Evaluation of Project “Meshwary Phase II” - UNICEF€¦ · 2013- 2016 Has been evaluated by the...

Evaluation of Project “Meshwary Phase II”

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The Evaluation report of

Meshwary Project Phase II

[2017]

Implemented by

Arab Development

Center for Researches and Training


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The Project Meshwary Phase II

2013- 2016

Has been evaluated by the independent consultant team of:

Dr. / Gihan A. Shawky, National Consultant Team Leader

Mr. / Sherif Abou Shady, National Consultant for qualitative data analysis

In consultations with UNICEF, the Ministry of Youth & Sports in Egypt


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Acknowledgement

This report was prepared through an extensive and intensive collaboration with officials from

UNICEF at country office.

I wish to thank Mrs. Yousria, the General Manager of the Training Department of the General

Directorate of Training and Projects at the Ministry of Youth and Sports, Dr. Amr Farouk Moussa,

Monitoring and evaluation officer of Meshwary project, Mr. Samir Shawky and Dr. Ahmed

Mostafa, the project consultants and all project team members in targeted governorates for their

dedicated commitment to support the evaluation process.

I also wish to thank the training coordinators in Directorate of MoYS in Cairo, Sharkia, Alexandria,

Souhag, Behira, Aswan and Assuit governorates, all employees in sampled youth centers, Career

Guidance Centers, Ebtisama and Gouzour NGOs and beneficiaries who have participated in the

evaluation for their time and cooperation. Besides, I wish to acknowledge young people/

adolescents taken part in interviews and FGDs.

I am grateful to Mrs. Dalia Bayoumi, Monitoring and Evaluation Officer, Mrs. Weaam El-Leithy,

Adolescent Development Officer at UNICEF Egypt and Mr. Mohamed Salahi, UNICEF

consultant for their important role in supporting and facilitating the process and providing

information as required.

Furthermore I am grateful for all field work manager, supervisors and researchers who participated

in the data collection phase.

Finally, I wish to thank UNICEF Egypt for giving me the opportunity to carry out this assignment.

Gihan Shawky

Evaluation Consultant


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Table of Contents Acknowledgement .......................................................................................................................... 3

List of tables .................................................................................................................................... 6

List of Acronyms ............................................................................................................................ 8

Executive Summary ........................................................................................................................ 9

Key facts table............................................................................................................................... 14

1. Introduction ............................................................................................................................... 16

2. Background of Meshwary Phase II ........................................................................................... 16

2.1 Project’s interventions ........................................................................................................ 19

3. Purpose, Scope, and Objectives of Meshwary Phase II ............................................................ 20

3.1 Evaluation objectives and intended users ........................................................................... 20

3.2 Evaluation criteria and scope .............................................................................................. 21

3.3 Equity, Gender Equality and Human Rights....................................................................... 24

4. Evaluation methodology ........................................................................................................... 24

4.1 Overall approach ................................................................................................................. 24

4.2 Data collection .................................................................................................................... 24

4.3 Data analysis ....................................................................................................................... 26

4.4 Ethical Considerations ........................................................................................................ 26

4.5 The limitations and constraints faced by the evaluation ..................................................... 27

5. Evaluation Findings .................................................................................................................. 28

5.1 Relevance ............................................................................................................................ 28

5.2 Effectiveness ....................................................................................................................... 33

5.3 Efficiency ............................................................................................................................ 53

5.4 Impact ................................................................................................................................. 56

5.5 Sustainability....................................................................................................................... 60

5.6 Scalability ........................................................................................................................... 62

6. Main conclusions ...................................................................................................................... 64

6.1 Conclusions ......................................................................................................................... 64

6.2 Lessons Learned.................................................................................................................. 64

7. Recommendations ..................................................................................................................... 68

Annexes......................................................................................................................................... 68

Annex I: ToR ............................................................................................................................ 73

Annex II: Selection criteria for youth centers, CGCs and trainers ........................................... 80

Annex III: List of documents and other references consulted .................................................. 82


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Annex IV: Evaluation Matrix ................................................................................................... 84

Annex V: Profile of the sample ................................................................................................ 92

Annex VI: Field plan .............................................................................................................. 115

Annex VII: The Project Results Framework .......................................................................... 118

Annex VIII: Project Expenditure until June, 2016 ................................................................. 119

Annex IX : Ethical principles and premises of the evaluation ................................................ 120

Annex X: Evaluation tools ...................................................................................................... 125

Guides for FGD with beneficiaries ..................................................................................... 125

Guides for In-depth interview with trainers and facilitators ............................................... 131

Guides for in-depth interview with managers of youth centers, Directorate of MoYS and local

MoYS .................................................................................................................................. 134

Guides for in-depth interviews with MoYS staff ................................................................ 140

Guides for in-depth interviews with partner NGOs ............................................................ 145

Guides for in-depth interviews with UNICEF staff ............................................................ 148

Quantitative questionnaire .................................................................................................. 152

Annex XI: Degree of proficiency of the Skills/knowledge that the sampled beneficiaries had

been acquired and the source of their knowledge ................................................................... 179


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List of tables

Table 1.1: Project

indicators………………………………………………………………... 20

Table 1.2: Tools for

research……………………………………………………………….. 26

Table 1.3: Primary sources for data collection and gender ratio among respondents……… 27

Table 5.1: Percentage distribution of the evaluation quantitative sample according to their

opinion in the convenience of the project implementation start time in 2013, is aggregated

by gender and age

group……………………………………………………………………. 33

Table 5.2: Percentage distribution of the evaluation sample according to the improvement

in their lives, personality, skills and opportunities to work as a result of the project, 2016.. 35

Table 5.3: The numerical distribution of adolescent and youth beneficiaries who attended

the skills development programme by governorate, gender and age group………………... 36

Table 5.4: The numerical distribution of the number of adolescent and youth beneficiaries

from the skills development programme and career guidance component by gender and

age

group…………………………………………………………………………………… 36

Table 5.5: The percent distribution of the adolescent and youth beneficiaries from the

skills development programme and career guidance component by gender and age group.. 37

Table 5.6: The numerical distribution of the number of adolescent and youth beneficiaries

from the skills development programme and career guidance component by gender and

age

group…………………………………………………………………………………… 38

Table 5.7: Percentage distribution of beneficiaries of the skills development programme

according to level of benefit, 2016………………………………………………………… 39

Table 5.8: Percentage distribution of life skills programme beneficiaries who ranked their

benefit as average and above according to the most important qualities and skills they

acquired,

2016……………………………………………………………………………… 41

Table 5.9: The percentage distribution of the quantitative sample who reported an

improvement in their lives as a result of their participation in the project by the

improvement aspect,

2016…………………………………………………………………. 44

Table 5.10: Percentage distribution of beneficiaries of the life skills component who

established a project,

2016…………………………………………………………………. 44

Table 5.11: The percentage distribution of sampled adolescents and youth who attended

skills development trainings according to their evaluation to the life skills trainer’s

competence disaggregated by gender and age group, 2016………………………………... 51


skills development trainings according to their evaluation of the competence of the life

skills trainers disaggregated by their educational level,

2016……………………………… 51


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Table 5.13: The distribution of sampled adolescents and youth who attended skills

development trainings and their evaluation of the competence of the life skills trainers is

at least good according to the reasons for such evaluation, 2016…………………………... 52


skills development trainings according to their evaluation of the competence of the life

skills trainers disaggregated by gender, 2016……………………………………………… 53

Table 5.15: Distribution of funds and expenditures……………………………………….. 59


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List of Acronyms

CAPMAS Central Agency for Public Mobilization and Statistics

CGC

CPD

Career Guidance Centers

Country Programme Documents

CSO Community Service Organizations

FGD Focus Group Discussion

GoE Government of Egypt

IDI In-depth Interview

KII Key Informant Interviews

KPI Key Performance Indicators

MDG Millennium Development Goals

MoE Ministry of Education

MoYS Ministry of Youth and Sport

NGO Non-Governmental Organization

OECD/DAC Organization for Economic Cooperation and Development/ Development

Assistance Committee

PCA

PCR

Project Cooperation Agreements

Program Component Result

RAM Results Assessment Module

RFW Results Framework Reports

SoP Standard Operation Procedures

SYPE Survey of Young People in Egypt

ToR Terms of Reference

UN United Nations

UNDAF United Nations Development Assistance Framework

UNEG United Nations Evaluation Group

UNICEF United Nations Children’s Fund


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Executive Summary

The Meshwary “My Journey” Project tackles the issue of economic exclusion and the lack of

career opportunities faced by the young people of Egypt. Meshwary is an outcome of the global

partnership between Barclays Bank and UNICEF entitled “Building Young Futures”. This

significant partnership unites forces to assist disadvantaged young people by providing them with

the tools, skills, and opportunities needed to obtain a brighter economic future.

In 2008, the first phase of Meshwary successfully took place and so the Ministry of Youth and

Sport (MoYS) decided to expand the project. Subsequently, in 2012, the second phase of

Meshwary targeted the disadvantaged young people of Assiut, Sohag, and Sharkeya as well as

urban slum areas in Cairo and Alexandria.1 The targeted groups were divided into two age groups:

adolescents (13 to 17 years old) and youths (18 to 24 years old). Specifically, the project focused

on the following components: skills development, career guidance, work placement, micro-

enterprise support, and skills-sharing.

In 2016, Meshwary extended to new governorates and in June of the same year, UNICEF support

phased out. Beneficially, MoYS is expected to continue the project by targeting 10 additional

governorates. Therefore, this report is crucial for it evaluates the project since the beginning of

second phase in 2012 up until UNICEF phased out in June 2016.

Purpose, Scope, and Objectives

The evaluation of the Meshwary Project Phase II serves the purpose of informing and guiding

UNICEF’s upcoming programme cycle. The primary users of the evaluation are UNICEF and

MoYS, whereas the partner NGOs are its secondary users. Essentially, the report offers lessons

learned, findings, and recommendations so to depict a coherent model upon which the Ministry

can nationalize and scale-up the programme. Specifically, the report focuses on evaluating the five

main governorates that were covered by the programme; namely Cairo, Alexandria, Assiut, Sohag

and Sharkia2. In addition, Meshwary expanded to five additional governorates; namely Aswan,

Qena, Beheira, Dakahleya and Kafr El Sheikh.3 That being said, the evaluation, due to time

constraints, collected data only from Aswan and Beheira. Therefore, the report considers the

implementation of the project in the five original governorates as well as Aswan and Beheira.

Overall, the report’s main objectives are to 1) evaluate the project’s accomplishments, by assessing

its achievement of planned results and objectives; 2) gage the sustainability and scalability of the

project’s interventions; and 3) provide success stories, findings, recommendations, and lessons

learned for future UNICEF and governmental programmes. Significantly, this evaluation aids any

new programmes working in the same field by reflecting on challenges and discussing the lessons

learned.

Evaluation Methodology

1 The selection of the youth centres was based on their existence in villages identified in the “Poverty Map of the

Poorest 1000 Villages in Egypt” report published in November 2008 by the Ministry of Economic Development and

the World Bank. While the selection of youth centres and NGOs in urban governorates was based on their location in

slums, least reached or most impoverished areas.

2 They will be named “original governorates” throughout the report.

3 They will be named “new governorates” throughout the report.


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The evaluation is built upon primary and secondary data collection. The primary data collection

consisted of 239 submissions of quantitative questionnaires, along with semi-structured, face-to-

face key informant interviews (KIIs)4 and focus group discussions (FGDs). The secondary data

collection was based on a desk review of all relevant project documents and literature. Data

analysis and synthesis were developed upon the evaluation matrix. Special attention was given to

segregate the data based on age and gender. Furthermore, this data was then analysed through

analytical lens focused on adolescence and youth development. This was done based on the

recognition that quantitative data collection alone cannot capture age and gender dynamics,

therefore a mixed-methods approach offers a clearer picture on how to address the beneficiaries’

vulnerabilities and build on their capacities. Additionally, based on the TOR, a set of ten questions

were developed to guide data collection, data analysis and report writing. Per question, a number

of sub-questions were identified and corresponding indicators established. Finally, methodological

triangulation was incorporated to ensure the reliability and validity of the data, plus increase the

credibility of the evaluation’s conclusions.

Main Findings and Conclusions

1. Relevance

Meshwary is relevant to UNICEF’s mandate since the project targeted reaching unemployed,

disadvantaged youth (13 – 24 years) in poor settings, which is consistent with the UNICEF’s

mission. The objectives of Meshwary are also aligned with the priority areas of UNDAF and

MDGs when it comes to poverty alleviation. Particularly, the MDGs report argued that Egypt’s

most challenging task over the period 2010-2015 was the reduction of incidence of those living

below the national poverty line. Therefore, the activities and services offered by Meshwary are

relevant to Egypt’s national development priorities since the project focuses on the improvement

of youth employability and linking training to labour market demands.

Additionally, the timing of the project was convenient and critical; given the period of political

transition and subsequent economic hardship faced by the country. With its special emphasis on

empowering young people in deprived areas, the program contributes to addressing the national

concern of irregular migration. Essentially, Meshwary’s focus on enhancing the life and

employability skills and referral mechanisms for youth and adolescents in such geographic

locations is much needed.

2. Effectiveness

Meshwary is a successful example of collaboration between UNICEF and the government

(represented by MoYS), and this is reflected in the government’s decision to invest further in the

project. The ministry also inserted the Meshwary project within its budget for the current fiscal

year and allocated a provision of 4,300,000 LE for implementing the project in 10 governorates as

previously mentioned. MoYS contributed to the institutionalization of the skills development

programme and career guidance component as well as the mainstreaming of the skills development

curricula. Particularly, due to this strong partnership, overall Meshwary Phase II ended up

exceeding its outcome and output indicator targets. Exceptionally, the number of adolescent and

4 Includes trainers along with staff affiliated to MoYS, UNICEF, partner NGOs, Youth Directorates in the government,

and Barclays. Moreover, project consultants and representatives from the partner private sector companies (who

provided on-the-job training opportunities) were also interviewed.


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youth beneficiaries in the skills development component and career guidance centres (CGGs)

achieved 149% and 257.5% of the targeted number respectively.

Furthermore, the project was effective at reaching disadvantaged young people (13 – 24 years old)

in impoverished areas. Significantly, the project reached a notable percentage of female

participation. The percentage of females who participated in life skills and career guidance

trainings were 42.65% and 46.22 respectively. The project also proved to be a channel for

employing young people with mental disability.

3. Efficiency

The evaluation revealed that the funds were fairly and proportionately distributed across the

different components. Therefore, at the top level, Meshwary Phase II is considered efficient.

Impressively, a great deal more than the targeted number of beneficiaries was achieved with the

budget allocated. Specifically, the cost per beneficiary is 36.8 (US$) for Skills Development

Programme and 31 (US$) for Career Guidance, which is considered efficient.

However, upon a closer look at efficiency at the local level, it is clear that the day-to-day

management of the project requires attention. Overall, Meshwary operation was highly efficient at

the top level, but not as efficient at the local level. Increasing coordination between the actors on

the ground and streamlining the project’s administrative functions will result in greater efficiency

quite favorably. Furthermore, the project’s database is in need of improvement. It was not user-

friendly. While this did not impede Meshwary in functioning and offering its services, having a

database that is not user-friendly and lack of follow up will make monitoring and evaluation

problematic later on.

4. Impact

Meshwary left an impact on the beneficiaries because it equipped these young people with critical

knowledge and skills, which in turn enabled them to become socially empowered. In fact, more

than 80% of the sampled beneficiaries indicated that the project was the main source of information

about the life skills, career qualification skills, planning and feasibility and finical skills. Another

key aspect to the project’s success relates to the assurance and sense of empowerment the

beneficiaries had after working with Meshwary. The qualitative analysis revealed that 92% of

respondents stated that they felt more empowered and confident in pursuing jobs due to trainings

and services offered by Meshwary. Finally, it is important to note that Meshwary led to results in

terms of job-seeking. Expressly, the percentage of youth who accepted occupations to enhance

their standard of living is 63.3% versus a percentage of 57.4% in the baseline study.

5. Sustainability

The program is sustainable for several reasons such as: (1) UNICEF succeeded in building a sense

of ownership by the ministry; (2) MoYS is responsible for the overall management; (3) a good

cadre of trainers in the ministry was established, which will help in training new trainers during

the expansion period. The project is in need to establish long-term, efficient relationships with

partner NGOs, in order to ensure that the activities and services of Meshwary will resume

regularly. For instance, the project must have a plan for what happens when a partnership with an

NGO ends.

It should be noted that, the government ownership was a significant factor in the project’s

sustainability. Meshwary has managed to create a cadre of trainers from the staff affiliated to the

MoYS able to provide the project’s activities and institutionalize the training curriculums. This


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needs to be taken into consideration in the upscale design. Moreover, the component relevant to

career development and job placement needs to be enhanced in coordination with existing

developmental and national initiatives. This could fit within the new UNDAF joint effort with

other agencies. A feasible financial plan is needed with strong partnership strategy for sustaining

the program. Special consideration should be paid to exploring private partnerships beyond

individual firms, but rather to bigger foundations who give importance to female employment.

This should be done within the framework of a joint UNDAF programming.

6. Lessons Learned

A notable asset of the intervention was the fact that the Ministry allocated a budget to implement

the project in 10 governorates, which signifies the government’s appreciation for Meshwary and

their keenness on having the project resume. Secondly, MoYS staff incorporated features of the

project within the Ministry. For example, the MoYs senior staff explained that the Youth Train

initiative was a direct result from their own participation in Meshwary. Thirdly, the skills

development programme and career guidance were institutionalized into the project. Another key

aspect to the project’s success relates to the confidence and sense of empowerment the graduates

had after working with Meshwary. Overall, the project opened up a space in which marginalized

young people receive training that contributed towards their personal growth and career goals.

Conversely, a noticeable weakness pertains to Meshwary’s high turnover rate among trainers and

facilitators. This issue had a negative effect on local grass-roots coordination.

7. Recommendations

▪ Expand on the Project’s Strengths: Meshwary’s life and employability skills training

modules should be mainstreamed so to reach more young people. Through some adjustments

in the curriculum’s content and delivery, the program’s Life Skills and Citizenship Education

framework may become a good platform to promote improved skills for learning,

employability, personal empowerment and active citizenship. Specifically, by integrating more

interactive methods using sports, arts and other recreational activities in the delivery of the

training packages, the project would attract and engage the younger age group (adolescents)

more successfully. Moreover, a cadre of master peer educators and Master Trainers should be

created. Having such cadres would make it possible to rollout the program to other MoYS-

affiliated staff in other areas beyond the targeted governorates. This endeavor underlines the

importance of maintaining the participation of the partners (UNICEF and MoYS) in the

selection process of the trainers and facilitators, since this would help expand the program at

the national level and beyond UNICEF’s support.

▪ Enable Monitoring and Evaluation: To enable M&E, it is important to develop the project’s

database to make it more use friendly as well as ensure that the database covers all the project

activities, records all contact information, and organizes the M&E documents. Significantly,

such changes to the system ensures decentralization and more efficient inputting of data. This

should be done alongside applying verification methods at the central level to ensure accuracy

of collected data as well as maintain accountability at the central level. Plus, it is important to

support MoYS in raising its capacity of educating Meshwary’s trainers with the process of

monitoring and evaluation.


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▪ Capitalize on the Meshwary project’s outreach: The project should be considered as an

entry point to the upcoming programmatic priorities in UNICEF 2018 – 2022 CPD. This can

include, but is not limited to, programs promoting youth and adolescents’ and in particular

girls’ empowerment and engagement. These are relevant to combatting harmful practices such

as FGM/C and child marriage, nutrition awareness, reproductive health and hygiene,

adolescent irregular migration, adolescent girls’ empowerment, and adolescent and youth

participation. The design should take into consideration innovative ways to capitalize on this

wide outreach in raising young people’s awareness in different fields and how to inspire their

engagement.


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Key facts table

Land

Geographical location Northeast corner of the African continent (3)

Land area 1,001,449 square km (3)

Terrain Much of the land is desert and only 6% of Egypt area is

inhabited. The majority of Egyptians live either in the

Nile Delta located in the north of the country or in the

narrow Nile Valley south of Cairo. (3)

People

Population 90068 million (Jan. 2016 est.) (5)

Urban population 43.1% (2015) (1)

Annual Population Growth Rate 2.2% (2010-2015) (1)

Government

Government Republic; constitution adopted 2014

Key political events Revolution in January 2011

Revolution in June 2013

Seats held by women in national parliament,

percentage

2.2 (2012, national parliament) (1)

Economy

GDP per capita 2011 PPPUS$ 10,250 (2015) (1)

GDP Growth rate 4.2% (2015) (6)

Main industries Yarn & textiles, Chemical, Food and Basic metallic (4)

Social indicators

Human Development Index Rank 111 (2015) (1)

Unemployment

Unemployment (Male)

Unemployment (Female)

Vulnerable employment (% of employment)

Youth unemployment (%ages 15-24)

Child Labour

% of population living below National poverty line

12.4% (2016) (6)5

9.4% (2015) (5)

24.2% (2015) (5)

26.4% (2005-2014) (1)

35.5% (2015) (1)

7 % (2009 – 2015) (1)

25.2% (2005– 2014) (1)

Life expectancy at birth

Life expectancy at birth (Female)

Life expectancy at birth (Male)

71.3 years (2015) (1)

73.6 years (2015) (1)

69.2 years (2015) (1)

Infant mortality rate (per 1000 live births)

Under-5 mortality rate (per 1000 live births)

20.3 (2015) (1)

24 (2015) (1)

Maternal mortality (deaths of women per 100,000 live

births)

33 (2015) (1)

Adult mortality rate (per 1000 people) (Female)

Adult mortality rate (per 1000 people) (Male)

113 (2015) (1)

189 (2015) (1)

5 http://www.worldbank.org/en/country/egypt/overview


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Health expenditure (% of GDP)

Education expenditure (%of GDP)

2.2 (2014) (1)

3.8 (2005-2014) (2)

Percent distribution of women age 15-49 who had a

live birth in the five years preceding the survey by a

doctor during pregnancy for the most recent birth

90 (3)

Adolescent birth rate (births per 1000 women aged 15-

19)

51.9 (2015) (1)

Contraceptive prevalence rate 58.5% (3)

Unmet need for family planning (% of women in a

relationship unable to access)

12.5% (3)

Prevalence of HIV, among adults aged 15-49,

percentage

<0.1 (2015) (1)

Adult literacy (% aged 15 and above)

Youth literacy (% aged 15 -24 - Male)

Youth literacy (% aged 15 -24 - Female)

75.2 (both sexes) (2005-2015) (1)

94.5 (2005-2015) (1)

92.1 (2005-2015) (1)

Gross enrolment ratio in primary education, both sexes 104 (2010-2015) (1)

Violence against women6 26% (2005 – 2015) (1)

References

(1) 2016 Human Development Report, UNDP;

http://hdr.undp.org/sites/default/files/2016_human_development_report.pdf

(2) 2015 Human Development Report, UNDP;

http://www.undp.org/content/dam/undp/library/corporate/HDR/2015GlobalHDR/English/

HDR2015%20Report%20English.pdf

(3) 2014 Egypt Demographic and Health Survey Report.

(4) Sixth Fifth Development Plan (2007–2012);

http://www.mop.gov.eg/english/sixth%20five%20year.html

(5) CAPMAS, Statistical Year Book (Jan. 2016);

http://capmas.gov.eg/Pages/StaticPages.aspx?page_id=5034

(6) http://www.worldbank.org/en/country/egypt, 15th of May 2017.

(7) UNESCO,http://www.uis.unesco.org/DataCentre/Pages/country-

profile.aspx?code=2200&SPSLanguage=EN,

Viewer/document.aspx?ReportId=121&IF_Language=en&BR_Country=2200

6 Refers to intimate partner violence only

http://www.undp.org/content/dam/undp/library/corporate/HDR/2015GlobalHDR/English/HDR2015%20Report%20English.pdf




http://www.uis.unesco.org/DataCentre/Pages/country-profile.aspx?code=2200&SPSLanguage=EN,%20%20%20%20%20%20%20%20%20Viewer/document.aspx?ReportId=121&IF_Language=en&BR_Country=2200




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1. Introduction

In Egypt, young people aged 10 to 24 represent about 29.8% of the population (CAPMAS, 2016).

Unfortunately, this segment of the population suffers from a high unemployment rate. Particularly,

the youth aged 15-29 constitute about 63% per cent of the unemployed (CAPMAS, 2014). Even

grimmer still, evidence shows that, the unemployment rate continues to rise. For example, the

unemployment rate among those aged 15-24 has increased from 24.5% in 2010 to 36.4% in 2013

(CAPMAS, 2010;2013). However, it is worth noting that the standard unemployment rate among

the youth aged 15-29 has declined from 15.8% in 2009 to 13.6% in 2014 (SYPE, 2014). Moreover,

youth labor force participation decreased slightly from 37.9% in 2009 to 36.6% in 2014 (ibid).

This is partly due to the mismatch that exists between the outcomes of the education system and

labour market demands. Although education enrolment is high in Egypt, the quality of the

education remains low. Effectively, the labour market needs participants of higher caliber.

When it comes to employment, there exists a clear gender gap among the youth. For example, the

unemployment rate amongst young women is almost double that of young men. Likewise, in 2014,

labor force participation of non-students came to 79.4% among males and 17.8% among females

(SYPE, 2014). The percent of employers or self-employed youth increased between 2009 and 2014

from 3.7% to 13.1% among employed men and from 3.2% to 5.7% among employed women.

Fortunately, this increase indicates a greater reliance on entrepreneurship as a mean of entering or

staying in the labor market (ibid).

Thus, although being a considerable part of the population, the Egyptian youth’s face challenges

in joining the work force. The country witnessed two youth led uprisings (25th of January 2011

and 30th of June 2013); however, the after-effects of these momentous episodes on the youth is

still unclear. So far their share in the development cycle remains limited.

2. Background of Meshwary Phase II

The Meshwary Project tackles the economic exclusion and lack of career opportunities faced by

young people in Egypt. Meshwary is one of the outcomes of the global partnership between

Barclays Bank and UNICEF entitled “Building Young Futures”. This significant partnership unites

forces to assist disadvantaged young people by providing them with the tools, skills, and

opportunities needed to obtain a brighter economic future.

Given that youth unemployment is one of the most serious social problems facing young people

in Egypt, the Meshwary project was and remains highly relevant to the Egyptian context. The first

phase of the project was implemented from 2008 to 2011 and reached around 45,000 beneficiaries

in five governorates (namely Assiut, Sohag, and Sharkeya and in urban slum settings in Cairo and

Alexandria). It was executed in partnership with the Youth Association for Population and

Development (YAPD). The first phase mainly focused on the issues of social exclusion and lack

of job opportunities. Specifically, the project aimed to empower 13 to 18-year-old adolescents and

19 to 24-year-old young adults by providing them with skills development programmes and career

guidance.

From September 2012 to June 2016, the second phase of Meshwary was implemented. The project

focused on reaching disadvantaged young people (13 – 24 years) in the original governorates along


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with an additional five other governorates: Aswan, Qena, Beheira, Dakahleya and Kafr El Sheikh7.

The scale-up was based upon the request of the Ministry of Youth and Sport (MoYS). In August

2015, the Protocol of Collaboration was signed between MoYS and UNICEF, stipulating that the

expansion of Meshwary would be financed by the Ministry and technical assistance would be

offered by UNICEF. Furthermore, the Ministry pledged significant financial resources for the

fiscal budget of 2016-2017, as a means to secure the continued implementation of the programme

beyond the lifetime of the project.

Therefore, the key implementing partner is the Ministry of Youth and Sports (MoYS), whose main

responsibilities included:

• Executing and administrating the national skills development programme,

• Managing the career guidance centres,

• Monitoring the programme’s overall performance.

Additionally, Meshwary Phase II collaborated with the Youth Association for Population and

Development (YAPD), Gozour Foundation, and Ebtessama Foundation to do the following:

• YAPD provided support to beneficiaries of Phase I and followed up on their progress.

• Gozour Foundation provided vocational training to marginalized youths and linked them

to potential job opportunities and/or assisted them in starting their own business.

• Ebtessama Foundation supported young people with mental disability in Alexandria,

Cairo, and Assiut governorates by providing them with all the necessary skills and training

to improve their employability and integration at a work environment.

Meshwary Phase II gave special attention to in-depth follow-up support to the beneficiaries of the

project through career guidance and referral systems. The project components included:

1) Skills development: instructed life, entrepreneurial, and employability skills of

adolescents and youth;

2) Career guidance: through this component, the project provided career counselling, and

referral services;

3) Work placement: offered placement opportunities at different private sector entities,

including: Barclays Bank branches for participants in the project; along with the Starwood

Le Meridien Hotel, Carrefour and Aramex Courier;

4) Micro-enterprise support: referred young people to microcredit institutions to help them

establish their own businesses;

5) Barclays Employee engagement: developed work force awareness among participants

by the sharing of experiences of Barclays Bank employees.

7 The selection of the villages where the youth centres were implemented was based on the report “The Poverty Map

of the Poorest 1000 Villages in Egypt” published in November 2008 by The Ministry of Economic Development and

the World Bank. Whereas the selection of youth centres and NGOs in urban governorates was based on their location

in slums, least accessed, or most impoverished areas.


18

The following table indicates the project’s indicators and the Project Results Framework is

presented in annex VII.

Table 1.1: Project indicators

Outcomes Indicators

Programme Outputs (Measurable Targets)

Target To date

Glo

bal Im

pact Young people better

prepared with skills for economic independence

and able to access employment/business

opportunities

Number of young people supported through the partnership

12,000

Skills

Develo

pm

e

nt

Tra

inin

g

Young people are equipped with key skills in

enterprise and financial skills through skills

development training

Number of people provided with enterprise, financial, employment

and life skills

12,000

En

terp

rise S

kil

ls To foster a spirit of

entrepreneurship and support young

entrepreneurs to have the right skills to start income

generation activities through enterprise skills

building

Number of people receiving enterprise training

12,000

Number of income generation /businesses started activities

100

Number of people who start income generation

activities/businesses

100

Fin

an

cia

l

Skills

Young People better prepared with financial skills and are able to better manage their

money

Number of people receiving financial capability training

12,000

% of young people with positive change in money management

behaviours

75%

Em

plo

yab

ilit

y

Young people are better prepared with

employability skills and are now job ready

Number of people benefiting from employability training

12,000

Number of young people who found employment /work

placements

300

It is worth noting that the project exceeded the targets in all indicators due to the government’s

commitment and a good selection of locations and supporting staff. The key results of Meshwary

were: 8

• Skills development programme: 182249 young people learned enterprise skills, financial

skills, and life skills.

• Career guidance: a total of 7,725 young people (3,382 males and 4,343 females) benefited

from career counselling.

8 Final report Sept 2012 - June 2016 - Meshwary project

9 Table 5.6


19

• Referral and work placement scheme: 695 young people, including marginalized young

people from slum settings and those with a mental disability, were referred and linked to

work placement opportunities.

• Micro-enterprise support: 165 young people started 151 income generation activities.

Due to these impressive results, MoYS wanted to ensure the continuity of the programme.

Therefore, the Ministry carried out a 3-year strategic planning exercise with UNICEF support. The

strategic plan aims to ensure the project’s sustainability and expansion by linking young people to

different development opportunities made available at the Ministry and its public and private sector

partners. The strategic plan reinforces the Egyptian government’s commitment to youth inclusion.

Likewise, it also reinforces UNICEF’s theory of change10, which highlights adolescence and youth

development under the umbrella of child protection.

2.1 Project’s interventions

A. Skills development programme

The main aim of Meshwary Phase II is to establish a sustainable system capable of continuing the

success of Phase I by means of supporting the beneficiaries after the termination of the

programme.11As a result, the following interventions took place:

The main topics of the skills development programme included: communication; creative

thinking/problem-solving; decision-making; self-esteem; teamwork; employment culture;

career/future planning; employability skills (including CV writing and interviews) money

management and entrepreneurial skills. To that end, two training modules were developed titled

Life and Employability Skills, and Entrepreneurial Skills. Each module was issued into two

versions, one to be delivered to adolescents aged 13 – 17 years old and one to the youth aged 18 –

24 years old. Subsequently, training of trainers (TOT) on the skills development programme was

provided to MoYS staff in the ten targeted governorates. Afterwards, the trainers were asked to

instruct groups of 20-25 young people in their governorates through their respective youth centres.

Through a 21-training sessions programme, the skills development trainers implemented the two

modules of the skills development programme.

B. Career Guidance Centres

The project established and equipped eight Career Guidance Centres (CGCs) with the needed

furniture and equipment in eight governorates.12 Generally, each CGC included career guidance

facilitators (including one-to-one sessions facilitator); administrative coordinator; public relations

and referral coordinator.

CGCs were founded primarily to provide career guidance services to the youth in order to help

them plan their professional career. To that end, CGCs established an employment referral system

10

Given that nearly one third of Egypt ’s population are young people aged 10-24 years, investment in their skills is

crucial for the future of the country. The country programme will support life skills, employability skills to better

prepare them for the transition to adulthood. The programme works to strengthen existing structures and mechanisms

accordingly. Inclusion of females in all interventions is an important focus of the programme.

11 Project’s proposal – May 2012 – Meshwary project

12 Cairo, Assiut and Sohag, Kafr El Sheikh, Dakahlya, Behair, Aswan, and Qena


20

in the eight targeted governorates and offered career guidance and counselling services. The

referral services required the staff of the CGCs to establish partnerships and networking with the

different private sector and government and non-government organizations to refer potential

beneficiaries of Meshwary to job, on-the-job and/or training opportunities. As for the CGCs’ other

services, they included individual one-to-one career coaching, career development workshops,13

participatory follow-up sessions, as well as general sessions on CV writing, interview skills,

financial literacy and money management.

C. The Implementation of the Skills Development Programme in collaboration with NGOs

Through a UNICEF and Gozour partnership, Meshwary provided skills development and

vocational training14 to young people in poor slum settings in Cairo, while paying special attention

to female participation.

Correspondingly, through a UNICEF and Ebtessama partnership, young people with mental

disabilities were provided with soft skills trainings and employability skills trainings to better

integrate into the labour market.

3. Purpose, Scope, and Objectives of Meshwary Phase II

3.1 Evaluation objectives and intended users

This evaluation informs the upcoming programme cycle of Meshwary by reflecting on the

strengths and weaknesses of its second phase. Therefore, the overall objectives of this report are

the following:

1) Evaluate the project’s accomplishments, by assessing its achievement of planned results

and objectives;

2) Gage the sustainability and scalability of the project’s interventions;

3) Provide success stories, findings, recommendations, and lessons learned for future

UNICEF and governmental programmes.

The primary users of the evaluation are MoYS and UNICEF, whereas the partner NGOs are its

secondary users. All these stakeholders make up the intended audience of this report.

The main scope of the evaluation was to assess the extent to which the project has achieved its

planned results and to identify the unintended results (while placing a special focus on the main

five governorates that were covered by the programme). In addition to that the evaluation

considered the design and the implementation of the five additional governorates in which MOYS

is currently up-scaling the programme.

This evaluation covered the seven governorates under the project. There are the five original

governorates; namely, Cairo, Alexandria, Assiut, Sohag and Sharkia, in which the field

13 Topics included in the career guidance and development workshops are: career development; the need for and

importance of career guidance; career assessments;; career and educational planning; Career coaching; Case

management; Decision-making skills; Interviewing skills; Human development theories; Diversity and ethics;

Research skills; and a career fair to present available career information and resources and establish links with other

private sector, governmental, and non-governmental agencies for referral purposes,

14 The vocational training included: sewing; hairdressing; leather making; mobile phones maintenance.


21

implementation of the project started there in 2013 and remains running till this day. Then, in early

2016, the implementation extended five additional governorates, to make a total of 10 governorates

included. In June 2016, UNICEF support phased out of the project but Meshwary continued

running in all 10 governorates. However, this evaluation only covered on Beheira and Aswan from

the new additional governorates along with the original five.15 Specifically, the report discusses

the project since the start of the implementation in 2013 until it phased out in June 2016.

The evaluation’s work plan was as follows:

Tasks Target date

Draft tools 20/8/2016

Draft inception report 28/8/2016

Inception report revision by UNICEF staff 28/8 – 4/9/2016

Anticipated completion of milestone 7/9/2016

Feast vacation 11 – 16/9/2016

Final inception report 30/9/2016

Inception report revision by UNICEF staff 18/10/2016

with UNICEF staff 26/10/2016

Final Inception report 3/11/2016

Inception report revision by UNICEF staff 22/11/2016

Researchers’ training 17 -19/12/2016

Data collection 20/12 – 3/1/2017

Data processing 22/12 - 6/1/2017

Field report 14/2/2017

Draft evaluation report 29/3/2017

Feedback of the field report 30/3/2017

Feedback of the evaluation report 21/5/2017

The evaluation report 13/7/2017

Feedback and hold a meeting with UNICEF staff 28/8/2017

The final evaluation report 17/9/2017

3.2 Evaluation criteria and scope

The main scope of the evaluation was to assess the extent to which the project has achieved its

planned results and to identify the unintended results (while placing a special focus on the main

five governorates that were covered by the programme). This evaluation covered seven of the ten

governorates served under the project; namely the original five: Cairo, Alexandria, Assiut, Sohag

and Sharkia along with Beheira and Aswan from the new additional governorates. Specifically,

the report discusses the project since the start of the implementation in 2013 until it phased out in

June 2016.

16 The evaluation focused on these two new governorates out of the five new governorates because they added at

February 2016.


22

This evaluation was conducted at the end of the three years of implementation of project activities.

In line with the TOR, the evaluation was informed by the Organisation for Economic Co-operation

and Development/Development Assistance Committee (OECD/DAC) criteria. The TOR clearly

lists down the evaluation criteria and intended areas of enquiry through the lenses of relevance,

effectiveness, efficiency, impact and sustainability, plus scalability. Each area of enquiry was

further detailed while developing an Evaluation Matrix (Annex IV), which formed the guiding tool

for this engagement.

As per the TOR, the evaluation answers the following questions, which are classified into the

following criteria:

Relevance:

How relevant is the project to the national priorities of equipping young people with the

skills needed by the job market?

Did the programme results address the rights and needs of the primary target group

(adolescents and youth)? Taking into consideration other programs and projects both donor

and government and CSO led.

Was the selection of intervention areas most relevant to address the need of vulnerable

groups highlighted in national statistics?

Is the timing of the interventions relevant from the point of view of the beneficiaries?

Effectiveness:

To what extant did the project achieve the planned results? What are the reasons for the

achievement or non-achievement of the results? Were there any unintended results

achieved?

What innovation approaches can be adopted to make the effectively scaled up? How

effective was the capacity building component for personal and career development for the

targeted adolescents and youth? To what extent did the training topics and content

correspond to personal growth and career development needs? Were there changes in

knowledge and skills of the targeted beneficiaries? Was the curriculum effective in

empowering female and male adolescents and youth to start their business and or to be

linked with a work placement opportunity?

To what extend did the capacity development programme help improve the skills of the

staff affiliated to the MoYS who were trained to be trainers through the project as well as

the capacity and skills of the adolescents and youth beneficiaries of the skills development

programme and the career guidance component?

Are young people considered as resource people in the implementation of the project?

To what extent did the partnership with the different duty bearers (MoYS, NGOs)

contribute to the achievement of the project results?

To what extent was the project successful in reaching females and disadvantaged young

people with a special focus on adolescents’ age group?

To what extent was the referral service provided by the CGCs effective to what extent can

it be institutionalized? What are the missing or successful ingredients? What is the existing

linkage? Has it been successful?

To what extent was the coordination mechanism between different stakeholders in the

programme (government/CSGs) etc. effective? What can be done for it to improve and

work on scaling up the programme effectively?


23

Efficiency:

Did the project use the most appropriate strategies and interventions to achieve its targets?

What was the most effective mix of strategies and activities used? Why and how? What

can be done to make the interventions more effective?

What measures have been taken during the planning and implementation phase to ensure

that resources are efficiently used?

Are the programme interventions cost efficient? Are some of the components more cost

efficient than others?

Does the project have an efficient monitoring and evaluation system in place including

database, and data flow SOPs etc..? How is the project using the information generated?

And to what extent it’s been used?

Is the quality of the day-to-day management and coordination with the MoYS, the local

Directorates, youth centers as well as NGOs, beneficiaries effective and conducive to

accelerate positive change in the employment culture and self-employment culture of

adolescents and youth?

