Monitoring and Evaluation Manualictfund.org.eg/files/0000/113/YEGP- Monitoring and Evaluation...

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Egypt ICT Trust Fund M&E Manual

Monitoring and Evaluation Manual Youth Employment Generation Program in Egypt

This manual is serving the M&E team in ICT Trust Fund for developing comprehensive M&E for any of the implemented project. The main objectives of this manual are: to provide the structure, roles and responsibilities of the M&E staff, to focus on results achievement, to provide guidelines for monitoring at various levels, to help the M&E staff in developing tools for collecting qualitative data as well as quantitative and to promote institutional learning and knowledge sharing. The manual is composed of four main sections. Following this introduction, section two provides brief about project background and structure, while section three provides definitions of key M&E terms that are included in the manual. Section four illustrates YEGP M&E system that includes five main component; 1) planning and management framework, 2) performance indicators and collection methods, 3) data capture, 4) performance review and evaluation, , and 5) reporting.

2013

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Table of contents

Subject Page

List of acronyms

I. Introduction to the Manual 5

II. Project background 6

2-1 YEGP organization structure 8

2-2 Roles and responsibilities of M&E tasks 8

III. Concepts and definitions of M&E tasks 10

3-1 M&E logical framework 11

IV. YEGP M&E system 11

A) Planning and management framework 13

B) Performance indicators and collection methods 13

C) Data capture 21

D) Performance review and evaluation 21

E) Reporting 23

V. The M&E check List 24

Annexes

Annex (1) Template of Project Action Plan 25

Annex (2) Project Logical Framework 26

Annex (3) Pre/Post Assessment for MSMEs Training 62

Annex (4) Final Training Program Evaluation 69

Annex (5) Tools for measuring the benefits gained from the training 72

Annex (6) Guideline for writing success story 74

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Annex (7) Template of weekly report 75

Annex (8) Template of monthly report 77

Annex (9) Outline of project final evaluation report 78

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LIST OF ACRONYMS

ICT Information and Communications Technology

KSA Knowledge, Skills and Attitudes

M&E Monitoring and Evaluation

MCIT Ministry of Communication and Information Technology

MoFA Ministry of Foreign Affairs

MSMEs Micro, Small and Medium Enterprises

RBM Results Based Management

SPSS Statistical Package for Social Science

UNDP United Nations Development Program

YEGP Youth Employment Generation Program

YSEP Youth Social Entrepreneurship Program

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I. Introduction to the Manual Monitoring and evaluation (M&E) of development activities provides managers with better means for learning from past experience, improving service delivery, planning and allocating resources, and demonstrating results as part of accountability to key stakeholders. Egypt ICT Trust Fund is managed by the United Nations Development Program - UNDP in collaboration with the Ministry of Communication and Information Technology - MCIT, the Ministry of Foreign Affairs (MoFA), and in line with UNDP’s policies and procedures. The Fund is guided by two committees; the steering committee that sets the Fund’s policies and approves projects submitted for funding and the Management Committee that reviews and assesses performance. The Fund management pays great attention to the monitoring and evaluation as a major component of Fund management as shown in Figure (1). Figure (1): ICT Trust Fund Management

This manual for monitoring and evaluation represents an attempt to a systematic approach for better monitoring and evaluation. As the Youth Employment generation Program in Egypt (YEGP) is a multi-component program, a systematic monitoring and evaluation approach called for better follow-up on project activities and generate lessons learned. A well-constructed M&E system is an important component of organization’s management system. An M&E system is used to provide managers and staff with reliable data that they can use for decision making, identifying problems that face accomplishment of objectives and demonstrate results. In addition, the manual is starting point to build a comprehensive M&E

Research and Development

• Project development

• Research and development

• Technical support

• Quality control

• Substantive evaluation

Planning , Monitoring and Reporting

• Monitoring and evalaution

• Reporting

• GIS

Operations

• Finance and administration

• Procurement

• Transportation

• Human resources

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system based in Results Based Management Approach that has been adopted by UNDP. Recently, UNDP has become far more conscious of the need to show results in its development work. UNDP Egypt like many other UNDP offices has adopted the so-called “Results Based Management” (RBM) approach. RBM aims to show exactly how UNDP is making a contribution to improving the development situation of the country. UNDP Egypt is now taking this one step further by applying the RBM approach to all of its projects and thus creating a results-orientated project management system On the other hand, the manual is consistent with MCIT – ICT Trust Fund monitoring practices, in terms of; developing monitoring plan to track implementation, recording of progress towards the completion of results on quarterly basis, developing standard measures and reporting formats, and allocating financial and human resources for monitoring and evaluation activities. This manual is serving the M&E team in ICT Trust Fund for developing comprehensive M&E for any of the implemented project. The main objectives of this manual are:

To provide the structure, roles and responsibilities of the M&E staff

To focus on results achievement

To provide guidelines for monitoring at various levels.

To help the M&E staff in developing tools for collecting qualitative data as well as quantitative

To promote institutional learning and knowledge sharing The manual is composed of four main sections. Following this introduction, section two provides brief about project background and structure, while section three provides definitions of key M&E terms that are included in the manual. Section four illustrates YEGP M&E system that includes five main component; 1) planning and management framework, 2) performance indicators and collection methods, 3) data capture, 4) performance review and evaluation, , and 5) reporting.

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Figure (2): The M&E Manual Structure

Section 1: Manual Introduction

Section 2: YEGP Project Background

Section 3: M&E Concepts

•Planning and management

•Indicator and collection methods

•Data capture

•Performance review and evaluation

•Reporting

Section 4: M&E System

Section 5: M&E checklist

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II. Project Background

In 2012, Egypt ICT Trust Fund (ICT-TF) started a new agreement with the Japanese government to implement the “Youth Employment Generation Program in Egypt” started in April 1, 2012 to March 31, 2013 and was extended to June 30, 2013.The project provides youth with technical and financial support to establish their own business. The program addresses the mismatch between private sector skills demands and youth skills sets by providing youth with the necessary vocational, IT and soft skills to increase their employment prospects. The project has two main outputs:

Output 1: Increased internship opportunities in private companies and/or other institutions for youth

Output 2: Increased self-employment and employability of young women and men through access to technical, vocational and entrepreneurial skills training (with special emphasis on Information and Communication Technology (ICT)).

To reach these outputs, the program works on empowering 4main components (MSMEs, Social Entrepreneurs, vocational training, and Internship) as shown in figure (3).

Figure (3): the program three main components

The MSMEs component aims to increase the effectiveness and improve the profitability of 1500 MSMEs owners and entrepreneurs through the integration of ICT in business operation. This is achieved through two main techniques I) Direct MSMEs: in this technique the program conducts awareness sessions, train of trainers and builds the capacities of MSMEs. II) Indirect MSMEs: in this technique the program builds the capacities of MSMEs through self e-learning MSMEs toolkits. The whole process of registration and MSMEs filtration is done online and the MSMEs training toolkits are sent to the MSMEs by carrier then a competition for the best 5 MSMEs that applied the toolkits knowledge and created their marketing websites will have ICT prizes. It is worth to be mentioned that the indirect way has been invited to solve the current instability problems in Egypt that hinder both MSMEs from attending the training and the

MSMEs

Vocational Training YSEP Internship

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program outreach team’s travels to contact NGOs and MSMEs, at the same time this technique can be considered a sustainable mechanism. The Youth Social Entrepreneurship Program aims to inspire 130 youth to be champions leading small business with high impacts towards the surrounding community using ICTs. This component is based on holding competition on the best social entrepreneurship ideas, filtering the best 100 ideas, providing 130 youth with training “the increased 30 youth are partners in the same group representing one idea/project”, in addition to, networking and mentorship services, also providing ToTs to ICT-TF trainers to provide this training later, then accepting the social entrepreneurs business plan and filtering the best 10 entrepreneurs. Finally 5 of them will be selected and partially have in-kind contributions to successfully implement their projects. The vocational Training and the Internship component aims to address the mismatch between private sector skills demands and youth skills sets by providing 640 youth with the necessary vocational, IT and soft skills to increase their employment prospects. The project helps young people by setting up a mechanism to connect private sector companies with young men and women in view of increasing their chances to access internship opportunities and joining the job market. These components are conducted in 4 governorates (greater Cairo, Aswan, El Mina, and Dakahlia). The program starts with labor market survey in each governorate to determine the needed jobs and train both partners NGOs with Train of Trainer and graduated youth on the required skills, then provide 80% of the trainees with internship opportunities and conduct a national study on the ICT labor market needs and required youth’s skills. 2-1 YEGP organization structure The M&E unit follows the Program Department as indicated in the org chart of program department. The M&E consultant reports directly to the Program Director. The M&E consultant works independently to monitor and evaluate the program activities, while coordinating M&E activities with the program staff. The following figure demonstrates the hierarchical structure of the project.

