment of the youth. The general
picture seems to be that graduates appreciate the training they received. 98% of all the
employed graduates indicated they are in employment or have started their own businesses
applying skills they had acquired. All indicated that their livelihood has improved.
Rehabilitation of the infrastructure has guaranteed access to vocational education among
the beneficiaries thus reducing their vulnerability and increasing their socio-economic wellbeing. The study has established that 4,598 young men and women (i.e. 102%) have been
trained in these institutions. Many more are likely to be trained in the institutions in the
future. The increased competency in technical and entrepreneurship skills did result to
improved opportunities for gainful employment.
The participatory approach of the project has built capacities in TVET management and
training as well as developed standardized curricula materials for new skills which have been
accepted and adopted by the government and distributed to training centres. This was costeffective because the materials will be used by many more beneficiaries in the future.
The project has proved its impact with the increased participation of women. It has
enhanced women positioning in the socio-economic well-being as some have started their
own businesses or have been absorbed in gainful employment as a result of the
intervention. These enhanced capacities have promoted their self-reliance and the wellbeing which will contribute to national development especially to child protection. The
attention and emphasis given to the women participation was a plus in ensuring gender
equity.
In summary the project has been beneficial to the target beneficiaries, which will have a
wider overall effect on a larger number of people in the different categories, their regions
and in the country as a whole. These achievements contributed directly to achieving the
overall objective and the impact was therefore found to be highly satisfactory.
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Sustainability
PETT was designed to focus on the establishment of long-term capacities for local
counterparts and partners to continue activities in the delivery of service once the external
aid ends. The project put more focus on the development of local infrastructure and
reinforcing existing institutions which contributed to an increased sense of local ownership.
Institutional sustainability has been increased by working more in collaboration with local
structures.
This is evidenced by the adoption of the TVET policy by MOE, the establishment of an EPS
unit in MOL and the adoption of examination guidelines (that resulted to standardised
examination. The building of capacities within the governments and the TVET centres
through training and on job mentoring will contribute to long-term sustainability.
In terms of financial sustainability, SCD has been working in an environment where the
governments are in a weak position to maintain or finance vocational educational support.
However, the likelihood of the governments and the TVET centres sustaining activities
initiated by PETT beyond external support appears to be fairly substantial. This is evident
from the fact that the Somaliland MOE has accepted to support TVET through payment of
salaries to all the TVET trainers/instructors. On the same note, the development of the
financial (cost-recovery) and management systems manual will assist the TVET centres to
start income generating activities. The great challenge will be to ensure the governments
and the TVET centres are moving at the same pace.
The education and competency provided to the beneficiaries is life-long allowing the flow of
benefits to their families and the society at large which increases the likelihood of
continuity of these benefits even after the conclusion of the project.
After analysis of the measures that have been put in place for sustainability, the
conclusion is that it was satisfactory.
Finale
The PETT project was designed particularly to address widespread unemployment and
poverty among disadvantaged groups as well as inadequate capacity of the local partners
in the implementation of the TVET activities. Consequently, PETT activities were directly
aimed at reducing these constraints through improved access to quality marketable and
demand-driven skill training and employment promotion services. The projections for
enhancing skill trainings and increasing employability as well as competency and local
capacity to implement long term development projects was adequately addressed.
However, more effort is needed to enhance employment promotion services and
dissemination of information on local economic development studies/reports to the
beneficiaries. By and large, the project was well implemented and timely.
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Lessons Learned
The direct involvement of local counterparts and stakeholders in PCM is vital to the success
of a project because it provides a direct link of project performance to systems of local
control and develops a sense of ownership, which greatly contributes to sense of
ownership and sustainability.
Private enterprises play a crucial role in TVET activities as host-trainers. Their involvement
in the PETT project enhanced the project’s impact and cost-effectiveness and if well and
carefully supported through financial and technical advice, their participation leads to
improved project performance.
The inclusion of cross-cutting issues like HIV/AIDS, peace and democracy, FGM and
environmental sustainability into the NFE component of the project as well as into the skill
training syllabi is a good approach of advocating for these issues.
Challenges
The availability of qualified trainers/instructors and curricula materials, especially for new
skills is still a challenge in Somalia. The same applies for women trainers. Selection of new
skills was problematic due to non-availability of relevant curricula and experienced trainers.
Furthermore most of the trainers have low English language comprehension.
The relevant Ministries are still understaffed and under resourced which makes it difficult
for appropriate follow-up on project activities, especially the financial accountability in the
training centres.
Gender discrimination and stronger affiliation to clanism is still evident in acquiring
employment opportunities.
Recommendations
The project design remains relevant in the Somalia context and can be replicated, though
adjustments should be made in the Log Frame to include measurable effect indicators,
especially for some of the activities within results 2, 3 and 4. Some of the other
recommendations made are given below.

Management and financial accountability within the institutions and enterprises need
to be closely monitored and the relevant personnel mentored through on-job
training. This will enhance the implementation of cost-recovery systems that in turn
would promote self reliance and sustainability.

Strengthening of the EPS component at the ministerial level is strongly
recommended since it is key to linkages between the employer and the trainee,
especially taking into consideration that the project purpose is to assist the
beneficiaries get gainful employment. The Ministries of Labour should also develop
coherent and comprehensive youth employment policies to support EPS activities. As
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well, TVET and EPS units could possibly be converted to full-fledged ministerial
departments.

There is a need to establish national and regional TVET departments to be
responsible for the management and implementation of the approved curriculum by
all institutions offering similar TVET courses. The directorate of inspection could
further ensure that curriculum materials are standardized for all NGOs implementing
TVET projects. As well, a standardized skill grading system should be introduced such
that learners graduate on various categories of grading depending on proficiency
levels.

The study established that the user fee and training duration is dependent on type of
skill. Therefore the blanket cost and time appended to all the skills should be
reviewed to improve cost-efficiency. Some skills require more investment than others.
Similarly some require more time than others.

Clear articulation pathways need to be established between NFE and TVET
components as well the feasibility of establishing a centre of excellence for advanced
skill levels should be explored. The long-term goal of upgrading Hargeisa Technical
Institute in Somaliland and Galkayo IBTVET Centre in Puntland into national
polytechnics that will train technical human resource at certificate, higher national
diploma and/or degree level is strongly recommended. However this requires careful
planning and heavy investment.

The Somali language is widely used in the training since few students (and some
trainers) have an adequate command of English to understand the curricula. The
trainers therefore have to spend considerable time translating from English textbooks
to Somali for the benefit of their students. Although some of the curricula materials
have been translated into the Somali language, it is recommended that efforts be
made to translate all curricula materials into the Somali language.
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1.0
INTRODUCTION
1.1
PROJECT BACKGROUND
1.1.1 The PETT Project
Somalia has been defined as a Least Developed Country (LDC) and ranks amongst the
ten poorest countries in the world. In 2003 UNDP estimated that over 43% of the
population live in extreme poverty (i.e. on less than one US dollar a day) while 62% of
the urban labour force and 41% of the rural/nomadic labour force are reportedly
unemployed. Only 56% of the labour force is estimated to be economically active1.
During the protracted war that erupted in 1991 following the fall of Said Barre’s
government, majority of the population lost their economic assets, including homes,
farms, land and jobs, and went into exile or became internally displaced. Somalia’s
political and social disintegration brought the economic development on its knees.
However, those in the relatively stable North West Somalia (Somaliland) and North East
Somalia (Puntland) resettled in their hometowns and villages and are striving hard to
rebuild their live and economic bases.
The dynamic and expanding private sector that is growing steadily is supplying the
majority of jobs and income for the people and appears to be one of the fundamental
elements for the country’s reconstruction. However, the sector is challenged by the low
supply of qualified and skilled labour force. Most of the educated and skilled labour
force has either fled the country or are in their twilight years. The majority of the young
population is uneducated and unskilled. Less than 17% of the youth have basic literacy
and numeracy skills. Most of the youth lack marketable employment skills and can only
be employed in the livestock sector. The ministry of planning estimates that nearly
70% of the youth are unemployed.
There has been a tremendous increase in the number of unemployed youth in major
towns and urban centres of Somaliland/Puntland in the last few years. Limited capacity
and infrastructure, continued influx of returnees, increasing number of school leavers,
increased rural-urban migration and worsening economic conditions as a result of the
livestock export ban have contributed to worsening the chances and opportunities of
the youth in obtaining gainful employment opportunities. The immediate causes of the
high rate of unemployment is also exacerbated by the existence of a large number of
disadvantaged people, lack of government economic structures, loss of traditional
livelihood systems and limited availability of people with employable skills and basic
education.
There is also a limited availability of jobs and livelihood opportunities due to overreliance on traditional economic activities and limited capacity to recognize economic
development opportunities to start and expand businesses and livelihood activities. The
traditional coping mechanisms seems to have failed and unless action is taken in order
1
EC Support to Employment Promotion in Somalia, Feasibility Study Report, June 2004
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to improve employment opportunities and the livelihood situation the problems will
continue to mount and stability of the society will be threatened.
“Rising unemployment takes a heavy toll among young people who are particularly
vulnerable to shocks in the labour market. Insufficient opportunities to enter the world
of work condemn many to a life of economic hardship and despair. We have seen, all
too often, the tragedy of young lives misspent in crime, drug abuse, civil conflict and
even terrorism...........” The Director General, Ministry of Labour (Somaliland)
Reiterating the aforementioned statement of the DG, the feasibility study commissioned by
EC in June 2004, revealed that whilst local economies are growing at a rapid rate in many
areas, they are starting from a very low base. Notably, resources are limited and there are
no significant labour market opportunities. At the same time, there are only marginal
prospects for local economic development in some areas. As Somaliland/Puntland faces an
almost overwhelming demand for more and better jobs, there is a pressing need to
provide skill training and employment promotion services to these ever-increasing number
of youth.
It was against this background that the European Union funded the Promotion of
Employment Through Training (PETT) project in Somaliland/Puntland. The project aims to
sustainably improve the livelihood of the vulnerable youth through provision of skills
training and employment promotion services. The project is implemented by a consortium
of CARE UK, Diakonia Sweden, Gutenberg Initiative and Save the Children Denmark. The
latter is the lead agency in close partnership with local actors (Government and the private
sector).
The three year project was funded to the tune of Euro 2.5 M. The preparatory activities
started in September 2005, while the initial training of the first batch started in January
2006 and ended in July 2006. The training duration for IBTVET trainees was seven and
half-months (including examinations and attachment) while EBTVET training was six
months. The second batch was admitted in January 2007 and the third batch in March
2008.
The project is in line with one of the priorities of the EC Intervention Strategy and Policy
Considerations for Education and Training Sector in Somalia2 – ‘In order to improve the
education sector contribution towards peace building and better governance and improve
the livelihood of focus target groups, a combined approach of literacy adult education
coupled with skills training and economic measures is identified as a priority’ .
2
Draft document in support of the EC Strategy for the Implementation of Special Aid to Somalia, January 2004
PETT-TERMINAL EVALUATION
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1.1.2 The Beneficiaries
The action primary target was 4,525 disadvantaged youth within the age bracket of 1624 years of which 40% would be women and girls, who have had no/limited access to
education, training and employment opportunities due to the protracted armed conflict
that plagued the country. Other members of the disadvantaged groups include:
internally displaced persons (IDPs), returnees, out-of-school youth, ex-militia, the
physically disabled, and minority groups.
The long-term beneficiaries of the project included parents and families of the trainees,
enterprise owners where the target groups would receive training, instructors,
managers, local authority personnel, staff of the implementing partners, private
factories and the general public through spill over effects of the availability of skilled
labour force. The action was also designed to collaborate with the local chambers of
commerce and build their capacity to contribute to EPS, thus creating employment and
increased household incomes.
The interventions also included renovations of existing physical structures of the IBTVET
centres and improving the management and operational capacities of both the IBTVET
and EBTVET host-trainers in collaboration with the MOE in both regions.
1.1.3 Project Objectives
The overall objective of the project is to improve the livelihood of disadvantaged youth
and women in both Somaliland and Puntland thus contributing to reduce their
vulnerability. Consequently, the origin of the project, its preparation, its objectives, its
activities, and structures were geared to sustainably improve the livelihood and
employability opportunities of the target group through provision of technical and
vocational education and training (TVET) and by availing information on employment
opportunities, and thus reducing their vulnerability. This was based on the EC
commissioned feasibility study that was conducted in June 2004.
The expected project results of the project were:
1.
Improved access of disadvantaged groups to TVET and to employment promotion
services.
2.
Competencies of target groups increased in accordance with employment
opportunities.
3.
Improved availability and use of information on local economic development
opportunities.
4.
Capacities of local implementing partners and authorities increased with respect to
TVET and employment promotion.
It was anticipated that 75% of those trained will be in sustainable employment by the
end of the project period.
The project objectives accord well with, and reinforce, current efforts by local
authorities in the education sector in trying to address the issue of youth unemployment
PETT-TERMINAL EVALUATION
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through provision of skill trainings and employment promotion services. In both regions,
the importance of TVET has been acknowledged by local authorities in response to the
challenge posed by the high rate of unemployed illiterate youth, the limited number of
tertiary education opportunities, the growing number of secondary school graduates.
The objectives, targets, indicators and intervention measures for TVET are set out in
the MOE National Strategic Plan (2007-2011). Since the local authorities responsible for
education face severe resource and capacity constraints, there is a strong case for
capacity building to improve TVET delivery.
The project was evaluated against its specific objective -‘employability of disadvantaged
groups sustainably improved’ and the four major results. Thus the evaluation was
carried out in order to determine its success, operational working and performance and
monitoring of the ultimate results.
The results of this study are important in the sense that the findings provide a process
document for replicating similar projects in the future.
1.1.4 Project Location
The project covered Somaliland urban centres of Hargeisa, Borama, Burao and Berbera
and the towns of Bosasso, Qardho, Garowe and Galkayo in Puntland.
The authorities in Somaliland and Puntland have to a certain degree succeeded in
establishing a functioning administration, promoted internal security and stability and
created a positive environment for social and economic development. These zones are
more politically organized having their own self administration.
1.2 PURPOSE / OBJECTIVE OF THE EVALUATION
Part of the deliverables of the project is to document its achievements against the
project document and the log frame; for learning and accountability purposes through
undertaking a terminal evaluation of the project and assess the achievements and
document lessons learnt from the project implementation.
Evaluation surveys are effective mechanisms for bringing in systematic changes and
eliciting alternative strategies for improving and sustaining interventions that is
increasingly emphasized in community development. The findings herein are based on
an evaluation conducted to improve the quality, outcome and accountability of the PETT
project to the targeting beneficiary country. This evaluation will thus serve as a
management tool and aim to contribute to improved future performance, results and
knowledge within the European Agency for Reconstruction in consistent with
international practice and the EC evaluation guidelines.
In line with the terms of reference, the specific objective of the assignment was to
evaluate the level of achievement according to the five Project Cycle Management
(PCM) criteria (Relevance, Efficiency, Effectiveness, Impact and Sustainability)
and to learn lessons for application to future projects. In endeavouring to address the
PETT-TERMINAL EVALUATION
- 17 -
aforesaid criteria, the Consultants strived to seek the views of the various stakeholders
and especially the targeted beneficiaries, including cross-cutting issues like gender,
minority, and social impact.
Since the project is now completed, it is not the intention of this study to make detailed
recommendations on the operational aspect of the PETT project. Furthermore, the
many reviews and studies conducted in the course of the project provided
recommendations most of which were taken up and helped to improve the
implementation of the project. The recommendations in this report are intended to
point the way to improve interventions and practice in the future.
1.2.1 Scope of Work
The Consultants were contracted to undertake the terminal evaluation of the PETT
project within its implementation context to cover the accomplishment of all the
expected results as outlined in the project document. To achieve this, specific tasks
undertaken included assessment of:








Extent to which set objectives have been realized and effectiveness of
strategies employed
How the project resources have been utilized to achieve the stated results
Current institutional and organizational set-up at the MOE;
Establishment of network and linkage system between TVET centres and
relevant stakeholders;
Development and implementation of policy guidelines;
Presence of operational management, financial recovery systems at the TVET
centres;
Strengths and weaknesses of the project and document lessons learned and
inform future TVET programmes
Sustainability of TVET and EPS activities after project ends.
The evaluation therefore sought to assess the performance of the project along the
following dimensions, as per the TOR:
i.
Relevance i.e. how appropriate was the project design and to what extent the
stated objectives correctly addressed the problems and real needs of the target
groups.
ii.
Efficiency i.e. how economically the project inputs (funds, expertise, time, etc)
converted into results in the required quantity and quality and in good time,
whether the use of the project resources was cost-effective and if they could
have been done more cost efficiently.
iii.
Effectiveness i.e. the extent to which the stated project results and purpose
has been achieved in a sustainable way.
PETT-TERMINAL EVALUATION
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iv.
Impacts i.e. the sustainable changes (positive/negative, intended/un-intended)
that the project has produced on the target groups as well as MOE, TVET
Centres and other stakeholders.
v.
Sustainability i.e. the likelihood of the project to continue after end of the
project and the sustainability measures that have been put in place.
vi.
Implementation processes i.e. the extent to which the activities of the project
have been implemented in participatory and empowering manner and the
involvement of the key stakeholders of the project in planning and execution of
activities, and steering the project.
The evaluation also sought to:
1. Identify the strengths and weaknesses of the project to come up with findings,
lessons and recommendations to guide and inform future programme work with
special focus on the delivery of TVET and EPS.
2. Examine and give recommendations on the future expansion of the TVET (with
specific focus on the levels and skill areas) vis-à-vis the employment
prospects/needs of the Somaliland/Puntland economy.
1.2.2 Methodology and Approach
The evaluation was carried out in accordance with the evaluation guidelines of the
European Commission3 and the Terms of Reference for the Consultants (Annex 1 and
II).
In order to make an assessment of all the intended outcomes/outputs, it was necessary
to go beyond the review of secondary data and collect primary data related to the PETT
project. This comprised of participatory approaches with all stakeholders including the
PETT project staff and beneficiaries, Focus Group Discussions (FGDs), key informant
interviews, field visits and observations including most significant change stories and
scoring of the achievements against the logical framework.
A list of the main documents consulted is provided in Annex III. These provided an
insight into understanding the project background and the achievements and
subsequently cross check the information with data gathered in interviews and
discussions with the various stakeholders.
Focus group discussions and individual interviews (one-to-one) were held with the
project beneficiaries while in–depth key informant interviews were conducted with the
training institutions, consortium partners and relevant government ministries. Both
3
A guide to the evaluation procedures and structures currently operational in the Commission’s External Cooperation Programme,
March 2001
PETT-TERMINAL EVALUATION
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structured and semi-structured questionnaires were used to gather quantitative and
qualitative information from the different categories of respondents. These interview
tools and guidelines are presented in Annex IV.
Information collected from the respondents was expected to give insight into the
perspectives of the project, the issues that have contributed to the performance of the
project, effects and impacts, their perspectives on the way forward in case of future
similar interventions as well as networking and collaboration between themselves and
the implementing agencies. A full list of people met is attached as Annex V.
During project visits, the consultants were able to observe project activities and results
as well as scrutinize various tools and outputs of the project e.g. operational IBTVET
centres, employed PETT graduates, curriculum materials used in the training centres
and get information of the most significant change stories. The evaluation has
documented one case study as an example of project effectiveness and impact (See
Fig. 6). To facilitate the field visits, PETT project staffs and government officials
accompanied the evaluation consultants, but were not present during key interviews.
Observations and impressions from all these encounters guided the Consultants in the
overall intuition of the project. They were particularly helpful in relating the discussions
and interviews to what was observed on the ground. To the extent possible,
information was triangulated, validated and cross-checked to enable consistency and
help make an informed decision.
Scoring of the logical framework provided in the project implementation document,
which set out the objectives, indicators, activities and outputs, was also used as an
overall guide to what the project was intended to achieve. It was also used in scoring
the overall performance of the project.
1.2.3 Sampling
For FGDs and individual interviews the respondents were selected randomly with the
assistance of the implementing consortium partners and MOE officials, so as to reflect a
balance of the different skills offered, gender, batches and of sufficient geographical
spread to provide a consolidated holistic picture. For key informant interviews, the
consultants employed purposive sampling in targeting the local institutions/partners,
local counterparts and collaborating agencies.
Sample size: The sample size comprised of 655 respondents of which 553 were direct
beneficiaries i.e. the TVET graduates (Table 1). Other respondents included training
institutions representatives, employers, MOE and MOL officers, parents and guardians,
SCD and its consortium partners. A list of the different categories of respondents is
annexed in Annex V.
PETT-TERMINAL EVALUATION
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Table 1: No. of direct beneficiaries contacted based on location and gender
TOWN
FEMALE
MALE
Total
Hargeisa
88
26
114
Berbera
40
40
80
Borame
14
19
33
Burao
11
30
41
Sheick
10
0
10
Bossaso
27
43
70
Qardo
15
45
60
Garowe
30
42
72
Galkayo
38
35
73
Grand Total
273
280
553
Sample Distribution: The data collection made sure that information was collected
from diverse sources. The study ensured that the 45% female representation was
achieved. The study also ensured that all the geographical areas under the project
implementation were covered. The distribution of the interviews was made prorate to
the number of beneficiaries in each town. In Somaliland, more than 30% of interviews
were in Hargeisa while the other 3 major towns were covered by two thirds of the
interviewees because of the number of skills training and training institutions in the
capital city. In Puntland, more than 30% of the interviews were conducted in Bosasso,
the business hub and the main commercial town where most of the target beneficiaries
were.
The Process: After reviewing the project proposal, the Lead Consultant developed
questionnaires and other tools for the study. For the field data gathering, the
consultants were assisted by PETT project staff and selected enumerators who initially
went through a training session to equip them with relevant data collection techniques.
They were also involved in pre-testing of the tools around the main towns of Hargeisa
and Garowe. The study team then mapped out the areas of coverage and planned on
how they were to reach the targeted respondents who had been informed ahead of
time. Collected data was “cleaned”, analyzed and triangulated to generate the contents
of this report. Validation workshops were also conducted for stakeholders in Hargeisa
and Garowe.
The consultants conducted the evaluation for a total of 30 days, with 18 days spent in
the field. The rest of the period was spent on technical analysis, validation and
presentation workshops, report writing and submission.
PETT-TERMINAL EVALUATION
- 21 -
2.0
KEY FINDINGS AND DISCUSSIONS
2.1
RELEVANCE
The relevance of a project relates primarily to its design and concerns the extent to
which its stated objectives correctly address the identified problems or real needs i.e.
the appropriateness of the project design to the problems to be resolved.
The PETT project, as set out in the log frame (Annex VI), was designed based on a
feasibility study commissioned by EC in June 20044. The core problem identified by the
feasibility study showed that there was a very high rate of unemployment among young
adults, which contributes to vulnerable livelihoods and widespread poverty of the target
groups.
To date, Somalia is still among the countries with the lowest literacy rates in the world
due to the civil war that destroyed the little education infrastructure that had been
developed by the Siad Barre Government. The country is now on the path of
reconstruction and development, but a major constraint is the low level of education
and lack of skilled human resources. The governments of Somaliland and Puntland
therefore have put in place a policy framework to develop TVET within the framework
of National Education Policy (SNEP)5 6. The PETT project initiative has played a leading
role in this process to build a foundation for development and expansion of TVET.
Recognizing the importance of TVET for the reconstruction and development, the
Governments of Somaliland and Puntland has also decided, as a policy, to channel the
majority of school leavers to technical and vocational training. The MOE education
sector strategic Plan (2007-2011) states: ‘It is envisaged that by the end of the
Education Sector Strategic Plan (2007-2011), 60% of primary school leavers will follow
technical or vocational education.7’
One of the six goals in the “Dakar Framework for Action, Education for All (EFA)” which
can be used as guidance to PETT, is the access to learning and life skills programmes
and the improvement in levels of adult literacy; and the provision of vocational training
for out-of school youth, including ex-combatants. Furthermore, the provision of
livelihood skills is most relevant in relation to EFA goals.
The project also targeted the disadvantaged groups in ways that are consistent with
four of the eight Millennium Development Goals (MDGs). Goal No. 1 advocates the
eradication of extreme poverty and hunger by reducing by half the proportion of people
living on less than a dollar a day as well as those who suffer from hunger. Goal No. 2
aims at achieving universal primary education while MDG No. 3 concerns the promotion
of gender equality and empowerment of women through elimination of gender disparity
4
EC Support to Employment Promotion in Somalia, Feasibility Study Report, June 2004
Somaliland TVET Policy Document of the Ministry of Education, August 2007 (Draft), funded by EU
6
The Puntland Policy for Technical Vocational Education and Training (TVET) Draft Report, Aug 2007
7
Ministry of Education, Education Sector Strategic Plan (2007-2011) May 2007 (Final consultative Draft)
5
PETT-TERMINAL EVALUATION
- 22 -
at all levels of education. Goal No.7 aims at ensuring environmental sustainability. By
promoting employment through training, the incomes and livelihoods of the
disadvantaged have been enhanced. Through Non Formal Education (NFE), youth and
adults of both sexes were trained on literacy and numeracy enabling them to cope with
demands of EBTVET. Women were targeted as a special category of the disadvantaged.
The project also attempted to promote the use of energy saving technologies by
introducing skills in solar energy. Therefore PETT is in line with these MDG aspirations.
According to the Somalia Joint Needs Assessment conducted in 20068 the economy
throughout the country is developing and the reconstruction period will bring with it
demands for skilled personnel. Employment in the public and private sectors will be
limited by the economy’s capacity to sustain it. For this reason the education and
training provided should prepare students for the labour market or for self employment
by; advocating for support to a relevant TEVT curriculum in tandem with the needs of
the labour market; establishment of vocational training centres for out of school youth
and targeting women; expanding the enterprise-based training programmes which have
proved successful in past. The PETT project was designed to meet this need.
A study conducted in 20089 indicated that TVET needs to be expanded in order to
produce skilled artisans and middle level technicians who will eventually strengthen the
Somali economy, which can then increasingly rely on their own domestic work force.
Consequently, the MOE needs support in order to expand their capacities, resulting in a
clear need to strengthen the TVET framework through the establishment of
independent TVET departments at the MOE.
The origin of the project, its preparation, its objectives, its activities, and structures
were therefore geared to sustainably improve the livelihood and employability
opportunities of the target group through provision of technical and vocational
education and training (TVET) and by availing information on employment
opportunities, and thus reducing their vulnerability. The consultants found that the
project design was appropriate and has correctly addressed the key issues facing the
target groups in Somaliland and Puntland.
The project design has described the objectives, definition of target groups, and the
expected outputs of each training activity, as well as the use of inputs and the
assumptions and risks though adjustments should be made in the Log Frame to have
concise measurable effect indicators in some of the activities within results 2, 3 and 4.
The evaluation study found that the project was relevant both at the time of design
and at the time of this evaluation to the needs of the beneficiaries in the target area.
Relevance has been rated highly satisfactory.
8
9
Somalia Joint Needs Assessment, Draft Sept. 2006, Social Services and Protection of Vulnerable Groups Cluster Report
Identification Study for the Education Sector Development Support Programme for Somalia, Final Report, June 2008.
PETT-TERMINAL EVALUATION
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2.2 EFFICIENCY
Efficiency underscores how economically resources (materials, personnel, finances) and
inputs put at the disposal of the project have been used in terms of quantity, quality
and timeliness.
Under this criterion, the consultants evaluated the extent to which the project had used
resources in a productive manner to achieve its results under financial efficiency (i.e.
the relationship between financial costs and the achieved outputs), implementation
efficiency (referring to the approach that was applied in the delivery of training) and
management efficiency (i.e. the way in which trainings were organized).
Financial Efficiency
The project total budget of EURO 2,633,876 was found to be adequate, but funds were
slightly under spent under budget line 6 on others which consist of the works, which
could be attributed to the fact that HTI (dealt with elsewhere in this report) did not
conduct any training in the first year of inception. Table 1 gives the specific percentage
budget utilization at the end of the project (EOP) as compared to the original approved
budget.
Table 2: Comparison between the original (approved) and revised budget (EOP)
BL Expenses
Original Budget Revised Budget % Variance %
%
1. Human Resources
25
25.8
0.8
2. Travel
1.5
1.2
-0.3
3. Equipment and Supplies
7.6
8.3
0.7
4. Local Office
8.4
8.4
0
5. Other costs
3.8
4.7
0.9
6. Others
47.1
45
-2.1
7. Admin.
6.5
6.5
0
8. Total
100
100
0
The project has trained more than 4,500 technical and vocational skills using institute
and enterprise-based training approach as well as more that 3,000 in NFE (literacy and
numeracy. This translates to EURO 351 (approx. $526) per beneficiary. The evaluation
took note of the fact that UNESCO and UNDP paid a higher amount ($1000 per
beneficiary) in demobilization projects which involved training of ex-militia in literacy
and vocational skills using an enterprise-based approach in Mogadishu10.
The average direct cost per trainee per day was $1.5. According to the tracer studies
the TVET graduate earns more than $100 a month or at least $3 a day upon
employment. Therefore the $1.5 cost per trainee per day which later translates to more
than $3 per person per day upon employment was in the view of the consultants
acceptable and cost-efficient.
10
UNESCO PEER Programme Assessment, Internal Oversight Service, Evaluation Section, February 2004.
PETT-TERMINAL EVALUATION
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However the cost per trainee should vary with the investment needed for a particular
skill and the length of the course. Indeed, the feasibility study conducted in 2004
indicated that the cost of a typing course is less than a computer course. As well a
confectionary course takes a shorter time than a carpentry course. There is a need
therefore to review the blanket cost and duration of the various courses to improve
cost-efficiency.
It has been a cost-effective approach to train the beneficiaries in already established
institutions and enterprises (the EBTVET centres did not require any investment), adopt
‘trainer out-sourcing’ for courses without presence of expertise at particular institutions
as well as purchase project materials from the local suppliers. Overall the project is
considered cost effective because of the long-term benefit of the training and its
relevance to the beneficiary communities.
Although the rising inflation in Somaliland/Puntland has had negative impacts on the
project, the financial efficiency was satisfactory.
Implementation Efficiency
PETT adopted a participatory approach whereby it provided major external support for
investments (mainly infrastructure, training and materials) against a commitment from
the government to be the local counterparts and the training centres to be the
implementing partners to ensure they would cover future project activities (amortization
of investments, operation and maintenance of infrastructure, training, salaries, etc).
This was to ensure ownership of the project activities.
Initially, the trainee selection process was flawed and it was feared that it might not
necessarily adhere to the proposed selection criteria, especially for EBTVET, according
to the 1st local labour market survey11 12 conducted in September 2006. It therefore
recommended the reconstitution of the selection panels to exclude interested parties to
avoid issues of conflict of interest or nepotism arising. It further recommended that the
panels must include people with knowledge in certain skills and the implementing
institutions must be represented in these panels.
The evaluation team notes that this recommendation was undertaken. This is evidenced
by the fact that the identification and selection of the 3rd batch of the target group was
conducted by a panel consisting of
MOE/TVET, IBTVET, EPS project officers,
community elders and youth representative with due gender consideration. The youth
and community representatives were chosen depending on the location where the
selection took place while MOE and the project staff remained consistent. This ensured
fairness in the selection exercise and maintained transparency.
11
12
Local Labour Market Survey, Somaliland, Sept 2006, Practical Action Consulting – Eastern Africa
Local Labour Market Survey, Puntland, Sept 2006, Practical Action Consulting – Eastern Africa
PETT-TERMINAL EVALUATION
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The admission guidelines were also reviewed in order to improve targeting of
beneficiaries and increase the community participation in the selection process. The
selection process involved an oral interview of the personal background, age,
educational history, proof of vulnerability, etc. Priority was given to disabled persons
and women. The exercise took an average of 3 days, due to large number of applicants.
The fact that the selection criteria of the target beneficiaries of the project were revised
to include female representation is a clear indicator of the project’s endeavour to ensure
equal representation of gender in decision making process13.
The local implementing partners (LIPs) assumed a leading role in implementing the
project and have performed the role relatively well. They have demonstrated the
capacity to promote fairly good partnership and handle funds under this project.
However weaknesses were revealed in their organisational capacity to monitor and coordinate activities. In this respect, measures are needed to strengthen the institutional,
administrative and monitoring resources on the local level.
The monitoring and supervision process by the consortium staff was regular. During
discussions it was revealed that they visited the training institutions at least once a
month to measure their progress of the project. The measuring indicator was based on
trainee attendance, training methodology and approach used and at the same time
observing the progress with regard to continuous assessment tests. Discussion with the
project staff demonstrates the competency in utilizing their skills to monitor progress of
the training.
The project has carried out, among other activities, local labour market surveys, aimed
at advising the project on the capacity of the training centres in imparting relevant and
marketable skills in the Somalia context. On employment promotion the project has
carried out a Local Economic Development (LED) study focusing on the identification of
opportunities that could be utilized in employment promotion through the provision of
skills training in TVET centres and review critical gaps existing in sub sectors that deal
with TVET. The study also identified principle challenges that stakeholders are likely to
face in addressing those gaps and provided recommendations on how to address them.
The project has also conducted numerous studies and produced reports some of which
are cited in this report in various sections. These include tracer studies, tools and
materials assessments, capacity of stakeholders’ assessments, examination guidelines,
training needs assessment, etc. All these studies were aimed at improving
implementation quality based on emerging issues.
The project, in collaboration with all the key players, developed a comprehensive TVET
Policy Document for the Ministry of Education which was considered as a milestone in
the TVET sector since there was none before. An independent examination board was
also established to administer centralized TVET examinations.
13
The European Commission; A Roadmap for equality between women and men, March 2006
PETT-TERMINAL EVALUATION
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The PETT programme has an employment promotion services (EPS) component. The
intention is for the EPS officers to capture and use all kinds of information that are
available about opportunities and prospects for the target groups, in order to create
interest among employers in the ‘products’ of the institutions and advise the trainees. In
short, the EPS Centres act as “bridge” or link between the TVET centres and potential
employers. Subsequently, the project established an EPS unit in the MOL to assist in
linkages between the trainees and potential employers. On the other hand the officers
give guidance to the trainees on career choices, CV writing, etc.
Management Efficiency
The project supported the training institutes from its bases in Hargeisa, Somaliland and
Garowe, Puntland. This was planned to ensure ample logistical and technical assistance
in the implementation of the project. The project was headed by a Project Manager and
supported by IBTVET, EBTVET and NFE project officers. It is important to note that
CARE and DS has a wealth of experience in TVET project implementation. The project
also supported a TVET unit in MOE and an EPS unit in MOL, though the involvement of
the latter came late in the project timeframe. All the partners signed partnership
agreements detailing their specific roles and responsibilities. They held monthly steering
committee meetings to review project progress, lessons learnt, challenges and the
following month’s activities as well as share experiences. Coordination meetings with
international agencies in similar intervention e.g. Caritas, UNHCR and UNESCO, etc,
where peer review of project activities were undertaken, were held both in Nairobi and
at field level.
The constant support and advice from SCD and the consortium partners and the donors’
maintained interest played a crucial role in attempting to build the capacity of the
relevant ministry’s staff and in encouraging the implementing team to ensure the
overall success of the project. The project design was sound, particularly with regard to
the organizational support and commitment from the local counterparts.
The relationship between the SCD, the consortium partners and EU is good. It was
established that the organizations collaborated quite well with regard to financial
management and implementation support. The partnership arrangement in the
implementation of the project was found to be appropriate and the partners have been
very sensitive to changes in the environment in which the project operates.
The project staff held weekly meetings to coordinate activities. As well every month the
project officers reported their monthly progress reports in a similar format to the
summary technical reports. This reporting assisted the officers in compiling the
summary and the interim technical reporting at the end of the quarters. The
arrangement of financial reporting was also well planned and coordinated. The
consortium partners reported the expenditure to SCD which in turn reported to EC in
half-year intervals.
There was quality implementation and management of the project and the inputs and
activities were carried out on time, though enrolment of the first batch in Hargeisa
PETT-TERMINAL EVALUATION
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Technical institute could not be achieved due to delays of the MOE in acquiring the
centre which had been leased to Integrated Adult education Centre (IAEC), a local NGO.
The implementers have adhered to work-plans as per the logical framework and the
budget. The project has also achieved its original objectives against outputs and
activities as detailed in the project document - notably the success of completing the
project within the proposed timeline, albeit a no-cost extension of 3 months.
Overall the efficiency of the project was considered satisfactory.
EFFECTIVENESS
The effectiveness criterion concerns whether the project’s results achieved the project
specific objective i.e. what difference the project made in practice, as measured by how
far the intended beneficiaries really benefited from the services it made available.
2.3
The important outcomes of the project relate to the evaluation findings. The findings
herein have been evaluated from the perception of the direct beneficiaries as well as
from views of in-direct stakeholders e.g. employers, government, etc in the Somalia
context. The findings herein are derived from careful discussions and a well-planned
formative and summative evaluation of each of the major planned results of the project,
which is also convincingly, a valuable outcome of the project.
This survey’s finding is related to the aspects of the four towns of Somaliland namely,
Hargeisa, Borame, Berbera, Burco (including Sheikh), as well as Bosasso, Qardho,
Garowe and Galkayo in Puntland, revealing situations and highlighting benchmarks and
integration approach of the interventions in the project while also highlighting local
organization’s involvement in the implementation of the activities.
Outlined below is the analysis of the extent to which the results were realised and their
contribution to the specific objective. The analysis was based on the indicators under