Impact:

To which extent did the project change the knowledge and skills of adolescents and youth

towards starting their own businesses or seek job opportunities?

What are the key lessons learned or best practices that can be drawn at this point to

accelerate change?

To what extent the targeted beneficiaries applied the skills and knowledge they acquired

through the programme?

Are the project interventions successfully embedding a sustainable system on referral of

adolescent and youth to further training, work placement, on-the-job training, and

entrepreneurship opportunities?

What measures have been built/sound be put in place into the project to sustain the result

of the project?

Sustainability:

What is the level of buy-in of the national partners of the project? And to what extent this

contributed to the sustainability of the project?

Are there any significant or critical gaps in the current project or the scalable one that

require adjustment?

Did the partnership with the MoYS contribute to the one of the main goals of the project

(institutionalization of the skills development programme and career guidance

component)? To what extent?

Scalability:

To what extent have the proposed interventions a potential for replication and/or scale-up?

Are the MoYS and its local directorates capable to take the project forward and maintain

its strategies and approaches in the new 5 governorates in particular?

How likely is the project to produce the same results at the same intensity if it was

implemented at scale?


24

3.3 Equity, Gender Equality and Human Rights

In line with the principles outlined in both the United Nations Evaluation Group UNEG Norms

and Standards for Evaluation in the UN System and by the UNEG Ethical Guidelines for

Evaluation, as well as the OECD/DAC16 evaluation criteria. The evaluation integrated equity,

gender equality and human rights considerations in the conduct of the evaluation. In particular:

The issues of gender equality and human rights served as the backdrop of the evaluation

criteria and so were integrated throughout the evaluation's design, planning and

implementation;

All the tools were gender and age-sensitive;

A participatory approach was followed when implementing the evaluation;

During the process of data collection, a gender balanced team was maintained with a female

to male ratio of 1:1. Whereas the ratio among sampled young people, the primary

respondents, was 3:4;17

The sample for the evaluation was covered from 17 youth centers and 5 CGCs (the sample

details is presented in Annex V);

The evaluation made ensured the inclusivity of all the implementing partners and

consultants, during the data collection process, to ensure that the perspective of all the

stakeholders is accommodated, analyzed and reflected upon in the evaluation, thereby

ensuring equity. (The details of the evaluation sample and achieved interviews are provided

in annex V).

4. Evaluation methodology

4.1 Overall approach

As set forth in the TOR, a concurrent mixed methods approach was used to collect both

quantitative and qualitative data. The two types of data were then compared to determine if there

is convergence or divergence between the two. Equal weight was given to both methods in order

to integrate the data and develop findings for the report. This mixed methods approach is

advantageous as it can result in well-validated and substantiated findings. Furthermore, to assess

Meshwary’s efficiency, a financial and cost effectiveness review was performed.

4.2 Data collection

To develop an understanding of the project, a structured literature review was undertaken. The

documents shared by UNICEF along with those collected separately from research were

thoroughly reviewed (list in Annex III). Review of secondary data and the evaluation questions

listed in ToR formed the base for developing primary data collection. Table 1.1 illustrates the tools

that were utilized in the evaluation and the purpose of using them.

16 Organization for Economic Cooperation and Development/ Development Assistance Committee 17 This is the same ratio between females and males beneficiaries of the Skills Development Programme


25

Table 1.2: Tools for research

Research Methodology Tool used Purpose

Quantitative evaluation Face to face questionnaire It was administrated to young

people beneficiaries to collect

objective responses, opinions, and

understanding linked to the project

and its activities. These

questionnaires helped in

understanding the project’s

relevance within the local context

and an overall sense of the project’s

effectiveness and impact

Qualitative research Guides to in-depth interviews Information was collected in the

form of IDIs with UNICEF staff,

MoYS staff, partner NGOs,

project’s consultants, trainers and

facilitators. It was used to develop

insights into the planning as well as

the implementing processes.

Guides to focus group

discussions

These discussions shed light on the

beneficiaries’ thoughts on the

project. This helped in

understanding the project’s

relevance within the local context

and its impact.

Case studies Case studies were developed to

support the quantitative findings,

thereby adding depth to the

quantitative analysis.

The tools for data collection have been attached in Annex X for reference. The following table

provides more details about the gender ratio among respondents.

Table 1.3: Primary sources for data collection and gender ratio among respondents

Research

Methodology Stakeholders Tool used

No. of

respondents Gender ratio

Quantitative

evaluation

Young people beneficiaries Questionnaire 239 41.8% women

Qualitative

research

UNICEF staff IDIs 3 33.3% women

MoYS staff IDIs 30 25% women

NGOs IDIs 4 50% women

Trainers and facilitators IDIs 28 25% women

Project’s consultant IDIs 2 100% men

Young people FGDs 244 42.6% women


26

It is worth mentioning that the detailed data collection plan and a sample evaluation are provided

in annex VI and annex V respectively.

4.3 Data analysis

The program NVIVO was used to analyze of the qualitative data. The data was organized under

different headings. It was classified under the headings based on OECD/DAC evaluation criteria.

Under each heading, the information was further classified into relevant subheadings which were

used to develop a template for the analysis of the qualitative findings.

For quantitative analysis, SPSS version 20, a data entry and statistical analysis program was

operated to analyze the questionnaires. Prior to data entry, all the questionnaires were reviewed

and all the open ended questions were coded in accordance with SPSS program. After this process,

the data were validated by re-entering 25% of the questioners in a new file. Subsequently, a

programme was designed to compare the two files, review the results, check the quality of data,

and correct the original file if there was a mistake. This procedure was consistency followed until

a final cleaned SPSS data file was prepared.

The team leader analyzed data and prepared the tabulation. Following this, a t- test to check the

statistical significance of the project’s indicator was conducted. Afterwards, the both the

quantitative and qualitative data was combined into a matrix. And finally, a triangulation of data

sources was conducted in order to ensure validity and reliability of the data.

4.4 Ethical Considerations

The evaluation was carried out in accordance with UNICEF’s Procedure for Ethical Standards for

Research, Evaluation, Data Collection and Analysis to ensure that the highest ethical standards

were adhered to in the course of the evaluation.18 Privacy, anonymity and confidentiality were the

major ethical issues considered. In the conduct of the evaluation, the evaluation team ensured

independence, impartiality, credibility of the evaluation results, accountability, and avoidance of

any conflict of interest. While a detailed list of ethical considerations is provided in Annex IX,

the following measures were undertaken throughout the evaluation:

▪ The consent of all stakeholders and youth was obtained prior to beginning the interview

process. In case of sampled adolescents, the consent was obtained from their parents or

caregivers before beginning the interview process;

▪ The evaluation team ensured that all stakeholders were given equal opportunity;

▪ The evaluation team was mindful of cultural, religious, age, and gender sensitivities and

was prepared to seek assistance from MoYS if clarity was required;

▪ Prior to their participation in data collection, the evaluation team was completely

transparent to the stakeholders about the evaluation’s purpose;

▪ Although no confidential information was collected during the interview process, the

evaluation team double checked to ensure that no sensitive information could be traced

back to any individual;

▪ The evaluation team guaranteed that no risk or harm of any kind were faced by the

beneficiaries and staff;

18 UNICEF Procedure for Ethical Standards in Research, Evaluation, Data Collection and Analysis, 2015


27

▪ To maintain impartiality and ensure that wholly representative data was collected, the team

ensured that all participants were interviewed.

4.5 The limitations and constraints faced by the evaluation

1) The trainers and facilitators were primarily tied to their professional duties in the ministry.

Therefore, during the data collection phase, multiple heads of the directorates, managers

of youth centers, trainers and facilitators were transferred between different youth centers

and youth and Sports directorates because of job promotions. Unfortunately, the field work

team was unable to interview them and their replacements declined conducting interviews

since they had just joined their new post and so were not aware of the Meshwary project

activities.

2) Due to the unavailability of trainees’ data and information at the youth centers, the

evaluation team could not select and/or individually contact adolescent and youth

beneficiaries.

3) The evaluation team was unable to interview the focal person of Barclays bank and the

representatives of private sector.19

19 For details refer to section 5


28

5. Evaluation Findings

5.1 Relevance

This section addresses the extent to which the project’s activities are aligned with the

different stakeholders’ priorities. Measuring the relevance of the main findings depended on

the data gathered from the five original targeted governorates that was accompanied with a

literature desk review.20

President Abdel Fatah El Sisi announced 2016 as “Year of the Youth”, which highlights the

government of Egypt’s (GoE) commitment to the socio-economic inclusion of its younger

population. Moreover, the government had adopted major flagship activities to support

entrepreneurship. Examples include the creation of an investment fund ‘AYADY’ that aims at

establishing investment projects in all governorates so to give rise to local economic development

and create jobs for thousands of young Egyptians. Furthermore, in 2014, the Industrial Training

Council (that is affiliated with the Ministry of Industry, Trade, and SMEs) initiated the “Beaidak”

project, which trains and teaches the youth handcrafts so that they are able to join the labor

market.21 In essence, the Egyptian state is always striving towards development via the application

of different employment policies, action plans and labour market information systems.22

Previous studies on labour market research show Egypt’s younger population are in need of certain

skills and tools to increase their chances at employment. It became evident that the preparation

process for the labour market needs to start at a younger age so to change adolescents’ perception

of ‘employment’ and enhance their job creation and job seeking skills. Moreover, the 2010 MDG’s

report shows that Egypt remains on track to achieve most of the targets.23 However, the report

highlights the significant gap in income levels and living standards between different parts of

Egypt and across the different segments of the Egyptian society. The MDG report states that

poverty and hunger, unemployment (especially amongst youth under the age of 30) as well as

gender disparities are still among the most critical issues facing Egypt. It argues that Egypt’s most

challenging task over the next five years is to reduce the incidence of those living below the

national poverty line. Therefore, intensified efforts to reach full and productive employment,

access to labour markets, and gender equality, all of which Mashwary project tries to fulfil, are

welcomed and needed. Hence, it should be noted that Meshwary project is implicitly relevant to

the MDGs as well.

With its special emphasis on empowering young people in deprived areas, the program

contributes to addressing the national concern of irregular migration. According to the Survey

on Young People in Egypt 2014, 17.2% of young people aspire to migrate within the next five

20 The data collected from the new governorates (Aswan and Behira) is demonstrated in the scalability section as the

project start implementing its activities in these governorates just four months before the end of the project (February

2016). 21 Egypt’s Sustainable development strategy: 2030 Vision, https://goo.gl/7DKYHP; and National review sustainable

development goals, http://moic.gov.eg/MopRep/MIC/English.pdf_915201625622PM. 22 Examples include The Youth Employment National Action Plan 2010–2015, the Egyptian Observatory for

Education, Training and Employment, and the Egyptian Forum for Youth Employment Promotion (Egypt-YEP). For

more information, see ETF, 2015, Policies and Interventions on Youth Employment in Egypt

23 Egypt 2010 MDG Report, UNDP; http://www.undp.org.eg/Portals/0/MDG/2010%20MDGR_English_R5.pdf

https://goo.gl/7DKYHP

http://moic.gov.eg/MopRep/MIC/English.pdf_915201625622PM


29

years. These migration aspirations peak for 18-24 years old especially.24 In rural areas, 28.3% male

youth (aged 15-29) likely to aspire to migrate, while in urban areas the figure is at 23.3%.25

Moreover, over the last few years, Egypt has increasingly become a destination for irregular

migration, as a result of the social unrest and political instability of several neighbouring countries.

Therefore, the special focus of Meshwary on enhancing the life and employability skills of youth

and adolescents from those geographic locations that suffer most is much needed. Indeed, the

selection criteria for youth centers, CGCs, and trainers (see Annex 2) assure that the project

reached the vulnerable groups in the targeted governorates. The project focused on reaching

disadvantaged young people (aged 13 – 24) in poor villages in rural governorates, namely Assiut,

Sohag, and Sharkeya and in urban slum settings in Cairo and Alexandria. Therefore, the project’s

relevance relates to poverty alleviation as well as to the national emphasis on youth engagement

and empowerment.

Meshwary also took into consideration the MoYS mandate and priority goals. MoYS is

developing a national youth policy and corresponding programs to rehabilitate young people

holistically, both in terms of their own self-development as well as their livelihood.26

Accordingly, the Meshwary project developed an employability and life skills programme targeted

at enhancing young Egyptians confidence improving their chances for finding suitable jobs. In that

sense, the project also includes a human social development aspect aimed at empowering the youth

and linking their capabilities to labour market demands. Meshwary emphasized entrepreneurship

within its activities, as a means of encouraging creativity, innovation, and independence.

The Meshwary project is strongly aligned with Government of Egypt’s mandate and its

vision for 2030 titled “Egypt Sustainable Development Strategy” (SDS)

One of the SDS goals states: “to substantially reduce the proportion of youth not in employment,

education or training by 2020”.27 Meshwary includes this goal within its mission, which aims to

increase the knowledge, skills and experience among young people (13-24 years old) in order to

empower them socially and enable them economically. Additionally, the SDS economic Key

Performance Indicators (KPIs) also state that by the year 2030, unemployment will be reduced

from 13% to 5%; the percentage of females with a permanent formal job will be increased to 30%;

and that the gap between governorates in health, education, and employment (specifically female

employment), will be reduced by 50%.28 As a result, these objectives were taken into consideration

in the initial planning of Meshwary and in effect the project targeted the most marginalized groups

in poor areas and included a high percentage of female participation.

The Meshwary project is directly aligned with UNICEF's mandate through its current

program cycle and is in alignment with its future five-year program 2018-2022. Meshwary is

relevant to UNICEF’s mandate since the project targeted reaching unemployed, disadvantaged

adolescence and youth (13 – 24 years) in poor settings, which is consistent with UNICEF’s

mission. UNICEF aims, through its country programmes, to promote the equal rights of women

and girls and support their full participation in the political, social, and economic development of

24 Population Council and IDSC. Survey of Young People in Egypt: Final Report. Population Council and IDSC, 2010. 25

Ibid. 26 For more information, see: http://youth.gov.eg/pages/plan 27 Goal number 8.6: https://goo.gl/5kWmLa 28 Egypt’s Sustainable development strategy: 2030 Vision, https://goo.gl/7DKYHP; and National review sustainable

development goals, http://moic.gov.eg/MopRep/MIC/English.pdf_915201625622PM.

http://youth.gov.eg/pages/plan

https://goo.gl/5kWmLa


http://moic.gov.eg/MopRep/MIC/English.pdf_915201625622PM


30

their communities.29 The project is particularly relevant to the 2013 – 2017 UNICEF country

program which states “Given that nearly one third of Egypt’s population are young people aged

10-24 years, investment in their skills is crucial for the future of the country. The country

programme supports life skills, employability skills and civic engagement and participation to

better prepare them for the transition to adulthood. The programme works to strengthen existing

structures and mechanisms accordingly. Inclusion of females in all interventions will be an

important focus of the programme”. 30 Furthermore, given that Meshwary is considered as one of

the UNICEF projects that were carried out in partnership with two NGOs and governmental

entities, it therefore aligns well with UNICEF’s mandate and the Country Program PCRs, which

is outlined in the report.

The UNICEF Strategic Plan leverages a growing diversity of partnerships with government, civil

society, and private sector entities to ensure a strong relationship with a wide array of stakeholders.

Through the implementation phase of the project, UNICEF utilized its private sector partnerships

in order to locate Meshwary’s beneficiaries job or on-the-job opportunities at companies such as

Starwood, Carrefour and Aramex.31 Furthermore, Meshwary fits within the new country program

framework, Theory of Change, since it contributes to the improved protection, learning, and

engagement of Egypt’s younger citizens. By providing these younger age groups with

opportunities of mentorship capacity development, Meshwary directly contributes to their overall

development. Through some adjustments, the program’s Life Skills and Citizenship Education

framework may serve as a good platform to promote employability and personal empowerment.

Meshwary project is closely relevant to one of the five UNDAF 2013-17 main priority areas;

which is the “Poverty Alleviation through Pro-Poor Growth and Equity”. Under this area a number

of outcomes are identified, one of which states to achieve “more and better skilled youth, women

and other vulnerable groups have decent job opportunities”.32 Hence, the project’s objective to

equip young people with the skills required by the labour market is highly relevant. 33 Moreover,

the UNDAF 2013-2017 theme: “Achieving MDGs with Inclusive Growth, Freedom, Social Justice

and Dignity” conveys that the over-arching aim of the UNDAF is to support Egypt’s accelerated

progress on the MDGs. It also reflects that the development programmes carried out under the

UNDAF umbrella will contribute towards achieving inclusive development, which is why the

Meshwary project was carried out under the UNDAF umbrella.

When it comes the project’s relevance to the local population, beneficiaries of Meshwary

have expressed their appreciation of the project’s time of execution. The project began its

activities in 2013, a time when Egypt was passing through a fluid political and economic situation.

That being said, 90.1% of the quantitative evaluation’s participants in the five original

governorates, agreed that the timing of Meshwary was convenient (70.3% said yes and 19.8% said

to a large extent) as shown in Table 5.1.

The qualitative analysis for the MoYS employees in the sampled directorates and youth centres

also expressed their agreement about the relevancy of the project’s execution timing.

29 For UNICEF’s Mission, see: http://www.unicef.org/about/who/index_mission.html 30 Egypt Country Program Document (2013 – 2017); pp. 9 31 This activity is evaluated in effectiveness. 32 Outcome 1.4 33 Development skills component is evaluated in effectiveness

http://www.unicef.org/about/who/index_mission.html


31

“The timing of project’s execution was very convenient especially given the difficult economic

situation that the country was going through. Such projects give a large push to young people to

go out of their hopelessness... the targeted age group was also fitting since this age group is the

one preparing to enter the labour market.”

MoYS staff in one of the sampled directorates

Table 5.1: Percentage distribution of the evaluation quantitative sample according to their opinion

in the convenience of the project implementation start time in 2013, disaggregated by gender and

age group

Gender Age group Total sample

Male Female Adolescents Youth

Yes 67.6% 77.8% 84.6% 61.3% 70.3%

To a large extend 23.0% 11.1% 10.3% 25.8% 19.8%

No 9.5% 11.1% 5.1% 12.9% 9.9%

All adolescents and youth who participated in the qualitative evaluation assured that the targeted

age group (18 to 24 years old) was convenient for they believe that they are at an age of self-

formation and self-dependence, and so are capable of taking steps to save money and establish

their own start-up projects. They also assured that this is the right age to start thinking seriously

about the future, career-wise.

Specifically, those who are still in the education process, all agreed that the training sessions were

very useful to them because the information they received would help prepare them for life after

graduation. They mentioned that Meshwary introduced work ideas and fundamentals that

developed their personalities before entering the labour market.34

Life skills and employability curricula developed and adopted by government was seen as a

relevant indicator to the project, as evidence suggested that:

▪ More than 80% of sampled beneficiaries in the qualitative evaluation assured that the

project was the main source of information about the following topics: (1) Life Skills (2)

Career Qualification Skills (3) Planning and feasibility study preparation and (4) Financial

and Raising Funding Skills;35

▪ 82.4% of the quantitative sample said that they did not feel the need for any other training36

(more precisely, 86.9% of males versus 76.2% of females and 90.9% of adolescents versus

76.4% of youth expressed this view);

▪ Among those who mentioned that they needed other training courses, 45.5% of them (i.e.

42.9% of males versus 47.4% of females and 14.3% of adolescents versus 53.8% of youth)

said they need practical training such as writing their CV, role-playing job interviews,

34 The details of the duration and timing of the actual capacity building are discussed in details in effectiveness.

35 See table D1 in annex X

36 They were also asked if “were there any other trainings that you, or any of the others, needed to take, which the

project did not provide?”


32

team-work exercises, and basically additional methods on how to develop their abilities

overall;

▪ In all FGDs, participants described a significant satisfaction with the training topics and

content. Indeed, adolescents in Sawda youth center in the Sharkia governorate mentioned

that the training satisfied them and improved their perception of work later.37

The evaluation team found that Meshwary’s Life Skills and Employability curricula, which were

developed and adopted by the government, were seen as a relevant indicator to the project as

evidenced by their overachievement of output indicators. That is, “18,224 beneficiaries were

trained by the life skills and employability programme in targeted areas” of which “82.2 %

acquired at least five key skills”. 38 Furthermore, 91.4% of quantitative evaluation sample stated

that their personality, skills and job prospects have improved due to the trainings sessions they

attended (specifically, 92.5% of males versus 90% of females and 90.9% of adolescents versus

91.8% of youth). However, beneficiaries in the Alexandria governorate benefited less than the

others, since only 82.4% of the quantitative sample mentioned that their personality, skills and job

prospects have improved due to the trainings sessions they attended (table 5.2). This can be

attributed to the turnover rate between trainers in Alexandria, which was the highest among the

governorates overall.39

Table 5.2: Percentage distribution of the evaluation sample according to the improvement

in their lives, personality, skills and opportunities to work as a result of attending the project

in 2016 by governorate.

Governorate Improvement in their lives

Yes To a certain extend No

Cairo 57.1 30.6 12.2

Assiut 79.2 16.7 4.2

Sharqiya 41.7 50.0 8.3

Alexandria 35.3 47.1 17.6

Sohag 83.7 10.2 6.1

Total 65.8 25.7 8.6

Therefore, the above table underlines Meshwary’s relevance to the local population. The results

of the qualitative evaluation are also in line with these results; details to which are presented in the

next section.

37 The details are presented in the following Effectiveness section

38 Details are presented in the Effectiveness section

39 See annex V


33

5.2 Effectiveness

This section addresses the extent to which the project’s objectives were achieved.

The main objective of the project was to equip young people with key skills that prepare them for

their transition to adulthood and its corresponding responsibilities. Meshwary also focused on

reaching disadvantaged groups so to narrow the gap in skillset between the marginalized youth

and the general population in order to make them more competitive for the labour market.

In order to measure effectiveness, the evaluation team examined the main components of the

project. Following this, the evaluation team validated the number of project’s beneficiaries by

referring to the pre-and-post registration forms made available at each training programme. After

the forms are filled by the beneficiaries, they were approved by the manager of the youth centre

and then collected in the youth directorate and sent to the ministry. The ministry then reviewed,

verified, and recorded the data in an archive system and passed the forms along to UNICEF.

UNICEF, by turn, established a database from the data extracted from these forms. Accordingly,

updating the database always occurred a good period after the start of the project’s activities.

Although the data recorded by the ministry goes until the end of June 2016 (i.e. the end of the

project), this report lacks the data of the last three months because it is based on the extracted data

from the UNICEF database (which ends at 5th of April 2016). This evaluation utilized two sources

to extract project data: UNICEF’s Meshwary database and Meshwary’s documents that are

reviewed and validated by MoYS.40 Therefore, this is why the total number of beneficiaries

included was 16,52541 (see table 5.3), while the number stated in the final report released on the

project was 19,911.42

Table 5.3: The numerical distribution of adolescent and youth beneficiaries who attended the skills

development programme by governorate43, gender and age group

Governorate

Total number of

beneficiaries

Number of beneficiaries

in the age group (13-17)



Male Female Total Male Female Total Male Female Total

Cairo 2640 2130 4770 1175 665 1840 1465 1465 2930

44

Alexandria 1030 773 1803 500 253 753 530 520 1050

Sharkia 1649 1451 3100 998 833 1831 651 618 1269

Sohag 1070 685 1755 491 289 780 579 396 975

40

The evaluation team leader compared the number of beneficiaries provided by the ministry data and the project

database in the sampled youth centers within the targeted governorates and found some differences that do not exceed

2%, which is an acceptable percentage and usually returns to minor errors in data entry. 1

41 This includes the number of beneficiaries from the skills development programme in youth centers only till the fifth

of April 2016. The last three months’ data of the project was not being entered into database.

42 UNICEF always reports based on government reports and indicators which go through a process of verification.

43 This table includes two of the new governorates (Kafr El- Sheikh and Aswan) to indicate the distribution of 16622

beneficiaries who are recorded in the data base.

44 Of these, there are 84 registered forms that do not mention the corresponding youth center, therefore while they are

included in the governorate’s total number, they have not been included with any age group.


34

Governorate

Total number of

beneficiaries





Male Female Total Male Female Total Male Female Total

Assiut 3203 1718 4921 698 1799 2497 1020 1404 2424

45

Kafr El-Shekh 86 38 124 44 19 63 42 19 61

Aswan 22 30 52 22 0 22 0 30 30

Total 9700 6825 165251

6525 3928 3858 7786 4287 4452 8739

Source: Project’s database

Table 5.4: The numerical distribution of the number of adolescent and youth beneficiaries from the skills

development programme and career guidance component by gender and age group

Component

Source





Total number of

beneficiaries

Males Females Total Males Females Total Males Females Total

Enterprise

skills,

financial

skills and

life skills

MoYS 5,629 4,193 9,822 5,764 4,325 10,089 11,393 8,518 19,911

Gozour 118 452 570 118 452 570

Ebtessama

Foundation 883 246 1129 883 246 1129

Total 5,629 4,193 9,822 6,765 5,023 11,788 12,394 9,216 21,610

Career

Guidance

3382 4,343 7,725

Source: Final report Sept 2012 - June 2016 - Meshwary project

Table 5.5: The percent distribution of the adolescent and youth beneficiaries from the skills development

programme and career guidance component by gender and age group

Component Age Group (13 -

17)

Age Group (18 -

24) Total

Males Females

Skills development programme:

enterprise skills, financial skills and

life skills

45.45% 54.55% 57.35% 42.65%

Career Guidance Component 43.78% 56.22%

Source: Computed by the evaluator from table 5.3

Impressively, the project exceeded its targeted number of beneficiaries in the life skills

development programme. The number of the achieved beneficiaries was 18,224, which is

45 Of these, there are 13 registered forms that do not mention the corresponding youth center, so they are included in

the total of the governorate but have not been included with any age group.


35

152% of the initial target (see Table 5.6). This number is based on the project’s database in

August 2016 and the NGOs’ documents.46

Remarkably still, the project also achieved more than the targeted number set for the career

guidance centers.47 The target number was 3,000; however, Meshwary reached 7,725

beneficiaries, which is 257.5% of the initial target (see table 5.4).

Moreover, by revising Results Assessment Module (RAM) at the end of 2015, it became clear that

the midterm targets were achieved. Additionally, it was found that the project’s overall targets

were almost achieved at 14,797 young people, of which 13,093 (7,658 males and 5435 females)

were solely reached through MoYS affiliated trainers in the five targeted governorates (Cairo,

Alexandria, Sharkia, Assiut, and Sohag).

These high results can be partially explained by:

▪ The continuous monitoring by representatives of UNICEF and MoYS, including the

follow-up visits by the head of the training department at the ministry, who is also the

project focal point at the ministry;

▪ The project’s coordinator at UNICEF constantly compared the achieved results with the

targeted ones and provided the requisite technical support reports to the ministry;

▪ The readiness by MoYS to scale up the programme and UNICEF support;

▪ The fact that the training sessions took place at youth centers, which are considered a “safe

place” by the targeted population;

▪ The word-of-mouth promotion done by the programme’s beneficiaries (more details are

provided later in this section).

Another aspect that was used to measure effectiveness was the number of beneficiaries that

reported having obtained at least five key life and employability skills when answering the

quantitative form.48 The results show that 82.8% of the sampled beneficiaries reported having done

so. At a confidence interval of 95 per cent, results were also analyzed for their statistical

significance and found that this indicator ranges between 76.9% and 87.5%. Hence, this result

proved that Meshwary ended up exceeding its input indicator.

As for the income generating activities, the project also achieved its targets. The target number

of beneficiaries to start their income generating activities was 100 out of 12,000. The project’s

documents show that in fact out of 18,224 beneficiaries, 165 (55 males and 110 females) had

already established their income generating activities.

46 The reason for the difference between project’s database and ministry data was mentioned previously 47

It is worth mentioning that at the beginning of this phase the governorates were Cairo, Alexandria and Assuit and

in 2013. They were later changed to Cairo, Sohag and Assiut. As for Alexandria, the CGC did not reach enough people

to achieve its targets. Therefore, the project’s management and UNICEF decided to move Meshwary to Sohag. 1

48 This corresponds to the input indicator “% beneficiary young people who acquired five key life skills and

employability skills”


36

Likewise, Meshwary exceeded its planned targets for work placement. Through the referral

system, the total number of young people linked with employment opportunities reached 64549,

which is more than double the original target of 300.

The project paid great attention to the marginalized groups and tried to include them in

the planned activities. Based on the collected evidence, stakeholders adopted different

approaches to reach these groups and incorporate them:

▪ MoYS: Locations of youth centers were identified based on CAPMAS study on the poorest

villages in the targeted rural governorates. While on the other hand the selection of youth

centers in urban governorates where based on their being in slum and low-income

settings;50

▪ For adolescents and young people with disability a special programme was designed with

Ebetessama NGO to target those young people with mental disabilities.

▪ For young females in slum settings, they were addressed through providing vocational

specialized training by Gozour NGO.

When it comes to gender, there was a slight discrepancy between the number of females who

participated and those that the project planned to achieve. The percentage of females who

participated in life skills and career guidance trainings were 42.65% and 46.22% respectively

(table 5.5), and the original targets aimed for a clean 50%. That being said, it is important to note

that including young females was a challenge, as the project was implemented in poor villages

where customs and traditions play a significant role. Therefore, the patriarchy in some of these

areas could have impeded girls from joining. Therefore, it needs not be said that attempting gender

inequality was not a straightforward or easy task. Yet, despite these challenges, the percentages

achieved at Meshwary were relatively high.

The high percentage of female participation in the project could be attributed to:

▪ Youth centers are considered a safe place for females, especially in Upper Egypt;

▪ In Assuit and Sohag, a tailored female only training groups were created to encourage

female participation;

▪ The ministry’s project representatives continuously monitored the gender ratio among

participants. Moreover, trainers were routinely counselled to encourage female

participation.

➢ The effectiveness of the capacity building component

Regarding the level of benefit beneficiaries acquired from the skills development programme,

quantitative evaluation shows that more than three-quarters of the sample attended the life skills

training exercises and confirmed that their level of benefit was “at least good”. However, some

skills training did not achieve a high percentage of participation, such as teamwork (47.7%),

employment culture (56.4%) and CV writing (63.9%) as shown in (Table 5.7). Moreover,

beneficiaries of these three skills expressed “weak or below average” level of benefit, meaning

that the training’s material and delivery of those skills need to be revisited.

Table 5.7: Percentage distribution of the skills development programme beneficiaries according to

level of benefit, 2016

49 this number was computed based on the project’s document at UNICEF and partner NGOs

50 The selection criteria of targeted villages and slum areas are presented in section 2


37

Skill

Level of Benefit % of

those

received

trainings Weak

Below

average Average Good

Very

good

Communication skills 4.2 10.7 35.7 33.9 15.5 83.2

Creative thinking/problem-solving skills 3.6 10.8 27.1 42.2 16.3 82.2

Decision making skills 3.8 10.9 22.8 44.6 17.9 91.1

Self-esteem 1.9 13.2 20.8 45.9 18.2 78.7

Teamwork 12.3 31.6 18.4 28.9 8.8 47.7

Employment culture 12.3 31.6 18.4 28.9 8.8 56.4

Career planning and future planning 7.9 17.7 24.4 41.5 8.5 81.2

Employability skills including CV

writing and interviews 16.3 20.9 16.3 27.9 18.6 63.9

Saving and money management skills 2.7 11.2 26.6 44.1 15.4 93.1

Entrepreneurial skills 8.0 17.8 28.2 36.2 9.8 86.1

Quantitative evaluation also addressed the qualities and skills acquired by those mentioned that

they benefited from the training topics of the life skills programme “good and above”. Results in

(Table 5.8) reveal that:

▪ More than 80% of those who ranked their benefit from the communication and creative

thinking/problem-solving topics as average and above, indicated that they utilize what they

learned in their everyday lives;

▪ 93.3% of those who ranked their benefit from the self-esteem topic as average and above,

mentioned that their self-confidence increased;

▪ 95.1% of those who ranked their benefit as average and above from employability skills

(whose topics included CV writing and interviews), mentioned that they can write a proper

CV and feel confident about going on an interview;

▪ 68.5% of those who attended saving and money management skills rated these topics as

average and above, and stated that they now save money to buy important things;

As for age group, results show that there are some differences in the level of benefit between

youth and adolescents. 51Percentage of the youth who benefited was greater than that of

adolescents, particularly in such lessons as: decision-making, the importance of work, CV writing,

self-confidence during an interview, and conducting a feasibility study for a project.

51 Real significance in the sample population


38

Table 5.8: Percentage distribution of life skills programme beneficiaries who ranked their benefit as average and above according to the

most important qualities and skills they acquired, 2016

Training component The most important acquired

skill

Age-group Gender

Total

respondents52

Number of

respondent who

ranked their

benefit as

average and

above Adolescents Youth Male Female

Communication skills Better communication with

the community

76.2% 85.0% 81.9% 80.0% 81.1% 143

Creative

thinking/problem-solving

skills

Better way of thinking and

problem solving (from its

different aspects)

77.6% 86.9% 83.1% 83.1% 83.1% 142

Decision making skills Take the decision in the right

time

66.2% 77.5% 74.2% 70.0% 72.6%

157 Careful consideration when

taking a decision

54.4% 57.3% 55.7% 56.7% 56.1%

Self -esteemed Self-confidence in facing

anyone and any problem

93.1% 93.5% 97.5% 87.0% 93.3%

135 Self-dependency during

decision making

41.2% 32.6% 37.1% 35.0% 36.3%

Team work Effective participation with

individuals

63.3% 64.5% 57.3% 74.1% 64.0%

136 Better Team ideas leads to

success

55.0% 59.2% 58.5% 55.6% 57.4%

Employment culture Know the skills required in a

job

44.4% 45.7% 54.3% 34.5% 45.3%

64 Know the importance of

work

33.3% 43.5% 34.3% 48.3% 40.6%

Career planning and

future planning

Better future planning 80.4% 73.7% 77.8% 74.0% 76.2% 122

52 The percentage of respondents who stated that they acquired this skill, in each training component, out of the number of respondents who ranked their benefit

from this training component as average and above


39

Training component The most important acquired

skill

Age-group Gender

Total

respondents52

Number of

respondent who

ranked their

benefit as

average and

above Adolescents Youth Male Female

Employability skills

including CV writing and

interviews

Ability to write a proper CV 87.5% 96.9% 95.5% 94.6% 95.1% 81

Self-confidence during an

interview

56.3% 78.5% 77.3% 70.3% 74.1% 81

Saving and money

management skills

Ability to save money and

buy important stuff

68.4% 68.6% 69.1% 67.6% 68.5% 162

Entrepreneurial skills Ability to think and establish

a project and manage it

73.1% 68.8% 65.5% 80.9% 70.6 %

129 Ability to conduct a

feasibility study for a project

40.4% 61.0% 54.0% 50.0% 52.7%


40

These results are in line with the qualitative evaluation based on youth FGDs. Yet, in Assuit, Sohag

and Sharkia governorates, 25% of adolescents participated in FGDs mentioned that their level of

benefit was less than average in the CV writing and interview techniques topics. Despite this, all

beneficiaries (both youth and adolescents, males and females) agree that attending CV writing and

interviews techniques sessions was important to them since no one is providing such trainings in

their villages.

In general, participants expressed their deep satisfaction with the training topics and content during

FGDs. They also highlighted the positive impact of the trainings on them and others:

“Many young people in our governorate illegally migrate abroad; if they had the

opportunity to attend these trainings they would not have travelled.” FGDs –

Sharkia governorate

On the other hand, when asked why they rated certain training topics as “weak or below average”,

the sampled beneficiaries indicated the following reasons:

▪ 25% mentioned that it was due to their own irregular attendance of the sessions;

▪ 25% mentioned they wanted more training hours;53

▪ 15% of beneficiaries who participated in FGDs in Upper Egypt and Cairo mentioned that

most of the training sessions lacked illustrative visuals such as explanatory videos and take

home training materials such as CDs that they can use for future reference.

Notable to Meshwary’s success, is that the output indicator “life skills and employability curricula

are developed and adopted by government” has been achieved. As for the effectiveness of said

curriculum, the collected data shows that it was most effective in empowering participants at

starting their own business and/or linking them with a work placement opportunity.

Quantitative results show that 91.4% of the sampled beneficiaries indicated that their personality,

skills, and job prospects have improved as a result of attending Meshwary’s trainings sessions.

Expressly, they highlighted the following benefits:

▪ 40.9% state they acquired the ability to make the right decision (table 5.9);

▪ 36.8% obtained self-confidence now (table 5.9);

▪ 20.5% felt an improvement in their interaction with others. Although, this was reported

much more often from males than females (table 5.9);

▪ 13.8% started their own projects. Of course, this percentage was higher among the youth

than adolescents as youth are better capable and can afford establishing their own projects

(table 5.10);

▪ 45.5% of those who established their own projects received funding from their families,

while 51.5% of them utilized their own savings (table 5.10); and

53 The life skills component consists from 21 sessions where the trainers and participants decide on a convenient

schedule for the sessions to take place. The life skills component was carried out over 21 sessions in one week (three

sessions per day), or over three weeks (one session per day). However, through reviewing the project documents, it

was found that most of the trainers conducted two sessions per day.


41

▪ The project’s trainers helped 50% of the beneficiaries who started their income generating

activity (SME) in preparing their feasibility study (table 5.10).54

Table 5.9: The percentage distribution of the quantitative sample who reported an improvement

in their lives as a result of their participation in the project by the improvement aspect, 2016

Total Sample55 % Age group Gender

Improvement aspects Youth Adolescents Female Male

40.9 50.5% 27.8% 41.4% 40.6% Ability to make the right decision

36.8 31.3% 44.4% 34.3% 38.6% Self confidence

35.7 43.4% 25.0% 38.6% 33.7% How to manage projects

20.5 18.2% 23.6% 15.7% 23.8% Dealing with others in a good way

17.0 21.2% 11.1% 17.1% 16.8% Solve problems in a better way

Table 5.10: Percentage distribution of beneficiaries of the life skills component who established a

project, 2016

Beneficiaries type Age-group Total Adolescents Youth Male Female

Do you currently have

your own project?

Yes 7.3% 18.2% 12.2% 16.0% 13.8%

No 92.7% 81.8% 87.8% 84.0% 86.2%

Source of funding Families 57.1% 42.3% 47.1% 43.8% 45.5%

Pervious savings 42.9% 53.8% 64.7% 37.5% 51.5%

Borrowing from relatives,

friends, or people you know

0.0% 7.7% 0.0% 12.5% 6.1%

Other 0.0% 11.5% 11.8% 6.3% 9.1%

Who helped you in

conducting the

feasibility study for

your project

Through the help of the

project (trainer)

40.0% 52.4% 53.9% 46.2% 50.0%

Myself 40.0% 38.1% 46.2% 30.8% 38.5%

Me and my family 20.0% 9.5% 0.0% 23.1% 11.5%

The qualitative evaluation confirms that, overall, both adolescents and the youth

beneficiaries were satisfied by the trainings received. Particularly, participants in Assiut

expressed very positive appreciation of the entrepreneurship sessions and the skills acquired from

them. Participants also mentioned that they learned that businesses/SMEs that succeed in some

cities do not necessary succeed in villages and so this information helps them plan later on. They

also expressed a high level of benefit from both the project planning and conducting a feasibility

study session.

“The project was very useful to our personal growth and career development

needs. It helped us open our eyes to new ideas and encouraged us to enter the

labour market. However, implementing what we learned in real life is difficult due

54 This result is consistent with the results of table 5.8; where 52.7% of those who attended Entrepreneurial skills

topics as average and above, mentioned that they acquired the ability to conduct a feasibility study for a project

55 This question was a multiple responses question, so the summation of the total column exceeds 100%


42

the high price of raw materials and the marketing process for products.” FGD in

Cairo governorate

Results also show that the project had a significant role in emphasizing to adolescents and youth

the importance of saving as an enabling factor in establishing any private business/project, as well

as being more responsible:

“The savings session and how to establish small business session were key

trainings for us.” 80% of adolescents - FGDs at Nazlt El-Arin youth center –

Sahrqia governorate

“We learned how to save money which was the first step to start depending on

ourselves…. Even the way we manage our lives have changed… currently, we are

not only planing for the future, but search for actual jobs as well.” Youth - FGDs

at Gandlha District – Assiut

To sum up, when it comes to the impact of the trainings on the adolescences and youth

beneficiaries, quantitative and qualitative results show:

▪ There are improvements in knowledge and skills of target beneficiaries addressed by

capacity building component and the project ended up exceeding its project’s indicator;

▪ Curriculum was effective in empowering female and male young poeple to start their

business and the output indicator: “life skills and employability curricula are developed

and adopted by government” was achieved;

▪ The capacity building component for personal growth and career development needs is

effective for youth and to a great extent is effective for adolescences.

