Sub Regional Training Workshop on Monitoring & Evaluation for Youth Ngos

Sub Regional Training Workshop on Monitoring & Evaluation for Youth NGOs

New Delhi, Kota, December 16-21, 2005

Organized by United Nations Educational Indian Committee of Scientific, and Cultural Youth Organizations Organization ICYO

Workshop Report

Compiled by Seetharam Mukkavilli, Ph.D. PMP DevTech Solutions Inc. [email protected]

Edited by the Section for Youth, Bureau of Strategic Planning UNESCO February 2006

1 Table of Contents

SUB REGIONAL TRAINING WORKSHOP ON MONITORING & EVALUATION FOR YOUTH NGOS...... 1

EXECUTIVE SUMMARY...... 3 ACKNOWLEDGMENTS...... 4 GLOSSARY...... 5 BACKGROUND AND INTRODUCTION...... 7 DAY ONE: PROJECT BACKGROUND AND MEASURING EMPOWERMENT OF ADOLESCENT GIRLS ...... 9 DAY TWO: STATUS UPDATE, RESULTS OF MONITORING AND EVALUATION AND THE WAY FORWARD...... 12 DAY THREE: IDENTIFYING THE MONITORING AND EVALUATION PRIORITIES, PARTICIPATORY APPROACHES, ROLES AND RESPONSIBILITIES OF KEY ACTORS FOR PHASE III...... 15 DAY FOUR AND FIVE: LEARNING FROM THE FIELD...... 17 DAY SIX (FINAL DAY): REVIEWING INDICATORS, DEVELOPING WORK PLANS AND PREPARATION OF ROLES AND RESPONSIBILITIES FOR DATA COLLECTION AND FOLLOW-UP ACTION DURING PHASE III...... 19 ANNEX-1 LIST OF PARTICIPANTS...... 25 ANNEXE-2: WORKSHOP AGENDA...... 31 ANNEXE-3: INDICATORS AND WORKPLANS...... 35

UNESCO – ICYO

2 Sub Regional Training Workshop on Monitoring and Evaluation for Youth NGOs CCT project ‘Breaking the Poverty Cycle of Women’ 16 – 21 December 2005, New Delhi and Kota (India)

Executive Summary

A 6-day sub-regional training workshop for NGO representatives involved in the Monitoring and Evaluation component of the UNESCO pilot project ‘Breaking the Poverty Cycle of Women’ was organised by UNESCO jointly with ICYO (Indian Committee of Youth Organizations) in New Delhi and Kota, India from 16 to 21 December 2005.

Based in four countries of South Asia, the main objective of the UNESCO pilot project ‘Breaking the poverty cycle of women’ is to empower young people, in particular out-of- school adolescent girls aged 12 to 18/19 to become agents of social transformation in their communities. This ambitious programme comprises a number of interlocking components to promote education and skills development, awareness of science and application of technology, micro-finance for entrepreneurship, health and legal counseling, the mobilization of families and the wider community as well as the development of guidelines for related policy.

In accordance with UNESCO’s strategy of action with and for youth, which strives to involve young people as equal partners in all aspects of project planning, implementation and evaluation, the Section for Youth has collaborated since 2003 with local youth NGOs in charge of the Monitoring and Evaluation component of the project. Peer-group Monitoring and Evaluation - the innovative approach applied and tested in this framework - was expected to generate a better reflective mechanism to evaluate progress from the recipient’s (i.e. the young girls’) viewpoint and to contribute to the capacity- building of youth organizations active in social development.

The aims of the training workshop were to: a. Reflect upon the past experiences in planning, monitoring and evaluation and develop the way forward b. Sensitise the participants about the concept and measurement of empowerment including the development and use of indicators to track progress

The workshop participants were comprised of representatives from project implementing NGOs and youth NGOs partnering on the Monitoring and Evaluation component of the project from Bangladesh, India, Nepal and Pakistan. In addition, the organizers invited other youth NGOs active in the field of social development from the four countries. Using a combination of lectures, group exercises, field visits and teamwork, the workshop participants gained an understanding of the concept and measurement of empowerment. They specifically looked at social, educational and economic dimensions

3 of empowerment in the context of the UNESCO pilot project being carried out in the four countries.

The participants presented their country experiences in project implementation, experiences in monitoring and evaluation to identify the lessons learnt and map a future strategy for the third phase of the project. They also decided to strengthen the collaboration between the implementing NGOs and youth NGOs for increased effectiveness. The field visit to Doosra Dashak, Indian implementing NGO provided the social laboratory wherein the participants observed the project activities implemented on the ground, interviewed adolescent girls and listened to staff presentations to understand the practical side of assessing changes in the lives of the beneficiaries.

The participants, guided by presentations and lectures, worked in small groups to develop the blue print to identify indicators to measure empowerment of adolescent girls in social, educational and economic realms. They developed output level, outcome level and impact level indicators that sensitised them to the differences between the different levels, in quest of project goal accomplishment. Towards the end, each country team prepared a work plan on peer-group monitoring and evaluation including documentation in the third and final phase.

Acknowledgments The organization of a training on peer-group Monitoring and Evaluation for youth NGOs follows the recommendations made at the Sub regional Project Team Meeting held in Dhaka (Bangladesh) in March 2004. Originally envisaged to be organized in cooperation with UNESCO/Islamabad in early 2005, the project had to be postponed several times due to security concerns and eventually had to be cancelled owing to the Office’s pressing responsibilities following the earthquake that struck Northern Pakistan in October 2005. Consequently, the decision to organize the workshop in New Delhi in December 2005 was taken at a very short notice and posed a number of logistical challenges.

We would therefore like to extend our immense gratitude to the co-organizer ICYO for their outstanding commitment, inexhaustible energy and hospitality which was key to the ‘last-minute’ success of the workshop. We would also like to thank the team leader Ms Sayeeda Rahman (Section for Literacy and Non-formal Education) and Ms Mariama Saidou-Djermakoye (Bureau of Strategic Planning) who greatly facilitated the planning of the workshop, as well as the colleagues of the UNESCO Office in New Delhi for the cooperation extended.

We are equally grateful to the team of Doosra Dashak, which arranged for the smooth running of the field visits to the project sites in rural Rajasthan and the meetings with local communities and adolescent girls. The trainer of the workshop, Mr Seetharam Mukkavilli, made a tremendous contribution to the success and richness of the meeting and showed an outstanding flexibility to accommodate participants’ learning needs.

4 And finally, we would like to thank all the local people in the villages we visited for their time and the willingness to share their experience, concerns and aspirations with us.

Section for Youth

Glossary

AMAL Human Development Network AMAL is a non-profit organization working in the field of education, gender, reproductive health and technical capacity-building for other NGOs. AMAL has a number of youth-related projects and initiatives, one of which is the YES (Youth Empowerment Skills) programme for street-living and working children and youth focused on raising awareness and providing counselling services. YES Quetta has been the Monitoring and Evaluation Partner of the CCT project ‘Breaking the Poverty Cycle of Women’ since its phase II (2005)

‘Breaking the Poverty Cycle of women’ project This project – part of a series of innovative UNESCO pilot projects aimed at the eradication of poverty, especially extreme poverty – seeks to empower out-of-school adolescent girls through a holistic programme combining education and skills development, awareness of science and application of technology, micro- finance for entrepreneurship, health and legal counselling. Implemented in four countries of South Asia (Bangladesh, India, Nepal and Pakistan), the programme also seeks to mobilize communities to the goal of empowering adolescent girls and to develop policy guidelines for advocacy at the national and sub regional level.

