Evaluation of Canada Corps University Partnership Program (CCUPP) and Students for Development (SFD) (Partnership with AUCC)

Evaluation of Canada Corps University Partnership Program (CCUPP) and Students For Development (SFD) (Partnership with AUCC)

Evaluation Division Performance Knowledge Management Branch

May 2007

Canadian International Development Agency 200 Promenade du Portage Gatineau, Quebec K1A 0G4 Tel: (819) 997-5006 Toll free: 1-800-230-6349 Fax: (819) 953-6088 (For the hearing and speech impaired only (TDD/TTY): (819) 953-5023 Toll free for the hearing and speech impaired only: 1-800-331-5018) E-mail: [email protected]

Acknowledgements

The Evaluation Division, Performance and Knowledge Management Branch (PKMB), would like to acknowledge the excellent work by Ruth Baldwin of CAC International, who was the lead consultant for this evaluation. We would also like to thank the following people at AUCC for their cooperation throughout the evaluation process: • Isabelle Légaré, AUCC’s Manager of International Initiatives and Exchanges for her thorough, prompt and cheerful responses to all queries; • Margaux Béland, Director of AUCC’s Partnerships Programs (International Affairs Branch) for her insights into AUCC’s approach and perspective; • Jeanne Gallagher, Manager of the Programme Canadian des bourses de la Francophonie and Kim Baudoin, Manager of domestic scholarship programs for taking time to discuss their programs.

Thanks also to the Selection Committee members and the many International Liaison Officers who took the time to return survey questionnaires.

Finally, the Division would like to thank Larry Thériault, Evaluation Manager, PKMB, who managed the evaluation, and Caroline Delaney, officer, Office for Democratic Governance, who undertook a series of interviews in Ghana.

Performance and Knowledge Management Branch

Table of Contents Acknowledgements ...... i Acronyms...... iii

Executive Summary ...... v

1. Introduction ...... 1 1.1 Background ...... 1 1.2 Purpose of the Report/ Evaluation Context ...... 1 1.3 Key Audiences...... 2 1.4 Scope of the Evaluation...... 2 1.5 Evaluation Team...... 2 1.6 Organization of the Report...... 2

2. Evaluation Profile ...... 3 2.1 Objectives...... 3 2.2 Focus...... 3 2.3 General Approach...... 4 2.4 Methodology...... 6

3. Profile of the Canada Corps University Partnership Program (CCUPP) and Students for Development (SFD) ...... 9 3.1 Background ...... 9 3.2 Objectives and Expected Outcomes ...... 9 3.3 Implementation Model ...... 11 3.4 AUCC Program Management ...... 11 3.5 Project Management at the University Level...... 14 3.6 Level of Interest – Universities and Students ...... 16 3.7 Difficulties Encountered ...... 17

4. Evaluation Findings...... 17 4.1 Development Results Achieved ...... 17 4.2 Effectiveness of the CCUPP ...... 19 4.3 Results for Students ...... 24 4.4 Relevance of Results to CCUPP and SFD Mandate...... 25 4.5 Factors of Success ...... 25 4.6 Sustainability ...... 26 4.7 Comparison of Results for the Two Models...... 26 4.8 Implementation of Gender Equality Policy in Programming...... 27 4.9 Public Engagement...... 28 4.10 Program Management ...... 29 4.11 Cost Effectiveness of the CCUPP and SFD...... 32

Evaluation of Canada Corps University Partnership Program (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

4.12 Benchmarking with Other Programs ...... 33 4.13 Summary of Findings...... 36

5. Conclusions and Recommendations ...... 39 5.1 Overall Conclusions...... 39 5.2 Recommendations...... 39

6. Lessons ...... 40

Annex 1: Evaluation Framework for CCUPP and SFD 2005-2006...... 41 Annex 2: Interviewees ...... 44 Annex 3: Sample Comments from Developing Country Partner/ Host Organizations ....45 Annex 4: Comparison of CCUPP and SFD with Other Programs ...... 55 Annex 5: Management Response by AUCC...... 59 Annex 6: Management Response by CIDA ...... 63

Tables and Figures

Table 1: Basic information on CCUPP and SFD...... 10 Table 2: CCUPP and SFD Internship Approvals...... 12 Table 3: CCUPP and SFD Project Costs...... 33

Figure 1: Project Outputs/Outcomes are Indicators of Overall Program Results...... 5 Figure 2: Categories of partners involved in Internships ...... 21 Figure 3: Categories of partners involved in Team projects...... 21

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Acronyms

AUCC Association of Universities and Colleges of Canada

CCUPP Canada Corps University Partnership Program

CBIE Canadian Bureau for International Education

CIDA Canadian International Development Agency

CIP Canadian Implementing Partner

CPB Canadian Partnership Branch

CWY Canada World

DFAIT Department of Foreign Affairs and International Trade

IDRC International Development Research Centre

ILO International Liaison Officer (university-based AUCC contacts)

IYIP International Youth Internship Program

ODA Official Development Assistance

ODG Office for Democratic Governance

PE Public engagement

PBA Program Based Approach

SFD Students for Development

UNAIDS The Joint United Nations Programme on HIV/AIDS

UNFPA United Nations Population Fund

UPCD University Partnerships in Cooperation and Development

VSO Voluntary Services Organization

WUSC World University Services of Canada

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Evaluation of Canada Corps University Partnership Program iv (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Executive Summary

Background corrected for 2006, prevented an accurate Former Canada Corps provided $2 M per assessment of results related to gender year to the Association of Universities and equality issues. Colleges of Canada (AUCC) for a total contribution of $4 M from Feb 2005 to May There is no evidence that team projects 2007. AUCC’s role was to manage two are more effective than individual consecutive pilot programs that placed internships (see section 4.7). approximately 100 senior-level university students (third- and fourth-year AUCC’s management of the program has undergraduates through to PhD students) been efficient and cost-effective. However, in 3-4 month internship placements with the decentralized management structure developing country partners and an poses challenges for consistency in additional 40 students in 10 team projects program implementation. Funding lasting approximately 3 months. limitations restricted AUCC’s capacity to ensure sharing of knowledge among The main objective was to engage similar projects. Canadian university students and faculty in international collaboration related to Comparison with other programs that offer international experience for young governance. Another objective was to Canadians indicates that CCUPP is increase collaboration between unique. The program’s reasonable cost Canadian higher education institutions suggests good value for money, especially and developing country partners in the when results and satisfaction of area of governance as well. Finally the developing country hosts are taken into program was aiming to better inform and consideration. engage the Canadian public on Canada's contribution to governance. Development Results • The CCUPP has achieved These pilot programs are part of the development results related to Agency’s responsive initiative mechanism. governance and capacity AUCC submitted a proposal as the development through both team Canadian Implementing Partner (CIP) for projects and individual internships. the pilot programs. Most results are at the output level, The purpose of the KPMB evaluation was though many contribute towards to assess the potential developmental longer-term outcomes for participating impact of the pilot programs and organizations, and some have the contribute to decisions on future CIDA potential for broad, long-term impact support. through government or organizational The evaluation findings are mainly from policies. the first year, CCUPP, as the SFD was on • Collaborative development of going during the evaluation timeframe. internships and team projects reflect, and contribute to, local ownership . Summary of Findings • Projects are appropriate to partner/ The results achieved by the CCUPP in host organizations’ defined needs. 2005 (development results, student Comments from partner/ host learning, public engagement) fulfilled the organizations suggest good potential mandate set out in the contribution for sustainability of results. agreement between AUCC and CIDA. • Where interns were involved in Limitations in reporting, which have been developing policy positions for

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government or large international the potential to reduce the Program’s organizations, the potential for broad, effectiveness. A strategy to long-term impact is high. concentrate the Program in fewer locations would reduce the dispersion Results for Students effect and increase the impact of Internationalization of personal and Program interventions. These professional skills is recognized as a interventions could also be targeted or factor in expanding career opportunities at coupled with other bilateral home and abroad. Thus, participation in interventions for leveraging, if an internship or team project has high applicable, to create greater synergy potential for long-term benefits. and development impact. g) The RBM framework for the pilot Success Factors phase had a stronger emphasis on Factors that contributed to the success of management results (numbers the CCUPP have been identified in engaged and deployed) than Section 4.5. development results for host organizations. This focus was also reflected in AUCC’s reporting to CIDA Conclusions for the 2005 program. a) The Canada Corps University h) Greater participation of overseas Partnership Program (CCUPP) and its partners at the planning stage could successor, Students for Development improve the relevance and (SFD), offer a unique program for effectiveness of an internship or team senior university students, combining project. Compensation for overseas international experience, academic partners’ management costs (where credit and financial support. necessary) has not been addressed. b) The CCUPD was highly relevant to the “mobilization of Canadians” mandate Recommendations of the former Canada Corps. Since Canada Corps has become the Office for Democratic Governance, the To CIDA program is not relevant to the ODG’s new mandate. a) That consideration be given to continued funding of a program that c) Since governance remains a key area provides overseas development for CIDA’s medium and long-term experience for senior-level post- priorities, a program that provides a secondary students; learning experience and development results in this area is highly relevant. b) That multi-year funding be considered to facilitate longer-term planning and a d) AUCC managed the pilot phase of the more programmatic approach to CCUPD program effectively, making internships/co-operative education adjustments as necessary to improve placements; results and increase cost- effectiveness. Overall the program c) That consideration be given to: appears to offer good value for • defraying management costs for money. overseas host organizations; e) The highly decentralized management • enabling the Canadian structure used for the CCUPD Implementing Partner to play a program poses challenges for pro-active role in monitoring ensuring consistency in results and sharing knowledge implementation of the program. (e.g. linking interns); d) That program-reporting requirements be f) The Program is implemented in 48 more substantive, including analysis of countries. This dispersion of effort has results for overseas partners. Evaluation of Canada Corps University Partnership Program vi (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

To the Canadian Implementing Partner (CIP ) a) That the CIP strengthen its requirements for project development to ensure that developing country partners play a substantive role at the planning stage to clarify expectations, define internship and team project results and have a role in selecting student participants; b) That the Program concentrates its efforts in fewer recipient countries and seeks possible linkages with other bilateral interventions to increase leveraging and development impact. 1 c) That program reporting be strengthened by including more substantive information on results for overseas host organizations; d) That the organization strengthen its role in monitoring internships and sharing knowledge among participating institutions; and e) That consideration be given to a more competitive process for individual internships and to increasing the length of internships.

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Performance and Knowledge Management Branch

1. Introduction

1.1 Background

Created in late 2004, the former Canada Corps was designed to mobilize Canadians to participate in activities to “promote good governance and institution-building in developing countries and fragile states.” 2 CIDA recognized that programming in governance could cover a wide range of activity areas including: democracy, elections and parliament, a fair and impartial judiciary, mechanisms to respect and protect human rights, an effective and transparent public sector, and a stable and reliable security system to protect people and resolve conflict fairly and peacefully. Good governance was also recognized as an integral component of private-sector development, creating an environment that enables economic growth. To maximize the effectiveness of Canada’s work overseas, the former Canada Corps intended to engage young Canadians to work with experts from all levels of government, NGOs and the private sector.

The four pillars identified for the former Canada Corps were: 3 • mobilization of Canadians to go abroad • public engagement • coherence of governance programming, and • expansion of Canada’s governance base of knowledge

The Association of Universities and Colleges of Canada (AUCC) was approached by CIDA to submit a proposal to the former Canada Corps for a project that would engage Canadian university students as global citizens by providing opportunities to participate in international development activities.

Since February 2005, the former Canada Corps has provided support for two AUCC- administered internship programs with a value of $2 million each: the Canada Corps University Partnership Program (CCUPP) - a 13-month pilot project (Feb 2005 – March 31, 2006), and Students for Development (SFD), which is ongoing until May 31, 2007. The Students for Development project is entering its third year, following two pilot years and this evaluation. As mentioned above, the two pilot years of this project were funded under the mandate of Canada Corps, the predecessor to the Office of Democratic Governance (ODG). ODG no longer has a mandate to directly mobilize youth and volunteers since this mandate overlapped with the general mandate of Canadian Partnership Branch (CPB).

1.2 Purpose of the Report/ Evaluation Context

Canada Corps requested Performance and Knowledge Management Branch to lead an independent program evaluation of the CCUPP and SFD in order to assess the results of the programs, their effectiveness and efficiency, and any lessons learned. This information was required to facilitate Canada Corp’s planning and decision-making regarding future funding for such a program.

2 www.acdi-cida.gc.ca/CanadaCorps 2004-12-21 3 see above reference

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In the course of the evaluation, the mandate of Canada Corps was reviewed and revised, and the Office for Democratic Governance (ODG) was established as a result. The ODG incorporates a part of the work of the former Canada Corps but no longer has a mandate for mobilization of Canadians or public engagement. In spite of the ODG reorientation, the evaluation continued under the same Terms of Reference: it assessed the results of the pilot programs, their development relevance and the extent to which the CCUPP and SFD contribute to CIDA’s medium to longer-term priorities related to governance. The evaluators were not asked to comment on, or make recommendations concerning, the institutional framework for future funding of such a program.

1.3 Key Audiences

The clients for this evaluation are CIDA’s Evaluation Committee and ODG/Former Canada Corps management.

1.4 Scope of the Evaluation

The evaluation focused primarily on the Canada Corps University Partnership Program (CCUPP), which was completed in March 2006. Information on program results comes from internships and team projects undertaken in the summer and fall/winter of the 2005-2006 fiscal year. Activities for Students for Development (SFD) only began in the summer of 2006 and information on results is not yet available.

1.5 Evaluation Team

The evaluation team consisted of senior evaluator Ruth Baldwin, C.A.C. International, and Larry Thériault, Evaluation Manager, Performance and Knowledge Management Branch.

1.6 Organization of the Report

Following this Introduction, Section 2 of the report provides an overview of the Evaluation (e.g. objectives, approach, methodology, key questions, limitations). Section 3 provides background information on the CCUPP and SFD. Section 4 describes the Evaluator’s findings for the main review criteria. Section 5 focuses on conclusions and recommendations for CIDA and the Canadian Implementing Partner.

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2. Evaluation Profile

2.1 Objectives

The objectives of the evaluation were to: a) Assess the development relevance of the Canada Corps University Partnership Program (CCUPP) and Students for Development (SFD); b) Assess the overall results achieved by the CCUPP and SFD, including the impact of both projects in the areas of: • Good governance • Local ownership • Capacity development, and • Sustainability c) Assess the efficiency and cost-effectiveness of the CCUPP and SFD, including the relation between project costs and results (‘value for money’); d) Identify lessons learned and provide recommendations for the future direction of the program.

2.2 Focus

The evaluation was not intended to be a detailed review of individual internships or team projects, nor of the participating Canadian institutions or developing country host organizations.

The primary area of focus for the evaluation was an assessment of the development results achieved through the internships and team projects supported by CCUPP and SFD. The primary question was the extent to which the CCUPP and SFD contribute to CIDA’s medium to longer-term priorities related to governance.

Factors that contributed to achieving results were assessed to the extent possible from the information available. Differential results achieved by the two approaches – individual internships and team projects – were also assessed.

Management issues were addressed to the extent that they were relevant to questions of efficiency and cost-effectiveness. In addition, the evaluation considered project design/ management in relation to the following areas: • Accessibility of the program (eligibility of Canadian institutions, students and faculty to participate); • Capacity of AUCC to ensure consistent quality in relation to project activities; • Capacity of AUCC to adjust the program to achieve results; • Capacity of AUCC to capture and disseminate knowledge from project activities; • Value added by AUCC administration of the project; • Overlap or duplication with other projects/ programs funded by CIDA or other Government departments.

Key questions for each area of the evaluation are included in the Evaluation Framework

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attached in Annex 1.