Qualitative evaluation that addressed the adolescents and youth opinions on the degree of their

knowledge and skills improvement based on the capacity building component show that all

participants56 in the FGDs described a significant change in their self-confidence and sense of

leadership which they described to have an impact on their lives.

As for the impact of the training sessions on the participants’ self-perception and personal

capacities, results can be summarized as follows:

The aspect

of impact Youth’s opinions Adolescents’ opinions

Personal

capacities Learned how to plan and prioritize

their objectives and tasks.

Started to have a more positive outlook

for life, a stronger ability to handle

unexpected events.

Became more independent and have

sense of responsibility, and a wider

social circle.

Became more confident and could now

enter the labour market.

Enhance the younger generation

ability to think about establishing

their private business.

Became capable of organizing their

studying time and became able to

overcome their weakness points.

Became capable of setting a plan and

organize their stuff to reach to their

goals.

56 The vast majority; there is no significant difference between adolescences and youth and girls and boys.


43

The aspect


Became more accepting of the idea of

being self-employed and know how to

do that in light of the lacking of the

required resources/fund57.

Became more proactive in searching

for opportunities and more flexible in

accepting different types of jobs that

they used to look down upon.

Being able to enter the labour market

at a younger age58

60% of adolescents in Sohag

governorate in FGDs mentioned that

they started to think to put plans to

save money to start their own small

business in the summer.

Young girls mentioned that they

became more capable of dealing with

their own life problems.

Became more self-dependent, and

their way of thinking has changed as

they start to have small and big goals

to accomplish.

Became more aware that small

projects can get bigger and that they,

therefore, can gain more revenues.

Created an atmosphere of

communication with their families as

they start talking with each other and

discuss the trainings content.

The self-

perception

Youth beneficiaries who participated in

FGDs experienced positive changes

which they described in a sophisticated

way as follows:

Developed our personalities;

Developed our ability to work in

teams.

Managed our time efficiently.

Helped us to think in small

businesses/projects are very useful for

our future

Helped us to plan our priorities;

Helped us to solve our problems and

others as well.

Helped us to efficiently use our

resources, and obtain the required

personal abilities to face actual life.

Start thinking and planning to have

their own projects.

Start searching for activities that

would generate income for them.

Became more self-confident to take

responsibilities.

Start developing savings idea to

establish their private

business/project.

Became able to discuss their

problems in a better way.

Learned not to waste time or get

attached to dreams that cannot be

accomplished.

Girls became more capable of

dealing with their own life problems.

57 Tables 5.7, 5.8 and 5.9 support such results 58 Table 5.10 indicates that 7.3% of the sampled adolescents started their SMEs.


44

The aspect


Improved our functional abilities

(such as: write CVs and update them;

attend interviews professionally;

search for a job; make simple

feasibility study)

Gained the skill of how to efficiently

use the resources they have, as well

as to face real life.

Became aware of how to calculate

the profit (gain and loss) for small

businesses.

Their career perspective has

changed; for example, lots of them

mentioned that their career plan was

to travel to one of Gulf countries or

immigrate after graduation to work.

However, after attending the training

sessions, lots of ideas came up for

them and they became enthusiastic to

establish their own small business in

Egypt.

Became more capable of making

decisions.

Became more willing to

participate/volunteer in

developmental projects in their

villages59.

59

Participants also became more socially engaged. For example, five adolescents within the sessions mentioned that

they volunteered in the Health and Housing club project (Nwah), that is affiliated to “Etijah Youth and Development

Consultancy Institute”; and that they volunteered to increase the health awareness in Ganadlh village. Another two

young girls mentioned that they volunteered in a projected called “El Mosthel Mosh Liki” meaning (impossible is not

for you), which focuses on female participation in social life and breaking the fear barrier.


45

The extent to which the training topics and content correspond to personal growth and

career development needs

Evaluation results show that the training topics and content corresponded to personal

growth and career development needs. The evaluation team assessed the training manuals

developed (both in terms of content and presentation) and it was found that training manuals

included a proper and a systematic classification for topics tackled. For example, the feasibility

studies for small projects module’s manual highlighted the different stages for establishing small

projects, such as project idea, market study, technical study, and financial study. This breakdown

indicated that sessions were thorough. Additionally, trainings were organized and laid out clearly

the lessons that must be gone over, the presentation tools needed, and the different discussions

techniques to incorporate. Each session also included case studies and practical examples.

Although, the time allocated for each session was not sufficient to discuss all related topics with

the youth, more time should have been allocated to the adolescents’ sessions. This is so to provide

them with more case studies and practical examples.

➢ The effectiveness of the career guidance component

Overall, beneficiaries were satisfied with the career guidance component and noted

improvements in their personal capacities, such as critical thinking, negotiation, and

leadership skills. Likewise, the MoYS-affiliated staff mentioned during the interviews that they

have benefited from the trainings and consider it to have a contributed to their lives since they

assisted in such a note-worthy project.

As for youth beneficiaries’ satisfaction with the training, the results of the quantitative

evaluation indicated that 76.4% of the youth approved of the career guidance training and their

level of benefit was at least good (table 5.14). That being said, youth in Assuit suggested to add

the following to the component:

An adolescence in Dir El Ganadala Youth Center, Assuit governorate

“I am in the third Secondary class. Before I knew about Meshwary, I was an introvert and just went from my house to school

and back. I am an only child so my parents were very protective and worried about me. I suffered from that. Their overwhelming

worry about me made me like a prisoner between home, school, books and them. I used to practice sports twice a week at the

youth center to escape from my daily routine. At the youth center, I heard about the Meshwary project and learned that they will

conduct a life skills training for adolescents between 13 to 17 years old. I decided to join the training which ended up playing

an important role in my life. I now know how to deal with my parents in a reasonable way, while getting them to agree with and

let me do what I would like.

I used to get poor grades in English and therefore, it is one of my weakness points. During the life skills course, I learned about

overcoming weaknesses. So, I decided to face my problem and went to speak to a Meshwary trainer about how to improve my

English. Then, I decided to get enrolled in an English course provided by Assuit University. The life skills training also taught

me how to write a CV. Interestingly, I then decided to send my CV over e-mail to one of the universities abroad to get a

scholarship and learn English. And I did get a scholarship from a British university!

Thanks to Meshwary, I became able to face my problems and overcome them one by one. Now, I am a different person who

prepares to travel abroad. Previously, I did not even imagine or dream about studying in Assuit University. Currently, I am a

confident person who got a scholarship in Britain before ending his secondary education”.


46

▪ Personality and career assessment tests to help them figure out what they want to do in the

future;

▪ Enrich the training content by adding more feasibility studies and business management

cases;

▪ Pay more attention to the practical component and provide more training materials, and;

▪ The course should take place over a longer time period.

Another suggestion relates to having peer educators and this suggestion actually comes from

Meshwary Phase I. During the first phase of the project, one of the objectives was to incorporate

peer educators to help in disseminating the content of the trainings among other young people, in

simple language, so to widen the benefit of the project and ensure that everyone understands what

is being taught. These peer educators were considered resources in the implementation of the

project. However, during phase II, reaching to peer educators was not one of the project objectives

therefore, the evaluation team recommends bringing them back in the upcoming phase.

Table 5.14: The percentage distribution of sampled adolescents and youth who attended skills development

trainings according to their evaluation of the competence of the life skills trainers disaggregated by gender,

2016

Level of benefit Male Female Total

Below average 11.8% 0.0% 5.9%

average 11.8% 17.6% 14.7%

Good 52.9% 52.9% 52.9%

Very good 23.5% 23.5% 23.5%

Unable to determine 0.0% 5.9% 2.9%

Total 17 17 34

Work Placement

For the work placement component, UNICEF connected with different entities in order to

provide the beneficiaries with complementary services. Even though this was a success, the

referral services that have been provided throughout the project was not institutionalized.

During the second phase of the project, UNICEF partnered with private sector entities to help with

Meshwary’s work placement component. Through UNICEF’s Private Sector and Partnerships

Unit, some private sector companies were identified to provide jobs or on-the-job opportunities.

These companies includes: Starwood Le Meridien Hotel, Carrefour and Aramex Courier.

Beneficiaries of the project were referred to these companies later on. 60

Based on the project’s documents, 49 young people, new graduates and undergraduates, from

faculties of Commerce, participated in work placements at Barclays branches in the targeted

governorates, for one month. 61 Furthermore, the partnership between UNICEF and Starwood

60 All the data about work placement are recorded at UNICEF.

61 10 other young people are planned to join the summer 2016 work placement; but this is expected to happen after

the phase out of the project.


47

resulted in providing 15 work placement opportunities to selected beneficiaries of the Meshwary

project. Out of the 15 who were given the opportunity, three have actually been hired at Le

Meridien. Furthermore, 9 internship opportunities were provided by Aramex62 to selected

beneficiaries of the Meshwary project in Upper Egypt.63 Also, another young man from Meshwary

was hired at Carrefour.64 Interviews with the youth also show that there were some of them who

got a job opportunity through the help of the trainers.

That being said, while the results do show a promising start, overall they were not that high: only

five youth out of thirty-two got internship opportunities through the project. Specifically, when

looking at the total number of beneficiaries, few job opportunities were offered for beneficiaries

who attended the trainings at youth centers, especially those in Alexandria and Assuit.65 Instead,

usually when a work referral does happen, it was through the partner NGOs. This explains that the

partnership between UNICEF and the partner NGOs was mainly to provide in-depth support to

young people and help refer them to further development opportunities. Additionally, it is worth

mentioning here that UNICEF’s main mandate in this context is employability rather than

employment. Linking up young people with job or on-the-job training opportunities was mainly

to create a model of partnership between the government and other private sector entities to support

the referral mechanism.

The evaluation team noticed that the partnerships between the project and those companies were

not institutionalized as team members could not meet with any of those companies’ officials.

Essentially, there was no information on the focal persons between the companies and the

Meshwary project. Therefore, it is recommended that a system that includes such information is

created. As for Barclays bank, the team could not contact the focal person because they were

moved to another branch abroad. The person’s replacement did not know anything about the

project. The same goes for Carrefour as the evaluation team was unable to reach the focal point

in order to meet with them.

However, to end on a high note, Meshwary did an impressive job at referring disabled young

people with jobs. Through the partnership with Ebtessama Foundation, 345 young people (321

males and 24 females) disabled people were linked to on-the-job training opportunities at hotels

and textile factories in Cairo and Alexandria.66 Following this, 204 were actually employed at

their respective hotel or textile factory. Furthermore, through the partnership with Gozour

Foundation, 227 (19 males and 208 females) youth that can sew and/or have nursing training were

linked with employment opportunities in public hospitals or textile factories.

.

62 20 more young people will get internships in the summer of 2016.

63 Results from FGDs in Assuit

64 Results from FGD in Cairo

65 The referral and work placement intervention was more successful for beneficiaries who received skill development

and vocational training at the two partner NGOs than those beneficiaries who attended trainings youth centers and

CGCs. 66 Two out of them received an internship opportunity at Le Meridien Hotel for one week and one of them was recently

hired in a full-time job at the same hotel through the partnership between UNICEF and Starwood. The rest of them

got these opportunities through the NGO.


48

The capacity building component for the staff affiliated to MoYS

➢ Trainers’ selection

The evaluation team assessed the selection process for trainers and the extent to which

trainers benefited from their TOT. Results show that the selection process of the trainers

was based on a transparent process, followed specific selection criteria to a large extent, and

ensured equal access for all applicants.

Of those interviewed, 80% of the trainers mentioned that they heard about the project’s application

procedure and corresponding TOT from MoYS. They recalled that the application for the TOT

was for all MoYS employees who met some specific selection criteria. This entailed having the

ability to take decisions, being self-confident, being capable of dealing with adolescents and youth,

and having experience in the field of adolescent and youth development. That being said, 20% of

the trainers mentioned that they were directly recommended by the directorate of youth and sports.

➢ Training of Trainers (ToT)

All trainers who were interviewed in the qualitative evaluation expressed their positive

perception of Meshwary’s training programme and rated it as “excellent”.

Trainers assured that they all have received the TOT, and that the training topics focused on how

to interact with the young participants, how to seem more self-confident, the important lessons that

trainers have to deliver during the training, and how to go about teaching more hand-on topics like

interviewing skills.67

Some trainers mentioned they even attended a refresher training session provided to them after

they had taught some modules. The project consultant noted that the refresher was a

complementary training, that focused on enhancing the trainers’ skills and qualified them to

answer the beneficiaries’ questions. During these training sessions, trainers presented different

situations that they faced when providing the trainings to the young people and explained why they

felt that they did not handle it in a proper way. During this refresher training, trainers shared their

experiences and offered one another constructive criticism. It is worth mentioning that the

refresher training targeted mainly the trainers who needed further capacity building support.

➢ The turnover rate among the MoYS affiliated staff

Evaluation results show that the turnover rate among trainers who attended the TOT from

the MoYS staff was relatively high at 24.3%. Some reasons that may have contributed to this

high percentage include:

▪ The trainers’ financial entitlements were delayed for long periods of time due to

bureaucratic procedures.

67 The trainers benefited from these sessions and applied such the knowledge and skills, but more weight should be

given to the opinion of the participants about the competency of their trainers. This will be presented at the end of this

section.


49

▪ The implementation of the training programme, in some cases, conflicted with the MoYS

staff members’ main duties at the ministry. Even though, the project management sent

formal letters to the directorates informing them that their staff members were recruited as

Meshwary trainers and that this recruitment should be considered as part of their work

duties, the directorate did not accommodate such a change in their staff’s schedule.

Therefore, their work duties at MoYS came into conflict with their role as trainers at

Mashwary, which needs to be addressed by the ministry.

➢ Trainers’ evaluation

Based on the performance of the trainers who received the TOT, it is clear that not all of

them sufficiently understood the training’s content. Based on the report submitted by the

project’s consultant who performed the TOT sessions, some of the trainers needed to be monitored

until they reached a required level. Following this, a number of evaluations were conducted to

assess trainers’ performance. These evaluations were based on the visits done by the programme

representatives at the ministry as well as UNICEF representatives to the youth centers and even

some of the on-going sessions with beneficiaries.

On the other hand, some positive aspects that should be mentioned are:

▪ Some of those trainers helped the project consultant during the new TOT in the new

governorates. The consultant also assured trainers conducted TOT training workshops to

other MoYS staff and even selected some to be master trainers. This showed that the project

succeeded in preparing a cadre of professionals within the ministry capable of conducting

the TOT trainings in the future.

▪ One of the trainers in one of the youth centres in Upper Egypt said “there were some

suggestions regarding the training content. Some sessions contained some terminologies

that were too sophisticated and used to confuse a lot of the trainers as well as the

beneficiaries to be sure. But based on our feedback the content was modified twice”. Such

responsiveness shows that attention was given to the trainers’ feedback.

➢ The competency of life skills trainers

Results of the quantitative evaluation of the competence of the life skills trainers indicated that:

▪ 63% of the adolescents and youth in the sample mentioned that trainers were good and

fulfilled their job requirements, while about 30.1% indicated that trainers were outstanding.

These ratios strongly indicate the competency of the life skills trainers and that they have

been well prepared (Table 5.11).

▪ 1.2% of beneficiaries indicated that trainers were not competent because their delivery was

lacking. Specifically, about 8.3% of the sample in Sharkia indicated the weak performance

of the life skills trainers. Moreover, results showed that the adolescent and the youth

benefitted less in Sharkia compared to the other five governorates (Table D2 – Annex XI).


50


trainings according to their evaluation to the life skills trainers’ competence disaggregated by gender and

age group, 2016

Age-group Gender Total sample

Adolescents Youth Male Female Number %

Bad/not competent 2.6% 0.0% 0.0% 2.7% 2 1.2%

Average 6.5% 5.2% 5.1% 6.7% 10 5.8%

Good/convenient 70.1% 57.3% 73.5% 49.3% 109 63.0%

Very good/ Outstanding performance 20.8% 37.5% 21.4% 41.3% 52 30.1%

The evaluation also examined the competence of trainers in relation to his level of education. It

was found that the higher the trainee’s level of education, the better the trainer’s competence and

overall assessment, as shown in table 5.12.


trainings according to their evaluation of the competence of the life skills trainers disaggregated by their

educational level, 2016

Educational level Bad/not

competent Average Good/competent

Very good/

Outstanding

performance

Total

Primary stage 0.0% 0.0% 100.0% 0.0% 5

Preparatory stage 3.3% 4.9% 72.1% 19.7% 61

Secondary stage (public) 0.0% 11.8% 70.6% 17.6% 34

Secondary stage (technical) 0.0% 5.6% 66.7% 27.8% 18

University 0.0% 3.8% 43.4% 52.8% 53

Postgraduate 0.0% 0.0% 50.0% 50.0% 2

Total 2 10 109 52 173

In order to understand the reasons behind trainees’ assessment for trainers, evaluation team used

quantitative and qualitative methods and results (as shown in table 5.13) show that:

▪ 78.6% of the sample beneficiaries noted that the life skills trainers were “at least good” and

assured that the trainers delivered information in a simple and easy way. While 48.6%

mentioned that the trainers interacted with them properly.

▪ In all the FGDs, participants assured that trainers presented information in a simple and

clear way, dealt with them pleasantly, and were flexible in assigning the schedule of

training sessions.

Table 5.13: The distribution of sampled adolescents and youth who attended skills development trainings

and their evaluation of the competence of the life skills trainers is at least good according to the reasons for

such evaluation, 2016

Reasons Good/

competent

Very good/

Outstanding

performance Total68

Can easily communicate the information in a simple and clear way 82.6% 80.8% 78.6%

68 This question has multiple sub-questions; therefore, the total does not add up to 100%


51

Reasons Good/

competent

Very good/

Outstanding

performance Total68

Communicate and deal with us in a good way 49.5% 57.7% 48.6%

The commitment of trainers to the trainings’ time/schedule 15.6% 17.3% 15.6%

Add an important information outside the training content 14.7% 13.5% 13.3%

Present ideas in a systematic and organized way 11.9% 11.5% 11.0%

Give practical examples 7.3% 15.4% 9.2%

Trainers have good managerial skills to run the trainings 1.8% 13.5% 5.2%

Trainers have emotional stability and believe in their work 2.8% 1.9% 2.3%

Trainers assured on the value of team working 0.0% 3.8% 1.2%

Create a competitive spirit among the trainees 0.9% 0.0% 0.6%

➢ Assessing the facilitators of Meshwary

“I participated in the career guidance component and asked if I can have someone

help me during the training to write questions for the trainer, which was provided

for me... I decided to transform the training material to Braille so that visually-

disabled people benefit from the trainings.” A visually-impaired facilitator

MoYS had selected 45 staff members from the Cairo, Assuit and Sohag governorates to be trained

as facilitator sin the CGCs. Facilitators were chosen the same way as the life skills trainers. A

series of capacity building training workshops were provided to the selected staff to equip them

with the skills needed to be career guidance facilitators. This capacity building programme was

provided through a UNICEF-contracted specialized consultant.

Overall, the staff that was prepared to be career guidance facilitators did a great job at presenting

the services of the career guidance centres. They took the programme further and expanded the

career guidance and counselling sessions to reach out to youth in universities.

However, in terms of duties, the facilitators fulfilled all of them, save one. They generally

found it difficult to follow up on the graduates. Indeed, only 8.8% of the youth beneficiaries

indicated that facilitators used to follow up with them.69 On the other hand, the sampled facilitators

mentioned that it was difficult to follow with the beneficiaries since their names, contact data,

filled out forms were at the ministry’s central level in Cairo. Accordingly, there was no available

information on the targeted beneficiaries who attended the training at the CGCs themselves.

It should be noted that the turnover rate among facilitators was relatively high at 21%. Similar to the trainers, the facilitators had a high turnover rate mostly because of their

commitments with the ministry took precedence over that of Meshwary. They mentioned that the

execution of the training sessions coincided with their other work duties.

Monitoring and evaluation system of Meshwary project phase II

The monitoring and evaluation for Meshwary project phase II was conducted through:

69 Youth who got career counseling in CGC


52

- MoYS: UNICEF created a manual M&E system based on pre-and-post registration

forms,70 which was adopted by MoYS and considered as the only source for the project’s

database. The data was then validated and the number of participants were inserted in an

excel sheet on a continuous basis. This data was classified by gender and age-group. It is

important to note that MoYS was keen on classifying the data by gender so to ensure that

beneficiaries were equally distributed between males and females and then directed to

youth centers accordingly.

- UNICEF: MoYS sent the pre-and-post registration forms to UNICEF where a consultant

developed the project’s database and was responsible for updating it. The output of this

database included the aggregate number of beneficiaries (either on the governorate level,

age-group, or gender) as well as the percentage of beneficiaries who acquired at least five

key life skills and employability skills.71

However, the evaluation team tested the database and concluded that it is not user-friendly for the

following reasons:

▪ All the required tables have to be extracted from the database solely by the programmer;

▪ Extracting graphs and tables to visually show the results is needed;

▪ The forms that are used to fill in the database have to be modified to include more fields.

Despite that, according to the MoYS and UNICEF focal points, all the TOT workshops conclude

with a specialized M&E orientation session, 8% of the trainers reported that they did not

understand the purpose of the forms because they found the questions in both of them very similar.

Moreover, the MoYS had deployed only one of its staff members supporting the implementation

of Meshwary to also provide the M&E support needed in the programme. More staff need to be

deployed to provide M&E support at MoYS level. In general, the M&E system needs to be

upgraded to be able to fully respond to the M&E needs of the project.

The coordination mechanism between UNICEF and implementing partners

The coordination between UNICEF and MoYS is effective and fulfils the capacity building

component. Overall, Meshwary is considered a good example of the collaboration between the

UNICEF and the government (represented by MoYS). Moreover, since the NGOs have all

exceeded their targets; this indicates that the coordination mechanism between them and UNICEF

was effective. However, the coordination mechanism between UNICEF and private sector needed

to be institutionalized by the government to link up young people with job, on-the-job and/or

training opportunities at a wider scale.

The success of the collaboration between the UNICEF and the government can be explained by:

▪ UNICEF succeeded in building a sense of ownership by the ministry;72

70 The details of these forms and its cycle are presented in Desk review analysis. 71 The results of this indicator are presented in table C1-Annex V

72 See the Sustainability section


53

▪ The project succeeded in building a good cadre of trainers in the ministry, which will help

in training new trainers during the expansion period or when holding a refresher for the

current; and

▪ The positive impact Meshwary had on the adolescents and the youth as well as the fact that

the project exceeded its targets encouraged MoYS to continue supporting Meshwary.

The unplanned results

There were important unplanned results of the project that can be highlighted as follows:

▪ Young people needed someone to listen to them and help work through their problems. The

good trainers of Meshwary took on this role and offered them advice and encouragement. This

opening up developed trust between trainer and trainee.

▪ Employers specifically asked for more trained disabled people. This can be explained by two

reasons: disabled young people made capable, dutiful employees but also, companies wanted

to satisfy Egyptian law, which requires that 5% of hired employees be disabled. Therefore,

Meshwary was an effective resource for them.

Hence, the fact that the project achieved multiple unintended results proves Meshwary’s

effectiveness. Moreover, the project also achieved a number of desired results such as reaching a

high percentage of female participation and becoming a channel for employing young people with

mental disability. Meshwary also succeeded in building a cadre of qualified life skills trainers.

These outputs all indicate the project’s high level of effectiveness.


54

5.3 Efficiency

Due to the project’s efficiency it ended up exceeding its targeted and achieving unintended

results. These strategies and interventions can be summarized as follows:

1. One of the main strategies that led to achieving the project’s targets is the strong partnership

built between UNICEF Egypt’s Adolescent Development and Participation Programme

and the Ministry of Youth and Sports (MoYS), and partner NGOs.

2. The choice of locations ensured that the selection of the targeted beneficiaries addresses

disadvantaged young people. Therefore, the project’s implementation in poor villages in

rural governorates and urban slum areas was efficient. The same approach must be used

during the scale up.

3. The project built a cadre of young trainers and facilitators affiliated to MoYS so to ensure

the institutionalization of Meshwary within the ministry system.

4. Implementing the project activities inside the youth centers that were affiliated to MoYS

was a proper decision as this saved lots of the project financial resources.

5. The project established eight Career Guidance Centres (CGCs) which aim to provide career

services to young people so that they productively plan their professional career. It also

established a referral system in these CGCs to find job opportunities for the young

candidates who have graduated from the skills development programme and the career

guidance programmes.

Through assessing the scale up process, it was found that the TOT can be decentralized; or in other

words, it would have been more efficient if the qualified trainers go to new targeted locations and

train Meshwary graduates to be trainers. This will help maintaining the project resources and

supplying work opportunities for graduates later on. Moreover, this is in line with the UNICEF

Adolescents Development Mid Term Review73.

In order to get direct feedback from the main beneficiaries, in addition, to the indicators, the project

documented some interesting stories from the participants to measure the impact of the project on

them. Furthermore, the project designed a Longitudinal Study Framework with the aim to gain

insight of the project’s achievements and selected ten young individuals (4 from Cairo and 6 from

Assiut) to participate. Additionally, in the last quarter of 2015, UNICEF conducted a Mid-term

strategic review of the Adolescents Development portfolio. An international expert in adolescent

development visited Egypt for three weeks and went over the current activities of Meshwary. The

expert met with Meshwary affiliates and approved of its various services and contributions to

Egyptian society.

Because of the high level of interest of MoYS in ensuring the continuity of the programme, a 3-

year strategic planning exercise for the Central Directorate of Youth Training and Projects of

MoYS, is currently being carried out with UNICEF support. The strategic plan aims to ensure the

project’s sustainability and expansion within the Ministry’s core mandate and to connect between

73 One recommendation was for UNICEF Egypt to focus on the adolescents and incorporate peer education to train

adolescent boys and girls on life skills, entrepreneurship and employability. Source: Final Egypt Semi Annual report

(March 2016)


55

different opportunities for adolescents and youth available at the Ministry and through its public

and private sector partners. The main objectives of the strategic planning exercise are to formulate

specific objectives and target for 2017-2020, conduct a stakeholder mapping exercise, identify

potential sources for funding, develop a budget, and assess the monitoring and evaluation system

of the project.

➢ M&E System

The M&E tools were developed by an expert for the skills development programme. Specifically,

a global tracker survey was incorporated as part of the M&E tools as well as registration forms

and pre-and post-forms created to assess the level of knowledge acquisition and attitude change

among the participants before and after joining Meshwary. That being said, some improvements

need to be added to the M&E system to become more efficient. This comment relates mainlY to

enhancing the project’s database, which is Meshwary’s main source of monitoring and evaluation.

The database must include information that goes beyond those collected from the skills

development programme. Instead, it should include data from all the project’s components: the

skills development programme, career guidance centers, documenting employees, referral cases,

job trainings, and the income generating activities. Moreover, the reporting module of the database

should be simplified so that the process of extracting reports from it is straightforward.

The cost efficiency of the programme interventions

The programme interventions were cost efficient, as the project utilized 92.9% per cent of funds

allocated to it. The evaluation also analyzed the distribution of funds utilized across different

components, as shown in Table 5.15, which maps the percentage distribution of funds utilized by

each component

Table 5.15: Distribution of funds and expenditures

Total

Planned

(US$)

Total

Spent to

date(US$)

% of total

spent to

total

planned

% of total

planned to

total

planned

Cost per

beneficiary

(US$)

Skills Development Programme 490,000 607,629 124.0% 29.7% 36.8

Career Guidance 295,000 243,836 82.7% 17.9% 31.0

Monitoring and Evaluation 180,000 134,689 74.8% 10.9%

Employee Engagement74 14,714 106 0.7% 0.9%

Advocacy and Communication75 71,000 70,307 99.0% 4.3%

Administrative costs 601,183 478,457 79.6% 36.4%

GRAND TOTAL 1,651,897 1,535,024

The budget allocated for the project was 1,651,897 (US$). It has been noted that the disaggregation

of utilization of funds for each component is efficient for the following reasons:

▪ More than the targeted number of beneficiaries was achieved without going over the budget.

74

It includes costs related to employee engagement events or sessions 75 It includes Launch and partnership visibility events during project


56

▪ Based on the outcome and output indicators, the total expenditures on Skills Developments

Programme has increased by 24% than the first phase. That is, the cost per beneficiary is 36.8

(US$) for Skills Development Programme and 31 (US$) for Career Guidance. Both figures are

efficient.

▪ The processes related to ‘monitoring and evaluation’ and ‘work placement and referral system’

were found to be considerably weak (as discussed in the effectiveness section), and

correspondingly the total spent is less than that planned;

▪ M&E spent almost 74.8% of the budget allocated to it, while employee engagement spent 0.7%

of the budget allocated to it. This poses questions on the efficiency of the funds spent on these

two components.

▪ It can be shown that 47,5% of the budget were allocated to the two core components of the

project: The Skills Development Programme and Career Guidance. Plus, 36.4% of funds were

allocated for administrative costs. While a comment on the adequacy of fund utilization cannot

be made due to the lack of a benchmark to measure against, it can be inferred that a

considerable amount was spent on ‘administrative costs’.

Day-to-Day Management

There were lots of managerial challenges within the day-to-day management of the project

in MoYS. This is based on the IDIs with MoYS staff at the targeted governorates. Therefore, in

discussing the day-to-day management of Meshwary, the following points stand out:

▪ While the meetings between UNICEF, MoYS, and the directorates of youth centers were very

useful, they were also few and far in between. Therefore, they should be more routine.

▪ The success of the project depended heavily on the efforts exerted by the management in each

governorate. Therefore, it must be ensured that the management in each governorate is crucial

competent so that Meshwary continues to be successful.

▪ More resources need to be made available at the directorate and youth centers so to supply the

tools needed for training. For example, the lack of printing paper in the youth centers was an

obstacle for listing information about the beneficiaries.

▪ The pre-and post-evaluation forms need to be simplified as per the trainers’ request, since they

noticed that many beneficiaries, especially adolescents, found them hard to answer, or

understand.

▪ The administrative and bureaucratic procedures have to be streamlined in order for the project

to be more efficient and effective. In particular, it must be ensured that there are no delays in

the trainers receiving their transportation allowance because that was found to be the main

reason why they left their positions.

Therefore, it could be argued that Meshwary Phase II was efficient overall. It stayed within its

budget and the funds were utilized in a fair way; that is, they were proportionately distributed

across different components. Therefore, at the top level, Meshwary is considered efficient.

However, as reasoned above, the day-to-day management of the project requires more attention.


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5.4 Impact

Although it may have been early to measure the full impact of the project, given that it ended

right before the evaluation. The evaluation team was able to identify some impacts, which

can be identified as follows:

➢ The Impact on Targeted Beneficiaries: 82.2% of young beneficiaries have acquired at

least five key life skills and employability skills; which shows that the output indicator has

been achieved and beneficiaries have benefited from the skills development program.

Specifically, the project had a direct impact on adolescents and youth, especially the

marginalized groups among them such as young girls, and the disabled. Large number of

marginalized young females has participated in the project activities, which opens positive

avenues for greater gender participation in poor villages in rural governorates and slum

areas in Cairo governorate. As for disabled young people, the project succeeded to create

job opportunities especially for young people with mental disability who were trained

through Ebtessama foundation. The quantitative results show that companies demanded

some of these young disabled who performed all the tasks required.

➢ The capacity building component for personal growth and career development needs

was effective for male and female youth and to a great extent was effective for male

and female adolescences. The qualitative analysis revealed that 91.4% of sampled

beneficiaries described a significant change in their self-confidence and sense of

leadership, which they believed was reflected in their everyday lives. Moreover,

beneficiaries assured that they feel confident in determining the jobs that suit their abilities

and are consistent with their aspirations. However, one drawback was that results show

that their competence level in writing CVs was average.

A youth at Dir El Ganadala Youth Center, Assuit governorate.

I am a disabled person. I have been suffering from mobility impairments for a long time and this made me feel different

than others and therefore, I became an isolated person. I could not live like my friends who are the same age as me. I

became an introverted, nervous and an inflexible person who does not listen to other people’s opinions or even be open

to changing my own. I heard about Meshwary from the manager of the youth center, who is also a trainer in the

Meshwary project. I joined the life skills training course which helped me discover myself. The training on

communication and listening helped me gain new skills and to change my way in dealing with others. People noticed

the positive changes in my character which encouraged me to complete all the other training courses.

I obtained my technical diploma after finishing secondary school but, I decided to complete my study and get enrolled

in the Institute of Computer Science. This is one of the goals I set for myself after the training ended. I became more

sociable and self-confident, I even ignored my disability. I started to feel like I am normal and not different to my

friends. My friendships became stronger. My trainer noticed these changes and nominated me to work in a development

project called “Health Awareness and Population Club”. I worked as a trainer and a speaker in introductory health

symposiums. I also joined my disabled friends at an initiative called “Learn with Me” which targets the physically

disabled people in rural areas and helps them complete their education. Rural schools are not equipped for the disabled

so, the initiative focused on preparing classes to suit the needs of disabled students at the primary stage. These classes

should be close to the bathrooms and on the first floor to make it easier for disabled students. I felt happy when the

initiative was welcomed by parents of disabled people. The parents sought the approval of the Ministry of Education

on the initiative.

I will never forget the positive impact of Meshwary on my life. It really transformed me from an introvert to an

extrovert.


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➢ Training’s topics correspond to targeted beneficiaries’ personal growth and career

development needs, as more than three quarters of the sampled beneficiaries who attended

life skills training exercise confirmed that their level of benefit was at least good for all

skills except teamwork, employment culture and CV writing where almost one third of the

sampled beneficiaries who attended these training were rated as providing weak or below

average benefit. These results are in line with the qualitative evaluation in all FGDs the

participants described a significant satisfaction with the training topics and content.

o “The trainings satisfy our actual needs as we need to improve our perception of

work”. Adolescents - Sawda youth center – Sharkia governorate

➢ The percentage of youth who accepted occupations with moderate or high risk to

enhance their standard of living is 63.3% versus a percentage of 57.4% in the baseline

study, and 92% of respondents stated that they felt more empowered and confident in

pursuing jobs due to trainings and services offered by Meshwary.

➢ The curriculum succeeded in empowering females as well as males. Specifically, when

it came to encouraging them to start their own business. The data collected illustrates that

13.8% of the evaluation sample established their own projects, where the percentage of

youth is greater than the adolescents. Furthermore, 45.5% of those who established their

own projects received funding from their families, while 51.5% of them utilized their own

pervious savings. As expected, the results were higher for the older cohort than the younger

one.

➢ Furthermore, MoYS in collaboration with the Social Development Fund (SDF)

implemented some programs that include youth training on small projects. By the end

of the program, some of the beneficiaries were selected to start their own projects that were

funded from the SDF. Based on the information about those youth, 40% of them were

graduates from Mashwary project76. Moreover, the training program that was implemented

by Ebtsama NGO contributed in increasing the number of beneficiaries with disability

(Section four, effectiveness).

➢ Beneficiaries of the project expressed their appreciation of the training sessions

provided. In particular, they enjoyed the SMEs sessions, feasibility sessions, business

plan, and calculating the profits and losses, and the money management and saving saving

sessions. The project activities offered were seen to be very relevant, useful and meet the

needs and priorities of the adolescents and youth.

“We needed a project like this as such sessions are not provided neither in universities

nor schools, and we were searching for such training sessions on the internet…. The

best thing about this project is that the sessions are provided inside the youth centers

where all young people can easily have access to them.”

FGD –– El Zawia El Hamra youth center - Cairo

76 The annual report for SDF on programs implemented with the MoYS, 2016.


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“After attending the training workshops, we were able to save money to buy textbooks

and clothes.”

FGD - Adolescences in Nazlat Al Areen youth center – Al Sharkia

➢ However, one of the factors that affected the project’s impact is the high turnover

rate among trainers and facilitators. In addition, the unavailability of beneficiaries’

information in the youth centers and CGCs was the main reason behind not following up

on the graduates.

Simply put, Meshwary left an impact on the beneficiaries because it taught them important life

skills like setting goals, having career aspirations, developing critical thinking skills and

communicating effectively. Furthermore, the qualitative analysis revealed that almost all

beneficiaries described a significant change in their self-confidence and sense of leadership. This

was reflected in their lives since Meshwary led to noticeable results when it comes to job-seeking.

Significantly, participants became more open to accept jobs that they did not consider pursuing

before.

A youth in Assuit started believe in this quote “People think to change the world while no one thinks to change themselves”.

I believe that if we want to make any change, we should start by ourselves. I can say that this is also one main lesson I have

learnt from Meshwary.

I learned about Meshwary when I attended a workshop that was conducted by the project in the vocational consulting center.

Through the trainer, I joined the life skills training in El Ganadala Youth Center which is far away from my house, as I live

in Markaz El Ghanima in Assuit. This training was the reason for lots of the changes I witnessed in my personality and the

way I think about the future. This positive change in me encouraged me to spread the training among my friends and that in

turn encouraged them to join Meshwary as well.

Before I was involved in the project, I was thinking to complete my studies and travel abroad to the West or to one of the

Gulf countries. After joining Meshwary however, I changed my mind. I learned how to write a CV and I even help my friends

to write theirs. So I became qualified to apply for and attend job interviews.

The Meshwary trainer found that I am qualified to be a coordinator for one of the development projects called the “Population

and Health Awareness Club”. I went for an interview with the officers of that project, and I got the job “project coordinator”.

It is a project that focuses on raising health awareness of young people aged between 18-35 years old. Basically, without

Meshwary’s trainings, I would not have been able to get that job.

Meshwary played a role in changing my ideas, especially what I want to do in the future. I see hope now in staying and

enhancing my capabilities and not travelling abroad. The development field would be my future career. Through the youth

Center, I also joined the Boy’s Scout for the first time in my life. Boy’s scout helped me improve my skills and besides, I also

got honored at the national level. Meshwary project helped me to discover myself and realize my abilities and skills to work

and achieve success.


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5.5 Sustainability

The UNICEF partnership with the MoYS contributed to institutionalization of the skills

development programme and career guidance component, and in turn the Meshwary project

is deemed sustainable.

By the end of the project, MoYS successfully adopted a national life skills and employability

programme. Said programme ensures the institutionalization of both components. Furthermore,

this confirms that UNICEF succeeded in building a sense of ownership for the project within the

ministry. Specifically, good cadres of trainers were created within the ministry to help with the

project’s expansion. And indeed, in February 2016, the ministry scaled up the project in five new

governorates, which means that the project is currently taking place in ten governorates.77

The ministry also inserted the Meshwary project within its budget for the current fiscal year

and allocated a provision of 4,300,000 LE for implementing the project in 10 governorates

as previously mentioned. This means that MoYS will be responsible for all implementation costs,

such as: stationary, salaries of the staff affiliated to MoYS (those are the skills development trainers

and career guidance facilitators), as well as the venues for the TOT workshops, skills development

programme sessions, and career guidance centres. However, due to the current economic

conditions, one of the ministry staff mentioned: “It is not expected that this provision will be

increased in the next fiscal years in order to scale up the project in all governorates. Therefore, the

ministry is looking for alternative sources of funding to expand the project in Egypt." This promise

indicated the commitment and appreciation MoYS has towards Meshwary.

On a more practical level, Meshwary is also deemed sustainable on the ground. MoYS staff

assured that a set of procedures had been taken in December 2016 to overcome the obstacles that

faced the project such as the delaying of the financial entitlement of trainers. The project’s

coordinator at the ministry assured that they will connect the project with other departments in the

ministry. Additionally, Meshwary graduates are encouraged to link up with the programme

implemented by the ministry in collaboration with the Social Fund for Development, so that they

can fund their own businesses.78 Moreover, when it comes to the monitoring role of the ministry,

after the phase out of the project, the programme will have to hand the project database over to

MoYS. This is after having done all the required amendments that were previously mentioned so

that MoYS affiliated staff can update the database routinely. Accordingly, the programme can be

sustained in the current ten governorates as well as be expanded upon when funding becomes

available.