CeLRRD The Centre for Legal Research and Resource Development is the local implementing partner of the CCT project ‘Breaking the Poverty Cycle of Women’ in Nepal. Its fundamental goal is to accelerate processes of systemic change in society, by fostering widespread understanding of the rule of law and unrestricted access to free and fair justice. To secure gender equality, CeLRRD has worked to increase the participation of women in development and political processes.

CCT Project – Cross-cutting Theme Project UNESCO’s Medium-Term Strategy for the period of 2002-2007 designates two cross-cutting themes, chosen for their high degree of priority and their topicality and requiring for the convergence of a wide variety of approaches, disciplines and skills. 1) Eradication of poverty, in particular extreme poverty and 2) The contribution of new information and communication technologies to the development of education, science, culture and the construction of the knowledge society Under both themes, a variety of intersectoral and interdisciplinary projects ranging from targeted research to policy formulation and involving piloting and testing of solutions to concrete problems, be they regional or sub regional, have been implemented.

DAM A non-governmental development organization established in 1958, Dhaka Ashania Mission covers diverse areas of socio-economic and cultural development for improving the life situation of the disadvantaged groups in society. DAM is a pioneer in Bangladesh in setting up structured post-literacy and continuing education programme through Ganokendra, the Community Learning Centres. Implementing partner of the CCT project ‘Breaking the Poverty cycle of women’ in Bangladesh

Doosra Dashak A Hindi word meaning the Second Decade, Doosra Dashak was launched by the Foundation for Education and Development for the education of people in the 11-20 age groups. The strength of Doosra Dashak lies

5 in its close collaboration with governmental and non-governmental agencies and its strong community base, i.e. the organization of collectives of women and youth with a focus on human rights, gender equity and livelihood security. Implementing partner of the ‘Breaking the Poverty Cycle of Women’ project in India

IDSP The Institute for Development Studies Pakistan is an institute of social science research and an important NGO engaged in development activities in the field. Its strengths include an emphasis on rigorous planning and active involvement of stakeholders such as the local community, provincial Government and local NGOs. Implementing partner of the CCT project ‘Breaking the Poverty cycle of Women’ in Balochistan province (Pakistan)

ICYO The Indian Committee of Youth Organizations is an umbrella structure for Indian youth organizations; its main thrust is the provision of capacity-building to member organizations, advocacy, research and information and the creation of networks and forums for exchange. Monitoring and Evaluation Partner of the CCT project ‘Breaking the Poverty Cycle of Women’

Nari Maitree NGO established in 1983 with the main objective of developing innovative approaches and programmes, particularly to provide primary health care services, legal counselling and skills training to the under privileged populations living in urban slums and rural areas of Bangladesh. Implementing partner of the CCT project ‘Breaking the Poverty cycle of women’ in Bangladesh

Peer-group Monitoring and Evaluation (M & E) An innovative approach of Monitoring and Evaluation tested by the Section for Youth (UNESCO) in the framework of the ‘Breaking the Poverty Cycle of Women’ project, peer-group M & E is a reflective mechanism to evaluate the project from a beneficiaries’ perspective, i.e. the point of view of the young girls. Local youth organizations (peers) are charged with undertaking field visits to the projects sites and collect data and information through observations and interviews and focus group discussions with the young girls and their communities. This mechanism seeks to elicit new perspectives on the learning needs of project beneficiaries and the different dimensions of empowerment in the specific context of the project.

UNESCO United Nations Educational, Scientific and Cultural Organization (www.unesco.org)

Youth Initiative Nepal Youth Initiative is a youth-led and youth-run NGO in existence since 1999. YI seeks to inform, empower and involve young people in all spheres of society by means of training camps, discussions, conferences and own projects. Its main function is to provide a forum for youth capacity-building and for advocacy for youth issues on all levels. Monitoring and Evaluation Partner of the CCT project ‘Breaking the Poverty Cycle of Women’

YPSA Young Power in Social Action is a voluntary youth organisation in existence since 1985. Its mission is to contribute to the participation of the poor and vulnerable population to bring about their own and society’s sustainable development. YPSA formulates and implements various projects in the area of health, the protection of the environment, education, micro-finance, education and institution-building. Monitoring and Evaluation Partner of the CCT project ‘Breaking the Poverty Cycle of Women’

6 UNESCO – ICYO Sub Regional Training Workshop on Monitoring and Evaluation for Youth NGOs CCT project ‘Breaking the Poverty Cycle of Women’ 16 – 21 December 2005, New Delhi and Kota (India)

Background and introduction

The ‘Breaking the Poverty Cycle of Women’ Project The project – which started in 2002 - has gone through two phases. The first phase (2002/2003) focused on the development of the project framework, the setting-up of delivery mechanisms in the four countries and the development of networks for sharing information and knowledge. The second phase focused on consolidating existing activities including sharing the lessons learnt with policy makers in governments to scale- up project mechanisms and raising awareness on educational strategies for out-of-school adolescent girls.

In this context, the workshop aimed at consolidating the gains of the first two phases and focused on planning, monitoring and evaluation aspects of the next and final project phase. In this regard, the implementing NGOs were asked to prepare presentations on the state of project implementation and the way forward. Similarly, partner youth NGOs (those entrusted with monitoring and evaluation) were asked to share the lessons learnt in monitoring and evaluation of the project along with the major findings. Thus the participants did considerable preparation prior to coming to the workshop. Background papers on the concept and measurement of empowerment as well as on the development of indicators were shared with the participants prior to their arrival. Similarly the draft agenda was shared for feedback. Due to reasons beyond control, the workshop had to be organised at a very short notice.

Organisation of the report

The brief workshop report is organised along the main themes of discussion spread over the six days of the workshop. Beginning with the inaugural session, this report presents the salient points of discussion, while moving chronologically along the days of the workshop. Besides the summary of select presentations, it also presents samples of indicators developed by the participants as exemplars of the learning and sample of the monitoring and evaluation work plans for phase III. Finally, the draft agenda of the workshop, the list of participants and detailed workplans and indicators developed are presented as annexes to the report.

Objectives of the workshop

 Share the findings and lessons learnt from the peer-group M & E of the pilot project 'Breaking the poverty cycle of women'  Reinforce youth NGOs' capacity-building in peer-group monitoring and evaluation

7  Further develop methodological framework and appropriate indicators for assessing 'empowerment' processes (in the context of the project)  Strengthen youth NGOs' capacity to raise awareness of national policy-makers on the educational needs of out-of-school adolescent girls and marginalised young people and on the importance of youth participation in development strategies and programmes

Participant profile

Altogether 32 participants (including 10 women) from project implementing NGOs, youth NGOs and UNESCO took part in the training workshop. Besides, project partners in Bangladesh, India, Nepal and Pakistan, officials from UNESCO/Dhaka, UNESCO/New Delhi, and the Section for Youth (Bureau of Strategic Planning) UNESCO/Paris were also present.

