end line evaluation report of home based education for
TRANSCRIPT
End Line Evaluation Report of Home Based Education for Women in Afghanistan (HBEWA)
Date: March 05th 2020
Submitted To: Islamic Relief Worldwide (IRW)
Submitted By: Training and Research Business Consulting
Contact Details: +93700307400
Email: [email protected] / [email protected]
Website: www.tarbusinessconsulting.com
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TABLE OF CONTENTS
ACKNOWLEDGMENT: .......................................................................................................................................... 4
LIST OF FIGURES: ................................................................................................................................................ 5
LIST OF TABLES: ................................................................................................................................................. 7
ACRONYMS: ........................................................................................................................................................ 8
EXECUTIVE SUMMARY: ....................................................................................................................................... 9
1. CHAPTER ONE: INTRODUCTION ................................................................................................................ 12
1.1. ABOUT ISLAMIC RELIEF: .............................................................................................................................. 12 1.2. PROJECT DESCRIPTION: ............................................................................................................................. 12 1.3. PURPOSE OF END LINE EVALUATION: .............................................................................................................. 12 1.4. MAJOR STAGES OF CONDUCTING THE END LINE EVALUATION: ............................................................................. 13 1.5. PROJECT COVERAGE: ................................................................................................................................ 13 1.1. END LINE EVALUATION QUESTIONS: ............................................................................................................... 14
2. CHAPTER TWO: METHODS ........................................................................................................................ 15
2.1. END LINE EVALUATION DESIGN: ..................................................................................................................... 15 2.2. SAMPLE SIZE: ........................................................................................................................................... 16 2.3. SAMPLING PROCEDURE: .............................................................................................................................. 16 2.4. END LINE EVALUATION DATA SOURCES: .......................................................................................................... 17 2.5. DATA COLLECTION METHODS: ...................................................................................................................... 17 2.6. DATA QUALITY CONTROL PROCEDURES .......................................................................................................... 18
Step1: Quality assurance protocols before data collection: .................................................................................... 18 Step 2: Quality Control Protocols during Data Collection: ...................................................................................... 19 Step 3: Quality Control Protocols after Data Collection: ......................................................................................... 20
2.7. DATA ANALYSIS: ........................................................................................................................................ 20 2.8. FIELD SCHEDULE: ...................................................................................................................................... 21 2.9. ETHICAL CONSIDERATIONS: ......................................................................................................................... 21 2.10. KEY CHALLENGES FACED: ........................................................................................................................... 21 2.11. BEST PRACTICES: ...................................................................................................................................... 22
3. CHAPTER THREE: ANALYSIS .................................................................................................................... 23
3.1. END LINE EVALUATION RESPONDENT PROFILE: ................................................................................................. 23 3.1.1. Individual level details of the respondents: ....................................................................................... 23 3.1.2. Family level details of the respondents: ............................................................................................ 25
3.2. PROJECT PERFORMANCE AGAINST OECD/DAC CRITERIA................................................................................. 28 3.2.1. Impacts of the HBEWA project: ......................................................................................................... 28 3.2.2. Summary of project impacts: ............................................................................................................ 42 3.2.3. Relevance of HBEWA Project: ........................................................................................................... 43 3.2.4. Efficiency of HBEWA Project: ............................................................................................................ 44 3.2.5. Effectiveness of HBEWA Project ....................................................................................................... 44 3.2.6. Sustainability of HBEWA Project: ...................................................................................................... 46
3.3. ISLAMIC RELIEF AFGHANISTAN’S COMPLAINTS HANDLING MECHANISM:.................................................................. 46 3.4. RESPONDENTS FACED ANY ISSUE DURING THE PROJECT IMPLEMENTATION: ........................................................... 46 3.5. MALE COMMUNITY MEMBERS’ PERSPECTIVE ON THE PROJECT INTERVENTIONS: ...................................................... 47 3.6. RELIGIOUS LEADERS’ PERSPECTIVE ON THE PROJECT INTERVENTIONS: ................................................................. 47
4. CHAPTER FOUR: MAIN CHALLENGES, KEY LESSONS LEARNED & RECOMMENDATIONS: .......................... 47
4.1. HBEWA PROJECT MAIN CHALLENGES: ........................................................................................................... 47 4.2. LESSONS LEARNED: ................................................................................................................................... 48 4.3. RECOMMENDATIONS: ................................................................................................................................. 50
5. CHAPTER FIVE: CASE STUDIES................................................................................................................. 54
5.1. CASE STUDY – 01 ..................................................................................................................................... 54 5.2. CASE STUDY – 02 ..................................................................................................................................... 55 5.3. CASE STUDY – 03 ..................................................................................................................................... 56 5.4. CASE STUDY – 04 ..................................................................................................................................... 57 5.5. CASE STUDY – 05 ..................................................................................................................................... 58
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6. CHAPTER SIX: ANNEXES .......................................................................................................................... 59
ANNEX1: END LINE EVALUATION TOR ........................................................................................................................... 59 ANNEX2: THE PROJECT LOGIC MODEL ......................................................................................................................... 63 ANNEX3: QUESTIONNAIRES ........................................................................................................................................ 64 ANNEX4: LIST OF KEY INFORMANTS ............................................................................................................................. 76 ANNEX5: INFORMED CONSENT ................................................................................................................................... 76 ANNEX6: DISCLAIMER ............................................................................................................................................... 77 ANNEX7: SCHEDULE OF PROJECT EVALUATION .............................................................................................................. 77
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Acknowledgment:
This end line evaluation took a mixed-method approach (qualitative and quantitative), where 304
households were covered in six districts of three provinces including Nangarhar, Balkh and Bamyan
provinces. I would not have been able to complete the evaluation of HBEWA project without the tireless
and continued support of Ms.Osob Osman, Dr. Saydul Alom, Mr. Mirwais Fazel, Mr. Sayed Kabir Wyar,
Ms. Shazia Stanikzia and other respected team members of Islamic Relief Worldwide and Islamic Relief
Afghanistan in Kabul as well as in the field.
I also would like to take this opportunity to thank the community members and other stakeholders at
provincial and districts level, for extending their support and giving their valuable time to provide us
information. Our sincere thanks also go to our technical and logistical team members of TAR Business
Consulting that made this possible to complete this assignment effectively.
With best wishes
Mohammad Rafi Popal
Technical Evaluation Expert
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List of Figures:
Figure 1: Overall project end line evaluation design framework:
Figure 2: Project coverage in Afghanistan map:
Figure 3: End line evaluation data collection methods
Figure 4: Data collection process with community members during the FGD
Figure 5: Training Process of the Data Collection Team Members for Nangarhar province:
Figure 6: Coordination meeting with IRW team Kabul as well as provinces
Figure 7: Age disaggregation of the respondents
Figure 8: Literacy status of the respondents
Figure 9: Employment status of the respondents
Figure 10: Marital status of the respondents
Figure 11: Drinking water source of the end line evaluation respondents
Figure 12: Person / Organization that constructed the water source of the end line evaluation respondents
Figure 13: Water storing containers
Figure 14: Type of latrine used by the respondents
Figure 15: Examples of traditional latrines
Figure 16: Latrine waste disposal methods
Figure 17: Receipt of tailoring toolkits by the respondents
Figure 18: New business generated
Figure 19: Average monthly family income of the respondents
Figure 20: Impacts of increased revenues on the respondents’ lives
Figure 21: Indirect beneficiaries in project vocational training section
Figure 22: Satisfaction level of respondents on vocational training sessions
Figure 23: Perception of respondents on the duration of vocational training sessions
Figure 24: Perception of respondents on tailoring concepts
Figure 25: Perception of respondents on the pace of vocational training sessions
Figure 26: Perception of the respondents on tailoring toolkits received
Figure 27: Literacy and numeracy test results of HBEWA project evaluation respondents
Figure 28: Immediate impacts of the programme
Figure 29: Being literate helped in decision making process on the household level.
Figure 30: Topics learned by the respondents under health and hygiene sessions
Figure 31: Changes in health and hygiene practices of the project beneficiaries
Figure 32: Respondents washing hand on different occasions
Figure 33: Material used for washing hands by the respondents
Figure 34: Immediate impacts of health and hygiene sessions conducted to the project beneficiaries
Figure 35: Impacts of the health and hygiene training sessions on project beneficiaries
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Figure 36: Project spill over effects in health and hygiene section
Figure 37: Perception of respondents on their drinking water
Figure 38: One of the drinking water sources in Yakaw Lang district of Bamyan province
Figure 39: Relevance of the vocational training to the project beneficiaries
Figure 40: Respondent’s view on project continuation
Figure 41: Awareness of respondents on IRA complaints handling mechanism
Figure 42: Respondents faced issue during the HBEWA project implementation
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List of Tables:
Table 1: End line evaluation questions
Table 2: End line evaluation framework
Table 3: Sample used for Household Interviews
Table 4: List of reviewed documents
Table 5: Key challenges faced
Table 6: OECD/DAC Criteria Assessment
Table 7: Project key challenges
Table 8: Key project observations and recommendations
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Acronyms:
Acronyms: Full-Form of Acronyms
AFN Afghanis (currency)
CDC Community Development Council
CPM Community Participatory Monitoring
DAC Development Assistance Committee
FGDs Focus Group Discussions
HBEWA Home Based Education for Women in Afghanistan
HH Household
INGO International Non-Governmental Organization
IRW Islamic Relief Worldwide
M&E Monitoring and Evaluation
MEAL Monitoring, Evaluation, Accountability and Learning
MoE Ministry of Education
MoEc Ministry of Economy
MoLSAM Ministry of Labour Social Affairs and Martyrs
NGO Non-Governmental Organization
OECD Organization for Economic Co-operation and Development
SAC Social Audit Committee
SAG Saving Groups
SDGs Sustainable Development Goals
TAR Training and Research
ToR Terms of References
ToT Training of Trainers
WASH Waster Sanitation and Hygiene
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Executive Summary:
The home-based education for women in Afghanistan (HBEWA) project provided literacy training, skill development including Kits as a means of livelihood, and health, hygiene and sanitation awareness for women of the most vulnerable communities in Nangarhar, Bamyan and Balkh provinces. The project’s objective was to support women deprived of education mainly due to cultural, social and security issues. Conducting awareness sessions on health, hygiene and sanitation was also one of the key components of the project that was aimed to improve hygiene and nutrition practices among beneficiary families.
The end line evaluation for the Home Based Education for Women in Afghanistan (HBEWA) project was
conducted in 28 villages of 6 districts of three provinces (Bamyan, Balkh and Nangarhar) of Afghanistan
with the main purpose of finding out if the project has achieved its key objectives, exploring the strengths
and weaknesses of the project that will inform future IRW programming, and documenting best practices if
any.
The end line evaluation was conducted using a mixed design and the data was collected from households through a household survey, key informant interviews, and focus group discussions. In total, 304 households were covered for the end line evaluation and in each of the households’ one female project beneficiary was interviewed. Additionally 21 key informants’ interviews and 6 focus group discussions were conducted.
The data shows that 62% of female respondents are aged between 18-30 years and 33% are aged above 30 years. It is important to highlight that 5% of the survey respondents were children aged between 14 – 17 years. Since most of the end line evaluation respondents were covered under the adult literacy courses, everyone that had participated in the literacy course was literate as a result of their participation in the literacy course.
The data shows that most of the female respondents (97%) did not have any employment prior to the project; however, 93% of female respondents are self-employed now. Also 60% of respondents were married, while 38% of them were unmarried. The remaining 2% of them were widows.
The family level details of the respondents’ show that on average three families lived in each household. Additionally, an average of 7.8 members lived in each family that included 1.6 males, 1.7 females, 2.5 boys and 2.7 girls.
The end line evaluation key findings along with major recommendations are listed as following:
Project Impacts: Economic Impacts of the program:
93% of total respondents that had participated in the vocational training, had created a home-based tailoring
business, while 7% of them had created a tailoring business outside their homes.
Average monthly income of the project beneficiaries increased by 2,318 AFN.
As a result of increment in the monthly income of the project beneficiaries 37% of the respondents
acknowledged improved family food security and livelihood, 14% reported improved health status by buying
soap and maintaining a clean home.
The project beneficiaries of vocational triaging confirmed that they had transferred tailoring skills that they
learned under the HBEWA project to other 306 individuals that makes indirect beneficiaries of the project.
Social Impacts of the program: 68% of the respondents confirmed improvement in their social status in the family
85% of the respondents confirmed that as a result of HBEWA project activities their access to information
has improved on the family level.
66% of the respondents under the household survey confirmed the project activities helped them to raise
their voice and be engaged in the household decision making process
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Project Impacts on the health status of the beneficiaries: As a result of participating in hygiene sessions 81% of the respondents confirmed learning techniques on
how to purify uncleaned water.
As a result of participating in health and hygiene session 67% of respondents acknowledged increased
knowledge on, nutrition, Health and hygiene, ante-natal care, sexually transmitted diseases, first aid Messages about narcotics, faecal waste management and other topics.
As a result of participating in health and hygiene session 53% of the respondents acknowledged a rapid
reduction of water borne diseases, followed by 20% respondents that accepted a huge improvement in the
health status of the family members, and 14% respondents accepted that their health has been improved.
The data unveil that only 18% of respondents had washed their hands with soap prior to the project, while
hand washing with soap increased to 81% of the respondents after the project implementation stage.
90% of end line evaluation respondents had transferred the health and hygiene skills to 2,862 people that
included 1,449 family members, 791 friends and 622 neighbours.
Project Impacts on the education status of the beneficiaries: 92% respondents confirmed that they become literate as a result of literacy classes they attended under
the HBEWA.
90% of the respondents confirmed that HBEWA had added in their confidence
Relevance of the project interventions: When the vocational training respondents were asked if project vocational training sessions were
relevant to their needs, 84% of respondents answered that vocational training sessions were
relevant to their needs.
The end-line evaluation data shows that 66% of the respondents requested project extension, followed by
21% respondents that requested project expansion
Efficiency of the project interventions: For efficient project implementation, the project approach was to recruit only those teachers that can provide
their own training venue and protect sewing machines that were used for practical sessions during the
training. The approach was highly efficient operationally.
As per the data the project interventions were not completed in a timely manner, due to delays in
procurement of project materials. Additionally, the project had to take a no-cost extension.
As per the data obtained from the project management team, it seems the project was completed within the
allocated budget.
Effectiveness of the project interventions: This OECD criterion was assessed by reviewing the project quality assurance mechanism, project
transparency mechanism as well as project monitoring, and evaluation mechanisms.
The project had effective community based complaints handling mechanism that actually helped the project
to ensure transparency on community level.
The project also had basic monitoring system that monitored, process, activities and immediate results of
the project, however there were still issues in the project monitoring and evaluation system.
Sustainability of the project: The sustainability of the project was assessed by reviewing sustainability of the project impacts. And the
type of immediate, intermediate and long-term impacts the project.
The increased knowledge and skill level of the female respondents will not return to the previous state.
The attitude change of the respondents and change in practices of the respondents will continue for years.
The project interventions however will not continue because they were donor funded and the fund is closed,
therefor the activities will also not continue
Following are some of the key recommendations for future similar projects of the Islamic Relief worldwide. Recommendations for project design: Islamic Relief needs to conduct comprehensive needs assessment in the community prior to implementing any
programme.
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Integrated programming / consortium based approach, or partnership based approaches will give an
opportunity to the graduates of the adult literacy programmes to be enrolled in accelerated learning classes, or
formal education system if their age equals to their class. Therefore IRA can design durable and complex
projects implemented by multiple partners using integrated programming approach.
Recommendations for project implementation: To ensure demand driven programming, IRA needs to think on several other vocational training and skills that
can ensure sustainable livelihood for the project beneficiaries, such as poultry, dairy, fishery, green houses,
and other enterprises.
To ensure increased income and profitability for the project beneficiaries, marketing training needs to be
conducted in much detail.