When it comes to UNICEF, its youth program was successful in designing Meshwary and its

activities. Also, the program succeeded in selecting the national partners such as MoYS and the

partner NGOs, Gozour and Ebtsama. It should be noted that both MoYS and Ebtessama foundation

bought-in the project, which will contribute to the project’s sustainability.79 Specifically, the

project’s coordinator at Ebtessama assured that the NGO will continue providing its training

77 Details are presented in effectiveness section

78 The programme is a governmental programme with the main aim of assisting young people to access loans and

business support to establish businesses in the targeted governorates.

79 Interestingly, Ebtessama and UNICEF had collaborated on an initiative aimed at disabled youth. Said initiative later

became certified from the Ministry of Education as a core programme. Afterwards, it was adopted by the Meshwary

program and utilized within its training material.


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programme to help the disabled youth. She added that they currently have funding to continue

providing these programmes for a period of time. Such a commitment from the foundation bodes

well for the sustainability of Meshwary. As for Gozour foundation, they are phasing out of the

Meshwary project to implement another program aimed at women empowerment.

Therefore, the three main stakeholders, MoYS, UNICEF, and the partner NGOs were

effective in demonstrating Meshwary’s sustainability. That being the case, one last point should

be taken into consideration to make Meshwary even more sustainable. The evaluation team noticed

that the project’s interventions did not embed a sustainable system of referral for adolescent and

youth to further training, work placement, on-the-job training, and entrepreneurship opportunities.

Since employing youth is outside the domain of UNICEF, it is suggested that its youth program

provide support for Meshwary’s implementing entities in order to embed the referral system. Such

an initiative may help graduates secure jobs and thus make Meshwary an indispensable project.


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5.6 Scalability

Generally, the project succeeded to scale up its interventions. The scalability of Meshwary’s

interventions depends on several factors; namely, the availability of financial resources, the

availability of human resources, and the conviction of staff in their mission.

As stated previously, MoYS set a provision in its annual budget of 2016/2017 to finance the

activities of Meshwary in the ten governorates. It was decided that should the ministry find itself

unable to keep this provision in its annual budget, it will retrieve funding from elsewhere to sustain

the project’s implementation. Such a guarantee from the government speaks well in favour of the

project’s sustainability.

Based on IDIs with MoYS staff in Behira and Aswan governorates, respondents assured that

the implementation of the project in the five new governorates was easier and more

organized compared to the previous phase of implementation. Furthermore, when the project’s

TOT was announced in new governorates, large numbers of the ministry’s employees expressed

their wish to join and sent in their application. Subsequently, the project’s management selected

the trainers and fulfilled their targeted number. Moreover, the cadres of trainers in the original

governorates assisted the project consultant when training the trainers in the new governorates.

This sheds light on their conviction in Meshwary’s mission and their hope in its continuance.

Indeed, in Behira, one of the CGCs actually expanded its halls to accommodate higher numbers of

trainees.

The project management and the training coordinators in the ten targeted governorates set

new rules at the beginning of 2017 to overcome the obstacle related to the delay of the

trainers’ transportation allowance. As it was emphasised before, it was because of this reason

that led to a high turnover rates to take place among the trainers. The evaluation team was thus

pleased that an initiative was taken to stop this problem from happening again. However, the team

did not have the opportunity to figure out the result of these rules as they were applied after the

end of the data collection stage.

Due to the high level of interest by MoYS in ensuring the sustainability and scalability of the

programme, UNICEF support supported the development of a three-year strategic plan for

the Central Directorate of Youth Training and Projects of the MoYS. The strategic plan aims

to ensure the project’s sustainability and expansion by relating it to the Ministry’s core mandate.

In particular, the main objectives of the strategic planning exercise are to formulate specific

objectives and targets for 2017-2020, conduct a mapping of stakeholders, identify potential sources

for funding, develop a budget for the plan, and assess the monitoring and evaluation system of the

project. In essence, the maintenance of Meshwary’s activities without failure in the five new

governorates indicates that MoYS and its local directorates have the capability for further scaling

up. Expressly, the youth centres’ managers in the new governorates mentioned that there are no

obstacles confronting expanding the project to new governorates. They also said that MoYS cadres

are highly qualified and can implement the new expansions.

As for the results of the project in the new governorates, the quantitative analysis revealed

that there were no significant differences in adolescents and youth opinions regarding the

competency of the trainers and their benefit from the trainings compared to what has been

mentioned within the five original governorates. This means that the results coming out of


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Meshwary are significant and consistent. Such consistency in outcomes indicates that the project

is predictable and thus is replicable and scalable.

To summarize, the proposed interventions have a potential for replication and/or scale-up if the

required financial resources are made available. Furthermore, the MoYS and its local directorates

are capable to take the project forward and maintain its strategies and approaches in five additional

governorates. This is especially the case, if the managerial obstacles mentioned in this report are

overcome.


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6. Main conclusions

6.1 Conclusions

In conclusion, Meshwary Phase II was a notable youth and adolescent project aimed at engaging

these age groups in activities that contributed towards bettering their employability in the labour

market. In this manner, Meshwary is seen to be exceedingly relevant to the Egyptian context.

Given the country’s economic situation and market needs, the project was able to effectively

enhance the participant’s capacity through skill training and increase their employment

opportunities via the career guidance centers.

The project was phased with the vision of closing the gap between education and the labor market

by empowering young people with knowledge. Therefore, Meshwary followed a participatory and

knowledge-based approach in order to adequately respond to the Egyptian context. Such an

approach is also consistent with UNICEF’s rights-based orientation and development goals. For

one thing, the project was centered on one of UNICEF’s specific field of activity, which is

adolescent development and participation. For another, given UNICEF’s partnership with MoYS,

Meshwary also gave special attention to partnering for young people’s socio-economic inclusion.

The fact that the project’s goals are not only in line with Egypt’s development goals, but UNICEF’s

as well speaks to Meshwary’s acute relevance on a local and on a global scale.

Specifically, it must be underlined that the key achievements of Meshwary include: 18224 young

people learning enterprise skills, financial skills, and life skills; 7,725 young people benefitting

from career counselling; 695 young people were referred to job opportunities; and 151 micro-

enterprises were found. Moreover, the project was fruitful in reaching a high percentage of female

participation, even in those new governorates that are traditionally more conservative like Qena

and Aswan. In addition to this, Meshwary Phase II proved to be a channel for employing young

people with mental disability. This is an impressive feat for several reasons. Firstly, the project

was able to engage these young individuals in areas where nobody else was tailoring their services

to acclimatize the mentally disabled. Secondly, by preparing them with the right skill set to join

the work force, Meshwary was able to help these young people in taking a big step towards self-

reliance. Lastly, the engagement of the mentally-disabled as well as the high participation of

women both speaks to the project’s ability of empowering young people.

As it became clear throughout the report, the theme of empowerment is one that takes center stage

when it comes to Meshwary’s impact on the participants. Simply put, the project equipped young

people with critical information and skills, which in turn enabled them to become socially

empowered. An opportunity like Meshwary, taught beneficiaries important life skills like setting

goals, having career aspirations, developing critical thinking skills and communicating effectively.

These skills, while crucial for their well-being, are conceptual and so intangible. This is why

Meshwary was designed to ensure that participants are prepared to the work force with applicable,

real-life skills as well. Therefore, young people were educated about detailed CV writing and

trained for effective interview skills. Apart from these taught modules, the beneficiaries also had

access to career counseling services, which opened the gates to greater job opportunities. Another

key aspect to the project’s success relates to the confidence and sense of gratitude the graduates

had after Meshwary. The graduates felt that way because they appreciated having learned these

skills when no one other than Meshwary offers such services in their village. Therefore, by

fulfilling this need, Meshwary made a clear impact on their lives.


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Finally, in regards to sustainability, the evaluation team found that Meshwary is highly likely to

be sustainable and even scalable. Specifically, due to the project’s impressive accomplishment,

MoYS wanted to ensure the continuity of the programme. Therefore, UNICEF has supported the

development of a strategic plan to guarantee the project’s sustainability and expansion. It is

important to note that the strategic plan reinforces the Egyptian government’s commitment to

youth inclusion. Likewise, it also reinforces UNICEF’s theory of change, which highlights

adolescence and youth development under the umbrella of child protection. This reinforcement is

crucial because it makes the project highly relevant to the key stakeholders, who will in turn

safeguard the project’s longevity.

More specifically, the evaluation team concludes that the following principles must be taken in

consideration in the upcoming programme cycle:

1. Country Ownership is Imperative: By evaluating Meshwary Phase II, it became clear that

country ownership was a key for its success. Fundamentally, the incorporation and interest of the

national government represented in MoYS was vital for planning ahead. Further, in regards to the

project’s success, forging strong partnerships with government ministries and NGOs was critical

to desired project results. Thus, the combination of capturing of national interest and the

achievement of project results both ensured the relevance of Meshwary in the local Egyptian

context. Such relevance makes the project a necessary mechanism with which the government can

achieve development goals (in particular to socioeconomic inclusion of the youth), while

simultaneously have Egypt fulfill international commitments in regards to working towards SDG

goals.

2. Importance of relevant partnerships and interlinkages: Meshwary Phase II has been

designed around the incorporation of several partnerships right from the start. The involvement of

all relevant stakeholders from the time of the project’s conception must be seen as strength. For

example, UNICEF’s effective partnership with MoYS and NGOs led to several active steps being

taken to ensure the project’s sustainability. Firstly, the Ministry allocated a budget to implement

the project in ten governorates, which signifies the government’s appreciation for Meshwary and

their keenness on having the project resume. Secondly, MoYS staff folded in features of the project

within the Ministry. The skills development programme and career guidance became further

institutionalized in MoYS with the help of NGOs. Overall, the project cemented the partnerships

among the key stakeholders; the next step would be to make sure that the coordination between

these partners is effective.

3. The Necessity of Good Trainers: Good trainers turned out to be essential to achieving desired

project results. Basically, the evaluation team discovered that the competency of trainers is directly

proportional to how much a beneficiary learns from a session. Therefore, the higher the rating of

competency the trainer received from the graduates, the more the graduates reported their

satisfaction with the project. Moreover, the trainers noted that the better their relationship with the

participants, the more open the participants became in following the trainers’ advice. Thankfully,

Meshwary succeeded in building a cadre of qualified life skills trainers and facilitators. These

trainers and facilitators must be rewarded for their efforts and also recruited in higher numbers, if

Meshwary is to be scaled-up.

4. The Urgency of Streamlining: Meshwary Phase II had a high turnover rate among trainers and

facilitators. This issue had a negative effect on local grass-roots coordination. Therefore, there was

a lack of consistency when it came to following up on the graduates due to bureaucratic and


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administrative hurdles. Hence, the evaluation team believes that the streamlining of the project

(i.e. enforcing faster and easier working methods for the employees) is an urgent matter that must

be addressed. Streamlining would be a massive step towards removing technical and

administrative hurdles, which would subsequently decrease the high level of turnover among the

staff.

5. The Need for an Innovative Approach: In Meshwary phase I, young people who received a

considerable dose of training were given the position of peer educator. This is significant because

it demonstrates that beneficiaries can also be a resource for implementation. Unfortunately, this

innovative approach was not transferred to the second phase of the project Therefore, it is crucial

to consider qualified beneficiaries as human resources for the implementation of the project. This

can be through explaining to the participants at the beginning of the programme that the most

hardworking would be recruited as a peer educator. This will create a spirit of positive competition

that will contribute to a higher rate of success. In addition to this, it was evident in the evaluation

that there is a direct correspondence between the competency of the trainer and how much a

participant benefits from the programme. Therefore, an overall evaluation of the performance of

current trainers should take place. Excellent trainers should be rewarded and accordingly refresher

training to be provided for those who need it to improve their performance. Similarly, the training

topics and content of the training manuals should be revised. This is based on the finding that the

extent to which youth benefited from trainings was higher than that of adolescents. Consequently,

activities and trainings should be better tailored for each group to suit their needs and engage them.

Finally, all bureaucratic and administrative issues should be resolved and streamlined so to remedy

the problem of having a high rate of staff trainer turnover.

6. The Centrality of Ensuring Project Sustainability: To ensure the long-term sustainability of

the project implementation, two aspects should be taken into consideration: (1) building the

capacity of the national partners and stakeholders, (2) confirm the institutionalization of the project

within the Ministry so to ensure funding for the project in the future. Also, the evaluation suggests

reaching out to other entities in the government, other than MoYS, so that the project could be

mainstreamed in other programmes to reach to more young people. Increasing the number of

enrollment is crucial, especially in Upper Egypt and other villages that are characterized with high

rates of illegal migration.


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6.2 Lessons Learned

When evaluating Meshwary Phase II, the lessons learned were established by identifying the

strengths and weaknesses of the intervention.

The Strengths of the Intervention

i. UNICEF’s effective partnership with MoYS led to greater country ownership over

Meshwary. This led to several active steps being taken to ensure the project’s

sustainability. Firstly, the Ministry allocated a budget to implement the project in 10

governorates, which signifies the government’s appreciation for Meshwary and their

keenness on having the project resume. Secondly, MoYS staff incorporated features of the

project within the Ministry’s existing activities. For example, the MoYs senior staff

explained that the Youth Train initiative was used to promote and implemented career

guidance and skills development session on the train. Thirdly, the skills development

programme and career guidance were institutionalized into the project. Overall, the project

opened up a space in which marginalized young people (whether they be financially in

need men and women or the mentally disabled) received training with content aiding their

personal growth and career goals.

ii. The project opened up a space in which marginalized young people to receive training

with content aiding their personal growth and career goals. This was confirmed by the

grateful feedback the graduates gave after working with Meshwary. Graduates on the

whole felt that way because they had gained skills which they can practically incorporate

to improve their lives.

iii. Unplanned results included employers specifically asked for more trained disabled

people. This can be explained by two reasons: disabled young people made capable, dutiful

employees but also, companies wanted to satisfy Egyptian law, which requires that 5% of

hired employees be disabled. Therefore, Meshwary was an effective resource for them.

The Weaknesses of the Intervention

i. The evaluation team observed that the targets were notably overall modest. Better

targets based on a scoping exercise with an adjusted needs assessment must be put in place

upon considering the project’s upscaling. Aiming for higher targets would drive greater

efficiency and therefore would maximize benefit. The same goes in relation to job

placement. It was observed that despite exceeding its job placement and self-employment

targets, these targets were also modest to begin with. Hence, developing the existing

referral mechanism to expand on results while aligning with other initiatives by UN

partners or other stakeholders, would be necessary to maximise impact.

ii. When it comes to the day-to-day management of the project, Meshwary is in need of

better grass-roots coordination. Coordination could be improved by having better

communication channels and more frequent monitoring and evaluation.

iii. Some attention needs to be paid to the performance of the trainers who received the

TOT, especially those in Alexandria who were generally not up to the same caliber.

There was a high turnover rate among the trainers. Reasons owing to other commitments

and professional duties at the ministry caused conflicting time schedules with regards to

the courses, whose duration sometimes exceeded three months.


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7. Recommendations

These recommendations are to serve the upcoming programme cycle and MoYS. They were

developed in cognizance of Meshwary’s strengths and weaknesses along with the main findings

highlighted as follows as well as the lessons learned.

Finding 1: The program was effective in providing young people in deprived areas with life and

employability skills. The upscaling of the programme to five additional governorates provided a

wider scale of outreach to young people. Therefore, to ensure further national upscale a good

financial sustainability plan needs to be in place.

Recommendation: Capitalize on the Meshwary project outreach by considering the project as an

entry point to the upcoming programmatic priorities in UNICEF 2018 – 2022 CPD with an equity

lens. This can include, but is not limited to, programs promoting youth and adolescents’ and in

particular girls’ empowerment and engagement. These are relevant to combatting harmful

practices such as FGM/C and child marriage, nutrition awareness, reproductive health and hygiene,

adolescent irregular migration, adolescent girls’ empowerment, and adolescent and youth

participation. The design should take into consideration innovative ways to capitalize on this wide

outreach in raising young people’s awareness in different fields and how to inspire their

engagement. This will strengthen the model further.

➢ Addressee: UNICEF & MoYS

➢ Time Period: While designing the awareness programmes in the upcoming CPD

Required Steps:

i. Revisit the programme’s design in light of the evaluation findings and the new CPD’s

program priorities. Moreover, it should be ensured that the project remains in alignment

with national SDS priorities and MoYS’ emerging national strategy. The new revisit should

try to introduce capacity and awareness raising packages in those youth centers in deprived

areas, while placing a special emphasis on more developed strategies to include young

girls, the disabled, and those most affected by issues of irregular migration, early marriage,

and FGM. The revisit should capitalize on the most successful intervention strategies as

deduced by this evaluation;

ii. Enhance design by taking into consideration the components relevant to career

development and job placement needs. Again, it is recommended that such an initiative is

made in coordination with existing developmental and national initiatives so to avoid

replicating efforts. This could fit within the new UNDAF joint effort along with other

agencies. Special consideration is to be paid into exploring private partnerships beyond

individual firms, but rather to bigger foundations and encourage them to focus on female

employment. This is within the framework of a joint UNDAF programming that pays

attention to enhancing the life and employability skills and referral mechanisms for youth

and adolescents in geographic locations that suffer most economically and from irregular

migration;

iii. Capitalize on the partnership model that brought together a UN agency along with a

government partner, private sector companies, and NGOs in order to address one of the

most critical issues facing young people in Egypt, especially unemployment. Since this

partnership mechanism was effective in building the sense of ownership by the ministry, it


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is crucial to ensure that these collective efforts are developed so to help more young people

via the project.

Finding 2: The Meshwary project was adopted nationally. Its life skills and employability

curricula is now implemented in five additional governorates.

Recommendation: Mainstream the life and employability skills training modules that have been

developed by the project into other programmes to reach more young people. Through some

adjustments in the curriculum’s content and delivery, the program’s Life Skills and Citizenship

Education framework may become a good platform to promote improved skills for learning,

employability, personal empowerment and active citizenship. Hence, the programme could be

further developed in this way.


➢ Time period: While implementing the employability skills development programmes in

the upcoming CPD.

Required Steps:

i. After revision of the life and employability skills manuals, expand on its use by enlisting

other significant partnerships, such as the Ministry of Education (MoE). This will help

reach a wider spectrum of adolescents; especially those in the most marginalized regions

of Upper Egypt and those who are at risk of irregular migration in Lower Egypt.

Finding 3: The project ended up exceeding its targeted number of beneficiaries in the life skills

development programme. Likewise, the project also achieved more than the targeted number of

beneficiaries for the career counselling component.

Recommendation: The target number of beneficiaries should be assigned based on evidence.

➢ Addressee: UNICEF

➢ Time period: During the designing phase of the project

Required Steps:

i. Develop a good targeting mechanism through a scoping or needs assessment exercise to

set targets. Census data can now also be used in that regard;

ii. Consider the multiplier effect methodology when reflecting on the level of outreach. The

project’s impact would not only be on the beneficiaries themselves but also on their peers

and their communities.

Finding 4: There were improvements in knowledge and skills of target beneficiaries addressed by

capacity building component. Besides, the curriculum was effective in empowering both female

and male youth to start their business.

Recommendation: Create a cadre of master peer educators to be selected from the pool of

qualified beneficiaries. This falls under UNICEF’s theory of change, which stresses a participatory

approach to development. This can also include networking with Y-peer.



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➢ Time period: While designing the project’s intervention and training programmes

Required Steps:

i. Include the deployment of adolescents and youth beneficiaries to be master peer educators

in the project design;

ii. Develop criteria for the selection of qualified beneficiaries, and develop an advanced

training programme to equip them with the skills needed to be master peer educators;

iii. Ensure the availability of a good financial sustainability plan for the sustainability of this

program.

iv. Create Peer experience sharing platforms

v. Explore opportunities for a mentorship program

Finding 5: The capacity development program helped improve the skills of the staff affiliated to

the MoYS, who were trained to be skills development trainers or CGCs’ facilitators through the

project. However, the turnover rate among trainers and facilitators who attended the TOT from the

MoYS staff, was relatively high.

Recommendation: Create a cadre of Master Trainers, who are able to rollout the program to other

MoYS-affiliated staff in other governorates beyond the targeted governorates. This would help

expand the program at the national level and beyond UNICEF’s support. In addition, the training

program should be included in the job description of the skills development trainers and career

guidance facilitators, so to recruit them for future implementation.


➢ Time period: During the scaling up and initiation of the new phase of the project

Required Steps:

i. Provide specialized training that produced a cadre of master trainers so to help the

government expand the program at the national level;

ii. Advocacy efforts at the decision making level to include Meshwary in the youth centers

annual plan and hence in the duties and responsibilities (job description) of the of the

trainers and facilitators;

iii. Develop criteria through which the quality and performance of the trainers and facilitators

are assessed and acknowledged for their caliber.

iv. Establish closer links with private sector partnership- to provide HR and partnership

training to develop the capacity of the CGCs staff in how to handle job placements and

recruitment.

Finding 6: The referral services that have been provided through the project were not

institutionalized.

Recommendation: Develop a coherent mechanism whereby the ministry institutionalizes the

referral service of the Career Guidance Centers.


➢ Time period: In the next phase of the Meshwary project


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Required Steps:

i. Provide technical support to MoYS in order to institutionalize a mechanism of referral and

so enhance the capacity of the staff supporting the career guidance centres;

ii. Capitalize on the existing work placement model established by UNICEF’s Private Sector

and Partnerships Unit to provide jobs and/or on-the-job training opportunities. This can be

done by establishing linkages between the MoYS and private sector companies as well as

micro-credit institutions to provide work placement opportunities and/or micro-credit

opportunities;

iii. Effectuate the monitoring system of the referral mechanism by recruiting UNICEF for

technical support.

Finding 7: The capacity building component for personal growth and career development needs

is effective for youth and to a large extent is effective for adolescents as well. As such, the extent

to which the youth benefited from trainings was higher than that of adolescents.

Recommendation: Integrate more interactive methods using sports, arts and other recreational

activities in the delivery of the training packages to attract and engage the younger age group

(adolescents)


➢ Time period: In the next phase of the Meshwary project

Required Steps:

i. Re-evaluate the project’s strategy in order to include higher adolescent participation

through the implementation of adolescent and youth-led initiatives. This should draw upon

existing youth networks such as the Y-PEERs as well as Meshwary’s trainers and

facilitators. This will transform young people into active citizens and agents of change,

who are able to transfer their knowledge on these issues to their respective communities

and thus bring about change on the ground;

ii. Adopt innovative approaches whereby the use of arts, sports and recreational activities is

considered to promote the interactivity of the training programme and hence engage more

adolescents;

iii. Simplify the entrepreneurial skills manual and more specifically the feasibility study

module so that they are more suitable for the younger cohort of the adolescence age group

(that is, those who are in the age bracket between 13-15 years old).

iv. Reassess the timing for the adolescent sessions and revisit the skill evaluation criteria for

this age group.

Finding 8: There is a room for improvement in the monitoring and evaluation software and system.

Recommendation: Redesign the M&E system to ensure decentralization and more efficient

inputting of data. This should be done alongside applying verification methods at the central level

to ensure accuracy of collected data as well as maintain accountability at the central level.

➢ Addressee: UNICEF and MoYS

➢ Time period: In next phase of the Meshwary project


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Required Steps:

i. Upgrade the database software to enable more interlinked fields between the reports

generated, thus making the software more user friendly;

ii. Ensure that the database is either an on-line or off-line system and guarantee that the

corresponding verification methods are adopted by MoYS at the directorate and central

levels;

iii. Deploy or assign staff from the MoYS at the directorate level and the central level to be

responsible for the accuracy of data entry, and application of verification methods;

iv. Train facilitators, trainers, coordinators, and the M&E staff of the targeted Youth and

Sports Directorates on the M&E system. Specify the importance of each data field and its

effect on information retrieval so that they understand the process of M&E. This will help

the project’s progress indicators.

Finding 9: The NGO, Ebtessama, through its partnership with UNICEF, achieved great results

with respect to work placement, on-the-job training and employment for mental disabled young

people. Meshwary also succeeded in creating a career guidance model for visually impaired young

people.

Recommendation: Integrate adolescents and youth with disability as a target segment of the

project.


➢ Time period: During the preparation for Phase III

Required Steps:

i. Project design should include a percentage of young people with disability;

ii. Integrate this segment in the monitoring system to link them up with proper training, jobs

or on-the-job training opportunities;

iii. Assign trainers affiliated to the MoYS who can target this segment specifically and so offer

the training programme to an expanded number of young people with disabilities.

Finding 10: The selection process of the trainers was based on a transparent process, followed by

specific selection criteria, which to a large extent, ensured equal access for all applicants.

Recommendation: Maintain the participation of the partners (UNICEF and MoYS) in the

selection process of the trainers and facilitators.


➢ Time period: While scaling and implementing the programme as well as in the next CPD


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Annexes

Annex I: ToR

UNICEF - ECO

Terms of Reference (TOR) for Individual & Institutional Contract

1. Background

Egypt has a rapidly growing young population; adolescents aged 10-19 represent 19 % of the population, while young people aged 10-24 compose nearly 29% of the population. At the national level, the Egypt’s President declares 2016 “Year of the Youth” with dedicated programming to address unemployment, small and micro entrepreneurship, participation, education and housing. Youth aged 15 to 29 who constitute about 63% per cent of the unemployed (CAPMAS, 2014) are particularly affected. The youth unemployment rate has increased after the 25th of January 2011 revolution, standing at 24.5% in 2010 and reaching 36.4% in 2013 amongst youth 15-24 years (CAPMAS, 2010-2013). The unemployment rate amongst young women is almost double that of young men. A mismatch exists between the outcomes of the education system and the labour market demands. Also, although education enrolment is high in Egypt, the quality of the education remains low. The 2014 Survey of Young People in Egypt (SYPE) revealed that 17.2% of youth aspire to migrate within the next five years.

Meshwary Project comes in response to the social and economic exclusion and lack of career opportunities many young people face in Egypt. Meshwary is part of a global partnership between Barclays Bank and UNICEF entitled, Building Young Futures. The global partnership aims at helping disadvantaged young people by supporting them and to gain skills in entrepreneurship and enterprise, thereby providing them with the tools, skills and opportunities that they need to achieve a brighter economic future.

The first phase of the project was implemented from 2008 until 2011 and reached around 45,000 adolescent and youth in ten governorates. It was mainly implemented in partnership with the Youth Association for Population and Development (YAPD). At the end of Phase I of the project, an evaluation was conducted so as to come up with findings and recommendation to guide the second phase of the project and other similar programmes targeting young people. The evaluation aimed at assessing the relevance, effectiveness, efficiency and the sustainability of the project. Among the main recommendations of the evaluation were to maintain the two main components of the project (the skills development programme and career guidance component) and to ensure institutional sustainability of the project through establishing partnerships with the government.

Building on the first phase, a second phase of Meshwary was initiated in 2012 and will come to an end in June 2016. The second phase aims to equip 12,000 young people in disadvantaged communities, with enterprise, employability, financial and life skills through a skills development programme implemented by the Ministry of Youth and Sport (MoYS) at youth centres in five governorates namely Cairo, Alexandria, Sharkya, Assiut and Sohag. Furthermore, the project set up in collaboration with the Ministry model career guidance centres in three governorates, to enable 3,000 young people to access career guidance services and potentially funds for establishing businesses as well as work placement and employment opportunities in three of the targeted governorates: Cairo, Assiut and Sohag.

In 2016, Meshwary Project has scaled-up to include five additional governorates (Aswan, Qena, Kafr El Sheikh, Behaira and Daqahliya) with UNICEF agreeing to the provision of technical assistance in support of this expansion until the end of the project.

It is worth noting that UNICEF conducted a Mid-term strategic review of the Adolescent Development and Participation Unit (ADAP) portfolio. One of the main recommendations of this review was the need to assist the government in scaling up Meshwary and in the design and implementation of a solid Monitoring and Evaluation system that can be used by the Ministry once the project ended. Another recommendation was for UNICEF Egypt to focus on the adolescence age, especially on the empowerment of adolescent girls and to use peer education to train adolescent boys and girls on life skills, entrepreneurship and employability. The review also highlighted the strengths of the Ministry of Youth and Sports and its wide reaching networks and the need to continue this successful partnership. That said, the proposed evaluation along with the Mid-term review findings should guide the design and strategies of the ADAP programme in UNICEF.


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The project's aim is to increase the knowledge, skills and experience among young people (13 – 24 years) to enable them to be economically and socially empowered to make strategic choices about their future. Specifically the five main outputs of the project are:

1. 12,000 young people will be equipped through the employability skills development programme on enterprise skills, financial skills and life skills and are able to have better future prospects socially and economically.

2. 3,000 young people benefit from career counselling enabling them to make informed decisions regarding their future careers.

3. At least 25% of those young people referred through the career centres are linked with work placements, jobs and business start-up funds institutions.

4. 300 young people will get into jobs and work placements. 5. 100 young people will start an income generation activity.

The project works with two age categories of young people; adolescents (13-17 years) and youth (18-24) years residing in ten governorates in Egypt, representing Urban governorates, Upper Egypt governorates and Lower Egypt governorates.

Description of Key Interventions of the Project:

Skills Development Programme: building the life skills, entrepreneurial and employability skills of adolescents

and youth: Modules covered such skills as future planning, creative thinking, communication and decision-making skills,

career planning skills, CV writing, interview skills, and entrepreneurial skills. The skills development programme is

provided through equipped youth trainers. The youth trainers are staff affiliated to the MoYS who were equipped with

basic training and facilitation skills to enable them to transfer the knowledge they gained in the skills development

workshops to adolescents and youth in their respective governorates.

Providing career guidance, support and referral to young people through counselling centres. This service include special career guidance sessions; linking young people with opportunities to access credit to start their own businesses; linking young people with specialized vocational and career advancement training; and linking young people with job opportunities/experiences available in the private sector and NGOs, in particular. Staff affiliated to the MoYS were equipped with the necessary skills and expertise to be available to provide this service to young people, through established counselling centres.

Linking young people with micro-finance. Linking young people interested to start their own business to micro-credit schemes and institutions in the targeted governorates, or assisting these young people to establish their business through their own or family’s resources.

Work placements for young people. This activity includes designing and delivering a programme of work placements at Barclays branches in the different governorates as well as other private sector entities to enable young people to gain critical experience and to help them make key life choices regarding their careers.

Sharing of business skills and knowledge from Barclays employees. In addition to the work placements at Barclays branches, this intervention is unique as it leverages Barclays core expertise and skills beyond funding.

Monitoring and evaluation. Key indicators were developed to measure the results of the project (Please see annex (4) – “Meshwary” results framework and progress on project targets until end of March 2016) -. Moreover, special monitoring tools were designed, including a baseline survey, special KAP surveys for the various modules of the skills development programme and the career guidance component, as well as the database and the reporting tools.

The main implementing partner of Meshwary is the Ministry of Youth and Sports (MoYS). Through the youth centres affiliated to the MoYS are spread in urban and rural areas at the national level. The project was implemented in selected youth centres in the ten targeted governorates. In addition, the project also partnered with NGOs so as to provide specialised services to the most marginalised young people in slums settings and to mentally-disabled young people.

2. Purpose of Assignment:

Primary Focus: Summative assessment of the achievements and value addedness of the programme.


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This end of project evaluation is to assess the extent to which the project has achieved its planned results and to identify the unintended results with a focus on the main five governorates covered by the programme. It is also to inform the design and implementation in the five additional governorates in which the MOYS is currently upscaling the programme. The evaluation should note what worked and what did not work and why it did or did not do so. The evaluation should also work on informing future programming in that area for the new UNICEF Country Programme (2018-2022) in alignment with national priorities and SDGs.

Why: Project is closing and currently being up-scaled by MOYS in five additional governorates.

Use of the evaluation: The evaluation is to inform and guide UNICEF’s upcoming programme cycle. It is a combination of a summative and formative assessment of the achievements and merit of the project. Furthermore, it signifies UNICEF’s accountability to the donor, partners, and stakeholders. The lessons learned, findings and recommendations should also guide the development of a coherent model upon which the Ministry can nationalise and scale-up of the programme.

Main users: UNICEF, Ministry of Youth and Sport (MoYS), and NGO partners.

Therefore, the objectives of the evaluation are to:

1- Evaluate the project’s achievements and assess whether it achieved the planned results and objectives. 2- Provide success stories, findings, recommendations and lessons learned for future UNICEF and government

adolescents and youth programming. 3- Assess the sustainability and scalability of the project’s interventions.

3. Scope of Evaluation:

Geographical scope: This evaluation will cover the 10 governorates of the project namely; Cairo, Alexandria, Sohag, Assiut, Qena, Aswan, Sharkia, Dakahlia, Beheira and Kafr El Sheikh, with comparative aspects highlighted in the analysis between governorates with more weight and focus on the five original governorates covered by the programme which are Cairo, Alexandria, Assiut, Sohag and Sharkia. The field implementation of the project in the five original governorates started in 2013 and still ongoing. The implementation of the scale-up phase into five additional governorates started early 2016. The project shall continue in the 10 targeted governorates after UNICEF support phases out in June 2016. The evaluation process shall cover the project since the start of the implementation in 2013 until it phases out in June 2016.

The evaluation criteria: The criteria will mainly focus on relevance, effectiveness, efficiency; sustainability and impact. The project’s main pillars that will be covered by the evaluation are: (1) the skills development programme, (2) the career counselling centres, the (3) partnerships developed, (4) the scale-up and institutionalisation of the project within a governmental entity. Please refer to the aforementioned background of the assignment for details on the interventions supported as part of the project.

Please refer to the questions listed in annex 1 (Please note that those questions are proposed to guide the evaluation process, however, it is expected that the evaluation team would recommend additions and modifications to the main research questions).

4. Methodology

The evaluation will adopt a utilisation-focused approach and will involve a mix of methods including Desk research, and field research including IDI, FDGs, MSC case studies more specifically:

1- Desk review examining and analysing project monitoring data, case studies, progress reports, guides and

training documents and any other relevant secondary resources and material in addition to existing literature

2- Field surveys and tools to validate the data and answer higher level questions.

3- Focus group discussion (FGDs) in the 5 original governorates, in addition to some representative governorates

from the 5 new ones (to represent all the regions, urban, rural settings, etc...)

4- Key informants interviews in the 5 original governorates in addition to representative governorates from the 5

new ones.


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5- Apply the most significant change technique to identify the key success factors that led to significant change for

some of the beneficiaries in developing case studies on key value addedness of the project while noting the

how, what and focusing specifically on the why and the how. These case studies should detail notable

successful intervention strategies- success ingredients including coordination mechanisms between different

stakeholders of what worked -- that lead to success stories for the following stakeholders: skills development

trainers and career guidance facilitators, adolescent and youth beneficiaries as well as youth workers in partner

NGOs and Youth Centres.

Gender and Human Rights (including Child and Youth Rights)

The evaluation needs to highlight how aspects of human rights, gender equality and equity guide are integrated into Meshwary Project. The evaluation team should have basic knowledge of the Convention of the Rights of the Child (CRC), different human rights legislation, Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW), as well as with local relevant legislation and policies.

Rights holders and duty bearers:

• Duty bearers include Barclays, UNICEF, the MoYS, partner NGOs, youth centres and other partners as perceived

by interviewees.

• Rights holders include adolescents and youth beneficiaries of the skills development programme, as well as

adolescent and youth beneficiaries of the counselling and career guidance service.

Rights holders are among the main stakeholders who will participate in the evaluation process. The selection of rights holders to be represented in the evaluation process must consider a gender balance.

1. 5. Duty station: UNICEF Egypt Country Office.

7. Description of assignment:

Key Tasks Expected Outputs

Desk review and consultations:

1) Desk review of existing documents on project, reports and previously conducted research and monitoring system data.

2) Hold consultations with key UNICEF staff, MoYS, as well as with partner NGOs and Barclays focal points, and agree on proposed methodology and work plan. Tools for data collection and testing of the tools (focus group discussion guideline, and in-depth interview guideline) will be completed at this stage. The framework for gathering the case studies will also be completed at this stage.

1) Draft inception report including analysis and assessment of the monitoring data, tools and a secondary analysis of relevant data and resources noting assessment of progress, key trends, caveats and relevance of the project, research tools and work plan.

2) Final inception report and final agreed research plan, tools and work plan approved by UNICEF.


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Field work:

3) Conduct field work to collect data and conduct interviews and focus group discussions as per work plan. Various types of stakeholders should be involved in order to obtain an in-depth understanding of their experiences with Meshwary project.

4) Prepare case studies/human interest stories from each of the targeted governorates. Apply the most significant change technique to identify the key success factors that led to significant change for some of the beneficiaries in developing case studies on key value addedness of the project while noting the how, what and focusing specifically on the why and the how. These case studies should detail notable successful intervention strategies- success ingredients including coordination mechanisms between different stakeholders of what worked -- that lead to success stories for the following stakeholders: skills development trainers and career guidance facilitators, adolescent and youth beneficiaries as well as youth workers in partner NGOs and Youth Centres.

3) Draft field report including an average of 2-3 case studies in each one of the five original governorates using the most significant change approach to identify the key success factors that led to significant change for some of the beneficiaries on key value addedness of the project while noting the how, what and focusing specifically on the why and the how. These case studies should detail notable successful intervention strategies- success ingredients including coordination mechanisms between different stakeholders of what worked -- that lead to success stories for the following stakeholders: skills development trainers and career guidance facilitators, adolescent and youth beneficiaries as well as youth workers in partner NGOs and Youth Centres.

4) Final field report including an average of 2-3 case studies in each one of the five original governorates (using the most significant change approach as explained above)

5) Prepare draft evaluation report and presentation in both Arabic and English to be shared with UNICEF for feedback.

5) Draft evaluation report and presentation submitted to UNICEF.

6) Prepare final evaluation report with executive summary.

6) Final evaluation and presentation submitted to UNICEF. The report should include but not limited to: executive summary, introduction, country context, UNICEF country programme cooperation, description of the project, scope of evaluation, purpose and objectives of evaluation, approach and methodology of evaluation, evaluation framework, methodology, sampling, findings in relation to the stated criteria: relevance, effectiveness, efficiency, sustainability and impact, recommendation and conclusion.

7) Prepare summary adolescent and youth-friendly versions for the evaluation report in English and in Arabic for dissemination purposes.

7) Two summary user-friendly versions of the evaluation report in English and Arabic prepared and submitted to UNICEF.

2. 8. Duration of Assignment: The evaluation is expected to be carried out between 15 June, 2016 and Oct. 30th, 2016.

3. 9. Nature of Assignment: 4. No office arrangements required from UNICEF. Office-based institutional contract with frequent field visits to

conduct the field work.


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10. Qualification and/or specialized knowledge/experience required for the assignment:

1. Composition of Evaluation Team: Evaluation team:

An evaluation team will be proposed which should be multi-disciplinary and should at a minimum include:

1) Evaluation specialist (team leader) responsible for coordinating the work of the team, designing research plan and tools, facilitating the design of the data collection tools, analysing the data, in addition to preparing the overall evaluation report.

2) Specialised consultants responsible for contributing to designing the data collection tools, conducting the focus group discussions and semi-structured interviews, and assisting in the data analysis. The experience of the specialised consultants in the area of youth development with special emphasis on business development and skills development is highly recommended.

The evaluation team will be acquainted at the onset of the assignment with the UN Evaluation Norms, standards, as well as with UNICEF’s Evaluation Report Standards.

2. Qualifications Required for Evaluation Team: The evaluation team will consist of a team leader and specialised consultants. Most importantly the team leader needs to have extensive experience in project evaluation. The experience of the evaluation team should include the following qualifications:

• Postgraduate degree in statistics, M&E, or other relevant discipline.

• Proven strong knowledge and practical application of quantitative and qualitative evaluation methodologies and data collection skills (preferable of adolescent and youth programmes).

• Knowledge of the situation of adolescents and youth in Egypt.

• Knowledge and experience on participatory evaluation, preferably having worked with young researchers before.

• Familiarity with the UN and UNICEF’s evaluation requirements.

• Knowledge and skills on gender awareness programming.

• Knowledge of human rights, CRC, and CEDAW, local legislation

• Excellent team leadership skills.

• Excellent report writing skills.

• English and Arabic language proficiency (reading and writing).

• Demonstrated performance levels (references and previous sample studies).

3. Ethical Considerations All interviewees will be informed with the purpose of the evaluation and their role and what information is required specifically from them. Confidentiality of their views is considered. If interviewees will include minors, a written consent should be taken from the persons in charge of their care. All the documents, including data and fieldwork instruments, developed in the course of this consultancy are the intellectual property of UNICEF.