Inaugural session

At the outset, ICYO, the project’s Indian youth organisation and the local host, welcomed all the participants and the guests. Dr. Huma Masood, National Programme Officer for Education, UNESCO/New Delhi welcomed the participants and outlined the salient features of UNESCO’s four country project titled, ‘Breaking the poverty cycle of women: Empowering adolescent girls to become agents of social transformation in South Asia’. She advised the participants to review the existing monitoring and evaluation system and explore the way forward for project evaluation in the final phase. She referred to the unique blend of Science, Education and Communication in addressing poverty among girls aged 12-18/19 years of age. She also stated that the project in India succeeded in influencing policy making.

Dr. Maria Helena Henriques Mueller, Chief, Section for Youth, UNESCO Headquarters at Paris welcomed those present and thanked ICYO for organising the workshop at a short notice. The presentation centred on the background of the project, workshop objectives, program schedule and the modalities. The project in substance is an accelerated comprehensive education package for out-of-school adolescents living in poverty. As an inter-governmental organisation, UNESCO works with governments at all levels to bring about lasting changes in policies in pursuit of the Millennium Development Goals. The project experienced various constraints relating to inter- organisational communication, availability of resources and co-ordination that need to be addressed. Referring to the highlights of Phases I and II, Dr. Henriques-Mueller called for a systematisation of the monitoring and evaluation to understand the results of the projects in a better way. She highlighted the need to develop appropriate policy guidelines for Phase III and stressed the necessity of various forms of documentation to be produced for policy-making and replication of the initiative. The project lessons need to be shared with others, including youth organisations.

8 Dr. S.N. Subba Rao, Chairman, Indian Committee of Youth Organisations (ICYO) and Director, National Youth Project inaugurated the workshop. Dr. Rao recalled the great examples set by Mahatma Gandhi and Vinoba Bhave in pursuit of world peace and cultural integration. Reminding the audience about the UN Decade for a Culture of Peace and Non-Violence for the Children of the World (2000-2010), Dr. Rao felt that the world does not need mass production, but production by masses. Similarly, jobs must go to villages so that men and women get work. Thereby villagers are not forced to migrate to cities. A sense of oneness with the neglected is promoted by ICYO through youth camps. He hoped the workshop would help realise a ‘new society’, where everybody is happy and free from hunger. At the end of the speech, the participants sang a Hindi language song titled ‘Victory to the world’ with Dr. Rao in the lead. The inaugural session concluded with a vote of thanks by Mr. Ravi Narayan, Secretary General, ICYO, New Delhi.

After the inaugural session, participants introduced themselves and shared their expectations from the workshop. This was followed by a prolonged discussion on the Concept and Measurement of Empowerment facilitated by the trainer. The session was followed by group discussions: participants divided themselves into three groups and discussed about how to measure empowerment and aspects of empowerment should be addressed in the context of the project. The three groups in particular looked at social and political empowerment, educational empowerment and economic empowerment. Then the groups presented their group reports followed by a plenary discussion.

Day One: Project background and Measuring Empowerment of Adolescent Girls

Project background and Workshop Overview: Dr. Maria Helena Henriques Mueller

9 Summary of presentation  The UNESCO programme ‘Breaking the Poverty Cycle of Women: Empowering adolescent girls to become agents of social transformation’ is an integrated capacity building programme targeting poverty and human rights. Its elements are basic education (including skill training, health and legal education), communication, science, income generation/micro finance, and monitoring and evaluation by youth NGOs  Its bottom-up approach pilot tests innovative interventions and institutional networking to break women’s poverty cycle. It also serves as a learning ground for policy debates, sharing of experiences and scaling up best practices into national, regional and global policy-making  The regional project went through two phases and is entering its third phase. The first two phases helped build a shared understanding regarding mechanisms of implementation, established a situational analysis of out-of-school adolescent girls in the four countries, raised policy makers’ awareness of educational needs of this particular group, and initiated the establishment of sub-regional networks. The project reached 6000 adolescents living in poverty, mobilised local communities and created Science and Communication/Community Learning Centres in rural communities.  Insufficient mechanisms of follow-up activities, lack of communication and coordination within and outside of UNESCO and the lack of adequate resources and support for appropriate application of an innovative framework resulted in varied progress as concerns the continuity of initiatives, the definition of target groups, the full-fledged development of all project components and the degree of related policy advocacy from country to country  The focus of the Phase III will be on the documentation and dissemination of lessons learnt to create supportive policy environment for out-of-school adolescents. In particular, policy guidelines on peer-group monitoring and evaluation addressed to national authorities, UN agencies and other development partners will be developed.  The training workshop seeks to strengthen capacities of implementing and youth NGOs by integrating measures of empowerment, raising awareness of policy makers and preparing to promote youth participation in development processes.

10 Concept and measurement of Empowerment – S. Mukkavilli

Summary of presentation

 Focus on empowerment is rooted in the history of development ideology, starting with the trickle-down theories of the 1960s, needs-based approaches of the ‘70s to the rights-based approaches of the ‘90s

 Empowerment is a dynamic process by which the have-nots gain access and control over resources, which they lack, by increased leverage of power.

 The psychological, economic and social dimensions of power manifest themselves in self-confidence, building relations and access to resources

 There are 8 steps in monitoring and evaluation of empowerment, ranging from definition, indicator development to analysis.

 In order to measure empowerment, it is vital to identify the factors of empowerment. These include access to infrastructure, health, education, participation, exercise of rights, social organisation and technology.

 Scoring methods assist in measuring qualitative data.

 Challenges may arise in measuring intangibles such as self-dignity, self- confidence, emotional security, decision-making and access to power. Constraints may also arise while negotiating forces that are resistant to change.

Educational, Economic and Social Empowerment of Adolescent Girls

The participants formed into three groups and attempted to develop strategies on conceptualisation and measurement of educational, economic and social (including political) empowerment of adolescent girls in the context of the project. In this process, they tried to define empowerment as practically as possible to suit field conditions. Some groups used the eight-step process described in the paper/hand-out provided to them.

All the groups identified the key elements of empowerment in relation to their group themes. These were presented to the plenary and refined. The group on social empowerment attempted to list the different elements such as parental acceptance of the importance of education for girls, parental attitudes towards daughters’ age at marriage, permission for girls to go outside the home, etc. which are important to understand the degree of empowerment for adolescent girls. The group on economic empowerment looked at employment access, participation in skill development and the role of micro- finance.

11 Day Two: Status Update, Results of Monitoring and Evaluation and the Way Forward

Breaking the Poverty Cycle of women: Empowering Adolescent Girls to become Agents of Social Transformation - Country Presentations from implementing partners and youth NGOs Implementing NGOs: Status update and way forward Youth NGOs: Monitoring and Evaluation update/major findings

The project is implemented in each of the four countries by one or more non- governmental organisations (implementing NGOs). Similarly, in each country, using the peer-group monitoring approach, the projects are monitored and evaluated at pre- determined intervals by youth led non-governmental organisations (youth NGOs).