each result in the Log Frame (Annex VI).
PETT-TERMINAL EVALUATION
- 28 -
2.3.1 Result 1: Access of disadvantaged youth and women to TVET and
Employment Promotion Services (EPS) improved.
The PETT project had listed the following activities under result 1:
1.
2.
3.
4.
5.
6.
7.
1.
Equal enrolment (male/female) of targeted number of youth and women.
Five Institute Based Technical, Vocational, Education and Training (IBTVET)
centers strengthened and made operational.
Presence of diversified and standardized skill areas with due gender
consideration
At least 4,525 disadvantaged youth and women got relevant/demand driven skills
training in IBTVET centres (2,525 trainees) and Enterprise Based Technical,
Vocational Education and Training (EBTVET) centers in (2,000 trainees).
EPS available in four locations within six months of project start up
5,000 beneficiaries have utilised EPS by the end of the project period
3,000 youth and women have acquired literacy and numeracy relevant to TVET
Equal enrolment (male/female) of targeted number of youth and
women.
PETT was essentially based on a gender equity approach, which aimed at reducing
gender discrimination and promoting social/economic self-reliance of women through
policies and programmes that increased access to basic education and training of
women.
The project design was such that there would be equal enrolment of vulnerable men
and women within the age bracket of 16-24 years, who have had no or limited access
to education, training and employment opportunities. Gender distribution and age was
therefore a factor in the selection criteria. The study established that the national
gender representation in TVET training was 52 % male and 48 % female (Fig. 1 & 2).
Institute-Based Technical Vocational Education Training (IBTVET)
In the first year, a total of 445 males (representing 67%) and 217 females (33%) were
enrolled into the IBTVET Component of the project. The female enrolment rate was low
due to a number of factors, key among them being: fewer number of women friendly
skills, the socio-cultural barrier and poor perception among the community on the
importance of the skill training.
In the second year, 943 trainees; 559 males & 384 females (41%) were trained. The
gender representation being 59% and 41% male and female respectively while in the
third year 943 trainees enrolled out of which 542 (57%) were male and 401 were
female (43%).
PETT-TERMINAL EVALUATION
- 29 -
Enterprise- Based Technical Vocational Education Training (EBTVET)
In the first year, 701 trainees underwent training in the EBTVET component of the
project. The gender representation was 382 males (translating to 54% and 319 females
(46%). In the second Year, the project trained 828 (416 males and 412 females) with
the gender representation of 50% of each gender. Training in the third year comprised
of 310 male and 211 female i.e. 59% and 41% respectively.
Non Formal Education (NFE) on Literacy and Numeracy)
In the first year, 1,109 trainees underwent training in the NFE component of the
project. The gender representation was 471 males (42%) and 638 females (58%).
In the second Year, the project trained 1,070 with the gender representation of 41%
(439 male) and 59% (631 female). Training in the third year comprised of 209 male
and 569 female i.e. 27% and 73% respectively.
Percentage
Gender Enrolment
80
70
60
50
40
30
20
10
0
IBTVET
EBTVET
NFE
M
F
Batch 1
M
F
Batch 2
M
F
Batch 3
Year of Study
Fig. 1: Gender enrolment in Somaliland during the 3-year project duration
PETT-TERMINAL EVALUATION
- 30 -
50
45
40
Frequency
35
30
Male
25
Female
20
15
10
5
0
BOSASSO
QARDO
GAROWE
GALKAYO
Town
Fig. 2: Gender enrolment in the four towns of Puntland
Fig. 3: % of TVET (both IBTVET and EBTVET) trainees desegregated into gender (overall)
The evaluation also established that 74% the respondents were aged between 16-24
years while 26% were aged over 25 years (Fig. 4) in Somaliland. Although one of the
project’s selection criteria was that trainee enrolment should be aged 16-24 years, the
entry age was subsequently raised to 30-35 years especially for EBTVET female trainees
who have been made more vulnerable by combination of several factors such as: high
divorce rate and polygamy, taking care of those affected by HIV/AIDS, etc.
PETT-TERMINAL EVALUATION
- 31 -
Age of Respondent
100
Frequency
80
0-15 yrs
60
16-24 yrs
40
Over 25 yrs
20
0
HARGEISA
BURAO
BORAME
BERBERA
Town
Fig 4: Age of respondents interviewed during this study in the four Somaliland towns
The study also revealed that 64% of the respondents in Somaliland were enrolled on
the basis of limited education, 18% returnee, 5% marginalised women, 2% ex-militia
and 12% for other reasons (Fig. 5). This is consistent with the findings of the second
tracer study which showed 62%, 17%, 0%, 2% and 19% respectively in the range of
selection criteria.
In Puntland, 39% had limited education, 27% were returnees from the neighbouring
countries of Ethiopia, Djibouti and Kenya and 10% marginalised women, 13% ex-militia
while 11% were selected for other reasons (Fig. 6). The number of ex-militia enrolled in
Puntland was quite significant as compared to Somaliland. However in both regions the
highest percentage was selected on the basis of limited education.
Selection criteria
Other
Ex-militia
BURAO
BORAME
Limited education
BERBERA
Marginalised
HARGEISA
Returnee
0
10
20
30
Frequency
Fig. 5: Selection criteria of beneficiaries in Somaliland
PETT-TERMINAL EVALUATION
- 32 -
40
Selection criteria
Other
Ex-militia
Female
Limited education
Male
Marginalised
Returnee
0
5
10
15
20
25
30
35
Frequency
Fig. 6: Selection status of beneficiaries in Puntland disaggregated into gender
The gender balance is consistent with the projections in the project document that
required that at least a third of either sex should be able to access the vocational
training except for the third year for NFE when the number of male reduced to 24% in
Somaliland. Therefore, PETT should be given credit in being a gender-sensitized
programme. As well the project addressed the age selection criteria with subsequent
alteration as a result of other emerging issues of vulnerability.
It is notable that the PETT project paid special attention to the critical issue of
identifying and supporting opportunities for employment of women, many of whom
were illiterate. This included the provision of numeracy/literacy training, appropriate
identification and provision of market-driven and women-friendly skills as well as
facilitating women to take employment opportunities in male-dominated
technical/vocational occupations.
2.
Five Institute Based Technical, Vocational, Education and Training
(IBTVET) centers strengthened and made operational.
The study team sampled 3 IBTVET institutions in Somaliland, namely GAVO in Berbera
and Hargeisa Technical Institute (HTI) and ANDP and 2 in Bosasso and Galkayo in
Puntland to assess the quality of infrastructure, type of training equipment and
education materials as well as the suitability of the management and training personnel.
During the visit, it was observed that the quality of infrastructure was generally good
though lack of enough tools and space was evident in some of the institutions.
PETT-TERMINAL EVALUATION
- 33 -
Initially before
the collapse of
the
government,
state
owned
institutes e.g.
Hargeisa
Technical
Institute were
convenient
venues
for
training
and
with
experienced
trainers
who
used
to
conduct
training during
the Siad Barre
Regime. Due to
the protracted
war, the assets
were
looted
and
the
infrastructure destroyed. The project played instrumental role in rehabilitation of the
infrastructure and provision of tools as well as training of the trainers/instructors
through workshops and on job training.
The IBTVET centres have organisational structures composed of a Board of Governors
composed of women and men headed by a Chairperson. An Executive Director runs the
day to day activities e.g. ANDP Board of Directors constitutes 7 members, 3 of which
are women. The organization has a written vision and mission statement, strategic plan
and core values.
The quality of practical training in IBTVET Centres was found to be low since the
institutes tend to concentrate more on theory. This was attributed to lack of enough
training tools and materials for technical skills as well as lack of qualified trainers. PETT
has put efforts to address these issues through provision of equipment, training of the
managers and on-job mentoring of the trainers.
Discussions with the trainees indicated dissatisfaction with their trainers because of the
lack of sound pedagogical skills. However, the availability of qualified and experienced
vocational trainers in Somalia is a critical issue and more so for newly introduced skills.
The project therefore sub-contracted external trainers on a need basis.
PETT-TERMINAL EVALUATION
- 34 -
The evaluation noted that the project made renovations of existing physical structures
in the IBTVET centres following a tools and equipment assessment14. Basic tools,
equipment and furniture were procured and provided to the centres. As well, safety
materials such as goggles, overalls, fire extinguishers, first-aid kits were supplied. The
MOE in both regions assigned trainers to each of the three centres whose selection was
based on the following criteria: the level of education; skills previously taught; years of
experience and the gender. However getting female trainers was difficult.
Training of trainers (TOT) has been conducted thrice within the project timeframe. The
project staffs also make regular visits to the institutions and provide on job mentoring
to the trainers/instructors.
3.
Presence of diversified and standardized skill areas with due gender
consideration
A total of 31 different skills were offered within the duration of the project. Initially, the
TVET project, with the exception of garment making and agriculture, was training maledominated trades such as woodwork, metalwork and building construction. The training
in the latter areas never had any women participating. The PETT project developed new
areas, such as computer and secretarial skills, where women were able to benefit and
their participation encouraged.
Based on the 1st local labour market survey report15, a total of 11 skills (out of which 9
were female-oriented) were introduced into the TVET centers. The female-friendly skills
introduced included audio-visual, fish processing, bee-keeping, beauty therapy, basic
accounting & secretarial courses, auxiliary nursing, confectionaries & bread-making,
hotel management & front office operations as well as embroidery & cloth designing.
Newly introduced male-dominated marketable skills include auto-motive body building
(including spray painting & panel beating) as well as arts & design.
Based on the advice of Local Economic Development (LED)16 information, the project
developed six more skills namely, business development services, automotive
mechanics, livestock rearing, fishing, basic telecommunication and cargo handling.
Through matching fund from Band-Aid, the project further developed other six skills
gender-friendly syllabi, namely, bread-making, kindergarten skills, beekeeping, brick
making, beauty arts and arts &design.
EBTVET offers a wider choice of training skills. There are 19 skills of which catering,
garment making and handicrafts are predominantly female. In computer skills training
there is almost a 40% mix of women to men. The study also shows that the demand
and popularity of a particular course varies from one region to the other depending on
14
Tools and equipment assessment report on IBTVET centres in Hargeisa and Berbera, Aug. 2006
Local Labour Market Survey, Somaliland/Puntland, Sept 2006, Practical Action Consulting – Eastern Africa
16
Local Economic Development (LED) Study Report, Somaliland/Puntland, June 2006, Intermediate Technology Consultants –
Eastern Africa
15
PETT-TERMINAL EVALUATION
- 35 -
the market needs, with the exception of tailoring, which seemed to cut across all but
one town as the most popular.
120
100
80
60
40
20
0
M
F
BATCH 1
M
F
BATCH 2
M
F
BATCH 3
Electricity
Carpentry
Plumbing
Computer software
Solar energy
Fishing
Beauty Therapy
Accounting
Electronics
Cooling Systems
Bee-keeping
Tailoring
Henna
Cloth design
Office management
Audio visual (women)
Beauty arts
Catering
Masonry
Office management
Fig. 8: The various IBTVET skills offered by the PETT project
Fig. 9: Gender enrolment of the skills offered during the PETT project
PETT-TERMINAL EVALUATION
- 36 -
The graphical representation of skill/gender in Fig. 8 indicates that PETT has gone a
long way in diversifying skills training to the target group. The local labour market
surveys helped identify courses that were either irrelevant or have produced too many
trainees thereby saturating the market. Plumbing, masonry, solar energy & carpentry
are most popular with men while beauty therapy was popular with women. Computer
courses were popular for both genders. The most marketable skill at self employment
category was embroidery & cloth designing while computer skills attracted most of the
graduates on formal employment.
It was established that it was easier to change the skills in EBTVET since there is little
or no capital requirement for equipment. Changing skills for IBTVET is much more
difficult since there has to be an initial investment of equipment and a search for
qualified trainers. Thus, for IBTVET change of skill was limited to skills with little capital
requirement and having trainers available.
The 2nd tracer study17 attempted to analyze the usefulness of the skills training as
perceived by the graduates. 81% said the skill training was very useful in their lives,
while 15% said the skill has some usefulness to them and only 4% felt that the skill was
not very useful to them. The main reasons given by those who felt the skill was useful
to them were their ability to get employed as a result of the skill training. Some
respondents felt that they had gained self esteem as a result of the skill training while
others, for example those in food processing felt that their diet and food preparation at
home had also changed as a result of the skills they acquired.
4. At least 2,300 disadvantaged youth and women got relevant/demand driven
skills training in IBTVET centres (1,300 trainees) and Enterprise Based Technical,
Vocational Education and Training (EBTVET) centers in (1,000 trainees).
In the IBTVET component of the project, 2,548 trainees (1,002 (39%) female and
1,546 (61%) male) underwent a 7.5 months training in the 5 IBTVET centres. A total of
2,050 trainees (942 (50%) female and 1,108 (50%) male) graduated in the EBTVET
component of the project (Table 3). This is 102% achievement of this result.
Table 3: TVET trainees in the 3 year duration
Year 1
IBTVET
No. of
trainees
%
Total
Grand Total
17
EBTVET
IBTVET
M
445
F
217
M
382
F
319
M
559
67
33
54
46
59
662
Year 2
701
943
nd
EBTVET
- 37 -
IBTVET
F
384
M
416
F
412
M
542
41
50
50
57
828
4,598
The 2 Tracer Study Report, Nov 2008, Astrads Management Services Ltd.
PETT-TERMINAL EVALUATION
Year 3
943
EBTVET
F
401
M
310
43
59
F
211
41
521
The training in EBTVET is overwhelmingly practical, mostly due to a lack of facilities for
theoretical classes while in IBTVET, the opposite applies due to lack of enough tools.
While the practical orientation is basically good in view of the projects objectives, it
could be improved if supplemented with standard theoretical courses. It is important to
note that compared to IBTVET, high level of literacy may not be a prerequisite in
EBTVET. Generally, the training helped the target groups increase their competency and
thereby their employment prospects, both formal and self-employment.
The evaluation concludes that the enterprises played a crucial role in the employment
of the EBTVET graduates trainees. In most of the cases they were able to absorb not
less than 60% of the graduates. However, according to the tracer study some of the
employment opportunities were in fact voluntary positions with little or no allowance.
But the graduates seemed to value this kind of arrangement as it made them acquire
the much experience that was so much cherished by the employers.
The project expected to achieve a 75% level of attainment of sustainable employment
within six months for the graduates. The first tracer study18 was conducted in February
2007 and indicated an overall employment rate of 42.5% IBTVET and 54.4 % for the
EBTVET. The second tracer study indicated the figures as 72.2% overall (57% male and
43% female) in Somaliland and 70% in Puntland.
Table 4: Employment status of trainees in Puntland
Batch
Batch 1
Batch 2
Total
Trained
IBTVET
M
F
271
277
548
141
131
272
EBTVET
Traced
IBTVET
M
F
M
F
210
153
363
156
163
319
107
162
269
70
96
166
Employment
type
EBTVET
Employed
IBTVET
EBTVET
M
F
M
F
M
F
108
138
246
87
169
256
56
122
178
36
77
113
55
114
169
58 103
132 280
190 383
Self
Formal
89
178
267
Source: 2nd Tracer study report, Puntland, Nov 2008
Table 5: Employment status of trainees in Somaliland
Trained
Traced
IBTVET
Batch
Batch 1
Batch 2
Total
M
174
282
456
F
76
253
329
Employment
type
Employed
EBTVET
IBTVET
EBTVET
IBTVET
EBTVET
M
M
M
F
M
F
M
96
108
204
78
116
194
88
84
172
43 51
151 187
194 238
172
263
435
F
163
249
412
F
127
202
329
102
264
366
83
133
216
F
Self
221
233
454
Source: 2nd Tracer study report, Somaliland, Nov 2008
Of great significance is the fact that all the interviewed persons confirmed that they are
using the skills obtained in their current employment and that their standard of living
18
Somaliland Tracer Study, March 2007, Busilink Development Services
PETT-TERMINAL EVALUATION
- 38 -
Formal
167
177
344
had significantly improved as a result of their participation on the project. However
those unemployed reckoned that they required a higher level of skill in order to
compete effectively in the market. This was mainly amongst graduates who had done
courses on electronics and computer software.
Most of the graduates used their relatives/friends as a strategy in securing employment
and even the unemployed ones still had faith in the same approach. There was
significant distortion of equal opportunities in the job market brought about by the
various elements of discrimination; significantly as it pertained to clan bias and on
women.
However, reasons cited by the unemployed female graduates were that they were not
assisted by families and friends to start business because of their gender, employers
simply do not employ them because they are women and that employers prefer male
graduates. It is evident that gender discrimination is still a hindering factor to
employment of women.
Lack of practical experience was also a major barrier to access employment for IBTVET
graduates as compared to EBTVET. It is therefore recommended that a strong linkage is
established between the IBTVET trainees and labour market through apprenticeship
programme. This approach would require the cooperation of the employers in agreeing
to the arrangement.
Other challenges encountered by the employed graduates include: lack of capital for
expansion; high rental cost of business premises; lack of market for products and lack
of adequate tools and materials.
5. EPS available in four locations within six months of project start up
Another objective of PETT was the availability of employment promotion services (EPS)
in four locations within six months of project start up and utilized by 5,000 beneficiaries
by the end of the project period to give career guidance, business planning, etc to the
trainees. 4 EPS centres were established in Hargeisa, Berbera, Garowe and Bosasso.
However, this seems to have been over-ambitious to have fully operational EPS units
within six months of project. The evaluation indicated that the units established were
originally too weak to be effectively operational within six months.
The intention was for the EPS officers to capture and use all kinds of information that
are available about opportunities and prospects for the target groups, in order to create
interest among employers in the trainee services’ capacity of their institutions and
advise the trainees towards acquiring gainful employment.
This study therefore recommends the establishment of EPS Unit under the Ministry of
Labour in order to ensure its sustainability.
PETT-TERMINAL EVALUATION
- 39 -
6. 5,000 beneficiaries have utilised EPS by the end of the project period
A total of 3,436 trainees (Table 4) of which 1,377 females (representing 40.2%)
benefited from the EPS activities comprising of trainings on business planning, resume
writing, career counselling and interview techniques.
Table 6: No. of Trainees who have utilised EPS
No. of trainees
Batch 1
Batch 2
M
F
M
F
112
67
292
271
Total
179
563
Grand Total
3,436 (69%)
Batch 3
M
1655
F
1039
2,694
It is evident from the above table that initially the capacities of EPS were very weak,
which led to the dismal performance of achievement. This was attributed to poor
networking system between the EPS Officers and the relevant stakeholders mainly the
municipalities, chamber of commerce and even the trainees. Based on challenges
encountered and lessons learned, there was a need for restructuring. Subsequently, the
EPS officers participated in a 3-day technical review meeting that was called by the lead
agency. The evaluation notes that measures were taken to strengthen the EPS through
the formation of an EPS Working Group (EPSWG) which contributed to the success of
achievement during the third batch of the trainees.
Achievement of the EPS was gauged by the numbers that found employment since the
objective of the vocational education was to facilitate employability. According to PETT
targets, it was expected that 75% of those trained would be employed within 6 months.
In 2007 a high percentage of traced EBTVET male graduates found jobs, but a much
lower proportion (31%) of male graduates from IBTVET. Female prospects were
particularly poor e.g. only 13% of IBTVET graduates found jobs partly because of
gender discrimination and limited marketable skills.
7.
3,000 youth & women have acquired literacy & numeracy relevant to TVET
The project saw the training of 2,957 (1,838 (62%) women and 1,119 (38%) men
learners in the twelve NFE literacy and numeracy centres in Somaliland and Puntland
(Table 7). This translates to about 99% of the target figure of 3,000.
PETT-TERMINAL EVALUATION
- 40 -
Table 7: No. of NFE trainees within the project duration
No. of trainees
Batch 1
Batch 2
%
Batch 3
M
F
M
F
M
F
471
638
439
631
209
569
42%
58%
41%
59%
27%
73%
Total
1,109
1,070
Grand Total
778
2,957
The number of NFE graduates who joined the TVET component of the project is
unknown due to lack of clear established link between the TVET and the NFE section of
the training. Consequently, the MOE in collaboration with the consortium members are
closely working together to make sure that links are established between the TVET
training and NFE centers so that NFE graduates can join the TVET training immediately.
The project adopted UNICEF’s adult literacy syllabi as the standard NFE syllabi though
the syllabus prepares trainees for formal education as opposed to skills training. This
was due to lack of appropriate syllabi tailored for adult learners joining skills training,
which was a challenge to the project.
2.3.2 Result 2: Competency in terms of technical and entrepreneurship of target
groups increased in accordance with employment promotion
Under this result, The PETT project had listed the following activities:
1.
2.
3.
4.
1.
At least 80% of TVET trainers/instructors trained and hence posses needed
skills
Trainers/instructors are able to transmit required knowledge, skills and attitudes
to trainees according to established norms
Standardized and relevant training packages/ curricular materials used by TVET
centres
90% of trainees passed exam or acquired basic skills
At least 80% of TVET trainers/instructors trained and hence posses
needed skills:
The project inducted and trained a total of 106 TVET trainers on how to implement the
curriculum materials; lesson planning; management of training; modalities and
frequency of conducting continuous assessment tests; safety standards, proper
documentation & recordkeeping. This was followed up by regular mentoring by the
project staff. While the trainers still have limited capacity, the impact of the training of
the instructors is evident from the documentary evidence at the TVET Centres.
PETT-TERMINAL EVALUATION
- 41 -
2.
Trainers/instructors are able to transmit required knowledge, skills and
attitudes to trainees according to established norms
A training needs assessment (TNA)19 for IBTVET and EBTVET trainers was conducted
within the first year of the project. The trainers underwent a training of trainers (TOT)
on pertinent issues such as lesson-planning, safety standards, modes of continuous
assessments testing, implementation of the curricular materials, proper
documentations, and record keeping of trainees’ social profile, attendance sheets and
evaluation records.
December 2007 saw the induction and training of more trainers on how to implement
the curriculum materials; lesson planning; management of training; modalities and
frequency of conducting continuous assessment tests; safety standards, proper
documentation and recordkeeping. The regular monitoring carried out by the project
staffs and the MOE officials showed that majority of the trainers were implementing
trainee-centred, practical-oriented trainings at the TVET centres.
However, it was revealed that there was a challenge in getting good quality trainers
since most of the trainers have below average English language comprehension, which
made it difficult for them to interpret the syllabi utilised by the project. It was also
challenging to get proper trainers for the skill areas developed by the project. A training
of trainers on skills mastering is required to be able to ensure that all trainers are
knowledgeable with all the aspects of the skills they are training. Translation of all
training materials into the Somalia language is recommended.
TVET trainers were further provided with on-job training by project officers during
regular monitoring and follow up in developing daily lesson plans that were learnercentred, as part of ensuring quality training. The project also developed 12 generic
lesson plans in order to enhance the training quality and ensure curriculum content
coverage.
3.
Standardized and relevant training packages/ curricular materials used
by TVET centres
At the inception of the project, the TVET centres were using syllabi/curricula developed
by UNESCO PEER. These included garment making, masonry, carpentry and joinery,
metal fabrication, electrical installation, entrepreneurship, agriculture, plumbing,
hospitality services, computer studies, secretarial studies and accounting.
Based on the advice of Local Economic Development (LED) information, the project
developed six more skills namely, business development services, automotive mechanics,
livestock rearing, fishing, basic telecommunication and cargo handling. These syllabi were
utilised alongside the syllabi developed by UNESCO.
19
Report on the Training Needs Assessment for PETT Project Skills Trainers, Somaliland, April 2006
PETT-TERMINAL EVALUATION
- 42 -
Through matching fund from Band-Aid Foundation, the project further developed other
six skills gender-friendly syllabi, namely for bread-making, kindergarten skills,
beekeeping, brick making, beauty arts and arts &design. The PETT Project has reviewed
and translated the 5 skills training packages that had been developed by UNESCO,
these being; Garment Making, Electrical Installation, Masonry, Carpentry and Joinery
and Metal Fabrication
The project developed two examination guidelines. These were; “The Examination
Guidelines for the TVET Trainer” 20 aimed at assisting the trainers in preparing internal
examinations and the “Examination Guideline for TVET Institutions and Ministry of
Education” 21 to iron out the interactions and requirements between training institutions
and the Ministry of Education in both regions.
4. 90% of trainees passed exam or acquired basic skills
During the first year, examinations were not standardized. The trainers teaching the
same skill got together and prepared one exam which was administered in the training
centres, with the invigilation of the secondary school teachers assigned by the Regional
Education Offices. Results indicated that 93.8% of the trainees passed with over 50%
score. In IBTVET, 90.4% of the trainees passed, while 97.2% in EBTVET passed their