2.3 General Approach

The CCUPP and SFD consisted of a number of independent projects undertaken by Canadian universities in cooperation with developing country partner organizations. Project activities and expected results were defined by each university, generally in close consultation with the developing country partner. Results for individual internships and team projects were expected to contribute to improving governance capacity, as defined by AUCC and approved by CIDA.

The evaluation was required to assess the results achieved by CCUPP and SFD, as programs, compared to their expected results.

In order to assess overall program results, the evaluation considered the degree to which the total group of individual projects was successful in achieving their defined outputs/outcomes. Project outputs/outcomes, taken together, are considered to be indicators of the success of the program as a whole. Figure 1 on the following page demonstrates this general approach.

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Figure 1: Project Outputs/Outcomes are Indicators of Overall Program Results *

Project Project Project Project Project Project Result s Results Results Results Results Results

INDICATORS INDICATORS

CCUPP Program Results

Students Canadian Universities Host Organizations Outputs: Outputs: Outputs: • Academic credit • New or expanded links with • New systems or resources • Cross-cultural sensitivity international partners • External a nalysis and new approaches to • • Learning on governance and Opportunities for faculty networking strengthen programming development issues & research • Increased internal capacity to deliver • Increased visibility & strengthening programs and develop policies Outcomes: of international programs • New or expanded links with Canadian • Internationalization of personal partners; opportunities for international and professional skills Outcomes: • networking & research • Wider range of career Greater expertise on governance opportunities and democratic development Outcomes : • • Better understanding of global • Contribution to governance related Increased visibility and influence complexities and issues knowledge • Enhanced capacity to contribute to democratic development and • Internationalization of university and potential to attract students governance (national, regional or local)

* Summary Table prepared by Evaluator based on the Program documentation review and the evaluator’s experience

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2.4 Methodology

The evaluation methodology was designed to meet the requirements and expectations set out in CIDA’s Terms of Reference for the evaluation. The approach is considered to be credible and appropriate for identifying results attributable to the two programs (CCUPP and SFD), given the information available and the time and resource constraints.

The methodology included: • Document and literature review : project reports and case studies provided to AUCC by participating universities, AUCC reports to CIDA, pertinent AUCC and CIDA material; • Surveys of the following groups : university-based International Liaison Officers (ILO), AUCC Selection Committee members, universities that did not participate in 2006; • Interviews with key informants and selected participants : AUCC officers, CIDA officers [Partnership Branch and Office for Democratic Governance (ODG)/ former Canada Corps]; Canadian university faculty members; developing country partners; student participants. • Benchmarking of the program compared with similar Canadian programs: review of web sites, interviews with relevant organizations.

2.4.1 Sample size

The findings are based on CCUPP program results for internships and team projects undertaken in the summer and fall/winter of the 2005-2006 fiscal year. Information on SFD activities and results, which began in the summer of 2006, was not available at the time of the evaluation.

The evaluation reviewed all project reports provided by participating universities to AUCC for 2005, including reports on 102 individual internships and 10 team projects and case studies. The sample for individual internships was 97, as five reports did not include sufficient information for analysis. All 10 team projects were reviewed and 3 were selected for follow-up with the university.

2.4.2 Interviews with key informants and participants

A list of the interviewees is included in Annex 2.

It should be noted that field visits and interviews with developing country organizations were not included in the initial work plan for the evaluation. However, as a result of CIDA personnel traveling to Ghana for other reasons, it became possible to conduct interviews with three developing country partners that participated in the 2005 program and four that are taking part in the 2006 program. Another 2005 partner provided comments by email (total eight - four for each year). Four interns for 2006 were interviewed and two from the 2005 program provided comments by email.

The evaluation work plan also considered the possibility of interviews with a sample of student and faculty member project participants. However, it became apparent early on

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that this approach would be difficult to manage, given the limited accessibility of these informants and the evaluation time frame. There were no opportunities to meet with students as a group; contact could only be arranged through the university ILOs, and many had no direct contact with the students; some students were out of the country etc. The evaluator attempted to contact several faculty participants but found they were not available for a variety of reasons. The evaluator had some success collecting additional information from universities through email contact but the number of responses was limited (8 of 17 requests).

2.4.3 Surveys

• An email survey of 60 International Liaison Officers, whose institutions participated in the internship or team projects, was prepared by the Consultant with input from the CIDA Evaluation Manager and AUCC. The survey was distributed by AUCC via its ‘listserv’ in September 2006. Confidentiality of responses was ensured by having responses returned directly to the Consultant. Responses were received from 25 ILOs (42%).

This survey collected information on processes used at the university level to manage the project, the ILOs’ experience and assessment of project results, level of interest in the program, level of satisfaction with AUCC administration of the program and suggestions for improvement.

• An email survey of 16 universities that participated in the 2005 CCUPP but did not apply for the 2006 SFD was prepared by the Consultant and distributed directly to the universities. Four responses were received (25%). This survey focused on the reasons why universities did not take part in the program a second time.

• The 5-person AUCC Selection Committee was surveyed by email, with a 100% response. The survey focused on the processes used for review and selection of projects and administration of the program.

• The evaluation work plan indicated the possibility of an email survey of developing country partners. It was decided that this survey was not necessary based on the detailed comments from host/partner organizations that were included in most of the internship project reports in the sample (94 of 97). It should be noted that there was a strong correlation between the written comments in project reports and comments from the face-to-face interviews and email correspondence.

2.4.4 Benchmarking with other programs

The Consultant reviewed Web site information for a variety of government departments and organizations that offer international experiences for youth to determine whether there was any overlap with CCUPP and SFD. Included in the review were three government departments and six NGOs, some of which have multiple international opportunities for youth: • Government of Canada – Human Resources and Skills Development Canada (HRSDC); Department of Foreign Affairs and International Trade (DFAIT); CIDA

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International Youth Internships Program (IYIP) • Non-Government Organizations – Aga Khan Foundation of Canada, Canada World Youth (CWY), Canadian Bureau for International Education (CBIE), International Development Research Centre (IDRC), Voluntary Services Organization (VSO), World University Services of Canada (WUSC)

Annex 4 provides a comparison of these programs with the CCUPP and SFD.

2.4.5 Limitations of the evaluation

The evaluation encountered the following limitations related to collecting data on the 2005 CCUPP project results: a) Lack of direct contact with student and faculty participants made it difficult to collect additional information on their experiences if the reports to AUCC were not complete. However, additional information, such as written comments from the supervising faculty member, media reports, blogs or other Web sites, reduced the impact of the limited personal contact. It should also be noted that for 2006, AUCC established direct contact with participating students, which should make it easier for the organization to follow up on reports for 2006 activities. b) Timing of the evaluation was not ideal. It began in September when university programs were just getting underway and ILOs were very busy. The survey of ILOs was delayed until October because of time constraints. However, the response rate to the survey – 42 per cent – was fairly strong. c) The highly decentralized management structure for the program posed some difficulties for data collection. While AUCC has contact with a network of university-based International Liaison Officers who are responsible for administering the projects, the ILO is not always directly involved with the student or faculty participants following their selection. At smaller universities, the ILO is often not a full-time position but an add-on to a faculty member’s other duties, and the person filling the role may change from year to year. ILOs generally indicated that they had done their best to involve the appropriate people in responding to survey questions concerning project results. d) Direct, in-person feedback from developing country partners was limited to Ghana primarily because CIDA personnel were traveling in this country. However, as noted above, 94 of the 97 written reports included in the sample had comments from developing country host/ partner organizations that correlated strongly with interview comments.

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3. Profile of the Canada Corps University Partnership Program (CCUPP) and Students for Development (SFD)

3.1 Background

The former Canada Corps provided $2 million funding on a non-competitive basis to AUCC in February 2005 to undertake a 13-month pilot project, the Canada Corps University Partnership Program , which was designed to involve senior level university students and faculty in overseas development activities related to governance. A second project, Students for Development (with the same budget and time frame), was approved in early 2006 and is ongoing until May 31, 2007.

The two projects follow the same implementation model and basic administrative framework. Some of the requirements for SFD were adjusted and refined following the CCUPP pilot phase (e.g. application information, reporting requirements, financial management).

Basic information on the two projects is shown in Table 1.

3.2 Objectives and Expected Outcomes

The objectives for the CCUPP and SFD (reflected in the Logical framework Analysis approved by the former Canada Corps) were defined as follows: • To engage Canadian university students and faculty in international collaboration related to governance; • To increase collaboration between Canadian higher education institutions and developing country partners (governments, NGOs, education and training organizations, civil society, etc) in the field of governance; • To better inform and engage the Canadian public on Canada's contribution to governance.

Outcomes for the CCUPP and SFD focused on: • Increasing collaboration between Canadian universities and developing country partners on governance issues, leading to an enhanced capacity for developing country partners to contribute to their country’s governance improvements; • Broadening young Canadians’ view of the world through work/study abroad; • Informing the Canadian public (including the university and the community) about Canada’s work in the governance field; • Contributing to knowledge on governance issues and Canadian visibility with respect to expertise on good governance; • Contributing to promoting the former Canada Corps’ profile and recognition across Canada.

The program’s overall focus on governance, its objectives, activities and expected results were all consistent with the objectives of the former Canada Corps at the time.

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The definition of governance that was used to assess internships and team project proposals was developed by AUCC and approved by CIDA. It covered a broad range of activities and potential partners:

Strengthening “governance” is viewed in the following way: cooperative, capacity- building activities involving the institutions, processes and relationships necessary to create a better functioning state and civil society. Progress in various sectors such as government, business, the voluntary sector, finance, law, health, education and the environment requires not only technical solutions but also proper governance frameworks.

In its guidance to applicants, AUCC emphasized that the program should be a ‘two-way street’, designed to benefit the developing country partner organizations as well as the students and Canadian universities.

Table 1: Basic information on CCUPP and SFD 4

CCUPP SFD Time Frame Feb 1/05 to March 31/06 March 29/06 - May 31/07 CIDA Contribution $2 Million $2 Million University In-kind $500,000 In-kind $500,000 Contribution 2005 estimate $853,973 2006 estimate not available

Institutional Open to all 91 universities and colleges that are AUCC members: Eligibility • Internships – each institution allocated one placement but may opt out – additional placements go to other eligible institutions through a lottery • Team Projects – 10 per year – competitive process

Student Eligibility Senior-level students (3 rd & 4 th year undergraduate students through PhD candidates) Participation Canadian 59 Canadian universities • 49 Canadian universities Universities Students • 143 students – 89 women • 138 students -100 women • Age range – 20 – 54 years Fall Internships Level of Studies: Level of studies: • Undergrad 53%, Masters 43%, • Internships – Undergrad 58%, Masters Doctorate 4% 36%, Doctorate 6% • Team projects – Undergrad 46%, Masters 46%, Doctorate 8%

4 Information from AUCC reports to CIDA ( Canada Corps University Partnership Program: Final Narrative Report April 1, 2005 – March 31, 2006 ; Students for Development, Quarterly Report July 1, 2006 – Sept. 30, 2006 ) and email correspondence 11/01/07.

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Countries Internships : 48 countries Fall internships: • Africa & Mid East 44%, Latin America • Africa & Mid East 47%, Americas and Caribbean 29%, Asia 19%, Eastern 24%, Asia 27%, Eastern Europe Europe 8% 2% Team Projects : 10 countries Team Projects: 9 countries • Africa & Mid East 5, Asia 4, Eastern (projected) Europe 1 • Africa 7, Asia, Latin America Eastern Europe – 1 each Developing Country Internships : 112 partners • Internships - 84 partners (only Partners • Civil society organizations 37% primary known at this time) • (primary and Universities & centres of excellence 35% • Team projects : 12 partners secondary) • National governments 12% • Community level associations 8% • Local governments 5% • Policy forums 3% Team Projects: 10 partners • Universities & centre of excellence 60%, civil society organizations 30%, governments 10%

3.3 Implementation Model

The CCUPP and SFD used two models to enable senior-level university students to experience development issues first-hand while earning an academic credit: • Student Internships - Senior-level students (3 rd & 4 th year undergraduate students through PhD candidates) were placed in governance-related internships for 3-4 months. For 2005, there were 102 individual internships in 48 countries. • University Teams - A team comprised of at least 3 students (senior undergraduate students through PhD candidates) and at least 1 faculty member participated in a project to enhance the governance capacity of a host organization in a developing country. The 10 best projects were selected by an AUCC-appointed Selection Committee. Team projects were not required to spend a specified length of time in the developing country. At the end of the project, the team had to prepare a case study on some aspect of their project. For 2005, 40 students and 10 faculty members took part in team projects in 10 countries.

3.4 AUCC Program Management

AUCC adopted a decentralized management approach, building on systems already in place at participating Canadian universities. AUCC’s responsibilities included: - establishing the overall guidelines for the program (e.g. eligibility criteria, application and selection processes, requirements for financial management and reporting); - entering into agreements with universities and ensuring requirements were met; - overall implementation of the program, including financial management and achievement of results;

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- Promotion of the program; - reporting to CIDA.

Universities approved for projects were responsible for: selection of students, pre- departure orientation, establishing a written agreement with developing country partners outlining expectations for the project, monitoring project activities, administration of the internships and team projects and debriefing student participants. Participating institutions were also expected to organize public awareness activities following the internships to highlight Canada’s work related to governance at home and abroad. In addition, they were required to make an in-kind contribution of at least 20% of the total cost of the internship or team project.

3.4.1 AUCC Selection process

a) Internships One internship was reserved for each AUCC member institution in the pilot phase. Some institutions did not participate so unused placements were allocated on a lottery basis to institutions that had the capacity to place more than one student. Of AUCC’s 91 members, 59 had internships in 2005, while 49 had internships in 2006.

AUCC reviewed all internship and team project proposals for consistency with the eligibility criteria. A five-member Selection Committee, made up of senior academics appointed by AUCC, reviewed the internship proposals to ensure that they had a governance focus and appropriate work plan and resources.

Table 2 shows the disposition of internship applications in the two years.

Table 2: CCUPP and SFD Internship Approvals CCUPP 2005 SFD 2006 Internship applications received 109 116 Number refused 2 3 Number approved with no change 82 62 Number sent back for improvements and 20 37 subsequently approved Number retained as backups 5 14

Sixteen universities that had internships in 2005 did not take part in the 2006 program. Survey responses and information from AUCC indicate that the short length of time to submit proposals was a key factor. Only one university indicated a lack of interest in the program. b) Team projects The Selection Committee was also responsible for selecting the ten ‘most meritorious’ team projects from approximately 30 applications each year. AUCC developed a detailed assessment grid modeled on the one used for the University Partnerships in Cooperation and Development (UPCD) program, which AUCC administers for CIDA. Four criteria, detailed in application documents available on the AUCC Web site, were

Evaluation of former Canada Corps University Partnership Program 12 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch used to judge the team projects: • Relevance: - the developing country partner’s mandate with regard to the governance issue addressed in the team project; - the quality of the work plan and its links to the developing country partner’s work in governance; - the impact on student’s learning. • Partnership: - the complementarities of the expertise and mandate of the key players involved, including the developing country partner; - the number, level and appropriateness of the Canadian students and faculty involved. • Multiplier Effect: - the potential multiplier effect of the project’s results in the developing country; - the potential for internationalization of the Canadian institution; - the additional resources/ partners that could be called upon to support the project; - the scope of the planned public awareness event within the institution and with other partners, stakeholders, local community etc. • Management: - the team project’s response to Program requirements, including a clear description of participants’ responsibilities.

Four universities have had team projects in both 2005 and 2006 (Royal Roads University, Université de Moncton, University of Toronto, York University). The University of Toronto was the only one that built on the 2005 experience, with a second student governance project in Eastern Europe.

The same Selection Committee members have participated in both years. Their suggestions for improving the selection process and the application information were all adopted by AUCC for the 2006 program. All Selection Committee members expressed satisfaction with the review and selection processes, though they note that each is time consuming.