For each country, implementing NGO(s) and youth NGO(s) made presentations at the workshop. In alphabetical order teams from Bangladesh, India, Nepal and Pakistan presented. The implementing NGOs focused on their strategy for empowering adolescent girls, project activities and operational issues. Youth NGOs presented their approach to monitoring and evaluation, details of the designs and methodology used, sampling, data collection, and salient findings. They also presented the management issues affecting their work. All presentations broached on good practice.

Presentations at the workshop: List of Implementing and Youth NGOs

Country Implementing NGO(s) Youth NGO Banglades Dhaka Ashania Mission (DAM) Young Power In Social h Nari Maitree (NM) Action(YPSA) India Doosra Dashak (DD) Indian Committee of Youth Organisations (ICYO) Nepal Centre for Legal Research and Resource Youth Initiative Nepal (YI) Development (CeLRRD) Pakistan Institute for Development Studies and AMAL Human Development Practices (IDSP) Network (AMAL)

The presentations were very rich in content and stimulated extensive discussion on the project planning, implementation, monitoring and evaluation aspects. They also covered issues such as alignment between local practice and government policy changes at national and sub-regional levels, through advocacy. The teams also focused on key issues/themes concerning monitoring and evaluation including best practices/major dimensions of the project, e.g. gender equity, non-formal education, micro-credit, advocacy, scaling-up, income generation, ICT, etc. The presentations and the discussions that followed consumed a significant part of the time.

While there are commonalities in programming across the countries, some issues were specific to local contexts. For instance, Maoist insurgency was unique to Nepal and so were its implications on monitoring and evaluation by the partner youth NGO. While the

12 implementing NGO in Bangladesh spoke of a good market for the products of skills- training program participants, Pakistan’s implementing NGO mentioned marketing as a challenge in micro-finance. Thus, even though objectives were similar, business models differed widely. Except India, all countries used non-residential centre-based approaches to educate adolescents.

A group session in progress at the training workshop

Summary of country presentations A. Project implementation

Successes  Raising money through user fee from micro-finance participants to sustain Learning Resource Centres, beyond project life  Use of solar power for fan and light for office functioning  Participation of trained adolescent girls in village self-government bodies  Integration of science education with personal health and hygiene  Residential camp model – educating youth for 3-5 months at a stretch followed by 6-monthly monitoring of progress for three years  Popularisation of science through ‘rural science fairs’  Launching of Radio and Science clubs  Organisation of rallies and campaigning for enabling environment for adolescent education and empowerment

13  Community contribution for operating project activities  Excellent marketing mechanisms to support skill training (in one country)

Challenges  Problem of access to telephone to teach Internet skills  Power breakdowns affecting functioning of computer centres  Limitation of solar power for use with computers  Shortage of scientists to implement science education activities  Reduction in project locations from 4 to 2 due to Maoist insurgency  Marketing of the produce of the micro-finance participants (in one country)

B. Project monitoring and evaluation

Main findings  Increase in literacy rate among target group  Girls gain self confidence to challenge their parents and communities  Coverage of social issues such as polygamy  Group resolution of marriage-related problems  Use of REFLECT methodology for adult literacy  Support for girls/women in the form of low-interest emergency loans  Program participants age range is wide (8 years to 35 years)  Girls negotiate continued participation in project centres even after marriage  Use of government/other standards to certify trainees of literacy/non-formal centres

Methodological and management issues  Inadequate co-operation and co-ordination between project partners  Limited sharing of information between implementing NGOs and youth NGOs  Need for clarity on use of terminology- e.g. what does ‘literacy’ mean  Timing of monitoring visits  Track status of beneficiaries migrating from project areas  Non-suitability of male evaluators to interview adolescent girls  Inadequate time provided for program evaluation

Key recommendation Institutionalisation of the relationship between youth NGOs and implementing NGOs – Implementing NGOs and youth NGOs agreed on the need for an even closer collaboration as youth NGOs provide an external perspective on the project and can contribute to its implementation (e.g. by providing skills training)

14 Wrap-up of country presentations – S. Mukkavilli

Broadly, the country presentations and the discussions concerning them covered:  Organisation and management of the project in all countries including partnership, communication and co-ordination.

 Program and services for youth – variety of interventions, age group, integration, contextual factors, delivery system, etc.

 Planning for Phase III by learning from earlier Phases of the project

 Integration between planning on one hand and monitoring and evaluation on the other- mechanisms and an enabling environment for it

 Monitoring and evaluation: Issues of methodology, selection of villages/centres/beneficiaries, definition of key terms (such as empowerment, literacy, etc.), commonality of tools, field logistics, indicators, migration, etc.

Day Three: Identifying the monitoring and evaluation priorities, participatory approaches, roles and responsibilities of key actors for Phase III

After an introductory presentation by S. Mukkavilli on the theme, the participants divided themselves into three groups to identify the priorities for Phase III of the project. Groups discussed about planning, monitoring, documentation and evaluation aspects.

Group 1: Planning and design Expedite release of funds Need for active role of Field Offices Need for participatory planning Avoid changing the strategy but look at winding up issues such as documentation, analysis, etc.

Group 2: Documentation and monitoring Track changes in family and community life, using innovative tools. Ascertain which approach worked and what contributed to lives of adolescents Use diaries Document attitudinal, behavioural and process changes Peer evaluation is a good approach but it has limitations – it is suggested to use questionnaires with the people implementing the intervention – this will help understand the assumptions and triangulate the information.

Group 3: Evaluation Peer evaluation worked. Introduce a common framework for evaluation among youth NGOs Timing of evaluation is important

15 In reality, youth NGOs were only involved in evaluation though it is called monitoring and evaluation

Measuring Empowerment: Indicators, Sources of Information, Methods and Tools of Data collection

The sessions consisted of lectures and group discussions to reflect on the what, why and how of indicators.

Development of indicators for monitoring and evaluation – S. Mukkavilli

Summary of presentation

Functions of indicators: assess conditions and compare

Understanding SMART characteristics – specific, measurable, attainable, relevant and time-bound nature of indicators

Selection criteria: affordability, consistency, utility, etc.

Indicator chain: Goals, objectives, activities and results

Flowchart for indicator development: question, indicator, description, target, and source of data

Groups worked on participatory identification of simple indicators to track changes in educational, social and economic empowerment of out-of-school adolescent girls. Participants identified indicators at output level, outcome level and impact level along with description of the indicators and possible sources of information. These exercises enabled the participants to gain hands-on experience in developing and perfecting indicators.

Preparation of field visits: introduction, agenda, group projects

In this session, participants were briefed about the visit to the field site of Indian implementing NGO, Doosra Dashak in Rajasthan, India. As part of the agenda, the last three days of the workshop were scheduled at Kota, including day four and day five dedicated to field observation. Participants were divided into groups to visit different villages on both days of the field visit and interact with adolescents as well as observe the activities. Mr. Ravi Narayan of ICYO informed the participants about the logistical arrangements for the visit including details of the train journey from Delhi to Kota and the arrangements for accommodation and field visits. Thereafter, ICYO distributed commendation certificates for the participants. The same night participants departed for Kota by train.