To ensure profitability and easy integration of the respondents in the current national as well as sub-national
markets the beneficiaries should be linked with several retailers, wholesalers and other parties in the business.
To avoid cultural issues, and resistance from male community members towards their female community
members, IRA needs to create comprehensive male sensitization interventions.
To ensure increased skills and knowledge of the project beneficiaries on market demand, the project
beneficiaries that intend to start-up new business in the market need to be trained on market research skills by
IRA.
To create sustainable and easy access to start-up capital and expansion capital IRA needs to integrate (SAG)
saving group’s model, where the project beneficiaries save a specific amount of money and give it to their group
members as loan for their start-up capital as well as expansion capital.
Recommendations for project monitoring: To effectively monitor the Islamic Relief interventions, IRA needs to increase their M&E budget.
To ensure sustainable low cost project monitoring IRW needs to learn from the best practices of other projects
such as citizen charter that creates community participatory monitoring system across each of their projects on
village level. In this system community volunteers are mobilized to monitor and report on their projects
voluntarily.
To effectively monitor the process, activities and results of IRW activities, Islamic Relief Afghanistan team needs
to create country level integrated results based M&E system, under which all projects are monitored equality.
In order to report on the long term results Islamic Relief has been producing in Afghanistan for more than 20
years, IRW needs to create a web based M&E data management system. That can generate all types of reports
on a single click.
Establishing community based social audit committees (SACs) or community participatory monitoring (CPM)
team members will help improve project accountability to the community members.
Recommendations for project evaluation: Islamic Relief needs to consider budget for baseline survey for future programmes.
To ensure quality in adult literacy classes the IRA should adopt the Ministry of Education’s quality control and
quality assurance tests, called (Literacy Test and Numeracy Test) and to ensure quality in vocational training
sessions on tailoring, the IRA should adopt some sort of accreditation system, where the graduates should be
examined and accredited as tailors.
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1. CHAPTER ONE: INTRODUCTION
1.1. About Islamic Relief:
Islamic Relief implemented a wide range of education projects globally in humanitarian, conflict, and
development contexts. Examples of education related projects and interventions range from support to
formal basic/primary education, early childhood education development, teacher training, improving school
infrastructure including classrooms, water, hygiene and sanitation, support for children with special needs
such as those living with disabilities, and provision of basic education to agro pastoral and pastoralist
children who have no access to formal schools through a staggered curriculum transforming the non-formal
schools into formal schools where the government had allocated budgets to support tertiary education and
technical and vocational educational centres.
1.2. Project Description: The HBEWA project was initially designed for Waras district of Bamyan province, where the project beneficiaries had
really liked the project interventions and they had acknowledged the project adding value to their lives. Looking to
the success of the project in the area, the IRA management had decided to replicate the project not only in other
districts of Bamyan province, but also in Balkh and Nangarhar provinces as well.
The management added few more components based on the lessons learnt and recommendations of the Waras
beneficiaries and automatically replicated in Balkh and Nangarhar provinces. The project beneficiaries were selected
based on the following key criteria:
1. Women headed families, 2. Families taking care of elders and disables, 3. Families with large number of children and poor economy
The home-based education for women in Afghanistan (HBEWA) project provided literacy training, skill development as a means of livelihood, and health, hygiene and sanitation awareness for women of the most vulnerable communities in Nangarhar, Bamyan and Balkh provinces.
The project’s objective was to support women deprived of education mainly due to cultural, social and security issues. Conducting awareness sessions on health, hygiene and sanitation was also one of the key components of the project that was aimed to improve hygiene and nutrition practices among beneficiary families.
The HBEWA project implementation changed in 2019, which means in 2017 and 2018 the project beneficiaries did not have a chance to benefit from all three categories of project interventions including (a) Adult literacy (b) Health and hygiene and (c) Vocational trainings on tailoring. Having said that, in 2017 and 2018 the project beneficiaries either received vocational training or they received only adult literacy and health hygiene.
The challenging part was that the IRA did not conduct any needs assessment in the new areas and didn’t engaged beneficiaries in the re-design phase and in the replication phase of the project in e new areas. Under the end line evaluation, 86% of the respondents were from the 2019 batch that had benefited from all the three project components, while only 14% of them belonged to batches 2017 and 2018.
1.3. Purpose of end line evaluation:
The purpose and specific objectives of the end line evaluation were as follows:
1. Determine if the project has achieved its key objectives.
2. Explore the strengths and weaknesses of the project that will inform future IRW programming.
3. Document best practices if any.
4. Provide primary evidence of outcomes and programme impact achieved.
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5. Enable Islamic Relief Worldwide to utilise this information to inform its programme, policy, advocacy
and planning towards its contribution to SDG4 (and related goals) and support its funding
positioning.
1.4. Major stages of conducting the end line evaluation:
Based on the allocated time to this assignment TAR Business Consulting completed the project evaluation in 45 working days using five different stages, where the first phase was to review existing documents about the project that included the project proposal, the log frame, as well as the project work plan, followed by designing the project end line evaluation tools and methods and completing data collection. The project end line evaluation ended with analysing the data and completing the report as shown in the following figure.
Figure 1: Overall project end line evaluation design framework:
1.5. Project Coverage:
The project was implemented in three provinces of Afghanistan that included (1) Balkh (2) Bamyan and (3)
Nangarhar provinces. In Balkh province the project was implemented in the capital of Balkh, Dehdadi and
Nahri Shahi districts. In Bamyan province the project was implemented in Bamyan capital, as well as Yakaw
Lang district. Similarly, in Nangarhar province the project covered Behsood as well as Sukhrod districts.
Please see the following figure for locating the project covered provinces on Afghanistan map.
Figure 2: Project coverage in Afghanistan map:
Desk Review
Inception Report
Design Stage
Data Collection
Analysis /Report
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1.1. End line evaluation questions:
The DAC criteria’s for end line evaluation were responded by specific evaluation questions as shown in the
following table.
Table 1: End line evaluation questions
S.N Evaluation Criteria Evaluation Questions
1 Relevance 1. The extent to which the project is addressing the most pressing needs and priorities of
the project beneficiaries.
2. The project implementation was done in line with the local context.
2 Impact 1. What was the main impact of the project on the project beneficiaries?
2. What worked well, what did not and why?
3. How had the increased skills, and knowledge resulted in increased social status of
women beneficiaries on their family level?
4. What are the key lessons learned from the project, which should be taken into account
in future interventions?
5. How had the project interventions caused increased employability, and revenues for the
project beneficiaries?
3 Sustainability 1. How sustainable are the different components of the project and what could be done to
enhance sustainability?
2. Will project activities continue beyond the project?
3. Will project gains continue beyond the project?
4 Efficiency 1. The extent to which the project has been able to identify and mobilize community
resources.
2. The coordination took place with relevant education authorities and stakeholders
3. Implementation of activities is done according to the planned timeframe
4. Project activities had been completed within the allocated budget
5 Effectiveness 1. Were the project activities implemented ensuring high quality.
2. Were the activities properly monitored?
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2. CHAPTER TWO: METHODS
2.1. End line evaluation design:
To provide accurate and reliable information for addressing the overall purpose and specific objectives of the end line evaluation, mixed methods (quantitative and qualitative) were applied. In addition, a comprehensive desk review on existing Ministry of Education (MoE) policies, strategies, guidelines, and reports were conducted. The qualitative data was collected using key informant interviews and focus group discussions with full open-ended questions; however, the quantitative data was collected through household interviews.
Since the project did not have the baseline survey, the impacts of the project were evaluated using a recalling method, where the project beneficiaries were asked for their knowledge, understanding, attitude and practice before the project implementation and after the project was completed. Figure 3: End line evaluation data collection methods
The overall framework of the end line evaluation clearly described the design and methods for the data collection in accordance with the objectives of the survey stipulated in terms of reference shown in the following table.
Table 2: End line evaluation framework
Final Evaluation Objectives Data collection methods
Target population Sample size
1) Accessibility of quality home based education by the community women.
2) Quality of home based education provided to the beneficiaries under the project.
Household Interviews
Project Beneficiaries in all three provinces of Afghanistan
304
1) Changes in Knowledge, Attitude and Practice of the project female beneficiaries.
2) Perception and attitude of male family members / stakeholders towards women project beneficiaries.
Key Informant Interview
Masjid Imams (2 in each province = 2*3=6) Maliks (2 in each province= 2*3=6) Education Shura Members (2 in each province= 2*3=6) Education Directorate Staff on = 1*3 = 3
21
Understanding of project stakeholders, beneficiaries on
Focus group discussions
Community Male Members one in each province = 1*3 = 3
6
End line evaluation data
collection methods
Quantitative household
survey
Qualitative key
informants Interviews and FGDs
Desk Review
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project activities, key project accomplishments, challenges and recommendations for future project
Community Female Members one in each province = 1*3 =3
2.2. Sample size:
To calculate the sample size, 95% confidence level (1.96 standard errors), 50% estimated proportion, and 5% desired precision was considered. Due to a low level of heterogeneity in targeted catchment areas, the design effect of (1.0) was considered. As a result, the estimated sample size of 304 was obtained:
𝑛0 =
𝑧1−
𝛼2
2 𝑝(1 − 𝑝)
𝑒2=1.962 ∗ 0.5 ∗ 0.5
0.052= 304.16 ≈ 304
Table 3: Sample used for household interviews
S.N Province District Village Number of Women Interviewed
1 Nangarhar Behsood Qalae Malak 10
2 Nangarhar Behsood Daman Shir Ali Roghtoon 10
3 Nangarhar Behsood Mianz Daman 10
4 Nangarhar Behsood Gulab Abad 15
5 Nangarhar Behsood Roshan Mina 5
6 Nangarhar Surkhrod Itifaq Mina 8
7 Nangarhar Surkhrod Nazar Abad 5
8 Nangarhar Surkhrod Saida kali dosaraka 7
9 Nangarhar Surkhrod Sahiban bati 5
10 Nangarhar Surkhrod Agha Jan bati 1
11 Nangarhar Surkhrod Haji sahiban bati 4
12 Nangarhar Center Zara Saranwali 5
13 Nangarhar Center Narinj Bagh 5
14 Bamyan Yakawlang Tapai Wahdat 45
15 Bamyan Yakawlang Larasi 9
16 Bamyan Yakawlang Dahani Kanak 9
17 Bamyan Yakawlang Dehi Sorkh 11
18 Bamyan Center Sang-e-Chaspan 10
19 Bamyan Center Sorkh dar 8
20 Bamyan Center Kham-e-Kalak 8
21 Bamyan Center Zargaran 9
22 Balkh Dehdadi Barakha 28
23 Balkh Dehdadi Radar Families 4
24 Balkh Dehdadi Nawabad 2
25 Balkh Mazare Sharif Ansari 28
26 Balkh Mazare Sharif District 08 9
27 Balkh Nahr-e Shahi Qal-e Hajari 25
28 Balkh Nahr-e Shahi Salim Abad 9
Total 304
2.3. Sampling procedure: With close coordination and communications with Islamic Relief team members, it was decided that the data collection team would use one of the probability sampling methods, called random stratified sampling approach, where multi stage stratification was considered. The first stage of stratification was conducted the project evaluation in three provinces, where 90 interviews were conducted in Nangarhar (Behsood and Surkhrod), 109 in Bamyan (Markaz & Yakawlang), and 105 in Balkh (Dehdadi, Markaz and Nahri Shahi) province.
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The second stage of stratification was conducted based on location of the respondents; as such, part of the respondents were selected from district centre, while the remaining were selected from remote areas in the district.
2.4. End line evaluation data sources:
Information was collected from the following main sources:
A. Literature Review B. Household Interviews C. Key Informant Interviews D. Focus Group Discussions
Each type of information contributed to the end line evaluation objectives.
2.5. Data collection methods:
Prior to finalizing the data collection tools, the evaluation team studied a wide range of project documents, presented in the table below. Reviewing the project documents and secondary literature on the subject helped the team identify information gaps and other areas requiring particular attention during data collection.
Table 4: List of reviewed documents
No Title Themes
1 Project Proposal Proposal
2 Project Work Plan Proposal
3 List of target villages List
4 HBEWA M&E reports Report
5 Project progress reports Reports
6 ToR for the end line evaluation ToR
7 Project log frame Proposal
The data collection teams were comprised of both male and female members. Taking into consideration the cultural issues in the country, the male data collectors conducted separate interviews, KIIs and (FGDs) Focus Group Discussions with male community members, while female data collectors conducted interviews with female beneficiaries of the project. The focus group discussions (FGDs) were followed by observations that were taken place by data collectors.
The data collection team members were trained on using the data collection tool, and the meaning of each indicator and variable. The collected data was translated and entered by the data collectors into the prepared Excel database with closed communication and coordination of field team leads.
Various methods were used to collect sufficient data from the target respondents, including but not limited to:
(a) Questionnaires with closed and open-ended questions, (b) Interviews
• Household Interviews • Key informant Interviews
(c) Focus Group Discussions, and (d) Observation
Figure 4: Data collection process with community members during the FGD
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2.6. Data quality control procedures
Tailored quality control and standard operating protocols are of prime importance for accurate, reliable and valid results. The data collection team members implemented systematic quality assurance procedures to determine acceptable practices and to minimize errors in data collection analysis and reporting. To ensure accuracy, validity and reliability of the data, field enumerators applied the quality assurance protocols before, during and after the fieldwork as follows:
Step1: Quality assurance protocols before data collection:
a. Translation:
After getting approval from IRW relevant officials, the questionnaire was translated from English to Pashto and Dari. The questionnaires were not only translated but also were adapted to convey semantically similar constructs. The translation aimed at producing a locally understandable questionnaire and the original intent of the questions was translated with the best possible equivalent terms in the local language.
b. Training and capacity development of the field data collectors:
The training of the field data collection team was central to quality assurance. The training was considered a continuous process throughout the evaluation. Additionally, training was provided to all levels of the data collection team members, to ensure all involved personnel was clear on their role, ensuring high quality data.
The data collectors were trained on the objectives, requirements and instruments used to collect the end line evaluation data. The field data collectors were trained by the project team leaders and the following main topics were covered under this training:
1. The objectives of the end line evaluation;
2. Review of data collection techniques;
3. In-depth review of the data collection tools;
4. Skill building exercises on interviewing and interpersonal communication;
5. Data quality assurance techniques;
6. Orienting the data entry clerks on the quality data entry process;
7. Code of ethics; and other topics
One of the key areas, on which the data collectors were trained, was ethical considerations. The data collectors were trained on child safeguarding issues to ensure compliance and demonstration of positive and acceptable behaviours when facing children during the interview process if any.
Figure 5: Training process of the data collection team members for Nangarhar province:
19 19 19
Step 2: Quality Control Protocols during Data Collection:
a. Coordination and Verification of the Fieldwork:
All movements and interviews were planned according to the fieldwork schedule. The team set out the daily work schedule at the beginning of the day and the schedule was shared with Islamic Relief Afghanistan’s field team members.
At the end of each day, the team leader examined the completed interviews to make sure that the data collectors’ selection of respondents in the field was done correctly.
Figure 6: Coordination meeting with IRW team Kabul as well as provinces
b. Contact sheets:
The data collector recorded the contact details of each interviewee in the field. The data collector, as well as the end line evaluation team leader, contacted the data providers if there was an incomplete interview (partial interview).
c. Direct-Observations Return Visits and Call-Backs:
The field team leader of TAR Business Consulting, as well as the provincial IRA team members monitored the data collection process. The field team leader double checked 5% of all interviews using one of three
20 20 20
methods in the following order of frequency: 1) direct observation of interviews, 2) return visits to households where interviews were completed, and 3) telephone calls to respondents after interviews were completed.
These call back processes were undertaken by the field team leader to find out if the field data enumerators had targeted the right sample population.
