Advancing Youth Project

USAID’s Advancing Youth Project

Year 4 Quarter 3 Quarterly Report

Level 3 Learners from CH Henry ABE Site, Montserrado County using mLearning for English Language Arts

Submitted by Education Development Center, Inc. Cooperative Agreement AID-669-A-11-00001 Year 4, Quarter 3: April – June 2015

This document was produced for review by the United States Agency for International Development. It was prepared by Education Development Center, Inc. for the USAID/Advancing Youth Project, Cooperative Agreement No. AID-669-A-11-00001. This report is made possible by the support of the American people through the United States Agency for International Development. The contents are the sole responsibility of Education Development Center, Inc., and do not necessarily reflect the views of USAID or the United States Government.

Acronyms

ABE Alternative Basic Education AfT Agenda for Transformation BBF Brother ’s Brother Foundation CDA Cooperative Development Agency CEO County Education Officer CESLY Core Education Skills for Liberia Youth Program CSI Center for Skills Innovation CYNP Community Youth Network Program DEO District Education Officer EO Education Officer FED USAID/Food and Enterprise Development (FED) project GBCC Grand Bassa Community College GoL Government of Liberia LOIC Liberia Opportunities Industrialization Centre LMA Labor Market Assessment LRC Learning Resource Center LTEP Literacy and Training for Employment Program LTTP Liberia Teacher Training Project M&E Monitoring and Evaluation MoE Ministry of Education MoHSW Ministry of Health and Social Welfare MoPEA Ministry of Planning & Economic Affairs MoU Memorandum of Understanding MoYS Ministry of Youth and Sports MT Master Trainer OSF Open Society Foundation PROSPER USAID/People, Rules and Organizations Supporting the Protection of Ecosystem Resources project PRS II Poverty Reduction Strategy II PTA Parent Teacher Association PTI Peer Training Innovator TA Technical Assistance TOR Terms of Reference TOT Training of Trainers TVET Technical Vocational Education and Training TWG Technical Working Group UNICEF United Nations Children Fund VCT Voluntary Counseling and Testing VSLA Village Savings and Loans Association YDLC Youth Development and Livelihood Coordinator YLA Youth Led Assessment YMCA Young Men’s Christian Association

Table of Contents Executive Summary ...... 4 YEAR 4, QUARTER 3 QUARTERLY REPORT ...... 7 Progress Against Workplan ...... 7 Result 1: Increased Institutional Capacity to plan, budget, deliver and measure ABE ...... 7 Result 2. Increased access to relevant basic education and life, work and technical skills training for youth ...... 14 Result 3: Increased access to sustainable livelihood pathways for targeted youth ...... 21 Monitoring and Evaluation Activities ...... 29 Operations ...... 32 Annexes ...... 34

Executive Summary Quarter 3 represented a return to classes for Advancing Youth Project and a time to re-mobilize returning and new learners as well as other stakeholders. Having carried out completion and placement exercises in Quarter 3, Advancing Youth was able to re-start classes in all sites in April 2015, excepting two where we had been operational prior to Ebola. In Montserrado, we continued to work with the Ministry and other stakeholders in planning for the re-opening around NV Massaquoi, a site in West Point Monrovia that has been used as an Ebola holding centre. In Grand Bassa, we also continued discussions with SOS International regarding the use of their building, while continuing to also work with the County Education Office’s in to find an alternative site that could be used.

As implementation of the curricula rolls out according to the academic calendar, the Team has been working with facilitators and administrators to address site level challenges. We have had to re-think minimum class sizes due to the low levels of enrolment, and have had to work closely with the facilitators and administrators to address this challenge. Though two rounds of placement and completion testing were carried out in order to enroll youth for the new academic cycle, the project still recorded lower than expected levels of enrolment for returning learners (see detailed report in section on Monitoring and Evaluation). This was thought to be a direct result of some of the impact of Ebola including migration of learners from sites, as well as the overwhelming need expressed by youth to see how best to re-start their businesses – many of which were closed during the Ebola outbreak – and the starting of classes coinciding with the farming and rainy seasons. In several cases we were unable to meet the minimum class size of 15 for any of the levels. However in other cases including sites in Nimba and Margibi, we had large class sizes especially for Level 1 that needed to be split. The Team continues to work with individual sites to see how best to maintain classes, especially at level 3, but reducing the numbers of facilitators and where feasible combining Levels. We continued to collate data and information from our sites to see how best to address these challenges and conducted a number of focus group meetings with learners and administrators around curriculum implementation. Several activities that needed further support from the Ministry, including a number of activities in Result 1, were also delayed due to the length of time taken for the appointment of new Ministers.

Despite these issues, Advancing Youth was able to progress in a number of the activities planned. We have been able to complete the Action Research process for finalizing the program quality standards which will in turn directly feed into the registration and accreditation processes that the Ministry of Education will be implementing for ABE Service Providers. This represents a significant milestone in the achievement of activities detailed in the Ministry’s Operational Plan for 2014-2017. We were able to further strengthen community level involvement in the monitoring and supervision of ABE activities by undertaking the training for Alternative Basic Education (ABE) Committees in 25 sites (5 per county) to fully implement the ABE progress report card process in their respective sites. A key deliverable in the Learning Agenda in determining how best to solicit community level involvement, the Project will also be able to share lessons from this process with the Education NGO Forum. This year the Education NGO Forum will be prioritizing strengthening civil society actors – PTAs and community participation – in school management issues as a part of its advocacy strategy.

Despite delays in the appointment of the new administration for the MoE, once appointed, Advancing Youth was able to work with the Assistant Minister for Basic and Secondary Education and her team to agree on and prioritize key deliverables including the Harmonization workshop focused on streamlining policy issues around Alternative Education, as well as setting deadlines for the implementation of the national and county Institutional Capacity Assessments and work plan processes.

We were able to define the methodology for re-engaging with the County Alliances, focusing on the need to reflect on the past experiences to date and determine what would be needed for an integrated approach at this time to support youth to achieve ABE success as well as technical skills. At the time of this report, a number of review meetings with the individual county alliances have been set and will be implemented in Quarter 4.

In seeking how to expand the number of local actors who effectively implement an integrated ABE program, we issued a Request for Applications (RFA) in May and continued to work with the organizations pre-approved under the learning agenda to start implementation.

A significant achievement in Quarter 3 has been the finalization of the introductory course for ABE facilitators that have been jointly developed by Advancing Youth and the Stella Maris Polytechnic. This achievement also represents a major deliverable that has been prioritized in the MoE’s Operational Plan. Intended for implementation with new facilitators and administrators in Quarter 4, this is the first credit-bearing course for Alternative Basic Education being offered by a teacher training institution.

With classes settling in, we were able to hold youth club elections in all sites, and we were able to undertake leadership trainings with the newly elected leaders, as well the orientation of mentors. Work around Learning Agenda activities involving the youth such as the leadership studies, in-kind incentive/internship trainings, was also advanced. Methodologies and tools to support the processes were developed, ad where appropriate training was done of staff who would play a key role.

While recruitment continued for Livelihoods positions, we were able to undertake a site assessment in 25 sites to better understand the types of support needed by learners to re-start their school gardens, as well as collect additional information to ensure that Grow Your Business was rolled out to selected sites in Quarter 4.

Quarter 3 also saw the first batch of Advancing Youth ABE learners who had completed 12 months of technical training at the Liberian Opportunities Industrialization Centre (LOIC) in both Monsterrado and Grand Bassa being placed at a number of business places for three month internships. We continued to work with LOIC to expand the opportunity for another 150 learners – this time including Bong County – to be included in their next round of skills training. Initially discussed in 2014 but not implemented due to the closure of schools, we will for the first time implement ABE classes at LOIC in Montserrado thereby reducing time and travel costs for learners, but more importantly also testing the approach that would be needed by traditional skills training institutions to offer ABE classes to ABE learners.

In Quarter 3, we were also able to complete a number of Monitoring and Evaluation activities, including the baseline data collection.

The Advancing Youth Team was also able to implement a number of internal controls, including developing a Vendor Whistle Blower policy.

During Quarter 3, the U.S. Agency for International Development (USAID) Associate Administrator Eric Postel led a delegation of USAID and White House officials to Liberia. The visit which was focused on USAID’s development assistance supporting post-Ebola recovery efforts in West Africa included a meeting with students, facilitators and staff of the USAID/Liberia's Advancing Youth Project. The delegation included USAID Africa Ebola Unit Senior Coordinator Denise Rollins, USAID Global Health Deputy Assistant Administrator Jennifer Adams, U.S. Global Development Lab Executive Director Ann Mei Chang, Congressional Liaison Katherine Alexander, and National Security Council Senior Advisor Christopher Kirchhoff.

An overall concern expressed by both learners and facilitators was what the next steps were after the project has ended. Among other things learners shared with the Associate Administrator the challenges of re-starting their businesses after the Ebola out-break, as well as the need for additional assistance from the project including access to more skills development opportunities.

YEAR 4, QUARTER 3 QUARTERLY REPORT

Progress Against Workplan

Result 1: Increased Institutional Capacity to plan, budget, deliver and measure ABE Advancing Youth continued to work with the Ministry of Education and ABE partners to finalize the Program Quality Standards (PQS) using the Action Research approach. With the new Ministry administration assuming office in Quarter 3, we participated in the Joint Education Sector Review and held the first quarterly meeting with the new Assistant Minister for Basic and Secondary Education. This enabled us to further finalize plans around the workshop to address issues related to harmonization and implementation of Alternative Education Programs.

During the quarter we issued a Request for Applications (RFA) for additional ABE Service providers to offer an integrated ABE program, and expect to propose between one and three to USAID for approval next quarter. We also continued to work with organizations approved under the Learning Agenda (LIDS, NAEAL and LIYONET) to finalize their scopes of works and budgets.

Sub-result 1.1 MoE is able to set national policies, prepare annual implementation plans and budgets, and train, support and monitor ABE teachers, based on evidence of best practices

Program Quality Standards

The Action Research process to help finalize the four remaining Program Quality Standards (PQS) was completed this quarter. Having completed Margibi and Montserrado in Quarter 2, site visits for Lofa and Bong were completed in Quarter 3, including a total of 42 focus group discussions. A total of 12 focus group discussions were held in Bong with the county education office and participating ABE service providers including Save the Children UK and the Bong County Correctional Centre. Focus group discussions and interviews were held at community and site levels in Bong at the USAID Advancing Youth learning sites at Palala, Warmah Town, Gbarta and Dolobia. In Lofa, a total of 30 focus group discussions were held and included the County Education Office and Africa Development Corps (ADC). Focus groups and interviews were held at three Africa Development Corps Learning Centers in Somoduo, Barkedu and New Life, while 12 USAID Advancing Youth sites were also visited.

Overall, research findings in all four counties showed that stakeholders understood and agreed on the need to use Program Quality Standards as a mechanism to improve ABE program offering in Liberia. Reflections from the various stakeholders interviewed are summarized below:

1. National and field program for selected implementing partners: Staff from both national and field program offices reflected that they found the standards appropriate and applicable for ABE service providers in Liberia. Several expressed that they were flexible enough to be used by organizations just starting implementation, as well as by those that had more established programs. Discussions with stakeholders at this level also highlighted interest in applying

these standards to their own programs and how the standards could help align their program with best practices.

2. County Education Offices: Reflections with the county offices also proved informative. CEOs indicated that this was a positive step in the process towards decentralization, and noted that the standards were relevant to improving program implementation. CEOs also used the opportunity to raise additional concerns around ABE. These included the need for improved coordination with ABE Supervisors in an effort to ensure the proper monitoring of the standards, and seeing how the use of these standards could better create wider awareness and attention on the importance of ABE on the national level.

3. Program Field Offices: Several field program offices were also visited in the course of Action Research, including NAEAL, SHIFSD, ADC, the United Churches of the World, and a MoE-run program at Gbarnga Central Prison. Field offices saw the PQS as being relevant to their own program improvements and noted pertinent issues that they would in turn be raising with their head offices/development partners.

4. Learning Centers (Facilitators and Administrators): In the focus group discussions held with ABE facilitators and administrators from USAID Advancing Youth and other partner organisations, concern was expressed about the possible increase in administrative time that could be needed in order to implement the proposed PQS. However, they also noted that it would prove a useful tool to ensure instructional and administrative staff was implementing programs in line with relevant best practices. A number of suggestions were put forward, especially around the Assessing Learner Progress standard. Facilitators and Administrators noted the importance of being directly involved in assessment procedures for learners, as well as seeing how to improve on the process around communicating with learners if they have passed or failed.

During this year’s action research we included discussions with community level stakeholders who were playing a role in maintaining and supporting ABE. This included PTA-type structures such as ABE Committees, Learners Management Committees and School Management Committee. While no specific points of attention were noted from this group, like others, overall appreciation for how the standards could be used to improve on program offerings in their communities was noted.

The Advancing Youth team will incorporate feedback where appropriate to finalize the PQS in Quarter 4. The Team will also continue to work with the Ministry of Education to ensure that the use of these standards are integrated into the registration and accreditation process for ABE service providers. The Team will also work with the Ministry to plan for the launch of the final PQS within Quarter 4.

Quarterly Meeting with Assistant Minister, Basic and Secondary Education

The Team held its first meeting with the newly appointed Assistant Minister for Basic and Secondary Education, Felicia Doe-Sumah. In addition to the USAID Advancing Youth staff (the Chief of Party and the Institutional Capacity Development Team); the meeting also included other members of the MoE Division including the Director, the M & E Officer, and the National Coordinator for ABE, the ABE Supervisor for Montserrado County and the Planning Officer.

The meeting provided an opportunity to brief the Minister on the progress in the collaborative activities being implemented between the project and EDC, other project activities to date, and also allowed for planning of upcoming activities that had been delayed due to the transition process for the new administration. Updates were given on the status of the program quality standards, the Institutional Capacity Assessment planning process, the proposed program accreditation status as well as planning for the proposed Harmonization workshop.

The Team was able to agree on a number of deliverables and deadlines including the time frames for the national and county level Institutional Capacity Assessment and related workplan process and the Harmonization workshop, which would specifically look at policy measures and gaps around Alternative Education.