16 Day Four and Five: Learning from the Field

The field visits were organised over two days to Bhawargarh in Kishanganj block. Doosra Dashak, Indian implementing NGO started the project in this area in May 2001. Two prominent community based organisations in this area are: a. Yuva Shakti Sanghatan (Youth Action Alliance) b. Jagrat Mahila Sanghatan(Women’s Action Alliance)

On the first day, local project staff welcomed the participants. Mr. Vijay Roy, Co- ordinator, Yuva Shakti Sanghatan explained the activities of the local community-based organisations working with the youth and the women. Using rights-based approaches, these organisations led campaigns in pursuit of the land rights and other entitlements of the poor.

Brief profile of the villages visited by workshop participants

Village name Distance(Km Populatio Familie Activities ) n s Nathan 25 290 60 Micro-finance, nursery Mahodari Khandela 25 1730 320 Library, science fair, land rights rallies Ghatti 6 1963 319 Women group, health training Khedia 26 444 74 Drought relief, youth training Jagdishpura 3 293 NA Women and youth groups Kherpur 15 560 112 Library training, election watch, famine relief Source: Doosra Dashak Project, Bhawargarh – brief profile of the villages to be visited, December 2005. Notes: The list of activities is not exhaustive. NA means ‘Not available’

The participants in three groups visited three villages. At the villages, workshop participants interacted with the village leaders, adolescent girls and boys, and other men, women and children. At these meetings, adolescent girls and women from nearby villages were also present. Participants used different approaches to interact and learn about the changes in the lives of villagers in general and the adolescents in particular. These ranged from group discussions to individual or group interviews, often preceded by an introduction to the programme from the village leadership.

On the second day of the field visit, participants visited the Science Centre of the implementing NGO and learned about its activities. The staff of the Centre patiently explained its purpose, role of science clubs at schools, popularisation of science through science fairs in villages and combating unscientific social beliefs. They also demonstrated the use of the science equipment, using day-to-day examples. Thereafter, participants visited the boys and girls residential camps (at different locations) and interacted with the teachers and learners. After these visits, participants in groups visited three villages to meet adolescents and other participants in the project.

17 Reflections from field visits and discussion of findings

After two days of extensive field visits, the participants reflected on the lessons learnt and their implications for their own work. They also reflected on the possibilities and challenges of measuring empowerment. A reflection process was facilitated through two types of sessions. First, participants shared observations from their groups regarding the village visits. Secondly, they were joined by the representatives from Doosra Dashak, namely, Mr. Motilal and Ms. Charu Mitra. These functionaries look after the program management in Bhawargarh area (field visit site). They welcomed suggestions for improvement, responded to participants’ questions and shared their own perspectives.

Skills training for adolescent girls at the residential camp

18 Reflections from field visit

On the fourth day of the workshop, later in the evening, participants met to reflect on what they ascertained from the village visits and the interaction with adolescent girls and others.

 Village activities include women’s micro finance, nursery raising, smokeless stove (non-conventional energy generation) and library (in some places)  Main problems of the villages revolve around land ownership  Men, women and youth are being organised to fight for their rights for livelihood  Village school infrastructure is poor and there is a severe shortage of teachers  Rural science fairs of a week’s duration have been a phenomenal success with an estimated gross attendance of 600,000 – 800,000  School science clubs members (youth) serve as resource persons at science fairs  Science fairs are institutionalised with the support of the Government of India  Despite social education, the marriage of girls at an early age is still practised  Adolescent girls received literacy, numeracy, health education and vocational training  It is difficult to locate ex-trainees of residential camps for monitoring due to migration, etc.  Sustaining the literacy skills is a challenge for those not mainstreamed into formal schools  Trained adolescent girls identified significant changes in the way they cover water and ensure its cleanliness  Villages are extremely underdeveloped in terms of roads, schools, housing and social amenities

“Earlier I used to take bath once in three days. After the camp, I take bath everyday.” Quote from an ex-trainee adolescent girl (name withheld)

“Training helped us learn about cleanliness of water. Now we put a lid on water pots while carrying water. At home too, we cover water pots.” Quote from another ex-trainee adolescent girl (name withheld)

Day Six (final day): Reviewing indicators, developing work plans and preparation of roles and responsibilities for data collection and follow-up action during phase III

Participants continued their group work that started on day three of the workshop at New Delhi, reassembled to review the indicators in light of field observations and interaction with out-of-school adolescent girls. Moving a step forward the groups practised development of the different elements of the flow chart for indicator development. As an example, the work done by the group on educational empowerment indicator development is presented here. Similar work was done by other groups of participants on

19 social empowerment and economic empowerment with the help of the trainer. All groups presented their work to the plenary and responded to questions. Needless to add, these are the products of a short-term training workshop and need further work and refinement.

Indicators on Educational Empowerment of Adolescent Girls- Group report

Indicator at the output level Description Source of data 1 Participation level No of candidates who Through records successfully passed non-formal education

2 Continuation to mainstream No. of participants having joined Registers, data of schools the mainstream education system

3 Level of awareness Awareness about health, hygiene, Discussion and interviews rights, surroundings and resources. Resources – availability of means which they can use for positive change in their daily lives Records, registers, interviews 4 Follow-up Frequency and continuity of follow-ups

Indicator at the outcome level Description Source of data 1 No. of youth groups and It conveys the understanding and records forums awareness after attending the camp and the effort they are putting in.

2 Science Clubs and Fairs This shows their interest in science and technology and how records, interviews, through the participation of the photographs and audiovisual community is mobilized records

3 Formation of information The kinds of activities being visiting the registers, discussion centres carried out in the centres, the and interviews information-sharing, peer-group interaction and sharing of skills and information (as agents of change)

4 Follow-up Frequency of follow-ups and the Interviews and records number of girls participating

5 Personal awareness Health, hygiene, social problems, Interviews and observations, seeking assistance in medical discussions problems, awareness of legal and political rights

6 Leadership qualities Capacity to make others aware of their legal, political and social rights

20 Indicator at the impact level Description Source of data 1 Participation of government It shows the impact on the Interview bodies in the programmes authorities and local bodies

2 Adolescents as change makers Organizing committees to fight Interview for their social security and legal rights

3 Increase in budget allocation Understood in terms of Registers and records appointment of teachers and number of schools

4 Reduction in exploitation and Exploitation by higher caste Interviews and focus group discrimination people, male domination, and discussions oppression by influential people

5 Reduction in early marriages To empower the girls to make Interviews decisions for themselves

Awareness of health issues and Government records and health 6 Change in infant mortality rate maternal care centres

Participants formed into country specific groups to develop work plans for Phase III of the project. During this activity, a number of issues were highlighted such as the need to focus more strongly on the rights-based approach, the role of youth NGOs as vehicles for change, the need for a broader focus on changes in the community and families and the necessity for youth organizations to spend more time in the field.