Step 3: Quality Control Protocols after Data Collection:
a. Daily Check of all Questionnaires & On-site Training:
The data collectors submitted their questionnaires to the field team leader, immediately after reaching the office from the field, on a daily basis. The field coordinator checked the questionnaires logically to make sure the questionnaires were completed and there were not missing data, or non-responses. The field team leader investigated all cases of recurrently missing data and high non-response rates after the first day of data collection. If the errors were a result of the data collector’s interviewing technique, the field team leader provided him/her with additional on-site training.
b. Extra Interviews:
All “suspicious” questionnaires were excluded from the sample. Such protocol did not have an impact on the analysis (considering margin of error & confidence level) as 10 more interviews were conducted than the necessary sample size. In fact, initially 360 household interviews were planned under the project, but a total of 370 interviews were actually conducted. Ten extra interviews helped us replace 10 questionnaires that either had missing or inconsistent data.
2.7. Data Analysis:
The data analysis models for both quantitative and qualitative data differed as follows: Qualitative Analysis:
The qualitative data was analysed using the following method. Thematic Analysis: Under this type of analysis, the information was sorted and analysed around key themes or groupings of information. The themes were decided based on the end line evaluation ToR requirements before the analysis took place. Outcome Harvesting: Under this type of analysis evidence of change (the ‘outcomes’) were collected and then worked backwards to assess whether the HBEWA project of IRW had contributed to that change. Case Studies: Under the case study method of analysis, specific project impacts and outcomes were observed in some individuals and full data was collected from them and the change level they had produced in the community. Evidence for conclusions were built via triangulation analysis. Themes or patterns were examined to determine if they were coming from multiple stakeholder levels and multiple stakeholder categories. Quantitative Data Analysis:
The quantitative data was analysed in three different stages as follows:
Data Processing:
Once the data collection was completed in the field, all the collected data was processed using the three sub-stages including (a) Data Cleaning (b) Data Coding and (C) Data Entry into the Computer.
Tabulation:
21 21 21
Once the data was processed, it became ready for the tabulation stage, where all the data was categorized into three different types of tabulation including (a) Mono-Variant Tabulation (b) Bi-Variant Tabulation and (c) Multi-Variant Tabulation.
Under this stage, the data was prepared for analysis. To make it easy for the end line evaluation expert, and all the data was shown in small tables either with one variable, two variables or three variables.
Data Distribution: When all the data was tabulated in different mono-variant, bi-variant, and multi-variant tables, the data was distributed or presented in three different ways including (a) Frequency Distribution (b) Percentage Distribution and (c) Both (frequency distribution as well as percentage distribution). The data was analysed using Excel statistics package, and findings were presented in tables and charts accordingly.
2.8. Field Schedule:
The assignment was completed in 60 working days, please see the evaluation schedule for more details in annex 7.
2.9. Ethical Considerations:
Ethical considerations were one of the priority areas that were not only covered in the training of the field data collection team members but also were emphasized to be implemented in the field data collection process. In general, the following key ethical considerations were followed during the end line evaluation:
a. Taking the prior consent of the respondents b. Ensuring the confidentiality of the data provided c. Getting permission for taking pictures of the respondents d. Not promising anything to the data providers, against the data they provided
2.10. Key Challenges Faced:
The following table briefly explains the key challenges faced during the end line evaluation of the HBEWA
project of the IRW:
Table 5: Key challenges faced during the end line evaluation process
S. N Key Challenge Details of the Challenge Faced Way the Challenge was Resolved
1
Problem in verification of data from woman respondents
Most of the female respondents living in the project target provinces did not have their own phone numbers; the ones that had phone numbers did not give their phone numbers to the survey team members.
It was difficult to verify the data in most of the cases, still to verify the data in some of the cases the team members followed two options (1) The team members revisited them and (2) The team members had taken their husbands’ and other male relatives’ phone numbers and the team called them.
2 Dispersed population
In most of the project covered provinces, the population were very dispersed, which caused a waste of time going from one household to another for data collection purposes.
Giving more days to data collection process helped control this issue.
3
Raining, snow and cold weather
The data collection team members were stuck in the field due to heavy snows and raining. That delayed the data collection process.
This actually pushed the assignment back four days.
4 Project being implemented
In 2017 the HBEWA project beneficiaries had not received IRA support in three different components
This actually caused some section of the questionnaire to be left empty. The data was analysed
22 22 22
using different modality
(1) Adult literacy (2) Health and hygiene (3) Vocational training, while the 2019 batch of beneficiaries did receive support in all three areas.
using section by section approach, where only that data which was available was analysed.
5
Issues in locating the project beneficiaries of batch 2017 and 2018
Locating the female beneficiaries that were covered under batch 2017 and 2018 was an issue, because most of them had gotten married and they had moved from their parent’s home to their husband’s homes. Some of them had even left the provinces.
TAR Business Consulting data collection team members tried their best to locate these respondents. The team members even went to their husband’s houses for interview and FGD if they were in the same district.
6 Over reporting in some areas
Some of the data was over reported, such as change in family practices in the health and hygiene section, while in some other areas such as family income the respondents under reported the figures in some cases.
To reach the reality the data collection team of TAR Business Consulting physically verified the health and hygiene practices of the family by observing their toilets as well as bathrooms. The income and revenue figures were triangulated with their expenditures and the real figures were obtained.
2.11. Best Practices:
The following were some of the lessons learned for future programme design and development. 1. Utilizing local data enumerators helped effectively access the community members and engage
productively.
2. Utilizing local data enumerators helped reduce security threats to the field team members.
3. Utilizing female data enumerators is the only way to access female project beneficiaries.
4. Reverification of the data for female respondents can only be done by revisiting them because the
female respondents do not have phone numbers and sometimes they provide their husband's phone
numbers and the husbands also do not normally respond to unknown phone calls.
5. Planning the field data collection in the winters takes more time than in summer; thus, in future
assignments for field data collection more time should be considered.
6. Collecting data from the government authorities takes more time than allocated because they are
normally not available on a regular basis.
7. Completing end line evaluations of such a multi-dimensional project takes normally more time than
planned.
8. Plan more money for transportation costs for fieldwork during winter.
9. Shorten the questionnaire to avoid reporting fatigue.
23 23 23
3. CHAPTER THREE: ANALYSIS
3.1. End line evaluation respondent profile:
The end line evaluation respondents are described, in detail, both on an individual level as well as family level as following:
3.1.1. Individual level details of the respondents:
3.1.1.1. Age disaggregation of the respondents:
The data show that 62% of female respondents are aged between 18-30 years and 33% are aged above
30 years. It is important to highlight that 5% of the survey respondents are children aged between 14 – 17
years. Please see the following figure for more details.
Figure 7: Age disaggregation of the respondents
3.1.1.2. Respondents disaggregated by their Literacy Status:
Identifying the respondents’ literacy level was one of the variables under the end line evaluation and the literacy level of the respondents was determined simply by asking the respondents if they could read and write. The ones that acknowledged that they could read and write were considered literate; others that denied being able to read and write were considered illiterate. The self-reporting data of respondents shows that 92% of respondents were literate, while 8% remaining were not literate. It is important to highlight that these 8% respondents had not participated in adult literacy classes. This percentage was determined based on the self-acknowledgement of the end line evaluation respondents. It is worth mentioning that self-reporting as described is a very weak means of assessing ‘literacy status’ (even when used systematically for national reporting to UNESCO), and this should be acknowledged in the report. Figure 8: Literacy status of the respondents
5%
62%
27%
6%
0%
10%
20%
30%
40%
50%
60%
70%
14 - 17 Years old 18 - 30 Years old 31 - 45 Years old Above 45 Years old
Age disaggregation of the respondents
24 24 24
3.1.1.3. Employment Status of the End Line Evaluation Respondents:
Employment was perceived differently by different respondents, likely because in the rural areas (villages) full-time permanent employment is difficult to find. Most of the respondents were housewives. This report used the locally accepted definition for employment: “Person working on anything, any field that helps her earn money for their families at that point of time”.
In order to explore the impacts of HBEWA project, the respondents were asked to recall if they were employed prior to the project and now. The data shows that most of the female respondents (97%) did not have any employment prior to the project; however, 93% of female respondents are self-employed now.
After looking at the data it is obvious that in the past female respondents had a reproductive role1 only, while after benefiting from the project they have started a productive role. Please see the following figure for more details.
Figure 9: Employment status of the respondents
1 Based on the ILO definition Reproductive Role is considered as childbearing / rearing responsibilities and domestic tasks, while Productive Role is any task or work that is considered as employment and the person is paid. Both roles mentioned above are Gender Roles.
92%
8%
Literacy Status of Respondents
Literate Illetrate
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Employed Self-employed Non-employed
3%
0%
97%
7%
93%
0%
Employment status of respondents
Prior to the project After the project
25 25 25
3.1.1.4. Marital Status of the End line evaluation Respondents:
The data reveals that 60% of respondents were married, while 38% of them were unmarried. The remaining 2% of them were widows. Please see the following table for more details. Figure 10: Marital status of the respondents
3.1.2. Family level details of the respondents:
3.1.2.1. Number of family members of end line evaluation respondents:
The family level details of the respondents’ show that on average three families lived in each household. Additionally, an average of 7.8 members lived in each family that included 1.6 males, 1.7 females, 2.5 boys and 2.7 girls.
3.1.2.2. Drinking water source of end line evaluation respondents:
Sixty two percent of the respondents used a water well with pump; however, 9% of respondents used a shallow well with bucket as the main source of their family drinking water. It is important to highlight that 27% of the respondents (82 out of 304) used other sources of water that included but were not limited to:
a. Water supply through a public pipe system (66 out of 82 respondents)
b. Community based hand pump (10 out of 82 respondents)
c. Water from the water well of the neighbour’s house (6 out of 82 respondents)
Figure 11: Drinking water source of the end line evaluation respondents
0%
10%
20%
30%
40%
50%
60%
Married Unmarried Widows
60%
38%
2%
Marital status of respondents
62%9%
1%
1%
27%
Drinking water source
Well with pump Shallow well with bucket River/ Stream Pond / Lake Other
26 26 26
3.1.2.3. Person / organization that constructed the water source for respondents:
The respondents were also asked the name of the person / organization that had constructed the water source. It seems that in most of the cases the water sources were constructed by the respondents themselves (35%), followed by ministry of rural rehabilitation and development (14%). Most importantly, 36% of respondents did not know who had constructed their water source. These respondents were either living in rented houses, or they had a water source when they bought the house. Please see the following figure for more details.
Figure 12: Person / Organization that constructed the water source of the end line evaluation respondents
The end line evaluation also checked on where the drinking water is stored. The data unveiled that most of the community members stored it in a plastic oil container. Figure 13: Water storing containers
3.1.2.4. Respondent’s place for defecation:
As part of the Water Sanitation and Hygiene section of the end line evaluation, the respondents were also asked about their latrine facilities. The data shows that 59% of respondents used a traditional latrine, 39% respondents used improved latrines, and 2% of respondents were still openly defecating. Traditional Afghan
35%
14%
2% 2%
11%
36%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Self / family Ministry of RuralRehabilitatio and
Development
Swedish Committee No body the watersource was already
there
Others I don’t know
Person / organization that constructed the water source for the respondents
27 27 27
latrines consist in covering originally ordinary water wells and transforming them into pit-latrines. The household data shows that on average 9 people used one latrine. Figure 14: Type of latrine used by the respondents
Figure 15: Examples of traditional latrines
3.1.2.5. Latrine waste disposal methods:
Based on the end line evaluation data, emptying the latrine completely depended on the type of latrine, because in most of the cases traditional latrines were not emptied; once the well is filled another latrine was dug. On the other hand, the second type of traditional latrine that does not have a well but rather a small excavation, is emptied. The timeline for emptying this type of latrine depended on the storage capacity of the traditional latrine as well as the number of people who used it.
The data shows that 40% of latrines were being emptied with septic tanks, followed by 31% latrines that were being emptied manually with shovel and curt.
59%
39%
2%
Type of latrine used by the respondents
Traditional Latrin Improved latrin Open defectation
28 28 28
On average the traditional latrines were being emptied after 2.5 months. The improved latrines with flash water tank and storage were being emptied through a septic tank. The respondents emptied this type of latrine after two months on average. Figure 16: Latrine waste disposal methods
3.2. Project Performance against OECD/DAC Criteria
The end line evaluation examined the project under OECD/DAC criteria, namely Relevance, Efficiency, Effectiveness, Impact and Sustainability. Findings for each were rated based on the following assessment criteria.
Table 6: OECD/DAC Criteria Assessment
No Ratings Description
1 Improve Area where the quantum of findings is substantial enough to put the project’s activities and gains at considerable risk.
2 Monitor Area where the quantum of findings is substantial enough to partially put the project’s activities and gains at risk.
3 Accept Area where the quantum of findings is of low substantiality and may not endanger the activities and gains of the project at risk.
3.2.1.
3.2.2. Impacts of the HBEWA project:
Since the project had three basic components, including (1) Vocational Training (2) Literacy Classes and (3) The health and hygiene section, therefore the end line evaluation evaluated the impacts of the project in the mentioned three areas. In each of the three areas, the end line evaluation looked at (a) change in knowledge and skill level of respondents (b) change in attitude of respondents and (c) change in practices of the respondents. Based on the following key findings, the evaluation has rated the project’s impact as “accept”.
3.2.2.1. Vocational training section of HBEWA project:
Providing vocational trainings in tailoring to the project beneficiaries was one of the key components of HBEWA. The vocational training on tailoring was conducted in six months, which included both theoretical as well as practical sessions. Under the theoretical sessions of the vocational training on tailoring the respondents were trained on introduction to tailoring, characteristics of a good tailor, and operation and maintenance of the sewing machines. In practical sessions the respondents were taught taking measurements of cloths, cutting, sewing, ironing and other skills.
40%
31%
9%
8%
6%4%
2%
Latrine waste disposal methods
Septic tank
Bare hand with shavol and curt
Gloves with shavol and curt
Bucket
Bag / Sack
Don’t dispose leave it there dig another well
Put soil on it
29 29 29
The theoretical as well as practical sessions of vocational training on tailoring were conducted based on the approved curriculum of tailoring for (MoLSA) Ministry of Labour and Social Affairs Afghanistan. The trainers were selected from the relevant communities, where the trainers were also responsible for preparing a venue for training and they started teaching the beneficiaries based on their own way of teaching and past experience. It is important to highlight that out of a total number of respondents 76% of them were covered under the vocational training section of the programme.
1. Receipt of tailoring toolkit:
At the end of vocational training, the project beneficiaries were provided with tailoring toolkits. The data present that 70% (212) of total respondents had received tailoring toolkits. The following were the key items received by the graduates of vocational training under HBEWA:
a. Sewing machine b. Scissors c. Thread d. Needle e. Meter f. Ruler g. Chalk
Figure 17: Receipt of tailoring toolkits by the respondents
2. New business generated:
Out of the total number respondents (304), only 212 of them had participated in vocational training (tailoring) and had received a vocational training toolkit. Out of them, 93% (198) had created a home-based tailoring business, while 7% of them had created a tailoring business outside their homes.
It is important to highlight that 16% of the respondents that had created a home based tailoring business confirmed that they are not making any profit; however, they also acknowledged that they are sewing their own as well as their children’s clothes, which was not possible for them prior to HBEWA project support. They mentioned the following key barriers for revenue generation:
a. Lack of sufficient tailoring skills
b. Lack of fashion designing skills
c. Lack of market for their product
d. Increased number of tailors
e. Lack of marketing skills
f. Lack of male family member support
70%
30%
Reciept of tailoring toolkits by the respondents
Received tailoring toolkits Did not received tailoring toolkit
30 30 30
Figure 18: New business generated
3. Increment in average monthly family income of the respondents:
The HBEWA project respondents were a few of the most marginalized and poor families; their average monthly family income prior to the project was 6,698 AFN and after the project implementation their average family monthly income increased to 9,016 AFN, which means that on average the family income increased by 2,318 AFN. The increased level of family income was contributed by women that have recently started a tailoring business with technical and financial support of the HBEWA project of IRW.