3.4.2 Financial management

For 2005, the pilot year, AUCC sent funding directly to the universities for both the internship and team projects. However, this approach was changed for 2006. AUCC continued to send funding to the university for team projects but took over responsibility for managing the internship funds. AUCC now provides funding for the internships directly to the students, based on their actual documented expenses. This change responded to a request by CIDA and also helped to reduce the administrative burden for the universities.

It should be noted that the ODG/former Canada Corps commissioned a financial audit of the CCUPP at the same time as this evaluation. As a result, the evaluation looked only

Evaluation of former Canada Corps University Partnership Program 13 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch at the processes used for managing program finances, not the financial details.

3.4.3 Monitoring

Monitoring of the internships and team projects is the responsibility of the participating universities. The AUCC Program Manager maintains regular contact with the universities, personally and through the ILO ‘listserv’, for information and problem solving.

3.4.4 Promotion and public engagement

AUCC launched the CCUPP by alerting every university President through the monthly newsletter sent by AUCC’s President. In addition, AUCC promoted the program through a ‘listserv’, which reaches the most senior faculty member responsible for international activities at each university. A Web page was created for CCUPP that was available from the day of the launch. AUCC recorded 38,259 visits to the Web page during the 13-month period that CCUPP operated. The peak month for these visits was December 2005, which corresponded to the most active period for public engagement activities for the internship and team projects.

AUCC also prepared a communications package in English and French that includes seven articles, six postcards, five fact sheets and three summaries highlighting students’ experience in various internships or team projects and the results achieved. This package has been distributed to all Canadian universities, various government departments and embassies in Canada, as well as students and developing country organizations that participated in the program.

3.4.5 AUCC reporting to CIDA

AUCC has provided detailed quarterly reports to CIDA, which focus primarily on the aggregate statistics of participation (e.g. gender, geographic scope, governance pillar addressed). AUCC indicated that the format and level of detail responded to CIDA’s request for reporting. AUCC also provided CIDA with the communications package on the program, which highlights results and experiences from a number of the projects.

3.5 Project Management at the University Level

3.5.1 Project design

AUCC encouraged applicant institutions to build on existing relationships with developing country partners, including other CIDA-funded projects; however, this was not a requirement for participation in the program.

For 2005, all ten team projects built on previous work with the partner/ host organization. However, only one of four universities that had a team project in both 2005 and 2006 built on the earlier project. Feedback from two other universities indicated that the choice of proposal for 2006 depended on faculty interest and/or a need to be ‘fair’ to all departments, resulting in a new proposal rather than a follow-up phase.

ILO survey responses indicated that building on an existing relationship was less likely

Evaluation of former Canada Corps University Partnership Program 14 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch for individual internships. Only 36% of respondents indicated a previous relationship with the partner/host organization. More than half of respondents (54%) indicated that the CCUPD internship had provided an opportunity to establish a linkage with the partner and to explore the potential for further work. In several cases, the student intern had a prior relationship with the host organization and was instrumental in developing the proposal. In one case, the university worked in partnership with a Canadian NGO that had a long-standing relationship with the developing country partner.

Nineteen universities reported links to another CIDA-funded project and two had links with a project funded through IDRC.

3.5.2 Selection of students

ILO survey responses indicate that most universities established a competitive process for selecting student participants (20 of 25 responses – 80%). One university identified the limited time in advance of the placement as the reason for naming a student rather than having a competition.

All of the ILO responses indicated satisfaction with the interns selected. Twenty-one indicated they were highly satisfied.

3.5.3 Pre-departure orientation

As part of the application process, AUCC required participating universities to ensure that students would receive pre-departure orientation delivered by either the university or the Centre for Intercultural Learning (CIL). Attending a pre-departure orientation session was also a requirement for the student participants. In consultation with a number of the member institutions, AUCC prepared an outline of the topics to be covered if a university planned to undertake pre-departure orientation.

AUCC reported that 48 of the 143 students who participated in the internships and team projects attended the CIL pre-departure orientation in 2005 (33.5%) while 95 took part in orientation provided by the university (66.5%). Most universities have established safety abroad services as part of their regular international activities.

3.5.4 Monitoring and reporting

ILO survey responses indicate a variety of methods for monitoring internships and team projects. For the internships, most relied on regular email or written reports from the student to the faculty supervisor. These reports were corroborated through formal or informal contact with the developing country host/ partner, through the partner’s evaluation of the project, and through a debriefing session with the student at the end of the internship. Only five of the 25 responses reported on-site visits by a faculty member. (It should be noted that these visits were undertaken personally or for a purpose beyond the internship, as the program does not provide funding for on-site visits.) Only two responses indicated that they saw no need to verify the student’s report with the partner organization. Team projects were monitored by the participating faculty member on an on-going basis.

Universities were expected to report to AUCC once all project activities, including public engagement and the team case study, were completed. All reports were submitted

Evaluation of former Canada Corps University Partnership Program 15 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch electronically and the amount of information that could be included in each section was limited. AUCC strengthened the reporting format for 2006 significantly compared to 2005. The revised form includes more specific questions related to project results, especially related to governance and gender equality. It is much clearer that both the student and the partner organization are expected to complete the report. The new forms also provide more space for responses.

3.5.5 Public engagement (PE)

Almost all universities reported on public engagement activities but there was a wide variation in the type and reach. Examples of PE activities reported include: • Classroom presentations to their own or other programs • Presentations at community events, including elementary schools • Media coverage - campus papers and radio, national newspapers and radio

Where a university did not report on PE activities, it was because the student had not yet returned or the activities had not been completed at the time of reporting. Many reports included media coverage from Canada or abroad, and links to blogs or other relevant Web sites, all of which were easily accessible.

3.6 Level of Interest – Universities and Students

Based on information from the universities, AUCC reported a high level of interest in the pilot program from both universities and students. Many universities indicated that they could have filled multiple internship placements if that had been possible; a reported average of 11 students expressed an interest and/or applied for each of the Internships available. Thirty-one proposals for team projects were received in 2005 and a similar number in 2006. Although only 10 team projects could be funded, the Selection Committee assessed 20 of the 31-team project proposals received in 2005 as meritorious.

ILO survey responses confirmed that universities are very interested in taking part in a program that provides international experience for students and faculty. Twenty of the 25 responses expressed a high level of interest, while only one indicated a low level of interest. Responses identified the following benefits from participating in the program: • Opportunities to establish or expand linkages in developing countries for collaboration and mutually beneficial partnerships; • Opportunities for research and project initiatives for both students and faculty; • Internationalization of the university with potential for attracting students and faculty; • Support for educational programs that enabled students to apply academic theory to real life situations; • Participation of smaller institutions that do not have other funding for international activities.

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3.7 Difficulties Encountered

AUCC reported only minor difficulties during the CCUPP related primarily to the internship projects. They included: early return of students (2 cases); late start to the internship; cancellation of internships/ replacement with alternatives; change in the country due to security concerns. The impact of these difficulties on the program was minor and the internship/ team projects were completed as planned, or with some adjustment.

4. Evaluation Findings

4.1 Development Results Achieved

4.1.1 Individual internships

Of the 97 individual internships reviewed:

• 72 (74%) demonstrated results related to governance (as described in section 3.2) either directly through the outputs described for the internship or by strengthening organizations that focus on governance and capacity development. Most results reported were at the output level, though many contribute towards longer-term outcomes for the organizations, and some have the potential for broad, long-term impact through government or organizational policies.

• 21 (22%) did not have a strong focus on governance . Based on the information provided in the reports to AUCC, projects that focused primarily on direct delivery of services (e.g. health care and environment) or activities such as secretarial work, translation, conference organizing or writing funding proposals for the partner organization were assessed as not having a strong focus on governance.

• Four projects were identified as not successful by the university, the intern or the developing country partner. The reasons given included: the host organization was not prepared to receive the intern and engage him in appropriate activities; there was no clear understanding of what the intern was to do; inter-cultural problems created barriers to effective implementation of the internship.

There are two primary concerns related to the potential for internships to make an effective contribution to a developing country partner’s governance capacity: the short period of time for the internship, which is geared to an academic term (3-4 months), and the level of expertise that could be expected from an undergraduate student. Comments from interns and developing country partners suggest that these issues were not significant barriers to the internship being successful. Some partners indicated that they would have preferred a longer internship (4-6 months), and some students did extend their stay beyond the project time frame. However, many individual internships appear to have demonstrated results beyond what might have been expected from a short-term placement, as indicated by: the actual outputs reported; the level of satisfaction expressed by the host organization; interns being asked to stay or come back to work for the organization after graduation; other follow-up activities, such as jobs or internships

Evaluation of former Canada Corps University Partnership Program 17 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch with other international organizations.

Annex 3 includes a sample of comments from developing country partners on their experience with the internships. A few examples demonstrating results at the output or outcome level appear below.

[The intern] was a welcome addition to our team. At first we had no particular reason to believe in his capacity to make a real contribution, but time and again, we were impressed by his enthusiasm to learn and participate. In the end, the internship was a true exchange. We benefited from [the intern’s] well-developed analytical skills and hard work; he learned the practical side of development work.

The learner from Royal Roads University was a significant factor in the success of this project; his depth of understanding of the issues, ability to ground theoretical, academic ideas into the field, and commitment to a quality study helped produce a innovative roadmap to help keep vulnerable people safe in the communities where the Red Cross and Red Crescent work.

The intern was able to set the groundwork and provide the preliminary information for a proposal to develop a National Gender Committee. This initiative was followed through by the intern participating in the Fall Internship. The result was a decision by the Ministry to form a committee of gender stakeholders that would meet at a regional level 4 times a year and once a year at the national level. The setting up of a data-base on activities of our key partners is a major success story. [The two interns] pioneered the work and it was continued by [the next intern]. Also through [the first two interns], MSWGCA got a copy of a donor directory with is now being effectively used to advise their partners seeking funding for their various projects.

4.1.2 Team projects

Of the 10 team projects reviewed:

• 7 demonstrate strong results related to governance with potential for sustainability . Examples of outputs included: - Needs assessment and a strategic plan for cooperative development in Mongolia, an important strategy identified by the government to alleviate poverty; - Design of curriculum, structure and training requirements for professional civil servants in Jordan;

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- Facilitation of a national consultation on pastoral land rights in Kenya.

• 2 had a strong impact on the participants’ learning but did not produce immediate results at the organizational level. The sustainability of results and the replicability of the approach were questionable.

In one case, the team tested a model for community needs assessment and planning that was developed in Canadian aboriginal communities. The partner organization indicated that the methodology needed significant adaptation to be useful for the India context, although at least one individual in the organization has continued to use it. In addition, given that there are many Indian-based NGOs that have developed effective methods for participatory community consultation and planning, the question of why a Canadian model was ‘imported’ should be considered.

In the second case, the project focused on working with students to develop awareness of student governance issues and a new model for student governance that would be more transparent and accountable. While the students appreciated the learning experience, and some are participating in a similar project for 2006, it appeared that the local university was not open to any new initiatives related to student governance.

• 1 team project included a strong focus on practical efforts to improve host organization’s sustainability (e.g. writing proposals, developing an English Web site).

4.2 Effectiveness of the CCUPP

4.2.1 Good governance a) Range of issues addressed by internships and team projects The following examples demonstrate the range of issues addressed through CCUPP internships and team projects. Taken together, they demonstrate that the CCUPP successfully addressed governance issues relevant to the former Canada Corps mandate at the time and its sectors of focus (Human Rights, Democracy and Civil Society, Public Sector, Legal/ Judicial/ Rule of Law – July 2004 handout). • Prison conditions for women • Status of indigenous people • Rights of disadvantaged groups and their participation in civil society – e.g. children, disabled persons, persons living with HIV/AIDS • Refugees’ legal status and conditions in refugee camps • Prevention of sexual exploitation and abuse of refugees • HIV/AIDS - awareness/ education • Land rights and legislative reforms • Water rights • Role of media • Election monitoring • Corporate social responsibility

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• Student governance and civic engagement • Peace/ conflict resolution • Decentralization of government services – training of staff to improve programs • Public finance systems • Evaluation of organizational systems for monitoring, evaluation, documentation, training • Economic development structures and processes • Sustainable agriculture • Public participation

The ILO survey included two questions related to project results and contribution to governance. Twenty-two responses were received to these questions.

Assessing the extent to which the expected project results were achieved, 14 responses indicated ‘almost completely – 76%-90%’, while a further 6 indicated ‘to a large extent – 51%-75%’. One indicated ‘somewhat’ and one did not know.

Assessing the project’s contribution to governance as defined by AUCC for the program, 16 responses indicated a ‘significant’ contribution, and 11 provided examples. Four responses could not assess the contribution and one indicated a ‘limited’ contribution because the length of time was too short.

While it is important to recognize that ILOs have a vested interest in their university’s project, it is equally important to recognize that most of the ILOs who responded indicated that the university had received feedback from the developing country partner directly. Five institutions also benefited from faculty making on-site visits to the project. b) Nature of developing country partner/ host organizations

Figures 2 and 3 demonstrate the types of partners involved in internship and team projects in 2005. 5 Internships covered a broader range of organizations than the team projects because of their larger number. Interns were generally placed with organizations that had a clear mandate for governance issues at a variety of levels. Examples of developing country partner/host organizations are listed following the two charts.

5 Former Canada Corps University Partnership Program: Final Narrative Report April 1, 2005 – March 31, 2006 , AUCC, June 30, 2006, p.6.

Evaluation of former Canada Corps University Partnership Program 20 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Figure 2: Categories of partners involved in Internships

Local governments Policy forums 5% 3% Community - Lev associationsel Civil society 8% organizations National 37% governments 12% Universities or centers of excellence 35%

Civil society organizations Universities or centers of excellence National governments Community-level associations Local governments Policy f orums

Figure 3: Categories of partners involved in Team projects

Governments 10%

Civil society organizations Universities 30% or centers of excellence 60%

Universities or centers of excellence Civil society organizations Governments

Evaluation of former Canada Corps University Partnership Program 21 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Examples of developing country partner/ host organizations include: • Office of the President – Madagascar • UN Latin American Institute for the Prevention of Crime and Treatment of Offenders; • Délegation de la Commission européenne à Khartoum – Section Gouvernance, secteurs sociaux et développement économique – Sudan • UN Latin American Institute for the Prevention of Crime and Treatment of Offenders • International Centre for Human Development – Costa Rica • UNAIDS/ UNFPA – Rwanda • International Federation of Red Cross and Red Crescent Societies • East African Law Society – Tanzania • Ministry of Social Welfare, Gender and Children’s Affairs – Sierra Leone • Supreme Court of Justice – El Salvador • Ministry of Justice – Rumania • The United Nations Economic and Social Commission for Asia – Lebanon • Newly Independent States Parliamentarians Against Corruption (NISPAC) – Ukraine

The broad range of developing country partner/ host organizations involved, and the clear mandate related to governance (in the majority of cases) was a factor in the success of the program.

The broad range of partners and the subject matter of the internships and team projects are also indicative of Canadian universities’ collective capacity to establish linkages and carry out programming that is relevant to governance capacity building.

4.2.2 Local ownership

ILO survey responses indicate that the design of internships and team projects was generally developed by the university in consultation with the overseas partner organization, although the partner’s level of participation varied. Seventeen responses (of 25 – 68%) indicated strong collaboration, while five indicated that the proposal had been developed by faculty with minimal input from the partner organization. There were several instances where the student developed the proposal based on previous contact with the organization, and one where the university collaborated with a Canadian NGO to develop a proposal that was appropriate for the needs of the host organization. Many partner/ host organizations commented positively on how relevant and appropriate the internships were to their mandates.

Since the core of SAFP’s poverty reduction strategy is centered on the capacity building of the Sanghams (CBOs) and the promotion of good governance, it is important to note that this internship was very relevant to the existing programming.