Each country team consisted of both implementing and youth NGOs. The scope of the work plan covered monitoring, evaluation and documentation aspects for Phase III. Thus groups from Bangladesh, India and Nepal developed work plans and presented to the plenary and clarified the issues raised. Each work plan consisted of strategy, actions, roles, responsibilities, and timing. These were captured using a simple matrix of who, what and when. As a sample, Bangladesh work plan is presented here:

Bangladesh Phase III Work Plan a. Monitoring & evaluation work plan

(what) strategy actions (how) roles (who) responsibilities when bi-annual # Development of format # 1 five member # Implementing + # Once in monitoring by for monitoring data peer team from Youth agency will every six youth agency collection. the jointly develop the month. # Collection of data by peer implementing format. (six evaluators. agency. monthly) # Compilation and analysis # 2 people from # Project personnel of data the will incorporate # Feedback to the project implementing changes in personnel. agency (from implementation. # Shared meeting among the project &

21 involved parties. monitoring cell). Quarterly # Development of # 1 person from # Implementing # Once in monitoring by the monitoring data collection the agency will conduct every implementing formats. implementing the field visits. three agency. # Collection of data by agency’s # They will collect, months. implementing agency monitoring cell compile & analyse # Compilation & analysis of & 1 from the data. data project. # sharing with other # Feedback to the project parties. personnel. # Sharing meeting among the involved parties. b. Documentation Plan

(what) strategy actions (how) roles (who) responsibilities When

Development of # Hiring of Implementing One person from the audiovisual external agency implementing agency will At the middle (Multimedia) CD of documentation personnel develop the plan & of the project. project activities. experts. guideline for documentation & guiding the field level documentation. Case study # Identification & Implementing Project personnel will be Throughout preparation presentation of agency responsible. the project specific cases. personnel period. Follow up report # Field level Implementing Project personnel will be Throughout preparation. follow-up of agency responsible. the project project personnel period. participants. # Collection of data. # Presentation & preparation of report.

In addition, this final session initiated a discussion on the kind of guidelines and toolkits to be developed during phase III. UNESCO’s Section for Youth is planning to develop policy guidelines on peer-group Monitoring and Evaluation documenting its methodology and major findings (addressed to UN agencies, national authorities and other development partners). In cooperation with the youth NGOs, a youth-specific toolkit on the approach will be developed offering support to youth organizations and other groups interested in replicating this experience in similar projects. Finally, youth organizations can become active partners in developing and sustaining advocacy campaigns in favour of empowerment of out-of-school adolescent girls by means of a comprehensive education package.

22 Review and assessment

The final session of the workshop focused on review of the proceedings and determining the way forward for implementing and youth NGOs. Participants shared their views and thanked the organisers. The session continued on the rails as the participants headed to Delhi from Kota. A significant and visible element of the workshop was the high degree of enthusiasm, solid contribution and active participation by all participants. This created a conducive environment for sharing, reflection and learning.

“Before we never heard about outcome and impact level (results). Now we would like to focus on outcome and impact level.”

Quote from a Youth NGO representative and workshop participant

23 Residential Camp

Group discussion with adolescent girls

24 Annex-1 List of participants

Bangladesh

YOUTH NGOs

1. Mr Debobroto Chakraborty Programme Officer, ICT4D Unit Young Power in Social Action (YPSA) House # F10(P), Road # 13, Block-B Chandgaon R/A, Chittagong - 4212, Bangladesh Ph : +880-31-672857 E-mail : [email protected]

2. Mr A.K.M. Mozammel Hossain Belal Senior Monitoring Officer Jatiya Tarun Sangha (JTS) (National Youth Council Bangladesh) 21-23, Hazaribagh Road Dhaka-1209, Bangladesh Ph: +880-2-8622835 Fax: +880-2-8315373 E-mail: [email protected]

IMPLEMENTING NGO

3. Mr Ananata Kumar Mondal Senior Programme Officer Dhaka Ashania Mission (DAM) House # 19, Road # 12 (New) Dhanmondi Residential Area Dhaka-1209, Bangladesh Ph: +880-2- 8119521, 8119522, 8115909, 9123402, 9123420 Fax : +880-2-8113010, 8118522 E-mail: [email protected]

4. Mr Shakil Mahmud Chowdhury Programme Officer Nari Maitree 393/B Malibagh Chowdhurypara Khilgaon, Dhaka – 1219, Bangladesh Ph: + 880-2-721665108 Fax: +880-2-7217486 E-mail: [email protected]

YOUTH NGOs

5. Miss Anita Thapa Youth Initiative Nepal 135/10 SIDDHICHARAN MARG, SHANTINAGAR Kathmandu, Nepal

25 Ph : +977-1-2041674 Fax : +977-1-4488300 E -mail: [email protected]

6. Mr Surya Prakash Gurung Youth for Change, Nepal President P. O. Box. 388, RAM BAZZAR, POKHARA, NEPAL Phone: +977-61-542099 E-mail: [email protected]

7. Mr Rajendra Mulmi President Youth Initiative Nepal, 135/10 SIDDHICHARAN MARG, SHANTINAGAR Kathmandu, Nepal Ph: +977-1-2041674 Fax : +977-1-4488300 Email: [email protected]

IMPLEMENTING NGO

8. Mr Anjan Kumar Dahal Program Coordinator Center for Legal Research and Resource Development (CeLRRd) P.O. Box: 6618, Kathmandu, Nepal Ph: +977-1-2042268 Fax: +977-1-6634801 E-mail: [email protected] and [email protected]

Pakistan

YOUTH NGO

9. Mr Rana Gulzar Ahmad YES AMAL Project Manager AMAL Human Development Network H9-14/128, Ram Bagh, Zarghon Road 87000 Quetta, Balochistan Phone: +92-81-2823340 Fax: +92-81-2833444 E-mail: [email protected] & [email protected]

IMPLEMENTING NGO

10. Mr Abdul Razaq Fahim Programme Officer Institute for Development Studies and Practices C-32 Railway Housing Society Joint Raod Quetta, Balochistan, Pakistan Ph: +92- 81-2449 775 / 2445192 Fax: +92-81-2441110 E-mail: [email protected]

26 India

Youth NGOs

11. Mr Vijay Bharatiya Indian Committee of Youth Organizations (ICYO) 194-A, Arjun Nagar, Safdarjung Enclave New Delhi 110029, India Ph: +91-9811729093 Ph/Fax:+ 91- 11-26183978 E-mail: [email protected] Email (P): [email protected]

12. Ms Prachi Sharan Programme Coordinator Ark Foundation C-336, ACD/2Z, Budha Vihar Munirka New Delhi 110 067 India Ph: +91-9868740449 E-mail: [email protected] Email (P): [email protected]

13. Mr Shiv Shanker Tiwary Chief Executive Officer Ark Foundation C-336, ACD/2Z, Budha Vihar Munirka New Delhi 110 067 India Ph: 91 9868740449 E-mail: [email protected] E-mail (P) [email protected]

14. Ms. Arpana Umraoji Mahajan Out Reach Educator Indian Institute of Youth Welfare 134 Shivaji Nagar Nagpur, Maharastra 440 010 India Ph: +91-712 2244663 Email: [email protected]

15. Ms. Pradhnya Nagarkar Out Reach Educator Indian Institute of Youth Welfare 134 Shivaji Nagar Nagpur, Maharastra 440 010 India Ph: +91-712 2244663 Email: [email protected]