Figure (4): Youth Employment Generation Hierarchy Chart

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2-2 Roles and responsibilities of M&E tasks: The M&E team is composed of the M&E consultant and four staff members in YEGP Cairo office, in addition to outreach in the different governorates where YEGP provided its services. The roles and responsibilities of YEGP M&E are assigned as indicated in figure (5).

Figure (5): Roles and Responsibilities of M&E Team

III. Concepts and definitions of M&E terms

YEG Project Manager

M&E Consultant

MSMEs Manager Training Coordinator Trainers

Follow up Specialist

Documentation officer

e-Learning MSME'S (kayanak) Manager

Competition Jury

Website Developer

Website Editor Communication Officer Knowledge Support Officer

Youth Social Entrepreneurs Manager

website Administrator

Communication Officer Training Coordinator

Trainers

Follow up Speicialist

Mentorship coordinator

Competition Jury

Vocational Training & Internship coordinator

Training Coordinator Trainers Follow-up Specialist

Employment & Alumni Officer

YEGP Office level

Develop project log frame and

implementation plan

Maintaining and managing

information system of collected

data

Collect data to document and

report results and progress

Disseminate monitoring results

to Senior management and

partners

Manage projects evaluation

toward targeted results

Monitor progress towards t

Field outreach

Conduct regular monitoring and

assessment as needed

Develop progress reports

Work with partners on technical

level

Extract lessons learnt and success

stories

Monitor progress towards targeted

results

Work in partnership with partners

NGOs in different governorates

Tec

hnic

al A

ssis

tan

ce U

nit

Pro

gra

m S

upport

Unit

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YEGP adopts the results-based management approach (RBM). The RBM would help in improving the management effectiveness and accountability through:

Figure (6): the RBM Components

Some of the key terms project planners use to help them develop their work plans and M&E systems include the following: Item Definition Inputs Resources used in a project such as: staff, funds, facilities, supplies. Project inputs

are used for activities that your organization is going to undertake to reach the objective

Activities Actions or services undertaken that the projects provides to accomplish its objectives such as holding workshops, providing training or conducting outreach programs. Activities lead to project outputs

Outputs The immediate result of activities such as the completion of products or “deliverables” as required by the grant agreement

Impact Represents changes in a situation, whether planned or unplanned, positive or negative that a project/program brings out

Implementation plan

It should include the identified activities for each specific objective, time frame for activity implementation, the required resources and person in charge

Indicator It is defined as a statement of the change that is expected within the community/beneficiaries/ organizations… which can be largely attributed to the project activities

Monitoring It is the continuous collection and analysis of data of an ongoing development intervention. Its aim is to measure progress towards the achievement of targeted results

Evaluation Evaluations not only tell us why the intended results were or were not achieved as expected, but also how. An important starting point for conducting evaluations is the data from the project monitoring system. Evaluations provide managers with a deeper understanding about the linkages between project activities and implementation to determine if they appropriate for the situation, well executed and effective in producing the intended results and final objective. Evaluations can also shed light on how events outside the organization’s control affected the type or size of success the project achieved

Defining realistic

expected results

Monitoring progress towards

achievement of expected

results

Using results for

management decisions

and

Reporting on performance

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3-1 M&E Logical Framework To know what to measure and report on, it is crucial to first clarify what your project’s inputs, outputs, outcomes and final impact are. A logical framework is a tool that can help you clarify and monitor a chain of results that you anticipate will lead over time to achieving your overall objective based on the inputs, activities, outputs that are essential for your project. Starting from your organization’s project objective as stated in the project Agreement, identify a ‘pathway’ or chain of related events that you intend to implement in order to achieve your objective. It might help to start by thinking of inputs such as staff, furniture, fund and equipment as well as a few very specific activities you plan to undertake, for example assessment and selection of NGOs partners, selection of consultancy firm and training of target groups. Then, you should think about the outputs, outcome and impacts of this activity (refer back to the definitions described above). The very simple logic model shown below is based on a project objective to increase job creation and individual incomes.

Figure (7): Logical Framework

Ind

icat

ion

do

mai

ns

Dat

a U

sage

Project Management Risk Management Communication Reporting Dissemination

Inputs & Processes

Most categories of

activities

Examples: staff,

furniture,

equipment, training

materials, training

delivery,

plans…etc.

Outputs

Services

delivered and

people reached

Examples:

# of people

trained,

knowledge

gained,

Outcomes

Behavior

Change

Example: % of

people applied

the skills such

web site

development,

using electronic

system at work

unit

Impact

Improved

Economic

Outcomes

Examples:

Job created,

income

increased

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IV. YEGP M&E system There are five elements in YEGP overall monitoring and evaluation framework. These are summarized in Figure (8). A) Planning and management framework. This refers to the programmatic setting of YEGP as reflected in the action plan of the program; B) Performance indicators and collection methods. This refers to the quantitative, qualitative and time-bound targets that help to clarify performance criteria and standards for the range of results defined in the above mentioned planning and management framework. Data collection systems and methods will be used to generate a continuous stream of information on whether performance indicators are being met; C) Data capture. This refers to the need for monitoring, review and evaluation data and reports to be archived in such a way that they are easily accessible by different categories of users and stakeholders. Information system is used for this purpose. D) Performance review and evaluation. This refers to in-depth, periodic and time-bound assessments, both regular and ad hoc, of aspects of YEGP performance; E) Reporting. This refers to the requirement for program and project managers to report regularly on YEGP performance to key stakeholders. Reporting fosters accountability, transparency and learning; Figure (8): Monitoring, Review and Evaluation System - Technical Elements

M&E System

Planning and management framework

Performance indicators

and collection methods

Data Capture Performance review and evaluation

Reporting

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A) Planning and management framework Planning describes ways which implementation and monitoring should be done Implementation and monitoring are guided by the project work plan. Monitoring provides information for project planning and implementation.

This manual takes the project step by step in developing an M&E system that will help managing project and achieving its objectives. Building an M&E system starts with documenting what the project objectives which are used as base for the work plan. The work plan is a guide to project implementation and a basis for project monitoring. It therefore helps to:

Finish the project in time;

Do the right activities in the right order;

Identify who will be responsible for what activity; and

Determine when to start project implementation A work plan is a description of the necessary activities set out in stages, with rough indication of the timing. In order to draw a good work plan, YEGP team followed the following:

Listed all the tasks required to implement the project;

Put the tasks in the order in which they will be implemented;

Defined location of the responsibilities to the team; and

Gave the timing of each activity

The work plan is used as the basic tool for monitoring the implementation of activities on time. Based on YEGP mater plan, each component develops an action plan including its detailed activities. All YEGP staff members participated in developing the work plan at the project start-up phase (template is attached in Annex 1).

B) Performance indicators and collection methods: To develop an effective monitoring system, there are four main elements:

• Implementation plan • Logical framework • Tools for data collection • Information system/database

1) Implementation plan: Good planning is the base for effective monitoring. It is

explained in the first aspect of M&E system

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2) Logical framework: The project developed its log framework that includes the project results, outputs and its relevant indicators and major activities (Annex 2). Also, an indicator tracking sheet is developed per each indicator. The logframe includes indicators at various levels as follows:

Output indicators: describe the project activity such training workshop conducted, school design completed…etc. Outcome indicators: describe the product of the activity such as school building completed, furnished and equipped. Impact indicators: measure change in conditions of the community such the increase in percentage of educated youth in the community. Figure (9) sets out the logical sequence of developing “the logframe” and the key questions at each stage of the log frame to which monitoring should pay particular attention. Each component coordinator would work to update the program manager with the answers to these questions on regular monthly basis. They can respond in a timely and constructive manner to keep the operation on track towards achieving its objectives.