The joint team discussed the importance of regular coordination meetings to ensure proper planning of activities. The Assistant Minister requested that these quarterly coordination meetings be extended to include other ABE (and AE) service providers. Meeting dates were set for September 15, 2015 and December 15, 2015. The Assistant Minister also agreed that these could be seen as an extension of the Technical Working Group meetings.

Advancing Youth also used the opportunity to discuss the need to reinforce the use of the tracking form for ABE Service Providers. It was noted that this was reviewed with the ABE Division in December 2014, and has yet to be formally implemented. We suggested the need for the Division to use the feedback from these forms to create and maintain a simple database of ABE Service Providers which would be crucial as a part of the proposed registration and accreditation process. It was further agreed that this could be distributed to the CEOs at the proposed CEO meeting in July.

Though not discussed in detail, the Assistant Minister shared preliminary ideas around training of teachers to support Alternative Education programs. Citing the case of the Ministry’s Accelerated Leaning Program, she indicated it was the intention of the Ministry to identify teachers that were not teaching a full schedule (i.e. 25 hours) a week, provide them with training on facilitating ALP classes, and then have them teach both in the formal system as well as ALP. At the end of a week, the teacher would have then taught a full schedule with time split between the formal system and ALP.

Facilitator training and the issue of payment of stipends were raised by the Minister. She outlined a possible strategy that would remove the need for stipends if a teacher could be paid for a full schedule, regardless of how the time was split in teaching in the formal system or teaching alternative education courses. She noted that addressing the issue of teacher stipends was critical, as the Ministry could not afford to pay these monthly costs once projects were no longer covering these. The Team used the opportunity to share what was being currently planned with Stella Maris in terms of the for credit course for ABE facilitators.

Institutional Capacity Assessment (ICA)

Institutional Capacity Assessments (ICAs) at national and county levels were again postponed in this quarter due to the transition period for the Minister, Deputy Ministers and Assistant Ministers at the Ministry of Education. Given that these key positions were needed to support the overall plans and approach, this was further discussed and agreed with the Assistant Minister for Basic and Secondary

Education in the first meeting that was held. Dates for the ICAs and work plan process were set for Quarter 4.

Joint Education Sector Review (JESR)

Advancing Youth participated in the planning activities leading up to the Joint Education Sector Review scheduled for July 2015. Project staff attended the weekly meetings and contributed to the critical areas of analysis that were to be addressed. Unlike the previous year in which some progress seemed to have been made on program activities to support ABE, this year did not yield as much results as expected. Little progress was reported on the Operational Plan for these activities despite there being a number of activities that had already started with the Division. This, however, was not unique to the activities that Advancing Youth was supporting or for ABE, but rather it was recognized as an issue affecting all activities including other partner activities and primarily due to the Ebola outbreak.

The Advancing Youth team will continue to attend meetings, and will work with the TWG to produce the required documents and reports needed for the JESR.

Data for decision-making

Further discussions were held with the Ministry regarding the data included in the 2014 School census report. Initial feedback indicated that there would be no revision of the questionnaire for this year. The differences in terms of numbers however highlighted the need to ensure that accurate data is being collected at all levels. Until revisions to the actual questionnaire are done, Advancing Youth will continue to work with the ABE Division in using the ABE Service Provider Tracking form at the national and county levels to collect, collate and store information in a manner that can be useful for decision making. Additionally, Advancing Youth will see how best to work with site administrators to ensure that accurate data is provided in the next round of the school census data collection. Further discussions around how to use data for decision making (and highlighting some of the discrepancies seen) will also be discussed in the CEO meeting scheduled in Quarter 4.

Sub-result 1.2 Selected local institutions have the capacity to partner with the MoE to deliver quality ABE instruction and/or promote entrance and persistence in ABE.

Orientation session on revised ABE curricula

The Advancing Youth Project held an orientation session on its revised ABE curriculum on May 22, 2015. Held at the Advancing Youth project offices, partners in attendance included UNICEF, IBIS, Africa Development Corps (ADC) and the MoE. The objectives of the session were to provide background on the general changes made in the ABE levels 1 and 2; and provide specific examples of changes made in the revised curricula.

Overall, partners understood and could see the rationale of the revisions made. Several discussion points were also raised during the session. Partners suggested that Advancing Youth should integrate the use of mother tongue in the curriculum for non-literate level 1 learners (those with no prior education). Though a valid suggestion, we indicated that this was not a part of our scope and could therefore not be implemented. It was also suggested that Advancing Youth conduct an

assessment to determine the use of the IAI in the classroom. This we noted was conducted as a part of the pilot implemented in 2013 (and also included in the 2014 OLA report) that use of IAI lessons did contribute to increased literacy skills, hence the decision to roll this out to all sites and content areas in Level 1 as a part of the revised content.

Request for Applications (RFA) Process

A Request for Application (RFA #2) was posted on E-mansion on May 19, 2015, for the purpose of inviting qualified organizations to implement an integrated Alternative Basic Education (ABE) program for youth aged 13-35 at 10 sites in one or more of the following counties: Margibi, Lofa, Nimba, and Grand Bassa. This request was an open competition under which all NGOs and CSOs that are legally registered to operate in Liberia were eligible to compete. The selected organization(s) will receive funding in the form of a sub-grant of not more than $100,000 if approved by USAID.

Response to the RFA was high. A total of twenty-three (23) - 18 local and 3 international - organizations expressed interest for the sub-grant. A RFA orientation meeting was held on June 1, 2015, to acquaint would-be applicants with the details of the RFA as well as to address questions and concerns surrounding the application process. Subsequent to the orientation meeting, organizations were provided with a written response to questions raised and an extension to the deadline for submissions from June 18, 2015 to June 26, 2015, was announced.

A Technical Team headed by the Sub-Grants manager has been established and will continue the selection process in Quarter 4. It is expected that the selection process will be completed in time for the selected applicants to start implementation in September 2015.

Pre-selected Sub-Grantees

Under the Learning Agenda, LIYONET, LIDS and NAEAL were approved as sub-grantees. Though work had been far advanced with the project teams in planning for implementation for a condensed school year, with the closure of schools at the end of July by the MoE, coupled with the challenges of implementing a condensed year, Advancing Youth has continued to work with the organizations to revise their scopes of work and work plans. As per the work plan, sub-grantees will also undergo an Organizational Capacity Assessment, through which they will prioritize specific capacities to be built as they undertake the implementation of the project together with USAID Advancing Youth. Similar to the partners selected through the RFA process, it is expected that full implementation will start in September 2014.

ABE Committees

In Quarter 3, the Advancing Youth Team provided refresher training on the Progress Report Card process to ABE Committees from 25 selected pilot sites. After the tool was introduced to ABE Committees in 2014, plans for the pilot of the Progress Report card had to be postponed due to Ebola and until classes were re-started in 2015. Use of the Progress Report Card at these 25 sites will enable us to research and document challenges and opportunities for communities and their learning centers as they conduct the process and to inform any necessary revision of the tools. Advancing Youth Staff will conduct a total of three visits to each of the 25 pilot test sites over a

period of seven months (July 1st, 2015- December 11th, 2015). A list of the 25 sites, as well as the schedule and expected activities are included in Annex 2.

Sub-result 1.3 Comprehensive ABE curriculum is developed and implemented

Focus Group Discussions with Level 3 Learners and Facilitators

In the aftermath of the completion exercises, and noting the high failure rates among level 3 learners, the Advancing Youth Team held two focus group discussions with Level 3 learners and facilitators. The separate sessions (one for facilitators and one for learners) were geared towards getting a better understanding of the specific areas learners and facilitators find difficult in the Level 3 curriculum; discussing why they find these areas difficult; and identifying possible solutions to address these challenges.

Overall learners reported being happy with being able to do Level 3, as they saw it as a good foundation to get into JSS. In responding to how the various subjects were helping in their daily lives, learners were positive and shared the following reflections:

English Language Arts (ELA): “Speaking better English is encouraging us to speak … freely and express our ideas during community meetings.”

Mathematics: “As a learner I operate a small money changing booth. Before attending the ABE program, I made a lot of mistakes in calculating money. But now, I can check my money correctly.”

“As a seamstress, measurement was a problem for me. I used to memorize the weight and length of my clients, but now I am able to write the numbers in my book and do correct measurement.”

Social Studies: “The Social Studies helps me to know how Liberia was founded, the different tribes, their culture and tradition. For example, the advantages and disadvantages of the Poro and Sande Societies. We learned about our cultural practices that are good such as respect for adults, working together on the farm, traditional leadership structure such as commissioner, paramount chief, town chief, clan chief, etc.”

Science: “In Science, we learned about our different parts of the bodies, how they function and how to take care of them. For example, brushing our teeth, taking bath regularly, etc. We learned about how to talk or communicate with each other, our rights and responsibilities. We also learned about sanitation and hygiene that is taking good care of ourselves, families and communities.”

However, learners also noted that there were a number of topics they found difficult in all subject areas. These included paragraph writing and biographies (English Language Arts) types of soil (science) and integers (mathematics), for example. Learners also cited difficulties in remembering or learning concepts especially after working all day.

Feedback from facilitators also provided some insight on curriculum implementation for Level 3. The overall impression from the discussion is that the Level 3 curriculum is very useful and easy to follow. The facilitators felt confident in their ability to teach the content in the curriculum. However, they noted the following challenges: learner attitude, engagement in learning and attendance; lesson structure (for some lessons), the time allocated for teaching some lessons that is often too

short for meaningful coverage of content, etc.; and lack of visual aids and other hands-on materials. In addition, conducting assessments, including administering the end-of module assessment, appeared to be a major deficiency in the facilitator’s capacities. Lack of regular learning assessment throughout the courses may have contributed to the high failure rates on the L3 completion test.

The Team will continue to collect feedback from the field from the various sites – including those outside Monsterrado. The Team will also see how best to address these concerns by providing additional information and/or assistance through the field teams.

Learner Assessment Strategies

Apart from the regular site monitoring visits during the quarter, the Team also visited Kortu Town, Cecilia A. Dunbar and William G. Kpolleh sites in Monterrado. The purpose of these visits was to look more closely at the approaches needed for developing and implementing assessment test banks and to clarify the issues around module and completion assessments.

Learners and facilitators were concerned that only Literacy and Numeracy skills are being tested at completion of a Level. They recommended that select key skills and competencies and content from the science and social studies be added to the Level 3 completion test to promote recognition of learner performance in those subject areas. Additionally, learners and facilitators of all levels requested a report card for documentation of work completed. (See Certification of Learners, below.) This underscored the need for more rigorous implementing and recording of the end of module assessments. Facilitators will be supervised more closely and sample assessment papers will be selected for review in order for project staff to reinforce the rigorous collection of assessment data and to help facilitators conduct regular mid module and end of module assessments.

The Team also looked at possible proctoring strategies that could be used for end of year assessments (completion) as it has been recognized that the use of external assessors is not sustainable. Facilitators reflected on a number of challenges noted during previous completion tests that need to be addressed. These included:

1. Questions given are different from what learners are used to during completion test.

2. Learners are not able to identify sight /same words read before in different context;

3. Unfamiliar/new people administering the test creates fear and anxiety for learners; they are not used to these people; some even refused to take the test because of this

4. The end of module grades should be considered in determining promotion at the end year; AYP can put into place the proper mechanism on how to calculate the end of year grade using the scores from the end of module tests and the completion tests;

5. Learners be given a report card; this will motivate them to take end of module assessments more seriously; family members also request that learners receive progress reports

6. Only two content areas on the assessment may lead to a tendency to think that other subjects are not important;

7. Assessors should be teachers or people with educational background who understand the classroom dynamics.

During Quarter 4, the Team will test proposed proctoring strategies during the implementation of the piloting of Module B English Language Arts to determine what is most feasible. Even though Advancing Youth has always directed facilitators to administer, score and record the results of end of module assessments, facilitators do not seem to have incorporated this into their teaching practice.

The site visits also allowed the Team to collect additional feedback on the implementation of the curricula to date. It was noted that both learners and facilitators thought coming to class four times a week worked well as this was seen as an advantage for learners with no prior knowledge as they had more opportunities to practice, and it was felt that learners would be better able to complete the curriculum. While facilitators were trying to follow the academic calendar, there were challenges given that learners tended to leave before classes were finished due to the distances between the site and their homes.

During field visits, the Team also got a clearer understanding of the impact that the delays in print procurement have had on classroom activities. Facilitators indicated that they have been using a peer support approach by grouping slower learners with faster learners who could then help their peers. Workbooks activities were written on the blackboard for ‘fast learners’ to copy while learners complete work in the copybooks. Learners on the other hand cited this as a problem, as they felt that by having to share workbooks they did not have enough opportunities to complete the workbook activities.

The facilitators also reflected on the changes in the revised curricula noting that the new curriculum is more effective and has addressed some of the challenges noted with the previous version. It was noted that more time has been added for many of the activities; the use of icons is helpful to learners as they give learners a picture of what is to be done so learners know what to do when they see an icon; text is more contextual with the use of local names that learners can relate to and the revised curriculum provides suggestions for answers to questions asked.

Result 2. Increased access to relevant basic education and life, work and technical skills training for youth

The Outreach and Youth development activities in this quarter included election of youth club leaders (continued from Quarter 2), creation of bylaws in each site and leadership training in each county for the newly-elected leaders. Mentors were also recruited to support youth clubs and participated in an orientation session. In addition, the team developed and tested an approach to addressing the Result 2 Learning Agenda question related to youth leadership: “What are factors that contribute to effective youth leadership development and how can they be fully integrated into ABE programs?”

Several Teaching and Learning activities were implemented, including finalization of the Introductory Course for ABE facilitators to be implemented with Stella Maris, as well as the folding of focus group discussions and site visits around curriculum implementation.

Sub-result 2.1 Strategies for retaining and recruiting youth are planned and implemented

County Youth Summits

With classes only starting in April of this academic year, the Project Team decided to not hold the annual County Youth Summits that would have been traditionally held during Quarter 3. Priority was given to allow classes to settle in and to ensure that other project activities including the studies under the Learning Agenda were addressed. It is expected that the National Youth Summit slated for Quarter 4 will be held as planned.