16. Mr. Vikram Singh Laishram Global Youth Coalition on HIV/AIDS, India Uripok Sinam Leikai, opposite of Common School Imphal West, Manipur 795001

27 Ph: +91-0385-2416824 Email: [email protected]

17. Ms Rukmani General Secretary All India Sewa Sangh R-2-7 Lokesh Park, Najafgarh, New Delhi, 110 043 India Ph:9312493236

18..Mr Naveen Kotiya President All India Sewa Sangh R-2-7 Lokesh Park, Najafgarh, New Delhi, 110 043 India Ph:9312110129

IMPLEMENTING NGO

19. Mr Raghadvendra Deo Sharma Joint Director Doosra Dashak 138 Kushal Nagar, Near Rajshree Resort, Mansarouar Road, Sanganer Jaipur, Rajasthan, 303 902 India Ph: +91-141-2620845 Fax: +91-141-2731024 Email: [email protected]

TRAINER

20. Dr.Seetharam Mukkavilli 9 Cardigan Close, Woking, Surrey, GU21 8YP United Kingdom Ph: +44-1483-473975 E-mail: [email protected]

UNESCO Team

21. Dr Maria Helena Henriques Mueller Chief, Section for Youth UNESCO 7, Place de Fontenoy 75352 Paris 07 SP, France Phone: +33-145681701 Fax: +33-145685790 E-mail: [email protected]

22. Ms Jacqueline Groth Section for Youth

28 UNESCO 7, Place de Fontenoy 75352 Paris 07 SP, France Phone: +33-145681709 Fax: +33-145685790 E-mail: [email protected]

23. Ms Mahfuza Rahman Programme Officer (Education) UNESCO Bangladesh House 68 Road - 1 Block – I Banani Dhaka 1213, Bangladesh Ph: +880-2-9862073 Fax: +880-2-9871150 Email: [email protected]

24. Dr (Ms) Huma Masood National Programme Officer Education UNESCO India UNESCO House B 5/29, Safdurjung Enclave New Delhi – 110029 Ph: +91-11-26713000/ext 309 Fax: +91-11-26713001/2 Email: [email protected]

ICYO Team

25. Dr. S. N. Subba Rao Chairman, ICYO /Director, National Youth Project

26. Mr. Ravi Narayan Secretary General ICYO

27. Dr Ran Singh Parmar Treasure, ICYO / National Convenor, Ekta Parishad

28. Mr Devinder Bhagat Programme Associate

29. Dr Akash Gulalia M&E Project

30. Ms Chhaya Lakhtariya Young Experimenters Group Ahemedabad, Gujarat.

31. Ms. Pallavi Sharan Documentation

32. Mr Bablu

29 Ekta Parishad Audio/Visual and Still photos

33. Mr Hiresh Kumar Tiwari Administration

34. Mr. Dilip Logistic

30 Annexe-2: Workshop agenda

Day 1, Friday 16/12/2005

9.30 – 10.30 Inauguration - Introduction by organisers and review of the agenda (ICYO: Dr. S.N. Subba Rao, Chairman and Director National Youth Project UNESCO/New Delhi: Dr Huma Masood, National Programme Officer Education Section for Youth: Dr Maria Helena Henriques Mueller, Chief

10.30 - 11.00 Photo session - Tea / Coffee

11.00 - 12.00 Concept and measurement of empowerment Presentation and discussion on developing/refining indicators for social, economic and educational empowerment within project context (Dr Seetharam Mukkavilli)

12.00 – 1.00 Breaking the poverty cycle of women: Empowering adolescent girls to become agents of social transformation - Country Presentations from implementing partners and youth NGOs

Implementing NGOs: Status update and way forward Youth NGOs: Monitoring and Evaluation update and major findings 20 min for each presentation and discussion  Bangladesh (Dhaka Ahsania Mission/Nari Maitree/YPSA)

1.00 – 2.00 LUNCH BREAK

2.00-5.30 Country presentations, CONTINUED  India (Doosra Dashak/ICYO)  Nepal (CeLRRd/ Youth Initiative)  Pakistan (IDSP/AMAL Human Development Network)

5.30-6.00 Wrap-up (Section for Youth / Dr Seetharam Mukkavilli)

8.00 Welcome Reception

Day 2, Saturday 17/12/2005

9.30 – 9.45 Presentations / Briefing by Rapporteurs

9.45 - 11.00 Empowerment for Social Transformation: Aligning Global, National and Local Policies and Practice with special reference to program effectiveness (Dr Seetharam Mukkavilli / Section for Youth)

11.00 – 11.30 Tea / Coffee

31 11.30 - 1.00 Learning from the past: Four Country Case Studies focusing on key issues/themes concerning monitoring and evaluation including best practices (highlighting major dimensions of the project, e.g. gender equity, non- formal education, micro-credit, advocacy, scaling-up, income generation, ICT, etc.) (Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

2.00 - 3.00 Defining the objectives of monitoring and evaluation activities (Dr Seetharam Mukkavilli)

3.00 - 4.15 Learning from the past and planning for the future: monitoring and evaluation priorities for the Phase III (Section for Youth / Dr Seetharam Mukkavilli)

4.15 – 4.30 Tea / Coffee

4.30 - 6.00 Process Documentation for final phase – reflections on final evaluations, thematic evaluations, sustainability, issues in data analysis, interpretation, reporting and utilization, role of baseline data, synthesis of evaluations, audio/video production, publications, etc. (Dr Seetharam Mukkavilli)

Wrap-up (Section for Youth / Dr Seetharam Mukkavilli)

Day 3, Sunday 18/12/2005

9.30 – 9.45 Briefings

9.45 - 10.30 Reflections on project methodologies– identification of critical themes (Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

10.30 - 11.30 General overview on indicators (Dr Seetharam Mukkavilli)

11.30 – 11.45 Tea / Coffee

11.45 - 12.30 Review of tools for collecting data (Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

32 12.30-1.00 Innovations in participatory monitoring and evaluation: best-practice examples (Dr Seetharam Mukkavilli)

2.00-3.00 Development of a set of indicators for monitoring and evaluation (Sessions in three to four working groups)

3.00-4.30 Discussion and finalization of indicators (and benchmarks) for monitoring, sources of information and tools for collecting data (Dr Seetharam Mukkavilli and group presentations from youth NGOs and implementing partners)

5.00-6.00 Preparation of field visits: introduction, agenda, group projects (Doosra Dashak/ICYO/ Dr Seetharam Mukkavilli)

Wrap-up (Section for Youth / Dr Seetharam Mukkavilli)

Departure to Kota by night train

Field Visits

Day 4, Monday 19/12/2005

9.00 Leaving Kota 11:30 Reaching Bhanwargarh

11.30 – 1.30 Presentation by Kishanganj block on field activities

2.30 – 5.30 Field visits in three groups (and back to Bhanwargarh) Group 1: Mahodari Group 2: Kherpur Group 3: Jagdishpura

6.00 Departure from Bhanwargarh

8.30 Reaching Kota

Day 5, Tuesday 20/12/2005

9.00 Leaving Kota 11:30 Reaching Bhanwargarh

33 11.30 – 1.00 Visits to Residential Camps (girls and boys)

