EVALUATION OF UNICEF-SUPPORTED TRAINING ACTIVITIES IN OCCUPIED

PALESTINIAN TERRITORY (2006 – 2007)

Evaluation Report

(Final Version)

Dec 2009

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The Evaluation Team:

A. Birzeit University Center for Continuing Education

Dr. Osama Mimi: Head of team

Nadia Hajal/ Backleh: Principal researcher & project coordinator

Ureib Abdel Samad: Focus group coordinator & Facilitator, Middle & South West Bank

Jihad Shodjaieh: Statistical analyst

Iman Moheisen: Facilitator, Gaza Strip

Imad Shtayeh: Facilitator, North West Bank

Dima Massad: Technical assistant

Nancy Bosheh: Administrative assistant

Lama Arda: Reviewer

B. UNICEF (Occupied Palestinian Territory):

Olowu Oladimeji: Planning and Evaluation Specialist, Project officer

Gudmundur Birgisson: Monitoring and Evaluation officer

Suhair Siaj: Programme Assistant

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List of abbreviations

OPT

Occupied Palestinian Territory

MOSA Ministry of Social Affairs MOP/NPA Ministry of Planning/ National Plan of Action MOH Ministry of Health MOEHE Ministry of Education and Higher Education MOYS Ministry of Youth and Sport PCDCR Palestinian Center for Development and Conflict Resolution DCI Defense for Children International PA Palestinian Authority MTDP Medium term development plan MTSP Mid term Strategic Plan CFS Child friendly Schools NGOs Non- Governmental Organizations TNA Training Needs Assessment

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Report Outline:

EXECUTIVE SUMMARY

Chapter One: Development Background and Conceptual Framework

1.1. Palestinian Situation and Capacity Development

1.1.1. Development situation and challenges in 2006-2007

1.1.2. Palestinian Development priorities

1.1.3. Capacity Development in OPT:

1.1.4. UNICEF capacity development interventions in OPT (2006-2007)

1.2. Conceptual and Analytical Framework: 1.2.1. Kirk Patrick Conceptual Framework 1.2.2. Analytical Framework: Orchestrated results, assumptions and processes

Chapter Two: Evaluation Objective and Methodology

2.1. Evaluation Objectives & Methodology

2.2. Data Collection Methods, Respondents’ Profile and Limitations:

2.2.1. Data Collection methods and tools:

2.2.2. Profile of respondents

1.2.3. Challenges and limitations of the evaluation mission:

Chapter Three: Presentation and Analysis of Collected Data

3.1. Effectiveness of training planning and management process 3.1.1. Learning Achievement1: 3.1.2. Partnership relations and multi stakeholder involvement: 3.1.3. Trainings Administration and Venue 3.1.4. Training design - Development of training curriculum and material 3.1.5. Training design - Training methodology:

3.1.6. Training Targeting: Client involvement, training needs assessment, selection of participants

3.1.7. Trainers Qualification 3.1.8. Training follow up and organizational context 3.1.9. Overall training evaluation

3.2. Highlighted organizational cases 3.3. Highlighted challenges:

3.3.1. UNICEF oriented 3.3.2. Partners oriented

Chapter Four: Main findings and recommendations

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Executive Summary

The Evaluation process is defined as “An assessment as systematic and impartial as possible, of

an activity, project, programme, strategy, policy, topic, theme, sector, operational area or

institutional performance. It focuses on expected and achieved accomplishments examining the

results chain, processes, contextual factors, causality, in order to understand achievements or

the lack thereof. It aims at determining the relevance, impact, effectiveness, efficiency, and

sustainability of the interventions and contributions of the organizations”2.

Under the partnership between UNICEF (OPT) and Birzeit University Center for Continuing

Education3, an evaluation mission was performed in West Bank and Gaza Strip to assess the

effectiveness and relevance of UNICEF- supported training activities in OPT during the years

(2006-2007). The evaluation mission focused on:

Assessing the relevance of training as an operational strategy for capacity-building:

Assessing the process of planning training activities, including quality of training

materials; trainee participation and feedback; trainers’ capacity; training design &

methodology etc.