Youth Studies

The Advancing Youth Team also worked on one of the two key youth development studies this Quarter that falls under the Learning Agenda – the Youth Leadership Study, and will add a focus on the Youth Measures of Success Study at the start of the next quarter.

In seeking to answer the question ‘What are factors that contribute to effective youth leadership development and how can they be fully integrated into ABE programs?’ the team was able to complete a brief literature review on youth leadership, refined the question based upon data collected last year in focus group discussions with youth, as well as develop and test tools and protocols to be used in a mapping exercise with youth. Please see Annex 3 for the final tool and protocol. Staff piloted the tools with 41 learners at two sites in Montserrado – EJ Goodridge (M-2, F- 19) and Point Four (M-2 F – 18). The piloting of the tools and protocols enabled the Team to better determine and address learners’ understanding and engagement in the process, qualities being measured, as well as the administrative and logistical issues to be accounted for in administering the tool and undertaking the mapping exercises.

Using criteria set by the team, and using the data collected on site performance including implementation of youth club activities, participation of learners in site activities, etc., eight high performing and low performing sites each were selected from Nimba and Montserrado, for a total of 16 sites, in which to implement the studies (see Annex 4 for list of sites). Orientation sessions for YDLCs as well as site visits and focus groups have been scheduled for July and August 2015.

Next quarter, the Team is prepared to build upon the preliminary data gathering done at the 2014 youth summits in order to begin to answer the other youth development Learning Agenda question, ‘What are youth measures of success, and is there change as youth progress through the program?’ In seeking to address this question, the Team will seek to work with project learners to define youth success, identify support factors for youth success and which factors may be obtainable through the project itself, and identify and test a way (tool, approach or otherwise) to track or measure change of youth over time in the project as it relates to the identified factors.

Once completed, it is expected that by answering this question the program can better describe or address how an integrated ABE program helps youth move toward success.

Leadership Training

New youth club leaders were elected in all sites during Quarters 2 and 3, and as a follow up the annual youth leadership training for elected members was held in all five counties during the month of June 2015. The objectives of this year’s leadership training were to:

1. Expose club leaders to the operations and relevance of Advancing Youth Project Youth clubs;

2. Provide basic knowledge on the functions of effective leadership;

3. Highlight the qualities and responsibilities of a good leader;

4. Train leaders in the areas of teambuilding and communication;

5. Improve the skills of work planning and event implementation;

6. Create a space for learners to learn best practices from each other.

A total of 546 (210-F, 336-M) elected youth leaders participated in the events.

County Male Female Total

Bong 40 70 110

Nimba 44 77 121

Lofa 47 72 119

Grand Bassa 46 43 89

Montserrado 33 74 107

TOTAL 210 336 546

During the training, topics included understanding leadership, goal setting, accountability, conflict management, planning and implementation of youth club activities. In order to build youth club capacity to manage funds gained through youth club livelihoods activities, the project’s Administrative and Finance Officers (AFOs) were involved in the training and presented a session on basic financial management. Youth have reported mismanagement such as misuse of funds by youth club leaders, and disagreements among club members as to how income generated by the club should best be used. This mini-training aims to support youth to improve their abilities in this regard.

Participation by youth in the leadership trainings continues to evolve with a noticeably higher confidence level being exhibited by learners. This is evidenced by the types of questions, including concern for future personal goals and activities (including what happens after the project ends) by learners themselves. Learners – especially those who had been enrolled in the program for some time – were able to offer constructive feedback on how issues such as learner retention and facilitator support could be improved. It was also noted that there is an entrepreneurial and corporative mentality among the learners.

The leadership trainings will continue to be reinforced through onsite leadership trainings on more targeted topics that will continue for the rest of the year.

During the training, topics included understanding leadership, goal setting, accountability, conflict management, planning and implementation of youth club activities. In order to build youth club capacity to manage funds gained through youth club livelihoods activities, the project’s AFOs were involved in the training and presented a session on basic financial management. Youth have reported mismanagement such as misuse of funds by youth club leaders, and disagreements among club members as to how income generated by the club should best be used. This mini-training aims to support youth to improve their abilities in this regard.

The leadership trainings will continue to be reinforced through onsite leadership trainings on more targeted topics that will continue for the rest of the year.

Mentorship Training

Exposing learners to good practices – both personal and professional – has been a key way in which mentorship has been used in the project to date. This Quarter, Advancing Youth recruited 69 (M – 48, F- 21) mentors to work with the various sites. Following the leadership training in the counties, new and returning mentors were given a half day training, covering topics such as roles and responsibilities, types of Advancing Youth mentors, project policy on mentoring, an overview of the ABE Curriculum, and planning and conducting effective mentorship sessions. Staff also worked with mentors to develop tentative schedules for site visits and mentoring sessions.

Certification of Learners

The Advancing Youth Project team continues to hold discussions with the Ministry to determine certification requirements for learners once they have completed a level or the entire ABE course. This is expected to be one of the central themes in the Harmonization workshop slated for July 23rd – 24th 2015. Given that this year 197 Level 3 learners have successfully, having a recognized MoE certification will be important for these learners. The workshop was which slated initially for Quarter 2 ad been delayed due to the transition time between the official appointments for the various ministerial positions.

Youth Leadership Academy

Advancing Youth collaborated with the Ministry of Youth and Sports, UNMIL, UNFPA, UNICEF, and the Carter Center in implementing the inaugural annual Youth Leadership Academy Program during this reporting period. Each entity contributed staff and training content. The five-day training was held in Saclepea, Nimba County, and included approximately one hundred and five (105) participants from among high schools and community youth groups and organizations, including 12 learners (11-Female; 1-Male) from four ABE sites.

The overall goal of the Youth Leadership Academy is to provide leadership skills to elected high school student leaders between ages of 18-27 years and community youth leaders between the ages of 18-35 years. Guided by this goal the project is centered on the following objectives:

1. Providing training that helps students frame and develop their leadership philosophy and potential; 2. Cultivating a culture of peace, non-violence and patriotism among young people;

3. Building an active and strong pool of diverse future leaders for the country; and 4. Strengthening youth and student networks in their Counties and across Liberia.

The Academy was intended to create a space to encourage elected student and community/non- school youth leaders to embody and internalize peace building norms and values and ultimately change their behavior towards non-violence and responsible leadership. The program’s ultimate aim is to groom current youth leaders into inspiring, focused, independent and decisive leaders of tomorrow.

Using a selection of the materials created for Advancing Youth leadership training, Advancing Youth staff facilitated sessions on leadership and advocacy, while UNFPA addressed issues around reproductive health education, and UNMIL and the Carter Center addressed issues related to Peace Building and Social Cohesion, and Alternative Dispute Resolution. Feedback on Advancing Youth’s sessions was very positive. The Ministry of Youth and Sports has indicated a desire to continue to engage Advancing Youth in future academies.

Sub-result 2.2 ABE facilitators (both government and non-government) have the capacity to effectively teach all levels of the ABE curriculum

ABE Continuous Professional Development

The Advancing Youth Team was able to work with Stella Maris Polytechnic to complete the Introductory Course for Alternative Basic Education (ABE) facilitators this quarter. The 60-hour residential course will cover five topic areas and upon successful completion participants will receive 3-credit hours. Topic areas cover:

1. Importance of ABE programs: What is the importance of ABE for meeting national, county and personal goals?

2. Understanding the Learner: What do we know about older youth & adult learners and how can we support their success in ABE programs?

3. Planning, Teaching and Assessing in ABE Programs: What are the most appropriate and relevant approaches to effective planning and teaching (including assessment) for delivery of successful ABE programs (including maintaining a conducive classroom environment)?

4. Leadership in ABE settings: What are some principles and practices of effective leadership in ABE programs?

5. Professional Ethics and Personal Values in Educational Settings: Why is an awareness and application of MoE professional code of conduct and personal values critical to professional behavior and attitudes as well as learner and program success?

(Full course content is included in Annex 5).

In Quarter 4, the Advancing Youth team will continue to work with Stella Maris to finalize the preparations needed for the two residential institutes which will take place during the month of August. August 1-10th, 2015, will see the training of new facilitators from Levels 1 and 2, while August 20th – 30th, 2015, will see the training of new level 3 facilitators.

This new course marks the first time that a teacher training institution has offered an accredited course specifically for ABE facilitators. This also represents a significant achievement in one of the

milestones detailed in the Ministry of Education’s Operational Plan for the period 2014-2017. It is expected that once next quarter’s initial workshops have been implemented, the Project will determine (along with stakeholders, including the MoE) how the course can be best offered through other recognized teacher training institutions, thereby creating a network of institutions that can offer the training to ABE facilitators in their own locale, or through alternate forms of delivery such as evening classes.

Initial work was carried out by the Teaching and Learning Team to assess existing study guides that were developed for teachers through the USAID LTTP project. Preliminary discussions have been held with LTTP to understand the uses of the study guides and the lessons learnt during implementation. It is expected that the team will devote more time to this activity once the initial residential trainings have been completed in Quarter 4.

Sub-result 2.3 ABE students improve literacy, numeracy, work readiness, health and life skills

Listenership Results for IAI broadcasts

Implemented as a part of the emergency response and to keep our Level 1 learners engaged during the Ebola outbreak, we re-purposed IAI materials as radio broadcasts across the five counties where the project operates. The feedback coming from the community re-entry meetings that were undertaken in Quarter2 highlighted that learners were not listening to the IAI broadcasts being aired by community radios as expected. As such broadcasts were stopped on March 30th, 2015.

As indicated last quarter, additional data was gathered during the placement and completion exercises to better inform the project on the extent of internship by learners during the period of the broadcast. All returning learners coming in for placement and completion exercises were asked whether or not they listened to the radio programs that were broadcasted by the project during the period. Although IAI broadcasts were targeting Level 1 learners, all levels were surveyed. Of the 3,293 learners that were surveyed, only 387, or 11.8%, actually listened to the IAI radio broadcasts. Listenership across the levels was very low, with the following listenership levels noted: - 10.6% of Level 1 learners indicating they had listened to the radio programs - 7.1% of Level 2 learners indicating they had listened to the radio program - 18.4% of Level 3 learners indicating they had listened to the radio program A summary of the feedback across counties is presented in the Table below:

County L1 Tested L1 radio L2 L2 radio Total L3 L3 Radio Listeners Tested Listeners Tested Listeners

Bong 405 46 186 17 199 30

Grand 349 10 138 2 124 12 Bassa

Lofa 156 64 196 9 156 0

Monterrado 190 28 92 25 86 10 Nimba 472 20 240 8 294 106

In subsequent community meetings and discussions with learners the reasons for this were varied and included: no access to radios; persons owning the radios usually left early for the field or to do business so no way to listen at home; not being aware of the radio program; not having access to someone in the community to assist in understanding the lessons; being afraid to meet because of the fear around Ebola; preference to listen to local radio programs rather than the IAI broadcasts; too busy to listen as they (i.e. learners) had a number of other activities they were involved in e.g. farming, making their own business etc.

Interestingly, listenership was across all Levels and not just the targeted Level 1; in fact Nimba, Bong and Grand Bassa had the highest number of learners at Level 3 listening to the program; plus Montserrado recorded highest listenership for Level 2. This highlighted that there was overall an interest by learners at all levels in continuing their studies.

Based on the calls to the hotline it was also noted that a number of parents of students from the formal school also called in with questions about how to access the materials (i.e. learner workbooks) so their children could participate.

The project has shared this information with the Ministry of Education, along with the reasons given by learners for not listening to the IAI broadcasts, for consideration as the MoE continues to develop the plans for Phase II of the Ministry’s Come to School Radio Program. Early in the Quarter Advancing Youth participated in a number of discussions with the Ministry and other stakeholders regarding the proposed Phase II of the Ministry’s Come to School Radio program. However because of the delays in implementing and follow through the project halted further activities on this collaboration.

Level 3 Tracer Study

Advancing Youth took the opportunity during the placement and completion exercise this quarter to conduct interviews with Level 3 learners to better understand what their expected options would be after graduation. Learners could indicate if they wanted to do business, go to trade school (technical and vocational education), go to another night school, or continue with conventional (i.e. formal) school. The summary of responses from the various sites is indicated in the table below.

County Number Do business Trade Go to Go to Others of school another conventional Learners night school school

Bong 229 22 53 15 82 26 Grand Bassa 125 39 33 35 18 0 Lofa 156 37 76 6 28 9 Montserrado 86 8 23 23 32 0 Nimba 277 59 170 6 40 2 TOTAL: 873 165 355 85 200 37

Responses varied according to counties. In Nimba and Lofa for example, 61.3% and 48.7% respectively of Level 3 learners wanted to continue to trade school to learn a skill. As indicated in previous feedback and reports from national and county youth summits, this ties in with wider interests indicated by learners from all levels in wanting to learn technical and vocational skills. In Grand Bassa however, the response by learners was more spread between doing business, going to trade school and going to another night school (also indicating a preference to continue their education). A majority of Level 3 learners in Montserrado (37%) and Bong (35%) indicated wanting to go to a conventional school.

Advancing Youth will use this base information to follow up with tracer studies for the youth who have successfully completed Level 3 to determine how far they have been able to achieve their intentions. Based on this, we will determine what additional types of information and/or support can be made available for youth through ABE classes, mentorships and other interactions we provide. This information will also help to inform key policy issues that need to be addressed in terms of transition of ABE learners to the formal education system including post basic education and TVET.

Result 3: Increased access to sustainable livelihood pathways for targeted youth

With Alternative Basic Education (ABE) classes settling in after re-starting in April, the Advancing Youth Team continued to work on livelihoods activities. Planning for the re-activation of County Alliance meetings were carried out in Quarter 3, with the main focus being to determine key priorities and activities going forward. Advancing Youth also continued to work with partners to identify suitable livelihoods opportunities for learners and refining the methodology around the proposed learner internship program.

Under the partnership established in 2013 with LOIC, the first batch of Advancing Youth learners participating in skills training in Monrovia (Montserrado) and Buchannan (Grand Bassa) were able to successfully complete the first 12 months of skills training in areas such as Electricity, Plumbing, and Auto Mechanics and were now being placed with businesses for their internship period this quarter. Follow up was made with private sector partners such as Arcelor Mittal and APM Terminals who are both implementing ABE classes for workers currently employed with their respective organizations.