Figure 19: Average monthly family income of the respondents
4. Results of increased revenues to the respondent’s lives:
When the respondents (that had increased their revenues) were asked how their increased revenues impacted their wellbeing, 37% of the respondents acknowledged improved family food security and livelihood, 14% reported improved health status by buying soap and maintaining a clean home. Almost half of the respondents acknowledged improved living standards of their family. Out of 304 end line evaluation respondents, 212 of them had received tailoring kits, out of which 178 of them accepted change in their living standards. Some respondents (16%) said they were still not able to make any income and change their living standards, for the following reasons:
a. Increased number of tailors in the area
0%
20%
40%
60%
80%
100%
Home based tailoring businescreated
Tailoring business created outsidehome
93%
7%
New business generated
Home based tailoring busines created Tailoring business created outside home
0
2,000
4,000
6,000
8,000
10,000
Average monthly incomeprior to the project
Average monthly incomeafter the projectimplementation
Difference
6,698 Afs
9,016 Afs
2,318 Afs
Average monthly income of respondents
31 31 31
b. Lack of skills in cutting
c. Lack of proper place for tailoring
d. Lack of linkage with market
e. Cultural barriers
f. Respondents not feeling they are professional tailors
Figure 20: Impacts of increased revenues on the respondents’ lives
5. Spill over effects of HBEWA project vocational training section:
The vocational training participants stated that they had shared their tailoring skills with other people. They stated that they had trained 140 family members, 89 friends, and 77 neighbours. That makes a total 306 indirect beneficiaries of the tailoring section of the HBEWA project. Figure 21: Indirect beneficiaries in project vocational training section
6. Satisfaction level of respondents from the vocational training on tailoring:
Satisfaction level of respondents was used as a proxy indicator for measuring quality of vocational training on tailoring from the project beneficiaries’ perspectives. As such, 77% of respondents were satisfied with the vocational training; however, 8% of respondents clearly said that they were not satisfied, and 15% preferred not to respond this question. It is important to highlight that the reasons for dissatisfaction were found to be as follows:
a. Lack of practical sessions
b. Lack of marketing trainings
c. Not having proper venue for training in some cases
140
8977
306
0
50
100
150
200
250
300
350
Number family members skillsshared with
Number friends skills sharedwith
Number neighbours skillsshared with
Total
Number of indirect project beneficiaries
37%
14%
49%
0%
10%
20%
30%
40%
50%
60%
Improved family food security andlivelihood
Improved family health status Improved living standard of the family
How had improved income helped the respondents
32 32 32
d. Lack of market linkages
Figure 22: Satisfaction level of respondents on vocational training sessions
7. Perception of the respondents on duration of vocational training:
Out of the total end line evaluation respondents that participated in vocational training, 68% of them thought that the duration (6 months) of vocational training was not sufficient. The average preferred duration for tailoring training by the respondents was 12 months. Figure 23: Perception of respondents on the duration of vocational training sessions
8. Perception of the respondents on tailoring concepts:
To understand if the vocational training concepts were sufficient for the project beneficiaries, they were asked their thoughts about training. As such, 67% of the respondents thought that the training concepts were sufficient; however, 33% thought the opposite for the following key reasons:
a. The duration of the course was not enough
b. The practical sessions were not enough; in most of the cases they started after two to three
months
c. The materials were not sufficient for practical work
d. In some cases the teachers were not coming regularly
e. In some cases the teacher experience was great but the equipment was scarce
f. Only two to three tailoring machines were kept for practical work, where everybody did not have
the chance to do practical work
g. Lack of marketing concepts in the training
77%
8%
15%
Satisfaction level of respondents on vocational training
Satisfied Not Satisfied No Response
32%
68%
Literacy training duration being sufficient
The training duration sufficient The training duration was not sufficient
33 33 33
h. Training venue was not suitable
i. Lack of stationery
j. Lack of cloth for practical sessions
k. No material for fashion designs
l. No chadlock for different designs
m. Lack of Butten machine and overlock machines
Figure 24: Perception of respondents on tailoring concepts
9. Perception of respondents on the pace of vocational training:
When the end line evaluation respondents that had participated in the vocational training sessions were asked about the pace of the training, 76% of the respondents said that the pace was not the same, which means no consistency was observed in the training process and the materials were not sufficient. The reasons for such perception were as follows:
a. Different approaches adopted by the trainers to transfer the concepts
b. Lack of proper certification process for the training graduates
c. Lack of proper (ToT) Training of Trainers for tailoring teachers to transfer skills and knowledge in
the same way
Figure 25: Perception of respondents on the pace of vocational training sessions
67%
33%
Tailoring concepts being sufficient
The training concepts were sufficient The training concepts were not sufficient
76%
24%
Training pace being sufficient for participants to grasp concepts
Yes No
34 34 34
10. Perception of the respondents on tailoring toolkits received:
To understand usability of the tailoring toolkit provided to the respondents, they were asked if they still used the equipment for their daily work and revenue generation. The respondents were observed to be happy from the toolkits and almost every one of them told the data collection team members that the toolkit was very helpful for their daily usage at home as well as revenue generation. Please see the following figure for more details. Figure 26: Perception of the respondents on tailoring toolkits received
11. Future vocational training needs of the respondents:
Most of the HBEWA project beneficiaries felt happy to be covered under the project. They became literate, learned new skills for earning money and learned how to maintain family health and hygiene. They were very keen to have more trainings and they listed their training needs as follows:
a. Curtain making
b. Advanced tailoring
c. Guldozi (Machine Made flowers on the cloths)
d. Carpet weaving
e. Beauty saloon
f. Shoe making
g. Poultry
h. Marketing of current products
i. Market linkages
j. Embroidery
3.2.2.2. Adults Literacy Section of HBEWA Project:
Besides conducting vocational training on tailoring, adults’ literacy was another important component under HBEWA, where specific training sessions were conducted to the project beneficiaries on reading, writing, and basic mathematical skills.
The literacy classes were conducted based on the approved literacy curriculum of the ministry of education of Afghanistan.2 Besides the literacy classes the project beneficiaries were provided books, notebooks, pen and some other basic stationary.
2 The literacy curriculum of MoE has been developed in two major parts, 1) Basic General Literacy (BGL) and 2) Skill Based Literacy (SBL). The basic general literacy has, 5 books which aims to improve reading, writing and numeracy skills of learners. In Skill Based Literacy (SBL), in addition to literacy (reading and writing), learners also learn a specific vocational skill in order to bring a positive change in their lives and play an active role in the economic development of the society. (https://www.pajhwok.com/en/opinions/new-literacy-curriculum-afghanistan - Accessed April 2020.
66%
25%
9%
Perception of respondents on tailoring toolkits received
Highly helpful Somehow helpful Helpful
35 35 35
1. Positive Literacy and numeracy test: One of the key objectives of the adult literacy component of the HBEWA project was to enable the marginalized female beneficiaries to read, write and do arithmetic. To measure the quality of the adult literacy classes, literacy and numeracy tests were conducted with the project end line evaluation respondents that had participated in the literacy classes.
The literacy and numeracy tests conducted with the respondents’ show that 92% of them (280 out of 304) had good reading skills, 79% (235 out of 304 respondents) had good writing skills, and 67% had good numeracy skills.
Some of the key reasons for the negative literacy and numeracy tests were found to be as follows: a. Participant was not able to show up in literacy classes on regular basis, due to their personal issues.
b. Participants were not able to learn due to lack of books in the first month of literacy classes.
c. Lack of practical sessions were also identified to be the cause of negative literacy and numeracy tests.
At the program side, early procurement of the literacy books, and increased number of practical sessions would have increased positively literacy and numeracy tests.
Figure 27: Literacy and numeracy test results of HBEWA project evaluation respondents
2. Change in confidence, social status and access to information of participants: The programme beneficiaries were provided literacy and numeracy courses, along with awareness sess8ions on health and hygiene and vocational training on tailoring. In order to measure the immediate impacts of the project literacy section, the respondents were asked about changes in their confidence, improvement of social status of respondents in the family as well as improvement of beneficiaries’ access to information.
Ninety percent of the end line evaluation respondents confirmed an increased level in their confidence after participating in the project literacy classes. Additionally, 68% of the respondents confirmed improvement in their social status in the family. Please see the following figure for more details.
Figure 28: Immediate impacts of the programme
92%
79%
67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Respondents that could read Respondents that could write Respondents that could numerate
Literacy and numeracy tests results
36 36 36
3. Beneficiaries’ engagement in household decision making process: After knowing about increased social status of female beneficiaries, the end line evaluation tried to find out further details about how the HBEWA interventions including literacy and numeracy classes had helped the respondents to engage in household decision making processes. As such, 66% of the respondents under the household survey confirmed the project activities helped them to voice and be engaged in the household decision making process.
They explained that they were engaged in jointly purchasing household commodities, and that they were asked to help the male family members in managing household marriage ceremonies. They considered this a huge change, because they previously were not engaged in any of these types of decisions. The reason for change in attitude of male counterparts in the family were noticed to be:
Figure 29: Being literate helped in decision making process on the household level.
3.2.2.3. Water Sanitation and Hygiene Section:
Health and hygiene was another key project components. Under this components the project beneficiaries were trained on different health and hygiene topics for one hour on weekly basis. The topics included but not limited to the following:
1. Hand washing
2. Hygiene according to Islam
3. Toilet waste management
4. Nutrition
5. Ante-natal and Post-natal care
6. Sexual transmitted diseases
7. First Aid and other sub-topics
0%10%20%30%40%50%60%70%80%90%
Added in my confidence Improved my social status inthe family
It has improved my access toknow about family income
90%
68%
85%
Immediate impacts of the program
66%
28%
5%1%
0%
10%
20%
30%
40%
50%
60%
70%
Helped a lot Helped somewhat Neither Helped /nor worsted Not helped
Being literate helped in decision making on household level
37 37 37
The health and hygiene training sessions continued for almost nine months. Most importantly at the end of the course all the project beneficiaries were provided a hygiene kit, that included different health and hygiene related items such as soap, shampoo, towel, toothpaste, toothbrush and other items.
The end line evaluation of HBEWA activities in the WASH component cover the following key concepts: 1. Perception of respondents on their water being clean 2. Change in knowledge of respondent on health and hygiene issues 3. Place for defecation 4. Washing hands and other topics
Each of the above topics is described as follows:
1. Hygiene kits distribution:
To provide an opportunity to practice what respondents had learned during the health and hygiene sessions, they were provided hygiene kits at their graduation. The hygiene kits included several items required for personal as well as family hygiene such as (1) toothbrush and toothpaste, (2) shampoo and soap, (3) towel, (4) nail clipper and other items. Under the HBEWA 3,100 hygiene kits were distributed in 2017, and 3,100 hygiene kits were distributed in 2018
2. Change in knowledge level of respondents on health and hygiene practices:
Under this section the respondents were asked on the exact topics and their takeaways from health and hygiene sessions. The respondents confirmed learning several topics related to their own health and hygiene practices.
The data shows that 81% of the respondents confirmed learning techniques on how to purify uncleaned water, followed by 14% of respondents that had learned how to wash their hands. Please see the following figure for more details.
Figure 30: Topics learned by the respondents under health and hygiene sessions
3. Changes in health and hygiene practices of the project beneficiaries
Besides change in knowledge level of the respondents, a great deal of attitude change was also noticed in the health and hygiene session’s project beneficiaries. The data unveil that only 18% of respondents had washed their hands with soap prior to the project, while hand washing with soap increased to 81% of the respondents after the project implementation stage. This shows a huge positive change in attitude of the respondents. Washing hands with soap was followed most often after using the toilet. Please see the following figure for more details.
81%
14%
3%1%
1%
Topics learned by the respondents under the health and hygiene sessions
Learned how to purify uncleaned water
Learned how to wash hands
No response
Learned how to keep the latring clean
Learned how to construct a safe sanitary latrine
38 38 38
Figure 31: Changes in health and hygiene practices of the project beneficiaries
4. Washing Hands
As part of the end line evaluation, the respondents were also asked about their daily hygiene practices, such as hand washing. It seems in 34% cases the end line evaluation respondents washed their hands before eating, followed by 2% respondents washing their hands before cooking. The remaining 64% of respondents washed their hands several times a day in different instances listed as follows:
a. After defecation
b. After washing babies
c. Before cooking
d. Before praying
e. After eating
Figure 32: Respondents washing hand on different occasions
Besides the occasions on which the respondents washed their hands, they also were asked about the materials they washed hands with. The data presents that 81% respondents washed their hands with soap, while 9% with only water and 8% with ashes.
It is important to highlight that in most of the cases the soap was not observed by the data collection team members that observed the toilet facilities, and when this question was referred to the respondents they explained that they remove it from the toilet after using it.
18%
82% 81%
19%
39%
61%
89%
11%11%
89%83%
17%
0%10%20%30%40%50%60%70%80%90%
100%
Yes No Yes No
Prior to the project After the project
Impacts of health and hygiene sessions conducted to the project beneficiaries
Washing hands with soap after toilet Washing hands with soap before eating
Boiling water if the water is not pure
0%
10%
20%
30%
40%
50%
60%
70%
Before eating Before cooking Different instances
34%
2%
64%
Respondents washing hands
39 39 39
Figure 33: Material used for washing hands by the respondents
5. Immediate impacts of health and hygiene sessions:
The literacy session’s health and hygiene sessions were conducted twice a week, where project beneficiaries were trained on different health and hygiene related issues, listed as follows:
a. Nutrition b. Health and hygiene c. Ante-natal care d. Sexually transmitted diseases e. First aid f. Messages about narcotics g. Faecal waste management
As immediate impacts of the health and hygiene sessions, the project beneficiaries confirmed increased knowledge and skills about concepts of mentioned topics. As such, 67% of respondents acknowledged increased knowledge on the above listed topics, and 12% confirmed their skills development on:
- First aid methods
- Ante-natal care
- Ensuring personal hygiene
For more details please refer to the following figure.
Figure 34: Immediate impacts of health and hygiene sessions conducted to the project beneficiaries
9%
8%
81%
2%
Materials used for washing hands by respondents
Only water Ashes Soap No Response
67%
12%
18%
3%
Immediate impacts of health and hygiene sessions
Knowledge Increased Skills Improved Both Others
40 40 40
6. Long term impacts of health and hygiene sessions:
One of the key questions asked under the end line evaluation of HBEWA project was about the impacts of the project’s health and hygiene interventions. It was explored that 53% of the respondents acknowledged a rapid reduction of water borne diseases, followed by 20% respondents that accepted a huge improvement in the health status of the family members, 14% respondents accepted that their health has been improved and the diseases have been decreased and the remaining 13% respondents selected other options
The responses under other option in the following graph were also noted, where the respondents said that health and hygiene interventions helped their family economically since the family is no longer buying medicine and not going to the doctor Figure 35: Impacts of the health and hygiene training sessions on project beneficiaries
7. HBEWA project hygiene section spills over effects:
Besides exploring direct impacts of the project, the end line evaluation of HBEWA looked at the indirect impacts of the project too. To measure spill over effects (indirect impacts) of the project, the end line evaluation respondents were asked if they had transferred their gained knowledge and skills to other people.
The data show that 90% of the end line evaluation respondents acknowledged transfer of health and hygiene related information to other people. These 90% of end line evaluation respondents had transferred the health and hygiene skills to 2,862 people that included 1,449 family members, 791 friends and 622 neighbours. Please see the following figure for more details.