exams. Subsequently, the established National Examination Board within MOE took over
the responsibility for testing the trainees and their qualification accredited by the MOE.
The examination centre administered centralized examinations of which the percentage
pass was above 90% for all the batches with an average of 4% dropout rate. Table 8
illustrates the percentage pass of the 2nd and 3rd year trainees according to the project
interim reports.
Table 8: Percentage of trainees who passed exams
Initial enrolment
Sat for exam
M
F
M
F
Batch 2
IBTVET
282
253
272
244
Total
535
516
% pass = 97.8
EBTVET
263
249
235
248
Total
512
483
% pass = 97.1
Batch 3
IBTVET
275
Total
% pass = 99
EBTVET
94
Total
% pass = 93
260
271
535
254
Passed exam
M
F
268
111
89
20
10
232
237
28
469
269
4
6
10
93
175
1
29
251
82
9
19
520
99
188
237
505
525
205
Dropped out
M
F
5
12
17
Examination Development Guidelines for the TVET Trainer, Ministry of Education, Republic of Somaliland, and Puntland
State of Somalia, May 2007
21
Examination Development Guidelines for TVET Institutions and MOE, Ministry of Education, Somaliland, and Puntland, May
2007
PETT-TERMINAL EVALUATION
- 43 -
2.3.3 Result 3: Availability and use of information on Local Economic Development
(LED) opportunities improved
1.
2.
1.
90% of trainees passed exam or acquired activities are informed by and adopted to
LED opportunities.
Networking and linkage system/platform established between TVET centres and
relevant stakeholders including between trainees and potential employers.
90% of trainees passed exam or acquired activities are informed by and
adopted to LED opportunities
The PETT project put emphasis on job placement services and availability of information
on employment and local economic development opportunities in conjunction with TVET
activities. The review of existing LED materials to identify gaps and synthesise issues
related to TVET and EPS was carried out in 200622. Based on the advice of the LED
study reports, new skills/trades that were considered as high potential in terms of
stimulating economic growth were introduced. These skills included: bee-keeping,
telecommunication as well as art and design.
The 1st Local Labour Market Survey conducted within the first year of the project
indicated areas and skills that were marketable and others not. The report was
significant in the changes of skills and re-designing of other skills, for the 2nd year of
training. Number of trainees for the skills like carpentry were reduced, solar training
was amalgamated with electrical installation, while the intake for electronic and beauty
therapy course were increased. The aim was to improve the marketability of the skills.
The 2nd Local Labour Market Survey23 was, among others, aimed at identifying the
trainee absorption capacity of 26 enterprise sectors in the short-term. The findings of
the report indicated that some skills such as cooking & tailoring were saturated and
hence had to be phased out. The report also identified highly marketable skills such as
audio-visual & photo processing, auxiliary nursing, electronics & mobile phone repairs
as highly marketable. This information was essential in the allocating the number of
trainees for the 3rd year of project implementation, thus improving their marketability.
2.
Networking and linkage system/platform established between TVET
centres and relevant stakeholders including between trainees and
potential employers
The project saw the formation of an EPS Working Group (EPSWG) to strengthen
networking system between the EPS Officers, the municipalities, chamber of commerce,
22
Local Economic Development (LED) Study Report, Somaliland, June 2006, Intermediate Technology Consultants – Eastern
Africa
23 nd
2 Local Labour Market Survey, Somaliland/Puntland, Sept 2007, Astrads Management Services
PETT-TERMINAL EVALUATION
- 44 -
the trainees and the Ministry of Labour, though this came late in the project timeline.
Its mandate was to give guidance on careers, business planning and facilitate
interaction with renowned business persons to give lectures to trainees and enhance
employment promotion services.
The employment promotion services held stakeholders’ workshops and reiterated the
need for the project to focus on highly marketable skills which the employers could
benefit from and veer from skills that were flooded. Eight stakeholders’ workshops were
held with a cross-section of private and public sector players taking part. The
workshops focused on the private sectors views on employment promotion. During the
workshops, the participants accentuated the need to focus on market-driven short
courses that would guarantee the trainees jobs once they completed their training.
On the same note, the participants noted that little had been done to develop coherent
policies and leadership at the Ministry of Labour as far as the labour market and youth
employment were concerned. The participants suggested that institutional weaknesses
within the ministries need to be addressed so that the EPS activities could be more
effective. It was suggested that the Ministry of Labour in collaboration with other
stakeholders need to develop and implement clear and comprehensive employment
promotion policy.
2.3.4 Result 4: Capacity of local associate implementing partners and authorities
enhanced with respect to TVET and EPS.
Under result 4, the following was planned:
1.
2.
3.
4.
1.
Networking and linkage system and financial systems for TVET centres
revised/developed and implemented
Cost recovery system developed and used by TVET centres
MOE staff and TVET managers and supervisors trained in management and
supervision skills
Quality and relevance of EPS services provided to beneficiaries
Networking and linkage system and financial systems for TVET centres
revised/developed and implemented
The project improved the management and operational capacities of the IBTVET and
EBTVET centres in collaboration with the Ministry of Education. This is evident from the
fact that in October 2007, the Ministry of Education with the support of the project
revised the guidelines for assessing the capacities and the experiences of potential
EBTVET host-trainers/enterprises in conducting EBTVET training. The major areas of
assessment for the partners included: past experience in implementing literacy/ skill
training projects, partners capacity to deliver, networking and linkage systems
availability of training facilities and financial management skills.
PETT-TERMINAL EVALUATION
- 45 -
The capacity assessment of the TVET Centre led to the introduction of proper
management and financial system including transparent cost-recovery approach.
2.
Cost-recovery system developed and used by TVET centres
A cost recovery system through the use of production systems was developed for the
IBTVET institutions24 whereby the measurement of the effectiveness of the cost
recovery system would be indicated in the annual income statements.
Capacity training for IBTVET centres focused on institutional operation and cost
recovery systems through the use of production systems. Since management of the
training centres with regard to cost-recovery system and general centre management
have not taken root firmly, the practical start-up of any production systems was not
evident. In any case it was difficult to have such systems being operational within the 3
year duration.
3.
MOE staff and TVET managers and supervisors trained in management
and supervision skills
Following an organizational capacity assessment conducted in April 200625, the
evaluation study established that MOE staff training had been conducted covering the
following areas: development, implementation, monitoring and evaluation for TVET;
Supervision and Quality Assurance; Training of Trainers/mentors; Education
Management Information System (EMIS) and financial management. IBTVET Centre
Managers and administrators were also trained in resource mobilization/fundraising;
financial management, office administration & record keeping.
The project thus enhanced the capacity of the MOEs and TVET by providing on-job
training to personnel and assisting them to develop and implement management and
financial systems (including cost recovery system), though the practical aspects take
time to have a measurable impact.
4.
Quality and relevance of EPS services provided to beneficiaries
The project saw the formation of an EPS Working Group (EPSWG) to strengthen
networking system between the EPS Officers, the municipalities, chamber of commerce,
the trainees and the Ministry of Labour, though this came late in the project timeline.
The main mandate of the EPS Working Group is to adopt strategies to enhance
partnership with the private sector in developing TVET through various approaches and
mechanisms including: identification of the roles of the private sector and TVET
institutions in developing and training work forces to meet labour market requirements
24
Financial (Cost Recovery) & Management Systems Manual, Sept 2006, Acacia Consultants Ltd.
Report on the Organisational Capacity Assessment of the Ministry of Education, Somaliland, IBTVET Centres and Local
Implementing Partners, April 2006, Acacia Consultants Ltd.
25
PETT-TERMINAL EVALUATION
- 46 -
in terms of technological advancements; contribute to employability of the graduate
trainees by identifying working mechanisms for partnership between TVET institutions,
MOL and Local Authorities and the private sector through setting the bylaws,
regulations, and instructions needed to ensure the effectiveness of this cooperation and
partnership.
The fortified links between the EPS Officers and the members of the EPSWG saw the
employment of former trainees by various municipalities and enterprises. As well, the
EPS officers provided career counselling, business planning, interview techniques, and
entrepreneurship skills to the last batch of trainees. In order to further enhance the EPS
activities, renowned/successful business persons were also invited to give lectures to
trainees.
PETT-TERMINAL EVALUATION
- 47 -
Assumptions and risks management
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Table 9: Management of assumptions and risks
Assumption/Risk
Mitigation/Remarks
Presence of an enabling policy A TVET policy was developed and adopted by the MOEs
environment for TVET.
Support of municipalities and business The project put efforts for close contact with industry
communities
in
Employment through formation of an EPS Working Group (EPSWG) to
Promotion Services.
strengthen the networking systems.
Acceptance of the project by local The participatory approach ensured that the project was
communities.
accepted by the community.
Absorption capacity of local economy The project conducted 2 local labour markets and LED
improves.
surveys to ascertain the absorption capacity.
Security situation in the regions does The security situation in Somaliland has remained stable
not deteriorate.
within the project timeline. The recruitment of capable
Somali nationals in Punt land ensured project continuity
during episodes of insecurity.
Target communities support female Of the 72% trainees who attained employment, 43%
/women in taking up employment were women, though a percentage of gender
opportunities
discrimination still exist
Employment opportunities do not The camel export ban due to the Rift Valley Fever caused
decrease due to macro- economic an economic stress
shocks
Moderate fluctuation of dollar against Although this did not affect the project per se, this had
local currency.
implications on procurement of materials.
Ownership of sites of IBTVET centres Enrolment could not be done for the first batch at HTI.
resolved.
However MOE acquired the institution for the 2nd and 3 rd
batches.
Availability and low turnover of The Second Labour Market Survey revealed that it was
qualified trainer.
difficult for institutions to retain good staff due to the fact
that there is a substantial gap between the end of one
batch and the start of the next (4-5 months), during
which the instructors were not paid.
Collaboration of TVET centres and An EPS Working Group (EPSWG) to strengthen
trainees with business communities networking
systems between
stakeholders
was
and
concerned
government established.
authorities.
Concerned stakeholders such as public The project has put efforts in strengthening linkages
and private partners are interested in between the private sector and the project stakeholders,
participating in LED initiatives.
though still weak.
Support and commitment of MOE, The participatory approach ensured that the stakeholders
MOL
and
other
government remained committed.
authorities.
Availability and low turnover of TVET The TVET management personnel have remained
management personnel.
consistent within the project timeline.
The project’s effectiveness was rated highly satisfactory since the results were directly, or
indirectly, contributing to the project purpose or have the potential to do so. However,
refinement of the EPS activities would further enhance the project effectiveness.
PETT-TERMINAL EVALUATION
- 48 -
2.4
PROJECT IMPACT
The general picture seems to be that graduates appreciate the training they received.
Almost all the employed graduates indicated they are in employment or have started their
own business applying skills they had acquired. All indicated that their livelihood has
improved.
The project has rehabilitated infrastructure in the IBTVET institutions; improved access of
disadvantaged youth and women to TVET (4,598 beneficiaries of which 1,944 (42%) are
female and 2,654 (58%) male and EPS (3,436 young men and women of which 1,377
(40%) are women and 2,059 (60%) men); enhanced the capacity of local implementing
partners with respect to TVET and EPS, trained 1665 women/girls/young men on literacy
and numeracy in NFE centres and has improved the capacity of the MOE staff. At least
72% and 78% of those trained are in sustainable employment in Somaliland and Punt land
respectively.
Rehabilitation of the infrastructure has guaranteed access to vocational education among
the beneficiaries thus reducing their vulnerability and increasing their socio-economic wellbeing. The increased competency in technical and entrepreneurship skills will reduce
poverty. The attention given to the women participation was a plus in ensuring gender
equity.
The ‘on-the-job training’ in EBTVET effectively transferred skills to the beneficiaries due to
exposure to the practical aspect making them more competitive in the market and selfemployment opportunities. This is further compounded by the fact that majority of the
trainees had no formal education to grasp easily the many theoretical aspects in IBTVET
centres.
Of great significance to the project is the fact that all the interviewed persons confirmed
that they are using the skills learned in their current employment and that their standard
of living has significantly improved as a result of their participation on the project. From
the tracer studies, it is clear that most of the respondents recorded improved education as
one of the benefits that they have been able to experience from participating on this
project. This is consistent with the fact that the study showed that most of the
beneficiaries were chosen on the basis of limited education. It is clearly evident that there
is a direct link between access to education/skill and financial stability as most of the
respondents indicated that they were experiencing financial bliss from the participation in
the project (see Fig. 6).
PETT-TERMINAL EVALUATION
- 49 -
Case Study 1
A tale of a successful tailoring PETT
graduate
In the main market place of Maroodijex in
Central Hargeisa, Miss Hodo Ahmed Hassan is
sitting with her sewing machine. She is 22 years
old and learned the trade in 6 months at ASWA
Enterprise-Based Training Centre in 2006. Prior
to joining the PETT programme, she had been
attending private evening lessons on literacy
and numeracy where she learned of the project
from her friends. She started her business in
2007 after she was selected by CARE, one of
the PETT project consortium partners, as one of
the beneficiaries of tools from Band Aid Trust.
Miss Hodo is the second born in a family of 10
living in Hargeisa. Her father lost his job due to
paralysis, her mother has no job and none of
her siblings is working. Today she gets SoSh.
30,000 (1US$ = SoSh. 6,000) per day from
sewing clothes for people and selling clothing
material. This translates to more than US$ 100
per month. She is now the backbone of the
family income.
When asked why she opted for the skill, she
said that it was out of personal interest. She
was full of praise for the PETT project
describing it as very beneficial and has helped a
lot of people to have their own income. Her
ambition is to have a big shopping mall dealing
with clothing.
Miss. Hodo at her tailoring/clothing shop with her
trainer Ms. Nimo
Fig 10: One of the training graduates at her place of work
This project has enhanced the capacity of the implementing staff, especially the local
implementing partners. The project ideology, insight and skills obtained by especially
the local personnel stemming from and being part of the local communities is bound to
have a long term impact on themselves as development workers as well as on the
attitude and capacity of the local community to plan and manage development activities
on their own.
This approach, where the implementing consortium partners and the local partners
planned together to improve the livelihoods of the wider community contributed to the
success of the project and to the promotion of a more peaceful, equitable and
democratic society in the target area.
In summary the project has achieved benefits for the target beneficiaries, which will
have a wider overall effect on a larger number of people in the different categories,
their regions and in the country as a whole. These achievements contributed directly to
achieving the overall objective and the impact was therefore found to be highly
satisfactory.
PETT-TERMINAL EVALUATION
- 50 -
Case Study 2
Maslah Ahmed: An ex-militia with healing hands
Age: 24 years
Skill: Auxiliary Nursing
Fig. 11: Case Study 2
Maslah Ahmed Alim was in grade 3 at Omar Samatar Elementary School when heavily armed militiamen
loyal to the former powerful warlord, Gen Mohamed Farah Aideed captured Galkayo town in 1991. That
was the last time Maslah saw the inside of a formal classroom. It was a horrifying experience for young
Maslah, who was then only 10 years old. His father, who was their only breadwinner, was shot dead in
his shop in the town centre. The shop was equally looted and thus reduced to state of pauperism.“We
lived on handouts from good Samaritans” Said Maslah.
At the age of 13 and with no formal education, Maslah was recruited into the local militia.“I hated it but
had no option; I was jobless and had no hope in life. I had nothing to lose then. The local warlord was
ready to pay us $60 a month” Maslah told the project staffs.
“It was at this point in time that I met, PETT project EPS Officer, who encouraged me to join the NFE
component of PETT project. At first it was difficult, but the trainers and the project staffs encouraged me
and my friends not to give up”.
Upon completion of the literacy and numeracy course, he was enrolled into the enterprise-based
vocational training as auxiliary nurse at Galkayo Hospital.“The nurses and the doctor at the hospital were
very helpful. They gave me a lot of support during the training”. Maslah, who was clad in white lab coat,
told our staff. Upon completion of the training, Maslah was employed by the same hospital. He now earns
300 dollars a month.
Apart from supporting his elderly mother, Maslah uses his earning to pays fees for his 6 siblings (four
sisters and two brothers). Maslah plans to do undertake diploma course in community nursing in order to
help his people. “Most of the patients who come here suffer gunshot wounds. Others are mothers with
malnourished children” Said Maslah. Apart from treating minor injuries, Maslah also trains mothers on
child nutrition, importance of breast-feeding.
“I thank PETT project for giving me the opportunity to undergo the training” Said Maslah.“Looking back, I
can’t stop to wonder why men use clans, religion and political ideologies to maim, plunder, rape and kill.”
Maslah told us.
PETT-TERMINAL EVALUATION
- 51 -
2.5
SUSTAINABILITY
PETT was designed to focus on the long-term capacity development for local partners
to continue activities once the external aid ends. Sustainability has been increased by
working more in collaboration with local structures. More focus on the development of
local infrastructure contributed to an increased sense of local ownership. The project
put efforts in reinforcing existing institutions which will contribute to institutional
sustainability.
The PETT project has put deliberate efforts to ensure the long-term sustainability of the
activities and structures established. One such measure was the development of a TVET
policy from scratch and the adoption of the same by the governments of Somaliland
and Puntland although it is relatively easy to formulate a policy, but to have it become
operational seems to be the bigger challenge. On a positive note, the Somaliland MOE
has allocated an approximate sum of $14,286 into the current budget to support the
TVET activities including payment of salaries to all the TVET instructors at Hargeisa
Technical Institute.
Another measure is to have the TVET centres raise money through income generating
activities (IGAs). The project developed a cost recovery system through the use of
production systems for the IBTVET centers. As for the sustainability of the IGAs, it is
too early to see any direct results. It would be a good idea for PETT to monitor and
report on the viability of the IGAs during the on-going STEO project.
PETT has established an EPS unit within the MOHL with the mandate to provide
linkages between potential employers and TVET trainees. The unit is still too young and
undergoing mentoring by the SCD EPS officers. The sustainability of these units, which
are mainly functioning on extra-budgetary funding, is uncertain and there seems to be
a need for a sustainability strategy.
Improved implementation and reporting by MOE staff can be attributed to the capacity
building provided by SCD and its consortium partners. This translates to a greater
consciousness on the need to expand TVET activities and implement projects on its own
as well as transfer similar skills to other institutions e.g. Municipalities, community
education committees (CECs) at the village level, thus increased and strengthened
management capabilities for project sustainability.
The involvement of MOE in the implementation of the project has created a sense of
ownership. It was also established that the project was designed in such a way that it
allows flow of benefits to the beneficiaries and the society at large, thence likelihood of
this to continue even after the external aid ends. The project’s activities have been
integrated into local institutional structures and policies.
After analysis of the measures that have been put in place for sustainability, the
conclusion is that it was satisfactory.
PETT-TERMINAL EVALUATION
- 52 -
2.6
CROSS-CUTTING ISSUES
Gender equality - The project aimed at achieving a 50% gender composition and to
develop training syllabi that promotes women skills and employment.
The PETT project was designed against the challenges faced by Somali women according to
The EC Strategy for implementation of Special Aid to Somalia (2002-2007), “The Somali
women have rather restricted rights, violated by the widespread practice of FGM; they also
suffer from parent-induced restrictions to education and from limited availability of targeted
health-care services, rendering them highly vulnerable to maternity risk”.
In view of the above challenges, the PETT project has had an important and longstanding
commitment to promoting gender equality as provided for in various legal and international
instruments such as the EC Treaty, the Charter of Fundamental rights of the European Union
(2000), the Beijing Platform for Action (1995), the Cairo Programme of Action (1994).
In endeavouring to reduce gender gap, the project identified priority areas of intervention as
tabulated below:
1.
Priority
intervention
areas of the
project
Equal economic
independence for
women and men;
2.
Reconciliation of
private and
professional life;
3.
Equal
representation in
decision-making;
Promotion of
gender equality in
external and
development
4.
PETT-TERMINAL EVALUATION
Progress made
The project qualified a total of 1944 females (representing
42.3%) in basic skill training. Out of which 64.8% are in (self-)
employed.
One of the strategies developed by the project in helping
women starting business was to network with other agencies
in providing start-up toolkits.
In light of the above, UNHCR donated toolkits worth USD28,
000 to 494 graduate trainees (out of which 296 were females)
as seed capital.
Considering the fact that many female trainees attend to
household chores in the mornings thus making it difficult for
the target beneficiaries to reconcile their training and private
life, the project introduced flexible timetable for female
trainees. This was a key factor that contributed to low dropout
rate and high enrolment of the females into various skills
The selection criteria of the target beneficiaries of the project
were revised to include female representatives.
Development of Female-Friendly marketable curriculums:
Based on the local labour market survey report, a total of 11
skills (out of which 9 were female-oriented skills) were
introduced into the TVET centers. The female-friendly skills
- 53 -
Priority
intervention
areas of the
project
policies.
Progress made
introduced include audio-visual, fish processing, beekeeping,
beauty therapy, basic accounting &secretarial courses,
auxiliary nursing, confectionaries & bread-making, hotel
management & front office operations as well as embroidery
& cloth designing.
Minimal or deficient sanitation facilities (no gendersegregated latrines and no bath houses, particularly
necessary during menstruation periods) in the TVET Centres
was one of the key reason that contributed in a high and
relevant dropout rate, and a very significant lower
attendance rate (which eventually contributes to increasing
the drop-out rate). It was against the above background that
the project constructed female-only toilets (complete with
sanitation facilities) in all the TVET Centres.
Human Rights Issue: The project trained 452 persons with physical disabilities as well as 393
others from minority groups thus by supporting equality in inclusion of the handicapped and the
minority groups.
In ensuring and maintaining gender equity equality, the project ensured that not only was
women participation encouraged among the trainees, but it also encouraged the panels of TVET
interviewers to be based on equal gender proportion.
HIV/AIDS and FGM - During the training of the TVET centres instructors/trainers and
NFE teachers on lesson planning, pertinent issues in HIV/AIDS, FGM, environment, Peace
and Democracy was integrated as part of the training.
Environment - GAVO, IBTVET centre offered solar installation as part of the training
skills, although the skill was not popular and had to be combined with electrical
installation skill during the second intake.
The inclusion of these cross-cutting issues in TVET is a good approach of advocating for
the same.
PETT-TERMINAL EVALUATION
- 54 -
2.7 STRENGTHS AND WEAKNESSES
Below is a summary of the strengths and weaknesses of the PETT project.
Strength
Good project design.
1.
2.
3.
4.
5.
6.
7.
Weaknesses
Lack of clear indicators in some of the results
objectives.
Good project planning, co-ordination Understaffed MOE and MOL limited adequate
and implementation.
monitoring the training in the TVET centres
Good relationships with the
Weak EPS and job placement services
implementing partners, both
external and local.
Cross-cutting issues have been
Weak dissemination of LED information to
taken care of in the activities.
beneficiaries
Committed and well trained local
Relatively short training periods in comparison
staff whose capacity has increased to syllabi coverage
in the course of the project
Capacity building efforts of the local Lack of training periods flexibility in the towns
partners and staff.
located next to the sea due to harsh weather
conditions
CARE and DS as a partner has a
wealth of experience in TVET
PETT-TERMINAL EVALUATION
- 55 -
3.0
CONSTRAINTS AND CHALLENGES
Several challenges encountered by the project included:

The Hargeisa Technical Institute did not offer any training in the first year as it
had been leased to IACE.

Poor Financial accountability in the training centres due to low capacity within
MOE in monitoring and supervision.

Procurement of materials was affected in the final stages of the project due to
inflation and currency fluctuations.

Selection of new skills was problematic due to non-availability of relevant
curricula and experienced trainers.

Availability of qualified and female trainers especially for newly introduced skills

Training institutions offering capital intensive skills like metal fabrication and
automotive mechanics suffered from lack of appropriate equipment and tools to
offer adequate practical training to trainees.

Most of the trainers have below average English comprehension, which made it
difficult for them to interpret the syllabi utilised by the project.

Female trainees were unwilling to venture into male dominated skills. The
trainees expressed fear of being accepted and cited the lack of employment
opportunities when competing with men for the same skills.
4.0
LESSONS LEARNED

The direct involvement of the local counterparts and stakeholders in project
implementation is vital to the success of a project because this provides a direct
link of project performance to systems of local control and develops a sense of
ownership, which greatly contributes to sustainability.

Private enterprises play a crucial role in absorbing the EBTVET graduates trainees
in their own enterprises. In most of the cases they were able to absorb not less
than 60% of the graduates.

Involvement of local enterprises in the PETT project enhanced project’s impact
and cost-effectiveness. If well and carefully supported through financial and
technical advice by international NGOs, the participation of local enterprises leads
to improved project performance not only on outputs, but also on impacts.

Communities are willing to be partners in development and are willing to
contribute if well mobilized and sensitized. A community taking a role in the local
development and management of facilities is empowering and cost-effective. For
sustainability, the project should encourage community contributions in
supporting TVET activities in their localities especially subsidizing on user fee.

The inclusion of cross cutting issues like HIV/AIDS, peace and democracy, FGM
and environment into the adult literacy syllabus is a good approach of advocating
for these issues.
PETT-TERMINAL EVALUATION
- 56 -
5.0
CONCLUSIONS AND RECOMMENDATIONS
5.1
CONCLUSION
RELEVANCE
The Consultant found that the project design was appropriate to the problems to be
resolved at its design stage and its stated objectives correctly addressed the identified
problems or real needs.
The project was designed particularly to address widespread unemployment and
poverty among disadvantaged groups as well as inadequate capacity for job placement
and employment promotion services. PETT activities were directly aimed at reducing
these constraints through quality non-formal education and vocational training. The
projections for enhancing vocational skills and increasing employability, competence
and local capacity to implement long term development projects was adequately
designed.
This evaluation found that PETT was a relevant programme. The target group lagged
behind in education and learning achievements in the regions. The objectives of the
project were judged to be substantially relevant throughout the implementation period.
The project’s outputs generally scored uniformly well in terms of the relevance of their
objectives. The project is also relevant in relation to the Education for All (EFA) Dakar
Framework, to the Millennium Development Goals (MDGs) No. 1, 2 and 3, the EC’s
strategy for the Implementation of Special Aid to Somalia and the Somaliland/Puntland
MOE policies and strategic plans.
Due to its relevance, the PETT project has been able to ‘connect’ with a similar project
albeit with a new name – Skill Training for Employment Opportunities (STEO) - to
reflect inclusion of lessons learned through monitoring and evaluation also implemented
by SCD and its consortium partners and funded by the European Commission. The PETT
project has also been able to attract extra support from other donors namely UNESCO,
UNHCR (through provision of tools) and WFP (through FFT and provision of tools) and
Band Aid Trust Foundation (through provision of start-up tools and curricular
development activities).
EFFICIENCY
The Consultant found that the project activities transformed the available resources
fairly efficiently into the intended results in terms of quantity, quality and timeliness.
Things were done right and the value for money for the activities implemented were
quantified and seemed generally satisfactory in the Somalia context and in comparison
to similar initiatives within Somalia.
The IBTVET and EBTVET implementing partners assumed the role of project
implementation and management. This meant that they received and managed the
training funds for the project and co-ordinated activities at field level. In all these roles
PETT-TERMINAL EVALUATION
- 57 -
they performed fairly well. Moreover, the ability of the institute managers to mobilise
community support on the local level assisted in promoting the project to the intended
beneficiaries.
SCD and its partners support the training institutes from its bases in Hargeisa,
Somaliland and Garowe, Puntland. This was planned to ensure that there is ample
logistical and technical assistance to the local partners in the implementation of the
project in the regions. The project also supports a NFE/TVET unit in MOE and an EPS
unit in the Ministry of Labour (MOL) to develop their capacity to manage and activities
in their dockets.
The planning and co-ordination function was well undertaken by the implementing
partners, SCD, CARE, DS and GI. The partners were adaptable and able to resolve
problems, provide advice and support and helped to build the capacity of the training
institutions, Government ministries through field visits from time to time. The donor,
EC, also maintained a close interest in the project. Consistent interactions between all
the partners to view project progress helped in achieving project results.
EFFECTIVENESS
Effectiveness was found to be highly satisfactory as all the results directly contributed to
the project overall objective though refinement of the EPS component would further
enhance effectiveness. This means that all activities that have been undertaken are
leading to increased employment opportunities which will result to improved livelihoods
of the beneficiaries.
The prime indicator of having achieved this socio-economic objective is that graduates
from training courses come into gainful employment, either as wage-workers or as selfemployed.
Effectiveness has been particularly strong for objectives related to the Enterprise Based
Technical Vocational Education Training (EBTVET), physical infrastructure in the training
centres and capacity building of the local stakeholders, but fairly effective in EPS and
job placement services.
Performance with regard to imparting practical knowledge in Institution Based Technical
Vocational Education Training (IBTVET) centres is perceived as less effective by the
beneficiaries. Qualitative information contained in other project progress reports
document tends to confirm a common outcome.
PROJECT IMPACT
The PETT project achieved benefits for the target beneficiaries on purpose level had, or
are likely to have in future, a wider overall effect on a larger numbers of people in the
different categories, the region and in the country as a whole. The achievements at
purpose level contributed therefore directly to achieving the project’s overall objective
PETT-TERMINAL EVALUATION
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stated as “to improve the livelihood of disadvantaged youth and women in the regions
thus contributing to reduce their vulnerability”.
The underlying factor of PETT was to address unemployment of the youth. The general
picture seems to be that graduates appreciate the training they received. Almost all the
employed graduates indicated they are in employment or have started their own
businesses applying skills they had acquired. All indicated that their livelihood has
improved.
Rehabilitation of the infrastructure has guaranteed access to vocational education
among the beneficiaries thus reducing their vulnerability and increasing their socioeconomic well-being. Many disadvantaged young men and women have been and are
likely to be trained in these institutions. The increased competency in technical and
entrepreneurship skills results to improved opportunities for gainful employment.
The participatory approach of the project has built capacities in TVET management and
training as well as developed standardized curricula materials for new skills which have
been accepted and adopted by the governments and distributed to training centres.
This was cost-effective because the materials will be used by many more beneficiaries
in the future.
The project has proved its impact with the increased participation of women. It has
enhanced women positioning in the socio-economic well-being as some have started
their own businesses or have been absorbed in gainful employment as a result of the
intervention. These enhanced capacities have promoted their self-reliance and the wellbeing which will contribute to national development especially to child protection. The
attention given to the women participation was a plus in ensuring gender equity.
The Director General, MOE in Somaliland, summarised the project as ‘positive and
viable from A to Z’.
In summary the project has achieved benefits for the target beneficiaries, which will
have a wider overall effect on a larger number of people in the different categories,
their regions and in the country as a whole. These achievements contributed directly to
achieving the overall objective and the impact was therefore found to be highly
satisfactory.
SUSTAINABILITY
The PETT project has put deliberate efforts to ensure the long-term sustainability of the
activities and structures established. One such measure was that the governments have
adopted the TVET policy although it is relatively easy to formulate a policy, but to have
it become operational seems to be the bigger challenge.
PETT was designed to focus on the establishment of long-term capacities for local
counterparts and partners to continue activities in the delivery of service once the
external aid ends. The project put more focus on the development of local
PETT-TERMINAL EVALUATION
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infrastructure and reinforcing existing institutions which contributed to an increased
sense of local ownership. Institutional sustainability has been increased by working
more in collaboration with local structures.
This is evidenced by the adoption of the TVET policy by MOEs, the establishment of EPS
units in MOHLs and the establishment of independent examination bodies. The building
of capacities within the government and the TVET centres through training and on job
mentoring will contribute to long-term sustainability.
Considering financial sustainability, SCD has been working in an environment where the
Government is fairly in a position to maintain or finance vocational educational support.
Therefore, the likelihood of the Government and the TVET centres sustaining activities
initiated by PETT beyond external support appears to be substantial from a financial
point of view. The development of the financial (cost-recovery) and management
systems manual will assist the TVET centres to start income generating activities. The
great challenge will be to ensure the government and the TVET centres are moving at
the same pace.
The education and competency provided to the beneficiaries is life-long allowing the
flow of benefits to their families and the society at large which increases the likelihood
of continuity of these benefits even after the external aid ends.
Overall, the project generally incorporated sustainability as a pre-requisite in its
approaches and interventions. Capacity building in the Somali context is known to take
considerable time. Hence for the local partners to become capable of continuing the full
flow of benefits after the project ends may not be achieved in the short time, but rather
on the long time, especially from the financial point of view though it appears
substantial.
The following table shows the overall performance of the project.
Table 10: Overall project scoring
Evaluation Parameter
Relevance
Efficiency
Effectiveness
Impact
Sustainability
PETT-TERMINAL EVALUATION
Scoring
Highly satisfactory
Highly satisfactory
Satisfactory
Highly satisfactory
Satisfactory
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5.2 RECOMMENDATIONS
From the evaluation findings, the following is recommended:

SCD and its consortium partners should devote more efforts to improve the
managerial capacities of the local implementing partners by participating in hiring of
trainers and instructors and closely monitoring and following up on the financial
accountability. Similarly, prior to the enrollment, mobilization and awareness
campaigns should ensure full participation of the training centres management in
the planning, financing, execution and supervision, which has direct impact on
project results.

There is need to incorporate an exit strategy in the project design for purposes of
continuity and financial sustainability. This is possible if the project can implement a
workable cost-recovery system that facilitates the IBTVET institutions to make
money and create a financial base for a reliable exit strategy e.g. engaging the
trainees within the institutions to make products which can be sold to the public. A
money-making venture would improve the ability of the institutions to manage
themselves in a commercial manner and reducing necessity for external support.
However it should be noted that for such ventures to be successful, appropriate
accounting practices need to be put in place. Similarly, in order to realistically train
the institutions on proper cost-recovery system, a practical model institution should
be sought as practical example in the local context.

Training in EBTVET is predominantly practical. The centres should be supported with
tools and materials in return for taking in trainees as a kind of incentive. Theoretical
instructions should also be strengthened in the centres to offer courses such as
quality control and business skills. The evaluation also indicated that the IBTVET
centres are still under-equipped for practical lessons and that the centres need to be
upgraded in equipment and materials.

Environmental impact assessment (EIA) of TVET projects ought to be included in the
project design to take care of environmental issues (both physical and socioeconomic) so as to avoid health and safety of the trainees and other environmental
hazards as a result of waste materials e.g. paints, oils, lubricants, metal scrap, etc
generated in project activities.

It is proposed (not recommended) that non-vocational activities aimed at achieving
the social objective be integrated in PETT to include the establishment of sports
clubs, the organizing of competitions, aimed at occupying youths not interested in
vocational skills training with other mind occupying positive activities i.e. the social
objective as opposed to the economic objective.

SCD should consider the provision of resources for strengthening local institutions
for sustainability. TVET and EPS units in the Ministries of Education and Labour
should be strengthened and possibly converted to full ministerial departments or
even the formation of an autonomous authority on vocational training to be dubbed
PETT-TERMINAL EVALUATION
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as Vocational Education and Training Authority (VETA). Future projects need to
assist the MOL to formulate and develop an employment policy and strategic plans,
which will have an added value for sustainability. However, it is important to note
that it is relatively easy to formulate a policy, but to have it become operational
seems to be the bigger challenge. Capacity of MOE and MOL staff at all levels should
also be strengthened in all aspects of project design, implementation monitoring and
evaluation. An identification study for the education sector development support for
Somalia conducted in 2008 indicated similar views.

Whereas influx of cheap goods e.g. electronics from other countries e.g. China
promote the employment opportunities for TVET graduates (due to repairs),
importation of goods which can be made locally by the TVET graduates e.g.
furniture is counter-productive as it depresses the local industry. The Ministry of
Industry (chamber of commerce) therefore ought to be highly involved in future
TVET projects to regulate the importation of such goods since the influence of
foreign market have pros and cons to the local market.

Provision of contingencies should be done during project design to take care of
inflation within the project time frame e.g. at the start of PETT, the exchange rate
was 1 Euro to 1.5 US dollar while at the end the exchange rate was 1 Euro to 1 US
dollar which has implications on project activities e.g. procurement. Alternatively the
agreements between SCD and the local implementing partners and counterparts of
the project could be done basing on the currency used in the project proposal i.e.
Euro.

Awareness of local economic development (LED), EPS services and labour market
survey information to the trainees should form part of the projects component right
from inception. There should be a review of the approach used in the dissemination
of such information to make it more effective, efficient and relevant to the intended
beneficiaries.

Future projects need to address gender related challenges that face women
graduates regarding employment. These could include campaigns by the
implementing partners on affirmative actions to ensure that women constitute a
certain percent of the total employees in the work place; form women organizations
that will fight for their employment; reduce the cultural stereotypes that hinder
women from seeking employment; women engage in self employment and become
independent economically.

There is need to establish clear linkages between the TVET and the NFE section of
the training so that NFE graduates can join the TVET training i.e. there should be
clear articulate pathways of moving from NFE to TVET.

Future TVET projects should incorporate a short business management course to be
conducted after graduation, especially for IBTVET centres. Such a course would
require inclusion of business proposal writing to enable the graduates seek such
services competitively. Such training could also focus on group formation,
PETT-TERMINAL EVALUATION
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marketing, and improved production. Complimentary skills also need to be
introduced for the trainees. Environmental education (relating to marine, water, land
use, conservation, socio-economic, etc) should be integrated as part of the TVET
curricula.

IBTVET training do not include attachments for practical work and experience and
graduates without practical attachments usually have difficulty in securing
employment, partly because of the employers’ preference for some experience and
the applicants’ lack of confidence. TVET projects should encourage the local
implementing
partners
to
liaise
with
potential employers
on
job
placement/attachment with a view to gaining such experience. There is a need to
strengthen linkages between vocational centres and private sector employers in skill
development.

The LIPs should also seek partnership with micro-financing institutions to enable
trainees to kick-start their own business immediately after training. As has been
revealed in this study, many of the graduates lack capital to start their own business
while others lack tools and materials to expand their ventures. Without such linkage
the trainees may find it difficult to get started and the objective of the training
eroded. It should be noted that the PETT objective is to provide skills aimed at
promoting employability of its beneficiaries and therefore not in a position to be
financiers of the graduates. However provision of tools could have an added value
towards self-employment.

A standardized skill grading system should be introduced such that learners
graduate on various categories of grading depending on proficiency levels e.g.
Grade 1, 2 or 3 to spread out employment opportunities and reduce flooding of the
market with only one competency level. Presently, the graduates are semi-skilled at
Grade 3. The country also needs well trained youth to replace the old generation. A
centre of excellence to generate trainees at various competency levels to also cater
for the training of trainers is a necessity. The long-term goal of upgrading Hargeisa
Technical Institute in Somaliland and Galkayo IBTVET Centre in Puntland into
national polytechnics or technical universities that will train Somaliland’s technical
human resource at certificate, diploma and degree level is strongly recommended.
However this requires articulate planning and heavy investment.

It is necessary to review and expand curriculum to cover new skill areas, taking into
consideration the market trends based on regular market surveys and local
economic development needs. All TVET institutions, public and private should be
harmonised so as to offer standardized curriculum. As well a standardized
assessment system to be used by all TVET institutions should be adopted.

User fee and training duration should be dependent on type of skill. The feasibility
study conducted in 2004 indicated a difference in charges for different skills e.g.
computing course is more expensive than accounting or typing. In the same breath
some skills require more time to learn than others. A study could be done to address
this anomaly.
PETT-TERMINAL EVALUATION
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
Although the main objective of PETT is to train beneficiaries for the sole purpose of
acquiring employment, the duration of courses of between 6 and 7.5 months
regardless of skill area is rather short. Discussions with the beneficiaries and the
trainers/instructors for both EBTVET and IBTVET indicated that the duration of the
programmes is insufficient to cover the whole syllabus. Most of the trainers
recommended a longer period of 8-12 months.