Assess the contribution of the training activities to program/ projects’ objectives

The evaluation mission has maximized the recruitment of a utilization and participatory based

approach where feasible. A number of quantitative and qualitative data collection methods and

tools were used including meetings and interviews with UNICEF partners and stakeholders,

focus group discussions with trainings participants, document review and participants

questionnaire. Due to the large number of training interventions between 2006 and 2007 about

186 trainings, a sample size of 24 trainings representing 10 percent of the total population was

selected using a stratified cluster random selection process.

It is worth noting that the selected training activities are representative of UNICEF training

interventions across geography, intervention sector and type of training. However, focus group

participants in West Bank and Gaza Strip are not representative of UNICEF-supported trainings

participants. In most cases, mainly with governmental ministry participants, partner

organizations facilitated the participation through nominations. The evaluation team anticipated

the participation of (200) trainees from the different geographies. However, the number has

been reduced to half while maintaining the geographical variety. As most of the trainees were

not available by the time the team was collecting the data.

The evaluation mission concluded with a number of main findings and recommendations

including; such as the demand for long term capacity building interventions for target groups

2 UN Economic and Social Council: UNICEF Evaluation Policy (2008). P6.

3 A neutral, credible and academic body organically affiliated to Birzeit University and mandated to capacity building development interventions.

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using a mixed approach of knowledge and practice to be complemented by coaching and on-

the-job training, Need to build partners’ capacities in assessment, in addition to that; it was

highly recommended to design the curriculum and sessions in line with the trainees’ gaps in

performance.

CHAPTER ONE: Development Background and Conceptual Framework

1.3. The Palestinian Situation and Capacity Development

1.3.1. Development situation and challenges in 2006-2007

Prolonged Israeli Occupation and the Construction of the Separation Wall: Despite

international conventions, UN Resolutions, and successive peace agreements, the OPT is still

under Israeli occupation and lacks control over its own land, borders or water resources. In

these circumstances development planning has been a hard challenge to meet. The Palestinian

economy is dependent and attached to the Israeli economy. Further, the absence of

geographical continuity between the West Bank and Gaza Strip, continuing settlement

expansion, the system of checkpoints and the 725km Separation Wall are all fragmenting the

Palestinian population and territory into cantons with socio- economic disparities across the

districts.4 The Israeli military has destroyed existing infra-structure adversely affecting

development contributions and the provision of services to Palestinian households especially in

Gaza.

Financial and Institutional Challenges facing the PA: The post Oslo period witnessed the

expansion in PA institutions with high employment rates in the public sector, particularly in Gaza

Strip. This growth in the institutional structure has placed a significant burden on the PA budget

which relies heavily on international assistance compared with PA revenues. Most of assistance

is allocated for government running costs and wage bills with little left for infrastructure,

capacity building and development interventions. Sustainability of PA interventions is a major

challenge.

Since the 2006 elections, the PA has witnessed four governments, the Hamas-led government,

the National Unity Government, the 'Emergency' Government and the recently appointed

government in 2009. During 2006-2007 periods, the PA has faced a fiscal crisis and public sector

strike. Following Hamas’ political victory in the Gaza strip, donor funds were re-directed through

the President’s office and other channels (Temporary International Mechanism). Funding

became conditional upon a commitment to the principles of non-violence, recognition of Israel

4 According to PCBS2006, there are 207 settlements constructed and 580 fixed checkpoints in

West Bank and Gaza Strip

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and acceptance of previous agreements and obligations including the Road Map. A diplomatic

and financial isolation of Hamas was imposed. This has adversely affected PA capacity to

perform its functions, including the delivery of services, capacity building programs and the

payment of public sector wages. The functionality of PA institutions mainly in Gaza Strip was

affected by an internal political instability after 2006 elections. In 2007, a national unity

government was established to overcome the economic and diplomatic isolation of the PA.

However, Hamas takeover of PA institutions in Gaza Strip in June 2007 worsened the situation.

Public sector employees have received contradictory administrative orders from the two

conflicting political powers at that time. As a result of the UN policy of no contact with the

Hamas government, UNICEF limited contact to technical level official at the DG level to ensure

continued implementation of planned programmes and projects necessary to improve the

situation of children and women.