Figure 36: Project spill over effects in health and hygiene section
53%
20%
14% 13%
0%
10%
20%
30%
40%
50%
60%
Reduced occurrences ofwaterborne diseases
Improved health of the familymembers
Reduced diseases andimproved health
Others
Impacts of health and hygiene training sessions
0
500
1000
1500
Family Members Friends Neighbours
1449
791
622
HBEWA spill over effects in health and hygien section
41 41 41
8. Perception of respondents on their drinking water:
As shown in Figure 37, some of the water sources were open, and in some cases animals and humans both used the same water source. Still, 93% of respondents thought that their drinking water was pure and it did not need any treatment. Only 7% of respondents thought that their drinking water was not pure and it required some sort of treatment. The perception of water purity was given using the following justifications:
a. Occasional cleaning of the well b. The use of bleach / antiseptic (other than chlorine) c. Letting the water set and settle first d. Covering the well e. Adding salt to the water on quarterly basis f. Add chlorine g. Add chlorine and salt h. Filter it through cloth
When the 7% of respondents were asked on methods they used to treat their water, most of them said that they boil their drinking water. “These however were the local practices for ensuring quality of their drinking water. Under sphere standards when commissioning a new water source, they test the water for physical, bacteriological and chemical parameters. They do this before and after local seasonal fluctuations. Sphere standards do not neglect the analysis of chemical parameters (such as fluoride and arsenic levels) that can lead to long-term health issues.
Based on the standards defined for the quality of water in Sphere, the faecal coliform bacteria (>99 per cent of which are E. coli) indicate the level of human and animal waste contamination in water and the possible presence of other harmful pathogens. If any faecal coliforms are present, treat the water. Even if E. coli is not found, water is prone to recontamination without a residual disinfectant. Where water is chlorinated (prior to distribution or household-level treatment) carry out spot checks in households by measuring FRC (free residual chlorine) and treat where necessary. The frequency of water delivery, temperature and length of time water is stored all affect household FRC measurements (chlorine dissipation)”.3
Figure 37: Perception of respondents on their drinking water
It is important to highlight that purifying uncleaned water was also one of the health and hygiene priorities of some of the villages at Yakaw Lang district of Bamyan province. Please see the following figure for more details.
3 https://www.developmentbookshelf.com/doi/full/10.3362/9781908176707.005 - Accessed April 01st 2020.
93%
7%
Perception of respondents on their drinking water being pure
Pure Not pure
42 42 42
Figure 38: One of the drinking water sources in Yakaw Lang district of Bamyan province
3.2.3. Summary of project impacts:
Based on the evaluation findings, it seem HBEWA project had huge impact on the lives of project beneficiaries. Following are the summary of the project impacts produced under the HBEWA project. Economic Impacts of the program:
93% of total respondents that had participated in the vocational training, had created a home-based tailoring
business, while 7% of them had created a tailoring business outside their homes.
Average monthly income of the project beneficiaries increased by 2,318 AFN.
As a result of increment in the monthly income of the project beneficiaries 37% of the respondents
acknowledged improved family food security and livelihood, 14% reported improved health status by buying
soap and maintaining a clean home.
The project beneficiaries of vocational triaging confirmed that they had transferred tailoring skills that they
learned under the HBEWA project to other 306 individuals that makes indirect beneficiaries of the project.
Social Impacts of the program: 68% of the respondents confirmed improvement in their social status in the family
85% of the respondents confirmed that as a result of HBEWA project activities their access to information
has improved on the family level.
66% of the respondents under the household survey confirmed the project activities helped them to raise
their voice and be engaged in the household decision making process
Project Impacts on the health status of the beneficiaries: As a result of participating in hygiene sessions 81% of the respondents confirmed learning techniques on
how to purify uncleaned water.
As a result of participating in health and hygiene session 67% of respondents acknowledged increased
knowledge on, nutrition, Health and hygiene, ante-natal care, sexually transmitted diseases, first aid Messages about narcotics, faecal waste management and other topics.
As a result of participating in health and hygiene session 53% of the respondents acknowledged a rapid
reduction of water borne diseases, followed by 20% respondents that accepted a huge improvement in the
health status of the family members, and 14% respondents accepted that their health has been improved.
The data unveil that only 18% of respondents had washed their hands with soap prior to the project, while
hand washing with soap increased to 81% of the respondents after the project implementation stage.
90% of end line evaluation respondents had transferred the health and hygiene skills to 2,862 people that
included 1,449 family members, 791 friends and 622 neighbours.
Project Impacts on the education status of the beneficiaries:
43 43 43
92% respondents confirmed that they become literate as a result of literacy classes they attended under
the HBEWA.
90% of the respondents confirmed that HBEWA had added in their confidence
3.2.4. Relevance of HBEWA Project:
Under this (OECD) Organization for Economic Co-operation and Development criterion, the evaluation examined the extent to which the project is addressing the most pressing needs and priorities of the project beneficiaries. The relevance of project goal, objectives and activities and the degree to which the project implementation was done in line with the local context was also evaluated under this criterion. Based on the following key findings, the evaluation has rated the project’s relevance as “accept”. To understand this, the end-line evaluation respondents were asked how they benefited from the project and to what extent the project activities have been relevant to their needs. To measure relevance of the HBEWA project activities direct as well as indirect variable were used:
a. Direct variable: Relevance of HBEWA project vocational trainings
b. Indirect variable: Respondents view on project continuation
1. Relevance of the vocational training to the project beneficiaries:
When the vocational training respondents were asked if project vocational training sessions were relevant to their needs, 84% of respondents answered that vocational training sessions were relevant to their needs. The remaining 16% of the respondents rated the vocational training sessions as irrelevant. The respondents that rated the vocational trainings as irrelevant were mostly in need of vocational training in livelihood and food security, such as (1) Poultry (2) Dairy (3) Greenhouses (4) Food preservation (5) Food processing and so on. Their logic behind this was very clear and they said they will sell their products in the market; if they could not sell their products in the market at least they will eat it themselves; they said these areas are of high importance.
Figure 39: Relevance of the vocational training to the project beneficiaries
2. Respondents view on project continuation:
Exploring the perception of respondents on continuation or discontinuation of the HBEWA project was also used as a proxy indicator for exploring the relevance of the project. The end-line evaluation data shows that 66% of the respondents requested project extension, followed by 21% respondents that requested project expansion and only 6% responded that the project needs to be redesigned. These respondents wanted the following changes in the new project: a. Give choice of technical skills selection to the beneficiaries
b. Increase duration of tailoring
c. Teach super specialty in tailoring such as fashion design, guldozi, curtain making, and embroidery
d. Increase practical sessions instead of theory
e. Provide livelihood projects such as dairy, poultry, fishing, green houses, as well as dry fruits processing
84%
16%
Relevance of the vocational training to the project benificiaries
Relevant Irrilevant
44 44 44
f. Provide training in food preservation
g. Connect to the market
Figure 40: Respondent’s view on project continuation
3.2.5. Efficiency of HBEWA Project:
Under this criterion, the evaluation examined the extent to which the project has been able to identify and mobilize community resources. The evaluation also investigated whether coordination took place with relevant education authorities and stakeholders. Most importantly, to measure the efficiency of the project, the end line evaluation obtained data on the implementation of activities unfolded according to the planned timeframe as stated in the project proposal.
Lastly, the evaluation unveiled if the project activities had been completed within the allocated budget. Based on the following key findings, the evaluation has rated the project’s relevance as “monitor”.
1. Mobilization of community resources for project implementation:
For efficient project implementation, the project approach was to recruit only those teachers that can provide their own training venue and protect sewing machines that were used for practical sessions during the training. The approach was highly efficient operationally. Because in the remote areas of the country side, getting appropriate venues in rent, and maintaining its security is a challenge.
2. Coordination with key stakeholders:
IRA has been coordinating the project activities with the Ministry of Education, as such IRA has a written and signed MoU with Ministry of Education Afghanistan. However, IRA has not been so active as to conduct a stakeholders mapping exercise and coordinate the project interventions on multiple levels including national as well as sub-national level. This has caused a duplication of efforts in some provinces, while other provinces have remained deprived of all type of support. For example in Bamyan ActionAid also implements a similar project, and in Balkh Swedish Committee for Afghanistan has similar education project. Coordinating the efforts would have caused complementing each other’s activities rather than duplicating.
3. Completion of project activities on timely manner:
As per the data the project interventions were not completed in a timely manner, due to delays in procurement of project materials. Additionally, the project had to take a no-cost extension.
4. Completion of project activities with allocated budget:
As per the data obtained from the project management team, it seems the project was completed within the allocated budget.
3.2.6. Effectiveness of HBEWA Project
The evaluation assessed the project in terms of the quality of the work and the implementation of project activities. Additionally, the evaluation tried to explore if monitoring and evaluation systems were built into
21%
66%
6%
7%
Expand the project
Extand the project
Redesign the project
No response
0% 10% 20% 30% 40% 50% 60% 70%
Respondent's view on project continuation
Expand the project Extand the project Redesign the project No response
45 45 45
the project design and effectively implemented. In light of the following key findings, the evaluation has rated the project’s effectiveness as “accept”.
1. Quality of HBEWA Project Interventions:
The quality of project interventions was defined in terms of project activities resulting in intended results. It was observed that the project was implemented ensuring the quality because the end line evaluation data show that it has produced the intended results:
a. 93% of respondents (198) had created a home-based tailoring business
b. 81% of respondents washed their hands with soap
c. 90% of respondents confirmed an increased level of confidence
d. 68% of the respondents confirmed improvement in their social status in the family
It is important to highlight that the quality of project could better be ensured, if the project had performed effective monitoring, please see the findings on project monitoring in the following section.
2. HBEWA Project Monitoring and Evaluation System:
HBEWA under the Islamic Relief was monitored by the general Islamic Relief M&E system. Since the project was women focused a female M&E Officer was also recruited by Islamic Relief,which means not only HBEWA project interventions, but also other project interventions of IRA in other provinces were monitored by a very small team members (only three members) including one M&E coordinator, and two M&E officers. Compared to the number of literacy classes, health and hygiene sessions, and technical training session on tailoring continued on the same time in different districts of three provinces (Nangarhar, Balkh and Bamyan) the number of M&E staff members assigned to this task were very few and their monitoring coverage were found to be very limited. Which means in the course of three years for HBEWA, only 11 monitoring visits were conducted from HBEWA activities across three provinces, where the project continued in the following sequence?
• Jalalabad: 2 visit in 2017
• Jalalabad: 2 visit in 2019
• Bamyan: 1 visit in 2017
• Bamyan: 1 visit in 2018
• Bamyan: 1 visit in 2019
• Mazar: 3 visit in 2019
• Mazar: 1 visit in 2017
The basis for HBEWA project monitoring was the project results frame work that included specific qualitative as well as quantitative indicators to measure change level the project had produced. The M&E section of the IRA, had created specific questionnaires to monitoring the:
- Progress of HBEWA interventions, - Process of HBEWA
As soon as the M&E report was prepared, it was shared with all the IRA Kabul team as well as the relevant provincial team members for their information and informed decision making process. After careful review of the IRW M&E system, following were some of the key deficiencies in the IRA / M&E system.
- IRA does not have enough budget for M&E activities. - The M&E structure (3 team members) is not enough for monitoring the huge number of
interventions. - The number of monitoring visits conducted from the project is very few. - IRA does not have an organizational integrated results oriented M&E system, under which IRA
report the progress on the results of all their projects on quarterly or at least annual basis. - IRA does not have any online data management system that can show the contribution of IRA in
producing the overall change across different sectors over the period of more than 20 years IRA is functional in Afghanistan.
46 46 46
In additions IRA the community-based complaints handling mechanism of Islamic Relief also helped the IRA team members to monitor the perception of community members with regards to the IRA interventions. The complaints handling mechanism established by IRA on community level was a good approach to respond the complaints of project beneficiaries on timely manner.
3.2.7. Sustainability of HBEWA Project:
Under this criterion, the evaluation studied the probability of project activities and gains being sustained beyond the project lifecycle. Based on the below listed key findings, the evaluation has rated the project’s sustainability as “monitor”.
1. Continuation of project activities beyond the project completion:
Since the project activities were funded by IRUSA, the trainer was given salary, the project was supervised by a project manager and the activities were monitored by the project M&E officers. Since the project is completed and the budget has already been spent, project activities will not continue beyond the project completion.
2. Continuation of project gains beyond the project completion:
The knowledge and skill level of the female respondents and the confidence of female beneficiaries increased and will not return to the previous state. The attitude change and change in practices will continue for years.
3.3. Islamic Relief Afghanistan’s complaints handling mechanism:
In order to understand the awareness level of respondents on the IRA complaints handling mechanism, they were asked if they knew about it. From their responses it seemed that 74% of the respondents knew about the IRA complaints handling mechanism.
The IRA has issued a phone number in the project implementation area, and has informed the community members that if they have any complaint on any issue they can call the relevant. The phone number for complaints is attended by the IRA / M&E team.
Figure 41: Awareness of respondents on IRA complaints handling mechanism
3.4. Respondents faced any issue during the project implementation:
After understanding that 74% of respondents knew about IRA complaints handling mechanism, the follow-up question was if the community members had faced any issue during the HBEWA project implementation. The data show that only 6% of respondents (18) had faced issues, out of which 66% (12) of them had registered their complaints.
The field respondents confirmed that all the complaints were followed up by the IRA team members, and they also confirmed that the response time from the IRA ranged from 5 days to one month based on the
74%
26%
Awareness of respondents on IRA complaints handeling mechanism
Yes No
47 47 47
nature of the complaint and complexity of the issues. The average response time to the community member’s complaints was 11 days.
Figure 42: Respondents faced issue during the HBEWA project implementation
3.5. Male community members’ perspective on the project interventions:
To understand the perspective of male community members on the key interventions of HBEWA, specific focus group discussions were conducted with the male counterparts of the HBEWA project beneficiaries. The male FGD respondents knew about HBEWA interventions and liked the project interventions, especially the vocational training and the literacy classes. They felt happy, for their women being covered under the project, however they also expressed their interest to be enrolled under the project. They acknowledged the importance of being literate for their women.
They unanimously asked for project expansion, in terms of covering more female community members as well as male community members, because they thought the demand for such interventions in the community was huge, and the project could only cover a limited number of beneficiaries in their communities. The male community members showed special interest in the literacy classes, and requested literacy classes for them as well.
3.6. Religious leaders’ perspective on the project interventions:
The religious leaders were also positive about the project interventions. They considered education obligatory for each Muslim man and women. They assured their full support to the programme in future if any.
4. CHAPTER FOUR: Main Challenges, Key Lessons Learned & Recommendations:
Under this chapter the project main challenges, key lessons learned, and recommendations are discussed in detail.
4.1. HBEWA project main challenges: After conducting key informant interviews with the IRA staff members, directorate of education, community religious leaders, and Maliks, the following key challenges that need to be considered in IRA future programming were outlined. For more details please refer to Table 7. Table 7: Project key challenges
Project Stage Key Challenge Impact on the project
Project Design Lack of written mechanism for community engagement in project design was a challenge that caused supply driven programming rather than demand driven programmes.
As a result community member were not actively engaged and their point of view was not considered in the design.
0%
20%
40%
60%
80%
100%
No Yes
94%
6%
Respondents faced any issue during the project implementation
48 48 48
Lack of stakeholders’ active engagement in the project design.
Relevance of the program compromised to some level.
Lack of integrated programming, where an opportunity is given to the respondents to continue their education or advance their skills.
Efficiency compromised to some level
Lack comprehensive cost analysis, of goods and services required in the design stage
This caused to have unrealistic budget, in the design stage that caused lack of covering the planned number of project beneficiaries.
Project Implementation
Lack of written quality control and quality assurance mechanism for project interventions.
This caused lack adequate quality assurance and quality control measures in place during implementing the project interventions.
Lack of ToT training for the vocational trainers that taught tailoring on their own and no unique approach was followed by the trainers in all provinces.
Quality of teaching and learning process compromised.