2.00 – 5.30 Field visits in three groups (and back to Bhanwargarh) Group 1: Ghatti Group 2: Amroli Group 3: Khedla and Khandela

6.00 Departure from Bhanwargarh 8.30 Reaching Kota

Day 6, Wednesday, 21/12/2005

9.00-10.30 Reflections from fields visits, discussing of findings and review of recommendations for indicators (Dr Seetharam Mukkavilli, group presentations and discussion)

11.00-1.00 Developing workplans and preparation of roles and responsibilities for data collection and follow-up action during phase III (Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

LUNCH BREAK

2.00-3.00 Developing workplans and Finalization of Roles and responsibilities for data collection and follow-up action during phase III - CONTINUED (Dr Seetharam Mukkavilli and inputs from youth NGOs and implementing partners)

3.00-4.00 Exploring possibilities for dissemination / replication of peer-group monitoring and evaluation approach (Section for Youth and all participants)

4.30 – 5.00 Evaluation and Closing (Section for Youth / ICYO/ Dr Seetharam Mukkavilli)

34 Annexe-3: Indicators and workplans

3 a) Indicators SOCIAL EMPOWERMENT

Indicator at the output level Description Source of data

1 Participation level No of candidates successfully Through records passed. N.F.E.

2 continuation to mainstream No. of participants having joined Registers, data of schools the mainstream education system

3 Level of awareness Awareness about health, hygiene, Discussion and interviews rights, surroundings and resources. Resources – availability of means which they can use for positive change in their daily lives 4 Follow-ups Records, registers, interviews Frequency and continuity of follow-ups

Indicator at the outcome level Description Source of data

6 No. of youth groups and It conveys the understanding and records forums awareness after attending the camp and the effort they are putting in.

7 Science Clubs and Fairs This shows their interest in records, interviews, through science and technology and how photographs and audiovisual the participation of the records community is mobilized

8 Formation of information centres The kinds of activities being visiting the registers, discussion carried out in those centres, the and interviews information-sharing, peer-group interaction and sharing of skills and information (agents of change)

10 Personal awareness Health, hygiene, social problems, Interviews and observations, seeking assistance in medical discussions problems, awareness of legal and political rights

35 11 Leadership qualities Capacity to make others aware of their legal, political and social rights

Indicator at the impact level Description Source of data

1 Participation of government It shows the impact on the Interview bodies in the programmes authorities and local bodies about the efforts

2 Adolescents as change makers Organizing committees to fight Interview for their social security and legal rights

3 increase in budget allocation Understood in terms of Registers and records appointment of teachers and number of schools

4 Reduction in exploitation and Exploitation by higher caste Interviews and focus group discrimination people, male domination, discussions oppression by influential people

5 Reduction in early marriages To empower the girls to make Interviews decisions for themselves

6 change in infant mortality rate Awareness of health issues and Government records and health maternal care centres

3 b) Indicators ECONOMIC EMPOWERMENT

Indicators Indicator description Source of data

Knowledge of entrepreneurship No. of girls having the basic Personal interview opportunities entrepreneurship knowledge

Skills developed for income- Leadership, managerial skills and generation confidence level to engage in Leadership games, entrepreneurial activities Group discussion (resulting from the skills training)

Existing collective structures No. of saving groups; solidarity funds etc Meeting with the groups Verifying the supporting documents a structures and linkages with other institutions

36 Organizing capacities No. and scale of groups acting for collective issues, e.g. girls Group Exercises, Case studies imparting skills training and capacities to others, existence of advocacy groups for collective concerns

3 c) Indicators EDUCATIONAL EMPOWERMENT

Indicator at the output level Description Source of data 1 Participation level No of candidates who Through records successfully passed non-formal education

2 Continuation to mainstream Registers, data of schools No. of participants having joined the mainstream education system

3 Level of awareness Discussion and interviews Awareness about health, hygiene, rights, surroundings and resources. Resources – availability of means which they can use for positive 4 Follow-up change in their daily lives Records, registers, interviews

Frequency and continuity of follow-ups

Indicator at the outcome level Description Source of data 11 No. of youth groups and It conveys the understanding and records forums awareness after attending the camp and the effort they are putting in.

12 Science Clubs and Fairs This shows their interest in science and technology and how records, interviews, through the participation of the photographs and audiovisual community is mobilized records

13 Formation of information centers The kinds of activities being carried out in the centers, the visiting the registers, discussion information-sharing, peer-group and interviews interaction and sharing of skills and information (as agents of change)

15 Personal awareness Health, hygiene, social problems, Interviews and observations, seeking assistance in medical discussions

37 problems, awareness of legal and political rights

1 6 Leadership qualities Capacity to make others aware of their legal, political and social rights

Indicator at the impact level Description Source of data 1 Participation of government It shows the impact on the Interview bodies in the programmes authorities and local bodies

2 Adolescents as change makers Interview Organizing committees to fight for their social security and legal 3 Increase in budget allocation rights Registers and records

Understood in terms of 4 Reduction in exploitation and appointment of teachers and Interviews and focus group discrimination number of schools discussions

Exploitation by higher caste 5 Reduction in early marriages people, male domination, and oppression by influential people Interviews

6 Change in infant mortality rate To empower the girls to make decisions for themselves Government records and health Awareness of health issues and centers maternal care

3 c) PHASE III WORKPLANS BY COUNTRY

 BANGLADESH (see page 19)

 INDIA Roles: to share information between youth and implementing organization Project plan including activities, achievement indicators etc. Project Reports from time to time Case studies Micro planning Baseline data Field reports Action plan Interaction between implementing ngo and youth ngo, once in 6 months. Evaluation plan will be implemented in coordination with youth ngo.

Responsibility: 1 Observation of records of MIS, RPM, MP by ICYO in 6 months etc.

38 2 Observation of RC, ST camps and other related activities like Science fair. 3 Social mapping and other surveys, awareness activities by ICYO as and when time permits etc.

Based on the above information evaluation techniques and tools will be developed by ICYO

 NEPAL

Strategy - improved communication with both implementing NGO and UNESCO - Measuring social, economic and educational empowerment: more time for field visits / focus on outcome and impact level - Effective documentation - networking with youth NGOs part of the project and those which attended the training - better clarification of project objective, partners and content (on behalf of the implementing NGO) - continuous communication and exchange of views with the project participants (on behalf of the implementing NGO) - develop closer cooperation with Celrrd independent from M and E activities scheduled - develop partnerships with existing youth groups in project sites

What? Who? When?

- wide dissemination of training UNESCO: continuing M and E: report feedback and Wintertime, - review and adaptation of indicators comments to M and E preferably - planning of field activities activities / ensure Dec - Jan - identify innovative tools for project replication of peer- documentation, such as case group M and E studies, audiovisual tools Youth Initiative: be a - frequent visits from both the full and cooperative implementing partners and youth partner in the project NGO to the project sites Celrrd: continuing - organize life-skills trainings for cooperation and project participants facilitation of M and E - finalize documentation for phase III and involve YI in other activities Others: …

39  PAKISTAN Participants from Pakistan were unfortunately not present during the field visit and the final day of the training due to restricted travel regulations caused by insufficient time to complete visa procedures prior to the workshop.