Evaluation Learnings Search

Learning Description

Early adaptation of project strategy in line with any changes in the environment is critical to adjust activities and adequately cost for them. (MFS, MFS+ did not align with sector priorities or beneficiary interests.)

Learning Description

Start VSLA at the same time as the education interventions to ensure that households begin as early as possible to consider saving and IGAs to cover education costs when the project ends. (REACH-T was at least six to nine months behind in its VSLA training vis-à-vis SSK provision).

Learning Description

Ensure a standardized and well-structured entrepreneurship component for youth training rather than allowing each provider to develop its own approach.

Learning Description

Review predecessor project conclusions when designing interventions: the REACH project concluded that youth all wanted vocational training and recommended they have the option of choosing between MFS and vocational training.

Learning Description

Project planning must align to school calendar, e.g., January to December.

Learning Description

Sector-level sustainability plans should be developed from project outset.

Learning Description

Savings group members would benefit from small livelihoods start-up kits and/or training, as in other child labor projects (e.g., Cambodia).

Learning Description

Budgets for critical components must be substantial enough to make a difference (livelihoods, youth).

Learning Description

Paper-based monitoring systems must be carefully designed to be practical, with regular training and retraining of data collectors and systematic spot checks on data reported.

Learning Description

Integrated interventions (children, youth, households, awareness, private sector);