In line with the Standards for UN Evaluation in the UN System (developed by the UN Evaluation Group), all those engaged in designing, conducting and managing evaluation activities will aspire to conduct high quality and ethical work guided by professional standards and ethical and moral principles. The proposal must identify actual or potential ethical issues, as well as measures and methods adopted to mitigate against these issues. Please refer to UNICEF procedure for Ethical standards (attached).

11. Suggested level of the Consultancy (if Individual): NA - Institutional Contract

12. Proposal Requirements:


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Interested institutions should prepare their proposal in accordance with the attached proposal/research requirements (Annex 2). The institution should also sign the attached Code of Conduct for Research in the United Nations System (Annex 3). Please note that the technical and financial (budget) proposals need to be submitted as separate bids.

Key selection/evaluation criteria:

The proposal will be evaluated in accordance to the following technical and financial criteria:

- Proposed methodology for the evaluation is appropriate. 20%

- Proposed work plan and schedule of the assignment is realistic and timely. 10%

- The institution demonstrated previous experience in conducting relevant evaluations. 20%

- The skills set of the evaluation team, and the appropriateness of the proposed division of roles and

responsibilities. 15%

- Compliance of the overall proposal with the Terms of Reference and the financial offer provided is consistent

and reflects the tasks in the proposal 15%

- The financial offer provided is reasonable, competitive relevant to the other bidders, and is appropriate for the

assignment. 20%

The technical and financial bids are evaluated separately. Only technically qualified firms will be evaluated for their financial bid. The weighting is then taken into consideration. The proposal will be evaluated 80% on the technical aspects and 20% on the financial.

5. 13. Proposed Payment schedule : 30% upon conducting the desk review and sharing the inception report

40% upon approval of the draft report

30% upon submission of final evaluation report and two summary user-friendly versions of the evaluation report in English and Arabic.

14. Advance Requested: NA


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Annex II: Selection criteria for youth centers, CGCs and trainers

Selection criteria for youth centers and staff for each component

1. Skills Development Programmes

Selection Criteria for Youth Centres for Skills Development Programmes

The willingness of the centre to join the programme;

The centre includes young workers who are ready to undertake some sessions to be

qualified trainers;

To serve poor villages or slum areas;

To have a room that can be used for training purposes (accommodate a minimum of 20

people);

To have a large number of members and high frequency ratio (preferably high female

members);

Currently implementing a number of activities that target adolescent and youth;

The site of the centre to be easily accessible (nearby transportation stops);

To allow free access for non-members beneficiaries; and

Not to be implementing any other similar project to ‘Meshwary’.

Selection Criteria for Young Trainers for Skills Development programme

To be from the young people working in the youth centre;

To have a bachelor degree;

To have a previous experience in working in the field of development projects and

programmes, preferably work experience in youth programmes is an asset;

To have good communication and facilitation skills;

To be able to work within a team;

Preferably to be 25 – 35 years old;

To be able to work under pressure;

To be able to mobilize young people and promote to the programme within his/her

community; and

Willing to travel outside the governorate to take part in the capacity building TOT

workshops

Selection Criteria for Youth Centres for Career Guidance Centres (CGCs)

The willingness of the centre management to join the programme;

To have a large number of members and high frequency ratio (preferably high female

members);


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Currently implementing a number of activities that target adolescent and youth;

Centre location;

▪ In the city

▪ Near youth gathering places: universities, educational institutions, youth associations.

▪ Easy to access (nearby transportation stops)

Has telephone line;

Internet;

To be able to allocate a room for the career guidance centre;

To have a room that can be used for training purposes (for around 10 days per month);

To allow free access for non-members beneficiaries;

The centre includes young workers who are ready to take part in the capacity building

workshops to be qualified to work at the career guidance centre; and

Not to be implementing any other similar project to ‘Meshwary’.

Selection Criteria for Young People for working at the Career Advice Centres

To be selected from the youth staff working in the selected youth centres;

To have a bachelor degree in social work, sociology or psychology or related fields;

To have a previous experience in working with students/trainees;

To have good writing and communication skills;

To be able to deal with beneficiaries from different backgrounds;

To be creative and able to do multiple tasks and setting priorities;

To have research and analysis skills as well as to be able to collect data and use it properly;

To have computer and the internet skills;

Preferably age range from 25 – 35;

To be able to mobilize young people and promote the programme within his/her

community;

Ready to work in other youth centres that would be assigned for the career guidance centre

(in case it is outside the centre); and

Willing to travel outside the governorate to take part in the capacity building workshops.


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Annex III: List of documents and other references consulted

1. Egypt Country Program Document (2013 – 2017);

2. Project’s proposal – May 2012 – Meshwary project Phase II;

3. Final donor report Sept 2012 - June 2016 - Meshwary project Phase II;

4. Project’s Quarterly Progress Reports;

5. Project’s Annual Progress Reports;

6. Adolescent Development and Participation Programme (July 1, 2013 - December 31,

2017); Results Framework (RFW) reports;

7. Project’s Results Assessment Module (RAM) reports;

8. Monitoring and Evaluation documents; selection criteria, project manuals, monitoring

forms and project’s database;

9. Final Egypt Semi Annual report (March 2016);

10. Meshwary phase I - Evaluation Management Response;

11. Final Evaluation Report of Meshwary Phase I – My Journey, 2013;

12. The Baseline Survey report of the Building Young Future Programme “Meshwary project

Phase II”, 2013;

13. UNICEF Procedure for Ethical Standards in Research, Evaluation, Data Collection and

Analysis, 2015;

14. Goal number 8.6: https://goo.gl/5kWmLa;

15. Egypt’s Sustainable development strategy: 2030 Vision, https://goo.gl/7DKYHP;

16. National review sustainable development goals,

http://moic.gov.eg/MopRep/MIC/English.pdf_915201625622PM;

17. Ministry of Youth and Sports’ aim; http://youth.gov.eg/pages/plan;

18. ETF, 2015, Policies and Interventions on Youth Employment in Egypt;

19. UNICEF- http://www.unicef.org/about/who/index_mission.html; and

20. Egypt 2010 MDG Report, UNDP;

http://www.undp.org.eg/Portals/0/MDG/2010%20MDGR_English_R5.pdf

21. 2016 Human Development Report, UNDP;

http://hdr.undp.org/sites/default/files/2016_human_development_report.pdf

22. 2015 Human Development Report, UNDP;

http://www.undp.org/content/dam/undp/library/corporate/HDR/2015GlobalHDR/English/

HDR2015%20Report%20English.pdf

23. 2014 Egypt Demographic and Health Survey Report.

24. Sixth Fifth Development Plan (2007–2012);


https://goo.gl/5kWmLa


http://www.unicef.org/about/who/index_mission.html





83

25. CAPMAS, Statistical Year Book (Jan. 2016);


26. http://www.worldbank.org/en/country/egypt, 15th of May 2017.

27. UNESCO,http://www.uis.unesco.org/DataCentre/Pages/country-

profile.aspx?code=2200&SPSLanguage=EN,

Viewer/document.aspx?ReportId=121&IF_Language=en&BR_Country=2200






84

Annex IV: Evaluation Matrix

CRITERIA EVALUATION

QUESTIONS Indicators

DATA COLLECTION METHODS/

SOURCES

Relevance How relevant is the

project to the

national priorities of

equipping young

people with the

skills needed by the

job market?

How relevant is the

project to policies

and strategies of

UNICEF, UNDAF,

SDGs and MoYS

policies and

priorities?

Evidence that the current project

is relevant to the real needs of

both duty bearer (supply side) &

rights holders (demand side).

Evidence that the current project

strategy in terms of its

components is relevant to the

national policy and priorities,

UNICEF policies and objectives

and MoYS plans and priorities.

Project documents, Project evaluation

management, Results framework and

UNDAF document.

Study of documentation, In-depth

interview with UNICEF senior staff,

MoYS senior staff and partner NGOs

and FGDs with the beneficiaries and

parents.

Did the programme

results address the

rights and needs of the

primary target group

(adolescents and

youth)? Taking into

consideration other

programs and projects

both donor and

government and CSO

led.

Evidence that the project

supports young people with life

skills, employability and labour

market preparation for the long-

term future;

Evidence that the project

response and usefulness

regarding their rights and needs;

Evidence that each separate

project component corresponds

to their needs;

Project’s results, Desk review of

project’s results, In-depth interview

with trainers, facilitators, Barclay’s

volunteers and MoYS staff.

FGDs with beneficiaries and parents,

Quantitative questionnaires with

beneficiaries;

Was the selection of

intervention areas

most relevant to

address the need of

vulnerable groups

highlighted in national

statistics?

Evidence that intervention areas

most relevant to address the need

of vulnerable groups

Interviews with key stakeholders,

project’s consultants, MoYS staff and

beneficiaries.

In-depth interviews with project

managers in partner NGOs, Managers

of CGCs, Managers of targeted

youth centers, project’s consultants,

trainers, facilitators , MoYS staff and

FGDs with beneficiaries.

Is the timing of the

interventions relevant

from the point of view

of the beneficiaries?

Evidence that the execution time

of the interventions is relevant

from the point of view of the

beneficiaries

Interviews with beneficiaries.


beneficiaries and FGDs with

beneficiaries.

Are the activities

taking place with

primary target group

(adolescents and

youth) appropriate

with the project’s

objectives?

Evidence that underlying

activities with primary target

group (adolescents and

youth)are relevant to the

project’s objectives;

Situation analysis.

Project’s activities

In-depth interview with UNICEF

senior staff, MoYS senior staff and

project managers in partner NGOs


85

CRITERIA EVALUATION



SOURCES

Is the project

successful in

identifying and

engaging the most

relevant partners for

the project?

stakeholders analysis ;

Evidence that potential

partnerships and alliances were

sought and sustained.

Program cooperation agreements.

Study of documentation, In-depth

interviews with UNICEF staff,

partners and stakeholders.

Effectiveness

To what extant did

the project achieve

the planned results?

What the reasons

for the achievement

or non-achievement

of the results?

Were there any

unintended results

achieved?

The achieved results versus the

planned;

Situation analysis; and

Results analysis

Annual progress reports, RAM reports,

data on monitoring indicators defined

in the M&E system and Baseline

survey

Study of documentation, quantitative

questionnaires with beneficiaries, In-

depth interviews with trainers and

facilitators And FGDs with

beneficiaries.

How effective was

the capacity

building component

for personal and

career development

for the targeted

adolescents and

youth?

To what extent did

the training topics

and content

correspond to

personal growth and

career development

needs?

Assess the results of that ToT

sessions and its contribution to

improve the performance of

trainers.

Assess the results of those

training sessions and its

contribution to improve the

performance of trainees;

Assess the training manuals

developed in terms of both

content and presentation;

Evidence that trainers and

trained beneficiaries are

satisfied with the training topics

and content;

Evidence that topics correspond

to personal growth and career

development needs?

Training manuals


beneficiaries, In-depth interviews with

trainers and facilitators and FGDs with

beneficiaries.

Were there changes

in knowledge and

skills to target

beneficiaries?

Was the curriculum

effective in

empowering female

and male

adolescents and

youth to start their?

Evidence that there is changes

in knowledge and skills to target

beneficiaries addressed by

capacity building component;

Evidence that the curriculum in

terms of empowering female

and male adolescents and youth

to start their business is

effective.

Curriculum of capacity building

component

Study of documentation, quantitative

questionnaires with beneficiaries,

FGDs with beneficiaries and In-depth

interviews with project’s consultants


86

CRITERIA EVALUATION



SOURCES

To what extend did the

capacity development

programme help

improve the skills of

the staff affiliated to

the MoYS who were

trained to be trainers

through the project and

others related to the

project and would stay

on in their different

roles within the

ministry as well as the

capacity and skills of

the adolescents and

youth beneficiaries of

the skills development

programme and the

career guidance

component?

Assess the results of that ToT

sessions and its contribution to

improve the performance of

trainers;

Evidence that the trainers and

facilitators (the staff affiliated to

the MoYS who were trained to

be trainers through the project)

are satisfied with the training

topics and content, and are those

training sessions enabled them

to carry out their role in the

project and be trainer in the

MoYS after phasing out the

project;

Assess the turnover rate among

the staff affiliated to the MoYS

who were trained to be trainers

through the project;

Situation analysis,

Evidence about trainer’s

competence;

Study of documentation.

FGDs with trainers and facilitators;


beneficiaries;


Are young people

considered as resource

people in the

implementation of the

project?

Situation analysis In-depth interview with UNICEF


partner NGOs;


beneficiaries;

FGDs with the beneficiaries;

IDIs with trainers and facilitators.

In-depth interviews with the

managers of targeted youth centers.

To what extent did the

partnership with the

different duty bearers

(MoYS, NGOs)

contribute to the

achievement of the

project results?

Evidence that that roles and

responsibilities were clearly

defined and respected;

Assess the role of each partner

in the achievement of the

project results.

Program cooperation agreements.

Study of documentations, In-depth

interview with UNICEF senior

staff, MoYS senior staff, Barclays

focal point and partner NGOs;


87

CRITERIA EVALUATION



SOURCES

To what extent was

the project

successful in

reaching females

and disadvantaged

young people with a

special focus on

adolescents’ age

group?

To what extent did

the services of the

CGC help young

people with special

needs?

Assess the selection criteria of

targeted beneficiaries;

Gender and disability

disaggregation of data and

information included in the

M&E system and reports.

Selection criteria, Project’s database.

Study of the documentation, In-depth

interviews with facilitators and

administrative coordinator in CGCs

and

FGDs with special needs beneficiaries.

To what extent was

the referral service

provided by the

CGCs effective?

To what extent can

it be

institutionalized?

Evidence that the referral

system provided by the CGCs is

effective;

Assess the Linkages between

the project (CGCs) and the

national schemes;

Evidence that the referral

system is institutionalized.

Referral forms, CGCs cooperation

agreements and Referral cases.

Study of the documentations, In-

depth interviews with national

schemes and In-depth interviews

with referral coordinator in targeted

CGCs

To what extent was

the coordination

mechanism between

different

stakeholders in the

programme

(government/CGCs)

etc. effective?

What can be done

for it to improve and

work on scaling up

the programme

effectively?

Evidence that the existing

coordination mechanisms are

effective in achieving project’s

objectives;

Situation analysis to the existing

coordination mechanisms


senior staff, MoYS senior staff, partner

NGOs, head of local directorate and

the managers of sampled youth centers.

Do facilitators

follow up with the

graduates?

The roles of facilitators to

follow up with graduates and

provide them advise.

In-depth interviews with managers

of sampled youth centers,

facilitators and FGDs with the

beneficiaries;

Did the project use

the most appropriate

strategies and

interventions to

achieve its targets?

What was the most

effective mix of

Situation analysis to all the

project strategies, interventions

and results;

Assess the scale up process.

FGDs with the beneficiaries;

FGDs with trainers and facilitators.





partner NGOs;


88

CRITERIA EVALUATION



SOURCES

strategies and

activities use? Why

and how?

What can be done to

make the

interventions more

effective?

What innovation

approaches can be

adopted to make the

effectively scaled

up?

In-depth interviews with trainers

and facilitators.

Efficiency

What measures have

been taken during the

planning and

implementation phase

to ensure that

resources are

efficiently used?

Measures that were taken to ensure

that resources are efficiently used Desk review of project documents.



partner NGOs;



Are the programme

interventions cost

efficient?

Are some of the

components more

cost efficient than

others?

Compute cost per beneficiary

for each component.

Targets achieved within the

given timeframe with the

allocated resources.

Project budget (component

wise), its utilization and

variance, if any

Quarterly & annual implementation

progress reports;

Project budget


89

CRITERIA EVALUATION



SOURCES

Does the project

have an efficient

monitoring and

evaluation system in

place including log-

frame, database, and

data flow SOPs

etc.?

How is the project

using the

information

generated?

To what extent it’s

been used?

Appropriateness of

the M&E system (in

relation to providing

useful data on

adolescents and

youth empowerment

and also in relation

to the capacity of

M&E staff in

applying this

monitoring system)?

Defined monitoring and

reporting systems

Review project log-frame;

Access the project’s database

and monitor the indicators;

The M&E framework is being

used to monitor progress

towards results;

The M&E framework is being

used to track progress towards

results;

M&E staff is capable to apply

the monitoring system.

Quarterly & annual implementation

progress reports and Project budget


senior staff, MoYS senior staff,

M&E staff and partner NGOs;

Reviewing monitoring system, M&E

indicators and monitoring database and

In-depth interviews with M&E staff

Is the quality of the

day-to-day

management and

coordination with the

MoYS, the local

Directorates, youth

centres as well as

NGOs, beneficiaries

effective and

conducive to

accelerate positive

change in the

employment culture

and self-employment

culture of adolescents

and youth?

Evidence that the quality of the

day-to-day management and

coordination is effective;

Assess to what extent is the

quality of the day-to-day

management and coordination is

conducive to accelerate positive

change in the employment

culture and self-employment

culture of adolescents and youth


senior staff, MoYS senior staff,

M&E staff and partner NGOs;

In-depth interview with the local

Directorates and mangers of

youth centers in sampled

governorates;


Impact

Are there any

significant or

critical gaps in the

current project or

the scalable one that

require adjustment?

Situation analysis This question can be answered after the

analysis of the previous questions

related to effectiveness, sustainability

and scalability


90

CRITERIA EVALUATION



SOURCES

To which extent did

the project change

the knowledge and

skills of adolescents

and youth towards

starting their own

businesses or seek

job opportunities?;

What has

happened as a

result of the

programme? What

real difference has

the program did to

the beneficiaries?

What is the overall

impact on the

beneficiaries?

Any policy level

or regulatory or

institutional

results or impact

as a result of the

program?

What do people

(adolescent and

youth) do

differently as a

result of the

program? Has

adolescent /youth

demonstrated a

new skill or will

they feel

comfortable in

applying

knowledge or

skills acquired?

Evidence suggesting that the

project outcomes / outputs have

to led to change the knowledge

and skills of adolescents and

youth towards starting their

own businesses or seek job

opportunities

Evidence highlighting a notable

change against the desired

objectives

Sustainability

What is the level of

buy-in of the

national partners of

the project?

To what extent this

contributed to the

sustainability of the

project?

Evidence that the national

partners have the sense of owner

of the project.

The role of national partners in

the project sustainability.

Situation analysis in the new

governorates

Project documents and agreements

with the national partners

Study of the documentation, and In-

depth interview with UNICEF

senior staff, MoYS senior staff


91

CRITERIA EVALUATION



SOURCES

What are the key

lessons learned or best

practices that can be

draw at this point to

accelerate change?

Assessing the impact of different

activities in order to identify key

lessons learned or best practices

that can be draw at this point to

accelerate change

Are the project

interventions

successfully

embedding a

sustainable system on

referral of youth to

further training, work

placement, on-the-job

training, and

entrepreneurship

opportunities?

Situation analysis to the referral

system;

Cooperation agreement/protocol

and Facilitators’ monitoring report

Study of the documentation, In-


senior staff, the managers of

targeted youth centers and the local

Directorates in sampled

governorates.

Did the partnership

with the MoYS

contribute to the one

of the main goals of

the project

(institutionalization of

the skills development

programme and career

guidance component)?

To what extent?

Situation analysis in the sampled

new governorates.

Project documents analysis in the

sampled new governorates.

Study of the documentation, In-


senior staff, the managers of

targeted youth centers and the local

Directorates in sampled new

governorates, In-depth interview

with trainers and facilitators and


Scalability

To what extent have

the proposed

interventions a

potential for

replication and/or

scale-up?

Are the MoYS and

its local directorates

capable to take the

project forward and

maintain its

strategies and

approaches in the

new 5 governorates

in particular?

Assess scaling up the project in the


How likely is the

project to produce the

same results at the

same intensity if it was

implemented at scale?

Assess scaling up the project in the



92

Annex V: Profile of the sample

Evaluation Sample

The second phase of Meshwary Project was implemented in:

1. The Original Governorates; Cairo, Alexandria, Sharkya, Assiut and Sohag, since 2013. The

project was implemented in 92 youth centers and 3 career guidance centers “CGCs” in the

original governorates.

2. Five new Governorates; Aswan, Qena, Kafr El Sheikh, Behaira and Daqahliya, since early

2016. Each governorate has one CGC and a number of youth centers.

3. Two Partner NGOs; Ebtessama and Gozour since late 2014. The project was implemented

in both NGOs to target marginalized youth living in slums and youth with mental disability.

The evaluation covered these three study subpopulations mentioned earlier namely, the original

governorates, the new governorates and the partners NGOs. All of the three study populations

represent the sampling frame and should be represented well in the evaluation sample. The sample

is judgmental rather than random in order to achieve good representation of the three components

of the study population. Since each one of the study subpopulations has different attributes, so the

sample design differed according to each subpopulation.

As for the original governorates; the five governorates were represented in the study sample since

the desk review analysis80 revealed that there is a variation among these governorates in the

number of beneficiaries and the female participation rates. As long as the variation was considered

in the process of sampling, the sample is judgmental rather than random. The sample was multi-

stage. First, each governorate was considered as a stratum. Each governorate has a CGC81, ceased82

youth centers and active youth centers.

• As for the CGCs, all of the three CGCs are considered in order to evaluate the projects’

achievements in these centers.

• The ceased youth centers have different reasons of stopping the projects activities.

These reasons differ also among governorates. So, in order to recognize these reasons,

one ceased youth center in each governorate was selected in the study sample.

• In each governorate, each active youth center was ranked using a composite index83.

The index has been built to reflex four dimensions; the variation in the female number84

within the different youth centers, and the number of the dropouts85 from the training,

the number of the beneficiaries in each youth center and percentage of beneficiary

young people who acquired five key life skills and employability skills. Afterwards,

two active youth centers in each governorate were selected depending on their scores

of the composite index, more specifically, the one with the highest score and the one

with the lowest score. This is to be done in order to compare the achievements between

80 See tables 5.3, 5.4 and 5.5 in the report

81 CGC is founded only in Cairo, Assuit and Sohag.

82 Where the project activities’ in a number of youth centers were stopped due to different reasons

83 It is developed by the technical consultant (team leader) and will be explained in details in subsection 3.4.2.

84 This important since the evaluation is seeking a balanced sample with respect to sex

85 They are the beneficiaries who fill the pre registration forms only.


93

the extreme cases; the best off against the worst off. It is worth mentioned here that the

selection of youth and adolescents from each sampling unit was supposed to be at

random.

Regarding the new governorates, the sample design definitely differed from that of the original

governorates. Since the project has adopted its activities late in the new governorates and since all

of them have nearly similar interventions, the team-leader find it is efficient with respect to time

and costs to represent the new governorates relying only on two governorates in the study sample.

So, first two governorates are to be selected keeping in mind that they should reflect the project’s

experience in different geographical regions of Egypt. There is another phenomena deserve to be

investigated which is the weak participation of female in the new governorates. So that, the sample

of governorates is judgmental taking into account representing geographical regions of Egypt;

Lower Egypt and Upper Egypt, and the low female participation rates. Each selected governorate

has one CGC and a number of active youth centers.

• As for the CGCs, the one in each sampled governorate was included in the study sample.

• Since the project is relatively new in the set of new governorates, its database is not

complete yet. The previously computed index for youth centers in the original governorates

is so far hard to be computed for active youth centers in the new governorates because three

of its indicators have no available data86. So, the youth centers were sampled randomly.

Finally, the selection of youth and adolescents from each sampling unit was supposed to

be at random.

Regarding the two partner NGOs, Ebteesama and Gozour, the evaluation sample included both of

them. As for Ebtessama NGO, it supports young people with mental disabilities, so that it is hard

to interview them and have them respond to the questionnaire, it was only subject of the qualitative

study with responsible. On the other hand, the beneficiaries from adolescents and youth supported

by Gozour were selected at random.

Up to here, we have introduced the sampling frame and the sampling design of our study. The

following two subsections will discuss the sample size calculation, and the second will sum up and

present the final evaluation sample with hints on the study instruments that were adopted within

each subgroup of respondents.

Sample Size

First we should notice that, while designing our sample frame, we already decided on the number

of governorates that would be investigated, the number of CGCs and youth centers in each

governorate, and the two partner NGOs.

More specifically, the evaluation sample included:

• Seven governorates; five original governorates and two new governorates.

• Five CGCs; three located in the original governorates and two in the new governorates.

86 The data need to calculate such indicators have to extracted from the project’s database which is incomplete yet in

the five new governorates.


94

• Seventeenth youth centers; fifteen in the original governorates ( one ceased and two active

youth centers per governorate) and two in the new governorates (one active youth center

per governorate).

• Two Partners NGOs, Ebtessama and Gozour.

Since the evaluation aimed to assess to what extent the project’s objectives are achieved or

expected to be achieved, the sample size of direct adolescent and youth beneficiaries who filled

the quantitative questionnaires were computed using the following formula:

𝑛 = 𝑧𝛼 2⁄

2 (𝑝)(1 − 𝑝)

𝛽2

Where:

P is estimated to be 0.5 to guarantee getting the largest sample size;

𝛽 is the estimation of error and it equals 0.06; and

𝑧𝛼 2⁄ equals 1.96 (the tabulated value corresponding to confidence level 95%)

Since the youth centers implement two training modules; Special life skills, employability and

entrepreneurial skills, therefore the sampled size in each active youth center will be double the

sample size in CGCs and Gozour NGO

Accordingly, the sample of adolescents and youth who filled the quantitative questionnaires was

distributed as follows:

Study Population CGCs Youth centers NGO Total

Ceased87 Active

5 Original governorates 27 -- 180 207

2 New governorates 18 -- 36 54

Gozour NGO -- -- 9 9

Total 45 0 216 9 270

Sample Selection Methodology

This subsection will be devoted for explaining the sample selection process. We face a choice

decision at different stages of the sample selection process. First we should set criteria for selecting

the two new governorates from the five new governorates and then we should do so when selecting

youth centers within each governorate. Finally, we should determine how the youth beneficiaries

would be selected within each sampling unit.

The first phase: study Populations

As mentioned earlier, we have three study subpopulations, Original governorates, new

governorates and the two partner NGOs. We don’t face any kind of selection for either the Original

governorates or the two partner NGOs as long as all of them are included in the evaluation sample.

We selected only two governorates from a set of five new governorates. The selection criteria are

based on two components:

87 The ceased youth center will only be subject to focus group discussions and in- depth interviews rather than

quantitative data collection.


95

The geographical distribution (one from Upper Egypt and one from Lower Egypt); and

Female participation rate (the governorate with the lowest female participation rate)

Table 1: the numerical distribution of beneficiaries in the new governorates and the female ratio

by gender and governorate

Governorate Gender

Female Percent Male Female

Dakahlia 147 64 30.3%

Behira 407 165 28.8%

Kafr el Sheikh 272 164 37.6%

Qena 36 64 64.0%

Aswan 128 117 47.8%

Total 990 574 36.7%

From table 1, one can notice that Behira has the lowest female participation rate in Lower Egypt

while Aswan in Upper Egypt. In order to evaluate the project’s experience in both geographical

regions of Egypt and to investigate the reasons of weak participation of female in the new

governorates, we select Behira and Aswan from the five new governorates.

Finally, the evaluation sample was selected from the following governorates Cairo, Alexandria,

Sharkia, Behira, Assuit, Sohag, Aswan. This is in addition to two partner NGOs; Ebtessama and

Gouzour.

The second phase: sampling units

As previously mentioned, within each governorate from the Original governorates we have to

select one ceased and two active youth centers, while all of the CGCs that are located in the original

governorates were included in the evaluation sample. By reviewing the number of adolescent and

youth beneficiaries from the skills development programme in youth centers only, a variation in

the female number within the different youth centers, and the number of the dropouts from the

training, and the number of the beneficiaries in each youth center were found. For that reason, the

following indicators are calculated and the results are presented in table 6. Afterwards, a composite

index is developed in order to consider the variation between the youth centers in the four

dimensions. The index is an un-weighted aggregate index composed of the following four

indicators:

1. Gender balance (female percent);

𝐹𝑒𝑚𝑎𝑙𝑒 𝑝𝑒𝑟𝑐𝑒𝑛𝑡 = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑒𝑚𝑎𝑙𝑒 𝑏𝑒𝑛𝑒𝑓𝑖𝑐𝑖𝑎𝑟𝑖𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑒𝑛𝑒𝑓𝑖𝑐𝑖𝑎𝑟𝑖𝑒𝑠 𝑖𝑛 𝑠𝑢𝑐ℎ 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟 𝑋 100 (3.2)

2. Dropout rates;

𝐷𝑟𝑜𝑝 𝑜𝑢𝑡 𝑟𝑎𝑡𝑒 = 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑟𝑜𝑝 𝑜𝑢𝑡 𝑡𝑟𝑎𝑖𝑛𝑒𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑟𝑒 𝑓𝑜𝑟𝑚𝑠 𝑖𝑛 𝑠𝑢𝑐ℎ 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟 𝑋 100 (3.3)

3. Annual average number of beneficiaries in youth center;

𝐴𝑛𝑛𝑢𝑎𝑙 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑒𝑛𝑒𝑓𝑖𝑐𝑖𝑎𝑟𝑖𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟 =

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑒𝑛𝑒𝑓𝑖𝑐𝑖𝑎𝑟𝑖𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟

𝐷𝑢𝑟𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑖𝑚𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑖𝑛𝑔 𝑡ℎ𝑒 𝑡𝑟𝑎𝑖𝑛𝑖𝑛𝑔𝑠 𝑖𝑛 𝑠𝑢𝑐ℎ 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟 𝑖𝑛 𝑦𝑒𝑎𝑟𝑠

(3.4)


96

4. Percentage of beneficiary young people who acquired five key life skills and employability

skills.

𝑃𝑒𝑟𝑐𝑒𝑛𝑡 𝑜𝑓 𝑏𝑒𝑛𝑒𝑓𝑖𝑐𝑖𝑎𝑟𝑖𝑒𝑠 𝑤ℎ𝑜 𝑎𝑐𝑢𝑖𝑟𝑒𝑑 𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 𝑓𝑖𝑣𝑒 𝑠𝑘𝑖𝑙𝑙𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟 =

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑒𝑛𝑒𝑓𝑖𝑐𝑖𝑎𝑟𝑖𝑒𝑠 𝑤ℎ𝑜 𝑎𝑐𝑢𝑖𝑒𝑟𝑒𝑑 𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 5 𝑠𝑘𝑖𝑙𝑙𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟

𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑏𝑒𝑛𝑒𝑓𝑖𝑐𝑖𝑎𝑟𝑖𝑒𝑠 𝑖𝑛 𝑠𝑢𝑐ℎ 𝑦𝑜𝑢𝑡ℎ 𝑐𝑒𝑛𝑡𝑒𝑟

(3.5

)

The youth centers were selected depending on the composite index. In each original governorate,

two active youth center were selected; the one with the highest and the one with the lowest score

of the composite index in order to sample the extreme cases (the best off and the worst off) of

active youth center in each governorate. The table that indicates the composite index for each

active youth center in the five original governorates is presented in table 7.

Regarding the ceased youth center, the ceased youth center that acquires the median value for this

composite index was selected in the evaluation sample to sample the moderate ceased youth center

in each original governorate. The table that indicates the composite index for ceased youth center

in the five original governorates is presented in table 8.

In the new governorates, the databases don’t allow us to calculate the composite index for the

youth centers. So, we limited the ranking of these youth centers to only the female percent

indicators using equation (3.2). The table that indicates the female percent indicator for youth

centers in the sampled new governorates; Behira and Aswan, is presented table 8. Afterwards, one

youth center was sampled at random in Behira and Aswan.

The two partner NGOs; Ebtesasama and Gouzour are representing two independent sampling units

that were considered in the evaluation sample for the qualitative analysis and Gouzour NGO only

for quantitative analysis. Up to here, we have 24 sampled units that presented in details in table 2.

Table 2: The Distribution of the Sampling Units in the Evaluation Sample

Governorate CGCs Youth Center

Ceased Active* Cairo 1; in Saraya el Qoba

youth center 1; Sharabia youth center

2; El-Zawya El-Hamra youth

center and New Maadi youth

center,

Alexandria 1; Matar youth center

2; Orabi youth center and

Smouha youth center

Sharkia

1; Sawada youth center

2; Kradis Deyarbnagm youth

center and Nazlet El Arin abou

Kbir youth center

Assuit 1; in Bani Mor youth

center

1; ElMandara Qibli

youth center

2; Deir Ganadlh youth center

and Kerkars youth center

Sohag 1; in Nasr City youth

center

1; Sheikh Makram youth

center

2; Alatamnh youth center and

Bnauwayt youth center

Behira 1; in Damanhur youth

center 1; Gwad Hosni youth center

Aswan 1, in Aswan City youth

center

1; El Sheikh Ibrahim youth

center


97

Governorate CGCs Youth Center

Ceased Active* Ebtessama

1; one Active Development

Program, namely the skills

Development programme

Gouzour

1; Active Development

Program, namely the skills

Development programme *: each one has implemented two programmes

Total 5 5

14 (12 active youth center+ 2

NGOs)

The Third phase: sampled beneficiaries

Afterwards the beneficiaries from adolescents and youth were sampled in each sampling unit

except:

• The set of ceased youth centers where the adolescents and the youth couldn’t reach,

and/or the number of the adolescent and youth beneficiaries decreased, and/or the

percentage of female participation decreased, and/or dropout rates increased,

therefore the activities of the project (training sessions) that are held in the youth

centers have been ceased by the ministry;

• Ebtessam NGO because again it is hard to conduct interviews with its beneficiaries

as it supports young people with mental disability.

Accordingly the evaluation sample is presented in table 3. It is worth mentioning that due to the

unavailability of trainees’ data and information in the youth center, the evaluation team could not

select the adolescences and youth beneficiaries randomly. However in Partner Gouzour NGO the

manager was asked to provide the field work team with a list of all beneficiaries disaggregated by

sex and age. The team selected a sample randomly and asked him to facilitate interviewing them

or conducting focus group discussions with them. Again, it should be noticed that beneficiaries

were selected in each youth center, from the following four strata; female adolescents, female

youth, male adolescent and male youth just to ensure good representation of both genders and age

groups in the evaluation sample. However in CGCs and NGO beneficiaries were selected in each,

from the following two strata; female youth and male youth.

The Final Evaluation Sample

The distribution of the planned and achieved evaluation sample disaggregated by central level and

targeted subgroups of the sample and the data collection tool is presented precisely Table 3.The

field work began on Wednesday 20 / 12 / 2016 and it took two weeks of time. In what follows,

general field work notes:

1. We almost achieved our planned IDI with the targeted group in the directorate of MoYS

in Cairo, Assuit, Sohag and Aswan. In Alexandria and El-Sharkia, the field work team had

an IDI with the training coordinator only but in Behira the implemented IDI was with the

head of the directorate of MoYS.

2. As for the managers of active youth centers, we only have had nine IDIs from an intended

total of twelve IDIs. We missed an IDI with the manager of an active youth center in Cairo,


98

Alexandria and El-Sharkia. In Cairo and El-Sharkia, the managers declared that they

received recently their responsibilities as managers of the youth centers which made them

not familiar with the activities or the achievements of Meshwary project. In Alexandria,

the field work team hadn’t met the current manager of Orabi youth center, but they

compensated this by having an IDI with the life skills trainer who has been the manager of

the center during 2013-2015.

3. As for the managers of ceased youth centers, we achieved our planned IDIs with them

having a total of five IDIs.

4. As for the managers of youth centers where the CGC were established, we achieved three

IDIs out of five intended IDIs. The team failed to meet the mangers of youth centers where

the CGC were established in Cairo and Sohag. In Cairo, CGC’s activities were all

implemented outside the youth center, either in institutes or universities, so that the

manager of the youth center where the CGC was established is not familiar with the CGC

activities. As for Sohag, the evaluation team implemented an IDI with the CGC trainer

because the manager of Nasr City youth center; where the CGC was established isn’t aware

of any of Meshwary project activities.

5. There was only one trainer in each youth center. Therefore, we amended the final

evaluation sample to include an IDI with only one trainer in each active youth center and

each ceased youth center.

6. The field work team successfully implemented the intended total of twelve IDIs with the

life skills trainers in the active youth centers of the seven governorates.

7. The team work almost implemented the intended IDIs with the life skills trainers in the

ceased youth centers located in the original governorates. We have four out of a total five

as we missed the trainer of Elmatar youth center of Alexandria since the activities of

Meshwary project is ceased.

8. As for the CGC facilitators, the field work team successfully implemented the intended

total of 10 IDIs with the facilitators in the active youth centers where the CGC were

established

9. The term “referral coordinator” was unknown in some of youth centers and the field work

team have had an in-depth interview with the assistant manager of youth center instead in

Cairo, Assuit and Behira. Meanwhile, we have no substitute in either Sohag or Aswan.

10. During the first week, FGDs and questionnaires filled with a sufficient number of direct

adolescent and youth beneficiaries of both active, ceased youth centers and CGCs while in

the second week there was fewer number of beneficiaries attending there. The reasons of

poor attendance differ according to governorate. Generally, both adolescents and youth

were not attending because they were preparing for the mid-year exams. In Alexandria, in

addition to the exams, there was very bad weather during the period of the field work. In

Karadis, ElSharkia, besides the exams, there was a consolation and the beneficiaries and

their parents were offering their condolences. In ELAtamnh, Sohag, there was a problem

of “Tar” therefore their families prevented them from attending the FGDs in the youth

center.


99

11. As for the CGCs, the poor attendance may be due to that the beneficiaries have no extended

relations with the facilitators or coordinators of the CGC. Their relations end by the end of

the training.

12. Regarding the two partners NGOs, the field work was highly successful as the team

implemented the targeted IDIs with the head and trainers, FGDs with direct beneficiaries

as well as quantitative questionnaires filled by beneficiaries.

13. As for Barclays bank, the team could not contact the focal person because that person was

moved to other branch in another country and there was a new person who did not know

anything about the project.

14. The same with Carrefour as UNICEF could not reach to the focal point to coordinate

holding a meeting with him / her.

Table 3: The evaluation sample


100

Central

Level

Units

Primary

Sampling

Units and

central

responsible

Target Subgroup

Tools

IDIs FGDs Questionnaire

s

Total per

Central level

Unit*

Plann

ed

Achie

ve

Plann

ed

Achie

ve

Plann

ed

Achie

ve

Plann

ed

Achie

ve

Cen

tral Lev

el Resp

onsib

le

UNICEF staff 4 3 4 3

MoYS senior staff 3 2 3 2

Barclays focal point and volunteers; this

sample includes those who responsible

for the project and head of branches who

were enageged in the work placement

scheme

5 0 5 0

Project consultants 3 2 3 2

Private sector partners such as

ARAMEX, Barclays and Carrefour.

3 0 3 0

Orig

inal G

overn

orates

Directorate of

MoYS

The head of Directorate of MoYS and the

training coordinator at the level of the

directorate.

2 10 8

Active Youth

Center

The manager of youth center 1 10 6

The trainers 2 10 10

Direct beneficiaries

2 18 20

FGDs

180

Quest

ionna

ires

10

FGDs

+ 146

Quest

ionna

ires

Ceased Youth

Center


The trainers 1 5 5

FGDs with direct beneficiaries 1 5 3

CGC The manager of youth center where the

CGC were established

1 3** 2

The CGCs’ facilitators 2 6 ** 6


101

Referral coordinator 1 3** 2

Direct beneficiaries 2 9 6

FGDs

+ 27 Questi

onnair

es**

4

FGDs

+ 32 Questi

onnair

es**

New

Govern

orates

Directorate of

MoYS

The head of Directorate of MoYS and the

training coordinator at the level of the

directorate.

2 4 3

Active Youth

Center


The trainers 1 2 1


FEGs

+ 36

Quest

ionna

ires

3

FEGs

+

28Qu

estion

naires

CGC

The manager of CGC 1 2 2

The facilitators 2 4 3

Referral coordinator 1 2 1


FDGs

+ 18

Quest

ionna

ires

3

FDGs

+ 23

Quest

ionna

ires

Tw

o

Partn

er

NG

Os

--- Project coordinator and manager and the

head of the NGO

2 2 2

FGD with direct beneficiaries 1 1 1

Quantitative questionnaires with direct

beneficiaries

9 9 10

* : Governorate or NGO **: per Governorate wherever the CGC is, namely Cairo, Sohag and Assuit.


102

The following two tables describe the quantitative and qualitative sampled young people by age

group and gender.