Figure (9): Monitoring questions and the log Frame

Item Measurement questions

Goal Measuring changes at Goal level requires a longer time frame,

and is therefore dealt with by evaluation and not monitoring

Purpose Are the intended outcomes being achieved?

Beneficiary Contact Monitoring (BCM) indicators

Outputs Are outputs leading to achievement of the purpose?

Are activities being implemented on schedule

and within budget?

Activities Are activities being implemented on schedule

and within budget?

Inputs Are finance, personnel and materials available

on time & in the right quantities &quality?

What is causing delays or unexpected results? Is there anything happening that should lead

management to modify the project action plan?

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3) Tools for data collection: different tools developed and adopted for data collection during monitoring and evaluation of training programs. The main usage of these tools serves different objectives:

Evaluating the process of delivering the training program

Assessing the knowledge and skills gained from the training program

Measuring the project success in achieving its outcomes

Document success stories and best practices The main tools implemented in the project are:

• Observation instrument: it is usually utilized while conducting the training to record

what has been observed during training delivery. • Pre/post assessment (Annex 3) for evaluating the learning gained from the training. It

was applied for MSMEs training. It includes questions that exam the participant level of knowledge about the training topics such as ability to use windows, Microsoft office, administrative skills and personnel skills

• End of Training Evaluation Form is used to evaluate the training delivery including; content, trainers, materials and organization (Annex 4). It was used by MSMEs, while Mega Com applied another template for YSEP

• Interviewing questionnaires: it is used to collect data from beneficiaries to measure the outcomes achieved (Annex 5). It was applied for all project components

• Template for writing success stories that includes the situation before receiving the training, what type of training received, what benefits gained from the training and what is the impact of the training (Annex 6).

• Performance evaluation form that measures the performance of the companies provided consultancy services to YEGP (Annex 7)

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1-1) Direct MSMEs

Communic

ations and

Awareness

Sessions

Train of

Trainers

Selection

Follow Up

and Assess

Training

Assess Impact

and Document

Success Stories

Train of

Trainers

NGOs

Assessment

and Selection

Field visits, phone call, emails, observation, focus group, reports analysis

Act

ivit

ies

M&

E F

orm

s M

&E

Met

ho

ds

- ToT Application

- Trainers

Selection

Criteria Form

- NGOs

Application

- NGOs Selection

Criteria Form

- Pre and Post Evaluation Form

- Field Visit Report - Pre and Post

Evaluation Form

- Success Story Form

- Communication

s and Sessions

Report

Template

Weekly and Monthly Reporting Templates

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1-2) Indirect MSMEs “Kayanak”

Website

Development

and

Competition

Launch

Training

kits

Developm

ent

Motivation

and

Technical

Assistance

Arbitration

and Document

Success Stories

Applicant

s’

Selection

Communicati

ons and

Awareness

Sessions

Field visits, phone call, emails, observation, focus group, reports analysis, online tracking systems

Act

ivit

ies

M&

E F

orm

s M

&E

Met

ho

d

- Communication

and Awareness

Sessions report

template

- MSMEs Selection Form

- Selection Criteria Form


- Application

Form

Weekly and Monthly Reporting Templates

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2) YSEP

Website

Development

Phase I

Evaluatio

n

Training, ToT

Networking

and

Mentorship

Final

Arbitration

and Document

Success Stories

Training

RFP

Communicati

ons and

Awareness

Sessions


Act

ivit

ies

M&

E F

orm

s M

&E

Met

ho

d

- Communication

and Awareness

Sessions report

template

- RFP Selection Criteria Form

- Selection Criteria Form


- Registration

and

Application

Form

Weekly and Monthly Reporting Templates, Online Tracking Systems, SPSS Template

- YSEP Phase I Selection criteria Form

- Trainees Pre & Post Evaluation Forms

- Trainers assessment Form

- Trainers Pre & Post Evaluation Forms

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3) Vocational Training and Internship

Communicat

ions and

Awareness

Sessions

NGOs

Assessme

nt

Internship

Document

Success Stories

Training Training RFP


Act

ivit

ies

M&

E F

orm

s M

&E

Met

ho

d

- RFP Selection Criteria Form

- Trainees Pre & Post Evaluation Forms


- Communicatio

n and

Awareness

Sessions report

template

Weekly and Monthly Reporting Templates, SPSS Template

- NGOs

Application

- NGOs Selection

Criteria Form

-

- Internship Tracking Form

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4) Management Information System (MIS). This refers to the need for monitoring, review and evaluation data and reports to be archived in database that they are easily accessible by different categories of users. The information is collected during the planning and implementation phases. SPSS was used to store, analyze and retrieve the data of pre/posttest for MSMEs

C) Data Capture: The data capture is a continuing process that accompanying the activities implementation and monitoring. While performing the data capture, the tools of data collection explained above are utilized and applied and then data are stored through the MIS. The main tasks of data capture are:

a. Collecting and analyzing information. The information is collected regularly by the outreach and send to the YEGP team for updating the project database. Analyzing the stored data is the job of the M&E unit.

b. For data verification, conditional formatting, data validation, and security functions will be applied in the database forms. These functions allow minimizing or eliminating errors in data entry, ensure the accuracy of data, and protect the data from accidental modification once it has been entered.

c. Storing and retrieving data when needed will be the task of the M&E team. While they

receive data from field offices the information officer will be responsible for storing it and producing reports according to the program needs.

d. Using and disseminating data. The M&E team may produce regular analytical reports to

present the achievements, resources allocated, programming pattern and projects geographical distribution.

D) Performance Review and evaluation Since the main focus of the YEGP project is training, the design of the M&E system is mainly depending on Krikpatrick model for training monitoring and evaluation that comprises of four levels with feasible indicators for each level as indicated in figure (10).

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FIGURE (10): Feasible Indictors for Model Application

Level one-Satisfaction: Satisfaction refers to how well the participants liked the training program. The objective of this evaluation level is to improve training quality in terms of training objectives, content relevancy, efficiency of instruction and training management. The end of training questionnaire is used for measuring participants’ satisfaction (Annex 4). The tool includes five sections to measure the trainees’ satisfaction with the training; training objectives, training materials, relevancy of training content and training organization and management. Under each section, there are set of questions that the participants were asked to respond using a 5-point rating scale: 1=unsatisfactory, 2=fair, 3=good, 4=very good and 5=Excellent. In addition, there are three open ended questions asking about; what is to be

• Achievement of objectives

• Relevancy of content

• Efficiency of instruction

• Management of Training

Satisfaction

• Acquisition of KSA useful for improving job performance Learning

• Utilization of KSA (knowledge, skills and attitudes) Application

• Improvement in participant and work unit performance Results

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added to the course, what positive issue in the course and what issues need to be improved. The results of the questionnaire are analyzed using Excel providing average scale of trainees’ responses. Learning: Learning means acquiring new knowledge, skills and attitudes through the training program. The objective of this evaluation level is to measure the effectiveness of the training program and judge the quality of participant selection. A pre/post was used to measure level of improvement the participants achieved in the skills and knowledge gained from the training. The collected data is stored in database using (SPSS) the Statistical Package for Social Science to analyze and summarize results as needed. Application: The level of application means transfer of learning. The objectives of evaluating training application are to judge whether conditions were favorable for making such changes, whether the assumptions about applicability of training were correct, and to adjust if necessary future action planning efforts or participants nominations. To monitor the application of the skills and knowledge gained, different tools were adapted such as “Tomouh Competition”, monitoring the development of projects’ web-sites and field visits to see improvement at work place related to the training interventions such as using electronic accounting system and application of better administrative procedures. Results: The objective of this evaluation level is to judge whether the assumption of the need for training was correct. This in part to justify the training investment, but also to uncover other performance issues that may be affecting organizational results that had not initially been identified, or have arisen since the initial assessment. Annex (5) provides the tools that used for measuring the training results in terms of changes happened to the trainees as results of the received training such expanding the project activities, having a new project, open new market…etc. A set of tools was developed to assess four levels of the programs. These tools include:, pre and post assessment for assessing the knowledge and skills acquired, monitoring questionnaires and in-depth interview guides for monitoring the application of the skills and the end results achieved. E) Reporting: Reporting is a major activity during project monitoring. It is the way in which information about the process and output of activities, and not just the activities, is shared between the stakeholders of the project. For ensuring effective monitoring of YEGP activities and sharing feedback, it adopted the following reports:

Weekly report is submitted by each coordinator. It summarizes the activities conducted by the staff member during the week, the findings of monitoring on-going projects, and

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the upcoming weekly plan. The template of the weekly report includes the project output to guide the progress of the project towards its targets results (Annex 8).

