Evaluation Learnings Search

Learning Description

It was good to extend the three-month NFE training with one month of practical internship to help ensure that youth were able to apply what they learned in training.

Learning Description

Providing grants even during the three-month IFLY training, instead of waiting until they completed the training, allowed the youth to start their economic work while they were being mentored. Integrating the start-up of the economic work in IFLY resulted in a more activitybased learning orientation during the training, which youth appreciated.

Learning Description

Business mentors helped guide youth when they were starting the economic activities and mentors were said to be important for helping them address issues like impulsiveness and managing their income. A related aspect was a lesson learned on the importance of ensuring that livelihoods skills training is linked with ASRH training. An implementing partner clarified this by indicating that, “As the youth start earning money, the temptation to spend it on alcohol or engaging in risky sexual behavior becomes more acute.”

Learning Description

The slow delivery of NFE graduation certificates, due to government bureaucratic processes, was problematic as graduates indicated that it was difficult to find employment without the certificates. Identifying solutions are needed to ensure that certificates, or interim temporary certificates, are provided for NFE graduates.

Learning Description

The club and IFLY approaches were useful in supporting youth to become more autonomous in their decision making and aware of their rights.

Learning Description

The provision of guides and overviews on agricultural practices that youth could share was needed. Some youth in NFE likewise asked for more written materials on their subject matter. Cost is certainly a factor in providing such materials, especially if it has to be in local languages, but it would be useful. Given the increasing use of digital smart phones in local communities, providing links to simple online materials could also be useful.

Learning Description

Group economic activities may be less effective because some youth will be more dynamic and interested in the economic activity than others. AYEDI staff and some youth also reiterated this aspect. As such, the AYEDI introduction of small artisanal activities such as baking or soap making that can also be done individually are a good solution. The diversity of options in economic activities—both group and individual—that youth can develop during and after training allows them to test and determine what works best for them

Learning Description

Integrating awareness raising into community self-help (civic engagement) activities was a good practice. For example, youth were involved in maintaining hygiene at public facilities such as markets, bore holes, churches, schools, trading and health centers.

Learning Description

Unequal gender norms and expectations regarding girls’ autonomy and movements was a challenge. To address unequal gender norms, AYEDI engaged 140 caregivers of beneficiary youths on strategies and thinking about how best to continue to support girls to sustain their own businesses

Learning Description

Integrating awareness raising sessions on child labor and other child protection topics during VSLA meetings increased the effectiveness of both interventions. Entrepreneurship and financial management training was also integrated into VSLA.