Sub-result 3.1 National and county public and private alliances are established for youth education and employment to provide increased work-based learning, skills training and entrepreneurship opportunities for targeted youth County Alliances

In Quarter 3, Advancing Youth continued plans to reactivate and revitalize the County Alliances. Halted in July 2014 due to the Ebola outbreak, the project was able to plan for county alliance meetings to be held in Quarter 4. In preparing for the meetings, the Advancing Youth team considered the questions to be answered through the Learning Agenda that directly impact Results 1 and Results 3: What is an effective coordination mechanism for the MoE (national and county) to interact with other Ministries and stakeholders (which includes livelihoods)? and How can ABE service providers interact effectively with the private sector, responding to employer demands for work readiness and increasing learner access to internships, jobs and market opportunities?

As such, through these initial County alliance meetings, we will use the opportunity to jointly reflect with Alliance members on the past activities and their impact, review the Alliance’s purpose and role; reflect on past successes and challenges; review the existing Terms of Reference; and articulate vision and plans for the future, including concrete next steps. Using this preliminary feedback from the county alliance meetings, Advancing Youth will host a meeting with a select group of businesses in Quarter 4 to better understand their skills and needs, as well as to use this as a mechanism to explore partnership opportunities. We will also use the opportunity to discuss the issue of work readiness more broadly, including the need to address this in the wider business context of human resource development.

Meetings in all five counties have been scheduled and confirmed for Quarter 4.

Sub-result 3.2 Selected NGOs have the capacity to deliver livelihood training programs based on locally assessed needs

The project intends to work with a number of partners to see how best to integrate work-readiness activities into their current offerings. With the project trying to streamline changes within the Livelihoods activities, further work will be done by the Project Team in Quarter 4 in identifying organizations and detailing the process and the methodology as to how this will be done. Advancing Youth also intends to work with partners such as LOIC to see if capacity can also be built within traditional livelihoods/skills training institutions to offer Alternative Basic Education classes, also including work readiness. Implementation of this model will start in Quarter 4 and will be used to inform future project activities.

Sub-result 3.3 Youth, especially women, are linked to relevant and realistic livelihoods opportunities

Partnerships Liberian Opportunities Industrialization Centre (LOIC)

The Advancing Youth team continues to work with the Liberian Opportunities Industrialization Centre (LOIC) to expand skills training opportunities for youth enrolled in the program. LOIC resumed classes in Monsterrado and Grand Bassa in April 2015, after having closed on July 18, 2014 due to the Ebola outbreak.

With classes resuming at the Monrovia campus, thirty seven (M – 3, F-34) Advancing Youth learners were able to complete their course of study in Auto Mechanics Carpentry, Electricity, Plumbing and Tailoring. At present, learners are being placed in internships with various organizations. To date one learner (M-0, F-1) has been placed at the Beer Factory, while five other learners (M-0, F-5) have been placed with Liberia Water and Sewer. All learners placed to date have been from the Plumbing Department. LOIC continues to work with companies to place the remaining learners for their period of internship.

In Grand Bassa, a total of 18 (M-12, F -6) learners have completed the 12 month skills training program, and at the time of this report a total of 16 (M-10, F-6) had been placed. Learners completed skills training in Masonry, Small Engine Repairs, Home Arts, Tailoring and Welding. Similar to the Monrovia Campus, the LOIC Buchannan Campus has been able to place learners on

internships at LOIC Buchannan (on on-site building projects), Liberia Agricultural Company (LAC), R.B. Group and Liberia Water and Sewer. Learners have also been placed with smaller establishments.

The Team has continued the discussions with LOIC Monrovia Campus to see how best to address placement of learners who have completed Tailoring to find feasible internship opportunities. Unlike many of the other skills areas, LOIC reported having challenges in placing learners from Tailoring to find meaningful opportunities. At present, LOIC is exploring the possibility of soliciting orders from public primary schools for the sewing of uniforms for the new school year. If successful, the learners would then use this as their internship opportunity. Advancing Youth will continue to work with LOIC in determining how else this could be addressed.

Exploring a higher-than-expected post-Ebola drop-out rate (nearly 50%) among learners from skills training courses at the Monrovia Campus of LOIC’s program, the project discovered that many youth participants had trouble covering the transportation costs to attend training, but did continue with their ABE courses. In Grand Bassa, retention rates were better, as of the 32 learners initially enrolled only one learner did not return to classes. Here too, however, learners noted that they had challenges with the cost of transportation as well as with the return to classes after a five-month hiatus. In particular, as Ebola had affected many of their businesses, finding the money to cover their transportation costs to and from LOIC was proving challenging.

Further discussions with LOIC also highlighted that several organizations that sponsored learners for training were providing stipends for transportation. Examples included the Forum for African Women Educationalists (FAWE) and the Ministry of Gender that provided a flat stipend of $30 a month, while NOCAL provided $50. With a new intake period scheduled for July 2015, Advancing Youth proposes to implement a similar scheme, providing a transportation stipend to learners that would be paid based on criteria including attendance at both ABE and LOIC classes. If Advancing Youth agrees to pay transportation costs for those learners that had dropped out of the program, LOIC has also proposed allowing learners who had dropped out due to transportation costs to re-join the program to finish their skills area and complete their internships and will waive any re- registration costs.

Learner Junior Wolloh (In blue coverall), Level 2 ABE Learner (Barconni Site) and LOIC intern undergoing on-site internship training for Masonry at the Dry Bean Camp, Liberian Agricultural Company

The project will continue to work with LOIC to expand skills training to learners in Monrovia and Grand Bassa, and this year will also work with the Gbanga LOIC campus. The proposed agreement will provide skills training opportunities for a total of 150 learners – 50 from each location. Additionally, Advancing Youth proposes to implement ABE classes at the Monrovia campus to allow for ABE lessons to be integrated into the skills training instructional schedule. This would allow Advancing Youth learners to complete both their ABE and skills training classes during the day. As a result, learners would no longer have to attend ABE classes in the evenings, thereby reducing both time and costs spent on travel. This would also help to address a concern raised by LOIC that some of the other learners attending classes needed additional literacy and numeracy skills in order to better master their skills area.

LTEP/ORT

Though work continued with LTEP/ORT during the Quarter, activities planned for quarter 3 were not implemented as planned. With their funding stream not renewed, LTEP/ORT was unable to follow through on implementation of the TOT training for the soap making master trainers, as well as the Peer Training Innovators (PTI) training. Though these were activities that would have been cost shared between Advancing Youth and LTEP/ORT, inputs needed such as caustic soda and red oil which LTEP/ORT would be responsible for purchasing are not allowable for purchasing under the project. In the coming quarter, the project will submit a request to USAID for a waiver to purchase these types of inputs and be able to roll-out PTI trainings in the absence of ORT’s additional funding stream.

Given the collaboration to date, Advancing Youth plans to propose to sub-contract LTEP/ORT to continue to support the livelihoods interventions next quarter. Key activities would include:

1. Training of two Peer Training Innovators (PTIs) per site in all sites; 2. Provision of two master trainers to conduct the PTI trainings; 3. Provision of on-site guidance and support for PTIs for on-site trainings; 4. Providing technical assistance to the Centers for Skills Innovation (CSIs) for quality implementation of training workshops for the PTIs; 5. Using Youth Summits (national and county) to organize business fora for youth allowing them to meet with service providers (e.g. banks and financial institutions) as well as potential buyers; 6. Create four short skills training videos to support trainings for PTIs and learners.

It is expected that a final feedback will be received from the Mission in Quarter 4. In the meantime, Advancing Youth will continue to identify additional partners that can provide similar types of skills training for learners.

Learner Internship Support

The in-kind incentive program approved under the Learning Agenda will provide youth participants with hands-on work experience and skills in market-driven industries through structured internships. As an incentive, a non-cash (in-kind) contribution not to exceed US 100.00 will be provided to the business/agency for each learner that a participating internship sponsor accepts. The duration of internships may vary, but for all internships, the interns and the sponsor will work toward certain agreed upon minimum goals and objectives.

During this quarter, work was completed on the tool for collecting information from potential sponsors as well as the methodology and approach to be used. Once finalized, Youth Livelihoods Development Coordinators (YDLCs) from all counties were given one and a half day training in the overall approach, the use of the forms (business sponsor selection form and the youth candidate interview form), and the process for engaging with the businesses, including the proposed Memorandum of Understanding. The Team also developed a work plan and roll-out for the internship program which was discussed and validated as a group.

Given the amount of time needed to collate the initial information on the potential pool of sponsors in the various counties and realizing that this would significantly impact the other activities of the field team, the Project worked with interns previously employed as IT or Library interns at the various LRCs to undertake the first phase of mapping potential businesses. It was expected that once completed, the YDLCs would in turn identify feasible sponsors from the pool and continue to work with these until a formal agreement was signed. A one-day training was implemented for 25 interns selected from the five counties. The training covered the overall internship program, the data collection form and methodologies for addressing problems in the field. Participants had time to practice as a group, in pairs and as individuals with real businesses in town, under the supervision of YDLCs. Forms were collected at the end of the real-time exercise and problems discussed in a group debrief. At the conclusion of the training, participants were given their geographic and numeric

targets and provided with copies of the data collection form (see Annex 6 for list of geographic areas targeted).

The Team will analyze the data coming in from the various locations to better understand what opportunities will exist for youth, including in what skills areas. The indication of tools and equipment needed by the various businesses will also help to inform any waivers that the Project may need to apply for Advancing Youth will seek to implement a pilot in Quarter 4 in a selected number of trade areas and counties to test a number of assumptions before a wider roll out in Year 5.

Youth Club Gardens

Following the initial meeting held with USAID FED in Quarter 2 and the suggestion to look at ways to make the youth club gardens more sustainable, the Advancing Youth team undertook an assessment of 25 youth club gardens/sites from Bong, Grand Bassa and Montsertado counties. The primary purpose of this assessment was to enable the project to better determine current challenges with sustaining youth club gardens, as well as to better understand learners’ interest, experience to date, challenges and types of support needed. The assessment was also used to verify if the initially selected Grow Your Business sites had the requisite number of learners at Level 3 to start the roll out in September 2015, and to see if the Agriculture and Business facilitators that were initially trained were still available. A list of sites visited is indicated on the next page:

Montserrado Bong Grand Bassa • Kpallah • Jarwomanala • W.V.S. Tubman • Goba Town • Garmu • Benson Rive • Arthington • Lawana • Gianda • E.J Goodridge • Dolobia • Gorblee • J. L. Moore • Wesseh Garde • Feetuah • C.H. Henry • Queliminitoto • Gardour • Kendeja • Nyanquoi Bee • Little Bass • KRTTI • Boique/Compound 1 • Dolo Town • Cotton Tree

Focus group discussions conducted involved 274 learners (M- 74, F-294) from the 25 sites. Information gathered at all sites visited indicates that while youth club gardens had been active before Ebola, they have yet to re-start since classes resumed. While youth clubs indicated their intention to re-start their gardens, most cited waiting until later in the rainy season (i.e. September) to start their gardens, while others were concerned about finding the inputs such as seeds and tools needed to re-start their work. The disruptions caused by the Ebola outbreak were also more challenging than initially thought, with learners indicating losing crops because they were not able to visit their farms (out of fear). In one site, Lawana in Bong County, learners reported that their cassava was stolen during the outbreak and so they didn’t get the opportunity to harvest the crops.

Of the 24 sites, 23 indicated that they had been given seeds and tools through the collaboration with the Food and Agriculture Organization (FAO) and Mercy Corps, while two indicated that they had gotten similar support from other NGOs like USAID FED. Despite having access to these inputs learners cited other challenges around their gardens. These include:

1. Location of garden which in several cases was far from the ABE site; this posed additional challenges for protection of crops both from theft as well as insects and pests;

2. Pre-harvest activities/Management of the youth club garden: Learners generally responded that they always managed their gardens as a group. In several sites, they had developed their own guidelines for working on their youth club gardens. For example, they scheduled a time to visit the gardens to perform specific tasks, which were agreed by the group. For example if it were to weed or to make seed beds, etc., everyone participated. In some cases, youth club members fined each other ($150 - $350 LD) to pay if they didn’t go to work on the day scheduled. For example in Feetuah and Gardour ABE sites (Grand Bassa County), learners expressed they are careful not to miss a scheduled working day as they would be fined before the next working day.

3. Post-harvest/What happened to the produce after harvest: Each youth club indicated that they sold the produce they harvested from their garden. A few indicated that they stored some of the produce, e.g. seeds or stalks, for the next planting season. The major reason for this is due to the Ebola outbreak – so they decided to sell all of it. However, it was also noted that due to the disruptions caused by the Ebola outbreak several youth clubs opted to sell all the produce rather than keeping some until the next planting season. Others tried keeping some of the produce for this purpose, however because of lack of proper storage techniques these ended up being no longer viable for planting.

4. Income-generating/Management –Most sites reported that managing the income generated by the youth club gardens posed a serious challenge. In many sites, learners reported having little trust in the management put in place to handle the funds generated. In Gorblee (Grand Bassa County) for example, learners reported over LD 50,000.00 being misused by the National Youth Service Volunteer and the Youth Club President. In Little Bassa, learners had accumulated a total of LD 22,525 (comprised of $2,525 LD from their crops sale and $20,000 LD from FED agriculture exhibition held in Buchanan). The Youth Club agreed and used LD 11,000 to buy football for games, as well as replace damaged tools. The remainder of the funds was then used to provide loans for youth club members. However there is a challenge with members repaying these loans.

5. Sustainability – how are learners doing that will have a longtime positive impact on them in working together? Overall, youth clubs visited are planning to invest in large vegetable crop gardens in order to help each other alleviate financial problems including payment of children’s school fees, provision of household food, etc. Most of them have received land from their school and community, and have the assurance to continue using the spots for garden activities for as long as they wish. Interestingly, the land is verbally given by these

communities and or schools. No written document has been made for any reason though the land was given in the presence of facilitators, learners and some elders.