Lack of sewing machines for practical work during the vocational training: only three sewing machines were placed in centres and around 30 women were working during their practical sessions on those three sewing machines.
Some low skilled project beneficiaries also graduated.
Lack of accreditation mechanism for the graduates of tailoring and literacy classes.
The quality compromised
Finding community-based teachers for literacy classes was an issue of the project.
Which caused recruiting less qualified individuals as a teacher, and this is what was possible actually.
High turnover rate of the literacy teachers on community bases. It is because IRA was pressurized by the MoE to align the salaries to the government salary scale and policy.
This caused disrupting the teaching and learning process and in some cases the classes remained without teacher for few days.
Lack of proper mechanism for transferring the stipend money to the project beneficiaries.
This caused delayed transfer of money in some cases during the project implementation.
Lack of written, exist plan and handing over the project deliverables was an issue to effective closeout of the project.
This caused delayed exit and hand over to the governmental authorities.
Project M&E Lack of baseline survey was noted to be one of the key challenges of HBEWA. This made it difficult to measure the impacts of the programme.
Which actually makes it difficult to measure the actual impacts of the project and perform a comparative analysis of the project beneficiaries’ condition prior to the project and after the project.
Post project completion
Lack of start-up and business capital with the project beneficiaries to start their business and expand it.
This caused most of the project beneficiaries, not to start any tailoring business out of their homes, which in turn limited their revenues and profitability.
4.2. Lessons learned: The end line evaluation has identified the following key lessons learned and best practices, which could help inform similar projects implemented by IRA in the future.
49 49 49
Operational Level Lessons Learned:
a. Utilizing community-based teachers for literacy classes has proved effective for IRA / HBEWA
project, this reduces sensitivity, and avoids cultural and linguistic barriers.
b. Utilizing MoE’s curriculum for implementing adult literacy classes is a great practice; it ensures
easy integration of graduates to other MoE educational programmes.
c. Using MoLSA’s curriculum for technical and vocational training is also commendable; they are
the only approved curriculums by the government of Afghanistan.
d. Adding vocational training to HBEWA in 2019 was a great decision. Because engaging women in
economic activities will provide them productive role and enhance their participation in decision
making process on the household level.
e. Utilizing MoE salary scale for women literacy teachers in the remote districts of Afghanistan had
caused high turnover of the literacy teachers in the programme. It is important to resolve this
issue with the senior management of the Ministry of Education Afghanistan.
f.
Programmatic Level Lessons Learned:
g. Lack of project beneficiary’s engagement in project design sometimes makes it difficult to
effectively implement the project in the project areas.
h. Providing stipend money to the community members for participating in literacy classes increases
expectations of the community members and affects voluntarism among the community
members.
i. This project was initially designed for Waras district of Bamyan province, where the project helped
people, particularly women and added value in their life. Looking to the success of the project
there the IRA replicated the project in other districts as well as provinces without conducting any
detailed needs assessment in the new communities, which caused delays in project beneficiary’s
identification, and delays in identifying tailoring trainer and others.
Efficiency Level Lessons Learned:
j. Using community based venue prepared by the trainer as their contribution has significantly reduced the
operational cost.
k. Creating community participatory monitoring system and using community volunteers to run the monitoring
system, could increase the M&E coverage and reduce the cost.
50 50 50
4.3. Recommendations: The following key recommendations have been made based on the observations from different components of the project. Table 8: Key project observations and recommendations
S. N Observations Recommendations Responsible Party
A. Recommendations for project design:
1 Lack of community engagement in project design and implementation was another issue observed by the end line evaluation data collection team members.
Islamic Relief needs to conduct comprehensive needs assessment in the community prior to implementing any programme.
Islamic Relief
2 Lack of proper written coordination mechanism with the governmental and non-governmental project stakeholders had caused issues in selecting geographical location and effective monitoring of the project activities.
Therefore Islamic Relief can initiate a multi-layer and multi-facet coordination mechanism with national and sub-national government bodies as well as INGOs working on the same themes.
Islamic Relief
3 Lack of integrated approach for programme design and implementation was another issue noticed during the end line evaluation of HBEWA project. Because some of the project beneficiaries wanted to move ahead and be adopted in the formal school system, and some other wanted to improve and advance their current vocational skills, but there is no one approach and procedure that can incorporate the graduates into other programmes.
Integrated programming / consortium based approach, or partnership based approaches will give an opportunity to the graduates of the adult literacy programmes to be enrolled in accelerated learning classes, or formal education system if their age equals to their class. Therefore IRA can design durable and complex projects implemented by multiple partners using integrated programming approach.
Islamic Relief
B. Recommendations for project implementation:
1 Lack of proper ToT training for the HBEWA project teachers including both literacy and vocational training teachers had created an issue of not conducting the training session using the same approach in all the three project covered provinces.
In order to follow the same method for training sessions, IRA has to conduct ToT training with the new teachers so that they follow the same path and approach for project implementation.
Islamic Relief
2 Lack of practical sessions in vocational training due to lack of sewing machines (3 sewing machines used for 30 women’s practical sessions) provided very limited opportunity to all the 30 beneficiaries to practice what they had learned in theory.
To ensure learning by doing approach in the vocational training sessions IRA needs to increase the number of sewing machines in each centre, so that all the project beneficiaries have equal opportunity of practisng what they have learned in theory.
Islamic Relief
3 Supplying driven vocational training was another issue observed by the end line evaluation data collection team members. Because the project beneficiaries were given vocational training only on tailoring and nobody was asked if they really want to own the skill and use it as means of income in the future.
To ensure demand driven programming, IRA needs to think on several other vocational training and skills that can ensure sustainable livelihood for the project beneficiaries, such as poultry, dairy, fishery, green houses, and other enterprises.
Islamic Relief
51 51 51
4 Cash distribution as stipend to the project beneficiaries increases expectations of the community members.
To control expectations of the community members, it is important to stop such practice, instead increase programme cost.
Islamic Relief
5 Lack of marketing skills of the vocational project beneficiaries had prevented the project beneficiaries from finding their place in the market, causing lack of income and profitability for them.
To ensure increased income and profitability for the project beneficiaries, marketing training needs to be conducted in much detail.
Islamic Relief
6 Lack of market linkage of respondents with retailers, wholesalers and other suppliers had caused the respondents to not make any profit.
To ensure profitability and easy integration of the respondents in the current national as well as sub-national markets the respondents should be linked with several retailers, wholesalers and other parties in the business.
Islamic Relief
7 Lack of follow-up visits and further support to the graduates of the HBEWA project was noticed to be another issue in advancing the skills of the project graduates, which has caused low quality of products made by project beneficiaries, and which do not have any place in the market.
To advance the skills of the project graduates and ensure quality of the products that they deliver, IRA team members need to continue their support in post-completion stage of the project.
Islamic Relief
8 Lack of engagement of male community members in HBEWA created barriers to their family female members to pursue their business in tailoring.
To avoid cultural issues, and resistance from male community members towards their female community members, IRA needs to create comprehensive male sensitization interventions.
Islamic Relief
9 Lack of book of records for individual women tailors made it difficult to verify their expenditures as well as their daily revenues, the end line evaluation had to rely on the answers of project beneficiaries.
To ensure easy tracking of revenues and expenditures for the project vocational training beneficiaries, IRA needs to provide books of records to all the graduates so that they record their revenues and expenditures in it.
Islamic Relief
10 Lack of market research skills and lack of knowledge of the project beneficiaries of the market demand has caused the respondents to sew clothes on their own, thus the products are not sold in the market.
To ensure increased skills and knowledge of the project beneficiaries on market demand, the project beneficiaries that intend to start-up new business in the market need to be trained on market research skills by IRA.
Islamic Relief
11 The beneficiaries of the vocational training sessions did not have their business plan, they did not know anything about market segmentation, and they did not have any objectives for expanding their business.
IRA can further train those that intend to expand their business on business planning, market segmentation and other basic ideas.
Islamic Relief
12 One of the key issues for establishing new business outside the homes of the project beneficiaries was noticed to be a lack of starting
To create sustainable and easy access to start-up capital and expansion capital IRA needs to integrate (SAG) saving group’s model, where the project beneficiaries save a specific amount of
Islamic Relief
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capital and expansion capital and in Afghanistan there are no banks that use Islamic Model for loans and issue plan loans without interest.
money and give it to their group members as loan for their start-up capital as well as expansion capital.
C. Recommendations for project monitoring:
1 Lack of M&E budget in IRA projects. To effectively monitor the Islamic Relief interventions, IRA needs to increase their M&E budget.
2 Lack of M&E staff The increase coverage, one of the option could be that IRW increase the number of their M&E staff members.
Islamic Relief
3 Lack of community based participatory monitoring system for HBEWA.
To ensure sustainable low cost project monitoring IRW needs to learn from the best practices of other projects such as citizen charter that creates community participatory monitoring system across each of their projects on village level. In this system community volunteers are mobilized to monitor and report on their projects voluntarily.
Islamic Relief
4 Lack of organization level integrated M&E system. To effectively monitor the process, activities and results of IRW activities, Islamic Relief Afghanistan team needs to create country level integrated results based M&E system, under which all projects are monitored equality.
Islamic Relief
5 Lack of online data management system. In order to report on the long term results Islamic Relief has been producing in Afghanistan for more than 20 years, IRW needs to create a web based M&E data management system. That can generate all types of reports on a single click.
Islamic Relief
6 The easy, efficient and effective way to ensure accountability to the community members is engaging community members in project monitoring process. Lack of such mechanism for HBEWA project had caused lack of community engagement in monitoring process of the project interventions.
Establishing community based social audit committees (SACs) or community participatory monitoring (CPM) team members will help improve project accountability to the community members.
Islamic Relief
Recommendations for project evaluation:
1 Lack of baseline survey was noticed to be one of the key issues to measure change level in the knowledge, attitude and practice of the project beneficiaries.
Islamic Relief needs to consider budget for baseline survey for future programmes.
Islamic Relief
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2 Lack of project quality control and quality assurance mechanisms had caused all the project beneficiaries to graduate from the training courses, some with top skills and knowledge but some with very little level of knowledge and skill.
To ensure quality in adult literacy classes the IRA should adopt the Ministry of Education’s quality control and quality assurance tests, called (Literacy Test and Numeracy Test) and to ensure quality in vocational training sessions on tailoring, the IRA should adopt some sort of accreditation system, where the graduates should be examined and accredited as tailors.
Islamic Relief
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5. CHAPTER FIVE: CASE STUDIES
5.1. Case Study – 01 Karima is a 38-year-old woman, living Barakha village of Dehdadi district of Balkh province. She belongs to a vulnerable family, her husband did not have enough income, and her family could not afford even the basic needs. When the HBEWA (Home Based Education for Women in Afghanistan) project started in her village, she was introduced to the project team by the community elders and enrolled in the project.
Her tailoring training started on 29th April 2019 and continued for six months. Her tailoring training was conducted for two hours on a daily basis and was being implemented using theoretical as well as practical sessions. In this six-month training programme she learned cutting, sewing, and ironing. Besides a graduation certificate she received a full tailoring toolkit at her graduation. Besides all the theoretical and practical concepts she learned about tailoring, she also learned how to operate and maintain her sewing machine and also how to ensure health and safety while tailoring.
After graduation, Ms. Hassan bibi started her home-based tailoring business, and she sews different types of clothes not only for her own family members but also her neighbours, friends and other community members. She confirmed earning 3,000 AFN a month on average. She used this money to admit her children to school and she also complements her husband in the family expenditures. She said she has got some issue in marketing her products; however, she still makes a good earning.
Ms. Hassan bibi also participated in the literacy classes, where she learned how read, write and do arithmetic. She said she was lucky to participate in the literacy classes, because she was not able to get a size measurement from her clients, and she could not write; now, after participating in the literacy classes, she is able to get a size measurement and note it down in her notebook. Figure1: Ms. Karima sewing clothes
“Benefiting from HBEWA project of Islamic Relief changed my life, because I did not only learn to read and write, but also converted to a professional tailor. I can not only sew my family’s clothes but also am making a good earning for my family”. l
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5.2. Case Study – 02
Ms. Razia is 22 years old, she lives in Salim Abad village of Nahri Shahi district of Balkh province of Afghanistan. She was introduced by the directorate of education to be enrolled under the (HBEWA) home based education of Islamic Relief Afghanistan. She was covered under the health and hygiene section of the programme, and her training course started on April 29th to the end of September 2019.
The training was conducted twice a week and it continued for half an hour. The training was carried forward using both theoretical as well as practical approaches. The topics covered under the health and hygiene training focused on both personal health and hygiene as well as family health and hygiene practices.
The basic topics covered under the health and hygiene training sessions were washing hands, cleaning latrines, differentiating between clean and unclean water, differentiating between healthy and non-healthy food, the importance of a nutritious diet, communicable disease, menstrual health, the issues caused by early child marriages, sexually transmitted diseases, ante-natal care as well as issues of narcotics.
On graduation from the training sessions she received a hygiene toolkit that included all the important items required for personal as well as family health and hygiene. The items included but were not limited to soap, shampoo, glycerine, nail cutter, towel, and other items.
She confirmed utilization of all the items in her family; she still uses the nail cutter, towel, and other items. As a result of following the health and hygiene instructions, she confirmed reduction of diarrheal diseases as well as other communicable disease in her family. Figure1: Ms. Razia washing her hands with soap after using the toilet facility
“I hereby thank Islamic Relief for conducting training sessions on such important topics that are normally not followed in most of the rural Afghan Families“ Ms. Razia said.
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5.3. Case Study – 03
Ms. Nadia is a 23-year-old woman and she is a resident of Salim Abad village of Nahri Shahi district of Balkh province of Afghanistan. She was introduced by the community elder to be enrolled under the (HBEWA) home based education for women in Afghanistan project of Islamic Relief Afghanistan. She was covered under the literacy section of the programme and she was trained for almost 9 months.
Her formal literacy and numeracy training started in April 2019, and it continued for 9 months. The literacy programme was carried forward using the adult literacy curriculum of the Ministry of Education of Islamic Republic of Afghanistan. The literacy classes were implemented for two hours on a daily basis by a very qualified teacher who had completed his bachelor’s degree.
Ms. Nadia had received the literacy and numeracy books and other stationery such as a notebook, pen and pencils. The literacy training classes included both theory as well as practice, and at the end of the training session the teacher would give her homework too. She graduated from the literacy course after nine months by getting a graduation certificate.
As a result of the literacy and numeracy training, she is able to read mobile numbers, save new numbers in her phone and resolve her other daily issues such as reading names of the doctor on the billboard in the clinic and so on. Additionally, she was selected to enrol in a midwife training programme supported by the German government in Balkh province for the last two months. Now she is learning how to effectively support pregnant women in her ante-natal care, giving birth to a child, and post-natal care. She said that she would not be able to read, write, do math, and be enrolled in the midwife training programme of the German government if she was not a literate girl and it only became possible with the generous support of Islamic Relief Afghanistan. Her name is used as an example by other girls due to the rapid progress she made this year. Figure1: Ms. Nadia in her midwife training class beside other students
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5.4. Case Study – 04
Ms. Jamila is a 35-year-old woman and she is a resident of Yakaw Lang district of Bamyan province. She has four daughters and one son. Her husband is a daily wage labourer who gets daily wage work some days, but some days he is not able to get the job. With the little income her husband had, she hardly could provide for basic needs such as food and clothes.