Monthly report: it is submitted by the outreach to report on the implemented activities and the performance of the partners. It also presents any problems encountered during implementation with partners and may include suggestions for improvement. Annex (9) provides a template for the monthly report.

Mid-term report submitted by the project management including progress to date, lessons learned and recommendations for corrective actions if needed.

Final evaluation report: by the end of the project, YEGP M&E consultant shall prepare a final evaluation report highlights accomplishments against planned activities, describes status of progress against tangible results, addresses lessons learned during implementation, and suggests ways to resolve constraints identified. The evaluation is follows the logical framework criteria; relevancy, efficiency, effectiveness, sustainability and impact. Annex (10) provides an outline of the final evaluation report.

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Annex (1)

Template of Work Plan

Objectives Activities Time Frame

(months)

Responsible

Person

Comments

1 2 3 4 5 6

Objective (1):----------------

--------------

Activity (1):---------

-----------

Sub activity:

Project

officer

Activity (2):---------

-----------

Sub activity:

Capacity

building

officer

Objective (1):----------------

--------------

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Annex (2): Project Logical Framework

Projects

Outputs

Activities Indicators Target Data source/means

of verifications

Critical

Assumptions

Increased

opportunities for

self-employment

and

employability for

young women

and men through

access to

technical,

vocational and

entrepreneurial

skills training

with special

emphasis on

Information and

Communication

Technology

(ICT)

SMEs

- Development of M&E

procedures and tools

- Conducted needs assessment

survey

- Conduct TOT for NGOs

- - Train SMEs on IT basic

skills, soft skills and business

skills

- Inclusion of youth with

special needs in the SMEs

training

SMEs Outcome Indicator: % of trainees applied the

acquired ICT skills (e-

marketing, web-site

development, e-accounting

system)

Output Indicators

- 1-1 # of governorates

selected to implement

activities

1-2 # of NGOs participated in

SMEs TOT

1-3 A cadre of trainers on soft

skills and business skills

was developed

1-4 # of SMEs trained on soft

skills, IT and business

skills

1-5 % of trained SMEs with

special needs

20%

14

19

60

1500

10%

Survey report

Training report

SMEs database

SMEs data base

The stability of

the political

situation in

country

Kayanak

- Development of

training Kits on

Kayanak Outcome

indicator: % of SMEs

trainees are able to develop

25%

75 websites

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Projects

Outputs


of verifications

Critical

Assumptions

knowledge

management

- Development of

website

- Development of

Kayank facebook page

- Promoting of mail

campaign

- Development of media

campaign

- Distribution of media

through other related

organization

their own web-page

stimulating their projects

Output Indicators

1-6 # of SMEs trained

through the e-learning

course

1-7 # of posts uploaded to

the web-site

1-8 # of SMEs registered to

the web-site

1-9 # of newsletters adopted

the electronic media

newsletter

1-10 # of trainees who

asked for technical

assistance and support

1-11 SMEs trainees

selected and awarded as

the best developed web-

page

300

128

184

6

175

5

From websites, on-

line support

Those received the

training Kits

From reg. form

web-site

From URL’s link

YESP

- Development of

Communication Plan

YESP Outcome indicator: %

of trained entrepreneurs

applied the acquired ICT and

75 %

Business plans and

online services

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Projects

Outputs


of verifications

Critical

Assumptions

(partners, trainers,

trainees)

- Development of

website and facebook

group

- 22 sessions conducted

in 13 universities and

youth centers in

different governorates

- Announcement of the

competition

- Posters of competition

distributed in

universities, NGOs and

Saqyet Elsawi

- Development of

partnership with

universities and

organizations

- Selection and

contraction of

organization to provide

TOT and entrepreneurs

training

social entrepreneurship skills

or used the networking and

mentorship services

Output Indicators

1-12 Web-site developed

1-13 Face-book group

developed

1-14 # of attendees in the

awareness sessions

1-15 The competition

announced in 5 newsletter,

9 partners’ websites and

program in the TV and

Radio.

1-16 # of entrepreneurs

trained

1-17 # of business plans

developed

1-18 # of trainers capable to

provide entrepreneurship

training

NA

NA

1000

NA

130

70

15

Report of

awareness sessions.

29


Projects

Outputs


of verifications

Critical

Assumptions

- Training of selected

entrepreneurs

- Conduct TOT training

for project staff and

partners

- Develop linkages

between entrepreneurs

and funding

agencies/experts for

technical assistance

- Develop and publish

booklet of YESP

success stories

- Mentorship with the

trained entrepreneurs

through class training

and on-line technical

assistance

1-19 % of the

entrepreneurs are linked

with funding agencies,

social responsibilities

organizations and

technical experts

1-20 # of entrepreneurs

received in-kind

contribution to their

projects

25-50%

5

30


Projects

Outputs


of verifications

Critical

Assumptions

Increased

opportunities for

internship in

private

companies and/or

other institutions

for youth (men

and women)

- Selecting and

contracting company

for implementation in

greater Cairo and 3

NGOs in governorates

- Market analysis for

opportunities that adopt

ICT

- Selection of potential

trainees

- Development of

training Kits

- Conducting the training

into two phases in the

governorates: basic

skills and advanced

skills, and one phase in

greater Cairo

Outcome Indicator: % of

trainees has got internship

opportunities in jobs used ICT

skills

Outputs Indicators:

2-1 Market analysis Study has

been developed

2-2 Four Market Surveys for

available internships in 4

governorates

2-3 Training Kits developed

on ICT skills and business

skills

2-4 # of trainees received

training on basic IT and

soft skills


training on advanced soft

skills/engineering/web

design/

programming/graphic

advertisement.

80%

NA

NA

NA

150

300

The stability of

the employment

market since the

market analysis

survey

conducted

31


Projects

Outputs


of verifications

Critical

Assumptions


training on Business

Skills.

60

32


Indicator Reference Sheet

Output one: Increased opportunities for self-employment and employability for young women

and men through access to technical, vocational and entrepreneurial skills training with special

emphasis on Information and Communication Technology (ICT)

I. Indicator Specifications

Outcome Indicator: % of trainees applied the acquired ICT skills (e-marketing, web-site

development, e-accounting system)

Precise Definition(s):

The indicator counts the number of trainees applied the ICT skills as percentage from the total

number of the those received the training

Method of Calculation:

The dominator is the total number of trainees on ICT skills

The nominator is the number of trainees who applied the ICT skills

II. Source of Data, Frequency of Collection and Relevancy to Gender

Data source and frequency of collection

The data will be collected routinely by the monitoring team through the field visits and follow-up

of trainees.

Relevancy to gender

The indictor is collected and calculated for males and females.

III. Indicator Significance and Management Utility

This indicator indicates the impact of the ICT training on improving the capacity of the SMEs

owners to better manage and market their project.

IV. Information Analysis, Interpretation, and Use

Indicator Target: 20%

33







- 1-1 Indicator: # of governorates selected to implement activities


The indicators indicates the number of governorates that are selected to the implement the project

activities


The number of governorates is resulted from the assessment study according to the selection

criteria

II. Source of Data, Frequency of Collection and to Gender


The data is collected once from the assessment report

Relevancy to gender

NA.


This indicator reflects the increasing of accessibility of ICT in different governorates to the SMEs



Indicator Target: 14 governorates

34







1.2 Indicator: # of NGOs participated in SMEs TOT


The indicator counts the number of NGOs that participated in the delivery of SMEs TOT


The indicator will be counted the number of NGOs that participated in the TOT training for SMEs.



The data will be collected routinely by the monitoring team through follow-up mechanism.

Relevancy to gender



This indicator reflects the impact of the developed partnership with NGOs in increasing the

accessibility of ICT skills in different governorates.


Indicator Target: 19

35







1.3 Indicator: A cadre of trainers on soft skills and business skills was developed


This indicator provides the number of the trainers who received TOT on soft skills and business

skills by the project.


