Evaluation Learnings Search

Learning Description

Public policy advocacy: Effective advocacy strategies to influence public policy are based on a structured approach that identifies the problem or issue, defines the policy goal and executes an action plan. Absent a defined framework, efforts to affect policy change or action may cause the execution of activities with little impact on promoting the project outcome.

Learning Description

Social co-responsibility: The successful implementation of the quality Workplace-based Training (WBT) model is based on shared responsibility between public and private sector partners to prepare vulnerable youth for the job market. When the “whole community” is part of the learning environment, the collaborative approach provides marginalized youth with a community of mentors, which helps stimulate their interest in life-long learning.

Learning Description

Multidisciplinary project team: The incorporation of a project team with training in psychology and social work provided holistic and integrated support for the young participants, enabling the consideration of social factors that could support or impede successful outcomes for each young participant.

Learning Description

Youth Pathways Costa Rica (YPCR) Youth Graduate Network: Youth who have completed the Workplace-based Training (WBT) model can help raise awareness about the employment training opportunities for other youth in vulnerable conditions. Their role as advocates for the replication of the quality WBT model personalizes the results of the project and its potential impact on other youth in vulnerable conditions.

Learning Description

Training in “soft skills”: Soft skills training that emphasizes commitment, initiative, teamwork, customer service, enthusiasm, self-control, and communication are a core part of preparing youth for a successful workplace-based training experience and a key component contributing to the success of the Workplace-based Training (WBT) model.

Learning Description

A lesson learned is the relevant and helpful knowledge that emerges from an experience where causes and effects are clearly identified. A lesson learned can become a good practice when there is evidence of the results and benefits and it is established that the experience should be replicated16. 115. The way in which GAN National Networks (GNNs) have used the Regional Analysis and the Pre-Situational Survey is not evident yet since, as stated above, a final version of those studies is not yet available, but a draft version is presently under review by the Global Apprenticeship Network (GAN) and GNNs. However, these studies should improve the knowledge companies have about Work-based Learning (WBL) programs, and they will be a key input for GNNs to lay down strategic plans. Consequently, GNNs should disseminate the studies. 116. A lesson learned from preparing these studies is that they should be applied at the beginning of the project, as suggested in the Framework for setting up a GNN. The GAN is already using this approach in Kenya. Additionally, it is necessary to design a strategy to persuade companies to answer the survey and thus raise the response rate.

Learning Description

Firstly, the participatory approach adopted by the project is a catalyst for the project ownership. The collective development of the Comprehensive Monitoring and Evaluation Plan (CME)P based on the inputs of all stakeholders has been highly appreciated by the participants and paved the way for shared understanding and concerted efforts in implementing the project’s activities.

Learning Description

Secondly, regarding staff capacity building it seems important to ensure a common knowledge base for all actors involved in the front-line of fight against child labor especially the 164 focal points and ensure comprehensive geographic coverage of the country's 24 governorates. At the beginning of the project’s activities, the novelty of the child labor topic and the plurality of actors involved made it necessary to "upgrade" stakeholders’ knowledge on a larger scale than originally planned. The project team thus made the choice to broaden the training activities starting in March 2018 – particularly for the benefit of the 164 focal points at the local level. This was highly appreciated by the stakeholders, most of whom had little or no knowledge of child labor, or the regulatory aspects and accompanying practices relating thereto. The restructuring of activities in the first year of the project seems to have been a sound choice that enhances the effectiveness of future activities and the impact of the project.

Learning Description

Thirdly, when it comes to activities at the local level, much more could be done currently using the available institutional capacity and resources provided there is the necessary will to organize initiatives and provide education on child labor-related issues. The awareness raising and enforcement campaign organized in Sfax by all the actors involved in the inspection and care services for children in hazardous labor situations shows that current human and financial resources though reportedly insufficient can be organized in a much more effective way and generate positive results. In Sfax, the collaboration between the different local structures resulted from a combination of several factors, most importantly: • Strong institutional will: the collaboration was initiated and backed by the Governor of Sfax as of February 2018 and accompanied by a set of recommendations to all stakeholders; • Creating a task force within the Regional Directorate of Social Affairs (DRAS) dedicated to combatting child labor with a wide participation from stakeholders, including the Ministry of the Interior (security forces); • Clear distribution of roles among all stakeholders; • Logistical organization of alternating trips so as not to weigh down a single stakeholder; • Execution of an inspection campaign focused on child labor; • Guaranteed follow-up of infringement cases and provision of child care services; • Review of actions taken and identification of challenges.

Learning Description

However, a good practice can be acknowledged in terms of project governance related to the establishment of Tunisian National Action Plan on Child Labor (NAP-TN) Protecte Steering Committee (COPIL) as the governance body of the project. Although the project was initially piloted by an ad-hoc multi-stakeholder Steering Committee that was separate from the NAP-TN Steering Committee - the national governance body on child labour –, the International Labor Organization (ILO) project team soon considered that this may lead to ineffective coordination of efforts between the project and the national governmental bodies. Thus, it became clear that the use of a common steering structure throughout the project’s implementation would be a far more effective lever of governance. Eventually, the ILO project team decided to merge the project’s governance body with the already well-established the NAP-TN Steering Committee. This common steering body combines the governance of the project with that of the NAP-TN, and reinforces project’s coherence with national objectives and its capacity to draw support from decision-makers, thus promoting its sustainability.