Evaluation Learnings Search

Learning Description

Distance and lack of transport in these communities were key factors affecting vocational training attendance, and also limited the effectiveness of community monitors, facilitators, and training providers. The project went some way towards addressing transport difficulties for REAL course participants, facilitators, and community representatives as they arose, but future projects would be well advised to include transport options from the outset in serving these or similar communities.

Learning Description

There is a need to incentivize key data collection processes and training session attendance to help improve participant attendance numbers, through in-kind benefits to project participants. EMPOWER found that REAL course participants missed sessions due to the time involved in reaching the classes as well as their farming responsibilities and some were reluctant to participate in lengthy outtake interviews.

Learning Description

Importance of strong coordination and communication among implementing partners and stakeholder agencies. It is critical that the communication and coordination between the grantee and sub-grantees is well managed, and that the roles and responsibilities of key project partners and stakeholders are clearly defined. Representatives of Panos, the implementing partner, and stakeholder agencies Technical, Vocational and Entrepeunership, Training Authority and the Human Rights Commission, expressed that communication and coordination between Winrock and the partners could have been improved.

Learning Description

Project grantees need to apply comprehensive and inclusive project identification for participants across sub-grantee activities, and ensure effective coordination with implementing partners. The Radio Listening Club members’ and radio station operators’ sense of not being fully part of the EMPOWER affected their motivation.

Learning Description

Engagement with traditional leaders and community leaders from the start of the project was effective. EMPOWER engaged successfully with traditional leader throughout the project from entry through awareness raising and exit, offering an effective strategy for future replication.

Learning Description

Mobilizing a network of community volunteers and community representatives to reach out to the community and coordinate activities was effective and efficient. The project was able to motivate and recruit Community Volunteers and Community Representatives to support implementation, with benefits for reducing staffing costs and providing a sustainable resource for the community.

Learning Description

The pedagogical approach of the REAL course and its local delivery model provides a potential good practice model for girls and women in rural Zambia, provided it is well documented for future application. The combination of soft skills, vocational training, and entrepreneurship, followed by mentoring and start-up grants, provided a comprehensive package. One limitation to be addressed in future projects supporting girls’ vocational training is to provide vocational counseling and offer graduating girls from the REAL course different pathways—small business group, further training, or back-to school experience.

Learning Description

The household-focused model for addressing Child Labor by providing education and livelihoods services to adolescents engaged/at risk of Child Labor and their parent/s is valuable in focusing both economic and Child Labor/gender awareness benefits.

Learning Description

Achieving buy-in from government and private sector partners to continue working with and supporting the women’s business groups after project ends is beneficial for sustainability. EMPOWER worked very effectively with district government agencies, Ministry of Community Development and Social Services, rural women’s networks to ensure ongoing support for the fledgling business groups.

Learning Description

Limited activities budget for 20 widespread hubs affected flexibility in allocating additional funds for certain non-programmed but critical expenses, notably funds to cover transportation challenges related to the satellite hubs located 10 kilometers from the central hub which is too great a distance for participants, many of whom attend class with their children, to walk multiple times a week for the REAL life skills and technical training. The large geographic area covered per hub requires transport/bicycles at a minimum for facilitators and community representatives.