Table 5: The percentage and numbers distribution of beneficiaries who fill the questionnaires

through face-to-face interviews by age group and gender

Age Group Gender Total

Male Female

Youth 55 51.9% 51 48.1% 106 44.4%

Adolescents 84 63.2% 49 36.8% 133 55.6%

Total 139 58.2% 100 41.8% 239 100%

Table 6: The numerical distribution of the adolescent and youth beneficiaries by youth center,

female percent, drop-out rate, date of the first training, date of last training and percent of young

people beneficiary who acquired at least five key life skills and employability skills in each youth

center in the original governorates88.

88 It is one of the project’s indicators

Table 4: Numbers of Beneficiaries who Attended FDGs Conducted in The Studied Governorates

by Primary Sampling Unit, Gender and Age Group.

Primary Sampling Units Age Group Gender

Total Male Female

Active Youth Center Youth 50 13 63

Adolescents 46 36 82

Ceased Youth Center Youth 5 3 8

Adolescents 10 8 18

CGC Youth 29 44 73

Adolescents - - -

Total Youth 84 60 144

Adolescents 56 44 100

Grand Total 140 104 244


103

Governorate Youth center

Adolescents Youth

Total Female

percent

Drop

out

rate

Date of

first

training

Date of first training

%

beneficiary

young people

who acquired

at least five

key life skills

and

employability

skills

Male Female Male Female

Annual

average

number of

beneficiaries

in youth

center

Cairo Rod El Farag 53 36 24 21 134 42.5% 6.3% 07/07/2013

18-

2-2015 89.3 90%

New Maadi 90 23 38 67 218 41.3% 7.6% 06/06/2013 27-1-2016 87.2 85%

Bulaq Abul

Ela 29 13 1 1 44 31.8% 35.3% 16-6-2013 30/10/2014 33.8 86%

El-Zawya El-

Hamra 157 107 223 233 720 47.2% 2.2% 07/01/2013 15-2-2016 240.0 85%

Ezbet El-

Nakhl 65 41 93 128 327 51.7% 1.5% 07/07/2013 03/10/2016 100.6 88%

Al

Habbaniyah 44 50 36 48 178 55.1% 1.1% 14-4-2013 10/10/2015 71.2 86%

Ahmed Esmat 2 0 14 22 38 57.9% 26.9% 09/09/2013 18-8-2014 38.0 97%

Zenhom 83 57 155 34 329 27.7% 0.3% 09/04/2013 21-3-2016 109.7 97%

Maadi 77 56 24 20 26 126 39.7% 1.6% 08/01/2013 28-6-2015 50.4 99%

El Sahel 11 25 60 82 178 60.1% 0.6% 27-2-2014 16-11-2015 104.7 84%

El Sharabia 32 11 63 47 153 37.9% 11.0% 25-2-2014 11/03/2015 153.0 90%

Zawya al-

Hamra - El

Amal

60 10 36 40 146 34.2% 0.7% 14-11-2014 03/11/2016 73.0 80%

Saraya el

Kobba 0 0 74 95 169 56.2% 2.3% 06/01/2014 12/05/2015 130.0 90%

El basatin 59 33 34 34 160 41.9% 0.0% 05/01/2015 25-1-2016 160.0 91%

15 th of May 17 8 6 33 64 64.1% 1.5% 20-5-2015 21-2-2016 64.0 77%

Ain Shams 20 17 43 19 99 36.4% 0.0% 01/02/2016 04/04/2016 119.3 99%


104


Adolescents Youth

Total Female

percent

Drop

out

rate

Date of

first

training


%

beneficiary

young people

who acquired

at least five

key life skills

and

employability

skills


Annual

average

number of

beneficiaries

in youth

center

Registered

forms without

determining

the youth

center

84 0.0%

Total 778 455 920 930 3167 43.7%

Alexandria Al-Ajami 0 0 13 6 19 31.6% 0.0% 07/05/2014 21-7-2014 50.0 100%

El Anfoshy 89 50 61 72 272 44.9% 11.4% 15-9-2013 29-3-2016 108.8 83%

El Amria 65 19 50 20 154 25.3% 6.7% 18-10-2013 25-12-2015 71.3 85%

Karmoz 43 34 6 2 85 42.4% 20.6% 21-11-2013 19-9-2015 46.2 71%

Al Haramain 0 0 24 43 67 64.2% 3.0% 04/10/2014 20-11-2015 59.8 91%

El Horreya

Youth Centre 24 18 34 15 91 36.3% 5.2% 10/06/2013 23-5-2014 91.0 76%

El Nasr Youth

Centre 6 4 49 22 81 32.1% 28.3% 25-9-2013 24-9-2014 81.0 99%

El Matar youth

centre 26 20 29 19 94 41.5% 18.3% 07/11/2013 15-9-2015 51.1 89%

Kabbari Youth

Center 35 8 21 22 86 34.9% 36.3% 10/01/2013 12/10/2015 30.3 41%

Orabi youth

center 62 18 23 23 126 32.5% 19.7% 16-4-2014 20-3-2016 63.0 78%

El Shalalat

Youth Center 23 34 98 93 248 51.2% 8.8% 09/07/2013 30-4-2015 295.2 89%


105


Adolescents Youth

Total Female

percent

Drop

out

rate

Date of

first

training


%

beneficiary

young people

who acquired

at least five

key life skills

and

employability

skills


Annual

average

number of

beneficiaries

in youth

center

Burj Al Arab

youth center 0 0 14 10 24 41.7% 0.0% 03/11/2014 04/01/2014 300.0 79%

Smouha youth

center 99 41 100 145 385 48.3% 1.5% 03/01/2014 28-3-2016 183.3 90%

Total 499 253 530 520 1802 42.9%

Sharkia Saud Island 44 22 15 8 89 33.7% 0.0% 02/04/2014 25-2-2016 49.4 85%

Qsasin El

Sharq 173 59 38 6 276 23.6% 9.2% 30-8-2013 17-2-2016 110.4 89%

El Mansheya

El Gedida 27 16 18 2 63 28.6% 0.0% 10/05/2014 25-4-2015 63.0 81%

Alackheoh 50 53 71 55 229 47.2% 4.2% 23-9-2013 16-12-2015 99.6 95%

Akoh 49 120 65 31 265 57.0% 13.7% 09/03/2013 22-3-2016 88.3 96%

Al Sawaleh

Faqous 8 9 5 23 45 71.1% 33.8% 06/12/2014 31-8-2015 64.3 87%

Azzazi Faqous 22 18 24 25 89 48.3% 2.2% 02/12/2014 18-1-2016 80.9 93%

Kradis

Deyarbnagm 228 134 81 84 527 41.4% 11.7% 18-8-2013 04/04/2016 202.7 67%

Shubra Sor

Deyarbnagm 0 0 19 1 20 5.0% 16.7% 06/08/2014 03/07/2014 250.0 100%

Karmot

Shebrh

Deyarbnagm

0 0 14 5 19 26.3% 24.0% 06/03/2014 06/05/2014 118.8 89%

Nazlet El Arin

abou Kbir 47 103 61 109 320 66.3% 1.5% 22-2-2014 21-2-2016 160.0 100%


106


Adolescents Youth

Total Female

percent

Drop

out

rate

Date of

first

training


%

beneficiary

young people

who acquired

at least five

key life skills

and

employability

skills


Annual

average

number of

beneficiaries

in youth

center

Dear Amara

Belbes 12 12 22 17 63 46.0% 3.1% 06/09/2014 01/12/2015 48.5 97%

Akiad El

Kablia 19 2 0 0 21 9.5% 38.2% 09/01/2013 09/10/2013 26.3 90%

Bani Sarid 51 0 0 0 51 0.0% 3.8% 28-8-2013 30-10-2013 318.8 98%

El Sadat 0 0 24 26 50 52.0% 5.7% 28-7-2014 19-10-2014 166.7 96%

Deyarbnagm

Youth 9 9 11 44 73 72.6% 7.6% 30-8-2014 22-2-2016 48.7 92%

El Namrot 23 22 0 0 45 48.9% 0.0% 20-2-2015 07/04/2015 450.0 96%

Tal El Kadi 0 0 4 17 21 81.0% 0.0% 11/01/2015 19-11-2015 25.0 71%

Sawada 22 20 18 3 63 36.5% 23.2% 19-7-2015 12/03/2015 210.0 98%

El Saedin 63 22 80 108 273 47.6% 0.7% 25-6-2015 31-3-2016 364.0 77%

Aldedamon 5 34 17 3 59 62.7% 0.0% 16-6-2015 11/09/2015 73.8 98%

Shubra el

nakhla 45 55 29 16 145 49.0% 0.0% 18-4-2015 02/06/2016 207.1 97%

El Dahshna 2 21 16 7 46 60.9% 2.1% 05/01/2015 12/06/2015 115.0 83%

Nuaimiya 21 39 0 0 60 65.0% 0.0% 26-11-2015 21-3-2016 200.0 93%

El Blashon 27 12 6 10 55 40.0% 0.0% 17-5-2015 20-1-2016 78.6 82%

Shaybah youth

center 23 0 0 0 23 0.0% 0.0% 03/09/2016 31-3-2016 57.5 100%

Total 970 782 638 600 2990 46.2%

Souhag Shtorh 98 48 157 179 482 47.1% 9.9% 07/07/2013 21-3-2016 172.1 84%


107


Adolescents Youth

Total Female

percent

Drop

out

rate

Date of

first

training


%

beneficiary

young people

who acquired

at least five

key life skills

and

employability

skills


Annual

average

number of

beneficiaries

in youth

center

Aelloukdh 63 15 43 1 122 13.1% 9.0% 15-8-2013 24-3-2016 46.9 74%

Bnauwayt 49 0 74 10 133 7.5% 13.6% 04/06/2014 24-3-2016 72.3 74%

Riyaanh

commentator 15 35 40 45 135 59.3% 17.7% 07/07/2013 06/12/2015 56.3 66%

Sheikh

Makram 0 0 45 0 45 0.0% 18.2% 03/01/2014 18-6-2014 112.5 87%

Aelloukdh El

Bahria 22 3 0 0 25 12.0% 0.0% 13-10-2014 30-6-2015 13.9 28%

El Modamr 27 44 46 31 148 50.7% 1.3% 22-3-2014 16-5-2015 123.3 63%

Gao West 0 0 19 24 43 55.8% 52.9% 30-3-2014 20-10-2014 71.7 30%

El-Kebly

District 71 25 0 0 96 26.0% 25.5% 18-4-2015 02/03/2016 96.0 38%

Alatamnh 78 97 87 39 301 45.2% 0.0% 24-4-2015 24-2-2016 358.3 76%

Gerga City 56 18 28 23 125 32.8% 0.0% 04/01/2015 24-11-2015 138.9 96%

Naser 0 0 5 44 49 89.8% 0.0% 02/01/2015 03/06/2015 98.0 100%

Total 479 285 544 396 1704 40.0%

Assuit Deir Durunka 57 26 46 7 136 24.3% 27.3% 31-7-2013 28-3-2015 80.0 86%

Banī Murr 0 0 39 31 70 44.3% 32.4% 12/01/2013 21-6-2014 46.7 86%

Dwinh 49 72 58 64 243 56.0% 2.4% 07/05/2013 12/10/2015 101.3 76%

Elnekhaila 34 31 26 24 115 47.8% 2.5% 11/04/2013 11/08/2014 88.5 100%

Albulaazh 69 48 81 14 212 29.2% 6.2% 07/07/2013 14-9-2015 96.4 96%


108


Adolescents Youth

Total Female

percent

Drop

out

rate

Date of

first

training


%

beneficiary

young people

who acquired

at least five

key life skills

and

employability

skills


Annual

average

number of

beneficiaries

in youth

center

El-Kom El-

Ahmar 16 75 54 67 212 67.0% 8.2% 10/01/2013 26-2-2015 101.0 77%

Bani

Mohammadiha 123 36 141 2 302 12.6% 3.2% 14-11-2013 02/07/2016 116.2 82%

Kerkars 111 21 74 36 242 23.6% 9.4% 10/10/2013 15-2-2016 105.2 40%

Jazirat Bahij 38 14 43 0 95 14.7% 6.9% 15-11-2013 20-4-2015 63.3 68%

El Hamam 50 43 120 0 213 20.2% 4.1% 10/03/2013 20-3-2016 71.0 100%

AlMandara

Kebili 62 16 97 5 180 11.7% 1.1% 13-9-2013 28-3-2015 120.0 92%

Medawar 50 59 112 42 263 38.4% 5.7% 31-8-2013 14-12-2015 114.3 94%

Arabs

Amayem 71 15 66 18 170 19.4% 4.0% 10/08/2013 03/10/2016 53.1 54%

Salam District 40 6 0 0 46 13.0% 8.0% 21-7-2013 22-12-2013 115.0 100%

Bni Shakir 23 47 7 76 153 80.4% 9.5% 19-8-2013 14-12-2015 66.5 96%

Alhuatch 42 15 66 12 135 20.0% 2.2% 08/03/2013 11/05/2014 112.5 85%

Jehdm 72 19 117 52 260 27.3% 0.0% 22-2-2014 17-3-2016 130.0 93%

Al-Ghanayem 76 28 80 40 224 30.4% 3.0% 03/07/2014 19-2-2016 131.8 86%

Deir Ganadlh 115 193 224 45 577 41.2% 1.0% 26-2-2014 23-2-2016 288.5 89%

Dirout Al-

Sharkia 84 71 62 33 250 41.6% 3.5% 04/04/2015 02/11/2016 156.3 93%

Masar 40 36 54 23 153 38.6% 0.0% 04/01/2015 15-11-2015 182.1 95%

Belawo 51 46 66 34 197 40.6% 1.0% 19-5-2015 03/08/2016 151.5 68%


109


Adolescents Youth

Total Female

percent

Drop

out

rate

Date of

first

training


%

beneficiary

young people

who acquired

at least five

key life skills

and

employability

skills


Annual

average

number of

beneficiaries

in youth

center

Bani Odai 27 51 25 28 131 60.3% 0.0% 04/05/2015 23-1-2016 163.8 98%

El Hogel 50 20 86 26 182 25.3% 9.9% 17-7-2015 15-2-2016 260.0 89%

Registered

forms without

determining

the youth

center

13

Total 1350 988 1744 679 4774


110

Table 7: The sample selection of the active youth center in the original governorates

Governorate Youth center Female

percent

Drop

out rate

%

beneficiary

young

people who

acquired at

least five

key life

skills and

employabili

ty skills

Annual average

number of

beneficiaries in

youth center

Composite

Indicator

Cairo New Maadi 0.41 0.00 0.85 87.2 0.86

El-Zawya El-Hamra 0.47 0.71 0.85 240.0 2.65

Ezbet El-Nakhl 0.52 0.80 0.88 102.2 2.19

Zenhom 0.28 0.96 0.97 109.7 2.18

Zawya al-Hamra - El

Amal 0.34

0.91 0.80 73.0

1.24

El basatin 0.42 1.00 0.91 160.0 2.61

15 th of May 0.64 0.80 0.77 80.0 1.84

Alexandria El Anfoshy 0.45 0.46 0.83 90.7 1.89

Orabi youth center 0.33 0.00 0.78 63.0 0.00

Smouha youth center 0.48 1.00 0.90 183.3 4.00

Sharkia Saud Island 0.34 1.00 0.85 49.4 1.75

Qsasin El Sharq 0.24 0.33 0.89 110.4 1.19

Akoh 0.57 0.00 0.96 88.3 1.69

Azzazi Faqous 0.48 0.84 0.93 80.9 2.23

Kradis Deyarbnagm 0.41 0.14 0.67 202.7 0.99

Nazlet El Arin abou Kbir 0.66 0.89 1.00 160.0 3.11

Deyarbnagm Youth 0.73 0.44 0.92 48.7 2.20

El Saedin 0.48 0.95 0.77 364.0 2.74

Shubra el nakhla 0.49 1.00 0.97 181.3 2.85

Souhag Shtorh 0.47 0.61 0.84 172.1 3.04

Aelloukdh 0.13 0.65 0.74 46.9 1.58

Bnauwayt 0.08 0.47 0.74 72.7 1.33

Alatamnh 0.45 1.00 0.76 376.3 3.83

Assuit Bani Mohammadiha 0.13 0.68 0.82 137.3 1.67


111


percent

Drop

out rate

%

beneficiary

young

people who

acquired at

least five

key life

skills and

employabili

ty skills

Annual average

number of

beneficiaries in

youth center

Composite

Indicator

Kerkars 0.24 0.05 0.40 96.8 0.31

El Hamam 0.20 0.59 1.00 85.2 1.76

Arabs Amayem 0.19 0.60 0.54 65.4 0.91

Jehdm 0.27 1.00 0.93 130.0 2.31

Al-Ghanayem 0.30 0.69 0.86 112.0 1.85

Deir Ganadlh 0.41 0.90 0.89 288.5 2.94

Dirout Al-Sharkia 0.42 0.65 0.93 312.5 2.86

Belawo 0.41 0.90 0.68 246.3 2.42

Bani Odai 0.60 1.00 0.98 163.8 2.91

El Hogel 0.25 0.00 0.89 303.3 1.92

It is worth mentioning that the highlighted rows in the previous table represent the sampled

current active youth centers.

Table 8: The sample selection of the ceased youth center in the original governorates


percent

Drop

out

rate

Date of

first

training

Date of last

training

%

beneficiary

young

people who

acquired

at least five

key life

skills and

employability

skills

Annual

average

number of

beneficiaries

in

youth center

Composite

Indicator

Cairo Rod El Farag 0.43 0.06 07/07/2013 18-2-2015 89.3 0.90 2.07

Bulaq Abul Ela 0.32 0.35 16-6-2013 30-10-2014 33.8 0.86 0.13

Al Habbaniyah 0.55 0.01 14-4-2013 10/10/2015 71.2 0.86 2.24

Ahmed Esmat 0.58 0.27 09/09/2013 18-8-2014 38.0 0.97 2.06

Maadi 77 0.40 0.02 08/01/2013 28-6-2015 50.4 0.99 2.37

El Sahel 0.60 0.01 27-2-2014 16-11-2015 104.7 0.84 2.58

El Sharabia 0.38 0.11 25-2-2014 11/03/2015 153.0 0.90 2.30

Saraya el Kobba 0.56 0.02 06/01/2014 12/05/2015 130.0 0.90 3.00

Ain Shams 0.36 0.00 01/02/2016 04/04/2016 119.3 0.99 2.88

Alexandria Al-Ajami 0.32 0.00 07/05/2014 21-7-2014 50.0 1.00 2.23

El Amria 0.25 0.07 18-10-2013 25-12-2015 71.3 0.85 1.71

Karmoz 0.42 0.21 21-11-2013 19-9-2015 46.2 0.71 1.44

Al Haramain 0.64 0.03 04/10/2014 20-11-2015 59.8 0.91 2.87

El Horreya Youth Centre 0.36 0.05 10/06/2013 23-5-2014 91.0 0.76 1.96

El Nasr Youth Centre 0.32 0.28 25-9-2013 24-9-2014 81.0 0.99 1.57

El Matar youth centre 0.41 0.18 07/11/2013 15-9-2015 51.1 0.89 1.80

Kabbari Youth Center 0.35 0.36 10/01/2013 12/10/2015 30.3 0.41 0.25

El Shalalat Youth Center 0.51 0.09 09/07/2013 30-4-2015 295.2 0.89 3.22

Burj Al Arab youth center 0.42 0.00 03/11/2014 04/01/2014 300.0 0.79 3.06

Sharkia El Mansheya El Gedida 0.29 0.00 10/05/2014 25-4-2015 63.0 0.81 1.78

Alackheoh 0.47 0.04 23-9-2013 16-12-2015 99.6 0.95 2.47


113


percent

Drop

out

rate

Date of

first

training

Date of last

training

%

beneficiary

young

people who

acquired

at least five

key life

skills and

employability

skills

Annual

average

number of

beneficiaries

in

youth center

Composite

Indicator

Al Sawaleh Faqous 0.71 0.34 06/12/2014 31-8-2015 64.3 0.87 1.64

Shubra Sor Deyarbnagm 0.05 0.17 06/08/2014 03/07/2014 250.0 1.00 2.15

Karmot Shebrh Deyarbnagm 0.26 0.24 06/03/2014 06/05/2014 118.8 0.89 1.54

Dear Amara Belbes 0.46 0.03 06/09/2014 01/12/2015 48.5 0.97 2.44

Akiad El Kablia 0.10 0.38 09/01/2013 09/10/2013 26.3 0.90 0.77

Bani Sarid 0.00 0.04 28-8-2013 30-10-2013 318.8 0.98 2.52

El Sadat 0.52 0.06 28-7-2014 19-10-2014 166.7 0.96 2.69

El Namrot 0.49 0.00 20-2-2015 07/04/2015 450.0 0.96 3.47

Tal El Kadi 0.81 0.00 11/01/2015 19-11-2015 25.0 0.71 2.00

Sawada 0.37 0.23 19-7-2015 12/03/2015 210.0 0.98 2.21

Aldedamon 0.63 0.00 16-6-2015 11/09/2015 73.8 0.98 2.82

El Dahshna 0.61 0.02 05/01/2015 12/06/2015 115.0 0.83 2.32

Nuaimiya 0.65 0.00 26-11-2015 21-3-2016 200.0 0.93 2.97

El Blashon 0.40 0.00 17-5-2015 20-1-2016 78.6 0.82 2.00

Shaybah youth center 0.00 0.00 03/09/2016 31-3-2016 57.5 1.00 2.07

Souhag Aelloukdh 0.13 0.09 15-8-2013 24-3-2016 46.9 0.74 1.61

Riyaanh commentator 0.59 0.18 07/07/2013 06/12/2015 56.3 0.66 1.94

Sheikh Makram 0.00 0.18 03/01/2014 18-6-2014 112.5 0.87 2.18

El Modamr 0.51 0.01 22-3-2014 16-5-2015 123.3 0.63 2.84

Gao West 0.56 0.53 30-3-2014 20-10-2014 71.7 0.30 0.89

Gerga City 0.33 0.00 04/01/2015 24-11-2015 138.9 0.96 3.31


114


percent

Drop

out

rate

Date of

first

training

Date of last

training

%

beneficiary

young

people who

acquired

at least five

key life

skills and

employability

skills

Annual

average

number of

beneficiaries

in

youth center

Composite

Indicator

Naser 0.90 0.00 02/01/2015 03/06/2015 98.0 1.00 3.56

Assuit Deir Durunka 0.24 0.27 31-7-2013 28-3-2015 80.0 0.86 1.15

Banī Murr 0.44 0.32 12/01/2013 21-6-2014 46.7 0.86 1.04

Dwinh 0.56 0.02 07/05/2013 12/10/2015 101.3 0.76 2.22

Elnekhaila 0.48 0.03 11/04/2013 11/08/2014 88.5 1.00 2.76

Albulaazh 0.29 0.06 07/07/2013 14-9-2015 96.4 0.96 2.31

El-Kom El-Ahmar 0.67 0.08 10/01/2013 26-2-2015 101.0 0.77 2.23

Jazirat Bahij 0.15 0.07 15-11-2013 20-4-2015 63.3 0.68 0.96

Al-Mandara Kebili 0.12 0.01 13-9-2013 28-3-2015 120.0 0.92 2.26

Medawar 0.38 0.06 31-8-2013 14-12-2015 114.3 0.94 2.52

Salam District 0.13 0.08 21-7-2013 22-12-2013 115.0 1.00 2.28

Bni Shakir 0.80 0.09 19-8-2013 14-12-2015 66.5 0.96 2.73

Alhuatch 0.20 0.02 08/03/2013 11/05/2014 112.5 0.85 2.07

Masar 0.39 0.00 04/01/2015 15-11-2015 182.1 0.95 3.24

It is worth mentioning that the highlighted rows in the previous table represent the sampled ceased youth centers.


115

Annex VI: Field plan


116

Team Governorate Field work days Youth centers & CGCs

20 21 22 24 25 26 27 28 29 31 1 2 3 4

First Alexandria

20 - 25 /12/2016

Active youth centers: Orabi

youth center and Smouha youth

center

Ceased youth center: Matar

youth center

Behira

26 - 29/12/2016

Gwad Hosni youth center and

CGC in Damanhur youth

center

Aswan

31/12 – 3/1/2017

El Sheikh Ibrahim youth center

and CGC in Aswan city youth

center

Second

Cairo

20 - 27/12/2016

Active youth centers: El-

Zawya El-Hamra youth center

and New Maadi youth center

Ceased youth center:

Sharabia youth center

the CGC in Saray El Quba

youth center

Sharkia

28 – 2 /1/2017

Active youth centers: Kradis

Deyarbnagm youth center and

Nazlet El Arin abou Kbir

youth center

Ceased youth center: Sawada

youth center

Third Assuit

20 - 27/12/2016

Active youth centers: Deir

Ganadlh youth center and

Kerkars youth center

Ceased youth center: Al-

Mandara Kebili youth center


117

Team Governorate Field work days Youth centers & CGCs

20 21 22 24 25 26 27 28 29 31 1 2 3 4

CGC in Bani Mor youth

center

Sohag

28/12 – 4/1/2017

Active youth centers:

Alatamnh youth center and

Bnauwayt youth center

Ceased youth center: Sheikh

Makram youth center

CGC in Nasr city youth center


118

Annex VII: The Project Results Framework

Expected results Indicators Baseline

data Target

Actual activities delivered

/Outputs produced/

Outcomes achieved

IR 4.2: Adolescent

girls and boys and

youth, with a focus

on disadvantaged

communities, are

equipped with key

life skills,

employability and

entrepreneurial

skills in

preparation for

their transition to

adulthood

Outcome indicator:

Availability and

adoption of a

national life skills

and employability

Programme

No

(2013)

Yes

(2016)

The project phase out in

June 2016, currently

MoYS is implementing the

project in 10 governorates.

Output indicator:

4.2. life skills and

employability

curricula are

developed and

adopted by

government

No

(2013)

Yes

(2016)

The partnership with

MoYS contributed to

institutionalization of the

skills and employability

programme.

The capacity building

component for personal

growth and career

development corresponded

to females and males

young people needs

MoYS mainstreams the

curricula in its

Programmes with young

people

Output indicator:

4.2.2 % beneficiary

young people who

acquired five key

life skills and

employability skills

No

(2013)

75%

(2016)

The evidence collected

indicates that this indicator

equals 82.2%

Output indicator:

4.2.3 # of

beneficiary young

people trained by

the life skills and

employability

Programme in

targeted areas

No

(2013)

12000

(2016)

The evidence collected

indicates that the number

of beneficiaries is 18224

young people


119

Annex VIII: Project Expenditure until June, 2016

Year 1 (US$)

Year 1 Actual

$

Year 2 (US$)

Year 2 Actual

$

Year 3 (US$)

Year 3 Actual

$

Total (US$)

Total Spent to date (US$)

Skills Development Programme

Sub Total 220,000 230,802 160,000 $41,350 110,000 $335,477 490,000 607,629

Career Guidance

Sub Total 105,000 131,628 95,000 46,452 95,000 $65,756 295,000 243,836

Monitoring and Evaluation

Sub Total 99,892 54,695 30,000 $14,618 70,000 $65,376 180,000 134,689

Employee Engagement

Sub Total 4,879 106 5,558 4,277 - 14,714 106

Advocacy and Communication

Sub Total 27,000 20,093 12,000 9,564 32,000 $40,650 71,000 70,307

Programme Staffing

UNICEF staff engaged in direct programme management and support

80,000

80,000

80,000

240,000

Sub Total 80,000 79,641 80,000 $98,912 80,000 $63,107 240,000 241,660

Programme Support 85,000 85,000 85,000 255,000

Sub Total 85,000 59,304 85,000 $32,189 85,000 $44,789 255,000 136,282

UNICEF Headquarters Fees

Sub Total 41,916 40,462 31,805 29,715 32,462 30,338 106,183 100,515

GRAND TOTAL 663,687 616,731 499,363 $272,800 508,739 645,493 1,651,897 1,535,024


120

Annex IX : Ethical principles and premises of the evaluation principles and

The UNEG Ethical Guidelines for Evaluation formally approved by UNEG members at the UNEG

Annual General Meeting 2008 will be strictly followed while conducting the evaluation. Some of

the key ethical considerations applied in this evaluation are as follows:

Obligations of Evaluators

Independence

Evaluation in the United Nations systems should be demonstrably free of bias. To this end,

evaluators are recruited for their ability to exercise independent judgment. Evaluators ensured that

they are not unduly influenced by the views or statements of any party. Where the evaluator or the

evaluation team leader comes under pressure to adopt a particular position or to introduce bias into

the evaluation findings, it is the responsibility of the evaluator and the team leader to ensure that

independence of judgment is maintained. Where such pressures may endanger the completion or

integrity of the evaluation, the issue will be referred to the evaluation manager and, where

necessary, the team leader of evaluation, who discussed the concerns of the relevant parties and

decided on an approach which ensured that evaluation findings and recommendations are

consistent, verified and independently presented (see below Conflict of Interest).

Impartiality

Evaluations must give a comprehensive and balanced presentation of strengths and weaknesses of

the policy, program, project or organizational unit being evaluated, taking due account of the views

of a diverse cross-section of stakeholders. Evaluators:

Operated in an impartial and unbiased manner at all stages of the evaluation.

Collected diverse perspectives on the subject under evaluation.

Guard against distortion in their reporting caused by their personal views and feelings.

Credibility

Evaluation is credible and based on reliable data and observations. Evaluation reports show

evidence of consistency and dependability in data, findings, judgments and lessons learned;

appropriately reflecting the quality of the methodology, procedures and analysis used to collect

and interpret data. Evaluation team leader and evaluators endeavored to ensure that each evaluation

is accurate, relevant, and timely and provides a clear, concise and balanced presentation of the

evidence, findings, issues, conclusions and recommendations.

Conflicts of Interest

Conflicts of interest were avoided as far as possible so that the credibility of the evaluation process

and product were not undermined. Conflicts of interest was disclosed and dealt with openly and

honestly. Evaluators disclosed in writing any past experience, of themselves, their immediate

family, close friends or associates, which may give rise to a potential conflict of interest. Evaluators

engaged by a UN agency had not any responsibility for the design, implementation or supervision

of any of the projects, programs or policies that they are evaluating.

Honesty and Integrity


121

Successful evaluation depends on the honesty and integrity of the entire evaluation process.

Evaluators:

Accurately represented their level of skills and knowledge and work only within the limits

of their professional training and abilities in evaluation, declining assignments for which

they do not have the skills and experience to successfully complete.

Negotiate honestly the costs, tasks were undertaken, limitations of methodology, scope of

results likely to be obtained, and uses of data resulting from the evaluation

Accurately present their procedures, data and findings, including ensuring that the

evaluation findings are not biased to make it more likely that the evaluator receives further

commissions from the Client

As far as possible, prevent or correct misuse of their work by others.

Decline evaluation assignments where the client is unresponsive to their expressed

concerns that the evaluation methodology or procedures are likely to produce a misleading

result. (If declining the assignment is not feasible, the evaluator shall record his/her dissent

either in the evaluation report or otherwise).

Accountability

Evaluators are accountable for the completion of the evaluation as agreed with the Client.

Specifically,

Complete the evaluation deliverables within the timeframe and budget agreed

Exercise prudence and probity in fiscal decision–making so that evaluation expenditures

are

properly accounted for and the client receives value for money

Give the evaluation team leader early notice of any change to the evaluation plan or any

risks to the successful completion of the evaluation and record the reasons for any changes

made to the evaluation plan

Obligations to Participants

Evaluators respected people’s right to provide information in confidence and make participants

aware of the scope and limits of confidentiality. Evaluators ensured that sensitive information

cannot be traced to its source so that the relevant individuals are protected from reprisals.

Respect for Dignity and Diversity

Evaluators:

Respected differences in culture, local customs, religious beliefs and practices, personal

interaction, gender roles, disability, age and ethnicity, and be mindful of the potential

implications of these differences when planning, carrying out and reporting on evaluations,

while using evaluation instruments appropriate to the cultural setting

Keep disruption to a minimum while needed information is obtained, providing the

maximum notice to individuals or institutions they wish to engage in the evaluation,

optimizing demands on their time, and respecting people’s right to privacy.

Rights


122

In including individuals or groups in the evaluation, evaluators ensured:

Right to Self-Determination; Prospective participants were treated as autonomous agents

and given the time and information to decide whether or not they wish to participate and

be able to make an independent decision without any pressure or fear of penalty for not

participating.

Fair Representation: Evaluators selected participants fairly in relation to the aims of the

evaluation, not simply because of their availability, or because it is relatively easy to secure

their participation. Care shall be taken to ensure that relatively powerless, ‘hidden’, or

otherwise excluded groups are represented.

Compliance with codes for vulnerable groups: Where the evaluation involves the

participation of members of vulnerable groups, evaluators must be aware of and comply

with legal codes (whether international or national) governing, for example, interviewing

children and young people.

Redress: Stakeholders received sufficient information to know a) how to seek redress for

any perceived disadvantage suffered from the evaluation or any projects it covers, and b)

how to register a complaint concerning the conduct of an Implementing or Executing

Agency.

Confidentiality

Evaluators respected people’s right to provide information in confidence and make participants

aware of the scope and limits of confidentiality. Evaluators ensured that sensitive information

cannot be traced to its source so that the relevant individuals are protected from reprisals.

Avoidance of Harm

Evaluations can have a negative effect on their objects or those who participate in them. Therefore

evaluators seek to: minimize risks to, and burdens on, those participating in the evaluation; and

seek to maximize the benefits and reduce any unnecessary harms that might occur from negative

or critical evaluation, without compromising the integrity of the evaluation.

Evaluation Process and Product

Accuracy, Completeness and Reliability

Evaluators have an obligation to ensure that evaluation reports and presentations are accurate,

complete and reliable. In the evaluation process and in the production of evaluation products,

evaluators:

Carried out thorough inquiries, systematically employing appropriate methods and

techniques to the highest technical standards, validating information using multiple

measures and sources to guard against bias, and ensuring errors are corrected.

Described the purposes and content of object of the evaluation (programme, activity,

strategy) clearly and accurately.

UNEG Ethical Guidelines for Evaluation

Presented openly the values, assumptions, theories, methods, results, and analyses that

significantly affect the evaluation, from its initial conceptualization to the eventual use of

findings.


123

Examined the context in enough detail so its likely influences can be identified (for

example geographic location, timing, political and social climate, economic conditions).

Described the methodology, procedures and information sources of the evaluation in

enough detail so they can be identified and assessed.

Make a complete and fair assessment of the object of the evaluation, recording of strengths

and weaknesses so that strengths can be built upon and problem areas addressed.

Explicitly justified judgments, findings and conclusions and show their underlying

rationale so that stakeholders can assess them.

Ensured all recommendations are based on the evaluation findings only, not on their or

other parties’ biases

Transparency

Transparency and consultation with the stakeholders are essential features of evaluation. The

Evaluation Office and the evaluation team leader clearly communicated to stakeholders the

purpose of the evaluation, the criteria applied and the intended use of findings. Stakeholders were

consulted on the Terms of Reference (TOR) for the evaluation and their views taken into account

in the final TOR. The Evaluation team leader carefully balanced the views and requirements of

stakeholders, ensuring that the evaluation retains a clear focus and that sound evaluation principles

are not compromised by the wishes of stakeholders. Evaluation methodology was disclosed in

advance of the evaluation and clearly described in the evaluation report, including the assumptions

and values underlying the evaluator’s judgments.

Evaluation documents are easily readable and specify their information sources and approaches.

Evaluation reports make the link between evidence, findings, conclusions and recommendations

transparent, persuasive and proportionate to the body of evidence collected.

Reporting

The formal parties to an evaluation should ensure that the full set of evaluation findings along with

pertinent limitations are made accessible to the persons affected by the evaluation, and to any

others with legitimate claims or rights to receive the results, in relevant language(s).

As a norm, all evaluation reports shall be made public. Evaluation reports will only be withheld

from publication for compelling reasons and in accordance with relevant rules within each agency.

At country level, evaluation findings shall be presented and discussed at the appropriate national

or local level, to enable stakeholders to respond to them, and ideally before the evaluation report

is complete. All materials generated in the conduct of the evaluation are the property of the agency

and can only be used by permission. With the permission of the agency, evaluation consultants

may make briefings or unofficial summaries of the results of the evaluation outside the agency.

Original data, including interview records and meeting notes will be retained in confidential files

until completion of the evaluation.

Omissions and wrongdoing

Where evaluators find evidence of wrong-doing or unethical conduct, they are obliged to report it,

whether or not such conduct relates directly to the evaluation TOR. Evaluators shall inform the

Evaluation Manager on the most appropriate channel for reporting wrong-doing. Details of any

wrong-doing, including names or events, shall only be divulged to the proper oversight authority.


124


125

Annex X: Evaluation tools

Guides for FGD with beneficiaries

UNICEF - cairo

Final Evaluation of Meshwary Project – Second Stage (2012-2016)

Evaluator

Arabic Development Center for Research and Training

September 2016

Guide for Focal Group Discussion

Target Group: Beneficiary young people of project services

Organizational Information

governorate

Age group of respondent

Service type obtained by

respondent’s children

Interview Location

Name of researcher / facilitator

No of Participants:

Date :

Starting time:………Ending Time…………Time Total:…....

Date & Time

Signature of researcher /

facilitator


126

Information about the respondents

No

Respondent

Name

Service type obtained by the children Accommodation

area

Life skills Consultation centre

Urban rural Life

Skills

Functional

skills

Individual

Consultation

Public

Interview

Referral

services

1

2

3

4

5

6

7

8

9

10

11

12


127

1. How did you hear about the project?

2. Did the propaganda and identification of the project was enough to inform community and young people

about the project services

3. How did you know about the project services?

4. Did you know the project objectives?

5. Do you think that the project (in terms of idea and design) responds to the actual needs of the target groups?

Can you explain, please?

6. Was the selection of project intervention (training topics and project services to beneficiaries) areas more

appropriate to meet your needs?

7. Was the starting timing of the project related to the economic conditions of Egypt, and was this timing

suitable for the implementation of the project and its objectives?

8. Is the project suitable for the age groups of trainees? 9. In term of your knowledge of the project, what is your opinion concerning the following points:

- The need to the project

- Its idea and objectives

- Method of implementation

- Performance of project officials

10. Did the project responses to the views and problems linked to your rights and needs? How?

11. Are the project trainers from the community members? Did you know them before you got the project services?

12. How are you selected to get the project services? What are the criteria?

13. What are the services you got from the project?

- Life skills training

- Counseling guidance

- Work replacement

- Vocational training

- on job training

- Referral to Job opportunities

- Technical support for the establishment of the project

14. What was the reaction of your parent when they heard about your participation in the project?

15. Is there a different reaction for girls and boys?

16. Do you think that the groups that are supposed to benefit from the project services, have the same opportunity

to access project services and they received equal treatment?

- Female and male

- Urban and Rural

- Healthy and handicapped people

- Income levels (poor and doing so well)

These questions are assigned to the life skills training courses

17. Do you know or participate in project activities other than the training? What is this activity?

- Activities that they knew about them

- They knew about the activities and wanted to take advantage of them but they could not, why did not you

benefit from them?

- Activities that they benefited from them

18. What are your opinions in the training courses that you joined in Meshwary project in terms of:

- The importance and usefulness of the topics

- The relevance of topics to your living conditions and the labor market

- Easy or difficult subjects

- The competence of the trainers and their way to handle them

- Method of training

- The conditions of training (location, timing, duration of sessions, availability of materials)


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- Total duration of training

- Availability of the training material and easily usage

- Monitoring and evaluating the impact / results of training

19. What is the personal change occurred as a result of the training:

- Changing in personality and self-esteem (such as better understanding of myself, greater ambition,

optimism concerning the future and self-confidence)

- Improving public personal capabilities (such as: planning, structured thinking, problem solving,

prioritization)

- Improving functional capabilities (such as: CV writing, interviewing, job searching, simplified feasibility

study)

- Changing the management of personal life (such as: planning, management of difference, self-reliance)

- Changing the culture of work (such as commitment, mastery, attitude towards self-employment)

- Improving the way of communicating with others (such as: people, friends, work relations)

In case of weakness or lack of benefit, can you give the reasons?

20. . In terms of results, do you think that the enrolled training course had real benefits in your life?