The Somali language is widely used in the training since few students (and some
trainers) have an adequate command of English to understand the curricula. The
trainers therefore have to spend considerable time translating from English
textbooks to Somali for the benefit of their students. Although some of the curricula
materials have been translated into the Somali language, it is recommended that
efforts be made to translate all curricula materials into the Somali language.
PETT-TERMINAL EVALUATION
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6.0
ANNEXES
ANNEX I: TERMS OF REFERENCE
ANNEX II: THE EVALUATOR
ANNEX III: LIST OF DOCUMENTS CONSULTED
ANNEX III: EVALUATION TOOLS
ANNEX IV: LIST OF PERSONS INTERVIEWED/SAMPLE SIZE
ANNEX IV: LOGICAL FRAMEWORK MATRIX
PETT-TERMINAL EVALUATION
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ANNEX 1:
TERMS OF REFERENCE (TOR) FOR TERMINAL EVALUATION OF THE PROMOTION
EMPLOYMENT THROUGH TRAINING (PETT) PROJECT IN SOMALILAND & PUNTLAND
1.
OF
INTRODUCTION
1.1.
EDUCATION SITUATION IN PUNTLAND/SOMALILAND
Somalia was defined as a Least Developed Country (LDC) and ranks amongst the ten
poorest countries in the world. In 2003 UNDP estimated26 that over 43% of the
population live in extreme poverty on less than one US dollar a day while 62% of the
urban labour force and 41% of the rural/nomadic labour force are reportedly
unemployed.
During the protracted war that erupted in 1991, majority of the population lost their
economic assets, including homes, farms, lands and jobs, and went into exile or became
internally displaced. After the war, many people, especially those in the relatively stable
North West Somalia (Somaliland) and North East Somalia (Puntland) resettled in their
hometowns and villages and are striving hard to rebuild their livelihood and economic
bases.
The dynamic and expanding private sector that is growing steadily is supplying the
majority of jobs and income for the people and appears to be one of the fundamental
elements for the country’s reconstruction. However, the sector is challenged by the low
supply of qualified and skilled labour force. Most of the educated and skilled labour force
has either fled the country or in their twilight years. The majority of the young population
is uneducated and unskilled.
There is tremendous increase in the number of unemployed youth in major towns and
urban centres of Somaliland and Puntland in the last few years. Continued influx of
returnees, increased rural-urban migration and worsening economic conditions as a result
of the indefinite livestock export ban have contributed to worsening the chances and
opportunities of the youth to obtain gainful employment opportunities. The immediate
causes of the high rate of unemployment is also exacerbated by the existence of large
number of disadvantaged people, lack of government economic structures, loss traditional
livelihood systems and limited availability of people with employable skills and basic
education.
The feasibility study commissioned by EC in June 2004, pointed out that whilst local
economies are growing at a rapid rate in many areas, these economies are starting from
a very low base. Notably, resources are limited and there are no significant labour market
opportunities. At the same time, there are only marginal prospects for local economic
development in some areas. As both Puntland and Somaliland face an almost
overwhelming demand for more and better jobs, there is a pressing need to provide job
placement and employment promotion services. Such services are critical to the success
of the project whose core objective is to promote employment through training.
26
Socio-economic Statistics, Somalia, Report No. 1. UNDP/WB Somalia Watching Brief (2003)
PETT-TERMINAL EVALUATION
- 66 -
In addition to widespread unemployment and poverty, and the inadequate capacity for
job placement and EPS, there are other constraints such as: (a) limited capacity and
infrastructure to provide appropriate conditions and means for receiving and reintegrating large numbers of militia and returnees; (b) limited availability of job and
livelihood opportunities, especially for women and the increasing numbers of school
leavers; (c) over-reliance on traditional economic activities; and (d) limited capacity to
recognize economic development opportunities and to start and expand business and
livelihood activities.
1.2. PROMOTION OF EMPLOYMENT THROUGH TRAINING (PETT) PROJECT:
In response to the needs of the target groups and the zones as mentioned above, PETT
project was initiated by SCD (lead agency), CARE, DS, and GI and got financed by
European Commission (EC). The project aims to sustainably improve the livelihood and
employability opportunities of the disadvantaged youth and women thus contributing to
reduce their vulnerability in ways that are consistent with the Millennium Development
Goals, the Dakar Framework for Action (DFA) as well as the EC’s Strategy for the
Implementation of Special Aid to Somalia (SISAS) through provision of technical and
vocational education and training (TVET) and by availing information on employment
opportunities, and thus reducing their vulnerability. The project primarily targets 4,525
disadvantaged youth, ex-militia, minority groups, out-of-school-youth (of which 2262
(representing 40% of the target group will be women and girls) within the age bracket of
16-24 years, who have had no/limited access to education, training, and employment
opportunities.
The activities being implemented in the main towns of Somaliland and Puntland, seeks to:
(a) deliver quality training and opportunities through Institution Based Technical
Vocational Education Training (IBTVET) to 2,525 people and Enterprise Based Technical
Vocational Education Training (EBTVET) to at least 2,000 people; (b) provide employment
promotion services to at least 5,000 people; (c) provide job placement services; (d) avail
information on employment and local economic development opportunities; and, (e) build
the capacity of local stakeholders. It was planned that 75% of those trained will be in
sustainable employment by the end of the project period.
The 3-year PETT project is implemented by a consortium of INGOs (SCD, DS, GI, and
CARE) with SCD as the lead agency. The project is due to complete its operation by
end of August 2008, though there could be extension for three more months to
complete certain activities. The purpose of conducting the evaluation before completion
period is basically to draw necessary lessons and critical issues that need to be
addressed in the next phase of the project.
1.2.1. OBJECTIVES OF PETT:
The overall objective of the project is to improve the livelihood of disadvantaged youth
and women in both Somaliland and Puntland thus contributing to reduce their
vulnerability. Consequently, the origin of the project, its preparation, its objectives, its
activities, and structures are geared to sustainably improving the livelihood and
employability opportunities of the target group through provision of technical and
vocational education and training (TVET) and by availing information on employment
opportunities, and thus reducing their vulnerability.
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1.1.3. PURPOSE OF PETT:
The project purpose is to create sustainable employment opportunities for youth and
other disadvantaged groups with equal gender composition in Somaliland and Puntland.
The project therefore focuses on improving access for disadvantaged groups to TVET
and EPS that will in turn enhance the technical and entrepreneurship competencies of
target groups. The project also endeavours to improve the availability and use of
information on Local Economic Development (LED) opportunities. Additionally, the
project strives to enhance the capacity of local authorities and local implementing
partners and build national institutional arrangements as well as realigning, reforming
and strengthening the TVET centres for the running TVET activities and EPS.
1.1.4. PLANNED RESULTS OF PETT:
The project has four key expected results:
Result 1.
Access of disadvantaged youth and women to TVET and Employment
Promotion Services (EPS) improved
Result 2.
Competency in terms of technical and entrepreneurship skills of target
groups increased in accordance with employment promotion
Result 3.
Availability and use of information on Local Economic Development (LED)
opportunities improved
Result 4.
Capacity of local associate implementing partners and authorities enhanced
with respect to TVET and EPS
1.1.5. BENEFICIARIES OF PETT:
The project seeks to directly benefit 2525 and 2000 disadvantaged youth, internally
displaced persons (IDPs), returnees, out-of-school youth, ex-militia, persons with
disability, and minority groups within the age bracket of 16-24 years through access to
quality IBTVET and EBTVET trainings respectively. It is also projected that at least
5,000 people will benefit from EPS.
The indirect beneficiaries include: the MOE, family members of the trainees through
improved income; enterprise owners/host-training institutions where the target groups
are receiving the training, local authority and general public through spill over effect of
the availability of skilled labour force.
1.6. IMPLEMENTING PARTNERS:
The PETT project is implemented in Somaliland and Puntland by a consortium
comprising SCD, CARE SSS, Diakonia Sweden, and Gutenberg Initiative under the
leadership of SCD. These agencies work closely and in partnership with the
Somaliland/Puntland Ministry of Education and six IBTVET Centres namely: – Hargeisa,
GAVO, ANDP, Garowe, and Galkayo IBTVET Centres as well as a host of EBTVET
Centres.
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2.
PURPOSE AND OBJECTIVES OF THE EVALUATION:
The evaluation is intended principally for learning and accountability purposes. It is
expected to generate relevant findings, lessons, and recommendations which will be
shared with key stakeholders of the project and used by the implementing agencies to
guide and inform future programming of skill training and EPS in Puntland and
Somaliland. The evaluation will also assess the performance of the project against key
parameters including the project’s relevance, effectiveness, efficiency, sustainability,
timelines of activity implementation, and its strengths and weaknesses. This information
will also be shared with key stakeholders of the project, importantly the donor (EC),
MOE, local education authorities, TVET centres and other actors in Puntland and
Somaliland.
2.1. OBJECTIVES
3.1 To assess the performance of the project along the following
dimensions;
 Relevance (how appropriate has been the project design? To what extent did the
stated objectives correctly address the problems and real needs of the target
groups?)
 Efficiency (how economically were project inputs (funds, expertise, time, etc)
converted into results in required quantity and quality and in good time? Was the use
of the project resources cost-effective? Could they have been done more cost
efficiently?
 Effectiveness (to what extent have the stated project results and purpose been
achieved in a sustainable way?)
 Impacts (what sustainable changes – positive/negative, intended/un-intended – did
the project produce on the target groups – (past and present)as well as MOE, TVET
Centres and other stakeholders?).
 Sustainability (what is the likelihood of the project to continue after end of the
project? What sustainability measures have been put in place?).
 Implementation processes (To what extent were the activities of the project
implemented in participatory and empowering manner? How involved were the key
stakeholders of the project in planning and execution of activities, and steering the
project?)
2.1. 2 To identify the strengths and weaknesses of the project and come up with
findings, lessons and recommendations to guide and inform future programme work
with special focus on the delivery of TVET and EPS.
2.1. 3 Examine and give recommendations on the future expansion of the TVET (with
specific focus on the levels and skill areas) vis-à-vis the employment
prospects/needs of the Somaliland/Puntland economy.
PETT-TERMINAL EVALUATION
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2. SCOPE OF THE EVALUATION
The evaluation will cover the accomplishment of all the expected results as outlined in
PETT project document and detailed in the annual work plans during the period of
September 2005 – May 2008. All the different project components and activities stated
in the original log frame will be assessed. In view of the fact that the project is ongoing,
the evaluation will also cover the links between the different phases of the project such
as: (a) current institutional and organizational set up at the MOE (b) establishment of
network and linkage system/platform between TVET centers and relevant stakeholders
including trainees and potential employers (c) the development and implementation of
policy guideline; (c) presence of operational management, financial and cost-recovery
systems at the TVET centers; and to answer to what extent these environments enables
survival of the TVET and EPS activities after the project ends.
3.0.
EVALUATION CRITERIA:
The evaluation will concentrate on the five evaluation criteria elaborated below, namely;
relevance, efficiency, effectiveness, impacts and sustainability of the project.
3.0.1 . Relevance: The main focus will be on the appropriateness of the project’s
concept and design to the overall situation of Somaliland and Puntland Education
System. In particular:
 Extent to which the stated objectives correctly address the problems and real needs
of the target groups (past and present trainees, MOE, and TVET centres,
entrepreneurs, host-trainers, instructors/trainers).
 Relevance of project design within the framework of Ministries of Education
programmes and policy guidelines.
3.0.2 . Efficiency: The main focus will be on how well the project activities transferred
the available resources into the intended results in terms of quantity, quality, and
timeliness through sustainable and participatory processes. In particular:

Whether similar results could have been achieved more or by other means at lower
cost in the same time.

Whether project activities were done right i.e. on time, in expected quantity and
quality, and through participatory processes.

General implementation and management of the project in terms of quantity,
quality, and timeliness of inputs and activities, adherence to work-plans, actionplans, logical framework, and budgets.

Adequacy of management arrangements as well as monitoring and evaluation,
technical backstopping support given to the project by all parties concerned
coordination and communication.

Institutional set-up through the Central Ministry, the EPS Office, and the TVET
Centres, and the degree to which the project has encouraged full involvement of all
the stakeholders;

Responsiveness of project management to changes in the environment in which the
project operates;

Co-operation among project partners (SCD, CARE, GI, DS and the MOE in
Somaliland and Puntland and other key stakeholders in achieving project results.
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3.0.3 Effectiveness: The main focus will be on extent to which the project achieved its
stated results and purpose in a sustainable way. In particular;
 The progress made in achieving the results of the project at all levels. The project
Logical Framework will be used as the basis for analysis and assessment.
 Efforts made in capacity building of the MOE, TVET Centres and other local project
stakeholders and whether the strategies are working or not working and why.
 Project’s management of risks taking into view the stated risks and assumptions.
3.0.4 Impact: The main focus will be on whether the project’s overall objectives
have been achieved or are likely to be achieved, specific changes that the project
has brought about in the lives of target groups (teachers, children, etc), and
impacts realized or likely to be realized in relation to cross cutting issues such as
gender, environment and child protection. In particular;

Achievements of the project against the original results (outcomes), outputs, and
activities specified in the project log frame.

Level of awareness of the stakeholders, particularly the MOE, TVETs, trainees, trainers,
and entrepreneurs regarding the project outcomes.

Level of ownership of the project by the education Authorities (MOE) and their
commitment to support the project after the expiry of the project period.

Degree of support given by the consortium partners and the Ministry of Education in
integrating the project objectives and goals into the National Education Policy, and how
well the project fits into national goals of education

Extent to which the project has impacted on teaching and learning.

Project impact on enhancing co-operation among education sector and project partners.
3.0.5 Sustainability: The main focus will be on whether the outcomes and changes
brought about by the project are likely to continue after the end of the project and
whether they can be sustained at the sector level, and in each implementation region
(Somaliland and Puntland). In particular,
 Extent to which the MOE, local education authorities and key education stakeholders
own the objectives and achievement of the project.
 Policy support available to the project from the MOE and governments of Somaliland
and Puntland
 Institutional capacity of the MOE, the TVET, and NFE Centres to continue the project
activities after the end of the project, including good will and financial and technical
capacities.
 Conduciveness of the socio-cultural factors to the continuity of the project activities
 Possibility of advancing and expanding the TVET training vis-à-vis the employment
prospects and the needs of the economy.
3.2 Evaluation sites: The evaluation will encompass visit to: Hargeisa, GAVO, and ANDP
IBTVET centres in Somaliland; Garowe, Bosasso, and Galkayo IBTVET Centres in
Puntland; a number of EBTVET and NFE centres in all the major towns of Somaliland
and Puntland as well as visit to offices/places of various stakeholders identified as
sources of information.
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3.3 SPECIFIC TASKS: Working closely with the Evaluation Team, the evaluators will
undertake the following tasks:

Develop evaluation framework and methodology and refine these with the project team.

Develop the evaluation plan;

Undertake extensive document review to familiarize with the project;

Develop the evaluation tools and conduct validation and field testing of the same;

Assess the demand for TVET by the target groups with particular reference to women
enrolment; the demand for TVET graduate by the labour market, appropriateness of
content of the TVET curricula developed and utility of the same by the TVET Centres;
establishment and implementation of cost-recovery systems in TVET Centres, quality
and relevance of EPS provided to the beneficiaries, and make recommendations for
improvement; the extent in which the TVET and EPS activities are informed by and
adopted to LED opportunities;

Assess the practicability for, and give recommendations on the future establishment and
upgrading of one Technical Institute that will act as a “hub” in each zone (i.e. PL and
SL) for training instructors at the vocational centres in the Zone;

Assess the capacity development interventions the project has undertaken with the MOE
and TVET Centres;

Prepare the evaluation draft reports and present the findings in workshops in Hargeisa
(Somaliland), and in Garowe (Puntland) for key national and international agencies
operating in the zones; and relevant actors in Somali Support Secretariat (SSS) in
Nairobi.

Prepare and submit final report to the Lead Agency in three hard copies (bounded) and
CD-ROM.
4. EVALUATION APPROACH
The evaluation will be undertaken through a combination of qualitative and quantitative
techniques that will be used to gather data and information from main stakeholders of the
project mainly target groups, MOEs and Labor authorities, actors in the private and public
sectors including municipalities, chamber of commerce, TVET and IBTVET centers,
enterprises, project officers, other actors in similar projects etc. The data and information
gathered will be systematically analyzed and presented following the five evaluation criteria
mentioned above.
4.1.
The methodology for the study is envisaged to cover the following:
Data Collection:
I) Documents Review: Desk study review of all relevant PETT Project documentation,
including but not confined to:
st
nd
 1 and 2 Local Labour market Survey
 EC Strategy for Implementations of Special
Reports;
Aid to Somalia (2000-2007);
st
 1 Tracer study report;
 Joint Needs Assessment Report (draft Sept.
‘06);
 Local Economic Development Reports;
 MOE Education policies/Strategic Plans;
 TVET Policy Documents;
 Past audit reports, quarterly and interim
reports
 TVET curricula materials
 TVET Examination and Certification
PETT-TERMINAL EVALUATION
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

PETT Project Documents including
proposal/budgets ;
PETT Project technical and financial
reports;

Guidelines;
EC Feasibility study (2004);