In early 2019 her village was covered by the (HBEWA) home based education for women in Afghanistan project. As soon as she came to know about this opportunity, she got enrolled under the vocational training section of the programme with full support from the community elders. She continued her training for six months and at the end of six months she graduated as a professional tailor. In the tailoring training under HBEWA she learned how to get measurement of the sizes of clothes for her clients as well as learned cutting, brushing, sewing, ironing and other techniques required for a professional tailor. At graduation, besides a graduation certificate she was provided the full tailoring toolkit along with other items such as scissors, thread, chalk, sewing machine, and other important equipment. After graduation she started practicing her tailoring skills on the clothes of her own children, followed by the clothes of her other family members and neighbours. After a few months she was popular in the area and all the community members brought their clothes to her for sewing. To expand her business she partnered with two other women in the area and opened a shop in the women handicraft centre in Yakaw Lang district of Bamyan province of Afghanistan, where they sell their products and the clothes they sew at their homes. She confirmed earning of a sum of 3000 – 4000 AFN monthly. She uses this amount to buy stationery, and clothes for her school children, and said that she was happy to see her children going back to school after an education gap that was caused due to lack of stationery as well as school uniform. She expressed her gratitude to Islamic Relief Afghanistan for helping her family to have financial sustainability.
Figure1: Ms. Jamila in her own shop in the women handicraft centre in Yakaw Lang district of Bamyan province
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5.5. Case Study – 05
Ms. Marwa is an 18-year-old girl who is living in the Batai village of Surkhrod district of Nangarhar. Her family monthly income is very low, because her father is a daily wage labourer in Nangarhar city and he does not earn more than 6,000 AFN a month.
She said that she always wished to support her family and have a better life like her other friends that are studying in schools; however, the low economic state of her family wouldn’t allow her to study and learn a skill and fulfil her wish of supporting her family.
When IRW covered her village under the home based education for women in Afghanistan (HBEWA) she also expressed interest and she felt lucky to be covered under the project. She took the literacy classes for 9 months, where for six months she learned vocational training on tailoring and learned health and hygiene issues for three months.
As a result of all these efforts she is able to read and write, and gained the skill of the tailoring and received a full toolkit from IRA. With the skills and the toolkit she received, she started tailoring and generating an income of 3500-4500 AFN/month. She is sewing two sets of clothes each day.
She said that with that income they are now having an average life, having proper meals and fruits regularly and have increased the standard of their living. In addition, she can sew well designed dresses for herself and for her family members which is also a decrease in expenditure which they were committing before while having better health conditions through receiving the health and hygiene sessions from IRW. She expressed her gratitude and happiness to the IRA team for the provision of such a wonderful opportunity and support. Figure1: Ms.Marwa during her interview process
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6. CHAPTER Six: Annexes
Annex1: End line evaluation ToR
Terms of References for end line evaluation of HBEWA Project Background Islamic Relief implements a wide range of education projects globally in humanitarian, conflict and development
contexts. Examples of type of education related projects and interventions range from support to formal basic/primary
education, early childhood education development, through to teachers training, improving school infrastructure
including classrooms, water, hygiene and sanitation, support for children with special needs such as those with living
with hearing and sight disabilities, provision of basic education to agro pastoral and pastoralist children who have no
access to formal schools through a staggered curriculum transforming of the non-formal schools into formal schools
where the government had allocated budgets to support to and for tertiary education and technical and vocational
educational canters. The project under consideration here extends the portfolio to home-based adult learning.
Objectives The aim of this consultancy is to provide a detailed evaluation of Islamic Relief’s Home based Education for
Women project in Afghanistan against its stated objectives and specific criteria of holistic, integrated design and
delivery.
The project is a long-term intervention which is reaching its conclusion at the end of the year. While the focus for the
evaluation will necessarily be on the most recent two year segment of the initiative, it will be expected to investigate
and analyses previous projects especially with a view to assessing longer term outcomes and impacts. The objectives
for this consultancy will be mainly summative, capturing evidence of its impact on educational attainment and its effect
on the women’s lives, and drawing out learning that can contribute to an understanding of the current status,
approaches, gaps and potential opportunities in further developing IRW’s education programming globally both within
development and emergency contexts
This consultancy will involve document reviews, emailing, field observations, face to face interviews, focus groups,
virtual- and tele-meetings and other means of eliciting quantitative and qualitative data. The resulting reports will inform
programmer, policy and advocacy development, regional and country coordinators, programme managers and officers
and the global education advisor on appointment to support situation analyses, funding, planning, implementation,
monitoring and evaluation of education related work throughout the organization.
Consultancy Goals 1. To provide primary evidence of outcomes and programme impact[1], potential and achieved, to support Islamic
Relief to achieve better project outcomes and its strategic objectives in the education sector
2. Islamic Relief will be able to utilize this information to inform its programme, policy, advocacy and planning
towards its contribution to SDG4 (and related goals) and support its funding positioning.
Implementation Framework Consultants are invited to propose the specific methodology as part of this call. In general, it is envisaged this will
involve document reviews, emailing, field observations, face to face interviews, focus groups, virtual- and tele-meetings,
distributing and analysing the results surveys, and other means of eliciting data to achieve the goals above.
· Please refer to annex 1 for the specific scope of assignment highlighting key questions this evaluation seeks to answer
and suggested final report outline.
· The consultant is expected to propose a suitably robust methodology through which areas highlighted in annex 1 can
and will be most readily extracted, analysed, synthesized and reported back, within a 3 month consultancy time period,
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to provide a contribution to understanding of the current status, approaches, gaps and potential opportunities in further
developing IRW’s education programming globally both within development and emergency contexts.
· The proposal should also take into account projects may lack evaluation reports and other baseline or end line data;
and if ongoing may not have final reports. In such situation, the consultant should consider and propose suitable
alternative methodology which can be used to determine project details and provide indicative, relevant and credible
findings and recommendations.
Policy Framework The consultant will be expected to work within and abide by Islamic Relief’s policy frameworks on communications,
information management, human resources etc. and will be obliged to sign an agreement assuring the confidentiality
of data and information utilized and collected in pursuance of the consultancy. The consultant will be sensitive and
compliant to any requirements of GDPR.
The consultant will abide by and observe Islamic Relief’s Child Protection Policy and if appropriate provide evidence of
criminal record check clearance or equivalent
The report will be produced for internal audience but may be edited and adapted for external publication by IRW for
wider communication and learning purposes.
Reporting Framework and Schedule Brief reports (written or oral) on progress against implementation plan weekly for the duration of the project.
Deliverables Deliverables for this project would be;
1. Written implementation plan agreed with Programme Impact and Learning Manager within one week of
commencement.
2. Workshops in both countries building capacity to conduct participatory evaluations
3. Narrative account, not exceeding 32 pages describing the projects and potential approaches, gaps and potential
opportunities in further developing IRW’s education programming globally both within development and
emergency contexts.
4. Executive summary incorporated in the above, not exceeding 3 pages
5. Soft copies of any substantial MS Excel or Word documents or other documents created to support mapping and
analysis from which the findings in the main report have been extrapolated – including any tables, charts, graphs
Accountability The consultant will be responsible for conducting the activities and delivering the outputs set out in this terms of
reference and will coordinate all activities with and through the Programme Impact & Learning Manager, regional desks
and country offices. The Programme Impact & Learning Manager is responsible for facilitating access to all relevant
and available documents (proposals, donor reports and evaluation reports) and wider staff necessary for the consultant
to conduct these activities and deliver the outputs.
Required competences Required Competencies of the consultant would be;
1. Have a broad understanding and experience of conducting participatory evaluations, outcome and impact
assessments and reviews using a variety of methodologies and conducting desk reviews and studies.
2. Must have experience in accessing and managing diverse data, and extracting relevant information from them
and drawing appropriate conclusions and recommendations
3. Must be able to converse with stakeholders from a variety of backgrounds in order to elicit specific information
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4. Will have either significant technical and/or practical field-based or relevant academic experience of the Education
Sector in the context of international development and emergencies and be able to us this knowledge to construct
effective enquiries and order information received.
5. Will write informatively and succinctly in English
6. Respect the values of Islamic Relief
Project outputs The consultant is expected to produce:
A detailed work plan developed with and approved by IRW, setting out the detailed methodology and deliverables
prior to commencing the desk review.
A full report with the following sections:
a) Title of Report: Evaluation of Islamic Relief Afghanistan Home-based Education for Women project
b) Consultancy organization and any partner names
c) Name of person who compiled the report including summary of role/contribution of others in the team
d) Period during which the review was undertaken
e) Acknowledgements
f) Abbreviations
g) Table of contents
h) Executive summary
i) Main report – max 32 pages (please see indicative layout in annex 1 below – consultant is invited to propose most
suitable report structure layout)
j) Annexes
· Terms of reference for the review
· Profile of the review team members
· Review schedule
· Documents consulted during the desk review
· Persons participating in the review
· Field data used during the review
· Additional key overview tables, graphs or charts etc. created and used to support analysis inform findings
· Bibliography
k) The consultant will be required to visit IRW HQ and provide feedback on and answer questions about the findings
from the desk review. This meeting can be attended remotely by the consultant via video conference where the
consultant is outside the UK or based on request from the consultant.
Required inputs The following are the key inputs:
a) Stakeholders to be involved include:
· IRW and IRW-field staff (in person and through remote communication by Skype / Zoom etc.)
· Primary stakeholders (learners and families)
· Communities, teachers, government officials
b) Relevant IRW proposals, narrative reports and evaluation reports/documentation
c) External secondary information and data as appropriate
d) IRW (2018) Desk review and mapping of IRW global education projects and intervention outcomes and impact
Timetable and reporting duration
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The consultancy will be for a maximum of 25 working days and commence by September 2019 and will be completed
by no later than 31st January 2020.
Action By when Who
Tender live date - 6th August 2019 IRW
Final date for submission of bid proposal - 20th August 2019 (1pm) Consultant
Proposals considered, short-listing and follow up enquiries completed - 21th August 2019 - IRW
Consultant interview and final selection - 28th August 2019 - IRW
Meeting with the consultant and agree on an evaluation methodology, plan of action, working schedule
17th September 2019 (120 minutes); - Consultant/IRW
Submission of Inception Report - 24th September 2019 (1 working day) - Consultant
Desk Review, Field visits, draft report - 1st October – 30th December 2019 - Consultant
Submission of the first draft to IRW for comments - 14th December 2019 - Consultant
IRW responses to draft report - 7th January 2020 - IRW
Final report submitted to IRW (1 working days) - 14th January 2020 - Consultant
Presentation of the report to IRW management - 2.5 hours (date TBC) – Consultant
Contract duration: Duration to be specified by the consultant (max 15 days preferred)
Direct report: Programme Quality Department
Job Title: Consultant: Education Impact Mapping
The Programme Impact & Learning Manager acts under the authority of the Head of Programme Quality who has the
ultimate responsibility for the conduct of activities under this consultancy.
The consultant will communicate in the first instance with and will forward deliverables to the Programme Impact &
Learning Manager.
Proposal to tender and costing: Consultants (single or teams) interested in carrying out this work must:
a) Submit a proposal/bid, including the following;
i. Detailed cover letter/proposal outlining a methodology and approach briefing note
ii. CV or outline of relevant skills and experience possessed by the consultant who will be carrying out the
tasks and any other personnel who will work on the project
iii. Example(s) of relevant work
iv. The consultancy daily rate
v. Expenses policy of the tendering consultant. Incurred expenses will not be included but will be agreed in
advance of any contract signed
vi. Be able to complete the project within the timeframe stated above
vii. Be able to demonstrate experience of outcome reviews, mapping and impact assessment/evaluation
approaches for similar work
Terms and conditions of Payment: Payment will be made in accordance with the deliverables and deadlines as follows:
· 25% of the total amount – submission of the inception report
· 25% of the total amount – submission of the first draft of the evaluation report
· 50% of the total amount – submission of the final report including all outputs and attachments mentioned above
We can be flexible with payment terms, invoices are normally paid on net payment terms of 28 days.
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Annex2: The Project Logic Model
Impact Improved Socio-economic status of women headed and vulnerable families.
Outcome - Enhanced capacity of women to have the basic reading and writing skill
- Improved health situation of families through health education and provision of hygiene kits
- Improved economic status of women headed and vulnerable families through skills development trainings
Outputs (These are linked to each outcome)
6950 women attended literacy training
6950 women received educational materials
6950 women attended health and sanitation training
6200 women received hygiene kits
1050 beneficiaries attended vocational trainings
1050 beneficiaries are received vocational tool kits
Main Activities (These are linked to each output)
Consultation meeting with community council / women group
Selection of beneficiaries and provision of literacy courses
Distribution of training material and stationary
Consultation with community council
Selection of beneficiaries
Provision of health and sanitation training rooms
Selection of beneficiaries in consultation with community council
Provision of vocational trainings
Logistical arrangement
Procurement of literacy materials
Logistical arrangement
Procurement of health educational materials and kits
Logistical arrangement
Procurement of poultry and tailoring equipment
Unit - 01Question - Unit-02Question - Man
Annex3: Questionnaires
Islamic Relief World Wide Home Based Education for Women in Afghanistan
End Line Evaluation Household Questionnaire
Part – 02 : Individual Details of the Respondent:
1. Name 2. Province
3. District 4. Village
5. Education Status (a) Literate (b) Illiterate 6. Education Level: (a) Primary (b) Secondary (b) Bachelor (c) Masters
7. Disability Status (a) Disabled (b) Healthy 8. Type of disability? a) Physical b) Intellectual c) Sensory d) other______________
9. Age? 10. Number of family members Male ( ) Female ( ) Boys ( ) Girls ( ) 11. Date? 12. Telephone Number of data provider?
13. Number of families living in the household ( ) 14. Marital Status: a) Married b) Unmarried c) Widowed d) Divorced
15. Employment Status? Prior to the Project After the Project a. Employed b. Non Employed a. Employed b. Non Employed
16. Type of Job?
Answer Circle the Answer
Question #
Outcome1: Part Three: Enhanced capacity of women to have the basic reading and writing skill
Participated in the literacy classes Received books Received health and hygiene training Received hygiene toolkit Received technical training on tailoring Received tailoring toolkit Others please specify ………………………………………
1
2 3 4 5 6 7
How were you benefited from the HBEWA project of Islamic Relief World Wide?
1
Learned how to read Learned how to write Learned how to calculate the basic mathematic functions Others please specify…………………………………………
1
2 3 4
If you participated in the literacy classes, what exactly did you learn?
2
Yes
No
1
2
Can you read your own book? 3
Can read the book
Cannot read the book
1
2
If Yes, please let her read the book, please observe as if she can read the book or not?
4
Yes No
1 2
Can you write a text?
5
She can write
She can’t write Assess how good she can write
1 2 3
If her answer is yes, please tell to write something, see if she can write?
6
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Answer Circle the Answer
Question #
She can write numbers until 100 ( )
She cannot write numbers until 100 ( )
Assess how far they can go in writing the numbers ( )
1 2 3
Can she also write numbers until 100, if yes, please observe it carefully?
7
Added in my confidence
Did not add in my confidence
1 2
How has being literate added in your confidence?
8
Highly improved my social status in the family Somehow improved my social status in the family Nether improved the status nor reduced it Has not improved my social status in my family Has worsen my social status in my family
1 2 3 4 5
How has being literate helped you improve your social status in the family?
9
It has improved my access to know about family income It has not helped me access the info on my family income Others please specify ………………………
1 2 3
How has being literate help you improve your access to information on family level? (Information about family income)
10
Helped a lot, Helped Somewhat, Neither Helped /nor worsted , Not helped, Worsened
1 2 3 4 5
Has being literate helped with decision-making at household level?
11
Outcome2: Part Four: Improved health situation of families through health education and provision of hygiene kits
1
2
Did you participate in the IRW health and hygiene training session?
12
Knowledge Increased
Skills Improved
Others… please specify
1
2
3
If Yes, how did you benefit from the health and hygiene training sessions?
13
Learned how to purify uncleaned water
Learned when to wash hands
Learned how to wash hands
Learned how to clean the latrine clean
Learned how to construct a safe sanitary latrine
Others, please specify………………………………………...
1 2 3 4 5 6 7
If you think your knowledge increased, what did you learn in those training sessions?
14
Before Project
After Project Situation 15 16 14 15
How has the health and hygiene training sessions improved your personal hygiene?