The number of TOT trainees is counted from the training attendance sheet.



The data will be collected from the TOT training reports and attendance sheets

Relevancy to gender






Indicator Target: 60 trainers

36







1.4 Indicator: # of SMEs trained on soft skills, IT and business skills


The indicator counts the number of trainees who received training on soft skills, basic IT and

business skills.


The number of trainees is counted and entered on regularly basis to the project data base.



The data will be collected routinely by the monitoring team from the training reports and training

attendance sheet

Relevancy to gender







37







1.5 Indicator: % of trained SMEs with special needs


It counts how many of the trained SMEs are with special needs and count them as a percentage



The nominator is the number of trainees with special needs



The data will be collected routinely from the training data base

Relevancy to gender




owners with special needs to better manage and market their project.



38







Kayanak Outcome indicator: Percentage of SMEs trainees are able to develop their own web-

page stimulating their projects


It counts the number of trainees who developed their own web page as a percentage from the total

number of the those received the training



The nominator is the number of trainees who developed their project’s own page




of trainees.

Relevancy to gender







39







1.6 Indicator: # of SMEs trained through the e-learning course


The indicator counts the number of trainees who received the e-learning course materials and

learned it


The indicator counts those who received the CD material and invaluably learned it.



The data will be collected by the M&E team by collecting evidence that those received the

material has learned them. The evidence is such as asking related questions, improved their sites

according to knowledge acquired or using the ICT in marketing, accounting…etc.

Relevancy to gender







40







1.7 Indicator: # of posts uploaded to the web-site


The indicator counts the posts uploaded to the web-site by trained SMEs


The monitoring team will count the uploaded posts to the web site



The data will be collected routinely from the URL link

Relevancy to gender

NA.






41







1.8 Indicator: # of SMEs registered to the web-site


The indicators counts the number of trainees who completed the registration application to the

web-site of Kayanak


The indicator is calculated by counting the completed application to Kayanak web-site



The data will be collected routinely by the monitoring team from the web-site

Relevancy to gender



This indicator indicates the interest of the SMEs owners in improving their capacity in ICT skills

to better manage and market their project.



42







1.9 Indicator: # of newsletter adopted the electronic media newsletter


The indicator counts how many newsletter is using and promoting the media newsletter


Once the newsletter adopt the media newsletter will be counted s achieved target.



The data will be collected routinely by the monitoring team from the internet URL

Relevancy to gender

NA.


This indicator indicates the impact of the ICT training on improving the capacity of media in using

ICT skills


Indicator Target: 5 newspaper

43







1.10 Indicator: # of trainees who asked for technical assistance and support


The indicator counts the number of trainees who received the CD material and then asked for

technical assistance and support for applying the skills of ICT into their own SMEs.


It is counting indicator will count the number of trainees asked for technical assistance and support

Via e-mail, phone call, in the field visits…etc.



The data will be collected routinely by the monitoring team from e-mails, face book page, phone

call log and field visits.

Relevancy to gender







44







1.11 Indicator: SMEs trainees selected and awarded as the best developed web-page


A competition will be conducted among the e-learning trainees to select and award the best

developed web-pages according to specific announced criteria.


It is one time indicator where the best developed web-page will be selected and awarded



The data will be collected once when the final list will be selected and awarded.

Relevancy to gender




owners to better develop their web-page for promoting their project.


Indicator Target: 5

45







YESP Outcome indicator: % of trained entrepreneurs applied the acquired ICT and social

entrepreneurship skills or used the networking and mentorship services


It counts the number of trainees applied the ICT skills as percentage from the total number of

the those received the training


The dominator is the total number of trained entrepreneurs on ICT skills and social

entrepreneurship skills

The nominator is the number of trained entrepreneurs on ICT skills and social entrepreneurship

skills who applied the acquired ICT and social entrepreneurship skills or used the networking and

mentorship services




of trainees.

Relevancy to gender



This indicator indicates the impact of the ICT training on improving the capacity of the

entrepreneurs to be self-employed and better manage and market their project.



46







1.12 Indicator: Web site developed


The indicators showed that YESP web-site developed, operated and accessible to SMEs.


It is a yes/no indicator. It is measured by developing the web-site



The data will be collected once when the web-site developed and operated.

Relevancy to gender

NA.


This indicator indicates the accessibility of ICT technical assistance provided to SMEs from YESP

to improve their capacities in vocational and entrepreneurship skills.


Indicator Target: NA

47







1.13 Indicator: Face book group developed


The indicators showed that YESP face book group developed, operated and accessible to SMEs.


It is a yes/no indicator. It is measured by developing the face book group



The data will be collected once when the face book group developed and operated.

Relevancy to gender

NA.


This indicator indicates the networking developed by YESP team among trained SMEs



48







1.14 Indicator: Number of attendees in the awareness sessions


The indicator counts the number of attendees in the awareness session conducted to announce the

entrepreneurship competition for creative and innovative projects’ ideas


The indicator counts the number of attendees of awareness sessions held in youth centers and

governorates in different governorates.



The data will be collected from the attendance sheet of the awareness sessions

Relevancy to gender







49







1.15 Indicator: The competition announced in 5 newsletter, 9 partners’ websites and program in

the TV and Radio.


The indicator counts the number of different media channels and partners’ websites that

announced the entrepreneurship competition.


The media channels and websites’ partners that announced the entrepreneurship competition will

be counted as part of achieved indicator



The data will be collected routinely by the monitoring team through follow-up of the media

channels.

Relevancy to gender

NA.


This indicator reflects to what extent that YESP can reach many people through different media

channels that would results in accessibility of YESP services to larger number of youth who seeks

self-employment



50







1.16 Indicator: # of entrepreneurs trained


The indicator counts the number of entrepreneurs trained on ICT skills.


The indicator will be counted from training attendance sheets for those who completed the

training.



The data will be collected routinely by the monitoring team from training reports and attendance

sheets.

Relevancy to gender



This indicator indicates the impact of the ICT training on improving the capacity of entrepreneurs.



51







1.17 Indicator: # of business plans developed


The indicator counts how many from the trained entrepreneurs developed their own business


It is counted the number of developed business plans




of trainees.

Relevancy to gender







52







1.18 Indicator: # of trainers capable to provide entrepreneurship training


The indicator counts the number of those received TOT on entrepreneurship skills


The indicator is counted directly from those completed successfully the TOT training



The data will be collected from the TOT attendance sheet by the M&E team.

Relevancy to gender



This indicator reflects the increase in accessibility to the vocational and entrepreneurship training

by developing a cadre of training.



53







1.19 Indicator: 25-50% of the entrepreneurs are linked with funding agencies, social

responsibilities organizations and technical experts


It counts the number of trainees applied the ICT skills as percentage from the total number of

the those received the training



The nominator is the number of trainees who applied the ICT skills




of trainees.

Relevancy to gender






Indicator Target: 25-50%

54







1.20 Indicator: # of entrepreneurs received in-kind contribution to their projects


The indicator counts the number of trainees entrepreneurs who got in-kind contribution to their

projects


The number will be counted once the trainee officially received the in kind contribution



The data will be collected by the monitoring team from the official supporting documents

Relevancy to gender






Indicator Target: 5

55



Output Two: Increased opportunities for internship in private companies and/or other institutions

for youth (men and women)


Outcome Indicator: Percentage of trainees has got internship opportunities in jobs used ICT

skills


It counts the percentage of trainees who are able to get internship opportunities in job used ICT

skills out of those who received the IT basic skills and business skills


The dominator is the total number of trainees on IT skills and business skills

The nominator is the number of trainees who got internship opportunities in jobs using ICT skills



The data will be collected from the training attendance sheets, the trainees and field visits

conducted by the project M&E team

Relevancy to gender



This indicator indicates the impact of the ICT training in providing better internship opportunities

that used the ICT skills.



56






2.1 Indicator: Market analysis Study has been developed


A market analysis research is conducted to assess the needs of the market in various sectors and

develop the training according to these needs.


It is a yes/no indicator. It is measured by submitting the study report



The existing of the study report is the source of data.

Relevancy to gender

NA


This indicator indicates the progress towards the designing of training Kits that contribute to

providing better internship and employment opportunities according to labor market needs.