Partnership agreements (MOUs);
II) Qualitative TechniquesFocus Group Discussions: Focus Group Discussions will be held
with TVET graduates and those who are still undergoing training for each gender category
separately.
a) Semi-Structured Interview (SSI): SSI will be carried out with selected individual male and
female graduate and present TVET trainees, trainers, TVET managers, concerned government
authorities, project staff, partners etc.
b) Observations: Careful and systematic observation regarding the operations of TVET, EPS and
NFE Centres, and MOEs will be carried to capture primary information. The evaluation team
will also observe TVET trainees and trainers conducting sessions in selected sample centres.
Observation at workplaces (employment or self employment) of TVET graduates is also
required.
c) Key Informant Interviews: This method is important to capture the views and professional
opinions of people who know about the circumstances on the ground and PETT project in
particular. Such persons should be identified and consulted from agencies like UNESCO,
UNHCR, MOL, World Food Programme (WFP), and CARE, members of NFE Working Groups,
employers from both the public and private sector.
d) Most significant change stories: It is suggested that the consultants should collect stories
of change from identified beneficiaries of the project. The stories will focus on what the project
beneficiaries consider to be the most significant change brought by the project in their lives,
capacities, or way of operating. Stories should be collected especially from former trainees,
MOE, TVET Centres and enterprises.
III)
Quantitative data collection: The would-be consultant is also expected to use and
apply quantitative research techniques such as questionnaire technique (structured way of
data collection).
4.2 Data Analysis:
Data gathered using various methods and tools have to be collated, analyzed, and interpreted
systematically. The evaluators will be expected to come up with detailed data/information
analysis methods. It is also expected that the analysis and interpretation shall be made along
with the key issues of the evaluation. It is suggested that the evaluators employ triangulated
data analysis procedures. It would be possible to utilize social science data analysis software
such as the Statistical package for the social sciences (SPPS) as appropriate and to supplement
this with qualitative techniques of data analysis.
This will help to triangulate and support the information/data that will be gathered by other
methods. This is particularly important for gathering information from Trainees, instructors,
training managers etc.
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5. DELIVERABLES
The consultants should deliver the following outputs and services:
 Detailed evaluation framework/design and implementation plan agreed with the Evaluation
team.
 Development and finalization of the evaluation tools.
 Orientation /training of the evaluation team.
 Separate draft reports for Puntland and Somaliland.
 Facilitate validation workshops in Hargeisa and Garowe on the basis of the draft reports.
 Produce final draft evaluation reports per Zone
 Present the findings and recommendations of the evaluation to selected actors of Somali
Support Secretariat (SSS)
 Finalise the reports of the zones and submit merged reports for the two to the lead agency.
The final report shall be submitted in three hard copies and CD-ROM to the Lead Agency in
Nairobi.
6. EXPERTISE REQUIRED
The following attributes are requirements for the selection of the evaluation team:
6.1 Lead Consultant
 Postgraduate qualification (Masters or above) in Education or in a discipline relevant to this
assignment with a minimum of 15 years experience.
 Experience in the evaluation of technical assistance project, preferably EC-funded projects,
particularly those under the education portfolio;
 Proven capacity in working across the levels of institutions from policy, to legislation and
organizations and ability to assess institutional capacity and incentives;
 Excellent report writing skills
6.2 Co-consultant
 Academic / professional background in TVET and EPS with extensive experience in
sustainable development – preferably in post-conflict environments with a minimum of 10
years of working experience;
 Experience in implementation or evaluation of technical assistance projects;
 An understanding of TVET activities and broad-spectrum knowledge of operational
programmes in the Horn of Africa region;
 Adequate knowledge of the current political and socio economic situations of
Puntland/Somaliland and ability or possibility for the consultant to travel and undertake the
evaluation particularly in Puntland without major problem;
 Skills, experience and knowledge of Project cycle management.
 Excellent report writing and facilitation skills.
TIME FRAME
The consultancy will run for 30 effective days. The dates/month for executing the evaluation
will be jointly agreed between the consultants and SCD. The following are indicative number of
days for executing the activities involved:7.
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S. No. Activity
1.
2.
Document review
Development & revision of
evaluation tools
Training of data collectors on
evaluation tools
Pre-testing/revision of
evaluation tools
Fieldwork
No. of
days
2
2
Location
Person responsible
Nairobi /Hargeisa)
Nairobi/Hargeisa
Lead consultant
Lead consultant
2
Both consultant
6.
Data analysis & report writing
(Separate for SL & PL)
5
Nairobi & field
(Hargeisa/Garowe)
Nairobi & field
(Hargeisa/Garowe)
Field
(Somaliland/Puntland)
Field
7.
Validation & debriefing
meeting
Revision & submission of
separate reports for PL & SL
Presentation of the report to
SSS
Produce & submission of the
zonal and consolidated
evaluation reports
Revision & submission of the
reports to the lead agency
based on the feedback
Total
2
Hargeisa/Garowe
Both consultant (3
days for
consultant)
Both consultant
1
Nairobi
Lead consultant
1
Nairobi
Lead consultant
2
Nairobi
Lead consultant
1
Nairobi
Lead consultant
30
Lead consultant=30 days;
Co-consultant=19days
3.
4.
5.
8.
9.
10.
11.
12.
1
11
Both consultant
Both consultant
8. SUPPORT AVAILABLE:
On behalf of the implementing agencies, SCD will: Facilitate and coordinate the with
consortium members to avail their project officers to be part of the evaluation team and to
assist in the collection of the required data; pay the professional fee and other arising costs
from the contract; provide logistical support (transport, accommodation, food, etc during the
assignment), and review/comment on methods and other outputs of the evaluation.
SUPERVISION AND MANAGEMENT:
The overall supervision of the evaluators will rest with SCD, the lead agency for the project.
The consultants will report to the Deputy Country Director (or a designated officer) based in
Nairobi. Whilst the consultants will be expected to work closely with, and interact a lot with
PETT implementing agencies and the MOE, the overall management will be provided by the
lead agency. As such, the both the Programme Manager and the PETT Project Manager based
in Hargeisa will provide day-to-day supervision and support to the consultants.
9.
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TERMS AND CONDITIONS:
 Code of conduct: Because Save the Children's work is based on deeply held values and
principles, it is essential that our commitment to children's rights and humanitarian principles
is supported and demonstrated by all members of staff. Save the Children's Code of Conduct
sets out the standards which all staff members must adhere to. The consultant is bound by
the principles and conditions of Save the Children’s Code of Conducts.
10.
A contract will be signed by the evaluators upon commencement of the evaluation which will
detail additional terms and conditions of service, aspects on inputs and deliverables.
APPLICATION REQUIREMENTS:
All expressions of interest should include:
i) Cover letter: A short (maximum three pages) letter addressing the evaluation criteria.
ii) Technical Proposal (maximum eight pages) highlighting: brief explanation about the
Consultant/s with particular emphasis on previous experience in this kind of work; profile of
the Consultant/s to be involved in undertaking the evaluation; understanding of the TOR,
the task to be accomplished as well as draft evaluation framework and plan.
Taking into consideration the current deteriorating security situation in Puntland, the
would-be consultant is expected to come up with modalities of conducting the final
evaluation of the project. It is suggested that either of the following approaches shall be
given serious consideration in designing of the technical proposal and subsequent
undertaking of the assignment:
 Teaming up of consultants of which either the lead or co-consultant to be deployed in
Puntland would be of Somali origin;
 Identifying and engaging professional Somali resource person within Puntland as associate
consultant who will carry out the evaluation with support of the project staffs based in
Puntland.
11.
iii) Financial Proposal: The financial proposal should provide cost estimates for services
rendered including daily consultancy fees excluding: accommodation and living costs;
transport cost; stationeries, and supplies needed for data collection; costs related to
persons that will take part from consortium partners and government authorities during
evaluation process, enrichment workshop.
The financial proposal should also provide cost estimates for services rendered including
daily consultancy fees related to the consultant and/or associate consultant who will take
part in the final evaluation of the project in Puntland.
Data collection and data processing costs are on the account of the Consultant. The
Consultant should also use his own computer.
Applications with non returnable copies of CVs, testimonials and with at least two sample of
previous work should be submitted on or before May 30, 2008 and via email to
adebebe@scuk.or.ke and benzene5@hotmail.com
Applications for Lead consultant and co-consultant can be applied separately or as
a team or by a firm.
PETT-TERMINAL EVALUATION
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12.
ANNEXES:
Annex A: The Presentation of the Evaluation Report
The format of the evaluation report shall be as below:
1.
2.
3.
4.
5.
6.
Title page with title and nature of evaluation
List of acronyms and abbreviations
Table of contents, including list of annexes
Executive Summary (Should not be more than five pages)
Main Text
5.1. Introduction
5.2. Evaluation Objectives
5.3. Methods of Evaluation
5.4. Evaluation Findings (based on the five evaluation criteria)
Conclusion and Recommendations
6.1. Relevance
6.2. Efficiency
6.3. Effectiveness
6.4. Impact
6.5. Sustainability
7
List of annexes :
The report should generally include the following annexes:
7.1 The Terms of Reference of the evaluation
7.2 The names & companies of the evaluators(summarized CVs, limited to 1 page
per person should be shown)
7.3 Methodology applied for the study (phases, methods of data collection, sampling
etc)
7.4 Logical Framework matrices (original and improved/updated)
7.5 List of persons/organizations consulted
7.6 Literature and documentation consulted
7.7 Other technical annexes (e.g. statistical analyses, etc)
PETT-TERMINAL EVALUATION
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ANNEX II
EVALUATORS
1. Lead Consultant
This evaluation has been conducted by Morris W. Mathenge as the Lead Consultant. He
is a community development specialist with over 18 years post qualification experience
in undertaking resources needs assessment, project impact assessments, project
evaluations as well as environmental impact assessments.
The Consultant holds a Bsc degree and an Msc degree from the University of Nairobi, a
post graduated advanced certificate from the University of Tubingen (Germany) and an
Environmental Impact Assessment and Audit certificate from Jomo Kenyatta University
of Agriculture and Technology.
The Consultant has worked with the Ministry of Water & Irrigation as well as the
Ministry of Energy (Kenya); University of Nairobi and Jomo Kenyatta University of
Agriculture and Technology as a lecturer; the Adventist Development and Relief Agency
(ADRA) and Project Coordinator both in Kosovo and Somalia for humanitarian
assistance; the Church Ecumenical Action in Sudan (CEAS) in Kurmuk, Sudan and
Cooperazione Internationale (COOPI) as a Project Manager in Somalia as well as for
Save the Children Denmark in Somaliland and Puntland. The Consultant works under
the Company name of Hydro Tech Consult.
The Consultant has over 15 years professional experience in many projects related to
project needs assessment, implementation and evaluation. He has over ten years NGO
practical experience in the East Africa, horn of Africa and Eastern Europe in
implementation of rural and urban community based projects including community
mobilisation, participatory training methods and implementation approaches as well as
co-ordination and networking with partners and has worked in different environments
with people of varied cultural diversity.
Mr. Mathenge has a wide knowledge of Somalia both in the North and Central and
Southern regions having conducted several assignments there. In particular, he has
conducted a similar project for ADRA Somalia which involved an end of project
evaluation for a water project with a component of vocational training in Mudug
Somalia.
2. Co-consultant
The Co-consultant was Abdi Osman Abdullahi, a graduate of Kenyatta University in
Kenya with an upper class degree in education and has deep knowledge of the Somali
culture. He is a curriculum development specialist and has worked with various
organizations in Somaliland on issues related to the education development of the child.
He has worked as a community development advisor in the SOS Family Strengthening
Program in Hargeisa in facilitating program development, providing overall coordination
and strategic directions, monitoring and evaluation including capacity building.
PETT-TERMINAL EVALUATION
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He was also the head of social studies for SOS and assisted the Somali counterparts in
developing and implementing curricula as well as guiding departmental activities. He
has also been a consultant of the terminal evaluation of community based activity
project to advance the rights of the child/youth for SCD in Somaliland which involved
the assessment of the achievements of the project against the project objectives and
analyzing lessons learned for best future practices.
He is well versed with community organization and mobilization, sensitization on child
rights, youth mobilization, HIV-AIDS awareness, etc.
PETT-TERMINAL EVALUATION
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ANNEX III
LIST OF DOCUMENTS CONSULTED
1. PETT project proposal document (including the log frame)
2. 1st and 2nd Local Labour Market Survey Reports
3. 1st and 2nd Tracer Study Reports
4. Local Economic Development Reports
5. EC Strategy for Implementations of Special Aid to Somalia (2000-2007)
6. Joint Needs Assessment Report (draft Sept ’06)
7. Somaliland/Puntland MOE Education Policies/ Education Sector Strategic Plan 20072011
8. Somaliland/Puntland TVET Policy Document –August 2007
9. TVET Curricula materials
10. PETT Project Technical and Financial Reports
11. Past Audit Reports, Quarterly and Interim Reports
12. PETT Project Capacity Assessment Reports
13. TVET Examination and Certification Guidelines
14. EC Support to Employment Promotion in Somalia Feasibility Study (2004)
15. Partnership Agreements
16. EC Evaluation Procedures and Guidelines structures (2001)
17. Identification Study for the Education Sector Development Support Programme for
Somalia (2008).
18. UNESCO PEER Programme Assessment (2004)
PETT-TERMINAL EVALUATION
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ANNEX IV:
TERMINAL EVALUATION OF THE PETT PROJECT FOR SAVE THE CHILDREN,
DENMARK (SCD)
Informed consent & cover page
Hello. My name is _______________________. I am engaged by Safe the Children Alliance and I
am/we are here to get information about the Promotion of Employment through Training (PETT)
project funded by the European Union (EC). You/Your institution/business/government ministry
have been selected to be surveyed. I would like to ask you some questions related to the project.
The information you provide will be treated with confidentiality. It will be useful in establishing the
impact of PETT, and will be beneficial for planning future development programs within the
community in this area. The information will be compiled in an evaluation report.
*Participation in the survey is voluntary, and you can choose not to take part. If you have any
questions about the survey, you can ask me. At this time do you have any questions about the
survey? Thank you for availing your time.
Signature of Enumerator:
Date:
Respondent number.
Date of interview.
Time interview commenced.
Time interview ended.
Day:
Month:
Year:
General information:
Name of Region and Town…………….……………………………………………
Name and Type of Ministry/Institution/NGO/Business/etc……………………………………
Status of respondent:
No
1
2
3
4
5
6
7
8
9
10
Partner
Ministry of Education
Ministry of Labour
Partner Organisation
Opinion Leader
Training Institution
(IB/EB/NFE)
Employer
Parent/Guardian
Employed Beneficiary
Un-employed Beneficiary
Other (specify)
PETT-TERMINAL EVALUATION
Name of respondent
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Designation
Any comments
QUESTIONNAIRE FOR PROJECT MANAGEMENT (SCD & PARTNERS)
1. What is your perception about design, implementation and management of the project in
terms of:
 Quality
 Timeliness of inputs and activities
 Adherence to work-plans
 Logical framework
 Budget and cost-effectiveness
2. What is your perception on achievements of the project against:
 Original objectives
 Outputs and activities as detailed in the project document, including logical
framework.
3. What is your opinion on appropriateness and relevance of the project’s design and
implementation strategies to the identified needs? Was the design process participatory?
4. What is your perception about (i) adequacy of management arrangements as well as (ii)
monitoring and (iii) support given to the project by all parties as established in the project
proposal and other unforeseen support?
5. What is your perception about appropriateness of the partnership arrangement in the
implementation of the project? Has it been effective?
6. What can you say about responsiveness of project management to changes in the
environment in which the project operates?
7. Are the original objectives currently relevant to target group’s aspirations/needs?
8. How were the risks managed taking into view the stated risks and assumptions as stated in
the project document?
9. Do you think the project objectives have addressed the beneficiaries’ problems taking into
account the prevailing political and social economic situation?
10. In your opinion, what can you say about the project being relevant? Effective? Efficient?
11. What can you say about the selection critera for all target towns and beneficiaries?
12. Do you have identified lessons learned to be used in future projects? Yes/no, if yes which
ones?
PETT-TERMINAL EVALUATION
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TECHNICAL/VOCATIONAL TRAINING INSTITUTIONS
1) Training institutions in Somaliland/Puntland?
a) How many? And in which towns?
b) How many beneficiaries have completed vocation skills training, in both regions?
No
Name of Region
Institution
Town
Graduated
beneficiaries
Year
Gender
(batch) (M/F)
Employed
Unemployed
(Use separate sheet)
2) What are the various skills offered in both the IBTVET and EBTVET?
IBTVET -………………………………………………………………………………………
EBTVET -…………………………………………………………………………………….
3) What is your perception about appropriateness of the vocational skills training provided?
4) What is your perception about the level of skills of the vocational trainers at the established
centers measured against the vocational skills taught in the center?
5) What is your perception about the relevance of the vocational skills training to the local
economic and social environment?
EMPLOYMENT PROMOTION SERVICES
1. List the services you offer to the trainees
2. Do you think the services have been beneficial to the trainees? If yes how?
3. What challenges do the trainees face when looking for employment?
4. Have you managed to deal with the challenges? If yes, how?
5. What can you say about the level of commitment and support from the Government and
local authorities in promoting employment?
6. In your opinion do you think the promotion services you offer have helped the trainees?
PETT-TERMINAL EVALUATION
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IMPACT AND SUSTAINABILITY
1. Do you think the flow of benefits to the beneficiaries and society as a whole is likely to
continue after the external aid ends? If yes how?
2. As a stakeholder what can you say about participation and ownership in the project
interventions?
3. What measures have you taken to ensure continuity of the services after the project ends?
Do you have an exit strategy?
4. What can you say about the level of commitment and support from the Government and
local authorities and to what extent the project’s activities been integrated into local
institutional structures
5. What is your opinion concerning the level of commitment from the government about
continuity of the TVET activities
PETT-TERMINAL EVALUATION
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GROUP DISCUSSIONS GUIDE QUESTIONS FOR THE EMPLOYED BENEFICIARIES
Date…………………………………Time started………………Time ended………….
Enumerator………………………………………………..
Region………………………… Town: ……………………….
NAME OF
RESPONDENT
TYPE OF COURSE
(also indicate
whether IB or EB)
TYPE OF
BATCH
EMPLOYMENT NO
SEX
AGE
(Use separate sheets)
1.
What were you doing before you enrolled in the PETT training?
2.
Give reason for having chosen the course that you have taken
3.
Comment on the duration of the course
4.
How did you get your job?
5.
In what ways have the course helped you to find employment?
6.
Do you think that the skill makes it easier to perform your work?
7.
In what ways were the Employment promotion Services useful in looking for a job
and/or effectively performing your duties?
8.
What challenges do you encounter while looking for employment/ performing your
duties?
9.
Is there any course/subject that you think would have been more useful to you in
acquiring/retaining or getting promotion on your job?
10. In what ways do you consider that your life has changed because of participating in the
PETT project?
PETT-TERMINAL EVALUATION
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QUESTIONAIRE FOR EMPLOYED BENEFICIARY
Name of respondent………………………………………….M/F………Age………...
Vocational/Technical Institution………….. …………………………………Batch No…..
Employer……………………………………
Designation……………………..
Enumerator…………………………………
Date…………
Time started……………..Time ended……………….
Region………………………… Town: ……………………….
1. What criteria made you to be accepted into the PETT project?
a.
b.
c.
d.
e.
Returnee from another area
Marginalised girl/woman
Little or no education
Ex-militia
Other (please specify)
2. How did you know about the interventions of the PETT project? Through:
a) NGO official …b) Neighbour…c) Relative…d) Community leader…. e) Other
(specify)……….
3. What skills did you learn under the PETT program? …………………………..
4. Did you find the training useful?
a) Very useful………… b) Useful……………
c) Not useful……………
5. Was the time allocated for this training adequate?
b) Short………………….b) Adequate…………c) Long……………………
6. What was your level of education before enrolling in PETT training?
a) None….
b) Primary……
e) NFE…………………
c) Secondary….. d) Post-secondary…………
7. How long after graduation did you stay to get a job?
a.
b.
c.
d.
e.
Immediate
1-3 months
3-6 months
Six-12 months
Over one year
8. Have you ever been employed elsewhere since you acquired the skills and then left?
a. Yes b. No
9. If yes, why did you leave?
PETT-TERMINAL EVALUATION
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a.
b.
c.
d.
I resigned because of…………………………..
I was sacked because of……………………….
The contract expired
The job got finished
10. Please list the various ways that you used to look for employment
a.
b.
c.
d.
e.
f.
Have asked my relatives to look for a job for me
Have walked from potential employer to another
Have sent my CV/applications to various potential employers
Have approached my friends
Have done absolutely nothing
Other ways (please specify)…………………….
11. If given another chance, would you still go for the same skills that you acquired at the
PETT project?
a. Yes
b. No
12. If yes please give reasons:
a.
b.
c.
d.
e.
It is still exciting for me
I believe it still has the best chance for employment
My friends are also in it
It is not difficult to learn
Other reasons (please specify)…………………
13. If no, please give reasons:
a. It is not in demand
b. It requires a more advanced learning
c. Other reasons (please specify)……………………………….
14. What challenges did you encounter while looking for a job?
15. In what ways could some of the above challenges have been addressed by the PETT
project?
16. What is the impact of the training in your socio-economic life?
a. High
c. Low
b. Moderate
17. What other skill would you rather have combined with the current one to make you
more effective?
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GROUP DISCUSSIONS GUIDE QUESTIONS FOR UNEMPLOYED BENEFICIARIES
Date of interview……………………… Time started………………Time ended………….
Enumerator ……………………………………………..
Region………………………… Town: ……………………….
NAME OF
RESPONDENTS
TYPE OF COURSE
(also indicate whether
its IB or EB)
BATCH NO.
SEX
AGE
(use separate sheets)
1. What were you doing before you enrolled for the PETT?
2. Give reason for having chosen the course that you have taken
3. Do you consider those reasons to be still relevant now and why?
4. What do you think are the main reasons why you are not currently employed?
5. What ways have you used so far to look for employment?
6. Have you ever considered self employment? If no why; if yes, why have you not started
already?
7. Are there other persons that you know of that have gotten employed as a result of
participating on the PETT training. What do they say made them succeed?
8.
Do you think there is discrimination in getting employed? If yes, explain.
9. Do you consider the PETT skills and EPS to have been uselful?
PETT-TERMINAL EVALUATION
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QUESTIONAIRE FOR UNEMPLOYED BENEFICIARY
Name of respondent………………………………………….M/F………Age………
Vocational/Technical Institution………….. …………………………Batch No………
Enumerator………………………………………… Date………………………..
Time started………………Time ended………………..
Region………………………… Town: ……………………….
1. What criteria made you to be accepted into the PETT project?
b.
c.
d.
e.
f.
Returnee from another area
Marginalised girl/woman
Little or no education
Ex-militia
Other (please specify)
2. How did you know about the interventions of the PETT project? Through
a. NGO official …b) Neighbour…c) Relative…d) Community leader… e) Other
(specify)……….
3. What skills did you learn under the PETT program? ……………………………
4. Did you find the training useful?
a) Very useful………… b) Useful……………
c) Not useful……………
5. What was your level of education before enrolling in PETT training?
a) None….
b) Primary……
e) NFE……………….
c) Secondary….. d) Post-secondary…………
6. Please list for me the various ways that you have used to look for employment
a.
b.
c.
d.
e.
f.
Have asked my relatives to look for a job for me
Have walked from potential employer to another
Have sent my CV/applications to various potential employers
Have approached my friends
Have done absolutely nothing
Other ways (please specify)…………………….
7. If given another chance, would you still go for the same skills that you acquired at the
PETT project?
a. Yes
b. No
8. If yes please give reasons:
a. It is still exciting for me
b. I believe it still has the best chance for employment
c. My friends are also in it
PETT-TERMINAL EVALUATION
- 89 -
d. It is not difficult to learn
e. Other reasons (please specify)…………………
9. If no, please give reasons:
a. It is not in demand
b. It requires a more advance learning
c. Other reasons (please specify)……………………………….
10. What challenges have you encountered while looking for a job?
11. Which of the above challenges do you consider to be as a result of some form of
discrimination?
12. In what ways could some of the above challenges have been addressed by the PETT
project?
13. What other course would you rather have combined with the current one to make you
more marketable?
PETT-TERMINAL EVALUATION
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QUESTIONAIRE FOR THE EMPLOYER
Name of respondent………………………………………………………….M/F……
Name company/organization/etc……………………………………………………..
Enumerator ……………………………………………………..
Region………………………… Town: ……………………….
Date of interview…………… Time started………………Time ended………….
1. Please give us the skills’ areas for ALL of your present employees who have been
through the PETT project
Skills area
No of employees in the skill category
Male (No) Female (No)
(Use separate sheet)
2. From which Institutions did you get your PETT employees?
Name of
Institution
IB or EB or Don’t Know
Existing (yes or No or don’t know)
(Use separate sheet)
3. In your opinion, how would you rate the performance of the PETT employees?
a) Very Good b) Good c) Average d) Poor
4. What are the specific reasons that make you rate them as above?
5. Please state ways to improve the effectiveness of those employees’ performance
6. How would you rate the performance of the PETT graduates if compared with your other
employees from other institutions holding similar positions? PETT graduates are:
a. Better than others
b. Same as others
c. Poorer than others
7. What forms of employment terms are the PETT employees operating under
a. Casual (paid every week/day)
b. Fixed Contract (paid in instalments for a fixed amount of time)
c. Permanent employment (paid every month for a long time)
8. How did you acquire the PETT employees?
PETT-TERMINAL EVALUATION
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QUESTIONAIRE FOR THE TRAINING INSTITUTION
Name of respondent………………………………......................................... M/F……
Designation …………………………………………………………
Name institution……………………………………………NFE/IBTVET/EBTVET…….
Enumerator ……………………………………………………………
Region………………………… Town: ……………………….
Date of interview…………………… Time started………………Time ended………
1. What are the total number of
institution:
Type of skill
Total number
of trainees
PETT trainees who have graduated through your
Training
duration
Male
(No)
Female
(No)
(Use separate sheet)
2. Which of the above courses were most popular with the graduates?
3. What made them popular as compared to the others?
4. Do you have a system of tracing whether your graduates have gained employment?
Yes/no
5. If yes, how many of your total graduates have received employment………….
6. What are the key reasons that have helped the graduates acquire employment
7. What post graduation services have you offered to the beneficiaries?
8. Which of the above services do you think were most helpful to the graduates in
acquiring employment?
9. How has your institution benefited in partnering in the implementation of PETT?
10. What challenges do you think that the graduates encounter while seeking employment.
11. Of the above challenges, which ones do you think the PETT project could have
addressed.
12. List the main challenges facing you in assisting the PETT trainees
13. In what ways do you think they can be addressed?
PETT-TERMINAL EVALUATION
14. What curriculum/syllabus is offered in the institution?
15. How many trainers/Instructors has the institute assigned to the PETT program
16. In your opinion how do your rate their suitability/efficiency in transmitting knowledge,
skills and attitudes to the trainees.
a) High………… b) Moderate…………. c) Low…………
17. Are the present managers/trainers the same ones who started with PETT?
PETT-TERMINAL EVALUATION
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QUESTIONAIRE FOR THE PARENT/GUARDIAN
Name of respondent…………………………………………………………….M/F……
Name of beneficiary……………………………………………………..
Enumerator …………………………………………………………….
Region………………………… Town: ……………………….
Date of interview……………… Time started………………Time ended………….
1. How did your child know about the PETT project?
a. I told him/her about it
b. She/he learnt about it from a friend/relative
c. Other (specify)
2. What criteria made your child become accepted into the PETT project?
a. We are returnees from another area
b. She is a girl and needed a chance
c. The child had little or no education
d. The child is an ex-militia
3. What did you have to give up in order to contribute for the participation on the PETT
project?
4. Do you think it was worth it?
a. Yes (explain)………………………………………………
b. No (explain)………………………………………………
5. Is your child earning some income now?
a. Yes b. No
6. If yes, is the income as a result of the skills training obtained from the PETT project?
a. Yes b. No
7. In what ways has the additional income assisted in improving your living conditions?
8. What challenges has your child encountered while looking for employment?
9. How have you overcome (or intend to overcome them if child is still unemployed)?
PETT-TERMINAL EVALUATION
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QUESTIONAIRE FOR THE MOE and MOL
Name of respondent..……………………………………………………..M/F……
Designation …………………………………………………………….
Name of department………………………………………………….
Enumerator …………………………………………… Date………………….
Region………………………… Town: ……………………….
1. What were the original expectations of the Ministry on the PETT project? Was it in line
with Ministries policy guidelines on TVET, if any existed? Has there been a review of
policy?
2. What have been the roles/responsibilities of the ministry during the implementation
period of the PETT project?
3. How has the Ministry benefited from partnering on the implementation of PETT?
4. What policies has the Ministry implemented to help such graduates like those of the
PETT project to acquire employment?
5. What strategies/organizational set up are in place for continuity of the PETT set-up after
external aid ends? What are the exit strategies?
6. What have been the challenges of the PETT graduates acquiring employment?
7. What challenges did you face as a ministry and how were they addressed?
PETT-TERMINAL EVALUATION
- 95 -
Most Significant Change Case Study Checklist
1. Kindly narrate your life story before you joined the PETT training. Concentrate on:



Family background
Education
Socio-economic life
2. Comment on the following regarding your training



What skills did you take?
What made you join the skills training?
How have you used the skill after the training?
3. Narrate how the training has changed your life.
PETT-TERMINAL EVALUATION
- 96 -
ANNEX V:
LIST OF DIFFERENT CATEGORIES OF RESPONDENTS
A: REPUBLIC OF SOMALILAND
1.
Local Implementing Partners (LIPs)
Town
Hargeisa
Berbera
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Borame
Name
Eng. Abdullah Essa
Farhan Adam Haibe
Osman Ahmed Abdi
Mukhtar Hassan
Ibrahim
Rogasian M. Massue
Dr. Hussein Omar
Adan Nur Ali
Nimao Yusuf
Abdillahi Ahmed
Ummal Kheyr Nur
Mohamed
Kadija Elmi
Mohamed Hassan
Hassan Abdullahi
Intasara Ahmed
Mohamed Khan Awde
Ahmed Hassan Yusuf
Khalid Adan
Principal – Worda Tailoring
Manager - Allamini Upholstery
Trainee Teacher – Children Development Organisation
Bilicsan Beautician
Electrician – Cawale Workshop
Manager – Sowda Tailoring
Manager – Mandeeq Confectionaries
1. Abdi Khan Mohamed
2. Mohamed Dahir
Hameri
3. Omar Aden Osman
4. Jama Ahmed
5. Khadra Abdi Yusuf
6. Mohamed Abdi
VTC Manager -GAVO
Marketing Manager - Red Sea Fishing Co-operative
1. Hassan Heif
2. Ismail Yasin Ahmed
3. Idris Farah
Manager - Dubai Tailoring
Daldhis Aluminium
Centre Manager -Africa Youth Develop. Association
(AYODA)
Trainee Administrator - Babunaas
4. Abdullahi Haji
Abdirahman
Burao
Position/Institution
Director – Hargeisa Technical Institute (HTI)
Executive Director- GAVO
Chairperson – Activist Network for Disabled People (ANDP)
Executive Director - Activist Network for Disabled People
(ANDP)
HIV/AIDS Youth Advisor - Progressio
Alrazai Medical Centre
Maroodhi Jeex Metal Fabrication
Trainer – Aswa Tailoring
Trainer - Hargeisa Technical Institute (HTI)
Soywa Tailoring
1. Abdihakim Mohamed
Abdillahi
2. Yahya Mohamed
PETT-TERMINAL EVALUATION
Vice-Chairman - Red Sea Fishing Co-operative
Principal Trainer
“
“
Family Life Education Centre
Trainer
Sitco College
Director- Alfa Audio
Town
No. Name
3. Mohamed Said
4. Jama Diiriye Farah
Sheikh
2.
Position/Institution
Manager – Faroole Electronics
Beder Electricity
1. Hado Mohamed
Sheikh School of Training
Direct Beneficiaries
Town
Total
Number
Interviewed
Present Status
Male
Hargeisa
Berbera
Borame
Burao
Sheikh
Total
3.
114
80
33
41
10
278
Female
26
40
19
30
0
115
88
40
14
11
10
163
Employed
Un-employed
Male
Female
Male
Female
21
50
5
38
30
24
10
16
15
5
4
9
17
8
13
3
0
8
0
2
83
95
32
68
Indirect Beneficiaries
No.
Category
Hargeisa
1.
2.
3.
Parents/Guardians
Employers
Training Institutions
11
8
15
Number Interviewed
Berbera
Borame
Burao
8
10
6
5
6
4
Sheikh
6
5
4
4. SCD Staff, Hargeisa
No.
1.
2.
3.
4.
5.
Name
Hasheem Simba
Farhia Kassim Ibrahim
Abdillahi Hussein
Adan Yusuf Hussein
Abdirahman Nur
PETT-TERMINAL EVALUATION
Position
Programme Manager
Acting Project Coordinator
EPS Officer
IBTVET Coordinator
PETT project Accountant
- 98 -
Location
Hargeisa
“
“
“
“
Tot
al
1
31
1
30
1
30
5. Consortium Implementing Partners
No.
1.
2.
3.
4.
Name
Jael Shisanya
Abdihakim Ahmed
Ahmed Abdi
Fatuma Shahib
Position
Education Centre Coordinator
Project Manager (Education)
Project Officer, PETT
Project Officer, NFE
Partner
CARE
CARE
CARE
CARE
6. Local Counterparts/Other stakeholders
No.
1.
2.
3.
4.
5.
Name
Eng. Ali Abdi Odowaa
Ibrahim Diriye Haid
Geraldo Romey
Isaie Habimana
Paul Crook
PETT-TERMINAL EVALUATION
Position
Director General
Director General
Programme Officer
Associate Programme Officer
Technical advisor
- 99 -
Partner
MOE
MOHL
WFP
UNHCR
ILO
B: PUNTLAND STATE OF SOMALIA
I. Institutions:
NAME OF INSTITUTE
TYPE
TOWN
Gottenborg Initiative
Galkayo Centre for Business
Studies
3. Cosvo Intitute
4. General Medical Centre
5. Mudug Development
Organization
6. Nugal Electric Company
7. Puntland State University
8. Garowe Vocational Training
Institute
9. Gollis Telecommunication
10. Business Women
Organization
11. Qardo Women Network
IBTVET
EBTVET
Galkayo
Galkayo
EBTVET
EBTVET
EBTVET
12. Somali Institute of Business
Studies
13. Towhiid Capacity Building
1.
2.
14. Bossaso Technical
Vocational Institute
15. School of Professional
Studies and Service
16. Somali Acra Action Institute
17. Dandor Institute
PETT-TERMINAL EVALUATION
DESIGNATION
Galkayo
Galkayo
Galkayo
PERSON
CONTACTED
Mr. Dahir Haji Issack
Mr. Mohamed Hussein
Abdi
Amina Haji Duale
Saeed Suleiman
Hassan Hussein
EBTVET
IBTVET
IBTVET
Garowe
Garowe
Garowe
Abdirizak Haji Isse
Peter Mwangi
Abdifatah Osman
Technical Head
Teacher
Manager
EBTVET
IBTVET
Bossasso
Garowe
Mohamed Mohamud
Asho Hirsi Ali
Head of Training
Chairlady
EBTVET
Qardo
Manager
IBTVET
Qardo
Intern
centre
IBTVET
Qardo
Bossasso
Halima Mohamed
Jafar
Abdihakim Mohamed
Osman
Eng. Alasis Sheikh
Hussein
Jama Osman Shibir
IBTVET
Bossasso
Zeynab Haji Ayan
Manager
EBTVET
Garowe
Manager
EBTVET
Bossasso
Farhia Mohamed
Ismail
Mohamed Khalif
- 100 -
Manager
Manager
Manager
Manager
Manager
Manager
Owner
Manager
Manager
II. GOVERNMENT OFFICIALS CONTACTED
PERSON CONTACTED
MINISTRY
1.
Abdirahman Ali Dakanne
MoE
2.
Mohamed Ceynab Mohamud
MoE
3.
Abdirahman Sharriff
MoE
4.
Mohamed Jibril
MoE
5.
Mohamed Gobe
MoE
6.
Awes Hirsi Jamac
MoL
III.
1.
2.
3.
4.
5.
6.
OTHER PERSONS CONTACTED
PERSON CONTACTED
ORGANIZATION
Mukhtar Alasow
UNHCR
Jawahir Mohamed Cilmi
CARE International
Olad Mohamed Yussuf
Gottenborg Initiative
Ahmed Mohamed Shire
Diakonia Sweden
Fatuma Dahir
Diakonia Sweden
Abdirahman Dakane
ILO
PETT-TERMINAL EVALUATION
- 101 -
DESIGNATION
REO Muddug
REO Bossasso
REO Qardo
Director General
Vice Minister
Director General
DESIGNATION
Field Officer
Project officer
Project Officer
Project Coordinator
EPS officer
Field Officer
ANNEX VI: LOGICAL FRAMEWORK MATRIX (Original)
Overall
objective
Specific
objective
Intervention logic
Objectively verifiable indicators of
achievement
Sources and means of
verification
Improved livelihood of
disadvantaged youth and
women in Somaliland and
Puntland
1. Increased employment rate of disadvantaged
youth and women by 10%.
Tracer study report of the
project
Sustainable Employment
opportunities created for
4,525 youth and women
with equal gender
composition in Somaliland
and Puntland by the end of
the project
2. Increased income of trained disadvantaged
youth and women.
1. 75% of trainees got employment opportunities
after completion of training
Assumptions
Project final
review/evaluation report
Ministry of planning annual
statistics
Monitoring and progress
reports
Presence of enabling policy
environment for TVET
2. Demand for Technical, Vocational, Education
and Training (TVET) by target groups
increased
Tracer study report of the
project
Support of municipalities and
business communities in
Employment Promotion Services
3. Demand for TVET graduates by the labour
market increased
Training enquiry (register)
Acceptance of the project
by local communities
4. Improved capacity of TVET management
including implementation of cost recovery
system by IBTVET centers
5. Application of entrepreneurship skills through
creation of self-employment schemes
maintained by partners
EPS reports
Project final review/evaluation
report
Absorption capacity of local
economy improves
Security situation in Somaliland and
Puntland does not deteriorate.
Target communities support female/women
in taking up employment opportunities (EO)
EO do not decrease due to macro-economic
shocks
PETT-TERMINAL EVALUATION
Expected
results
1. Access of
disadvantaged* youth
and women to TVET
and Employment
Promotion Services
(EPS) improved
1.1 Equal enrolment (male/female) of targeted
number of youth and women
1.2 Five Enterprise Based Technical, Vocational,
1.3
1.4
1.5
1.6
1.7
2. Competency in terms of
technical and
entrepreneurship skills of
target groups increased
in accordance with
employment promotion
2.1
2.2
2.3
2.4
3. Availability and use of
information on Local
Economic Development
(LED) opportunities
improved
3.1
3.2
__________________________________
PETT TERMINAL EVALUATION REPORT
Education and Training (IBTVET) centers
strengthened and made operational
Presence of diversified and standardized skill
areas with due gender consideration
At least 4,525 disadvantaged youth and
women got relevant/demand driven skills
training in IBTVET centers (2,525 trainees)
and Enterprise Based Technical, Vocational
Education and Training (EBTVET) centers in
(2,000 trainees)
EPS available in four locations within six
months of project start up
5,000 beneficiaries have utilized EPS by the
end of the project period
3,000 youth and women have acquired
literacy and numeracy relevant to TVET
At least 80% of TVET trainers/instructors
trained and hence posses needed skills.
Trainers/instructors are able to transmit
required knowledge, skills and attitudes to
trainees according to established norms
Standardized and relevant training packages/
curricular materials used by TVET centers
90% of trainees passed exam or acquired
basic skills
The extent in which the TVET and EPS
activities are informed by and adopted to LED
opportunities
Networking and linkage system/platform
established between TVET centers and
relevant stakeholders including between
trainees and potential employers.
Monitoring and progress
reports
Field visit and record of
IBTVET
EPS records
Monitoring and progress
reports
Field visit and records of
IBTVET
Training quality supervision
reports
Study reports
Project progress reports
Minutes of meetings
4. Capacity of local
associate implementing
partners and authorities
enhanced with respect to
TVET and EPS
Activities
4.1 Policy guideline, operational, management
and financial systems for TVET centers
revised/developed and implemented
4.2 Cost recovery system developed and used
by TVET centers
4.3 TVET managers and supervisors trained in
management and supervision skills
4.4 Quality and relevance of EPS services
provided to beneficiaries
Means:
Result One: Access of
disadvantaged youth and
women to TVET and EPS
improved
a. Assess technical and
management capacity of
local implementing
partners
b. Identify and select local
implementing partners
c. Develop and sign project
agreements with local
implementing partners
d. Induct partners on the
project and how to run
and manage TVET
activities
e. Prepare detailed
operation plan with
partners
f. Develop a
protocol/guidelines for
selecting enterprises for
undertaking EBTVET
g. Conduct a survey of the
__________________________________
PETT TERMINAL EVALUATION REPORT
 Monitoring and progress
reports
 Field visit and records of
IBTVET
 Increase in the level of
funding from local sources
for provision of TVET and
EPS
Cost
1,133,870
8,400
2,700
4,800
enterprises offering
EBTVET
h. Select enterprises for
training EBTVET as per
preset protocol
i. Develop and sign
training agreement
between partners and
EBTVET training
enterprises
j. Induct EBTVET
enterprises on running
and managing training
activities
k. Upgrade five IBTVET
centers' working facilities
as required
l. Supplement basic tools,
equipment and furniture
for IBTVET centers as
required
m. Provide identified safety
materials and training
tools to TVET centres
based on agreed
procedures
n. Select and assign
trainers as per
established qualification
for IBTVET centres
o. Select trainees based on
preset criteria and
procedure for both
IBTVET and EBTVET
p. Support user fee of
IBTVET trainees
__________________________________
PETT TERMINAL EVALUATION REPORT
3,200
29,000
78,000
4,000
473,450
q. Support use fee of
EBTVET trainees
r. Implement TVET to
selected trainees
s. Establish and operate
four EPS centers within
IBTVET
t. Conduct local labour
market study to inform
the subsequent selection
and focus of TVET
trades/skills
u. Implement NFE in
numeracy and literacy
Result Two: Competency
in terms of technical and
entrepreneurship skills of
target groups increased in
accordance with
employment opportunities
a. Translate, adapt and
reproduce UNESCO's
TVET training materials
for both IBETVET &
EBTVET
b. Identify, review and
develop standardized
training package for skill
areas not included in
UNESCO curriculum
package
c. Conduct training needs
assessment for TVET
trainers/instructors
__________________________________
PETT TERMINAL EVALUATION REPORT
468,000
7,200
12,000
43,120
186,755
10,500
48,600
12,200
d. Develop training manual
4,000
and conduct training of
trainers/ instructors
(methodology)
e.
Conduct upgrading
training (technical) for
trainers/instructors
f. Provide reference
training materials (books
etc.) to IBTVET centers
and selected EBTVET
with rules of their
utilization
g. Develop/implement
quality
control/supervision
system
h. Develop and implement
assessment
examination/ certification
guidelines for both
IBETVET and EBTVET
i. Engage enterprises and
organize practical/
apprenticeship training
(outside of IBTEVET
centers)
j. Review, adapt and make
available existing NFE
mat. and conduct NFE
Result Three: Availability
and use of information on
Local Economic
Development opportunities
(LED)
improved
__________________________________
PETT TERMINAL EVALUATION REPORT
10,000
26,760
19,575
10,000
45,120
54,000
a. Review existing LED
materials, identify
existing gaps and
synthesize for use in
TVET and EPS`
activities
b. Conduct LED study to fill
in the identified gap
c. Provide information
about employment
opportunities
d. Establish linkage
between trainees and
potential employers
e. Establish networking
forums with
municipalities chambers
of commerce,
enterprises and Ministry
of Labour etc- a process
of engaging
stakeholders
f. Conduct tracer study
and follow up of trainees
after graduation
g. Document project best
practices and
disseminate
Result Four: Capacity of
local associate
implementing partners and
authorities enhanced with
respect to TVET and EPS
a. Conduct capacity
assessment of IBTVET
centers and local
__________________________________
PETT TERMINAL EVALUATION REPORT
5,000
11,000
12,000
16,000
10,000
123,725
7,200
partners
b. Assist the MOE to
review TVET policy
guideline
c. Support development
and implementation of
effective finance (costrecovery) and
management systems
for IBTVET centers
d. Provide capacity building
training in management
and supervision of
IBTVET activities to MOE
and local partners
e. Provide capacity building
training to IBTVET
centres managers
f. Provide
implementation/coordinati
on support to local
partners
Monitoring, Review and
Evaluation of the Project
g. Undertake quarterly
monitoring of project
progress
h. Conduct half annual
review exercise with
local partners
i. Conduct half annual
review exercise with
EBTVET enterprises
__________________________________
PETT TERMINAL EVALUATION REPORT
19,200
12,500
4,825
37,000
20,000
10,000
j. Carry out final project
review six months before
completion
Common Activities
a. Project Staff salaries
b. Per diem -monitoring
c. Travels
d. Office equipment,
furniture and supply
including EPS
e. Local project office costs
f. Auditing
g. Financial charges - bank
charges
h. Administration 7%
13,000
Means
Costs
599,040
81,300
36,900
18,300
220,680
12,000
32,000
169,978
2,598,228
x The disadvantaged include women and girls, internally displaced persons, returnees, out-of-schools youth, ex-militia, the hand
__________________________________
PETT TERMINAL EVALUATION REPORT