Evaluation of the UnICEF/moWCYA Adolescent/Youth Development Programme in Ethiopia (2007-2011)

UNICEF, in collaboration with the Ethiopian government, had designed a five-year adolescent/youth development program implemented as part of the government’s overall strategy to promote the empowerment of the youth in the areas of economic, social and political aspects of the country. Its 5-year (2007-2011) intervention focused on building and improving the capacity of the youth to actively partici-pate in economic betterment, democratization and the overall nation-building process. It was also part of the country’s broader effort to tackle the widespread problem of youth unemployment thereby contributing to Ethiopia’s overarching goal of eradicating poverty.

The main purpose of the evaluation in this project is to assess the overall impact, effectiveness, efficiency, relevance and sustainability of the UNICEF-Ethiopia Adolescent/Youth Development Programme (2007-2011) to provide UNICEF and MOWCYA with an appropriate policy direction and tools for further strengthening of the programme.

By way of methodology, purposive and random sampling was gathered as needed to come up with a reliable evaluation output. Quantitative as well as qualitative data was collected from all stakeholders involved in the process. Survey data

was analyzed using SPSS and frequency tables and graphs were used to present results of descriptive statistics. Qualitative data was summarized and presented in the form of narratives and triangulated with the quantitative findings. However, the limitation of this study was that a more rigorous analysis of unit cost of intervention by regions was not conducted due to a partial or complete absence of secondary data in all youth centers and different hierarchies of the government due to poor data recording practices.

The four focal areas of intervention in the programme are: youth participation and capacity building, youth livelihood improvement, youth centers and service delivery and policy and strategy development. Based on the results from the programme evaluation study, one may conclude that the programme has changed the lives of the youth in several ways. First, the programme has inspired the youth to participate in voluntary activities. Tree planting and providing care and support to OVCs are good examples. Second, a number of youths have benefited from the services provided at the youth centers. Third, the programme has also helped many youths to develop different life skills by organising different training sessions. Fourth, it has changed the lives of many youths through the provision of livelihood improvement training as well as the provision of credits to start small businesses. Because of the training and credit, the beneficiaries were able to start small businesses or expand the existing ones. Overall, the programme has contributed to the national scheme of creating employment opportunities for the youth, and their families.

Furthermore, the lessons learned will help the Ethiopian government and UNICEF to review the merit and worth of the strategy to assess how UNICEF can help the Ethiopian government implement its Youth Strategy over the coming CPD 2012-2015.
One limitation the monitoring and evaluation process showed was that the programme covered only a small proportion of the youth population in the country. Furthermore, several problems have compromised the availability and quality of services that the youth centers provided to the beneficiaries. The major problems facing the studied centers are: shortage of materials and places for sports; lack of stationeries, computers and internet facilities; lack of cafeteria services, showers and toilets; lack of trained personnel (coaches); lack of conditions that are friendly to persons of disability or to females and shortage of furniture.

School Grant Rapid assessment -2009
School Grant Annual Review – 2010/11

The focus in the above two School Grand funds is on the monitoring and evaluation aspect. The objective was improving the quality of the teaching and learning process. For this process to take place, a chain of activities had to be coordinated. Fund had to be released from the federal government office and sent through the regional and woreda offices to the schools/Adult Basic Education (ABE) centers. It had also to be delivered on time and personnel had to be trained to make its utilization efficient. The community had to be an active participant in the realization of the fund’s objective. These and other related activities had to be carefully monitored and evaluated if the objective of the school grant was to be met. 


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