Indicator Target: A market analysis research report

57






2-2 Indicator: Four Market Surveys for available internships in 4 governorates


A market analysis research is conducted to assess the needs of the market in various sectors in four

governorates; Cairo, Aswan, Minia and Dakahlia by local NGO in each governorate.


It is a yes/no indicator. It is measured by submitting the study report



The existing of the study report is the source of data.

Relevancy to gender

NA


This indicator indicates the progress towards the designing of training Kits that contribute to

providing better internship and employment opportunities according to labor market needs.


Indicator Target: four market analysis survey studies are conducted and completed

58






2.3 Indicator: Training Kits developed on ICT skills and business skills


This indicators indicate if the training Kits for ICT skills and business kills developed or not.


It is a yes/no indicator



The data will be collected once the training Kits finalized and reviewed by the training team.

Relevancy to gender

NA.


This indicator reflects the progress of in providing internship opportunities for youth.



59






2.4 Indicator: # of trainees received training on basic IT and soft skills


The indicator counts the number of trainees who received the basic IT and soft skills training


The number of trainees will counted from the training attendance sheet according to type of

training



The data will be collected routinely by the monitoring team through follow-up of training events.

Relevancy to gender



This indicator reflects the number of youth reached by the IT and soft skills training to be able to

compete in the labor market.



60






2.5 Indicator: # of trainees received training on advanced soft skills/engineering/web design/

programming/graphic advertisement.


It counts the number of trainees who received the advanced training on soft skills/

engineering/web design/ programming/graphic advertisement.



training




of training

Relevancy to gender



This indicator indicates the impact of the ICT training on improving the capacity of youth to have

better opportunities of internship and employment



61






2.6 Indicator: # of trainees received training on business skills


It counts the number of trainees who received training on business skills in Cairo



training




of training

Relevancy to gender



This indicator indicates the impact of the ICT training on improving the capacity of youth to have

better opportunities of internship and employment



62


Annex (3):

االختبار القبلً

و المعلومات االتصاالت تكنولوجٌاللتنمٌة باستخدام المصري برنامجال المعلومات االتصاالت و برنامج تنمٌة المشروعات الصغٌرة والمتوسطة باستخدام تكنولوجٌا -الحكومة الٌابانٌة

المبدئً للمشروعات الصغٌرة و المتوسطة الوضع استبٌان

خدمات مشروعك الفعلٌة على تعرفحتى ٌتسنى لنا اللمشروعك على الوضع الراهن وقوفإلى ال ٌهدف هذا االستبٌان

نرجو من سٌادتكم اإلجابة . ذلك بغرض تقٌٌم مدى استفادتك من البرنامج التدرٌبً الذي أنت بصدده الحقٌقٌة و احتٌاجاتكو

األولى الذي سٌتم علٌه تقٌٌم مدى التغٌٌر الذي سٌطرأ على ساساأل على األسئلة اآلتٌة حٌث ستشكل إجاباتكم و صراحة بدقة

.شاكرٌن لسٌادتكم الوقت و االهتمام . مشروعك فً المستقبل

:بٌانات أساسٌة -أوالا

-------------------------------------------------------------------------------:اسم المشروع -1

-----------------------------------------------------------------------------:التخصص مجال -2

----------------------------------------:الشٌاخة/القرٌة-------------------------:المركز/المدٌنة -3

------------------------------------------------------------------------------------:المحافظة -4

------------------------------------------------------------------(:المتدرب(أسم صاحب المشروع -5

--------------------------------------------------------------------------------------:تلٌفون -6

-------------------------------------------------------------------(:أن وجد)البرٌد األلكترونى -7

-------------------------------------------------------------------(:أن وجد)الموقع األلكترونى -8

--------------------------------------------------------------------------:تارٌخ بدء المشروع -9

---------------------:(متضمناً صاحب المشروع) أجمالً عدد العاملٌن بالمشروع فً الوقت الحالً-10

-----------:(متضمناً صاحب المشروع)أجمالً عدد العاملٌن اللذٌن لدٌهم مهارات استخدام الكمبٌوتر -11

-----------:(متضمناً صاحب المشروع)الً عدد العاملٌن اللذٌن لدٌهم مهارات استخدام االنترنتأجم -12

63


الدورات التدرٌبٌة : ثانٌاا

من قبل ؟ ىهل حصلت على دورات تدرٌبٌة فً أساسٌات استخدام الحاسب األل -1

) ( ال ) ( نعم

(1)حٌث 5 -1مقٌاس من باستخدامفً كل منطقة بتحدٌد الرقم المالئم، معرفتك بالبرامج التالٌةقم بتحدٌد مستوى : ثالثاا جدا مرتفع (5)مرتفع، (4) متوسط، (3)، ضعٌف (2)، جدا ضعٌف

ما هي تقديراتك و معلوماتك المتعلقة بالمواضيع التالية قبل التدريب

MS Windows XP الويندوز برنامج 5 4 3 2 1

MS word program برنامج وورد 5 4 3 2 1 program MS Excel برنامج إكسيل 5 4 3 2 1

program MS power point برنامج بوربوينت 5 4 3 2 1

MS Access program برنامج أكسس 5 4 3 2 1

MS Project Program ميكروسوفت بروجيكتبرنامج 5 4 3 2 1 Internet اإلنرتنت 5 4 3 2 1

MS Outlook Program ميكروسوفت أوت لوك برنامج 5 4 3 2 1 Business management إدارة االعمال 5 4 3 2 1

Business planningختطيط االعمال 5 4 3 2 1

Cost accountingحسابات التكاليف 5 4 3 2 1

Financial accountingاحملاسبة املالية 5 4 3 2 1

Marketingالتسويق 5 4 3 2 1

Human resourcesاملوارد البشرية 5 4 3 2 1

Operation managementإدارة العمليات 5 4 3 2 1

Procurement عمليات الشراء 5 4 3 2 1

Inventory controlمراقبة املخزون 5 4 3 2 1

االتصاالت و المعلوماتتكنولوجٌا استخدام : رابعاا

تخدم فً الوقت الحالً الكمبٌوتر لخدمة مشروعك ؟ هل تس -1

) ( ال ) ( نعم

تخدم فً الوقت الحالً االنترنت لخدمة مشروعك ؟ هل تس -2

) ( ال ) ( نعم

فً حالة األجابة ( ٌسمح بتعدد اإلجابات)األنشطة التً تستخدم فٌها الكمبٌوتر و االنترنت أختر من الجدول األتً -2

، من فضلك أنتقل مباشراً إلى السؤال رقم"ال"

64


أقوم بهذا النشاط النشاط بنفسً

أقوم بهذا النشاط من خالل أحد

العاملٌن

أقوم بهذا النشاط من خالل مكتب

خدمات استخدام الكمبٌوتر فً أعداد مطبوعات دعائٌة عن المشروع -1

استخدام الكمبٌوتر فً عمل حسابات المشروع -2

استخدام الكمبٌوتر فً كتابة مكاتبات بخصوص المشروع إلرسالها -3 لجهات معٌنة

إرسال و استقبال اٌمٌالت -4

تصمٌم موقع ألكترونى خاص بالمشروع -5

تصمٌم إعالن عن المشروع بمواقع على االنترنت -6

تنفٌذ و أدارة طلبات البٌع و الشراء عن طرٌق االنترنت -7

وضع صور للمشروع أو منتجاته على االنترنت -8

التسوٌق للمشروع عن طرٌق وضع معلومات عن المشروع أو مجال -9 تخصص المشروع على صفحات االنترنت

البحث على عمالء جدد للمشروع عن طرٌق االنترنت -10

عمل ملفات لعمالء المشروع على الكمبٌوتر -11

جدولة عملٌات البٌع و الشراء على الكمبٌوتر -12

البحث عن معلومات على شبكة االنترنت -13

( حدد)أخرى -14

األنشطة الدعائٌة عمالء المشرع و :خامسا

؟ كٌف تقوم باإلعالن عن مشروعك فً الوقت الحالً -1

دعاٌة شفوٌة ( 3 دعاٌة مطبوعة ( 2ال أقوم بأي دعاٌة ( 1

------------------------------( حدد)أخرى ( 6خالل العمالء الحالٌٌن من( 5 عروض خاصة ( 4