Youth club representatives in the youth club garden at the Guardor ABE site in Grand Bassa County; the club is at present re-planting beans.

Overall youth clubs seem highly motivated and expressed their intent to continue their gardening even in the absence of Advancing Youth Project. They explained that they would continue to task each other as they did in the past to buy tools and seeds to continue with their gardening work. Asked whether they intend to remain members of their youth club gardens after they graduate from Level 3, learners’ responses where overwhelmingly positive. Learners indicated that they want to work together in order to earn, save money and use the proceeds for the betterment of their family and their communities. More so, they would want to use their association with the youth clubs and the youth club gardens to motivate others to join them learn through the ABE school system.

Further to the site visits, Advancing Youth will consider and plan a number of interventions including but not limited to: finding partnerships through which extension can be provided to learners; strategize to put into place measures that could continue to motivate total involvement in their gardening activities; and working through existing mentorship program to reinforce learners’ small business skills to include management and sales of harvests as planned in their curriculum.

The site visit conducted around youth club gardens also allowed the Advancing Youth Team to further work on the preparations for implementing Grow Your Business starting in Quarter 4. The originally selected GYB sites will be maintained for the roll out. However, recruitment will have to be done to find replacement facilitators in the following locations:

1. Gardour – Agriculture and Business Facilitators

2. Gianda – Business facilitators 3. Benson River – Agriculture facilitator 4. Feetuah – Agriculture and Business facilitators 5. Nyankoi Bee – Business facilitator 6. Jawoemalah – Agriculture and Business facilitators.

As a part of the preparations for roll out, the Advancing Youth Team will conduct refresher training in Quarter 4 to ensure that agriculture and business facilitators are oriented both the teaching of the content as well as in the methodology of teaching adult learners.

Monitoring and Evaluation Activities

Placement and Completion Results

This quarter, the Advancing Youth Monitoring and Evaluation Team completed processing results from the project’s latest learner enrollment and completion exercise that was completed in April. Two rounds of placement and completion were carried out. The first was done during the months of February and March 2015. However, due to the extremely low turnout, especially of old learners across all sites and levels, a second round of placement and completion was done during the month of April 2015. The Advancing Youth Team worked with site administrators, facilitators and youth club representatives to ensure that learners (both old and new) were mobilized. Youth clubs selected and indicated dates that the placement and completion exercises were agreed to be held on, and reminder text messages were sent prior to the actual dates for the exercises. Despite the overall efforts, turn out especially of old learners as compared to new learners still remained low. One major issue was the start of the farming season which saw learners placing this as a priority. Assessment teams tried to address this by moving into the districts the night before the exercises were to be carried out, as well as planning re-visits within the clusters.

Overall it was noted across all counties that the number of new learners, especially at Level 1, were high, exceeding the numbers of returning learners who turned out to be tested. At Level 2, new learners exceeded returning learners in Grand Bassa, Lofa, and Nimba, also indicating a high level of demand at this level. This is summarized in the table below.

County Level 1 Level 2 New Old New Old Bong 360 334 265 409 Grand Bassa 686 259 375 426 Lofa 691 486 281 414 Monstserrado 740 219 450 215 Nimba 508 409 370 497 TOTAL: 2,985 1,707 1,741 1,961

A total of 1,625 learners successfully completed their current level and progressed to the next. This includes 1,073 (M-315, F-758) Level 1 learners, 355 (M-187, F-168) Level 2 learners and 197 (M- 99, F

- 98) Level 3 learners. It should be noted that for the first time in the history of the project, learners from Level 3 formed a part of the completion results.

Pass rates for the Levels 1, 2 and 3 were 39%, 29% and 17% respectively and overall, there is concern about low pass rates. A number of possible contributory factors have been noted, including ad-hoc attendance, fear of examinations, difficulty with curricula, and the possible relocation of learners after the Ebola outbreak. The project will continue to work with sites to see how to address these challenges. Additionally, it is expected that the revisions made to the curricula will help to improve completion rates. The Advancing Youth team will also continue to collect data and feedback from both learners and facilitators and work with site level staff to see how these issues can be best addressed. The Team will also review the scoring protocols and the tests used by doing additional item analysis to see what questions/skills learners are still finding difficult or challenging.

Additionally, 5,347 new learners were enrolled into the program for the new academic year. This includes 2,985 (M-759, F-2,226) Level 1 learners, 1,741 (M-659, F-1,046) Level 2 learners and 621 (M-342, F-279) Level 3 learners, bringing total enrolment to 10, 341 (M- 3,434, F- 6,907) .The breakdown across counties is as follows:

Total Level 1 Level 2 Level 3 County Male Female Male Female Male Female Male Female Bong 144 550 245 430 188 164 577 1144 Grand Bassa 200 725 347 446 186 235 733 1406 Lofa 294 884 295 395 215 173 804 1452 Monstserrado 197 760 235 465 85 135 517 1360 Nimba 221 717 278 566 304 262 803 1545 TOTAL: 1,056 3,636 1,400 2,302 978 969 3,434 6,907 The Team also worked with LIYONET, the sub-grantee implementing ABE in Nimba County, to undertake its first ever completion exercise. Supported by the Advancing Youth Team, completion tests were given to Level 1 leaners at all five sites. The summary of the results is provided in the table below.

Site 2013-2014 # of learners Turnout # of Pass rate Enrollment tested rate learners passing Sendin Tropa 35 31 89% 24 77% Beinghana 35 19 54% 10 53% Zekepa 35 16 46% 11 69% Karyee 35 22 63% 6 27% Ganwee 35 19 54% 9 47% TOTALS AND 45% 54.6% AVERAGES 175 107 average 60 average

Overall it was noted that the number of returning learners turning out for the completion tests was very high. Further discussions with the team indicated a combined strategy of one on one mobilization of learners. The LIYONET team also reflected on the support given by their community based groups, the Learner Retention Committees, who had a direct responsibility for recruitment

and retention of learners. Given their extension under the approved Learning Agenda, LIYONET had also conducted placement and completion exercises for all five locations. It is expected that new Level 1 and level 2 classes will be started in September 2015.

The Advancing Youth team also used the opportunity to conduct two additional data collection activities to inform project activities – the radio listenership survey to determine the number of learners who listened to the radio broadcasts during the closure of schools due to the Ebola outbreak, as well as to collect information on Level 3 learners as to their plans for after completion Level 3. These are reported under Results 2 in this report.

Baseline Data Collection

The Advancing Youth team also completed the baseline data collection designed at evaluating project outcomes on learner literacy, numeracy, work readiness and livelihoods. Electronic copies of the tools were finalized earlier in the quarter, and 25 assessors (7 males and 18 females) were trained in the administration of the tool.

Assessor conducting baseline interviews with learner.

As a part of this baseline data collection, the M&E team administered the electronic version of EDC’s Out-of-School Literacy Assessment (eOLA) to a random sample of 642 Level 2 and 3 youth from across Bong, Lofa, Montserrado, Nimba and Grand Bassa counties. The Early Grade Math Assessment (EGMA) tool was also administered to 300 (152M, 148F) learners in Level 3 while the project's work readiness assessment was administered to 342 (174M, 168F) Level 2 learners in

selected Advancing Youth sites. Additionally, In order to continue to track the outcomes of livelihood interventions and activities, a livelihoods tool was administered by the project to gather information regarding the current livelihoods status of targeted youth such as engagement with livelihood activities, income levels, youth perceptions and investment status. The same 642 Level 2 and 3 youth who completed eOLA completed the livelihoods survey. This will enable us to track project outcomes as learners get exposed to mentorship, trainings, internships, jobs and other livelihoods opportunities.

This data collection forms a critical part of the continuous evaluation activities conducted since the start of the project. The team surveyed more than 1,200 project beneficiaries during the month of June through these baseline surveys. Data is currently being analyzed and will be reported on next quarter.

Data Quality Assessment

The Liberia Monitoring and Evaluation Program (L-MEP) worked with the Advancing Youth Team during the quarter to conduct Data Quality Assessments (DQAs) on 19 indicators targeted by the project. Focused on assessing the quality of the data being reported on the various indicators and the procedures and systems through which the data are managed and reported, the process included a series of meetings with EDC HQ and field level staff and a week-long field verification exercise to 11 sites in Grand Bassa, Bong and Nimba Counties. At the schools visited, the team conducted interviews with Administrators, Facilitators, ABE Committee members and ABE learners. The team cross-checked the data recorded on the hard copies of the data collection forms from the selected schools and made comparison with the data contained in the project internal database at the Monrovia central office. A draft report has been produced and is currently being discussed and finalized with the project. A final report is expected in early Quarter 4.

Operations

Re-starting Resource Rooms and Library Services

As part of our operational plan due to the Ebola outbreak, both the Library and Computer rooms/activities were closed and contracts were ended for the two interns managing these activities at the 5 LRCs. Also during this period, these rooms were identified as isolation rooms (if necessary) and storage areas for materials that were prepositioned. With the country being declared Ebola free and LRCs returning to full operation, we will reopen the computer and library rooms for public used in Quarter 4.

Solar lights

After installations carried out in Quarter 2, there were a number of complaints from sites - especially Lofa, Nimba and Bong - on the failure of the system to generate light. Working along with the service provider, Alternative Energy, it was discovered that the method of installation was incorrect in some locations. Under the circumstances, Alternative Energy has already done the re-installation in these locations at no additional costs to EDC.

During the quarter further follow ups with made with Power Africa to determine long term maintenance requirements for sites, including exploring how to better build capacity at the site and county levels to address this. At the time of this report, however, definitive feedback on next steps had not yet been given.

Security of the panels continues to be a challenge with stolen plates/panels reported in at least five sites. Due to quick community actions in two cases the panels were recovered, while in another two arrests had been made. In one site in Bong it was noted that the plates and battery (which was kept in the administrators’ office in a locked iron cabinet) were stolen. However, subsequently the administrators and facilitators have offered to pay for the replacement costs from the stipends provided.

Advancing Youth will continue to encourage community ownership to ensure safety and security of the lights. Additionally, further discussions will be held with the central MoE to see if and what supports could be provided to sites to improve security of the solar lights, and sites in general.

Strengthening Internal Controls

During the Quarter Advancing Youth worked on strengthening internal controls around key processes such as procurement, inventory control, payments and logistics. Advancing Youth staff members, including field staff, were able to participate in the Fraud Awareness workshop facilitated by the Mission through the Office of the Inspector General (OIG). In total 32 (M -22, F -10) attended the half day trainings which were held between May 6th – 8th, 2015.

Although a significant work had already been done to continuously enforce and strengthen policies and systems since the start of the project, Advancing Youth further reviewed these processes to check if practice is in line with policies. We updated the Policies and Procedures manual, and trained and oriented the Senior Management Team, Team Leads, Admin and Finance Officers on various procedures that were applicable to their work. One significant achievement has been the development of a Vendor Whistle Blower policy that seeks to inform both staff and vendors on EDC’s policies as they relate to fraud, waste, and acceptable conduct and behavior (see Annex 7 for Vendor Whistle Blower Policy).

Advancing Youth will be holding an Experience Sharing in Quarter 4 and will also use this opportunity to further inform and train staff on policies that must be adhered to.

Staffing

Persons joining the Advancing Youth team this quarter include Prince Williams (Sub-Grants Manager), Joseph Yeadeh (Office Assistant Montserrado), Dominic Allen (Driver), Kesellee Kamara (Driver), Iratus Manneh (Driver) , Augustine Togba (Driver), Prince F. Varney (mLearning Assistant), Angeline Michel (Skills Training Officer), Patrick Doe (Admin & Finance Officer), and Darlingston Johnson (Youth Microfinance Officer).

Staff resignations during the quarter included Johnny Foyah (Driver), Emmanuel Massaquoi (Youth Agricultural Officer, Henry Tozay (Nimba LRC Team Lead) and Flomo Goloyon (Field Program Coordinator).

Additionally, Sunday Wilson (Driver) was terminated and short term contracts for the following persons came to an end: Llord Aidoo (Lead Scriptwriter), Simon Witherspoon (Scriptwriter) and Elkanah Taylor (Audio Program Editor).

Recruitment processes for a number of positions, including those recently made vacant due to resignations and terminations, are continuing.

Annexes

1. Success Stories a. “Youth Leader, Learner, Entrepreneur” b. “A Difficult but Rewarding Journey” c. “It’s Never too Late to Learn” 2. Revised Pilot of Site Improvement Cycle and Progress Report Card 3. Final Tools for Youth Leadership Study 4. Sites Selected for Youth Leadership Study 5. Introductory Course for ABE Facilitators 6. Locations Selected for Mapping of Potential Businesses 7. Liberia Vendor Whistleblower 8. Quarter 3 2015 Monitoring and Evaluation Indicator Table

Youth Leader, Learner, Entrepreneur

Algassimu Jalloh is a 34-year old Level 3 learner attending USAID Advancing Youth Alternative Basic Education (ABE) classes at E.J. Goodridge in Monrovia, the capital city of Liberia. Like many Liberian youth, his life was directly affected by the years of civil war. Living as a refugee in neighboring countries, Jalloh returned to Liberia in 2008. Though he wanted to go to school, he was not able to do so due to his age. He was lucky to meet a learner who introduced him to the ABE program at the William Gabriel Kploeh site where he enrolled as a Level 1 learner in 2012. Jalloh was recognized as a model student. He was elected as Youth Club President and subsequently was promoted to Level 2 and later Level 3. However, Jalloh and other learners faced a serious challenge when the site had to be closed due to low enrolment. Not to be deterred and determined to finish, Jalloh transferred to E.J. Goodridge in 2013. “I just want to complete Level 3, Junior Secondary school and high school” he said, noting that in the future he would like to work as a coach and mentor for youth. At E.J. Goodridge Site, Jalloh was again elected as Youth Club President.