- Better or stronger personal relationships inside and outside the family (with whom you improve your

relationship and what is the relationship of training)

- New personal relationships (such as: what type and how they relate to training)

- Solving personal or community problems (give examples and what is the relation with training)

- Getting a job (what is the job and how does it relates to training)

- - Establishment of a project (who start a project and what is it and how is it funded)

- Community participation (kind of participation and through any organization)


21. Have you encountered problems and obstacles when you applied what you learnt from the training? What was

your response to this challenge? Do you receive any support from anyone to overcome these problems?

22. In this case, have you contacted the trainers at the youth center and asked them to help you to address these

problems or obstacles? What is their reaction?

23. Does any relationship continue between you and Meshwary officers after the completion of the training?

- Visits to ask about activities

- Invitations to activities, what are these activities?

- Participation in activities, what are these activities?

- Advice, what are these advices?

- Practical support in any field, what is this support?

24. If the relationship is ongoing with them, what are the mechanisms of communication?

25. If you are the decision-makers in the training program, you will conduct it by the same way, or you will change

the implementation way, if there is a change, what is this change?.

26. . Do you think that there a need to repeat the same training? Why?

27. Did you have friends attended the training courses with you and did not continue? Why did they stop attending

the course?

28. . Do you want to discuss or add anything which not mentioned during the interview concerning the training or

Meshwary project?


129

These questions are assigned for Consultation Center

29. How did the project announce about the consultation centers and introduce their services in your community?

30. What activities did you participate or which services did you receive through consultation centers?

- Individual meetings

- Individual meetings for counseling guidance

- Group meetings

- Group meetings for counseling guidance

- Public awareness meetings (open)

- Referral Service:

For career opportunities

For training opportunities

For those offering loans or supporting small business enterprises

- Training at Barclays Bank

31. In terms of your knowledge of the consultation centers, what is your opinions concerning the following points: - The need to the project

- Idea and objectives

- Implementation method

- Performance of officers

32. What is the personal change occurred as a result of receiving the services:

- Changing in personality and self-esteem (such as better understanding of myself, greater ambition, optimism

concerning the future and self-confidence)

- Improving public personal capabilities (such as: planning, structured thinking, problem solving,

prioritization)

- Improving functional capabilities (such as: CV writing, interviewing, job searching, simplified feasibility

study)

- Changing the management of personal life (such as: planning, management of difference, self-reliance)

- Changing the culture of work (such as commitment, mastery, attitude towards self-employment)

- Improving the way of communicating with others (such as: people, friends, work relations)

- Access to training center or job opportunities

- Getting job


33. In terms of results, do you think that the received services had real benefits in your life?

- Better or stronger personal relationships inside and outside the family (with whom you improve your

relationship and what is the relationship of training)

- New personal relationships (such as: what type and how they relate to training)

- Solving personal or community problems

- Getting a job (what is the job and how does it relates to training)

- Enroll training course

- Establishment of a project (who start a project and what is it and how is it funded)

- Community participation (kind of participation and through any organization)

- Improvement of your social or economic situation (how)


34. What is your assessment of the facilitators’ competences who provided services to you through the vocational

consultation centers? Why? What are your suggestions?

35. Did you face any problems and obstacles when you started to apply what you learnt from consultation centers?

How did you overcome them?

- Problems types

- How to overcome them

- Any external support to overcome them


130

36. What did you do to face these challenges? Did you receive any support to overcome them?

37. . In this case, did you contact the facilitators at the consultation centers to ask their help to address these

problems or obstacles? How did they help you?

38. Does any relationship continue between you and Meshwary officers after the completion of the training?

- Visits to ask about activities

- Invitations to activities, what are these activities?

- Participation in activities, what are these activities?

- Advice, what are these advices?

- Practical support in any field, what is this support?

39. If the relation is continued, what are the communication mechanisms?

40. If you are the decision-makers in services provision, you will conduct it by the same way, or you will change

the implementation way, if there is a change, what is this change?.

41. . In your opinion, did the project succeed in achieving its goals (the success of the services provided to qualify

you for the job market and your ability to get a job)? What are the causes?

42. Did you have friends attended the training courses with you and did not continue? Why did they stop attending

the course?

43. Did you try to scale up the idea of counseling center or Meshwary project activities between your relatives?

44. Do you think that there is a need for counseling centers? Why?

45. Did you join Barclays bank training? Or participate in symposiums conducted for bank staff? What is your

evaluation?

46. To what extent, do you think that the recruitment services for young people were effective?

47. What are the support aspects provided by the project to young people to enable them to start small business

enterprises?

For all participants

48. Do you want to discuss or add anything which not mentioned during the interview concerning the training or

Meshwary project?


131

Guides for In-depth interview with trainers and facilitators


Evaluator


September 2016

Guide for the In depth Individual Interviews

Target Group: Trainers of Life Skills / facilitators


The interviewee

Job in the Youth Center:

Role in Meshwary Project:

Interview Location


Date :


Date & Time

Signature of researcher / facilitator


132

General Questions: 1. What is your educational background and previous functional experience at the Youth Center?

2. How did your relationship begin with Meshwary project? How have you been selected to work at

the Consultation Center?

3. Did you receive training and technical support before / on your job at the Center? Tell us about

these courses and your evaluation?

4. Is your job in Meshwary project linked to your job in the ministry (what is your rate of turnover)?

Will this affect the quality of your work in the project?

The Relevance

2. Do you think that the project (in terms of idea and design) responds to the actual needs of the target

groups? Can you explain, please?

This question is for the trainers of life skills component

3. How did you assess the feasibility and degree of success of each of the following services provided

by the Center? Please explain if possible,

- communication skills

- Innovative thinking / how to solve problems

- Decision making skills

- Self confidence

- Teamwork

- Employment culture

- functional and future planning

- Employment skills, CV writing and interviewing.

- Savings and funding management skills

- Leadership Skills

This question is for the trainers of vocational consultation component

4. How did you assess the feasibility and degree of success of each of the following services provided

by the Center? Please explain if possible,

- Functional development

- The necessity and importance of vocational / functional guidance

- Job evaluation

- Availability of data and functional resources such as establishment of relationships with the

private and public sectors and non-governmental organizations for referral / transferring

purposes

- Functional and scientific planning

- Vocational training

- Status management

- Decision making skills

- Interviewing skills

- Theories of Human Development

- Diversity and work ethic

- Research skills required for data collection concerning the occupations in their community

5. Did the project responses to the views and problems of young people related to the rights and needs

of young people? How?

6. Was the selection of project intervention areas more appropriate to meet the needs of marginalized

groups highlighted in national statistics (for poorer villages and slums)?

7. Was the starting timing of the project related to the economic conditions of Egypt, and was this

timing suitable for the implementation of the project and its objectives?

8. Is the project suitable for the age groups of trainees?


133


134

Guides for in-depth interview with managers of youth centers, Directorate of MoYS and local

MoYS


Evaluator


September 2016


Target Group: Manger of Youth Center / Manager of Youth Administration / Manger of Youth

Directorate


The interviewee

Job in the MoYS:


Interview Location


Date :


Date & Time



135

General Questions: 1. What is your educational background and previous functional experience at the Youth Center?

2. What is your role in Meshwary project?

3. Is your job in Meshwary project linked to your job in the ministry (what is your rate of turnover)?

Will this affect the quality of your work in the project?

The Relevance

4. Were the project objectives relevant to the priorities, policies and strategies of MoYS? How?

5. Do you think that the project (in terms of idea and design) responds to the actual needs of the target


6. Did the project consider the rights and needs of targeted young people in line with UNICEF goals

and projects? How?







10. Is the project suitable for the age groups of trainees?

The Effectiveness

11. How did you select the different groups of beneficiaries? Was any simplified study conducted to

determine the needs of training or community?

12. To what extent the objectives, roles and responsibilities were clear for the project partners? How had

the roles and responsibilities been defined?

Questions only addressed to managers of ceased youth centers

What are your suggestions to re-implement the project activities in the youth center?

Questions only addressed to all target respondents

13. Did the ToT program have a positive impact on the trainers / facilitators? How?

14. To what extent did the trainers / facilitators sustain in providing the training sessions?

15. Have some unplanned results been achieved? Please give examples?

16. Did the project consider that young people are human resources during project implementation?

Have these resources effectively been used? How?

17. To what extent did you think that the project succeed in taking into account gender differentiated,

geographical distribution and needy and marginalized young people? Were there specific procedures

to achieve this?

18. What were the mechanisms that the project used to reach the marginalized and disabled youth to

ensure equal access to project services? How did you reach to the targeted groups?

19. The project was aimed at gender equality to benefit from project services, but this objective was not

achieved, what is your interpretation? Similar situation with the age groups? What is your

explanation of these disparities?

20. Had the privacy between the project governorates been taken into account during the implementation

of the project's programs and activities? .............. Yes………….. how?

21. How does the Ministry respond to requests from youth centers to ensure the proper implementation

of activities?

22. Do trainers / facilitators follow on the young people? What are the mechanisms? How? If not Why?

23. Did the roles of actual job of trainers in the Ministry of Youth impede their performance to qualify

targeted young people at present or in the future?


136

The efficiency

24. Had the quality of daily management and coordination with the Ministry of Youth and Sports, local

directorates, youth centers and non-governmental organizations and beneficiaries been effective and

accelerated positive change within the culture of employment and self-employment of young people?

Sustainability

25. What was the expected impact of the preparation of trainers from the MoSY on the sustainability of

the activities after project phasing out?

26. What are the obstacles which may be hindered the future benefit of trainers from the MoSY, and

what are the project plans to overcome these obstacles

27. Did the roles of actual job of trainers in the MoSY impede their performance to qualify targeted

young people at present or in the future

28. Did the project interventions succeed in developing a sustainable system of referral of young people

to further training, workplaces, on-job training and entrepreneurship opportunities?

29. Was the project main objectives achieved (institutionalization the component of the Skills

Development and vocational Guidance)? To what extent has this been achieved?

30. What are the most prominent lessons learned from all components and activities of the project.

31. How did the project work towards maximizing the benefit of lessons learned?

32. Through your experience concerning the implementation and monitoring of the project, to what

extent is the Ministry of Youth and Sports and Youth Directorates able to implement the project

and sustain the strategies and methodologies especially used in the five new governorates?

Only For New Governorate

33. The implementation of the project in the five new governorates faced challenges and difficulties.

What were these challenges? How did the project plan to overcome these challenges? In your

opinion, what were the reasons for reduction the project beneficiaries in your governorate?

34. Will there any expected challenges to achieve the sustainability opportunities? If yes, what will be

these challenges?

35. What are the obstacles that faced counseling guidance centers?

These questions are only addressed to the managers of youth centers / counseling guidance centers

36. To what extent did the trainees satisfy of the quality and effectiveness of the training and its content?

37. To what extent did the young people satisfy with the improvement of their knowledge and skills after

attending life skills and functional development programs?

38. How effective are the trainers of Life Skills / Vocational Consultation Programs at Youth Centers?

39. What are the shortcomings of the trainers of the Life Skills / Vocational Consultation Programs at

Youth Centers?

40. To what extent did the contracted young people qualify to be trainers and the quality of their training?

These questions till the end of effectiveness section are only addressed to the trainers of the

vocational consultation

41. What is the definition of the project referral system? How effective is the referral system for young

people from the project to partners in the light of partnership responsibilities? What are the

mechanisms for achieving effective referral systems and institutionalization with project partners?

42. To what extent do you think that the coordination mechanism between various stakeholders in the

program of (Government / Vocational consultation Centers) was effective? What can be done to

improve the program and effectively scale it up in other governorates?

43. To what extent did the partnership (cooperation) with different bodies such as Barclays, Carrefour,

Aramex Company and Meridian Hotel contribute to the recruitment of project beneficiaries? Did this

partnership or cooperation conduct with UNICEF or institutionalization to sustain after project

phasing out?


137

44. To what extent, do you think that the recruitment services for young people were effective in light

of the actual recruitment experiences?

45. What were the project's subsidies for young people to enable them to start their own small businesses

enterprises?

46. How did you announce about the consultation centers and their services within targeted

communities?

Scaling Up Project Implementation 47. What is the role of UNICEF to assist the Ministry of Youth and Sports concerning project

implementing the in other governorates? In your opinion, is this enough to effectively implement

the program in other governorates?

48. What are the opportunities to scaling up the implementation of project activities, and what are the

limitations to achieve the planned scaling up of the project.

49. What are the innovative methods (curriculum) that can be depended on to effectively implement

the project in other governorates?

50. Would you like to add anything else which is not mentioned during the interview?


138

The Effectiveness



10. How effective is the ToT program and the graduation of trainers at the required level of

competence?

11. To what extent did you satisfy of the quality and effectiveness of the training and its content?

12. Did your actual job roles in the MoYS impede your performance as trainer to qualify targeted young

people at present or in the future

13. To what extent did the trainees satisfy of the quality and effectiveness of the training and its

content?

14. To what extent did the young people satisfy with the improvement of their knowledge and skills

after attending life skills and functional development programs?

15. What is your assessment of yourself as a trainer of Life Skills / Vocational Consultation Programs

at Youth Centers? What are the strong and weak points?

16. What are the most important challenges and obstacles faced you during working in the center and

affected the achievement of its objectives?

17. Did your work as trainer have positive impact on your future career? How?

18. To what extent did you show commitment to your work in the project? And its sustainability?

19. What is the change or impact occurred by the centers on the personality and life of the services

recipient?





geographical distribution and needy and marginalized young people? Were there specific

procedures to achieve this?

21. Had the privacy between the project governorates been taken into account during the implementation

of the project's programs and activities? .............. Yes………….. how?


ensure equal access to project services? How did you reach to the targeted groups?




29. How does the Ministry respond to requests from youth centers to ensure the proper implementation

of activities?

30. Is the relationship sustained between centers and beneficiaries who have received one or more

services from the project? Please, can you explain?

31. In general, do trainers follow up the young people who benefit from the project after receiving the

project services? Do you personally follow up them? What are the communication mechanisms with

them?

32. What is your assessment concerning conducting training outside the centers in schools / hospitals /

institutions? What are the reasons for stopping the courses in some centers (the center here) from

your point of view

33. Do you help them get a job or start their own projects? Do you give them advice?

34. What are the changes which can be introduced by deleting, adding or modifying to enable the youth

centers to meet the priorities and needs and achieving more success in their work? These questions till the end of effectiveness section are only addressed to the facilitators of the

counseling guidance


139









partnership or cooperation conduct with UNICEF or institutionalization to sustain after project

phasing out?




enterprises?

40. How did you announce about the consultation centers and their services within targeted

communities?

Sustainability

41. What was the expected impact of the preparation of trainers from the MoSY on the sustainability of

the activities after project phasing out?

42. What are the obstacles which may be hindered the future benefit of trainers from the MoSY, and

what are the project plans to overcome these obstacles

43. Did the roles of actual job of trainers in the MoSY impede their performance to qualify targeted

young people at present or in the future







Only For New Governorate

48. The implementation of the project in the five new governorates faced challenges and difficulties.

What were these challenges? How did the project plan to overcome these challenges? In your

opinion, what were the reasons for reduction the project beneficiaries in your governorate?

49. Will there any expected challenges to achieve the sustainability opportunities? If yes, what will be

these challenges?

50. What are the obstacles represented a challenge for vocational consulting centers in the new

governorates?

Scaling Up Project Implementation 51. Through your experience concerning the implementation and monitoring of the project, to what





140

Guides for in-depth interviews with MoYS staff


Evaluator


September 2016


Target Group: Staff of Ministry of Youth & Sports (MoYS) in Cairo Governorate


The interviewee

Job in the MoYS:

Interview Location


Date :


Date & Time


facilitator


141

The Relevence 1. Were the project objectives relevant to the National Plan of the qualification of Youth with the

professional and functional skills required by the labor market? How?

2. Were the project objectives relevant to the priorities, policies and strategies of MoYS? How?

3. How relevant is the project to the needs of beneficiary young people? How?

4. Do you think that the project (in terms of idea and design) respond to the actual needs of the target


5. Did the project consider the rights and needs of targeted young people in line with UNICEF goals

and projects? How?







9. Is the project suitable for the age groups of trainees? 10. Was there a clear relation between project activities and objectives (activities met the objectives)?

How?

The Effectiveness

11. Did the rehabilitation of contracted young people with the MoYS to be trainers affected their

future career in a positive way? How?

12. What is the percentage of trainees who left work after training? What are the reasons behind

leaving work?

13. How did you select the different groups of beneficiaries? Was any simplified study

conducted to determine the needs of training or community?

14. To what extent the objectives, roles and responsibilities were clear for the project partners?

How had the roles and responsibilities been defined?

15. To what extent did the project achieve the planned results? Can you explain how the project

results are greater than the targeted results? What were the reasons behind achieving these

results?


17. Did the project consider that young people are human resources during project

implementation? Have these resources effectively been used? How?

18. To what extent did you think that the project succeed in taking into account gender

differentiated, geographical distribution and needy and marginalized young people? Were there

specific procedures to achieve this?

19. Had privacy been taken into account during the implementation of the project's programs and

activities? .............. if yes,……… how?

20. To what extent did the partnership with various entities such as Barclays Bank and UNICEF

contribute to the achievement of the project results? What were the positive points of this

partnership? What were the obstacles impeded the effectiveness of the partnership between the

project partners and its impact on the achievement of the project objectives with the required

efficiency?


ensure equal access to project services?




28. How did you evaluate the cooperation with UNICEF from the perspective of the following aspects,

and explain why?

- Participation in project design and planning


142

- Provide technical support and monitoring the implementation of the training component

- Flexibility and response to developments

- Distribution of budget items between activities, regions and target groups

- Pay special attention and take specific measures to achieve gender equality in project activities

- Pay special attention and take specific measures for the most marginalized and needy groups

- Adherence to the project timetable

- Adherence to the timetable for financial transfers

- Consider the opinion of the Youth Center / MoYS in a serious way

How did you evaluate the project experience in cooperation with Barclays Bank (as a key

partner, implementer of training activities and volunteer activities for Barclays employees)?

30. The training was carried out in a number of youth centers at the beginning of the project.

Currently, the training has been stopped in many of these centers. For example, the number of

youth centers implemented in Alexandria has decreased from 17 to 3 youth centers according to

the project database, can you explain the reasons behind this situation and what is the Ministry's

plan to generalize the project at the ministry level





program of (Government / Counseling guidance Centers) was effective? What can be done to

improve the program and effectively scaled it up in other governorates?

27. The implementation of the Counseling guidance program in Alexandria governorate was started, but

it did not achieve the desired outcome. Accordingly, it was transferred to Sohag governorate, what

were the obstacles faced the project implementation in Alexandria? Were any attempts done to

overcome these obstacles? Why?

28. What are the differences between Counseling guidance centers in the three governorates?

29. In general, were there any obstacles represented a challenge in achieving the full effectiveness of the

Counseling guidance program in the governorates of Cairo, Assiut and Sohag? What were these

obstacles? How were these obstacles overcome?

30. How did MoYS respond to requests from youth centers to ensure good implementation of activities?

30. Did the project use the most appropriate strategies and interventions to achieve its objectives? What

was the most effective mix of strategies and activities that could be used? Why and How?

31. What can be done to make interventions more effective?

34. To what extent did UNICEF partnership with Barclays, Carrefour, Aramex Company and Meridian

Hotel contribute to the recruitment of project beneficiaries? Did this partnership or cooperation

conduct with UNICEF or institutionalization to sustain after project phasing out? If yes…..how?...if

No…….why?

35. For the M & E system, why does the Ministry apply a monitoring system different than UNICEF?

36. Was there a continuous monitoring for project progress indicators? Were any periodic reports

developed on the progress of project activities implementation?

37. Did you use these data? Did you ensure the validity of these data? How?

39. Was the project decision making process based on the results of indicators and / or available data?

Can you give examples, please? 43. Did you have a database of young people who had been supported by anyway via the project? If

you had database, did you consider gender disaggregated (female and male) for data?

44. Was the M & E system for project activities relevant to the capacity and ability of project staff to

implement these activities?




enterprises?


143

47. How did you announce about the counseling centers and their services within targeted communities?

Efficiency 48. Did you think that the resources and funding of project activities and programs efficiently manage

and there was a balance between the expenditure compared to the achieved quantitative and

qualitative results?

49. Was it possible to achieve the same results at a lower cost? ............ If yes .......... How?

50. Did you think that the M & E system was efficient?





144

sustainability 52. What are the sustainability elements planned by the project to ensure the project activities

sustainability after ending of the project funding?

53. To what extent have the planned sustainability elements been achieved?

54. What was the expected impact of the preparation of trainers from the Ministry of Youth on the

sustainability of the activities after project phasing out?

55. What are the obstacles which may be hindered the future benefit of trainers from the Ministry of

Youth, and what are the project plans to overcome these obstacles

56. Did the roles of actual job of trainers in the Ministry of Youth impede their performance to qualify

targeted young people at present or in the future

57. Did the MoYS develop plan for project sustainability and scale it up to other governorate?

58. Was this project funded via the Ministry's budget? Was it included as a continuous item in the

ministry?

59. Did the project officials develop strategy for project funding?

60. What were the reasons behind non implementation of the counseling center activities in Kafer El

Sheikh till end of June 2016?

61. What are the expected challenges for achieving sustainability opportunities and how does the project

plan to overcome these challenges?

62. Had the project interventions succeeded in developing a sustainable referral system to bring young

people to more training courses, workplaces, on-job training and entrepreneurship opportunities?



64. Did the partnership with the Ministry of Youth and Sports contribute to achieve the project main

objectives (institutionalization the component of the Skills Development and vocational Guidance)?

To what extent has this been achieved?



Scaling Up Project Implementation 60. What is the role of UNICEF to assist the Ministry of Youth and Sports concerning project

implementing the in other governorates? In your opinion, is this enough to effectively implement

the program in other governorates?



62. What are the innovative methods (curriculum) that can be depended on to effectively implement

the project in other governorates?




64. In general, what were the obstacles represented challenges for counseling guidance centers in the

new governorates?

65. There is a disparity in the performance of counceling centers in the five new governorates, can you

explain the reasons for the following points:

Lack of trainees in Kafr El-Sheikh governorate

Limited number of trainees in the governorates of Dakahlia and Beheira

Increasing number of trainees in the governorates of Qena and Aswan

66. There is also a clear disparity in the number of trainees who joined training on life skills in the five

new governorates, can you explain the reasons for the following points:

limited number of trainees in the governorates of Qena and Dakahlia compared to other

governorates



145

Guides for in-depth interviews with partner NGOs


Evaluator


September 2016


Target Group: NGOs Representatives


The interviewee

NGO:


Interview Location

Name of researcher /

facilitator

Date :

Starting time:………Ending Time…………Time

Total:…....

Date & Time


facilitator


146

The Relevence 1. Were the project objectives relevant to the National Plan of the qualification of Youth with the



3. Do you think that the project (in terms of idea and design) responds to the actual needs of the

target groups? Can you explain, please?

4. Did the project consider the rights and needs of targeted young people in line with UNICEF

goals and projects? How?

5. Did the project responses to the views and problems of young people related to the rights and

needs of young people? How?

6. Was the selection of project intervention areas more appropriate to meet the needs of

marginalized groups highlighted in national statistics (for poorer villages and slums)?



8. Is the project suitable for the age groups of trainees? 9. Was there a clear relation between project activities and objectives (activities meeting the

objectives)? How?

10. Did the project succeed in identifying and employing the most suitable partners for the project?

The Effectiveness 11. How did you select the different groups of beneficiaries? Was any simplified study conducted to


12. To what extent the objectives, roles and responsibilities were clear for the project partners? How

had the roles and responsibilities been defined?




15. To what extent did you think that the project succeed in taking into account gender

differentiated, geographical distribution and needy and marginalized young people? Were there

specific procedures to achieve this?

16. Had privacy been taken into account for slums during the implementation of the project's

programs and activities? .............. if yes,……… how?

17. To what extent did the partnership with various entities such as Barclays Bank, Ministry of

Youth and Sports and NGOs contribute to the achievement of the project results? What were the

positive points of these partnerships? What were the obstacles that faced the effectiveness of the

partnership between the project partners and its impact on the achievement of the project

objectives with the required efficiency?

18. How did you evaluate the project experience in cooperation with Barclays Bank (as a key partner,

implementer of training activities and volunteer activities for Barclays employees)?


ensure equal access to project services?

20. The project was aimed at gender equality to benefit from project services, but this objective was

not achieved, what is your interpretation? Similar situation with the age groups? What is your


21. How did you respond to requests from young people who had project services to ensure good

implementation of activities?

22. Did the project use the most appropriate strategies and interventions to achieve its objectives?

What was the most effective mix of strategies and activities that could be used? why and How?

23. Did the project help the trained young people to find job opportunities?


147

24. How did you evaluate the cooperation with UNICEF from the perspective of the following

aspects, and explain why?

25. Provide technical support and monitoring the implementation of the training component

26. Flexibility and response to developments

27. Distribution of budget items between activities, regions and target groups

28. Pay special attention and take specific measures to achieve gender equality in project activities

29. Pay special attention and take specific measures for the most marginalized and needy groups

30. Adherence to the project timetable

31. Adherence to the timetable for financial transfers

32. Consider the opinion of the NGOs in a serious way

33. How did you monitor and evaluate the results of training courses on young people?




36. Was the project decision making process based on the results of indicators and / or available data?

Can you give examples, please?

37. Did you have a database of young people who had been supported by anyway via the project? If

you had database, did you consider gender disaggregated (female and male) for data?



39. To what extent do you think that the project contribute in improvement the personal and practical

skills of target groups, increase the job opportunities and enhancement their life and local

communities?

40. What are the changes which can be introduced by deleting, adding or modifying to enable the

youth centers to meet the priorities and needs and achieving more success in their work?

41. What are the most important factors that you think have significantly affected the project's

implementation and achievement of its objectives in positive or negative way?

42. If circumstances permit, do you encourage replication of the project in other areas to support

young people? If the answer is no, what do you think is more suitable for young people in the

coming period?

The efficiency

43. Did you think that the resources and funding of project activities and programs efficiently manage

and there was a balance between the expenditure compared to the achieved quantitative and

qualitative results?


Sustainability

45. What are the sustainability elements planned by the project to ensure the project activities

sustainability after ending of the project funding?


47. Did the project interventions succeed in developing a sustainable system of referral of young

people to further training, workplaces, on-job training and entrepreneurship opportunities?







148

Guides for in-depth interviews with UNICEF staff


Evaluator


September 2016


Target Group: UNICEF Staff


The interviewee

Job in UNICEF:

Interview Location


Date :


Date & Time



149

The Appropriateness 1. Were the project objectives relevant to the priorities, policies and strategies of UNICEF? How?

2. Were the project objectives relevant to the National Plan of the qualification of Youth with the


3. Were the project objectives relevant to the results and outputs of the Framework of (UNDAF)? How?

4. Based on the recommendations of the evaluation of the first phase of Meshwary project, the Ministry

of Youth and Sports was considered as a key partner in the project and a cooperation protocol was

signed with the ministry, were the project objectives relevant to the priorities, policies and strategies of

the Ministry of Youth and Sports? How?


6. Do you think that the project (in terms of idea and design) respond to the actual needs of the target


7. Did the project consider the rights and needs of targeted young people in line with UNICEF goals and

projects? How?







11. Is the project suitable for the age groups of trainees? 12. Was there a clear relation between project activities and objectives (activities meeting the objectives)?

How?

13. Did the project succeed in identifying and employing the most suitable partners for the project?

The Effectiveness



15. To what extent the objectives, roles and responsibilities were clear for the project partners? How had

the roles and responsibilities been defined? Did UNICEF identify roles and responsibilities or consult

with partners?

16. To what extent did the project achieve the planned results? Can you explain how the project results

are greater than the targeted results? On what basis were the project objectives set?

17. What were the reasons behind achieving these results?


22. Did the project consider that young people are human resources during project implementation? Have

these resources effectively been used? How?


geographical distribution and needy and marginalized young people? Were there specific procedures

to achieve this?

24. To what extent did the partnership with various entities such as Barclays Bank, Ministry of Youth and

Sports and NGOs contribute to the achievement of the project results?

25. What were the obstacles that faced the effectiveness of the partnership between the project partners

and its impact on the achievement of the project objectives with the required efficiency?


150

25. What were the mechanisms that the project used to reach the marginalized and disabled youth to ensure

equal access to project services?


achieved, what is your interpretation? Similar situation with the age groups? What is your explanation

of these disparities?


people from the project to partners in the light of partnership responsibilities? What are the mechanisms

for achieving effective referral systems and institutionalization with project partners?




31. The implementation of the vocational consultation program in Alexandria governorate was started, but

it did not achieve the desired outcome. Accordingly, it was transferred to Sohag governorate, what were

the obstacles faced the project implementation in Alexandria? Were any attempts done to overcome

these obstacles? Why?

32. What are the differences between vocational consultation centers in the three governorates?

33. In general, were there any obstacles represented a challenge in achieving the full effectiveness of the

vocational consultation program in the governorates of Cairo, Assiut and Sohag? what were these

obstacles? How were these obstacles overcome?

34. How did UNICEF and partners respond to requests from youth centers to ensure good implementation

of activities?

32. Did the project use the most appropriate strategies and interventions to achieve its objectives? What

was the most effective mix of strategies and activities that could be used? why and How?

33. What can be done to make interventions more effective?



partnership or cooperation conduct with UNICEF or institutionalization to sustain after project phasing

out?

35. Did the project have an effective monitoring and evaluation system, including logical frameworks,

database, data flow, standard operational procedures, etc.? How did the project use the information

generated from the system? To what extent was it used?

38. To what extent, do you think that the recruitment services for young people were effective in light of

the actual recruitment experiences?


enterprises? To what extent did the young people satisfy with these subsidies?

40. For the M & E system, why does the Ministry apply a manual monitoring system, while UNICEF

applied programmed system based on a database?




40. Was the project decision making process based on the results of indicators and / or available data? Can

you give examples, please?



42. One of the recommendations of the project first phase evaluation was "More attention should be given

to the scaling up of consulting centers and informing others of centers’ services on large scale", what

were community media plans for project services within targeted communities? Did these plans witness

successful achievement? When did you start to apply these plans, noting that the project report included

some activities on Facebook in May 2016?


151

Efficiency 42. Did you think that the resources and funding of project activities and programs efficiently manage and

there was a balance between the expenditure compared to the achieved quantitative and qualitative

results?

43. What were the measures taken during the planning and implementation phase to ensure efficient usage

of resources? Can you give examples, please?


45. What is the approximately cost for each beneficiary of each component of the project.

46. Did you think that the M & E system was efficient?




sustainability 48. What was the expected impact of the preparation of trainers from the Ministry of Youth on the

sustainability of the activities after project phasing out?

49. What are the obstacles which may be hindered the future benefit of trainers from the Ministry of Youth,

and what are the project plans to overcome these obstacles

50. Did your actual job roles in the MoYS impede your performance as trainer to qualify targeted young

people at present or in the future

51. Had privacy been taken into account during the implementation of the project's programs and activities?

.............. if yes,……… how?

52. What are the sustainability elements planned by the project to ensure the project activities sustainability

after ending of the project funding?


54. What are the expected challenges for achieving sustainability opportunities and how does the project

plan to overcome these challenges?

55. What is the participation level of national partners in the project? To what extent does this contribute

to the project sustainability?

56. Did the project interventions succeed in developing a sustainable system of referral of young people to

further training, workplaces, on-job training and entrepreneurship opportunities?

57. Did the partnership with the Ministry of Youth and Sports contribute to achieve the project main

objectives (institutionalization the component of the Skills Development and vocational Guidance)? To

what extent has this been achieved?



Scaling Up Project Implementation 68. What is the role of UNICEF to assist the Ministry of Youth and Sports in implementing the project in

other governorates? In your opinion, is this enough to effectively implement the program in other

governorates?



70. What are the innovative methods (curriculum) that can be depended on to effectively implement the

project in other governorates?

71. What are the obstacles represented a challenge for vocational consulting centers in the new

governorates?


extent is the Ministry of Youth and Sports and Youth Directorates able to implement the project and

sustain the strategies and methodologies especially used in the five new governorates?



152

Quantitative questionnaire

رقم اإلستبيان

2016ديسمبر

البيانات األساسية: –القسم الصفري

الكود اإلجابة البيان م


153

كود وحدة المعاينة 01

.................................................................................................. المحافظة 02

...........................................................

كود المحافظة

..................................................................................... المركز/ القسم 03

....................................................

كود المركز/ القسم

..................................................................................... القرية/ الشياخة 04

...................................................... كود القرية/ الشياخة

........... .............ريف ... 1......... ............حضر ..... منطقة العمل 052

................................................................................................................. أسم مركز الشباب 06

.......................................................................

................................................................................................................................... أسم المبحوث: 07

................................................................................

................................................................................................................................... عنوان المبحوث اإلداري 08

.............................................................................

...................................................................................................................................

...........................................................................

2....... ................. أنثي 1...... ................ ذكر نوع المبحوث 09

سنة العمر بالسنوات الكاملة عمر المبحوث 10

المحمول رقم رقم تليفون المبحوث 11

البريد اإللكتروني للمبحوث 12

ألتحق مرحلة تعليمية أخر 13 بها المبحوث

عام المرحلة الثانوية 1 ........لم يلتحق بالتعليم .........

5

15س أمية محو

...................... )فني( المرحلة الثانوية 2

....... 6

المرحلة اإلبتدائية...........

الجامعيةالمرحلة 3...............

7

المرحلة اإلعدادية............

دراسات عليا 4.....................

8

ال 1...... ................ نعم هل تجيد القراءة والكتابة 14................. .......2

17س إلي أي إجابة أنتقل

أخر سنة دراسية للمبحوث ألتحق بها في المرحلة السنة الدراسية األخيرة 15

2...... ......أنهي تعليمه ........ 1......... .....مازال بالتعليم ..... هل المبحوث مازال بالتعليم 16

2...... ....................... معاق 1...... ...............يم .....سل الحالة الصحية للمبحوث 17

م 2016/ / تاريخ إجراء المقابلة 18

.................................................................................................................... بالمقابلةأسم الباحث القائم 19

......................................

.................................................................................................................... أسم رئيس الفريق 20

......................................

.................................................................................................................... أسم المراجع المكتبي 21

......................................

.................................................................................................................... أسم مدخل البيانات 22

......................................

................................................................................................................................... مالحظات الباحث الميداني 23

......................................................................

0 1


154

االستفادة من خدمات المشروع: –القسم األول

إنتقاالت وأكواد اإلجابات المحتملة السؤال م

101

علي المشروع وعلي من خالل مين تعرفت خدماته أول مرة؟

من خالل الجمعية ..............................................................

من خالل أخصائيين بالمشروع...............................................

من خالل إعالنات ...المشروع................................................

من أصدقاء أو معارف .........................................................

)تذكر( أخري

.......................................................................................................

1 2 3 4 9

102

هل الدعاية للمشروع وخدماته في بين النشء والشباب في المنطقة كانت كافية؟

كاف...........................................................

........................ كاف نسبيا/ إلي حد ما ........................................................

غير كاف/ محدود للغاية .....................................................

1 2 3

103

لما حضرت لمركز الشباب هل شرح لك المدربين أيه التدريبات المتاحة بالمشروع، وأفضل ترتيب ألولوية الحصول علي

التدريبات المرتبطة ببعضها؟

تم شرح خدمات المشروع فقط ...........................................

تم شرح خدمات وتدريبات المشروع وترتيب أولويتها...............

لم يتم أي شرح...................................................................

)تذكر( أخري

.......................................................................................................

1 2 3 9

104

هل كانت خدمات المشروع معروفة لك قبل ماتحضر إلي مركز الشباب / مكان

المشروع؟

معروفة........................................................

...................... معروفة نسبيا/ إلي حد ما....................................................

غير معروفة.........................................................................

1 2 3

أيه هي التدريبات والخدمات اللي بيقدمها المشروع هنا في مركز الشباب من اللي هأقول لك عليها:

...................................................................................................................................

.........................................................................

................................................................................................................................... مالحظات رئيس الفريق 24

......................................................................

...................................................................................................................................

.........................................................................


155

105

المهارات الحياتية -...............................

المشورة المهني -.....................................

التوظيف -......................................

..... التدريب المهني -

.................................... أخري )تذكر( -

....................................

المهارات الحياتية ................................................................ المشورة المهني .....................................................................

التوظيف ................................................................

.......... التدريب المهني ....................................................................

)تذكر( أخري

......................................................................................................

A B C D X

)يسمح بتعدد اإلجابات(

106

حضرتها أو الخدمات اللي أيه التدريبات اللي حصلت عليها من اللي بيقدمها المشروع؟


المهارات الحياتية ................................................................ المشورة المهني .....................................................................

التوظيف ................................................................ .......... التدريب المهني ....................................................................

)تذكر( أخري

......................................................................................................

A B C D X

107

106راجع سؤال المبحوث حصل علي علي تدريبات مهارات حياتية

المبحوث لم يحضر تدريبات مهارات حياتية س 116

وجه اإلستفادة الرئيسي من كل موضوع تدريبي درجة اإلستفادة السؤال م

108

مكون التدريبات الحياتية كان فيه أكتر من موضوع عايزك تقول لي أيه اللي حضرته من الموضوعات دي، ودرجة إستفادتك

من كل موضوع، وأيه اإلستفادة؟

قطب

الين

ضعيفةن

أقل م

طس

متو

طس

متو

جيدجدا

جيد (5& 4& 3يتم توجيه هذا السؤال فقط لألكواد من )

تحققت لك من الحصول علي هذا التدريب؟ما هي أهم إستفادة

مهارت اإلتصال 1

0 1 2 3 4 5

11-

..........................................................................................................................

12-

..........................................................................................................................

13-

..........................................................................................................................

وجه اإلستفادة الرئيسي من كل موضوع تدريبي درجة اإلستفادة السؤال م


156

108

مكون التدريبات الحياتية كان فيه أكتر من موضوع عايزك تقول لي أيه اللي حضرته من الموضوعات دي، ودرجة إستفادتك

من كل موضوع، وأيه اإلستفادة؟

قطب

الين

ضعيفةن

أقل م

طس

متو

طس

متو

جيدجدا

جيد

(5& 4& 3يتم توجيه هذا السؤال فقط لألكواد من )

تحققت لك من الحصول علي هذا التدريب؟ما هي أهم إستفادة

التفكير المبتكر / كيفية حل المشاكل 2 الحياتية

0 1 2 3 4 5

21-

..........................................................................................................................

22-

..........................................................................................................................

23-

..........................................................................................................................

مهارت إتخاذ القرار 3

0 1 2 3 4 5

31-

..........................................................................................................................

32-

..........................................................................................................................

33-

..........................................................................................................................

الثقة بالنفس 4

0 1 2 3 4 5

41-

..........................................................................................................................

42-

..........................................................................................................................

43-

..........................................................................................................................

العمل الجماعي 5

0 1 2 3 4 5

51-

..........................................................................................................................

52-

..........................................................................................................................

53-

..........................................................................................................................

ثقافة العمل 6

0 1 2 3 4 5

61-

..........................................................................................................................

62-

..........................................................................................................................

63-

..........................................................................................................................

التخطيط الوظيفي والتخطيط للمستقبل 70 1 2 3 4 5

71-

..........................................................................................................................


157

72-

..........................................................................................................................

73-

..........................................................................................................................

مهارات كتابة السيرة الذاتية والمقابالت 8 الوظيفية

0 1 2 3 4 5

81-

..........................................................................................................................

82-

..........................................................................................................................

83-

..........................................................................................................................

الموارد أهمية اإلدخار ومهارات إدارة 9 المالية

0 1 2 3 4 5

91-

..........................................................................................................................

92-

..........................................................................................................................

93-

..........................................................................................................................

مهارات ريادة األعمال وإدارة 10 المشروعات الصغيرة

0 1 2 3 4 5

101-

..........................................................................................................................

102-

..........................................................................................................................

103-

..........................................................................................................................

إنتقاالت وأكواد اإلجابات المحتملة السؤال

109

بصفة عامة ممكن تقول لي ألي درجة كانت إستفادتك من تدريبات المهارات الحياتية

بالمشروع؟

أقل من متوسطة......................................................... متوسطة...................................................................... جيدة..........................................................................

جيدة .............................جدا...........................

........... غير قادر علي التحديد..................................................

1 2 3 4 8

111س

إنتقاالت اإلجابات المحتملة السؤال م

وأكواد

110

تدريبات المهارات من إستفادةتحقق ليه لم ؟بالدرجة المرجوة المشروعالحياتية ب

1 2

........................................................................................................................