----------------------------------------أذا كنت تقوم بالدعاٌة لمشروعك، فً أي األماكن ٌتم اإلعالن عن مشروعك؟ -2

---------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------

------------------------------------------------------------ما هو عدد عمالء المشروع فً الوقت الحالً؟ -3

65


البعدياالختبار

تنمٌة المشروعات الصغٌرة والمتوسطة باستخدام تكنولوجٌا المعلومات تقٌٌم برنامج مشروعات الصغٌرة و المتوسطةال استبٌان

:بٌانات أساسٌة

-------------------------------------------------------------------------------:اسم المشروع -10

-----------------------------------------------------------------------------:التخصص مجال -11

----------------------------------------:الشٌاخة/القرٌة-------------------------:المركز/المدٌنة -12

------------------------------------------------------------------------------------:المحافظة -13

-----------------------------------------------------------------:(المتدرب)أسم صاحب المشروع -14

--------------------------------------------------------------------------------------:تلٌفون -15

-------------------------------------------------------------------(:أن وجد)البرٌد األلكترونى -16

-------------------------------------------------------------------(:أن وجد)الموقع األلكترونى -17

--------------------------------------------------------------------------:تارٌخ بدء المشروع -18

---------------------(:متضمناً صاحب المشروع)أجمالً عدد العاملٌن بالمشروع فً الوقت الحالً -10

: التدرٌبات التً تلقاها المشروع ضمن هذا البرنامج -11

---------------------متى انتهً المشروع من هذا التدرٌب؟ ) ( مهارات الكمبٌوتر -أ ---------------------متى انتهً المشروع من هذا التدرٌب؟ ) ( التسوٌق األلكترونى -ب ---------------------متى انتهى المشروع من هذا التدرٌب؟ ) ( برامج المحاسبة -ج ---------------------نتهً المشروع من هذا التدرٌب؟ متى ا) ( المهارات الشخصٌة -د

السادة األفاضل

تقٌٌم كفاءة و فاعلٌة برنامج تنمٌة المشروعات الصغٌرة و المتوسطة باستخدام تكنولوجٌا المعلومات إلى ٌهدف هذا االستبٌان

و ذلك من خالل التعرف على أرائكم بخصوص اٌجابٌات هذا البرنامج و كذلك أوجه الضعف به حتى ٌتسنى لنا استخالص كما ٌهدف االستبٌان أٌضاً الى تقٌٌم مدى االستفادة التً .دروس مستفادة ُتحسن من تخطٌط و تنفٌذ برامج مماثلة فى المستقبل

. اآلتٌة ةنرجو من سٌادتكم األجابة بصراحة ووضوح على األسئل. تحققت لكم من هذا البرنامج

تكنولوجٌا االتصاالت و المعلوماتاستخدام التغٌر فى: أوال

66


منذ بداٌة البرنامج حتى ٌمكن االتصاالت و المعلوماتلتكنولوجٌا تغٌٌرات حدثت فى استخدامك ٌرجى تسجٌل أي -1والخاصة باألنشطة ة علٌة قبل بداٌة البرنامجمتم باإلجابمقارنتها بالبٌانات التً سجلتموها فى استبٌان الوضع المبدئً الذي ق

:.التالٌة

أقوم بهذا النشاط النشاط بنفسً

أقوم بهذا النشاط من خالل أحد

العاملٌن

أقوم بهذا النشاط من خالل مكتب

خدمات استخدام الكمبٌوتر فً أعداد مطبوعات دعائٌة عن المشروع -1

استخدام الكمبٌوتر فً عمل حسابات المشروع -2

بخصوص المشروع إلرسالها استخدام الكمبٌوتر فً كتابة مكاتبات -3 لجهات معٌنة

إرسال و استقبال اٌمٌالت -4

تصمٌم موقع ألكترونى خاص بالمشروع -5

تصمٌم إعالن عن المشروع بمواقع على االنترنت -6

تنفٌذ و أدارة طلبات البٌع و الشراء عن طرٌق االنترنت -7

وضع صور للمشروع أو منتجاته على االنترنت -8

التسوٌق للمشروع عن طرٌق وضع معلومات عن المشروع أو مجال -9 تخصص المشروع على صفحات االنترنت

البحث على عمالء جدد للمشروع عن طرٌق االنترنت -10

عمل ملفات لعمالء المشروع على الكمبٌوتر -11

جدولة عملٌات البٌع و الشراء على الكمبٌوتر -12

البحث عن معلومات على شبكة االنترنت -13

( حدد)أخرى -14

تغٌٌرات أخرى كنتٌجة لالشتراك بالبرنامج: ثانٌاا

منذ بداٌة البرنامج حتى ٌمكن مقارنتها بالبٌانات التً سجلتموها فى تغٌٌرات حدثت فى مشروعك تسجٌل أي ٌرجى -2 .ة علٌة قبل بداٌة البرنامجمتم باإلجاباستبٌان الوضع المبدئً الذي ق

الوضع الحالً األنشطةهل تلقٌت تدرٌبات أخرى الستخدام تكنولوجٌا االتصاالت -4

والمعلومات

هل تستخدام برامج المحاسبة االلكترونٌة -5

الطرق الدعائٌة المستخدمة حالٌا لإلعالن عن المشروع -6

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أماكن اإلعالن عن المشروع -7

عدد عمالء المشروع -8

(1)حٌث 5 -1مقٌاس من باستخدامفً كل منطقة بتحدٌد الرقم المالئم، معرفتك بالبرامج التالٌةقم بتحدٌد مستوى : ثالثاا

جدا مرتفع (5)مرتفع، (4) متوسط، (3)، ضعٌف (2)، جدا ضعٌف

بعد التدريب ما هي تقديراتك و معلوماتك المتعلقة بالمواضيع التالية

MS Windows XP 1 2 3 4 5 الويندوز برنامج

MS word program 1 2 3 4 5 برنامج وورد program MS Excel 1 2 3 4 5 برنامج إكسيل

program MS power point 1 2 3 4 5 برنامج بوربوينت

MS Access program 1 2 3 4 5 برنامج أكسس

MS Project Program 1 2 3 4 5 ميكروسوفت بروجيكتبرنامج Internet 1 2 3 4 5 اإلنرتنت

MS Outlook Program 1 2 3 4 5 ميكروسوفت أوت لوك برنامج

Business management 1 2 3 4 5 إدارة االعمال

Business planning 1 2 3 4 5ختطيط االعمال

Cost accounting 1 2 3 4 5حسابات التكاليف

Financial accounting 1 2 3 4 5احملاسبة املالية

Marketing 1 2 3 4 5التسويق

Human resources 1 2 3 4 5املوارد البشرية

Operation management 1 2 3 4 5إدارة العمليات

Procurement 1 2 3 4 5 عمليات الشراء

Inventory control 1 2 3 4 5مراقبة املخزون

البرنامج تقٌٌم: رابعاا

ما أعجبك فى هذا البرنامج -1

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ما لم ٌعجبك فى هذا البرنامج -2

أوجه استفادة مشروعك من هذا البرنامج -3

أوجه تغٌٌر تخطط لها فى مشروعك كنتٌجة -4 الشتراكك فى هذا البرنامج

معارف و مهارات أخرى تود تنمٌتها للعمل فى -5 مشروعك بشكل أفضل

خدمات ٌمكن أن ٌحتاجها مشروعك فى المستقبل من -6 نوادي التكنولوجٌا

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Annex (4)

Final Training Program Evaluation

Participant Name: ----------------------------------------------------------------------------------

Organization: ----------------------------------------------------------------------------------------

Please rate the degree to which you were satisfied with the following items:

“5” is the highest rate – “1” is the lowest rate

I. Training Program Objectives

1 2 3 4 5

Training objectives are clearly identified

Training responded to my objectives

II. Training Material

1 2 3 4 5

Training materials are well prepared and

organized

Training material is relevant to course

content

Training material will be useful to me in

the future

III. Trainer Capacity 1 2 3 4 5

The trainer has enough and good

experience in the training subject

The trainers is skillful in communicating

knowledge and skills

The trainers provide the opportunity to all

participants for interaction

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The trainer allocated enough time to

practice skills

IV. Relevancy of Training content

1 2 3 4 5

The training content is relevant to develop

my skills and capacity in the training

subject

The training is relevant to my training

needs

The training is relevant to the needs of my

organization

V. Training organization and Administration

1 2 3 4 5

I received enough notice before the training

The training was well organized, with

regard to the accommodation, meal and

transportation

The training duration was adequate

1. What do you think that could be added to the training program?

---------------------------------------------------------------------------------------------------------------------

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2. What are the most positive issues in the training program?

