Evaluation Learnings Search

Learning Description

Income-generation activities might have been more successful by targeting beneficiaries who had already established micro-enterprises, instead of those who were starting new initiatives. In this way, beneficiaries could immediately apply the skills they acquired through the Entrelazos training program, which would increase the likelihood of achieving concrete results and forming model programs for future initiatives.

Learning Description

The legal recognition of the CLCs by the STSS Social Welfare unit (“Previsión Social”) should have been obtained at an earlier stage of the project. This would have enabled project staff to work with STSS to provide follow-up and to document the results of the CLC actions to prevent child labor in their respective communities.

Learning Description

The direct involvement of USDOL officials in the labor rights component helped maintain positive and active relations with high-level officials in the STSS. This increased the STTSS’s buy-in and support of project activities and their satisfaction of service delivery.

Learning Description

Implementing educational activities that aligned with governmental programs increased support and participation of local education officials, teachers, and students.

Learning Description

The Honduran-adapted Youth Bank methodology showed effective and sustainable results in developing youth leadership and management skills in youth-led, youth-managed community development initiatives.

Learning Description

The WRC community outreach campaigns successfully raised awareness of worker rights and greatly increased the visibility of the WRC legal services.

Learning Description

The project’s role in facilitating tripartite input and validation of key labor inspection tools increased buy-in and transparency of the labor inspection process.

Learning Description

Because country selection came late, it had a significant impact on timelines of project implementation. Learning from CLEAR II shows that limiting the number of countries and selecting them early in the project may allow for more efficient implementation and deeper engagement.

Learning Description

Sustained support to TOT trained individuals in the form of coaching, mentoring and/or in-service follow up can aid institutionalization of labor inspector capacity building efforts. CLEAR II provided mentoring and monitoring to ToT trained participants who co-facilitated trainings with other government agencies and the private sector on child labor post ToT. However structured follow-up mentoring or coaching did not happen with regard to their actual inspection work, making it difficult to assess the level of institutionalization. Research shows that peer and supervisory support and follow-up activities results in improved transfer of skills and knowledge in the workspace.

Learning Description

Host-country approval of legal reforms ultimately is out of any USDOL project’s control and may take long periods of time despite the reasonableness of the proposed legislation. Implementation frameworks, timing and target setting should account for this in future projects.