In reflecting on what he has learnt since joining the Above Algassimu Jalloh, Level 3 Advancing Youth program, Jalloh says he is delighted about the ABE Project Learner, E.J. Goodridge ABE Site Program and the impact it has had on his life. Self- employed as a baker, Jalloh says the program is the secret behind the improvement of his business. He said it has helped him to calculate his principal and the “I want to complete level 3, profits of his business and take down important records Junior Secondary School of creditors. Jalloh has also used his leadership skills (JSS) and high school in acquired through trainings from the Advancing Youth order to mentor and coach Project county summits to organize the Bakers’ other young people for Association in the Township of Gardnersville, where he currently lives. As the Coordinator of the Association, positive growth and he is being praised for his leadership exhibited in development.” organizing the bakers’ association. Now able to read and write English fluently Jallah continues to encourage – Algassimu Jalloh other young people to take advantage of the program to Level 3 Advancing Youth Project Learner improve their literacy and numeracy skills.

A Difficult but Rewarding Journey

Rebecca Flow is a 28-year old Liberian, mother of two and a plumber in training. Currently a Level 2 learner at the Dyufarther Alternative Basic Education (ABE) site in Monrovia, Liberia, when Rebecca joined the Alternative Basic Education classes she could neither read nor write.

Starting in Level 1, Rebecca attended ABE classes and made use of the opportunities that the project offered. In 2013, when the USAID Advancing Youth Project started a partnership with the Liberia Opportunity and Industrialization Center (LOIC) to offer skills training to ABE learners, Rebecca was one of 81 learners slected to participate in the program. Making ends meet was very difficult when Rebecca started the training at LOIC. She had to find affordable child care as she could not carry her baby to classes as she would normally do for her ABE classes. After attending a full day of skills training classes, she would still have to be back in time to start her ABE classes in the evenings. Money was often times difficult to come by and on many days she would walk the 7 miles between school and home and back just so she

could attend her skills training classes. The Ebola crisis in Above Rebecca Flow, level 2 ABE Learner and Plumbing Intern at Monrovia Brewery Club 2014 also disrupted classes and so she couldn’t start her internship as planned.

However Rebecca’s efforts and persevarance paid off! After completing her 12 months of skills she was placed on a 3- month internship at Monrovia Club Brewery. “I’m feeling good about the direction my life is taking, because people used to laugh at me, but today I can read and write, I have “I wanted to break the barrier acquired plumbing skills and I’m on internship at a big in a male dominated field.” company”, Rebecca said. Now earning LD 4000 (app. USD 47) per month as transportation allowance she is happy to be – Rebecca Flow on her internship experince. Rebecca says that Advancing ABE Learner & LOIC Plumbing Intern Youth Project has changed her life. Her plans include completing ABE Level 3, going on to to acquire her high

school diploma, and opening her own plumbing shop. “I want to be a model for other young women” she said smiling shyly as she shared her aspirations.

It’s Never Too Late to Learn

For many youth in many developed countries, completing a Grade 6 level of education is seen as a natural rite of passage. However, in Liberia where the literacy rate for youth ages 15 – 24 years old is 49%, compared to 70% for sub-Saharan Africa as a whole (World Bank, 2014), this rite of passage is far more elusive. Liberia’s 2013 EMIS data indicate that children are most likely to drop out at grades 1, 3 and 6 within the primary school system, and that once they have dropped out, they have few alternatives to re-enter the education system. In fact approximately one in three students who are enrolled in school drop out in the first grade (DHS, 2013) and Liberia is still ranked 175 out of 187 countries with just 3.9 mean years of schooling and 8.5 expected years of schooling (UNDP, 2014). The USAID Advancing Youth project being implemented by the Education Development Centre allows for youth ages 13- 35 to complete a Grade 6 level of education. Each level, the rough equivalent of 2 years of primary education, allows Level 3 Learner sitting completion test at learners with little or no literacy skills to join and progress Jawoemanalah ABE Site in Bong County through an integrated Alternative Basic Education course. In addition to literacy, numeracy, life skills and work readiness

skills, learners are also exposed to on the jobs skills training, leadership and mentoring opportunities. With implementation started in 2011, to date the project has enrolled over 20,000 youth. For the first time in 2014, a cohort of Level 3 learners were enrolled in the program, the last level leading to completion of a Grade 6 level of education. Despite the challenges associated with the Ebola outbreak, including a 6 Approximately 1 in 3 students month hiatus of classes, the project had a total of 197 learners successfully completing this level. In exit interviews enrolled in school drop out in conducted with Level 3 learners, the majority indicated the first grade wanting to continue their education by going to trade school, continuing to high school and beyond, or starting their own Liberia Demographic and Health business. Survey, 2013 Working with key stakeholders such as Ministries, ABE

service providers, private sector and the wider community, USAID Advancing Youth will continue to give youth who have dropped out of school a chance to re-enter the educational system, realizing that it’s never too late to learn!

Pilot research plan and schedule for Pilot ABE Sites (5 per county)

List of sites participating in pilot for their county :

Communities to Pilot the ABE Committee Progress Report Cycle Montserrado County SITE District 1 KRTTI Demonstration District 3 2 Dyufarter – Kendija Geater Monrovia 1 3 Kortu Town Careysburg 4 Special Project - Gardnesville District 12 5 Harrysburg Right Bank Grand Bassa County 1 Joseph J. Cheeseman – Edina District 1 2 Benson River Buchanan 3 Goblee Compound 3 4 Feetuah Feetuah 5 John P. Mitchell Marshall Bong County 1 Kelebei Sanoyea 2 Jinnipleta Jorquelleh 2 3 Warmah Town Panta 4 Sanoyea Town Sanoyea 5 C. G. Woah Panta Lofa County 1 Kpandomin Foya 2 Lawalazu Voinjama 3 Sucromu Salayea 4 Krukan Voinjama 5 Porlowu Kolahun Nimba County 1 Gleng-Lu Bein-Gah 2 Garplay Twan-River 3 Sanniquellie Yarpea-Mahn 4 Tappita Tappita 5 Gblee Sanniquellie-Mahn

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Advancing Youth Staff to conduct a total of three visits to each of the 25 pilot test sites over a period of seven months (July 1st, 2015- December 11th, 2015). Below is the research visit schedule (revised):

1. June 15-July 30, 2015

Visit focus: Introductions/reorientation and data gathering

During visit:

Purpose: Meet with ABE Committee members and gather baseline on where committees are in terms of implementation. Reorient committee to cycle and tool as necessary and agree on plan for carrying out Progress Report Card for next seven months.

Activities: • Check in on progress or if not yet started help committee develop plan for implementing the cycle/Progress Report card. • Retrain as necessary on use of the Progress Report Card • Gather data using the Checklist.

Post visit:

• Submit Monitoring and Support Tool to TL no more than five days after visit • TL sends a copy of tool to Result 1 team lead

2. July 31- September 11, 2015

Visit focus: Check in on progress since last visit/support committee to agree on activities for retention.

During visit

Purpose: The committee will have had about 8 weeks to do the activities agreed on since your last visit- check in on how things are going; support committee to plan next few months of work (focus on retention); gather data.

Activities: • Meet with ABE Committee members. • Check in on progress/help them implement the cycle/progress report/help them plan next steps (Retention and Completion) • Gather data using the Checklist. • Complete research questionnaire (to be developed)

Post visit

• Submit Monitoring and Support Tool to TL no more than five days after visit • TL sends a copy of tool to Result 1 team lead

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3. September 12- October 2, 2015

Visit focus: Check in on progress since last visit/support committee to agree on next set of activities

During visit

Purpose: The committee will have been working together now about 3 months, check in on how things are going; attend community meeting called by the committee, if possible; help committee plan next steps; gather data.

Activities: • Observe community meeting • Meet with committee after community meeting and gather information on how it went/progress made/suggested changes • Check in on progress/help them implement the cycle/progress report

Post visit

• Submit Monitoring and Support Tool to TL no more than five days after visit • TL sends a copy of tool to Result 1 team lead

4. October 3,- November 6, 2015

Check in on how things are going; help them implement the cycle/progress report/gather information using checklist.

Purpose: The committee will have been working together now for five months, check in on how things are going; help them implement the cycle/progress report/gather information using checklist.

Activities:

• Meet with ABE Committee members. • Check in on progress/help them implement the cycle/progress report/help them plan next steps (Retention and Completion) • Gather data using the Checklist.

5. November 7- December 11, 2015

Check in on progress since last visit/support committee to agree on additional activities for retention; help them implement the cycle/progress report/gather information using checklist.

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Visit focus: the committee will have been working together now for five months, check in on how things are progressing; help the committee implement the cycle/progress report/gather information using checklist.

Activities:

• Observe community meeting • Meet with committee members after community meeting and gather information on how it went/progress made • Gather data using checklist • Complete research questionnaire (to be developed)

Post visit:

• Submit Monitoring and Support Tool to TL no more than five days after visit • TL sends a copy of tool to Result 1 team lead

Purpose: The committee will have had about 5 weeks to do the activities agreed on since your last visit- check in on how things are going; support committee to plan next few months of work (focus on retention); gather data.

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Monitoring and Support Tool for LRC and MoE staff supporting ABE Committees

USAID/Advancing Youth Project has trained Executive Committee of ABE Committees over the past 2 years. In June, 2014, these committees were trained on a Site Improvement Cycle and Progress Report Card. LRC staff and ABE Supervisors are requested to support these committees as they implement the Cycle and Progress Reports in their Learning Centers.

How to use this Tool:

This tool provides guidance to LRC staff to effectively monitor the progress of the ABE Committee and provide support to committees in implementing the Site Improvement Cycle and Progress Report Card process. The sheet should be completed at least once per month by a member of the LRC.

Before the visit

. LRC staffs, under the leadership of the Team Lead, agree on monitoring and support schedule. (Visits should occur at least monthly.) . LRC make schedule of visits available to ABE Supervisor and CEO and DEOs to enable them accompany staff, if possible. . LRC staff communicates with ABE Committee Chairperson ahead of visit, share date of visit, and request that all Executive Committee be present at the Learning Site at the time of the visit. . Once at the site, meet with the committee.

During the visit

. Introduce the purpose of the visit (to provide support to the committee as it does it work and to monitor the implementation of the Site Improvement Cycle and Progress Report) . Using the Checklist, discuss each item one by one of the checklist- indicating status and filling in more details in the comments box . Where the committee is having issues/challenges with implementation, discuss and help them think of strategies to overcome challenges . Help the committee to plan its activities for the next month . Confirm the date of your next visit. If the committee has a community meeting scheduled, find out the date and plan to attend

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After the visit

. After your meeting with the committee, check the checklist and fill in any missing information. . Complete Section 2. . Provide a copy of the completed checklist to the LRC Team leader. . LRC TL to send a copy of the Checklist to Owen Dunbar, Result 1 Team leader

Name of site: ______Location: ______County: ______Date of report: ______

Description of expected activity Status Additional information (Please add other details such as date of activity, Yes No decisions made/action to take, action plan developed and person(s) responsible, etc.) COMMUNITY ENGAGEMENT Meeting held with community to implement the Site Improvement Cycle and Progress Report Community & ABE committee set joint goals for site improvement developed PLANNING AND MANAGEMENT OF THE COMMITTEE All positions on the ABE committee are filled Monthly meetings held to discuss progress and strategies Do all committee members attend their call meetings? If not, why? Does committee conduct follow ups for members who are not in regular attendance? Notes/minutes kept from ABE Committee meetings Classroom visits and observations are taking place and records being collected and kept by committee members ABE committee members engaging in follow-up of delinquent learners and are using traditional/community support systems to help learners regularize attendance

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PROGRESS REPORT CARD Is the Progress Report posted? Where? When was it last updated Has the progress report been distributed, and if yes to whom? PROGRESS ON INDICATORS Which indicator(s) on the Progress Report are improving according to plan? If not improving, please include comments as to why and the activities discussed to improve. Enrollment (Number of learners enrolled) Retention (Number of learners who are attending class) Facilitator attendance (How often are facilitators absent) Class schedule (How often do classes start and end on time) Community activities (Activities community members are doing to encourage learners and to support the learning site) ABE COMMITTEE MEMBERS MET WITH DURING VISIT Name Position What have you accomplished in your position since the last visit?

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Section 2 (To be completed after meeting with Committee and others at the Learning Site and submitted to TL no more than 5 days after visit)

A. What progress has been made since your last visit (be specific)? • • • • B. Please note any challenges that the Committee is facing in implementing the Site Performance Improvement Process and Progress Report Card • • • • • C. Please note how the committee and or community is meeting these challenges and or any solutions/innovations that have come up with: • • • • •

D: Please note here guidance and support you and or your team provided to the committee:

• • •

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•

D: What Next Steps were agreed to? What activities were agreed on?

• • •

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Studying Learning Agenda Leadership Mapping Exercise #1

Materials needed:

Flip chart paper Marker Tape Labels (See Annex 1) Site Enrollment List with names of Youth Club leadership

Step 1: Preparation 1. YDLCs should review enrollment for the sites and plan accordingly focusing on selecting primarily learners with at least one year experience in the program. They will need enough materials (see list above) for at most 20 learners split into two groups. 2. After selecting the youth, the YDLCs should categorize the large group into two groups. One group {labeled group 1} should be comprised of learners in special leadership roles –e. g . PTIs, PHEs, elected leaders, participants of summits- and another group {group 2} should be comprised of learners not in specific leadership roles. YDLCs should document who they have chosen by submitting the Site Enrollment List with the names of the youth who participated highlighted along with their notes from the activity. That is, the YDLC will document all steps in the selection process. While the YDLC should choose participants and categorize, they should also try to include both male and female participants from all the site’s ABE levels.

Step 2: Warm-Up 3. In the large group, the YDLC should tell the learners that the purpose of this activity is to understand what qualities and skills youth see as necessary for good leaders to have. This part of the exercise will lead into another activity to follow.

Step 3: Activity 4. The YDLCs should take the small groups of youth into empty classrooms and give them a reminder of the activity. 5. The YDLC/facilitator should then walk through each of the labels/ qualities or skills facilitating a brief discussion with learners to make sure that they understand its meaning. If learners do not understand a label, YDLCs should attempt to provide an example that shows that quality or skill in a good leader. The facilitator records on flip chart the key definitions or examples of each quality as discussed by learners.

6. Once the YDLCs go through each of the labels, they should then facilitate a discussion and selection of the five most important qualities/skills for a leader to have, from the perspective of the learners.