Evaluation of former Canada Corps University Partnership Program 22 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Our organization has worked with many volunteers over the years, but never did we have an official intern for a longer period of time and never one who was “officially” placed. This, plus the fact that we defined the goals and expected results beforehand, made the experience very worthwhile and professional with clear expectations on both sides.

4.2.3 Capacity development

Many developing country partners commented favorably on the ways that the internship or team project had helped the organization build its capacities. Some partners indicated that they count on interns to fill staffing gaps or undertake projects that were not funded from other sources. Examples of outputs related to capacity development included: • Development of new systems or resources to support future programming (e.g. data base, educational resources); • A fresh perspective and new approaches to improve programming as a result of the external analysis provided by the intern or team; • Increased internal capacity to deliver programs and develop policies; • New or expanded links with Canadian partners and opportunities for networking and research.

Some partners indicated results that will have a longer-term benefit, including: • Strengthened networking in the community; stronger base for democratic development initiatives; • Increased visibility in their country as a result of Canadian support, which may enable them to be more influential in policy areas.

The intern collected and collated reference materials for training conducted by IPA [on gender and other issues]. The main result she accomplished was a system of data collation, which has become part of our research system. We have gone on to use the system for other research, as well as the documentation she developed, which continue to be up-dated.

Both the one-to-one and focused group discussion approaches adopted by all the interns in their research, helped MSWGCA a lot in our efforts to coordinate and strengthen the network of partners that are concerned with improving the protection and rehabilitation of children, women and girls.

Experienced lecturers like myself were forced to challenge the ways we teach. We began to think about the significance of using collaborative learning. I realized that instead of giving up responsibility or losing authority, I was teaching more effectively.

Evaluation of former Canada Corps University Partnership Program 23 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

The valuable support and knowledge provided by [the intern] to the current work of the Supreme Court of El Salvador enabled us to establish a more formal and permanent liaison with different agencies and people interested in developing joint projects so as to strengthen the relationships between different institutions and members of rural communities. This project also achieved the design of a participatory instrument for rural communities committed to continuing their collaboration and full participation in projects that will contribute to their well-being. Finally, the project clearly showed that it is possible for our work and contributions to be broadened beyond our formal mandate.

4.3 Results for Students

The primary outputs of the CCUPP for student participants included: • Achieving an academic credit – This is an important distinction of the CCUPP compared to other international opportunities; • Hands-on learning – Students had the opportunity to put classroom theory into practice with support from developing country partner organizations; • Learning on governance and development issues – Students were able to develop a deeper understanding of global challenges; • Cross-cultural learning and personal relationships – Many students indicated that participation in the CCUPP was a life-changing experience.

Having an international learning/ working experience has been identified as a significant factor in preparing young people for a wider range of career opportunities, whether in development or in other fields. Consequently, it is possible to identify potential longer- term results (outcomes) of the internships such as: • Internationalization of personal and professional skills; • Better understanding of global complexities and issues.

AUCC has been a strong proponent of international educational experience for a number of years. Other organizations, such as the Canadian Association for the Study of International Development and the North-South Institute, also recognize the value of these experiences. It is also interesting to note that developing international skills and knowledge underlies the Government of Canada’s International Academic Mobility (IAM) initiative. The IAM Web sites identifies skills, which will “allow young Canadians to find employment in a competitive and rapidly changing international marketplace and to excel in their chosen career fields.” These skills include: • cultural understanding and knowledge of diversity; • resiliency and coping skills; • a positive attitude toward change; • advanced language skills; • a capacity for discovering new or innovative ways to solve problems; • flexibility and adaptability; and • an ability to work effectively with co-workers and in teams.

Evaluation of former Canada Corps University Partnership Program 24 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

The results identified for students who participated in the CCUPP are closely aligned with the skills recognized by the Government’s IAM initiative.

4.4 Relevance of Results to CCUPP and SFD Mandate

The development results (outputs and outcomes) and learning results for students achieved by the 2005 CCUPP internships and team projects fulfilled the mandate set out in the contribution agreement between AUCC and CIDA. Since SFD is following the same model and working with many of the same university partners, it is just as likely to achieve the results expected for the program.

It is also worth noting that the CCUPP exceeded its targets for levels of participation by Canadian universities, students (including women) and developing country partner organizations.

4.5 Factors of Success

Analysis of the information collected for the evaluation indicates that the following factors were important in producing the development results identified for the CCUPP: a) The nature of the partner/host organization. Some organizations such as UN organizations, government departments, civil society organizations that had a policy or capacity development focus, were more likely to provide significant opportunities for governance related activities and results. b) A previous working relationship with the host organization by either the student or the university helped to set a clear context for activities and facilitate the achievement of results. Committed Canadian partners also helped to raise additional support and establish networking possibilities in a number of cases. c) Length of placement was an important factor in what could be accomplished. Some placements were extended beyond the planned period and hosts generally indicated that they would prefer a longer placement. d) Level of responsibility offered by the host organization. Because partner organizations were often relying on interns to fill gaps in staffing, many gave intern’s responsibilities beyond what would be available to a young person entering the job market in Canada. Some interns were challenged to develop policy positions for presentation to the government, to evaluate whole areas of programming and make recommendations for improvements, to represent the partner/host organization at national consultations or media events, or to develop new systems for documentation and resource development. e) Qualities that students brought to the internship or team project. The level of education that students had attained was important in enabling them to make a contribution to the partner organization. In addition, previous life experience and maturity appeared to be significant factors enabling interns to adapt to the international context. f) More than one intern in a location at the same time or consecutive internships with the same partner enabled projects to consolidate and build on results. g) The partner/ host organization’s experience with, and capacity to manage, internships facilitated the development of a realistic work plan, good local

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orientation and integration of the intern, and an overall positive outcome.

4.6 Sustainability

It is difficult to assess the sustainability of results after only six months. However several of the factors of success noted above increase the likelihood of project results being sustainable. For example, an on-going working relationship between the Canadian and developing country partners, consecutive internships that can consolidate or expand on results, projects that meet the identified needs or mandate of the partner organization. Where interns were involved in developing policy positions for government or large international organizations, the potential for broad, long-term impact is increased.

4.7 Comparison of Results for the Two Models

One of the evaluation questions was whether one model – individual internship or team project – was more effective than the other. Some interviews and responses from the ILO survey indicated a preference for team projects as a more effective approach, and it was even suggested by a few respondents that this should be the ‘niche’ for any future funding of the program.

The results reported for the internships and team projects do not demonstrate that team projects are more effective than internships in reaching the governance and learning outcomes expected for the program. The volume of internships (102) compared to team projects (10) enabled the program to reach a broader range of organizations and address a wider range of governance issues than could be reached by team projects alone. Even if all CCUPP funds had been directed to team projects, only about 35 projects would have been possible, reaching a similar number of partners (amounting to only about 31% of the total in 2005).

It might be expected that the on-site presence of a faculty member would enhance the students’ learning through increased mentoring and/or guidance. However, the reported results related to learning are equally strong for the majority of individual interns and for team members. Individual interns reported being well integrated with the host organization both professionally and personally, and experiencing significant levels of learning about governance and intercultural challenges. It might even be argued that individual internships provide more opportunity to develop intercultural skills specifically because there is no supportive group of Canadians inclined to spend their time together.

The only significant difference between the two models in the pilot year was a greater likelihood that the team project would be part of an on-going, well-established program between the Canadian and host universities. Faculty supervisors had often been engaged with the partner organization or host faculty member over a number of years and were very experienced in the subject area and international context. These factors should enable a team project to be immediately relevant, and in some cases that proved to be true. However, there is also greater potential for the team project to have a stronger academic approach, focusing more on specific research than on the partners’ needs.

Where two interns were placed with the same organization at the same time, they were able to offer personal support but, generally, they had different (sometimes complementary) areas of focus, which served to increase the benefits for the

Evaluation of former Canada Corps University Partnership Program 26 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch organization. When interns worked consecutively with the same organization, they were able to build on previous results and take the project further, thereby improving results and increasing the potential for sustainability.

It should be noted that neither model is a typical internship in so far as both involve active students, rather than graduates, and both are tied to the academic term. In these respects, the program is similar to a co-op education work term.

4.8 Implementation of Gender Equality Policy in Programming

4.8.1 Participation of students and faculty

Women were slightly over-represented in the students participating in CCUPP compared to their participation in the university population. Women made up 63% of individual interns and 61% of team project members compared to 59% in the overall university population. 6

AUCC accounts for the greater participation of women by noting that most participants came from social sciences, including international development, and these areas often attract more women than men.

Participation of women is considerably lower when participating faculty are considered. Only one team project included a Canadian female faculty member. This reflects the general situation that fewer women than men hold university faculty positions.

Among developing country partners, the students’ supervisors were men in 66% of the cases, women in 32% of the cases, while 2% of the Internships had joint supervision involving one man and one woman. AUCC noted that the number of women supervisors correlated strongly with the type of partner organization. Most women supervisors were from civil society organizations and community associations. The supervisors at universities/centers of excellence, national and local governments were generally men, which is likely typical of professional hierarchies in a large number of developing countries.

4.8.2 Participation of women in developing countries

In 2005, AUCC did not request specific reporting on the number of women involved as beneficiaries in the internship projects, or an analysis of project results in relation to gender equality issues. This weakness in reporting has been corrected for 2006 with reporting forms now including specific questions related to gender.

Based on the internship reports, it appears that gender equality issues were a focus or a significant component in only 14 individual internships in 2005. It is impossible to tell whether other internships had results related to gender issues because of the reporting limitations.

For the 2005-team projects, AUCC reported that more than 700 women were involved directly or indirectly in governance work, representing 65% of the total estimated number

6 L. N. Christofides, M. Hoy, L. Yang, The Gender Imbalance in Participation in Canadian Universities (1997-2003) , April 2006, http://www.economics.uoguelph.ca/People/yangjmp2.pdf

Evaluation of former Canada Corps University Partnership Program 27 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch of participants. AUCC suggested that the relatively high level of women’s participation reflected their role as informants for the projects’ research. However, results related to gender equality issues were identified in only one of the team project reports, as this information was not requested for 2005.

4.9 Public Engagement

4.9.1 Reach of public engagement activities

As a result of some 112 public engagement activities presented by students on campuses or in communities, AUCC estimates that more than 8,700 Canadians heard in person about CCUPP program results and lessons learned related to governance. In addition, AUCC estimates that about 200,000 Canadians were exposed to information about the program and governance issues via the radio, newspapers, blogs and emails. 7

While it is impossible to verify these estimates, it is interesting to note that AUCC was able to document interest in the program growing as a result of presentations by returned interns. AUCC received 1,325 emails and an estimated 200 phone calls requesting information on the program, most during the period when the majority of PE activities were going on. Many of the requests came from people who had learned about the program from a fellow student during a PE activity.

Several follow-up projects developed as a direct result of student participation in the CCUPP or from a PE activity. For example, as a result of a presentation at a Canadian elementary school, students became involved in fundraising for the project described by the intern. Similarly, members of a team that worked with an organic coffee growing project helped to set up a business to import and sell the coffee produced by the project, after they returned to Canada.

4.9.2 Engagement of students

All but two 8 of the 143 student participants in 2005 reported positive learning results related to both governance and intercultural communications. The majority reported significant changes in their understanding of development issues and global challenges. Many indicated an intention to continue their involvement with international development work.

4.9.3 Dissemination of learning

AUCC has invested in an attractive communications kit (English and French) to disseminate learning from the projects and promote the program. The content of the kit highlights students’ experience in various internships or team projects and the results achieved by them. This package has been widely distributed across Canada and internationally. It is also available through the AUCC Web site.

AUCC is disseminating success stories and learning from the CCUPP through its Web site and through the University of Saskatchewan’s Governance Knowledge Network

7 Canada Corps University Partnership Program: Final Narrative Report April 1, 2005 – March 31, 2006 , AUCC, June 30, 2006, p.6. 8 One intern had a negative experience and one did not complete the report fully.

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Web site. 9

The CCUPP program budget did not include any funding to follow up on the internships/ team projects by bringing students together or establishing other types of linking. Consequently, AUCC has not been able to capitalize on the potential for learning where several internships had a similar focus (e.g. strategies for peace building, rights of children, student governance, HIV/AIDS awareness). Another area that could be explored is the use of sport in development; this relatively new area was a key component in both peace building and rights of children projects in different countries.

The evaluators also noted that the decentralized administration of internships used in 2005 was a barrier to AUCC taking an active role in linking students where their internships had a similar focus. This should be easier in 2006 since the AUCC office is now in direct contact with the interns.

4.10 Program Management

4.10.1 Decentralized management

AUCC’s decentralized program management made use of systems that were already in place at participating Canadian universities. This approach reflects the nature of AUCC’s relationship with its members – it does not try to exert control in any aspect of its work with members. It respects the independence and capacities of its members and believes in letting them do what they do best.

AUCC provided clear guidelines and requirements for all aspects of the program and operated on the basis of trust that universities would comply with the requirements. Guidance on issues such as, what a governance project might include, requirements for pre-departure orientation and reporting requirements, were updated and strengthened over the course of the year based on feedback from universities and Steering Committee members as well as CIDA. All guidance documents are easily accessible through the AUCC Web site.

The downside to AUCC’s very decentralized system, included: • AUCC’s main contact, the ILO, was usually not directly involved with the students participating in the internship or team project. This sometimes made it difficult for AUCC to get all the required information in a timely way. • AUCC cannot check that universities followed requirements, or that approaches were consistent. It only learned about problems if students or partners complained to AUCC or CIDA.

Based on the information available from 2005 reports and the ILO survey, it appears that universities generally followed program requirements related to selecting participants, time frame for the projects, public engagement, financial management and reporting. However, the role of developing country partners in project planning seems to vary a lot. The fact that the program is responsive at the university level also means that projects are not required to build on previous success.

9 http://www.icgd.usask.ca/gkn/index2.php

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Informal feedback received from several students during the course of the evaluation suggests that practices for pre-departure orientation and debriefing are not uniform at all universities and may not be adequate in some cases. Another intern indicated that his work focused on establishing contacts for the Canadian university rather than activities that would benefit the partner organization directly.

Two areas seem to warrant further consideration and guidance from AUCC: a) Strengthening the requirements for project development: • Wherever possible, build on an established relationship with a developing country partner. This is not required at the moment but could be considered since there is greater potential for long-term results where a working relationship is already established. • Ensure that developing country partners have a substantive role in the planning stage to clarify expectations, define internship and team project results, and have a role in selecting student participants. b) Developing methods for student participants to evaluate the support provided by their university.

4.10.2 Allocation of internships

The current practice of allocating one internship to each member institution is an advantage for smaller institutions that might not have the resources to undertake international programming. However, the allocation process does not enable AUCC to ensure consistent quality in the internships. Very few proposals are rejected, though about a third have been sent back to the university for improvements. First year results suggest that some universities have been more successful than others for a variety of reasons. Considering previous results would make the process more competitive and could increase the quality of the internships.

4.10.3 Reporting

a) University reports to AUCC

Most of the reports reviewed provided sufficient information to get a good sense of the project although there were some weak areas. For example: some reports did not include comments from the partner organization; some comments had not been translated; some reports did not clearly explain how results related to governance. In a few cases, public engagement activities had not been completed because the student had extended his/her overseas stay to take a job or another internship. All of the 2005 reports were weak in relating the project to gender equality issues because this information was not specifically requested in the form. Many reports included additional information on public engagement activities or links to Web blogs or other sites that provided additional information on the project.