15
Washing hands with soap after toilet
Washing hands before eating
Boiling water if the water is not pure
Others….
Yes
No
1
2
Have you shared this knowledge with anyone else in your family, and villages?
16
Family Members - Number ( )
Friends - Number ( )
Neighbours – Number ( )
Others please specify - Number ( )
1
2
3
4
If yes, to whom have you shared this knowledge?
17
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Answer Circle the Answer
Question #
Yes
No
1
2
Have you received the health and hygiene tool kit from IRW?
18
1
2
If yes, what did you find in it? 19
Well with pump
Shallow well with bucket
Spring River/ Stream Pond / Lake Dam Rainwater Other (specify) ______________________
1
2
3
4
5
6
7
8
What is the main source of drinking, cooking/washing water in the household?
20
Nobody – it was always there (e.g. river, pond) Ministry of Rural Rehabilitation and Development Red Crescent / Red Cross Self / family Islamic Relief Swedish Committee for Afghanistan I don't know
Other (specify) ___________ _____
1
2
3
4
5
6
7
Who constructed the water source? Please do not read the given options to the data providers:
21
Minutes How much time is required to collect water from the water source (roundtrip)
22
Yes No
1
2
Do you think the water that you drink is pure and safe for health?
23
Did not do anything Boil Blech/antiseptic (other than chlorine) Add chlorine Filter it through cloth Water filter (ceramic, sand, composite) Solar disinfection Salt Letting it set and settle Don’t know Other (specify) ________________
1
2
3
4
5
6
7
8
9
10
What did you do to the water to make it safer to drink?
24
Traditional Latrine
Improved Latrine
Open air
Open air (stool covered after defecation)
Others (specify)___________________
1
2
3
4
5
Where do you do your defecation?
More than one option can be ticked.
25
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Answer Circle the Answer
Question #
Same place / no distance 1 meters / qadam 2 meters/ qadam 3 meters/ qadam 4 meters/ qadam 5 meters/ qadam 6 meters/ qadam 7 meters/ qadam 8 meters/ qadam 9 meters/ qadam 10 meters / qadam or greater
1 2 3 4 5 6 7 8 9
10 11
How many meters is the latrine/place far from the water sources?
26
Floor of latrine clean of urine and faces Slab covers hole Door at rear closed Door at front closed Faecal matter on seat, floor, door or walls No latrine
1 2 3 4 5
6
Appearance of latrine when you first see it? More than one option can be ticked.
27
Before praying Before eating After eating Before cooking After cleaning babies’ faces After defecation Never
Other (specify) ________ ______________
1
2
3
4
5
6
7
8
When do you wash your hands? Please do not read the answers in front of the respondents.
28
Soap/detergent and water Soap/detergent only Ash and water Ash only None observed Other (specify)_______________
1
2
3
4
5
6
What do you use to wash your hands?
29
Bare hands Gloves Shovel / spade Cart with wheels / wheelbarrow Bucket Bag / sack Don’t know Other (specify) _________________
1
2
3
4
5
6
7
8
What tools do you/other use to remove and carry the waste?
30
Reduced occurrences of waterborne diseases’ Improved health of the family members Others please specify……………………………………….
1
2
3
How has the health, hygiene trainings improved your family health?
31
Yes No
1
2
Have you shared your knowledge you gained during the hygiene training session with other people?
32
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Answer Circle the Answer
Question #
Family Members – Number ( ) Friends – Number ( ) Neighbors – Number ( )
1
2
3
If yes please specify?
33
Outcome3: Part Five: Improved economic status of women headed and vulnerable families through skills development
trainings
Yes No
1 2
Were you part of the vocational training?
34
Months If yes, for how long were you trained? 35
Yes No
1 2
Was the training content sufficient to practice the vocation?
36
If not sufficient, what concepts lacked in it in your opinion?
37
Yes No
1 2
Was the training pace of learning sufficient for all participant to grasp the key concepts?
38
If no, please tell us how could have it be improved?
39
Yes No
1 2
Do you feel the training duration was sufficient?
40
Months In your opinion what should have been the ideal duration for this training?
41
Yes No
1 2
Were you satisfied from the trainer?
42
Highly Satisfied Satisfied Neutral Not Satisfied Highly Unsatisfied
1
2
3
4
5
If yes, how much were you satisfied from the training method she used?
43
Yes No
1 2
Did you receive the vocational toolkit?
44
If yes, what did you receive from IRW?
45
Highly helpful Somehow helpful Helpful Not Helpful Useless
1
2
3
4
5
Do you think the toolkit was helpful?
46
Yes No
1 2
Has the tools you receive still work?
47
I have started tailoring business in my home I have started tailoring business outside my home Others please specify…………………………………………
1 2 3
If yes, how are you using the tools to generate income for yourself?
48
69 69 69
Answer Circle the Answer
Question #
If no, please tell us the reason?
49
If you are working as tailor, how much do you earn on daily basis in AFN?
50
Respondent herself Her husband Others please specify…………………………………………
1
2
3
Who decides to use the money you earn?
51
After the Project Implementation Before the Project Implementation In AFN How much is your monthly expenditure?
52 After the Project Implementation Before the Project Implementation In AFN How much is your monthly income? 53
In % How much is the participant contributing to household economy?
54
Improved family food security and livelihood Improved family health status Improved living standard of the family Others, please specify………………………………………..
1
2
3
4
How has your own income helped you in your daily life?
55
If you are not generating revenues through your skills that you have learned under the project, please tell us the reason?
56
In your opinion providing you training in which skill field would help you increase your family revenue?
57
Yes No
1
2
Have you shared the skills you learned under the project to your other family members, friends or neighbors?
58
Family Members – Number ( ) Friends – Number ( ) Neighbors – Number ( )
1
2
3
If yes please specify?
59
Yes No
1
2
Do you think the vocational training conducted to you was relevant to your immediate needs?
60
If no, please tell us the reason? 61
Yes No
1
2
Will you continue tailoring and generating revenues for your family after the project is completed?
62
If no, please tell us the reason? 63
70 70 70
Answer Circle the Answer
Question #
Cutting the cloths Designing Tailoring Marketing Others please specify………………………………………..
1
2
3
4
5
If yes, in what area of your current vocational skill would you need further support?
64
1
2
3
What are the top three major challenges that you currently facing to expand your tailoring business?
65
Extend the Project Expand the Project Redesign the Project Stop the Project Others please specify…………………………………………
Looking to the project impacts, how will you deal with the project?
66
In case you have chosen the option redesign the project, what changes will you bring in the project?
67
How has the project interventions changed your life?
68
Yes No
1
2
Are you aware about the IRA complaint Response mechanism?
69
If yes, how did you get this information?
70
Yes No
1
2
Did you face any difficulty or problem during the project implementation?
71
Yes No
1
2
If yes, did you register your complaint?
72
Yes No
1
2
If yes, was your complaint responded by the IRW team?
73
Number of days _______________________________
If yes, in how many days you got the exact response?
74
Complaints can be registered at the office Complaints be registered using the national phone number. Complaints can be registered with IR staff Other please specify
1
2
3
4
Tell me a little about the process of complaining (How to complain?
Tick all that applies
75
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Islamic Relief World Wide Home Based Education for Women in Afghanistan
End Line Evaluation Key Informants Interview Questionnaire –CDC or Education Shura Members and Teachers
Project Goal: Improved Socio-economic status of women headed and vulnerable families.
Section1: Individual Profile:
1.1. Province Name? 1.2. District Name?
1.3. Village Name? Shura Name ( )
1.4. Respondent Name?
1.5. Education Status? A. ( Literate)
B. (Illiterate) 1.6. Education Level?
1.7. Sex? A. Men B. Women 1.8. Age (in years)?
1.9. # Family Members? A. # Men B. # Women C. Total 1.10. Date?
1.11. Village Status: A. Malik B. Health Shura Member
C. Teacher
Section: 2 – Knowledge Level of Respondents on the Project Activities:
1. Do you have a village education shura? a. Yes
b. No
2. Do you know about the HBEWA Project of IRW?
a. Yes
b. No
3. If yes, how were you engaged in the project?
4. What were the key activities implemented under the project to the project beneficiaries?
5. In your opinion what are the key project impacts
6. What are the positive changes that you see in the project beneficiaries after they participated in this project?
7. How has the project affected the health and hygiene system of your home?
8. In your opinion, what were the strong points of the project and what were the weak points of the project?
72 72 72
9. In your opinion what has been the cultural barriers to the project activities? What could have been the solutions?
10. What would you change? What needs to remain and be replicated?
11. How did you find the quality of the project interventions/materials/inputs?
5. Observations:
6.Detailes of data collector as well as providers:
Name of the data Provider: Contact Details : Signature:
Name of the data Collector : Contact Details : Signature:
73 73 73
1.1.Province? 1.2. District Name?
1.3.Name of interviewee? 1.4. Education Level?
1.5. Age ? 1.6. Position?
1.7. Sex ? Male Female 1.8. Date ?
2.1. Hase the planned activities under the project completed ? Yes No
2.1.1. If no, please tell us the reason ?
2.2. Were the activities completed within the allocated budget ? Yes No
2.2.1. If no, please tell us the cause ?
2.3. In your openion has the project achieved its objectives ?
S.N Yes No
1
2
3
2.4. If you were to change any activity, approach or interventions of the project, what would have that been ?
S.N
1
2
3
2.5. If you were to add any activity to the project design, what would have you added ?
S.N
1
2
3
4
2.6. What challenges do you think the project faced, which you do not what the next phase of the project to face ?
2.7.What are some of the recommendations that you have for farther improvement ?
Project Design ? Project Implementation ?
Name of the activity Reason for changing it ?
3. Observations: (Crosscheck and triangulate the data provided by the data providers through your own observations)
Please provide some information on the major challenges of the project. What are your recommendations to be
considered in new project design
2. Effectiveness and Effeciency of the project: ( Fill this section from the project Management Team )
Name of the activity
Short Term Objectives
Mid - Term Objectives
Long Term Objectives
Reason for changing it ?
1. Individual Profile: (Write down the individual profile, by asking the following questions from her / him)
Islamic Relief World WideHome Based Education for Women in Afghanistan
End line Evaluation
Project Goal: - Improved Socio-economic status of women headed and vulnerable families.
Data Collection form from Project Manager - M&EL
Reasons if anyone of them have not been achieved ?
Reason for not being Completed ?Name of the Activity
Objectives
74 74 74
Islamic Relief World Wide Home Based Education for Women in Afghanistan
End Line Evaluation Focu Group Discussion Questionnaire
Date:
Part A: Details of the data collection team:
Name of the Data Collector: Contact details:
Names of the Data Providers: District Contact Details:
1.
2.
3.
4.
5.
6.
7.
8.
9.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Question No1: Do you know about the HBEWA project of IRW?
Question No2: What services were provided under the project? How useful were the services to you?
Question No3: How were you engaged in the project?
Question No4: Do you think the project was important for project beneficiaries? If yes, tell us the
reason?
Question No5: Why do you think so?
Question No6: Which activity of the project did the project beneficiaries like the most?
Question No7: Which activity of the project you did not like at all? Please tell us the reason?
Question No8: What are you feelings now, on your household women being literate, knowledgeable and
having technical and vocational skills?
Question No9: Do you think the project has target the most relevant activities to your needs?
Question No10: Can you further explain?
Question No11: If you are asked to change the project, which activity of the project would you change?
And what type of change will you consider for it?
Question 12: Were you engaged in the project needs assessment, design? If yes, how much you
contributed in the design process?
75 75 75
Question 13: Do you know about the HBEWA project complaints handling mechanism? If yes, how did
you get this information? Did you have any complaint during the project implementation? If yes, did you
register you complaint? If yes, was your complaint responded?
Question No14: Please share with us your recommendations for future improvement of the project?
76 76 76
Annex4: List of key informants No List of Key Informant Gender Organization Location
1. Programme M&E Manager Male IRA Kabul 2. Project Manager Male IRA Kabul 3. Field Project Manager Balkh Male IRA Balkh 4. Field Project Manager Bamyan Male IRA Bamyan
5. Field Project Manager Nangarhar Female IRA Nangarhar
6. Masjid Imams Male Community Three provinces 7. Malik Male Community Three provinces 8. Director of Education Male Community Three provinces
9. Senior M&E Officer Male Community Three provinces
10. Education Project Manager Male Community Kabul
Annex5: Informed Consent Informed Consent Hello. My name is ______________________________, and I am assigned to conduct the end line evaluation of home based education for Women in Afghanistan of the Islamic Relief World Wide, that was implemented in this area and would appreciate your participation. I would like to ask you some questions about the home based education, hygiene as well vocational trainings. This information will help the Islamic Relief Worldwide to effectively design their future programmes. We need 45 to 60 minutes to complete the survey. Please note, your participation in this survey is voluntary so you can choose not to answer some individual questions if you don’t want to respond. However, we hope that you will participate in this survey since your views are important. Do you want to ask me anything about the survey? Do you agree? Yes No Signature of interviewer: ___________________________ Date:___________________
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Annex6: Disclaimer
TAR Business Consulting has carried out the evaluation and developed this report as per the
Terms of Reference in the agreement with IRW. This report is to be used by IRW to
determine the performance of the project against its intended goal and objectives.
The key findings presented in the report are based on extensive study of project documents,
structured interviews, KIIs and FGDs with project stakeholders. In performing the evaluation,
TAR Business Consulting has assumed the genuineness of all signatures and the authenticity
of all documents submitted to us, whether original or copies.
In accordance with our policy, neither TAR Business Consulting nor any of its employees
undertake responsibility arising in any way whatsoever to any person other than IRW in
respect of the matters dealt with in this report, including any errors or omissions therein,
arising through negligence.
Any work progress or project accomplishments subsequent to our discussion with
respondents, of which we have not been informed, have not been evaluated by us and
accordingly have not been reported.
Neither TAR Business Consulting nor any of its employees will be liable to IRW for any
consequential, incidental, indirect, punitive or special damages (including loss of profits, data,
business or goodwill, collectively, “Excluded Damages”) in connection with the performance
of the services or otherwise under this agreement, regardless of whether such liability is based
on breach of contract, tort, strict liability, breach of warranty, failure of essential purpose or
otherwise, and even if the company is advised of, or the parties had contemplated, the
likelihood of such excluded damages
Annex7: Schedule of project evaluation
Annex7: Evaluation Schedule Activity Time Line Responsible
1- INCEPTION PHASE
Conduct Kick-Off meeting with IRW Kabul team 03-Jan-20 TAR Business Consulting
Desk Review 05-Jan-20 TAR Business Consulting
Inception Report 08-Jan-20 TAR Business Consulting
Selection of the Variables & Indicators 08-Jan-20 TAR Business Consulting
Develop Concept Note for Consultation Session 08-Jan-20 TAR Business Consulting
2 - DESIGN PHASE
Design of the Questionnaires 09-Jan-20 TAR Business Consulting
Development of the FGD Questions 10-Jan-20 TAR Business Consulting
Translation of the Questionnaire into Dari / Pashto 11-Jan-20 TAR Business Consulting
Design of Excel Database 13-Jan-20 TAR Business Consulting
Training of the Data Collectors 15-Jan-20 TAR Business Consulting
Printing of the Questionnaires 17-Jan-20 TAR Business Consulting
3 -DATA COLLECTION PHASE
Data Collection 25-Jan-20 TAR Business Consulting
Data Clean-up 05-Feb-20 TAR Business Consulting
4 - DATA ANALYSIS AND VALIDATION PHASE
Data Analysis 15-Feb-20 TAR Business Consulting
5 - FINAL REPORT PHASE
Preliminary Report 29-Feb-20 TAR Business Consulting
Sharing the report to IR for their feedback 01- Mar-20 Islamic Relief World Wide
Final Report 05-Mar-20 TAR Business Consulting