7. After the selection of the five qualities/skills, each group should return to the large group to present their five chosen labels to the other groups and give quick explanations on why they chose those five. YDLCs should take DETAILED notes on which five were chosen for each group.

8. Following the small groups presentations of their chosen five (5) qualities, the large group should then select through consensus a final set of five that they believe are the most important for a good leader. Ask the group to prioritize the qualities ranking from 1-5: 1 being most important and so on. The YDLC

1 should ask the groups for their reason/s or rationale for selecting and ranking the 5 leadership qualities/skills. The YDLC should take detailed notes of the reason/s or rationale the learners give. NB: The documenter of the session should use the appropriate note sheet to document and submit the group’s explanations.

Wrap-up Activity: Thank learners for their participation and remind them it was only part one. Then introduce and proceed to part two if planned for the same day.

Annex 1: List of Labels (Team should have 3 copies of each set for each group)

Patience Kindness Compassionate Follow through on promises Independent thinker Solves problems {is a good decision maker} Can mobilize friends/community (can convince/organize people to take action) Able to give people direction which they can follow with clear understanding Gives praise or appreciation Gives good advice Able to communicate w/all types of people Able to accept criticism and correction

Learning Agenda Leadership Mapping Exercise #2

Materials needed:

Flip chart paper Marker Tape Labels (See Annex 1) Site Enrollment List with names of Youth Club leadership

Step 1: Preparation

1. To warm up, the YDLCs will tell the learners that they are going to move on to the second part of the activity. They should tell them that the purpose of this activity is to understand how the different AYP activities affect or develop qualities and skills that make youth into good leaders.

2. YDLCs should remind the groups that they will continue their discussion in the small group as they did earlier. {YDLCs should document who they have chosen by submitting the Site Enrollment List with the names of the youth who participated highlighted along with their notes from the activity. That is, the YDLC will document all steps in the selection process. While the YDLC should choose participants and categorize, they should also try to include both male and female participants from all the site’s ABE levels}.

Step 2: Listing the Activities 3. The YDLCs should ask the learners as one big group to tell the YDLC what activities (See Annex 2 for an illustrative list) they do as a part of AYP. As the learners tell the YDLC, the YDLC should write these activities into a list on a sheet of flip chart paper. This list should include all activities done within the scope of AYP, not just those related to classes or livelihoods, leadership, etc. The YDLC should also be careful to make sure that the activities listed by the youth are mutually exclusive to others on the list (For example, if learners say soap-making training and food preservation training, the YDLC should group those two activities into short-term skills training on this list rather than keep them separate).

4. Once the listing is complete, the YDLC should split the learners into two groups keeping them in the categories they worked in earlier. The YDLCs should then take the learners into empty classrooms and remind them of this second part of the activity.

Step 4: Mapping

5. Once the learners are in groups, each group should be shown and reminded of the final set of labels of leadership qualities and skills, identified in the large group.

6. Once the YDLCs have finished reminding learners of the labels, they should refer to the list of activities created during the warm-up. For each activity identified, each group should pick one leadership quality/skill label that is most developed/impacted by the activity in question. This process should be a group discussion, taking into consideration everyone’s opinions. Give groups at least 2 minutes to come to a consensus.

7. After the learners have had a chance to decide in the small groups, the groups should return to the large group and present to everyone in the room what quality/skill they have chosen for that particular activity and why they chose it. The group should match the skill that is most impacted or developed and any other qualities in a category of other skills. While the group is presenting, the YDLC should take notes on each group’s presentation to note why the groups thought there was a connection between the activity and the skill/quality they chose.

8. When the groups present, the YDLC should ensure that for each activity, a different person from the group speaks so that everyone has an opportunity to present on their group’s behalf.

9. When the mapping exercise is finished, the YDLC should thank the youth for their participation and tell them that their work will be summarized and shared with them at a later time. The YDLC should submit their notes to their County M&E officer who will submit the notes up to the Monrovia head office.

Close-up: Thank learners and inform them of how much we value their participation. Let them depart.

Annex 2: Illustrative List of AYP activities

Classes (w/facilitators) Peer Study (w/o facilitators) Youth Club Gardening Sports Games/Social Activities Community Service Group Mentorship Sessions Youth Club Business Youth Club Meeting VSLA training Cash for Work Other

AYP Leadership Mapping Exercise 1 Note Sheet

Instructions: For each group, the YDLC should record the labels chosen by each group in the left hand column. Next to each label, the YDLC should write down notes on why the group chose that label as one of their five. At the end of the exercise, the YDLC should submit this to their County M&E Officer.

Site Name: ______Date: ______

Group 1 1.

Group 2 1.

Group 3 1.

AYP Leadership Matching Exercise 2 Note Sheet Final

Instructions: The YDLCs should write down each AYP activity identified by learners at their site in the spaces provided. Underneath each activity, the YDLC should record the label chosen by each group for that activity and the group’s rationale in the space provided.

Site Name: ______Date: ______

Activity 1: Group 1:

Group 2:

Group 3:

Activity 2: Group 1:

Group 2:

Group 3:

Activity 3: Group 1:

Group 2:

Group 3:

Activity 4: Group 1:

Group 2:

Group 3:

Activity 5: Group 1:

Group 2:

Group 3:

Activity 6: Group 1:

Group 2:

Group 3:

Activity 7: Group 1:

Group 2:

Group 3:

Activity 8: Group 1:

Group 2:

Group 3:

Activity 9: Group 1:

Group 2:

Group 3:

Activity 10: Group 1:

Group 2:

Group 3:

Sites Selected for Youth Leadership Study

Montserrado County

1. Soul Clinic 2. Gray D. Allison 3. Kendeja 4. KRTTI 5. J.L. Moore 6. Careysburg 7. Kortu Town 8. William G. Kpolleh

Nimba County

1. D. Gborboe 2. Johnny Voker 3. Debrief session 4. Toweh Memorial 5. Varmie 6. Kpairplay 7. Karnplay 8. Sarkolay 9. Borsonnor 1 | Page

Professional Development Course for ABE Facilitators

Advancing Youth Project

Course Title:An Introduction to Educators to Implement Alternative Basic Education Courses

Number of Instructional Hours: 60 hours

Number of Credit Hours: 3 credit hours

Participants Award: Certificate of participation

Overview: This introductory course will orient participants to the skills, knowledge and understanding necessary to facilitate alternative basic education courses (including the Ministry of Education’s approved Alternative Basic Education curriculum) for older youth and adults. In addition to an overview of ABE in Liberia, other topics covered in the course are understanding learning characteristics of older youth and adult learners; facilitating ABE classes, assessment practices and leadership and professional ethics including the MoE Code of Conduct for teachers and administrators. The course is designed to be presented in 5 topic areas in an intensive block of time in a residential institute.

Course Aim and Objectives:

Aim:Prepare educators (primary teachers, school principals and others with a minimum C certificate qualification)to implement successful Alternative Basic Education programs

Objectives: 1. Familiarize participants with Alternative Basic Education provision in Liberia 2. Explore principles of how older youth and adults learn 3. Support facilitators to plan and implement ABE curricula effectively. 4. Familiarize participants with the importance of effective and meaningful assessment (summative and formative) in ABE programs 5. Strengthen educational leadership skills and knowledge. 6. Enable participants to explore how professional ethics (referring to the MoE professional code of conduct for teachers and administrators) alongside their personal values impact upon learner and program success.

PRINCIPLES GUIDING STRATEGIES IN DELIVERING COURSE MATERIAL IN PROFESSIONAL DEVELOPMENT

• Each individual session is structured for maximum participation, and is intended to model interactive teaching and learning methodologies that participants can use in their own teaching/facilitating of ABE courses. For example, each session starts by making use of the real life experiences of the teachers/facilitators. There will be a mix of individual, pairs, small group, and

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whole group learning, with opportunities for hands-on, experiential application of new skills as well as for analytic thinking and reflection. • Lecturing is minimized and used to support the understandings that emerge from the reflection on real life experiences or constructed scenarios. • Opportunities for transfer of skills and knowledge are provided: this involves applying what has been covered with respect to content with practical examples.

COURSE TOPICS & FOCUS QUESTIONS: I. Importance of ABE programs: What is the importance of ABE for meeting national, county and personal goals?

II. Understanding the Learner: What do we know about older youth & adult learners and how can we support their success in ABE programs?

III. Planning, Teaching and Assessing in ABE Programs: What are the most appropriate and relevant approaches to effective planning and teaching (including assessment) for delivery of successful ABE programs (includes maintaining a conducive classroom environment)?

IV. Leadership in ABE settings: What are some principles and practices of effective leadership in ABE programs?

V. Professional Ethics and Personal Values in Educational Settings: Why is an awareness and application of MoE professional code of conduct and personal values critical to professional behavior and attitudes and learner and program success?

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TOPIC 1: IMPORTANCE OF AN ABE PROGRAM

FOCUS QUESTION: WHAT IS THE IMPORTANCE of ABE FOR MEETING NATIONAL AND PERSONAL GOALS?

At the end of the session, participants will be able to:

• Demonstrate how ABE can support achievement of national and county economic, social and educational goals and policies. • Describe the importance of ABE for personal development goals and aspirations. • Explain the connection between ABE curriculum goals and Liberian MoE ABE Program Quality Standards • Describe the importance of the local context and learners’ own knowledge for the effective implementation of ABE programs.

TOPIC 2: UNDERSTANDING THE LEARNER

Focus Question: WHAT DO WE KNOW ABOUT OLDER YOUTH & ADULT LEARNERS ANDHOW DO WE SUPPORT THEIR SUCCESS IN ABE PROGRAMS?

At the end of this session, participants will be able to:

• Describe characteristics of adult learners’ motivation, cognition and socio-cultural experiences and their connection to learners’ needs and their likely approach to learning • Expand their research skills for finding out and understanding the diversity of learners, including their goals and motivation, in the context of their particular ABE setting. • Identify the similarities and differences between how older youth/adult and younger children learn • Identify models of support for learners in school and community settings.

TOPIC 3: PLANNING, TEACHING AND ASSESSING IN ABE PROGRAMS

FOCUS QUESTION: WHAT ARE THE SOME APPROPRIATE APPROACHES TO INSTRUCTIONAL PLANNING, TEACHING AND ASSESSMENT FOR THE EFFECTIVE DELIVERY OF THE ABE CURRICULUM WITH OLDER YOUTH AND ADULT LEARNERS AND HOW CAN WE ENSURE A LEARNING ENVIRONMENT CONDUCIVE TO LEARNING?

At the end of the sessions the participants will be able to:

• Describe the structure of some examples of ABE curricula in Liberia • Demonstrate understanding of the basics of design and delivery of instruction: needs assessment, developing objectives, creating an agenda, selecting appropriate activities and conducting assessment activities. o Assess the needs of the learners and target lessons appropriately.

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o Identify and apply various strategies used in ABE to support learning including ensuring a safe and learner friendly class and program environment. o Show the ability to develop activities that involve experiential or real life learning approaches including the use of at least one delivery system such as mLearning. o Show familiarity with the MoE ABE curriculum materials by selecting and creating appropriate mini-learning experiences for PD presentation. • Identify appropriate strategies to address any challenging or sensitive issues that arise in teaching the ABE curriculum. • Demonstrate use of reflective practice skills to make sense of the teaching approach and the impact upon learners.

TOPIC 4- LEADERSHIP IN ABE SETTINGS

FOCUS QUESTION: WHAT ARE THE PRINCIPLES AND PRACTICES OF EFFECTIVE EDUCATIONAL LEADERSHIP IN ABE PROGRAMS?

At the end of the sessions participants will be able to:

• Identify the qualities and skills necessary for effective leadership in the ABE setting: Roles and responsibilities of effective Leadership • Apply decision making and problem solving skills to examine cases of educational leadership • Describe specific practices in interpersonal communication for administrators and facilitators to build collaborative working relationships. • Identify the benefits and uses of monitoring and evaluation, record keeping and reporting requirements for ABE programs • Describe networking strategies for use with other service providers at the community and national levels to support meeting learners and program goals.

TOPIC 5: PROFESSIONAL ETHICSAND PERSONAL VALUES IN EDUCATIONAL SETTINGS

FOCUS QUESTION: WHY IS AN AWARENESS AND APPLICATION OF MOE PROFESSIONAL CODE OF CONDUCT AND PERSONAL VALUES CRITICAL TO PROFESSIONAL BEHAVIOR AND ATTITUDES AND LEARNER AND PROGRAM SUCCESS?

At the end of the session participants will be able to:

• Describe how professional ethics, personal values and social understandings can support an individual to make decisions about right and wrong in professional or real life situations. • Discuss how personal values/ethics are influenced by an individual’s social and emotional development.

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• Discuss how professional ethics, for example from the MoE Code of Conduct for teachers and Administrators and an individual’s personal ethics can influence professional conduct and hence learner and facilitator success • Apply their knowledge to solve ethical dilemmas

CRITERIA FOR SUCCESSFUL COMPLETION OF THE COURSE:

I. Full participation in each session (including discussions, role plays, practice facilitation exercises, etc.) II. Successful completion of assignments III. Passing grade on short multiple choice test focused on knowledge, application of skills and attitude or disposition to ABE learners IV. Written reflections on daily sessions

Locations Selected for Mapping of Potential Businesses (Sponsors) for Learner Internships

Bong Locations

Palala Gbanga

Gbatala,Voloblia,Maimu & Totota Sanoyea Bong Mines Zoewenta, Garmu, Dolobia Nimba Saniquelle,Seyi-geh & Du-Taiyee Sopea, Makinto, Bosonor, Zolowee, Mao, Flowin Tondee, Ganta Sacleapea Graie,Tappita & Toweh Town Karnplay,Zualay &Kialay,Younlay &Sarkorlay Behplay, Kpairlay, Garplay, Senlay Yekepa,New Yekepa,Gbapa &Gbleyee

Lofa Voinjama Foya Kolahun Zorzor Salayea

Grand Bassa Buchanan Dolos Town Gorblee/Gardour Marblee Bokay Town

Montserrado Duport Road, Wood Camp, Jacobs Town

New Georgia, Barnersville, Somalia Drive (Double Bridge towards Jamaica Rd Junction) Bensonville, Careysburg, Kakata UN Drive, Central Monrovia, Waterside Sinkor, Matadi, Johansen Redlight, Neezo Duala, St. Paul's Bridge, New Kru Town, Freeport, Logan Town Kendeja, Thinkers Village, ELWA, Zubah Town Nyehn, Pleemu,Goba Town & Kattor Town

Reporting Allegations of Fraud, Waste or Illegality

GENERAL

EDC requires its trustees, officers, and employees to observe high standards of business and personal ethics in the conduct of their duties and responsibilities. All employees and representatives of EDC are expected to fulfill their responsibilities honestly and ethically and must comply with all applicable laws and regulations. EDC’s expectations of acceptable employee conduct is formalized in the organization’s Code of Business Conduct and it is expected that all staff conducting business with vendors abide by these guidelines. Similarly, it is expected that all vendors who have worked, are currently working, or intend to work with EDC will likewise practice and apply ethical business practices in all stages of their work for EDC and otherwise comply with EDC’s Code of Business Conduct. Vendors found in violation of this policy may have their bids withdrawn or their services terminated and may find themselves to be the target of legal action by EDC.