AUCC has strengthened the reporting requirements for 2006 by requesting specific information related to governance and gender equality, providing more space for answers, and clearly requesting responses from developing country partners as well as students and the Canadian university. A review of the reports received will enable AUCC to assess the effectiveness of these changes and

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identify any areas that need further improvement. b) AUCC reports to CIDA

AUCC’s reports to CIDA include a variety of statistical information concerning the program but they lack information related to results for the developing country partners, or the partners’ level of satisfaction with the projects. Given that this information was available to a large degree in the written reports from universities to AUCC, it is surprising that it was not included in the CIDA reports. Identification of partner organizations and a sample of their comments would have given a more complete picture of the nature of the program and the results it had attained in its pilot year. However, AUCC indicated that the format and level of detail responded to CIDA’s request for reporting. AUCC indicated that CIDA had received the communications package, which highlights results and experiences from a number of the projects.

4.10.4 Satisfaction of stakeholders a) Universities

Responses to the ILO survey indicate that ILOs are very satisfied with: the criteria and processes used by AUCC to select university projects, the resource material developed by AUCC, the support provided by AUCC staff, the length of time for the internship (geared to one academic term).

On the other hand, ILOs suggested the following changes for the program: • Longer lead time for the application and selection process (the time available was affected by when the CCUPP or SFD was approved by CIDA); • Multi-year funding to facilitate longer term planning at the university level; • A staged approach – initial funding to develop a relationship followed by a longer-term project; • Decreased emphasis on governance – expanded range of development issues eligible for funding; • More team projects; • More internship to respond to high demand at the university level. They suggest an overall increase in program funding or a smaller allocation for each internship; • Consideration of a university’s track record when awarding internships; • Reduced administrative burden and greater allocation for administration at the university level; • Opportunities for overseas monitoring; • More follow-ups and sharing of lessons learned. b) Host organizations

All of the host organizations interviewed expressed a great deal of support for the internship program, although they did not always distinguish between the AUCC program and others they are involved in. All the organizations were supportive of internship programs in general. Some expressed particular appreciation for the

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flexible and hardworking nature of the Canadian interns. Some indicated that a longer internship would be more beneficial (at least 6 months).

Interviews also indicated that organizations would appreciate the opportunity to participate in a reverse internship program where a local student could spend time in Canada.

Most of the host organizations interviewed indicated that the cost of supervising and mentoring the intern was low, and where there were costs, they were deemed to be worthwhile. However, several of the written reports to AUCC indicated that host organizations had taken on local costs such as transportation or translation that were beyond the in-kind cost of mentoring, but could not be reimbursed through the project. Another host indicated that the internship had been beneficial for the organization but they had decided not to participate again because there was no recognition of the financial burden entailed, especially for a small organization. (This feedback is similar to a finding of the recent evaluation of the University Partnerships in Cooperation and Development (UPCD) program administered by AUCC.) This organization also felt that the differential in funding undercut the possibility of a true partnership between the Canadian and developing country institution.

4.11 Cost Effectiveness of the CCUPP and SFD

CIDA’s contribution to each of the two projects was $2 million. Participating institutions were expected to provide in-kind contributions in the amount of $500,000 per year. For 2005, AUCC estimates that universities contributed $853,973 in kind - $353,973 more than expected.

Table 1 shows the cost for internships and team projects over the two years, as well as the amounts designated for public engagement activities and the university’s administrative allowance. The allocation for each type of project was reduced for 2006 to reflect more closely the actual costs reported in 2005 and the reduced period of time abroad for 2006. The allocations specified for public engagement in 2006 were requested by CIDA.

With CIDA’s consent, savings realized in administrative costs during the 2005 program were directed to developing a communications package that highlighted success stories from the program.

The cost per intern for the CCUPP is less than CIDA’s International Youth Internship Program , which provides $12,000 for intern’s costs*. The administrative costs are also lower - $2,000 for an internship in 2005 compared to $3,000 for IYIP*. For the 2006 SFD program, the university’s administrative allowance was reduced to 12.5% for internships and 8% for team projects. These reasonable costs suggest good value for money, especially when results and satisfaction of developing country hosts are also taken into consideration.

* Source of figures: former Canada Corps, CPB and AUCC.

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Table 3: CCUPP and SFD Project Costs

Internship Costs Team Project Costs Total $13,000 Total $50,000 2005 • Internship - $11,000 • Team members costs - $44,000 • University - $2,000 for • University - $6,000 for administration and public administration and public engagement engagement

2006 Total $12,000 Total $46,000 • Internship - $10,000 • Internship - $40,000 • University - $2,000 • University - $6,000 ($1,500 for administration; $500 ($3,250 for administration; $2,750 for public engagement) for public engagement)

Opinions vary on whether the level of funding for students is appropriate. Of the ILOs who responded to this question on the ILO survey, 14 indicated funding is adequate while 4 indicated that it was not adequate to cover transportation costs to Africa. Comments offered on this issue included a reminder that students who participated in summer internships missed the opportunity to earn funds for the following academic year. One response indicated that the amount for students should be reduced to $5,000 and the number of internships increased. This proposed amount is similar to the amount estimated by World University Services of Canada (WUSC) for a 4-6 month placement (see benchmarking information below.)

4.12 Benchmarking with Other Programs

Annex 4 provides a detailed comparison of the characteristics of the CCUPP and SFD with other programs that offer opportunities for international experience. The most relevant are: • World University Services of Canada (WUSC) – Students Without Borders and International Seminar • Canadian Bureau for International Education (CBIE) – Awards for Canadians program which was funded by CIDA until 2004 • CIDA International Youth Internships program 2005

The evaluator reviewed Web sites for a number of Canadian NGOs that offer international internships. They were all funded by the IYIP and have to meet the requirements noted below for that program. Consequently they are not considered separately here.

The Department of Foreign Affairs had an international youth internship comparable to CIDA’s until 2006. However, the program was cancelled because it was no longer considered part of DFAIT’s core mandate. DFAIT now only offers International Youth Exchange programs, which enable young people to have an extended holiday with the possibility of obtaining practical work experience related to their field of study. The

Evaluation of former Canada Corps University Partnership Program 33 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch exchange programs cannot be combined with studies and participants pay a small fee to take part. Given these characteristics, this program is not at all comparable to the CCUPP and SFD.

Traditional scholarship programs offered by the Canadian government, AUCC, the Aga Khan Foundation of Canada and IDRC are not comparable because the focus is solely on individual academic achievement and most are only open to graduate students or professionals.

Volunteer opportunities offered through VSO Canada and similar organizations are not comparable because participation is limited to graduates or professionals with previous related experience. Assignments range from short-term to several years. Programs offered by Canada World have age limits (17-29) and require participants to pay a participation fee and raise funds to take part in the program. These volunteer opportunities generally have a development focus but no academic credit is available.

If we look at the four comparable programs we find that none is exactly the same as the CCUPP.

4.12.1 World University Services of Canada (WUSC)

WUSC’s Students Without Borders (SWB) and International Seminar programs have some characteristics in common with CCUPP and SFD. They are open to both undergraduate and graduate students; they have a development focus; and the length of time is similar to the internship ( SWB ) and the team project ( Seminar ). Participants in the Seminar have all of their expenses paid but must make a $3,000 contribution to the WUSC program. SWB participants are eligible for a $2,500 travel subsidy (funded by CIDA) but must cover their own costs as well as paying $1,000 for WUSC’s placement services (e.g. establishing the placement, pre-departure orientation, support in-country). Students may be able to negotiate academic credit for their overseas experience but it is up to them to work this out. Another significant difference is the estimated cost of the placements, which average $4,000 – 5,000, compared to the $11,000 for CCUPP and $10,000 for SFD internships.

4.12.2 Canadian Bureau for International Education (CBIE)

The Awards for Canadians program was funded by CIDA for almost 30 years, with CBIE managing the program for 15 years. In spite of a positive evaluation in 2003, the program was cancelled by CIDA in 2004 because it did not fit with the new priorities outlined in Strengthening Aid Effectiveness . The program was similar to CCUPP and SFD in several respects: • development was a required focus, with four areas identified: agriculture, environment, health and micro-enterprise; • the topic and work plan had to be developed in consultation with the overseas partner organization; • the time frame averaged 4-6 months; • participating students would get an academic credit for their work; • the funding available was comparable ($15,000 for Africa because of additional costs, $10,000 for other countries).

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However, there were also significant differences between the CBIE program and CCUPP and SFD. It was directed primarily to Master’s level students (about 2/3 of awards) who wanted to carry out international research to fulfill the requirements for their Master’s degree. (The other 1/3 of awards went to faculty members.) Applicants had to develop a detailed research proposal, which was submitted to CBIE for review. CBIE required that the research topic had to be relevant and useful for the developing country partner, the majority of which were NGOs. However, capacity development of the partner was not identified as a primary result. Nor was active participation of the Canadian institution with the developing country partner required.

The last evaluation of the Awards for Canadians program did identify benefits for developing country partners from their participation in the program. However, given that the program had a strong academic focus, lacked clear expectations related to capacity development, and was oriented to the individual Canadian student rather than the development of North-South institutional linkages, it is possible to understand the assessment that it did not meet the strategies outlined in Strengthening Aid Effectiveness. These characteristics also differentiate it from the CCUPP and SFD, where institutional linkages are required and capacity development results are expected.

4.12.3 CIDA International Youth Internship Program (IYIP)

The most obvious differences between IYIP and the CCUPP and SFD are that: • participants must be recent graduates 18-30 years of age; • there is no academic credit for the program; • the required time frame is longer (minimum 6 months).

The 395 IYIP internships are delivered by NGOs and educational institutions and they cover a broad range of development issues. Funding for IYIP internships is slightly higher than for CCUPP and SFD, reflecting the longer participation time required.

It is interesting to note that universities represent 10% of the organizations funded by IYIP and 9.6% of the internships. Eight universities participated in both CCUPP and IYIP in 2005, but there was no overlap in the internships. Of the 38 IYIP internships managed by universities, 23 were assessed as fitting the definition of governance used for the CCUPP and SFD.

4.12.4 Summary on benchmarking

From the review of various opportunities available for international experiences, it is apparent that CCUP and SFD do not duplicate any other program. What makes the CCUP and SFD unique is the combination of: • guaranteed academic credit if the internship is completed successfully; • financial support at a significant level – students do not have to pay anything to participate – some projects provided support for developing country students; • eligibility includes senior undergraduate students as well as graduates; • no age limit – maturity of some students was a factor of success; • a collaborative arrangement between the Canadian university and a developing country partner organization – offers the possibility for long-term cooperation; and

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• development results are identified from the outset.

4.13 Summary of Findings

Development Results

• The CCUPP has achieved development results related to governance and capacity development through both team projects and individual internships. Most results are at the output level, though many contribute towards longer-term outcomes for participating organizations, and some have the potential for broad, long-term impact through government or organizational policies. • Collaborative development of internships and team projects reflect, and contribute to, local ownership . • Projects are appropriate to partner/ host organizations’ defined needs. Comments from partner/ host organizations suggest good potential for sustainability of results. • Where interns were involved in developing policy positions for government or large international organizations, the potential for broad, long-term impact is high.

Results for Students

• Many students report significant changes in their understanding of development issues and global challenges. • Internationalization of personal and professional skills is recognized as a factor in expanding career opportunities at home and abroad. Thus, participation in an internship or team project has high potential for long-term benefits.

Success Factors

• Factors that contributed to the success of the program include: - Nature of the host organization; - Previous working relationship with the host organization, an on-going program or a clear context for internship activities; - Length of placement; - Level of responsibility offered by host organization; - Student’s level of education and previous experience; - More than one intern at the same time or consecutive internships; - Host organization’s experience with managing internships.

Public Engagement

• The CCUPP has met its objectives in engaging the Canadian public (university students and faculty, local communities and the wider public) . • Public engagement activities have increased student interest in the program, and have led to follow-up activities that involve the community in several cases.

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Gender Equality

• Women students are slightly over-represented in the internships/ teams compared to their participation in the university population. • Reporting limitations in 2005 make it difficult to assess the extent of project/ program results on gender equality issues. AUCC has addressed this limitation by revising the 2006 reporting requirements.

Program Model

• There is no evidence that team projects are more effective than individual internships. In fact, the larger number of partner organizations involved in internships increases the scope of the program (range of organizations), its potential for creating development results, and the number of students who can be involved.

• The Program is implemented in 48 countries. This dispersion of effort has the potential to reduce the Program’s effectiveness. A strategy to concentrate the Program in fewer locations would reduce the dispersion effect and increase the impact of Program interventions. These interventions could also be targeted or coupled with other bilateral interventions for leveraging, if applicable, to create greater synergy and development impact.

Program Management

• AUCC provided effective guidance to the universities for program management and strengthened requirements as needed for the 2006 phase. It also took on responsibility for managing the individual internships for 2006 in an effort to reduce the administrative burden for universities. • The decentralized management structure poses some challenges for consistency in management approaches – e.g. participation of partner organizations in planning; pre-departure orientation and debriefing practices. • The RBM framework for the pilot phase had a stronger emphasis on management results (numbers engaged and deployed) than development results for host organizations. This was also reflected in 2005 reporting from universities to AUCC and from AUCC to CIDA. For 2006, AUCC has strengthened reporting requirements for the universities to gather more information on results and gender equality, and this information should be passed on to CIDA. • AUCC has adjusted the program as needed to improve management and reduce expenditures. • Participating universities are generally satisfied with AUCC’s management processes and approach. However, they do have suggestions for improving the program, which should be reviewed by AUCC. • Funding limitations prevented AUCC from playing a proactive role in linking interns who were involved in similar projects in order to identify and share lessons learned.

Benchmarking with Other Programs

• Comparison with other programs that offer international experience for young Canadians indicates that CCUPP is unique because:

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- it is open to full-time undergraduate and graduate students; - it has no age limit; - it offers enough funding to cover all expenses and does not require the student to make a cash contribution; - it has a development focus with expected results identified from the outset; - capacity building of the developing country partner is expected; and - activities are organized by the Canadian university and the partner organization, offering the potential for longer-term collaboration and learning that can be shared through national and international networks.

Cost Effectiveness

• The cost per intern and the university’s administrative costs seem reasonable when compared with CIDA’s IYIP. When the results achieved and the satisfaction of developing country hosts are taken into consideration, the CCUPP and SFD appear to offer good value for money.

Value Added by AUCC

• AUCC offers access to a national network of universities that has: - A high level of interest in international cooperation; - Faculty with international links and experience, many of whom are pre- eminent practitioners in a broad range of development sectors; - Understanding of the importance of good governance and capacity development; - Systems for, and experience in, managing internship and other international programs. • AUCC also offers access to some 40,000 faculty members and some one million university students – Canada’s future leaders. These networks allow CIDA to engage a segment of the population that otherwise would be difficult to reach. • At the national level, AUCC has the necessary structures for, and a significant level of experience in, managing programs for universities to participate in international development activities. • Internships managed through AUCC and its university network have the possibility to be linked with CIDA’s University Partnership in Cooperation and Development (UPCD) program 10 , which could augment the program to strengthen development results. • AUCC has the capacity to distill and disseminate development lessons learned through its networks.

10 CIDA and AUCC are currently developing a whole-of-agency program-based approach which, to be consistent, would include AUCC managed internship programming.

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5. Conclusions and Recommendations

5.1 Overall Conclusions a) The Canada Corps University Partnership Program (CCUPP) and its successor, Students for Development (SFD), offer a unique program for senior university students, combining international experience, academic credit and financial support. b) The CCUPD was highly relevant to the “mobilization of Canadians” mandate of former Canada Corps. Since this organization has become the Office for Democratic Governance, the program is not relevant to the ODG’s new mandate. c) Since governance remains a key area for CIDA’s medium and long-term priorities, a program that provides a learning experience and development results in this area is highly relevant. d) AUCC managed the pilot phase of the CCUPD program effectively, making adjustments as necessary to improve results and increase cost-effectiveness. Overall the program appears to offer good value for money. e) The highly decentralized management structure used for the CCUPD program poses challenges for ensuring consistency in implementation of the program. f) The RBM framework for the pilot phase had a stronger emphasis on management results (numbers engaged and deployed) than development results for host organizations. This focus was also reflected in AUCC’s reporting to CIDA for the 2005 program. g) Greater participation of overseas partners at the planning stage could improve the relevance and effectiveness of an internship or team project. Compensation for overseas partners’ management costs (where necessary) has not been addressed. h) A strategy to concentrate the Program in fewer locations would reduce the dispersion effect and increase the impact of Program interventions. These interventions could also be targeted or coupled with other bilateral interventions, if applicable, to create greater synergy and development impact.