158

3 ...........................................................................................................................

...........................................................................................................................

111

ما تقييمك لكفاءة المدربين الذين قاموا بتدريبكم الحياتية من خالل مراكز علي المهارات

الشباب؟

سيئين/ غير أكفاء ........................................................ متوسطي المستوي

....................................................... جيدين/

...................مناسبين......................................

متميزين /للغايةجيدين ...............................................

)تذكر( أخري

........................................................................

.....................

1 2 3 4 9

112

1 ؟أيه أسباب تقييمك للمدربين بهذه الدرجة2 3

........................................................................................................................

...........................................................................................................................

...........................................................................................................................

113

مهم هل يمثل اإلدخار حاليا أهمية لك في حياتك؟

جدا........................................................

................

مهم لحد ما

............................................................

......

غير

مهم........................................................

................

غير قادر علي

...................................................التحديد.

1

2

3

8

114

نعم هل أنت تقوم باإلدخار في الوقت الحالي؟

............................................................

.................

إلي حد ما

............................................................

........

ال

............................................................

....................

1

2

3

115

نعم هل تملك حساب بنكي لك؟

............................................................

.................

1

2


159

ال

............................................................

....................

116

106راجع سؤال المبحوث حصل علي تدريبات المشورة المهنية

المبحوث لم يحصل علي تدريبات المشورة المهنية س 127

وجه اإلستفادة الرئيسي درجة اإلستفادة السؤال م

117

مكون تدريبات المشورة المهنية كان فيه أكتر من موضوع عايزك تقول لي أيه اللي حضرته من الموضوعات دي، ودرجة إستفادتك من كل موضوع، وأيه

اإلستفادة؟ق

طبالين

ضعيفةن

أقل م

طس

متو

طس

متو

جيد

جيد جدا

(5& 4& 3يتم توجيه هذا السؤال فقط لألكواد من )

ما هي أهم إستفادة تحققت لك من الحصول علي هذا التدريب؟

التطوير الوظيفي 1

0 1 2 3 4 5

11-

..........................................................................................................................

12-

..........................................................................................................................

13-

..........................................................................................................................

ضرورة وأهمية التوجيه 2 الوظيفي/المهني

0 1 2 3 4 5

21-

..........................................................................................................................

22-

..........................................................................................................................

23-

..........................................................................................................................

التقييم الوظيفي 3

0 1 2 3 4 5

31-

..........................................................................................................................

32-

..........................................................................................................................

33-

..........................................................................................................................

اإلحالة لخدمة أخري من أحد الشركاء 4 الحكوميين أو غير الحكوميين

0 1 2 3 4 5

41-

..........................................................................................................................

42-

..........................................................................................................................

43-

..........................................................................................................................

التخطيط الوظيفي والعلمي 5 0 1 2 3 4 5

51-

..........................................................................................................................


160

52-

..........................................................................................................................

53-

..........................................................................................................................

التدريب المهني 6

0 1 2 3 4 5

61-

..........................................................................................................................

62-

..........................................................................................................................

63-

..........................................................................................................................

التحويل للحصول علي أي من خدمات 7 المشروع األخري

0 1 2 3 4 5

71-

..........................................................................................................................

72-

..........................................................................................................................

73-

..........................................................................................................................

مهارات اتخاذ القرار 8

0 1 2 3 4 5

81-

..........................................................................................................................

82-

..........................................................................................................................

83-

..........................................................................................................................

الوظيفية مهارات إجراء المقابالت 9

0 1 2 3 4 5

91-

..........................................................................................................................

92-

..........................................................................................................................

93-

..........................................................................................................................

نظريات التنمية البشرية 10

0 1 2 3 4 5

101-

..........................................................................................................................

102-

..........................................................................................................................

103-

..........................................................................................................................


161

تعلقة مجمع بيانات لهارات بحثية م 11وإحتياجات السوق من المهن أو بالمهن

المنتجات

0 1 2 3 4 5

111-

..........................................................................................................................

112-

..........................................................................................................................

113-

..........................................................................................................................


118

ل لي ألي درجة كانت بصفة عامة ممكن تقوإستفادتك من تدريبات وخدمات المشورة المهنية

بالمشروع؟

أقل من

متوسطة..................................................

.......

متوسطة..................................................

....................

جيدة.......................................................

...................

جيدة

جدا........................................................

...........


التحديد..................................................

1

2

3

4

8

120س

119

تدريبات وخدمات من تحقق إستفادةليه لم ؟بالدرجة المرجوة المشروعالمشورة المهنية ب

1 2 3

........................................................................................................................

...........................................................................................................................

...........................................................................................................................

120

ما تقييمك لكفاءة المدربين الذين قاموا بتدريبكم من خالل مراكز الشباب؟ المشورة المهنيةعلي

سيئين/ غير أكفاء

........................................................

متوسطي المستوي

.......................................................

جيدين/

...................مناسبين................................

......

متميزين /جيدين للغاية

...............................................

)تذكر( أخري

........................................................................

.....................

1

2

3

4

9

121


........................................................................................................................

...........................................................................................................................


162

...........................................................................................................................

122

هل حصلت علي تدريبات من خالل المشروع

أو وظيفة؟عن مهارات البحث عن عمل

نعم

............................................................

.................

ال

............................................................

....................

1

2


123

علومات عن جهات وفر لكم مهل المشروع ؟التوظيف المختلفة

نعم ............................................................

................. ال

...............................................................................

)تذكر( أخري

..............................................................................................

1 2 9

124

نعم هل قام المشروع بدعمك لدي جهات التوظيف؟

............................................................

.................

ال

............................................................

....................

1

2

125

في أي جهة تدريب فرصة هل حصلت علي عمل سواء من خالل المشروع أو من خالل أي

؟جهة أخري

من خالل المشروع نعم

................................................

من خالل جهة أخري/ بشكل شخصي نعم

...................

لم يحدث

............................................................

........

A B C

126

هل تلقيت أي مشورة أو توجيه مهني خاص بإنشاء المشروعات الصغيرة من خالل

المشروع أو أي جهة أخري؟

نعم تلقيت مشورة/ توجيه/ إرشاد من خالل المشروع.....

نعم تلقيت مشورة/ توجيه/ إرشاد من خالل مكان أخر .لم أتلقي أي مشورة/توجيه/إرشاد عن إنشاء

المشروعات )تذكر( أخري

.............................................................................................

A B C X

127

حاليا خاص بك منفردا أو هل لديك مشروع بالشراكة مع آخرين؟

نعم ............................................................

............... ال

..............................................................................

1 2

137س


163

128

عن جهات هل وفر لكم المشروع معلومات ك؟إلقراض والتمويل لبدء مشروعا

نعم

............................................................

.................

ال

............................................................

....................

)تذكر( أخري

........................................................................

......................

1

2

9

129

هل سبق لك التعامل مع أي جهة إقراض أو تمويل؟

نعم

............................................................

...............

ال

............................................................

..................

1

2

132س

130

جهات أي هل قام المشروع بدعمك لدي التمويل؟ وأإلقراض ل

نعم

............................................................

.................

ال

............................................................

....................

)تذكر( أخري

........................................................................

......................

1

2

9

131

ما هي جهات اإلقراض والتمويل التي تعاملت معها؟

1 2 3

........................................................................................................................

...........................................................................................................................

...........................................................................................................................

132

ما هو مصدر تمويل مشروعك الحالي؟


مساعدات من األسرة.....................................................

مدخرات سابقة/ بيع ممتلكات شخصية..........................

اإلقتراض من اقارب أو معارف أو ..................صدقاء......أ

علي قرض من خالل المشروع الحصول ...............مباشرة

)تذكر( أخري

.............................................................................................

A B C D X

133

هل قمت بإجراء دراسة جدوي للمشروع قبل

تنفيذه؟

نعم

............................................................

...............

1

2

135س


164

ال

............................................................

..................

134

من ساعدك في إجراء دراسة الجدوي للمشروع الخاص بك؟

تمت دراسة جدوي بمعاونة المشروع..............................

تمت بمجهود شخصي..................................................

)تذكر( أخري

.............................................................................................

1 2 9

135

هل حصلت علي دعم من أي نوع من المشروع بدء المشروع الخاص بك؟ دعن

نعم

............................................................

...............

ال

............................................................

..................

1

2

137س

136

ما هو نوع الدعم الذي حصلت عليه من المشروع لبدء مشروعك الخاص؟

اإلجابات(سمح بتعدد )ي

إرشاد .........مهني.............................................

.............. تدريب

.........مهني...........................................................

دورات تأهيل وظيفي.....................................................

التخطيط مساعدتي في للمشروع..................................

)تذكر( أخري

........................................................................

.....................

A B C D X

جميع اإلجابات أنتقل 141إلي س

137

نعم هل ترغب في بدء مشروع صغير خاص بك؟............................................................

............... ال

..............................................................................

1 2

139س

138

في إقامة مشروع رغبتك ما هي أسباب عدم صغير خاص بك حتي األن؟

اإلجابات(سمح بتعدد )ي

ألن لدي وظيفة حالية..................................................

ليس لدي خبرة بالمشروعات الصغيرة.............................

ليس لدي خبرة مهنية أو حرفية......................................

ليس لدي رأس مال لبدء مشروع لحسابي.......................

ال أستطيع تحمل مخاطر تنفيذ مشروع لحسابي............

A B C D E X


165

)تذكر( أخري

........................................................................

..................... 139

هل المشروع حاول تقديم أي دعم أو خبرة أو لتحفيزك نحو إقامة مشروع مساعدة لك

لحسابك؟

نعم ............................................................

................ ال

...............................................................................

1 2

141س

140

التي حصلت ما هو الدعم أو الخبرة أو المساعدة عليها أو حاول المشروع تقديمها لك لتحفيزك

نحو بدء مشروع خاص بك؟

إرشاد مهني...................................................................

تدريب مهني...................................................................

دورات تأهيل وظيفي.....................................................

مساعدتي في التخطيط للمشروع..................................

)تذكر( أخري

........................................................................

.....................

A B C D X

141

106راجع سؤال المبحوث حصل علي علي تدريب مهني

150المبحوث لم يحضر تدريب مهني س

142

بصفة عامة ممكن تقول لي ألي درجة كانت إستفادتك من التدريب المهني بالمشروع؟

أقل من

متوسطة..................................................

.........

متوسطة..................................................

.....................

جيدة.......................................................

.....................

جيدة

جدا........................................................

.............


يد....................................................التحد

1

2

3

4

8

144س

144س

143

ما هي اإلستفادة التي تحققت في عملك المهني؟ التدريبومهاراتك الوظيفية من خالل

1 2 3

..............................................................................................

................................................................................................

...............................................................................................

أنتقل إلي س 145

144

التدريب المهني من تحقق إستفادةليه لم ؟بالدرجة المرجوة المشروعب

1 2 3

........................................................................................................................

...........................................................................................................................


166

...........................................................................................................................

145

قاموا بتدريبكم ما تقييمك لكفاءة المدربين الذين من خالل مراكز الشباب؟ تدريب مهني

سيئين/ غير أكفاء

........................................................

متوسطي المستوي

.......................................................

جيدين/

...................مناسبين................................

......

متميزين /جيدين للغاية

...............................................

)تذكر( أخري

........................................................................

.....................

1

2

3

4

9

146


........................................................................................................................

...........................................................................................................................

...........................................................................................................................

147

كيف حددت نوع المهنة التي تدربت عليها؟

سمح بتعدد اإلجابات()ي

طبقا إلحتياجات سوق العمل .......................................

بعض الخبرات السابقة عن ذات وجود المهنة.................

تجارب ناجحة آلخرين بالمجتمع في ذات المهنة.................

توجه شخصي/ ميل وإختيار شخصي...........................

إختيار من واقع التدريبات المتاحة.................................

)تذكر( أخري

.............................................................................................

A B C D E X

148

من واقع التجربة هل كانت المهنة التي تدربت عليها كان فعال يحتاجها سوق العمل كما قدرت

وتوقعت ذلك؟

التقديرات وافقت الواقع فعليا.....................................التقديرات وافقت الواقع إلي حد ما

............................. التقديرات خالفت الواقع

فعليا.....................................)تذكر( أخري

.............................................................................................

1 2 3 9

149

هل راعي المشروع تخصصك في نوع المهنة التي تدربت عليها؟

نعم ...........................................................................

1 2 3


167

إلي حد ما .................................................................. ال ..............................................................................

150

هل حصلت علي فرصة عمل أو تدريب في موقع العمل من خالل المشروع؟

نعم ............................................................

................. ال

...............................................................................

1 2

153س

151

ما هي فرصة التدريب في موقع للعمل التي حصلت عليها من خالل المشروع؟

.......................................................................................................................................................

.......................................................................................................................................................

152

ما تقييمك لفرصة التدريب في موقع العمل التي حصلت عليها من خالل المشروع؟

جيدة .......................جدا.................................

.............. ...............جيدة........................................

...................... ولة في حدود مقب

......................................المتاح.............غير مناسبة / غير جيدة

................................................ )تذكر( أخري

........................................................................

.....................

1 2 3 4 9

153

هل تم تعيينك في موقع العمل الذي حصلت على تدريب به؟

نعم ........................................................................... ال ..............................................................................

)تذكر( أخري

........................................................................

.....................

1 2 9

154

نعم هل حصلت علي وظيفة من خالل المشروع؟............................................................

............... ال

..............................................................................

1 2

174س

155

ما هي الوظيفة التي حصلت عليها من خالل المشروع؟

.......................................................................................................................................................

.......................................................................................................................................................


168

156

نعم هل مازلت مستمر في هذه الوظيفة حتي األن؟............................................................

............... ال

..............................................................................

1 2

158س

157

ضعف الراتب ما هو السبب األساسي لترك تلك الوظيفة؟...........................................................

عدم وجودمستقبل للوظيفة........................................

عدم مناسبتها لميولي أو لتخصصي................................صعوبة ظروف العمل/ طول ساعات

العمل................)تذكر( أخري

.............................................................................................

1 2 3 4 9

158

ن تلك التدريبات أعطتك الثقة أ أنت شايفهل نك قادر علي الحصول علي عمل أوأالكافية في

وظيفة؟

نعم ............................................................

................ إلي حد ما ..................................................................... ال

................................................................................

)تذكر( أخري

.............................................................................................

1 2 3 9

140 س

159

تكون علشان قصك انأنه أيه اللي أنت حاسسقادر علي الحصول علي الوظيفة أو العمل

المناسب؟

1 2 3

........................................................................................................................

...........................................................................................................................

...........................................................................................................................

160

هل تري أن حياتك وشخصيتك ومهاراتك تدريبات تأثيرمن تتحسنأوفرص عملك

خدمات المشروع؟و

نعم ............................................................

................. إلي حد ما ..................................................................... ال

.................................................................................

1 2 3

162س

161

كل أوجه التحسن التي تحديدا هل يمكن ذكر حدثت لحياتك وشخصيتك ومهاراتك وفرص عملك التي حدثت من خالل خدمات المشروع؟

1 2 3

........................................................................................................................

...........................................................................................................................


169

...........................................................................................................................

162

خدمات المشروعتدريبات وأن أنت شايفهل أثرت على وضعك أو وضع أسرتك االقتصادي

؟أو األجتماعي ⁄و

نعم ............................................................

................. إلي حد ما ..................................................................... ال

.................................................................................

1 2 3

201س

163

كل أوجه التحسن التي لي ذكر تمكن متحديدا هل ⁄لوضعك أو وضع أسرتك االقتصادي وحدثت

؟أو األجتماعي

1 2 3

........................................................................................................................

...........................................................................................................................

...........................................................................................................................


170

تقييمك للمشروع: -القسم الثاني


201

هل المشروع كان حريص علي الوصول لكافة في مجتمعكم؟ من الجنسينالشباب و المراهقين

نعم ............................................................

................. إلي حد ما ..................................................................... ال

.................................................................................

)تذكر( أخري

..............................................................................................

1 2 3 9

202

هل المشروع أتاح فرص للشباب والفتيات المعاقين لإلستفادة من خدمات المشروع بشكل

متساوي مع غيرهم من الشباب األصحاء.

نعم ............................................................

................. إلي حد ما ..................................................................... ال

................................................................................

)تذكر( أخري

...............................................................................................

1 2 3 9

203

هل تشعر أن هناك تدريبات كنت تحتاج الحصول عليها أنت أو غيرك من الشباب

اآلخرين من خالل المشروع ولم يوفرها لكم؟

نعم ............................................................

................ ال

...............................................................................

1 2

205س

204

1 ما هي هذه التدريبات التي كنتم تحتاجون لها؟2 3

..................................................................................................

..................................................................................................

..................................................................................................

205

هل المشروع كان لديه شبكة من الشركاء الذين ساهموا في تقديم خدمات للشباب لبدء

مشروعات أو فرص تمويل أو توظيف؟

نعم ............................................................

............... إلي حد ما

.....................................................................

ال ............................................................

..................

1 2 3 9


171


)تذكر( أخري

...........................................................................................

206

خالل تعاملك مع المشروع هل وجدت نظام للتحويل بين خدمات المشروع المختلفة؟

نعم ............................................................

............... إلي حد ما

.....................................................................

ال ............................................................

.................. )تذكر( أخري

............................................................................................

1 2 3 9

207

خالل تعاملك مع المشروع هل وجدت نظام في للتحويل بين شركاء المشروع اآلخرين

؟جهات ثانية

نعم ............................................................

............... إلي حد ما

.....................................................................

ال ............................................................

.................. تذكر( )أخري

...........................................................................................

1 2 3 9

208

في ظل الظروف التي مرت علي مصر والوضع اإلقتصادي هل كان توقيت تنفيذ

المشروع في تلك الظروف مناسب؟

نعم ...........................................................................

إلي حد ما ............................................................

........ ال ..............................................................................

)تذكر( أخري

...............................................................................................

1 2 3 9

209

هل تعتبر أن توقيت المشروع وحضورك هذه التدريبات مناسب بالنسبة لك؟

نعم ............................................................

............... إلي حد ما

.....................................................................

1 2 3 9


172


ال ............................................................

.................. )تذكر( أخري

..............................................................................................

210

هل أنشطة المشروع يمكن أن تستمر بعد نهاية تمويل المشروع لألنشطة؟

نعم ............................................................

............... ال

..............................................................................

1 2

301س

211

ما هي العناصر التي تري أنها موجودة ويمكن أن تساعد علي أستمرار أنشطة المشروع بعد

إنتهاء التمويل؟

1 2 3

..................................................................................................

..................................................................................................

..................................................................................................


173

حالة العمل: -القسم الثالث


301

فرص عمل أنك تشتغل في مكان 3لو متاح لك نسبة المخاطرة فيه ضعيفة بمرتب شهري

ج، وال تشتغل في مكان نسبة المخاطرة 1500ج، وال تشتغل 3000فيه متوسطة ومرتبه

لحسابك بنسبة مخاطرة عالية لكن ممكن دخلك ج تختار أيه؟5000الشهري يوصل

ج ونسبة مخاطرة 1500مرتب ضعيفة...........................

ج ونسبة مخاطرة 3000مرتب ..متوسطة.......................

ج ونسبة مخاطرة 5000مرتب مرتفعة...........................

)تذكر( أخري

.............................................................................................

1 2 3 9

302

أيهما أفضل العمل الحكومي األقل في المخاطرة الخاص األعلي في لكنه محدود الدخل أو العمل

المخاطرة لكنه أعلي في فرص زيادة الدخل؟

العمل الحكومي أفضل من العمل الخاص....................

العمل الخاص أفضل من العمل الحكومي...................

غير قادر علي التحديد...................................................

1 2 8

304س

303

العمل الحكومي به أستقرار أكثر لماذا تري ذلك؟..................................

إضطرابات السوق واإلقتصاد اليدعم العمل الخاص.....

العمل الخاص به فرص النجاح أسرع...........................

يمكن تحقيق دخل افضل في العمل الخاص.................

)تذكر( أخري

.............................................................................................

1 2 3 4 9

304

ألف 12لو أتيح لك الحصول علي قرض بقيمة جنيه من جهتين، الجهة األولي هتسدد القرض

قسط شهري 12بدون مصاريف إدارية علي والجهة الثانية هتدفع جنيه، 1250قيمة القسط

12جنيه وتسدد علي 500مصاريف إدارية جنيه، هتختار 1150قسط شهري قيمة القسط

أي قرض فيهما؟

أختار القرض األول بدون مصاريف إدارية وقسط ج1250

أختار القرض الثاني بمصاريف إدارية وقسط ج......1150

ال ............أعرف.........................................

................... )تذكر( أخري

.............................................................................................

1 2 8 9

305

ماهي حالة العمل لك خالل السنة األخيرة حتي األن؟

يعمل حاليا.......................................................

........... اليعمل حاليا وكان يعمل خالل العام

األخير...................اليعمل حاليا ولم يعمل خالل العام األخير

.................... )تذكر( أخري

.............................................................................................

1 2 3 9

312س


174


306

.............................................................................. ما هو عملك الحالي / عملك األخير؟..........................................

307

قطاع ما هي تبعية عملك الحالي/ األخير؟حكومي....................................................

.......... قطاع عام/ قطاع أعمال

............................................. شركة/ مصنع / مؤسسة قطاع خاص...........................

يعمل في مشروع / نشاط صغير لدي الغير ..................

يعمل في مشروع / نشاط صغير لحساب نفسه ...........

)تذكر( أخري

.............................................................................................

1 2 3 4 5 9

308

عمل دائم ما مدي إستقرار عملك الحالي/ األخير دائم؟............................................................

...... عمل مؤقت

...............................................................

عمل موسمي ............................................................

.. عمل أرزقي

..................................................................

1 2 3 4

309

متوسط دخلك في أخر شهر أشتغلته من تقريبا عملك الحالي / األخير كان كم جنيه؟

جنيه شهري

310

الخبرة في مجال عملك الحالي/ عدد سنوات األخير؟

سنة خبرة

311

من أين أكتسبت خبرتك في مجال عملك الحالي/ األخير ؟

من التدريب المهني تابع للمشروع...................................

من خالل تدريب مهني تابع لجهة أخري..........................

من خالل خبرات عمل سابقة مع آخرين.......................

خبرات عمل مع األسرة..................................................

لدي معرفة فقط دون خبرات ممارسة سابقة................

)تذكر( أخري

.............................................................................................

1 2 3 4 5 9

401س


175


312

نعم هل تبحث حاليا عن عمل أو وظيفة؟............................................................

............... حاليا ال أبحث عن عمل

............................................. أفكر في بدء مشروع خاص بي ......................................

لم أقرر بعد ............................................................

... )تذكر( أخري

.............................................................................................

1 2 3 4 9

313

هل ستكون متمسك بالعمل في مجال تخصصك الدراسي؟

نعم ............................................................

............... ال

..............................................................................

غير متمسك ولو أتيح في مجال التخصص يكون أفضل

)تذكر( أخري

.............................................................................................

1 2 3 9


176

التقييم الذاتي لإلستفادة من المشروع: -القسم الثالث 303س 302س 301س م

مصدر المعرفة/ درجة اإلجادة المهارة/ المعرفة / التدريب

التدريب

ضعيف جدا

أقل من المتوس

ط

المشرو جيد جيد جدا متوسط ع

خبرة خاصة

مصدر أخر يذكر

أذكر المصدر/ الجهة

التخطيط وإعداد دراسات الجدوي -31

311

......................................................... 9 2 1 5 4 3 2 1 المعرفة بكيفية إعداد دراسة جدوي لمشروع جديد.....................

312

......................................................... 9 2 1 5 4 3 2 1 المعرفة بالتخطيط لبدء مشروع جديد.....................

313

......................................................... 9 2 1 5 4 3 2 1 الثقة في قدرتك علي علي بدء مشروع جديد خاص بك.....................

314

......................................................... 9 2 1 5 4 3 2 1 وإحتياجات إنشاء مشروع جديدالمعرفة بإجراءات .....................

315

......................................................... 9 2 1 5 4 3 2 1 المعرفة بتقييم مخاطر بدء مشروع جديد.....................

316

......................................................... 9 2 1 5 4 3 2 1 القدرة علي وضع خطط وأهداف لمستقبلك علي المدي القريب والبعيد.....................

317

القدرة علي ترتيب اإلحتياجات واألولويات بما يضمن القدرة علي إنجازها

1 2 3 4 5 1 2 9 ..............................................................................

إدارة المشروعات والتسويق -32

321

......................................................... 9 2 1 5 4 3 2 1 المعرفة بالوصول إلي فرص تسويقية جديدة ووضع خطط تسويق للمنتج.....................

322

......................................................... 9 2 1 5 4 3 2 1 المعرفة بإحتياجات تحسين جودة المنتج/ جودة البيع.....................

المهارات المالية والتمويل -33

331

......................................................... 9 2 1 5 4 3 2 1 إعداد ميزانية لمشروع جديدالمعرفة بكيفية .....................

332

......................................................... 9 2 1 5 4 3 2 1 المعرفة بإدارة حسابات مشروعك وحسابات اإليرادات والمكسب.....................


177

303س 302س 301س م


التدريب

ضعيف جدا


ط


خبرة خاصة



333

......................................................... 9 2 1 5 4 3 2 1 المعرفة بمصادر للحصول علي تمويل لمشروعك )قروض(.....................

334

......................................................... 9 2 1 5 4 3 2 1 القدرة علي إدارة مواردك ومصروفاتك المالية.....................

مهارات التأهيل الوظيفي -34

340

القدرة علي تحديد الوظيفة أو العمل المناسب لقدراتك ومتفق مع طموحاتك

1 2 3 4 5 1 2 9 ..............................................................................

341

......................................................... 9 2 1 5 4 3 2 1 المعرفة بكيفية ملء طلب التقدم لوظيفة.....................

342

......................................................... 9 2 1 5 4 3 2 1 بكالمعرفة بكتابة سيرتك الذاتية اإلحترافية عن التقديم لعمل أو التعريف .....................

343

......................................................... 9 2 1 5 4 3 2 1 المعرفة بكيفية التقدم لوظيفة عبر األنترنت.....................

344

......................................................... 9 2 1 5 4 3 2 1 لغة أجنبية واحدةإتقان .....................

345

......................................................... 9 2 1 5 4 3 2 1 المعرفة بمهارات أستخدام الحاسب اآللي ومجموعة البرامج المكتبية.....................

346

......................................................... 9 2 1 5 4 3 2 1 المعرفة بمهارات البحث علي شبكة المعلومات اإللكترونية.....................

347

......................................................... 9 2 1 5 4 3 2 1 فكرتكالمعرفة بمهارات التسويق اإللكتروني لمنتجك/ مشروعك/ .....................

348

......................................................... 9 2 1 5 4 3 2 1 القدرة علي التعبير عن نفسك وعرض قدراتك خالل المقابالت الوظيفية.....................

349

......................................................... 9 2 1 5 4 3 2 1 القدرة علي الثبات النفسي والثقة في قدراتك أثناء المقابالت الوظيفية.....................

المهارات الحياتية -35


178

303س 302س 301س م


التدريب

ضعيف جدا


ط


خبرة خاصة



351

......................................................... 9 2 1 5 4 3 2 1 اآلخرين في المناقشة واإلقناعالقدرة علي التواصل اللفظي مع .....................

352

......................................................... 9 2 1 5 4 3 2 1 القدرة علي التخطيط لمستقبلك وتحديد أهدافك لكل مرحلة من حياتك.....................

353

القدرة علي تقدير التحديات والمصاعب المستقبلية ووضع تصور لمواجهتها

1 2 3 4 5 1 2 9 ..............................................................................

354

......................................................... 9 2 1 5 4 3 2 1 يخص مستقبلك وعملكالقدرة علي إتخاذ القرار المناسب فيما .....................

355

......................................................... 9 2 1 5 4 3 2 1 القدرة علي تقدير عواقب قراراتك المصيرية الخاصة بمستقبلك وعملك.....................

356

القدرة علي تغيير خططك أو قراراتك الخاصة بعملك بناءا علي تغير جديد

1 2 3 4 5 1 2 9 ..............................................................................

357

......................................................... 9 2 1 5 4 3 2 1 والقانونية في حياتك وعملكالمعرفة بحقوقك ومسئولياتك الخاصة .....................

358

......................................................... 9 2 1 5 4 3 2 1 القدرة علي المخاطرة المحسوبة لتحقيق نتائج أفضل في عملك.....................

359

......................................................... 9 2 1 5 4 3 2 1 القدرة علي تحديد أوجه الضعف والقوة لديك في حياتك وعملك.....................

360

......................................................... 9 2 1 5 4 3 2 1 عملكالقدرة علي تقييم أدائك الوظيفي وتحديد الخلل في .....................

361

......................................................... 9 2 1 5 4 3 2 1 القدرة علي وضع حلول إبتكارية لمشكالتك وصعوبات العمل.....................


179

Annex XI: Degree of proficiency of the Skills/knowledge that the sampled

beneficiaries had been acquired and the source of their knowledge


180

Table D1: Degree of proficiency of the Skills/knowledge that the sampled beneficiaries had been acquired disaggregated by the original

governorate and the source of their knowledge

Skills/knowledge/training Degree of proficiency89

Knowledge source/training

Cairo Assiut Sharqiya Alexandria Sohag Total

Original

governorates

The

project

Life

experience

Study

based

knowledge

Internet Project

achievement

others

31- Planning and feasibility study preparation

Knowledge of how to

prepare a feasibility

study for a new project

2.47 3.60 1.63 3.29 3.43 2.98 88.6% 6.8% 4.5%

Knowledge of how to

plan to start a new project 2.96 3.73 2.33 3.59 3.43 3.26 91.0% 5.5% 4.5%

Trust in your ability to

start a new project 3.22 3.71 2.13 3.65 3.47 3.31 91.2% 6.1% 2.7%

Knowledge of the

procedures and

requirements of

establishing a new

project

2.78 3.60 1.46 3.29 3.43 3.04 89.1% 6.3% 4.7%

Knowledge of how to

assess the risk of starting

a new project

2.80 3.56 1.17 3.24 3.43 2.99 89.1% 7.0% 3.9%

Ability to set plans and

goals for your future in

the short and long term

3.27 3.71 1.79 3.88 3.63 3.34 86.9% 9.3% 4.0%

Ability to arrange needs

and priorities to ensure

your ability to achieve

them

3.22 3.73 1.29 3.59 3.63 3.25 87.4% 9.1% 2.1%

0.7%

0.7%

32- Project Management and Marketing

89 The beneficiaries were evaluated based on their degree of benefit of the training topic. The evaluation ranges from 1 to 5, where 1 refers to weak and 5 refers to

very good.


181




Original

governorates

The

project

Life

experience

Study

based

knowledge

Internet Project

achievement

others

Knowledge of access to

new marketing

opportunities and

marketing plans for the

product

2.71 3.04 1.13 2.82 2.37 2.51 82.7% 9.2% 5.1%

3.0%

Knowledge of product

quality improvement

needs/sales quality

2.80 2.96 .83 2.82 2.39 2.48 84.5% 8.2% 5.2%

2.0%

33- Financial And Raising Funding Skills

Knowledge of how to

prepare budget for new

project

2.69 3.38 .96 3.59 2.94 2.79 86.7% 6.7% 6.7%

Knowledge of managing

your project accounts,

income and profit

statements

2.73 3.33 .83 3.29 2.96 2.75 83.6% 7.8% 8.6%

Knowledge of getting

fund for your project

(loans)

2.35 3.19 .50 2.82 2.67 2.45 83.7% 10.6% 4.8%

1.0%

Ability to manage your

assets and labilities 3.14 3.31 1.08 3.41 2.80 2.86 81.5% 13.4% 5.0%

34- Career Qualification Skills

Ability to identify

suitable job or work that

suits your abilities and

match with your

ambitions

3.69 3.63 1.58 3.94 2.29 3.06 77.6% 19.4% 2.2%

0.7%

Knowledge of how to

apply for a job 2.71 3.52 .96 3.12 2.10 2.57 88.3% 7.2% 2.7%

2.7%

Knowledge of writing

professional CV when 2.65 3.25 .67 3.12 1.80 2.37 86.7% 10.0% 2.2%

1.1%


182




Original

governorates

The

project

Life

experience

Study

based

knowledge

Internet Project

achievement

others

applying for jobs or

introducing yourself

Knowledge of how to

apply for a job online 2.71 3.31 .50 1.88 1.84 2.28 68.1% 28.7% 1.1%

2.2%

Mastering one foreign

language 2.10 3.04 .75 2.24 2.69 2.34 3.7% 1.9% 91.6%

2.7%

Knowledge of how to use

computer and office

software packages

3.08 3.63 2.00 3.18 3.92 3.31 2.1% 61.8% 33.3%

2.8%

Knowledge of

performing research

using the internet

3.53 3.54 2.25 3.41 3.90 3.45 5.4% 73.6% 20.9%

Knowledge of how to e-

marketing your

product/project/idea

2.49 2.54 .75 2.06 1.96 2.10 45.5% 39.0% 13.0%

2.5%

Ability to express

yourself and showcase

your abilities during job

interviews

3.43 3.27 1.21 3.12 2.04 2.71 80.5% 15.3% 8.0%

0.8% 2.4%

Ability to maintain

confidence in your

abilities during job

interviews

3.49 3.23 1.04 2.88 2.10 2.69 83.8% 12.0% 1.7%

0.9% 1.8%

34- Life Skills

Ability to verbally

communicate with others

in discussion and

persuasion

3.94 3.58 1.71 4.41 2.24 3.16 76.4% 20.1% 2.8%

0.7%

Ability to plan for your

future and set your goals 3.63 3.63 1.54 4.00 2.33 3.05 81.9% 15.9% 2.2%


183




Original

governorates

The

project

Life

experience

Study

based

knowledge

Internet Project

achievement

others

for every stage of your

life

Ability to assess

challenges and future

difficulties and develop a

vision to address them

2.94 3.65 1.04 3.35 2.41 2.78 83.5% 15.7% 0.8%

Ability to make the right

decision regarding your

future and your business

3.84 3.75 1.79 4.18 2.43 3.21 81.7% 15.5% 2.1%

0.7%

Ability to change your

plans or decisions of your

business based on the

circumstances

3.22 3.67 .75 3.18 2.37 2.79 83.7% 14.0% 1.6%

0.8%

Knowledge of your own

rights and

responsibilities in your

life and work

2.51 3.65 .42 4.29 2.37 2.66 70.2% 16.7% 11.4%

2.7%

Ability to identify

strengths and weaknesses

you have in your life and

your business

2.98 3.60 .88 3.65 2.39 2.78 80.2% 17.4% 0.8% 0.8%

Ability to assess your job

performance and identify

your business

deficiencies

2.84 3.58 .75 3.41 2.33 2.68 80.5% 17.8% 1.7%

Ability to develop

innovative solutions to

your problems and work

difficulties

3.16 3.63 .71 3.47 2.31 2.77 86.3% 12.9% 0.8%

Total 49 48 24 17 49 187


184

Table D2: Degree of proficiency of the Skills/knowledge that the sampled beneficiaries had been acquired disaggregated by the age

group, gender and the source of their knowledge

Skills/knowledge/training Age group Gender Knowledge source/training

Adolescents Youth Male Femal Total The

project

Life

experienc

e

Study

based

knowledg

e

Internet Project

achievemen

t

others

31- Planning and feasibility study preparation

Knowledge of how to

prepare a feasibility

study for a new project

2.58 3.25 3.11 2.80 2.98 88.6% 6.8% 4.5%

Knowledge of how to

plan to start a new

project

3.03 3.42 3.35 3.14 3.26 91.0% 5.5% 4.5%

Trust in your ability to

start a new project 2.87 3.62 3.38 3.21 3.31 91.2% 6.1% 2.7%

Knowledge of the

procedures and

requirements of

establishing a new

project

2.43 3.46 3.04 3.04 3.04 89.1% 6.3% 4.7%

Knowledge of how to

assess the risk of starting

a new project

2.45 3.36 3.07 2.89 2.99 89.1% 7.0% 3.9%

Ability to set plans and

goals for your future in

the short and long term

2.92 3.64 3.21 3.53 3.34 86.9% 9.3% 4.0%

Ability to arrange needs

and priorities to ensure

your ability to achieve

them

2.73 3.61 3.20 3.31 3.25 87.4% 9.1% 2.1%

0.7%

0.7%

32- Project Management and Marketing

Knowledge of access to

new marketing 1.94 2.92 2.47 2.58 2.51 82.7% 9.2% 5.1%

3.0%


185



project

Life

experienc

e

Study

based

knowledg

e

Internet Project

achievemen

t

others

opportunities and

marketing plans for the

product

Knowledge of product

quality improvement

needs/sales quality

1.84 2.93 2.43 2.55 2.48 84.5% 8.2% 5.2%

2.0%

33- Financial And Raising Funding Skills

Knowledge of how to

prepare budget for new

project

2.21 3.20 2.69 2.93 2.79 86.7% 6.7% 6.7%

Knowledge of managing

your project accounts,

income and profit

statements

2.13 3.19 2.76 2.75 2.75 83.6% 7.8% 8.6%

Knowledge of getting

fund for your project

(loans)

1.75 2.95 2.44 2.48 2.45 83.7% 10.6% 4.8%

1.0%

Ability to manage your

assets and labilities 2.14 3.35 2.72 3.04 2.86 81.5% 13.4% 5.0%

34- Career Qualification Skills

Ability to identify

suitable job or work that

suits your abilities and

match with your

ambitions

2.36 3.55 2.65 3.60 3.06 77.6% 19.4% 2.2%

0.7%

Knowledge of how to

apply for a job 1.90 3.05 2.38 2.83 2.57 88.3% 7.2% 2.7%

2.7%

Knowledge of writing

professional CV when 1.52 2.96 2.28 2.49 2.37 86.7% 10.0% 2.2%

1.1%


186



project

Life

experienc

e

Study

based

knowledg

e

Internet Project

achievemen

t

others

applying for jobs or

introducing yourself

Knowledge of how to

apply for a job online 1.56 2.78 2.13 2.48 2.28 68.1% 28.7% 1.1%

2.2%

Mastering one foreign

language 1.86 2.67 2.41 2.24 2.34 3.7% 1.9% 91.6%

2.7%

Knowledge of how to

use computer and office

software packages

3.03 3.51 3.45 3.13 3.31 2.1% 61.8% 33.3%

2.8%

Knowledge of

performing research

using the internet

3.18 3.65 3.53 3.35 3.45 5.4% 73.6% 20.9%

Knowledge of how to e-

marketing your

product/project/idea

1.57 2.47 2.06 2.16 2.10 45.5% 39.0% 13.0%

2.5%

Ability to express

yourself and showcase

your abilities during job

interviews

1.92 3.26 2.41 3.11 2.71 80.5% 15.3% 8.0%

0.8% 2.4%

Ability to maintain

confidence in your

abilities during job

interviews

1.84 3.28 2.43 3.04 2.69 83.8% 12.0% 1.7%

0.9% 1.8%

35- Life Skills

Ability to verbally

communicate with

others in discussion and

persuasion

2.55 3.59 2.81 3.63 3.16 76.4% 20.1% 2.8%

0.7%

Ability to plan for your

future and set your goals 2.47 3.46 2.69 3.54 3.05 81.9% 15.9% 2.2%


187



project

Life

experienc

e

Study

based

knowledg

e

Internet Project

achievemen

t

others

for every stage of your

life

Ability to assess

challenges and future

difficulties and develop a

vision to address them

2.13 3.23 2.59 3.03 2.78 83.5% 15.7% 0.8%

Ability to make the right

decision regarding your

future and your business

2.58 3.65 2.93 3.60 3.21 81.7% 15.5% 2.1%

0.7%

Ability to change your

plans or decisions of

your business based on

the circumstances

2.14 3.25 2.62 3.03 2.79 83.7% 14.0% 1.6%

0.8%

Knowledge of your own

rights and

responsibilities in your

life and work

2.01 3.11 2.41 2.99 2.66 70.2% 16.7% 11.4%

2.7%

Ability to identify

strengths and

weaknesses you have in

your life and your

business

2.05 3.28 2.60 3.01 2.78 80.2% 17.4% 0.8% 0.8%

Ability to assess your job

performance and

identify your business

deficiencies

1.99 3.16 2.47 2.96 2.68 80.5% 17.8% 1.7%

Ability to develop

innovative solutions to

your problems and work

difficulties

2.12 3.23 2.55 3.06 2.77 86.3% 12.9% 0.8%

Total 77 110 107 80 187


188

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