This Policy is based on the Whistleblower Policy applicable to EDC staff and is intended by extension to apply to all vendors to: address any allegations of fraud, waste or illegality that may include (but is not limited to) any of the following: demand for kickbacks, requests to inflate costs other than prices originally provided by vendors, requests for falsified receipts, documents and or invoices, or other violation of the laws and regulations that govern EDC’s receipt and use of USAID funds Please note that as a recipient of USAID funding, its rules and regulations are critical and compliance with those rules and regulations is required.

Covered Individuals

This policy applies to all suppliers of goods and/or services to EDC.

Reporting Violations

All suppliers of goods and services to EDC are encouraged to share their concerns or complaints with EDC’s Chief of Party, Deputy Chief of Party for Finance and Administration and/or EDC’s General Counsel .

If a vendor, contactor, sub-contractor or consultant has any knowledge of any fraud, waste, or illegality involving EDC, this policy requires those vendors to report the violation through the Chief of Party, the Deputy Chief of Party for Finance and Administration and/or disclose it to EDC’s General Counsel. Such reports may be made on a confidential and anonymous basis. EDC’s Office of Legal Affairs is responsible for investigating and resolving all reported complaints and allegations raised under this policy. If the allegations involve either the Chief of Party, any of the Deputy Chiefs of Parties and or other members of the senior management team, reports can then be made directly to EDC’s General Counsel.

No Retaliation • This policy is intended to encourage and enable contractors to raise serious concerns within EDC about compliance with applicable laws and regulations. Anyone filing a complaint concerning fraud or illegality involving EDC’s employees or use of EDC’s resources must act in good faith and have reasonable grounds for believing the information disclosed indicates a violation. While EDC may terminate the vendor’s services for valid business reasons,this policy prohibits EDC from taking any adverse action against vendors solely because they have made a report to EDC of wrongdoing or illegality involving EDC staff. Such instances of wrongdoing include but are not limited to demand by staff for kickback or bribes or any payment outside the terms and conditions of the agreed to contracts; • Demand by staff for kickbacks or any payment as conditionality for being awarded a contract; Provision of information about competitors’ bids; • Suggestion by staff that bids should be revised inappropriately in order to be successful; • Requests by staff for inflation of costs for agreed services, and or misrepresentation of actual services needed, with the expectation to increase the cost of services to EDC.

Any EDC employee who, based on such report, takes an inappropriate and unauthorized adverse action against a vendor/contractor who has reported a suspected violation in good faith may be subject to discipline, up to and including termination of employment. While EDC does not anticipate abuse of the process, any vendor/contractor who makes allegations that are proven to have been made maliciously (that is, without a good faith basis for believing a violation has occurred) may, for example, have contracts terminated.

Confidentiality

Violations or suspected violations may be submitted on an anonymous and confidential basis. Reports can be made to any of the following:

- Denise Clarke – Reeves, Chief of Party, 0880809239 ([email protected]) - Jane Akinyi, Deputy Chief of Party , Finance and Administration, 0888464947 ([email protected]) - Christine Filosa, General Counsel, [email protected] 0016176182247 - Through an online website administered by a third party – www.edc.ethicspoint.com

Reports of violations or suspected violations (whether reported anonymously or not) will be kept confidential to the extent possible and consistent with the need to conduct a thorough investigation.

Handling of Reported Violations

All reports made to EDC will be investigated promptly. All reports made to local representatives of EDC (i.e. the Chief of Party and Deputy Chief of Party for Finance and Administration) will be shared with the Office of Legal Affairs. EDC may ask reporters for additional information, or may ask others to participate in the investigation, or may ask the reporter to not disclose the complaint to anyone else. EDC will take appropriate corrective action based on the findings of the report. M&E Indicator Table: Y4 Q3

Goal: Improved capacity of government institutions and NGOs to provide quality alternative basic education services and social and leadership development and livelihood programs for out-of-school young adults, ages 13-35who are un-schooled or out of school and have no or marginal literacy.

Indicator Type Indicator Description Year 4 Target Year 4 Quarter 3 April 1-June 30, 2015 Comments

STRATEGIC OBJECTIVE 1: Capacity and Sustainability: MoE and CBOs have the capacity to support and manage alternative basic education programs in Liberia with efficiency, effectiveness, Intermediate Result 1: Increased institutional capacity to plan, budget, deliver and measure Alternative Basic Education for youth Sub-Intermediate Result 1.1: MoE is able to set national ABE policies, prepare annual implementation plans and budgets, and train, support and monitor ABE teachers based on evidence of best practices Advancing Youth Custom Indicator (Type: 1.1 Increased institutional capacity of National and county level ICAs delayed Outcome) collaborating MoE units due to changes in MoE Administration. 80% of units To be implemented next quarter.

F-Indicator IIP 3.2.1 38: Number of laws, 1.2 Revised and updated ABE policy Final draft PQS to be completed based policies or guidelines developed or modified to on Action Research carried out in Q2 and 0 0 improve primary grade reading programs or Q 3; to be reported next quarter. increase equitable access (Type: Output) F-Indicator IIP 3.2.1-3: Number of 1.3 Number of administrators and 15 New (Male 12, Female 3) administrators and officials successfully trained officials successfully trained through with USG support (Type: Output) Advancing Youth activities Total 139 (Male 123, Female 16) 0 New (233 total)

F-Indicator IIP 3.2.1-43: Total number of person 1.3.1 Total number of person hours of hours of administrators and officials successfully administrators and officials successfully 14912 Total 3,308 (Male 2,924, Female 384) trained (Type: Output) trained through Advancing Youth activities F-Indicator IIP 3.2.1-18: Number of Parent 1.4 Number of school governance Teacher Association or similar “school” structures supported by Advancing Youth 0 New (150 total) Total 25 (5 sites per county) governance structures supported (Type: Output)

Sub-Intermediate Result 1.2: Selected local institutions will have the capacity to partner with MoE to deliver quality ABE instruction, and/or promote entrance and persistence in ABE

Advancing Youth Custom Indicator (Type: 1.5 Increased organizational capacity of OCAs to be implemented next quarter Outcome) collaborating CBOs/NGOS 80% of orgs

Sub-Intermediate Result 1.3: A comprehensive ABE curriculum is developed and implemented Advancing Youth Custom Indicator (Type: 1.6 ABE curriculum for all levels is Completed. Output) drafted and/or refined in coordination 0 with MoE

F-Indicator IIP 3.2.1-33: Number of textbooks 1.7 Number of Advancing Youth TLM and other teaching and learning materials (TLM) developed (or procured) and distributed 40,000 40,980 provided with USG assistance (Type: Output)

F-Indicator IIP 3.2.1-34: Number of 1.8 Number of standardized learning standardized learning assessments supported by assessment tools supported by 0 0 USG (Type: Output) Advancing Youth Intermediate Result 2: Increased access to relevant basic education and life, work and technical skills training for out-of-school youth Sub-Intermediate Result 2.1: Strategies for recruiting and retaining youth, especially young women, are planned and implemented F-Indicator IIP 3.2.1-14: Number of learners 2.1 Number of youth enrolled in the ABE enrolled in primary schools or equivalent non- program New 5,347 (Male 1,796, Female 3,551) school based settings with USG support (Type: 4,000 (cohort 6) output) Total 10,341 (Male 3,434, Female 6,907)

Advancing Youth Custom Indicator (Type: 2.1.1 Number of youth who have 2600 1,625 (Male 601, Female 1,024) Output) completed an ABE level F-Indicator IIP 3.2.1-35: Number of learners 2.1.2 Number of Advancing Youth receiving reading interventions at the primary learners receiving reading interventions New 5,347 (Male 1,796, Female 3,551) level (Type: output) at the primary level (levels 1-3) 4,000 (cohort 6) Total 10,341 (Male 3,434, Female 6,907)

EQUIP 3 Indicator: Number of youth enrolled in 2.1.3 Number of Advancing Youth work readiness training (Type: output) learners enrolled in work readiness New 5,347 (Male 1,796, Female 3,551) training 4,000 (cohort 6) Total 10,341 (Male 3,434, Female 6,907)

EQUIP 3 Indicator: Number of youth completing 2.1.4 Number of Advancing Youth Data indicated is for 2013-2014 work readiness training (Type: output) learners who have completed work 2600 1,625 (Male 601, Female 1,024) enrolement readiness training EQUIP 3 Indicator: Number of youth enrolled in 2.1.5 Number of Advancing Youth NFE training (Type: output) learners enrolled in NFE training New 5,347 (Male 1,796, Female 3,551) 4,000 (cohort 6) Total 10,341 (Male 3,434, Female 6,907)

EQUIP 3 Indicator: Number of youth completing 2.1.6 Number of Advancing Youth Data indicated is for 2013-2014 NFE training (Type: output) learners who have completed NFE 2600 1,625 (Male 601, Female 1,024) enrolement training F-Indicator IIP3.1.1-66: Number of targeted 2.1.7 Number of youth reached through L1 and L2 learners from 2013-2014 population reached with individual and/or small ABE’s life skills (HIV) curriculum and enrolemnt who succesfully completed group HIV prevention interventions that are materials 1,428 (Male 502, Female 926) Life Skills curriculum based on evidence and/or meet minimum standards (Type: direct/output) F-Indicator IIP 3.2.1-36: Number of schools 2.2 Number of Advancing Youth sites using Information and Communication using ICT due to the intervention TBD 0 Technology due to USG support (Type: Output)

Sub-Intermediate Result 2.2: ABE facilitators (both government and non-government) have the capacity to effectively teach all levels of the ABE curriculum F-Indicator IIP 3.2.1-31: Number of 2.3 Number of Advancing Youth 33 New (Male 29, Female 4) teachers/educators/teaching assistants who facilitators who successfully completed successfully completed in-service training or training Total 440 (Male 351, Female 89) received intensive coaching or mentoring with 0 New (600 total) USG support (Type: Output)

F-Indicator IIP 3.2.1-41: Total number of person 2.3.1 Number of person hours of hours teachers/ educators/teaching assistants facilitators who successfully trained who successfully completed in-service training or through Advancing Youth activities 38400 10,520 (Male 8,384 Female 2,136) received intensive coaching or mentoring with USG support (Type: Output)

F-Indicator IIP 3.2.1-44: Number of teachers in 2.3.2 Number of Advancing Youth USG supported programs trained in how to facilitators trained in how to support 33 New (Male 29, Female 4) support learners psychological well-being (Type: learners psychological well-being Total 440 (Male 351, Female 89) output) 0 New (600 total)

Sub-Intermediate Result 2.3: ABE students have improved literacy, numeracy, work readiness, health and life skills F-Indicator IIP 3.2.1-28: The proportion of 2.4 Proportion of Advancing Youth Evaluation data to be analysed students who, by the end of the primary cycle, students, who by the end of ABE level 3 are able to read and demonstrate understanding (primary school equivalent) are able to 0 0 as defined by a country curriculum, standards, or read and demonstrate understanding as national experts (Type: outcome) defined by MoE standards

F-Indicator IIP 3.2.1-27: The proportion of 2.5 Proportion of Advancing Youth Evaluation data to be analysed students who, by the end of two grades of students, who by the end of two levels primary schooling, demonstrate that they can are able to read and demonstrate that 0 0 read and understand the meaning of grade level they can read and understand the text(Type: Outcome) meaning of grade level text Advancing Youth Custom Indicator (Type: 2.6 Proportion of youth who score at Evaluation data to be analysed Outcome) least 70% on work readiness 0 0 assessment

See indicator 2.1.4 for indicator on 2600 1,625 (Male 601, Female 1,024) health Intermediate Result 3: Increased access to sustainable livelihood pathways for targeted youth Sub-Intermediate Result 3.1: National and county-level alliances for youth employment are established to provide work-based learning, skills training, and entrepreneurship opportunities for targeted youth Will be measured through action research as well as indicators 1.1 and Same as 1.1 As 1.1, 1.5 1.5 Sub-Intermediate Result 3.3: Young (especially women) are linked to relevant and realistic livelihoods skills opportunities F-Indicator EG 4.6.3-2: Number of people 3.1 Number of youth gaining employment Evaluation data to be analysed gaining employment or better employment as a or better employment result of participation in USG-funded workforce 0 0 development project (Type: outcome)

F-Indicator EG 4.6.3-9: Person hours of training 3.2 Number of person hours completed Total hours:152,980 (Male 48,694, Based on completion figures for only completed in workforce development supported in Advancing Youth workforce Female 104,286) Level 1 & 2 learners (2013-2014 by USG assistance (Type: output) development activities 115,668 ( Male 40,662, Female 75,006) - enrolment) 324000 ABE curriculum LOIC learners completing 12 months 37,312 (Male 8,032, Female 29,280) - technical skills training LOIC curriclum F-Indicator EG 4.5.2-7: Number of individuals 3.3 Number of Advancing Youth who have received USG supported short-term participants who have received short- agricultural sector productivity or food security term agricultural sector productivity 1600 0 training (Type: output) training