5.2 Recommendations

5.2.1 To CIDA a) That consideration be given to continued funding of a program that provides overseas development experience for senior-level post-secondary students; b) That multi-year funding be considered to facilitate longer-term planning and a more programmatic approach to internships/co-operative education placements;

Evaluation of former Canada Corps University Partnership Program 39 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch c) That consideration be given to: • defraying management costs for overseas host organizations; • enabling the Canadian Implementing Partner to play a pro-active role in monitoring results and sharing knowledge (e.g. linking interns); d) That program reporting requirements be more substantive, including analysis of results for overseas partners.

5.2.2 To the Canadian Implementing Partner (CIP ) a) That the CIP strengthen its requirements for project development to ensure that developing country partners play a substantive role at the planning stage to clarify expectations, define internship and team project results and have a role in selecting student participants. b) That the Program concentrates its efforts in fewer recipient countries and seeks possible linkages with other bilateral interventions to increase leveraging and development impact. c) That program reporting should be strengthened by including more substantive information on results for overseas host organizations; d) That the organization strengthen its role in monitoring internships and sharing knowledge among participating institutions; e) That consideration be given to a more competitive process for individual internships and to increasing the length of internships.

6. Lessons

There have been many studies over the years, funded by CIDA 11 and others, that demonstrate the long-term value of international experience for young people. The first level of value is personal and immediate - skills acquired, new perspectives, friendships made. However, there are also longer-term benefits for the participants and for society. In addition to having broader career choices, participants also have a better appreciation for global issues and a commitment to Canada’s role in international affairs. They are more likely to be involved in their communities and to support international development efforts.

Engaging young people in international development is critical to reaching CIDA’s long- term development goals and increasing Canadians’ understanding of the need for cooperation on global challenges. Programs that enable young people to have first-hand experience in international activities are good investments.

11 See for example, Building a Constituency for Development: An Impact Assessment of Canadian Crossroads International and Canada World Youth, C.A.C. International.

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Annex 1: Evaluation Framework for CCUPP and SFD 2005-2006

ISSUE QUESTIONS PERFORMANCE INDICATORS INFORMATION SOURCES 1.1 To what extent have the CCUPD and SFD 1.1.1 Actual results achieved compared to • AUCC documentation – project 1. Development achieved the intended results? intended results proposals and reports Relevance • Surveys – ILOs, participants, organizations 1.2 To what extent are the results relevant to the 1.2.1 Degree of satisfaction of partner • AUCC documentation – project needs of developing country partner organizations? organizations with internship/ team projects proposals and reports • 1.2.1 Partner organizations’ assessment of Surveys – ILOs, participants, changes in capacity organizations

2.1 To what extent do CCUP and SFD project results 2.1.1 Project objectives compared with Canada • Interviews with CIDA managers 2. Appropriateness contribute to CIDA’s medium and long-term priorities Corp objectives and CIDA’s medium to long-term • Program administrative documents related to governance? priorities • Canada’s International Policy Statement – A Role of Pride and Influence in the World: Development (2005) 2.2 To what extent are CCUP and SFD projects 2.2.1 Project objectives compared with CIDA • Interviews with CIDA managers coherent with the priorities of the recipient country country program objectives • Program administrative documents and CIDA’s programming in that country? • Canada’s International Policy Statement – A Role of Pride and Influence in the World: Development (2005) • Country program frameworks 2.3 Are the projects’ resources, capacities and 2.3.1 Human, material and financial resources • AUCC annual report selected strategies appropriate and sufficient to dedicated to the program • Project financial reports achieve intended results? 2.3.2 Satisfaction of participating universities, host • In-kind contributions leveraged organizations, students and faculty with resources • Surveys – ILOs, participants, available organizations 2.4 To what extent do CCUP and SFD overlap or 2.4.1 Clear distinction between CUPP/ SFD • Interviews with CIDA staff/ AUCC duplicate other projects/ programs funded by CIDA or learning opportunities and other funded programs staff • other Government departments? 2.4.2 Availability of options for student Document review – other Government participation in other AUCC programs departments, other CIDA branches and programs 2.4.3 Availability of options for student participation in other international learning activities

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ISSUE QUESTIONS PERFORMANCE INDICATORS INFORMATION SOURCES 3.1 What has been the impact of the projects in the 3.1.1 Partner organizations’ assessment of • AUCC documentation – project 3. Effectiveness areas of: benefits in each of the three areas proposals and reports • Surveys – ILOs, participants, • good governance 3.1.2 Demonstrable changes in situation before and after project which are attributable to project organizations • local ownership activities • Interviews – selected ILOs, partner • capacity development of the host organizations organizations, participants 3.2 How effective are project activities overall in 3.2.1 Aggregation of actual results compared to • AUCC documentation – project meeting the CCUP and SFD purpose? expected results for CCUP and SFD proposals and reports • Interviews – CIDA staff, AUCC staff 3.3 How has CIDA’s Gender Equality (GE) policy 3.3.1 Coherence of AUCC gender strategy with • CIDA’s GE policy been integrated in programming? CIDA strategy • AUCC GE policy and project 3.3.2 Degree of application of GE strategy in requirements projects • Project descriptions and results • 3.3.3 Male/ female ratio among participants. Participant profiles Supervisors 3.4 To what extent have the CCUP and SFD 3.4.1 Number and nature of public engagement • Promotional material engaged the Canadian public? activities in Canada • Communication strategy 3.4.2 Level of interest in program from students, • Project reports faculty and community. • ILO survey 3.5 Were the results achieved cost-effective? 3.5.1 Results achieved compared with program • Project reports costs (value for money) • ILO survey • AUCC reports

4.1 To what extent are the projects’ results 4.1.1 Integration of internship/ team project with • Project reports 4. Sustainability sustainable? on-going activities of partner organization • ILO survey 4.1.2 Partner organization is sustainable • Survey/ interviews with selected 4.1.3 Funding available to build on project results partner organizations

4.1.4 Clear intention to build on project results

5.1 What factors influenced the achievement of 5.1.1 Analysis of enabling factors by participants, • Project reports 5. Enabling Results results – in Canada and overseas? project managers • ILO survey • AUCC reports • Survey/ interviews with selected partner organizations 5.2 To what extent were risks assessed and 5.2.1 Analysis of risks by participants, project • Project reports managed to achieve results? managers • ILO survey 5.2.2 Mitigating strategies implemented • AUCC reports 5.2.3 Actual results compared to expected results

Evaluation of former Canada Corps University Partnership Program 42 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch ISSUE QUESTIONS PERFORMANCE INDICATORS INFORMATION SOURCES 6.1 Is the program accessible to a broad range of 6.1.1 Number, type and location of participating • AUCC reports 6. Accessibility Canadian post-secondary institutions? institutions selected compared with applications 6.2 Are eligibility requirements and selection 6.2.1 Eligibility requirements identified by AUCC • Project reports processes consistent? are consistently applied among participating • ILO survey universities • AUCC reports 6.3 Do eligibility requirements restrict access for 6.3.1 Number of applicants and area of study • Project reports students or faculty? • ILO survey • AUCC reports 6.4 Do selection processes ensure that participants 6.4.1 Satisfaction of ILOs with participants’ • Project reports have appropriate skills to carry out the project? qualifications • ILO survey 6.4.2 Satisfaction of partners with participants’ • AUCC reports qualifications • Survey/ interviews with selected 6.4.3 Actual results compared with expected partner organizations results

7.1 To what extent is AUCC able to ensure consistent 7.1.1 Selection, monitoring and evaluation • AUCC documentation – guidelines, 7. Value Added by quality of project results? procedures procedures and reports AUCC 7.2 To what extent is AUCC able to adjust the 7.2.1 Monitoring and evaluation procedures • AUCC documentation – guidelines, program to achieve results? 7.2.2 Level of risk analysis and number of procedures and reports • problems identified Project reports 7.2.3 Management response to risk analysis and problems 7.3 To what extent is AUCC able to capture and 7.3.1 Number of project reports received • Project reports • disseminate knowledge from project activities? 7.3.2 Level of analysis at central level AUCC reports • 7.3.2 Number and range of dissemination AUCC publications/ Web site use • activities Interviews with AUCC staff • Interviews with CIDA staff 7.3.3 Use of material at local level • ILO survey • Survey/ interviews with selected ILOs/ partner organizations 7.4 What is the value-added by AUCC’s 7.4.1 Assessment of AUCC role by participating • ILO survey and selected interviews administration of the projects? institutions (ILOs) • Interviews with CIDA staff 7.4.2 Assessment of AUCC role by CIDA staff • Interviews with AUCC staff 7.4.3 AUCC assessment of costs-benefits of administering the CCUP and SFD to the organization

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Annex 2: Interviewees

Association of Universities and Colleges of Canada

Director, Partnerships Programs, International Affairs Branch Manager, International Initiatives and Exchanges Manager, Programme canadien des bourses de la Francophonie Manager of domestic scholarship programs

CIDA

Program Manager, Office for Democratic Governance Advisor, International Development Programs, Office for Democratic Governance Program Officer, former Canada Corps Program Officer, Office for Democratic Governance Program Manager, Universities and Colleges, Canadian Partnership Branch Director, Youth Program, Canadian Partnership Branch

CCUPP/ SFD Developing Country Host Organizations

2005 Program Acting Commissioner, Commission on Human Rights and Administrative Justice, Ghana Executive Director, Institute for Policy Alternatives, Ghana (by email) Executive Director, Media Foundation for West Africa, Ghana Head of Programs, Ghana Centre for Democratic Development Internship Program, Media Foundation for West Africa, Ghana

2006 Program Assistant Registrar, University of Ghana Director, Africa Programs, Parliamentary Centre in Accra, Ghana Head, Ghana Office of Commonwealth Human Rights Initiative Roberts, Executive Director, Children Better Way, Ghana

Student Participants

2006 Acadia University, intern at Ghana Office of Commonwealth Human Rights Initiative University of Alberta, intern at University of Ghana (2006) Carleton University, intern at Ghana Centre for Democratic Development Carleton University, intern at Parliamentary Centre in Accra, Ghana

2005 University of Toronto, team project in Kosovo University of Toronto, team project in Kosovo

Faculty

Lecturer and Coordinator, Centre for Russian and East European Studies, University of Toronto

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Annex 3: Sample Comments from Developing Country Partner/ Host Organizations

Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization BRITISH COLUMBIA University College of the This research will be used by the team members of the Regional Program on Prison Conditions for Women to inform Fraser Valley (BC) their recommendations for improvements to the existing system of women’s prisons in the region by adapting, where appropriate, Canadian policies, programs and principles. This research will also be stored in the ILANUD database, Costa Rica which is available for public access.

El Instituto Latinoamericano This internship really helped to advance the work of our Regional Program on Prison Conditions for Women in de las Naciones Unidas para Central American and Andean Countries. Ashley’s contribution took our project in a direction that we would not easily la Prevención del Delito y el have been able to pursue without an opportunity such as this. We also learned much from having a foreign student Tratamiento del Delincuente intern working in our office. Having to explain things to someone with different cultural assumptions often helped us to (ILANUD) question our own assumptions and seek new directions. University College of the Fraser Valley (BC) Tomas was a welcome addition to our team. At first we had no particular reason to believe in his capacity to make a real contribution, but time and again, we were impressed by his enthusiasm to learn and participate. In the end, the Costa Rica internship was a true exchange. We benefited from Tomas’ well-developed analytical skills and hard work; he learned the practical side of development work. CIDH – Centro internacional para el desarollo humano University of British While UBC is committed to the development of global citizens and seeks to provide a range of opportunities for Columbia (BC) students to go beyond their own borders into communities, the associated costs to international projects mean the opportunities are limited. The Canada Corps Program literally makes the world the classroom for future leaders. Brazil The Canada Corps Program has been a strong catalyst for student action; if not for direct funding then in the Prefeitura de Santo André recognition that developing and carrying out international projects is an attainable student goal. (Municipality of Santo André) Royal Roads University (BC) Some estimate of the worth of the intern’s activities can be drawn from the attendance at the course offerings. The Alternate Dispute Resolution class was scheduled from 8 am to 11 am on Saturday mornings and many students had Uganda to travel 2-3 hours to attend there. The numbers of students attending class continued to increase over the term from twenty-five to thirty-two even though the additional students would not be eligible to write the exam and to get credit Makerere University, for the course. Department of Religious Studies, Peace and Conflict I was in Uganda when Terry was doing his internship and I saw the degree of interest his interventions elicited, and Studies. the way he contributed to transform the methodology being used to teach these courses. He was a star recognized by all. And, his own learning was enormous as he had never operated outside of the country in his professional capacity (he is a mediator lawyer in Vancouver, BC, Canada). (Dr. Paz Buttedahl, Academic Lead, Human Security Evaluation of former Canada Corps University Partnership Program 45 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization and Peace building Program) Royal Roads University (BC) The learner was mentored through and contributed to the completion of an IFRC study on how to reduce the potential risk of power abuse in the form of sexual exploitation and abuse within the IFRC and its 183 National Society Various members, which constitute over 100,000 million people around the world. Completion of the study included sexual exploitation and abuse prevention assessments in five distinct locations which involved physical assessments of International Federation of refugee and IDP displacement settings and interviews with multiple stakeholders from within the Red Cross and Red Red Cross and Red Crescent Movement, external humanitarian agencies and people affected by disaster and conflict living in Crescent Societies displacement settings such as refugee and IDP camps. The report will make a valuable contribution to the understanding within the Red Cross and Red Crescent and among the humanitarian organizations with which it works regarding risk management needs, gaps, and what actions need to be taken to create safe environments for all the persons they serve.

The study sets a comprehensive roadmap for the IFRC governance structure to ensure concrete, tangible steps are implemented to prevent abuse of power and to enhance the human security, health and dignity of people served.

Violence prevention issues are a significant issue in displacement camps but do not receive adequate attention. The assessments were often the first time that humanitarian personnel and people affected by disaster or conflict were provided an opportunity to speak about issues of violence and abuse in their lives and the strategies they recommend to prevent them and enhance safe environments. Emily Carr Institute (BC) The final presentation of the exhibition was achieved by gaining the approved participation of many different parties, including the Humanistic Olympic Studies Center, the Beijing Millennium Monument Museum, several scholars, and a China number of other companies. Being able to generate this network in such a short time in the Chinese context is notable. The resulting reaction from BOCOG and the Municipal government representatives was even more positive Humanistic Olympic Studies than we had hoped, and comments were made about the unconventional and innovative manner in which the Center, Renmin University exhibition was designed and presented. PRAIRIES University of Alberta (AB) Both the one-to-one and focused group discussion approaches adopted by all the interns in their research, helped MSWGCA a lot in our efforts to coordinate and strengthen the net-work of partners that are concerned with improving Sierra Leone the protection and rehabilitation of children, women and girls.

The intern was able to set the groundwork and provide the preliminary information for a proposal to develop a Ministry of Social Welfare, National Gender Committee. This initiative was followed through by the intern participating in the Fall Internship. The Gender and Children’s result was a decision by the Ministr y to form a committee of gender stakeholders that would meet at a regional level 4

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Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization Affairs times a year and once a year at the national level. The setting up of a data-base on activities of our key partners is a major success story. Dana and Aaron pioneered the work and it was continued by Marjorie. Also through Dana and Aaron, MSWGCA got a copy of a donor directory with is now being effectively used to advise their partners seeking funding for their various projects.