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3. What are the issues that need improvement in the training program?

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Thank you for your Feedback.

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Annex (5): Interviewing Questionnaire

استمارة قٌاس مدى استفادة المتدرب من المشروع

:الجانب االجتماعً:أوال

...................................................................................................: االسم

: ...................................................................................................السن

.......................................................:...............................المستوي االجتماعً

:......................................................................................البرٌد االلكترونً

..........:..................................................................................رقم التلٌفون

: ................................................................................................المؤهل

: ...........................................................................................سنة التخرج

...................................................................................:............................العنوان

:.................................................................الحالة االجتماعٌة وعدد أفراد األسرة

:الجانب االقتصادي: ثانٌا

......................................................: ................................المشروع

: ......................................................................................متً بدأ المشروع

............(: ..........................................................................فكرة البدء)كٌف بدأ

:..........................................................................كم رأس المال الذي بدأت به المشروع

:.................................................................................ما هو متوسط الربح السنوي

:............................................................................................كم ٌبلغ رأس مالك االن

:.................................................................هل تستخدم تكنولوجٌا المعلومات فً مشروعك

:................................................................................هل تأثر مشروعك نتٌجة الثورة

(:التحدي ) المشكلة :ثالثا

التً تعوق استمرار أو تقدم مشروعك ؟ ومتً بدأت واهم اآلثار المترتبة علٌها ( المشكلة األساسٌة ) ما هو التحدي األساسً

............................................................................................؟

....................................................................ما هو الحل من وجهه نظرك لتلك المشكلة ؟

(التدرٌب المقدم من المشروع ) التدخل : رابعا

كٌف عرفت عن التدرٌب؟

.........................................................................................................................

اذكر أهم الخبرات العملٌة السابقة لك قبل التدرٌب

......................................................................................................................

ما هو السبب األساسً الذي دفعك لاللتحاق بالتدرٌب؟

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........................................................................................................................

هل وجدت التدرٌب مطابقا لتوقعاتك قبل االلتحاق؟

........................................................................................................................

.................................................................................... ماذا استفدت من التدرٌب فعلٌا؟

........................................................................................................................

؟(الخ ...... صعوبة المواد التدرٌبٌة ، طول المدة ،: مثال) ما هً أهم التحدٌات التً واجهتك أثناء التدرٌب

........................................................................................................................

عبر من وجهه نظرك عن مدي مالئمة وارتباط المحتوي التدرٌبً بمتطلبات سوق العمل الفعلً ، وهل تعتقد انك مؤهل اآلن

للتعامل مع تلك المتطلبات؟

........................................................................................................................

............................................................................ما هً أهم اقتراحاتك لتحسٌن التدرٌب؟

التغٌٌر : خامسا

قات باآلخرٌن ، تغٌٌر مهنً تغٌٌر شخصً فً تكوٌن عال: مثال) الذي شعرت به بعد التدرٌب ( أو التطور) ما هو التغٌٌر

؟(الخ ...............فً عمق الخبرات ،

........................................................................................................................

هل ساهم التدرٌب فً حل المشكلة األساسٌة التً كنت تواجهها ؟

........................................................................................................................

أو سٌطرأ علً مشروعك بعد التدرٌب؟ / ما هو التطور أو التغٌٌر األساسً الذي طرأ

........................................................................................................................

هل ساعدتك تكنولوجٌا المعلومات والمهارات اإلدارٌة المكتسبة من التدرٌب بشكل مباشر فً زٌادة دخل او تطوٌر مشروعك

، اشرح كٌف حدث ذلك ؟

........................................................................................................................

:الخطط المستقبلٌة : سادسا

ما هً أحالمك بالنسبة لمشروعك وكٌف تنوي ان تحققها وما هو دور المهارات المكتسبة من التدرٌب فً تحقٌق تلك الخطط

المستقبلٌة ؟

.........................................................................................................................

معلومات إضافٌة : سابعا

..........................................................................................................................

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Annex (6):

االطار العام لكتابة قصص النجاحفي تحسين حياة األفراد الذين شاركوا في ( التدريب)قصص النجاح تحكي الى أي مدى ساهم النشاط

البرنامج وكذلك حياة عائمتهم ومجتمعاتهم ؟ماهي قصة النجاح

لممشاركين فيهتحكي باختصار الى أي مدى أحدث البرنامج تغيير ايجابي االطار النمطي لقصة النجاح

(التدريب)الوضع قبل النشاط ، أي ما الذي اظهر االحتياج لمنشاط (التدريب)ويتم فيه شرح لماذا تم تصميم وتقديم هذا النشاط

(التدريب) (التدريب)النشاط

التواريخ اعداد لتحسين الوضع القائم مع تحديد ( التدريب)يتم اعطاء فكرة عن ما تضمنه النشاط . المشاركين والمكان والشركاء ان وجد

النتيجة وما هي مخرجات ( التدريب)ماهي االستفادة التي عادت عمى األفراد أو المنظمات من النشاط

البد من سرد الحقائق وتدعيمها بالصور والرسومات البيانية ان أمكن باالضافة الى ذكر . التدريب اركينبعض مقتطفات من أقوال المش

األثر (البرنامج التدريبي)يوضح باختصار األثر الناتج من تنفيذ النشاط

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Annex (7): Companies Performance Evaluation Form

Performance Evaluation Form

Company Name: ………………………………………………………………………………………………………

…………….

Task Performed by the Company:

………………………………………………………………………………………………………

………………………………………………………………………………………………………

………………………………………………………………………………………………………

……………

Answer the following questions by choosing the right answer:

a) Commitment with delivery time

1) Not committed at all 2) Minor commitment 3) Committed

b) Completion of tasks

1) Not completed 2) partially completed 3) completed

c) Quality of work

1) Poor quality 2) Good quality 3) outstanding quality

d) Cooperation with the team

1) Not cooperated 2) Moderate cooperation 3) Highly cooperated

e) Responsiveness to modifications or raised needs

1) Not responsive 2) responsive to some extent 3) Promptly responsive

f) Provision of resources

1) Not providing any resources 2) Provide some resources

3) Provide access to all possible resources

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Annex (8): Weekly Report

Egypt ICT Trust Fund

Project Follow up Date:

Achievement

1- SMES:

a. Direct SMEs

b. Indirect SMEs

2- YSEP

3- Vocational training and internship

a. Greater Cairo

b. Other Gov. (Aswan, El Minya, Dakahlia)

4- M&E contracting logistics (RFA, contract, competitive sheet)

5- Mid-report

Next Steps

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1- SMES:

a. Direct SMEs

b. Indirect SMEs

2- YSEP

3- Vocational training and internship

a. Greater Cairo

b. Other Gov.

4- Mid-term draft report

5- Sign the M&E Contract

The project Output

1- 1500 SMEs

2- 300 indirect SME’S

3- 75 new websites (on kenana platform) from registered on kayanak.

4- ( 5 )SME’S Trainees awarded.

5- 42 social entrepreneur trained

6- 11 social Entrepreneurs trainer trained

7- XX vocational Training Material on ()

8- Application Form

9- List of 280 candidates

10- Flyers and Posters

11- Interview Process Lifecycle report

12- Vocational youth Selection Criteria sheet

13- 450 Trained Candidates (youth).

14- 120 Market Survey with private sectors.

15- Employment for 80% (360 ) of Total Target trained

16- Project Logical framework

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Annex (9): Monthly Report

Egypt ICT Trust Fund

Project Progress Report

Introduction

Progress to Date

Challenges

Planned Activities for Next Month

Annexes

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Annex (10):

Outline of Final Evaluation Report

Executive Summary

I. Project Background

II. Evaluation objectives

III. Evaluation methodology

IV. Evaluation Results

Relevancy

Efficiency

Effectiveness

Sustainability

Impact

V. Conclusion and recommendations

Factors promoted the project achievements

Factors inhibited the project achievements

Recommendations

VI. Examples of success stories

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