Overall, the internship was significantly rewarding. In the past, MSWGCA paid very little attention in the area of carrying out research and conducting surveys concerning issues within its remit. But recent work with the interns from U of A (a renowned university in North America) has presented a wake-up call for stepping up efforts in this regard. In fact, during our recent budgetary review we shifted substantial funding to research including consultancy fees for experts to undertake surveys and generate relevant information for effective advocacy and policy formulation and analysis. King’s University College The goal of Christian Peacemakers International (CPI) was to have the intern make connections with the projects (AB) supported by the CRWRC and the King’s University College. The visit that took place to the project from people supported by the Deaconia National was exactly what CPI wanted to have happen, and this is what happened. This Honduras will permit continued dialogue and opens the possibility that the people who visited the project in Santa Cruz may at some future point become eligible for loans from CPI to help them buy their own land on which to raise their children Christian Peacemakers and make a living. International Brandon University, Beny Mwenda, Vice President of TSAEE and one of the Main Intern Supervisors: partnering with The Marquis “Having attended seminars organized by the intern on democracy, good governance and voter education, and Project (MB) discussion with seminar participants who were youth and women, I can say boldly that the training on those topics and issues have enlightened the participants and its effect spread to their community to the extent that many people, Tanzania particularly youth and women, are now aware and more knowledgeable on issues related to democracy, governance and elections. They are now confident and understand their position and contribution to the government. They are Tanzanian Society for now more ready than before in taking an effective part in the election processes.” Agricultural Education and Extension (TSAEE) SEMINAR PARTICIPANTS: ADOLPH AMANI, “This has been great, voting was considered as an activity of which young people could not really value. But now after the training by Zoë, we convince ourselves to make sure that we go to vote now and all our future in any election.”

HAPPINESS MALOMO: “I did not know about my position as a young woman. I have recognized that I have the right to decide about my government.” University of Regina (SK) The valuable support and knowledge provided by Mrs. Flor de María Alfaro to the current work of the Supreme Court of El Salvador enabled us to establish a more formal and permanent liaison with different agencies and people El Salvador interested in developing joint projects so as to strengthen the relationships between different institutions and Supreme Court of Justice El members of rural communities. This project also achieved the design of a participatory instrument for rural Evaluation of former Canada Corps University Partnership Program 47 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization Salvador communities committed to continuing their collaboration and full participation in projects that will contribute to their well-being. Finally, the project clearly showed that it is possible for our work and contributions to be broadened beyond our formal mandate.

The participation of an academic actor was critical in recognizing the contribution of sustainability and governance in advancing local development and democratization processes. Furthermore, it stressed the importance of establishing a relationship of permanent dialogue and collaboration between academia, state institutions and communities. ONTARIO Queen’s University (ON) We at the CPAPI/BCPS and I as Uliana’s mentor feel that both her project and her delivery of it have shown themselves highly worthwhile. Her extensive work with our students has succeeded in not simply better assessing Ukraine their needs but has, from what I have seen, made their own thinking of student government more rich, in a theoretical and practical way. Getting a fresh outside perspective into our review, added to Uliana’s balanced approach to the Centre for Political Analysis interest of all sides, has brought us much closer to building the reformed scheme of governance on which our Center and Policy Initiatives, has been working. Chernivtsi State University We have still much work to do at the administrative level to bring the process to completion, and we are glad to make reference to the work conducted this summer under the CPAPI/BCPS-CCUPP partnership in our approach to a more democratic university environment . . .

As the Intern was concluding her seminar series on Canadian practices in student and university governance, a series of calls began coming in with requests from outside student groups and civil society organizations who had heard of the Intern’s project from fellow groups with which the Intern was already working. Each expressed an interest in having the Intern either speak at one of their functions [i.e. Ukrainian House], hold a seminar or roundtable with their members [i.e. Medical Academy student council], or participate in projects aimed at strengthening citizen participation [i.e. Student Republic] – in short, to share her experience and to collaborate in identifying solutions. A compelling signal of the project’s impact and reach as early as half-way through the internship

We at the Dean’s office have been putting great energy into evaluating students’ concerns relative to [their] role in the university. Seeing different versions of students’ self-government in other countries has [a] very strong and important influence. A great delight is to state that Uliana’s presence on our review team at the university has had a very constructive character. (Pavlo Katerynchuk, Associate Dean, Student Affairs) Royal Military College of Instructors from Peacekeeping and Security Capacity Building Program (PDCMPS) found Daniel Arsenault’s work Canada (ON) very useful in consolidating and improving presentations. These presentations have been delivered to offices from at least nine countries in the region. RMC is following up with further democratic governance initiatives. . . Mali . It has played a major part in raising the profile of development as a necessary partner for security. Ce ntre de Documentation

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Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization pour les Opérations de Maintien de la Paix Redeemer University In Katie’s internship at two local schools the conventional ways were advanced and challenged. She demonstrated College (ON) that cooperative kinds of strategies can be incorporated in any classroom and any teacher can run them. Even in a crowded classroom this way of learning was orderly and children behaved responsibly. Further, with little effort, what Sierra Leone was once inadequacy of materials could fully accommodate a lesson plan. Katie McBride developed new possibilities for the teachers with whom she worked. At the conclusion I confirmed that she had accomplished a set of activities Milton Margai College of appropriate to the use of children from class 3-6. Most important, these activities are appropriate to our own school Education and Technology conditions. I foresee their long use as generative. (Beresford Davies, Dean of Education, MMCET) (MMCET) Katie’s interaction on our campus was an unexpected advantage to us. Her interactions with our students will be remembered for a long time. We are used to a system of rote learning and competitive spirits. Katie challenged students to take responsibility for each other’s learning. While constructing and testing the collaborative strategies she was developing. Experienced lecturers like myself were forced to challenge the ways we teach. We began to think about the significance of using collaborative learning. I realized that instead of giving up responsibility or losing authority, I was teaching more effectively. (Aske Gbla) Redeemer University Our children’s ability to read and write will create a new wave in our country in which the public will access and share College (ON) information for health and survival needs, and create the freedom to communicate ideas here in Sierra Leone as well as globally, and establish government practices of transparency. The project undertaken by the CC intern lays the Sierra Leone ground work for this. The primer and the detailed manual are highly valued indispensable new assets. The product of her research is absolutely appropriate to our effort here to raise literacy levels. (Beresford Davies, Dean of Milton Margai College of Education, MMCET) Education and Technology (MMCET) The Alphabetic book designed by Loreen Deelstra used familiar materials in our own context. This makes children recognize pictures and able to talk. She also has paced the book in a reasonable way. The manual that accompanies the book will enable even an untrained, volunteer to teach quite well. (Karanke Marah)

I was profoundly grateful to you for sending Loreen Deelstra to our district in particular, Koinondugu district. I know her work will make an immense contribution to our effort to reduce the high illiteracy rate in our place. We sometimes begin to lose hope. We are so locked off the print media and so many of our people can’t even write a letter. The promising start of the book I saw her working on is precisely what I have been trying to do for several years since the war. In just a few months she has completed it. (Karanke Marah)

A made-for-Sierra Leone Primer and teachers manual has been developed! There is a significant interest in the Redeemer Community to provide the means to distribute these resources as widely as possible. An additional $3000 has already been raised to provide more class sets of the primer. University of Waterloo (ON) As noted in other areas, the Guyana Red Cross is very pleased with Bethany’s work on this Evaluation Assessment and we have already begun the process of organizing activities to work towards an evaluation and implementation of Evaluation of former Canada Corps University Partnership Program 49 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization Guyana the programme.

Guyana Red Cross Society First, the document is a major component for results achieved. This is the first step towards working to have a through evaluation done. We are very happy with this document and look forward to the next stages.

The discussions and the questions that Bethany had formulated helped us to note areas for improvement even before receiving the document… highlighted areas where work needs to be done and the challenges we will have knowing the human and financial resource constraints . . . . We have already begun to address some of the gaps identified.

With this document, our work here will definitely be facilitated, however I would take this opportunity to query the possibility of having future possibilities, either by Bethany returning or another person come to work with us, on further developing steps for our National First Aid programme. Ryerson University The Pilot Leadership Project Ryerson/UCR helped the University of Costa Rica (UCR) discover its students’ profound (ON) interest on the topics of good governance and leadership. The institution became aware that offering a leadership program to its students complements the overall level of education that each student receives, since leadership and Costa Rica good governance are topics relevant to all careers.

University of Costa Rica The intern provided the UCR with the “know how” that allowed the university to construct its own leadership program and tailor it to reflect the local context. For example, The Pilot Leadership Project Ryerson/UCR was promoted via student organizations, e-mail, informational presentations and classroom visits, all of which were carried out by the intern, and helped establish a promotion strategy that could be used by the UCR when developing its own leadership program. In addition, pre-registration forms and information pamphlets were created that could be also be reused by UCR in the future.

The cooperation of all parties involved helped establish positive relations between Ryerson University and the University of Costa Rica. This is in part due to the fact that representatives at both institutions agree that good governance and strong democratic and sound values play an important role in delivering leadership skills. Using a dynamic and motivational methodology of teaching emphasizes the application of learned concepts. It demonstrates to the students that the concepts taught are relevant in both their personal and professional lives. The idea is that good governance and strong leadership must first be mastered at the personal level building the students’ confidence so he/she can then apply these skills in an organization. The participative methodology of hands on learning that Ryerson uses, stimulates the development of leadership skills that cannot be learned from studying the theory of administration.

Projects like the Pilot Leadership Project Ryerson/UCR showcase, internationally, the quality of education that Canadian educational institutions provide. During the internship, a large number UCR’s students displayed strong interest in pursuing post graduate and undergraduate education at Canadian universities.

The Pilot Leadership Project coordi nated by both institutions received nearly three hundred applications within a five - Evaluation of former Canada Corps University Partnership Program 50 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization day registration period. Due to demand, we increased the number of students allowed to participate from fifty to seventy five students. This was a pivotal point in the internship because it demonstrated to the University of Costa Rica there was a hidden demand by their students for programs like the Leadership Program at Ryerson University. This motivated the host institution to begin working on its very own student leadership program. After the completion of the internship on November 29, 2005, the university of Costa Rica created its own leadership program using the pre-established framework and lessons learned. UCR’s leadership project is set to launch on March 15, 2006. McMaster University (ON) They conducted the most comprehensive survey of MSS we can think of and have left a very positive image of themselves as the caring Canadian students. They have been featured in local newspapers and media. We look India forward to their report and expect to learn a lot from it.

Mahila Shanti Sena/ Women’s Peace Brigade King’s University College, For the past forty years, SAFP’s foundation has been its unique Indo-Canadian partnership. This internship further UWO (ON) enhanced this ideal with cross-cultural learning and exchange of knowledge. It was also beneficial to have Dan’s fresh perspectives and creative outlooks during the field visits to the village level CBO’s, dialoguing with the India partnering NGOs and also during the program planning sessions at the SAFP level.

Save A Family Plan Since the core of SAFP’s poverty reduction strategy is centered on the capacity building of the Sanghams (CBOs) and the promotion of good governance, it is important to note that this internship was very relevant to the existing programming. Huron University College, As the director of Arte Acción Copán Ruinas I feel we have benefited greatly from Maeghan’s internship. Our UWO (ON) organization has worked with many volunteers over the years, but never did we have an official intern for a longer period of time and never one who was “officially” placed. This, plus the fact that we defined the goals and expected Honduras results beforehand, made the experience very worthwhile and professional with clear expectations on both sides. It was an absolute pleasure to work with Maeghan thanks to her professionalism, her enthusiasm, her analyzing skills Cultural Association – Arte and her independence. (Carin Steen) Acción Copan Ruinas As the coordinator of the video department, I enjoyed working with Maeghan; she is an amiable and interesting person who helped us in our pioneering steps to set up the video department, which expectantly will grow out to become an important part of the program. (Ronald Reinds) QUEBEC Laval University (QC) Témoignage de Lucie Samson, directrice du programme d’études internationales, Université Laval et d’Annie Laliberté, coordonnatrice du programme : « Ce stage de Julien Tremblay a été l’une des plus remarquables réussites de stages en milieu de travail, pour la qualité des tâches confiées, la confiance obtenue par l’étudiant et les suites au projet. » McGill University (QC) “Working in close partnership with Canada Corps and its commendable intern was a learning process for all parties. It brought us much valued insight on international understanding of development issues and good governance India frameworks.

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Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization

Isha Foundation – ‘Action for Throughout the months, daily productive discussions, sharing of knowledge and tools, as well as development of Rural Rejuvenation’ ongoing action plans and joint efforts in project implementation were to the utmost benefit of the project and all its stakeholders.”

“Thank You! Thank you!! Thank you!!! We are happy in thanking the Isha Foundation who has understood the heartbeat of the rural people…” (By flood affected people of Nattarmangalam, Cuddalore District, November 2005). Université du Québec à Extrait du rapport d’évaluation du stage : Montréal (QC) « The first attempt to carry out an internship of this kind was successful. It must be taken into account that the work in Sudan still faces many challenges (security conditions, mobility, tense political situation), but the intern managed to Sudan cope with such conditions and produce a valuable outcome. His inputs to the team within this Delegation were also very important and added value to our work. It was very positive to count on an external source as him to give us his Délégation de la views, perspectives and recommendations.” Commission européenne à José Luis Vinuesa, Head of Section, 14/12/2005 Khartoum - Section Gouvernance, secteurs sociaux et développement économique École nationale La stagiaire a participé à plusieurs activités du PGDI. Elle a assisté aux rencontres de validation des programmes de d’administration publique formation de l’École nationale d’administration publique de Madagascar (ENAM) et du Centre national de formation (ÉNAP) – (QC) administrative (CNFA). Elle a participé à certaines rencontres de travail avec la Banque mondiale et aussi l’USAID. Elle était en charge de la rédaction des rapports d’avancement des activités du PGDI. Madagascar Nous avons proposé à Madame Bah de venir travailler à Madagascar à la fin de ses études. Ce fut un réel plaisir de PGDI – Programme de l’avoir au sien de notre équipe. Nous lui souhaitons beaucoup de succès dans le futur. gouvernance et de développement institutionnel MARITIMES Dalhousie University (NS) His contribution to ICPS institutional development was very effective and highly appreciated. . . With all this in mind we are asking CIDA to consider a possibility to second Nicolas to work at ICPS in the capacity of Executive Director Ukraine or Program Director.

International Centre for Policy Studies Saint Mary's University (NS) CESTA's field staff has accompanied the Intern in the research process in the communities, and have thus had the opportunity to learn from the research methodology in order to obtain pertinent information during the larger life of the El Salvador project. Technical research methodologies such as focus groups and workshops are an innovative approach to strengthening

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Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization Centro Salvadoreño de CESTA's own field methodology. The research process used by Mr Ewart was very effective for obtaining pertinent Tecnología Apropiada information. The workshops and focus groups also generated a rich discussion that has helped to deepen the (CESTA) community's understanding of its own reality and has strengthened its ability to analyze issues surrounding access to potable water and governance of local level water and sanitation systems.

The local government and municipal health centre showed a particular interest in the process and results of the study, precisely because they have been unable to carry out their own study concerning access to potable water and local level governance of water and sanitation systems in the municipality. This is a positive result for the community as these institutions can draw on the findings and proposals of the study in order to better manage water and sanitation systems at the municipal level.

The work that the Intern has carried out has generated expectations and motivations of civil society groups in the communities of Santa Cruz Michapa in the sense that it has allowed them to re-open the discussion on the issue of access to potable water. This is evident by the increased demand of civil society groups, particularly in the community of Animas that has requested CESTA's assistance in helping to implement and manage a better water and sanitation system.

The Internship has taken place at a very important time for CESTA as in the coming months we will be attempting to initiate a national campaign to create greater awareness of El Salvador's water problem. The results of the study will be fundamental in supporting CESTA's proposals. St Francis Xavier University According to DMSAC, Dwayne’s achievements during his 3-month volunteer work with KYB ranged across a number (NS) of areas critical to the transformation process. The key results of his contributions included: Improved leadership among the key stakeholders in the organization to improve their capability to transform KYB Botswana into an independent organization; Kgotla Ya Balekane (KYB)/ Developed the awareness of individual client / members concerning their potential to contribute to KYB in District Multi-Sectoral AIDS volunteer roles; Committee (DMSAC) Established among KYB staff improved computer skills and improved their ability to write funding proposals and reports; and Worked with staff to develop and maintain an information base of current members and assisted them to develop campaigns to increase membership. As a result of these efforts, KYB membership has now tripled.

“Dwayne contributed to building the confidence of the team at KYB and, as a Canadian, his demonstration of easy acceptance of persons with HIV/AIDS contributed to local awareness and reduction in the stigma attached to the disease, even though this was among a relatively small group. Université de Moncton (NB) Les projets sur lesquels la stagiaire a travaillé pendant son séjour au CEEM ont contribué à: - Mettre sur pied un code d’éthique Cameroun - Renforcer la transparence dans la gestion - Renforcer l’efficience dans l’utilisation des ressources matérielles et humaines; Centre d’Excellence des - Mettre sur pied un système de classement électronique et papier Evaluation of former Canada Corps University Partnership Program 53 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Canadian Institution/ Location of Internship/ Comments from Partner Organization on Results Partner Organization Expériences de Micro - Examiner les éléments qui affecteraient positivement la motivation du personnel en milieu de travail. science (CEEM) Nous sommes très satisfaits du stage sur tous les plans. Le stage fut excellent et ce fut un plaisir de l’avoir parmi nous. Nous serions heureux de la revoir un jour dans nos activités. Elle nous a permis de développer, entre autres :

- Un cadre organisationnel transparent et efficient; - La rénovation et rationalisation des instruments de programmation, d’exécution et suivi des dépenses; - Le renforcement des capacités dans la planification et la gestion participative; - l’intégration d’une approche de motivation orientée beaucoup plus vers la personne que vers la tâche; - La promotion de nos produits et services à l'étranger; - Le développement des liens commerciaux. University of New Brunswick . . . the intern made an invaluable contribution to an important research project related to ‘second order water (NB) scarcity’ in South Africa, and will be credited in the final report. She was also a welcome member of the research team. South Africa Amanda was a valuable resource for the school. Her presence provided important opportunities for cross-cultural Centre for Civil Society understandings and friendships to develop. Internships like this play an invaluable roll in networking the world together in a way that fosters inter-subjective understanding and global good will.

Amanda also brought important skills that were key to moving research projects forward quickly in order to foster more opportunities for native South Africans.

Evaluation of former Canada Corps University Partnership Program 54 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Annex 4: Comparison of CCUPP and SFD with Other Programs

Organization Eligible Number/ Duration Average Cost to Financial Aid Development Academic participants year cost student available focus/ defined credit results Association of Universities and Colleges of Canada (AUCC) – CIDA funded Canada Corps Senior undergrads Approx. Interns $13,000 Not $11,000 interns Governance – Yes rd th University (3 and 4 year) 100 intern- 3-4 interns required $44,000 for team expected results Team Partnership Graduate students ships months $50,000 of 4 defined with partner projects have Program (2005) organization No age limit for team to produce case study Students for participation 40 team Team – no $12,000 $10,000 interns Development placements min interns $40,000 for team (2006) specified $46,000 of 4 team World University Services of Canada (WUSC) – CIDA funded Students Undergraduate or 40 3 months $4000 - $1000 for $2500 travel HIV/AIDS Student must without Borders graduate students average 5000 WUSC subsidy Gender negotiate (2006) attending university placement Democracy or college that is services International WUSC member 20 6 weeks $4000 - $3000 Program pays HIV/AIDS Student must Seminar (2006) (undergrads 5000 contribution expenses for all negotiate priority) to program participants – Cdn and international CIDA International Youth Internships – CIDA funded 2005 - 82 Recent graduates 395 6 months $12,000 for Not $12,000 Yes - variety of areas. No 0rganizations 18-30 years average intern costs required For 2005, 23 of 38 Universities $3000 for university internships were 10% of admin. fit ‘governance’ Institutions definition 9.6% of Internships Canadian Bureau for International Education (CBIE) – CIDA funded Awards for Masters level 40-60 4-6 $15,000 for Not $15,000 Environment Health Research to Canadians students and months Africa in last required $10,000 Agriculture fulfill Master’s faculty average years requirements Ended in 2004 Micro-enterprise because did (approximately 1/3) $10,000 for Topic not fit CIDA other developed by

Evaluation of former Canada Corps University Partnership Program 55 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch Organization Eligible Number/ Duration Average Cost to Financial Aid Development Academic participants year cost student available focus/ defined credit results priorities: countries student with Strengthening developing Aid country Effectiveness partner (NGOs) Government of Canada International Scholarship Programs Canada-China Faculty members 1 for most Varies - Not given Not Specified costs Not required Yes – Scholars and graduate countries Min. 4 identified covered individual Exchange students (China) OAS months academic Program several (China) up programs to 3 years Commonwealth Graduate students hundred Scholarships for all others each hear 1-2 year Foreign average Governments Awards Program OAS Fellowships Foreign Affairs (NOTE: DFAIT International Internships cancelled in 2006) International Students, young FAC identifies partner countries and Small fee None No – “Extended May not be Youth workers, individuals negotiates agreements that it for program holiday with possibility combined Exchanges who want to travel international exchanges possible to obtain practical with studies • Working abroad experience in field Holidays 18 – 30 years related to studies” • Young Workers’ Exchange • SWAP • Co-op Ed Human Resources and Skills Development Canada (HRSDC) International Post-secondary 72 Annual HRSDC Not given Not given • Focus on North Yes Academic higher education students to competition provides America and Europe Mobility (IAM) institutions – at date for multi- seed • Higher education Initiative least 6 must work year money and training together in a program Evaluation of former Canada Corps University Partnership Program 56 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch Organization Eligible Number/ Duration Average Cost to Financial Aid Development Academic participants year cost student available focus/ defined credit results together in a program • Develop heightened consortium sense of global Undergraduate and citizenship graduate students apply to consortia Must be first international learning experience for students Other Scholarship Programs Association of Universities and Colleges of Canada (AUCC) – CIDA funded Scholarship 22 open to public Varies 1-4 years Varies Not Varies No – individual Yes Programs 118 for dependents specified educational of employees of scholarships specific companies Aga Khan Foundation of Canada Fellowship in Honors degree or 20 9 months Not given Not Not given Bangladesh, India, Not specified International professional specified Pakistan Development qualifications Focus areas specified Management International Development Research Centre (IDRC) IDRC Doctoral Doctoral level Not given 3-12 Not given Not Up to $20,000 per IDRC research Student Research students months specified year priorities negotiates Awards May apply with for 2 nd year institution IDRC Masters and PhD Not Not Not given Not Not specified Research No Internships students in Canada specified specified specified management and or a developing grant administration country Volunteer Opportunities VSO Canada Various Graduates/ Not Short term Not given Not given Living allowance, Yes No Programs professionals available to 2 years transportation, Minimum 2 years resettlement grant

Evaluation of former Canada Corps University Partnership Program 57 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch Organization Eligible Number/ Duration Average Cost to Financial Aid Development Academic participants year cost student available focus/ defined credit results Strengthening related experience 9 total for Capacity development Communities’ this Rights and program Empowerment (SCORE) Funded by Former Canada Corps Canada World Youth Various 17-29 years Approx. 6-8 Not given $250 None Yes May programs 400 months participatio participate in n fee educational $1950 activities fundraising

NOTE: Many other NGOs offer volunteer opportunities that are similar to the ones listed above. None enable participants to gain academic credit. Most are for a 1-2 year period and most require specific professional skills.

Evaluation of former Canada Corps University Partnership Program 58 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Annex 5: Management Response by AUCC

Evaluation of former Canada Corps University Partnership Program 59 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Evaluation of former Canada Corps University Partnership Program 60 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Evaluation of former Canada Corps University Partnership Program 61 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Evaluation of former Canada Corps University Partnership Program 62 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

Annex 6: Management Response by CIDA

Summary of Recommendations and Management Action Plan

PROJECT NUMBER OF COMPLETED OR NO ONGOING RECOMMENDATIONS ACTION REQUIRED

Canada Corps University Partnership 9 6 3 Program (CCUPP) and Students for Development (SFD)

The Office Of Democratic Governance’s overall response to the evaluation report - produced in consultation with Canadian Partnership Branch.

Context:

The Students for Development project is entering its third year, following two pilot years and this evaluation. The project has been approved by the Minister and a contribution agreement is now in place. The two pilot years of this project were funded under the mandate of Canada Corps, the predecessor to the Office of Democratic Governance (ODG), which no longer has a mandate to directly mobilize youth and volunteers since this mandate overlapped with the general mandate of Canadian Partnership Branch (CPB).

The Canadian Implementing Partner, AUCC is a long-time partner of CIDA and, since 1994, has had agreements with CPB to administer part of the University Partnerships in Cooperation and Development (UPCD) Program designed to help Canadian universities build the capacity of educational institutions in developing countries and to support the development of human resources.

CPB and ODG have agreed that CPB will manage the Student for Development initiative Phase III (Academic year 2007-2008 and 2008-2009). ODG will provide the funding. As of May 2007, CPB’s Canadian Francophonie Scholarship Program is now managing the initiative.

Overall Response: The overall conclusion of the evaluation is that CIDA should continue to fund the Students for Development project. Accordingly,

Evaluation of former Canada Corps University Partnership Program 63 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

ODG has agreed to fund the next two years of this project (agreement signed on March 27, 2007 ending March 31, 2009) and CPB has agreed to manage it. In general, both ODG and CPB are in agreement with the recommendations made in the evaluation, and are working with the AUCC to see that they are implemented – in particular, a stronger role for the host organizations; better reporting on development results; and stronger knowledge sharing of lessons-learned. At the same time, ODG was not in a position to provide additional funding for the recommendations to offset the costs of the host organization and provide AUCC with additional funds to monitor the internships. We are agreed that these recommendations would strengthen the project, but we leave it to AUCC to decide if it will request those funds in the proposal that will be submitted to CPB once the current agreement expires.

CPB will evaluate future funding request for Student for Development in the context of its other internship and voluntary sending programs.

RECOMMENDATIONS MANAGEMENT’S RESPONSES DATE STATUS

RECOMMENDATIONS TO CIDA

a) That consideration be given to ODG has agreed to fund this project for The contribution The contribution continued funding of a program that 2007-2008 and 2008-2009; however the agreement was agreement is in provides overseas development management of the project has been signed on March place for a CIDA experience for senior-level post- transferred to CPB on May 2007. 27, 2007 contribution of $4 secondary students. million. Project was transferred to CPB on May 11, 2007

b) That multi-year funding be considered ODG has agreed to fund this project for a The contribution Ongoing to facilitate longer-term planning and a two-year period at the same level of agreement was more programmatic approach to funding. signed on March internships/co-operative education 27, 2007 placements. CPB will consider future funding in the context of its other internship and voluntary sending programs.

c) That considerations be given to: These funding recommendations were not CPB to review • defraying management costs for considered within the existing agreement. AUCC’s annual

Evaluation of former Canada Corps University Partnership Program 64 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

RECOMMENDATIONS MANAGEMENT’S RESPONSES DATE STATUS

overseas host organizations; CPB will consider these recommendations work plan for 07- • enabling the Canadian within its existing funding guidelines. 08 (submitted) Implementing Partner (CIP), i.e. with AUCC to AUCC, to play a pro-active role in Of note is that AUCC has already ensure monitoring results and sharing strengthened its knowledge sharing strengthened knowledge (e.g. linking interns) activities using existing funding and will assessment distribute a knowledge sharing criteria is fully questionnaire to project participants [see addressed. response below to Recommendation to AUCC c)].

CIDA recommended to AUCC that it strengthen the assessment criteria used by the peer review committee.

d) That program reporting requirements be Agreed. The contribution agreement The contribution Completed more substantive, including analysis of includes reporting requirements with more agreement was results for overseas partners. substantive analysis and results for signed on March overseas partners. 27, 2007

RECOMMENDATIONS TO AUCC or the Canadian Implementing Partner

a) That the AUCC strengthen its Agreed. The AUCC has committed to June 2007 CPB to review requirements for project development to emphasizing this with the universities, as AUCC’s annual ensure that developing country partners well as to include this as part of the criteria work plan for 07- play a substantive role at the planning applied by the peer review committee and 08 (submitted) stage to clarify expectations, define terms of reference for interns. with AUCC to internship and team project results and ensure this have a role in selecting student CPB is working with the AUCC to ensure recommendation participants. that the internship proposals are assessed is fully addressed. for the level of involvement of the host organization.

Evaluation of former Canada Corps University Partnership Program 65 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

RECOMMENDATIONS MANAGEMENT’S RESPONSES DATE STATUS

b) That the Program concentrates its efforts Agreed, that the Program should October, 2007 CPB to ask in fewer recipient countries to avoid concentrate its efforts in fewer recipient AUCC for further dispersion effect and to seek possibilities countries and seek possible linkages with details on the of linkages with other bilateral other bilateral interventions. Within the implementation interventions to increase leveraging and current time constraints for the 2008 process of this development impact. iteration of the program, AUCC will new approach, in encourage participating universities to: the first narrative • Develop internship proposals aligned report of the with or attached to existing CIDA- second year of funded projects – to allow for leveraging the current and lessons learned; contribution • Sequence multiple internships to make agreement, due up a more coherent and robust at the end of intervention around a broader objective October 2007. of the developing country partner – so that longer-term projects are implemented and enduring issues tackled; • Send more than one intern at a time to a developing country partner organization – in order to implement more complex and complementary projects and tackle larger issues. CPB will evaluate future funding requests for Students for Development, including the country concentration aspect, in the context of its other internship and voluntary sending programs.

c) That program reporting should be Agreed. AUCC has indicated that it will The contribution Completed strengthened by including more have a stronger knowledge-sharing agreement was substantive information on results for component to the project. Previous signed on March

Evaluation of former Canada Corps University Partnership Program 66 (CCUPP) and Students for Development (SFD) – May 2007 Performance and Knowledge Management Branch

RECOMMENDATIONS MANAGEMENT’S RESPONSES DATE STATUS

overseas host organizations (i.e. contribution agreements did require that 27, 2007 information related to results for the AUCC report on results; however, the new developing country partners or the contribution agreement detailed additional partners’ level of satisfaction with the reporting requirements for AUCC that will projects). address the results for overseas host organizations.

d) That the organization strengthens its role Agreed. AUCC has already strengthened its Project proposal Completed in monitoring internships and sharing knowledge sharing activities and will included these knowledge among participating distribute a knowledge-sharing new activities. institutions. questionnaire to project participants. The questionnaire that will be completed by students, host organizations and universities. The results will be distributed, by AUCC, to the community of interest and will serve as a monitoring and program development tool.

e) That consideration be given to a more Agreed, that a more competitive process is February, 2008 Ongoing competitive process for individual needed. This will be discussed for internships and to increasing the length incorporation into the 2008/09 project round of internships. – as time constraints do not allow it for the 2007/08 round. Agreed, that increasing the length of the internships should be considered in the context of the semester-based academic year. Students can stay in the country for more than three months, if all parties agree. However, no additional funds will be provided under the current arrangement.

Evaluation of former Canada Corps University Partnership Program 67 (CCUPP) and Students for Development (SFD) – May 2007