The PA is responsible for 62% of health clinics and 75% of schools throughout the OPT. It runs

sanitation and water networks, birth registries, social safety nets, and other services. According

to PCBS labor force survey in 2006, the public sector employed 22% of total workforce; (16.3% in

the West Bank and 36.1% in Gaza) most of who are women. The public-sector strike in 2006 has

effects on the education, social and health sectors resulting in the closure of schools and

hospitals. During the 2006-07 academic years, 70% of PA teachers went on strike for two

months affecting approximately one million Palestinian students.

High poverty, unemployment and absence of security: In 2006, the Palestinian population in

the OPT reached 3.8 million, divided between 51% males and 49% females.6 The population

under 15 years of age constitutes more than 47% of the overall population resulting in a high

dependency ratio. In 2006, the fertility rate reached 4.6 and the size of the average household

was 6.3 persons.

Since the beginning of the second

Intifada in September 2000, the socio-

economic, political and security

situation in the OPT has sharply

deteriorated. The overall economic

growth performance has been

negligible, and at points negative. High

population growth rates outpaced real

GDP growth, leading to a steady decline

in per capita GDP. This deterioration

has worsened since the beginning of

2006, following the election of the

5 Data for GDP, per capita GDP and the inflation rate are for the first quarter of 2006. Data on the

workforce, unemployment rates and poverty rates are for the third quarter 2006. 6 PCBS statistics 2006.

Table 1: Main Indicators in WB/GS for years 1999 & 2006

Macroeconomic Indicators 1999 20065

Real GDP (1997 constant prices) ($) 5,095 1,101.1

GDP per capita in OPT (US$) 1,687.3 305.5

Population growth rate in (PT) (%) 4.2 4.4

Unemployment rate (PT) (%) 16.3 24.2

In (WB) (%) 9.6 19.1

In (GS) (%) 17 36.3

Poverty rate (PT) 21 63

Source: PCBS, LFS (2006)

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Hamas government and the subsequent cutting of assistance to the Palestinian people by the

international community.

Unemployment rates doubled as indicated in the side table. The main reason behind the

substantial increase in unemployment rates is the Israeli restrictions imposed on Palestinian

laborers entering Israel for work. Palestinian employment in Israel fell from 146,000 in the third

quarter of 2000 to 37,000 workers in the third quarter of 2006.7

As a result of the overall decline in economic performance, standards of living have worsened.

The poverty rate stood at 56% of Palestinian households in the WBGS. The increase in poverty

rates has been much higher in the Gaza Strip, where nearly 80% of families have indicated that

they are living in poverty.8

The impact of high poverty rates varies across age and sex, with youth and women being the

most impoverished. The unemployment rate among youth was critical in 2006. 32.4% in the 20-

24 age group, 26.1% in the 15-19 age group, and 21.9% in the 25-29 age group.

Absence of civilian Protection: Israeli military attacks coupled with the chaotic internal security

situation, have meant that political and security issues receive priority over development issues.

In this environment, civilians, and in particular children, have lacked security and protection of

their basic human rights. The Israeli occupation forces effectively regulate and control

Palestinian’s lives in the WB/GS. Furthermore, the insecure situation in Gaza is extremely critical

in terms of human rights violations, freedom of expression, living conditions, health, education

and freedom of movement.

1.3.2. Palestinian Development priorities :

Palestinian Ministry of Planning has identified poverty and unemployment as its priorities in the

Medium term Development Plan 2005-2007 (MTDP). Central strategies to reach this goal were:

through linking short term relief to long term development in specified programme areas;

enhancing PA leadership in aid management,

coordination and oversight;

guiding donor interventions for national resource mobilization; and

allocation and building public sector capacity to enhance planning for development

7 PCBS, Labour Force Survey, 3

rd quarter 2006.

8 PCBS, Assessment of the Impact of Israeli Measures on the Economic and Social Conditions of Palestinian Households, 2006.

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MTDP is an important step in promoting the PA's ownership of the development planning

process and moving beyond emergency interventions. MTDP 2005-2007 has highlighted four

programme areas:

ensuring social protection;

investing in social, human and physical capital;

investing in institutions of good governance; and

Creating an environment for private sector growth.

In October 2007, The Palestinian Ministry of Planning presented the Palestinian Reform and

Development Plan (2008-2010 Initiative). PRDP highlights four goals for national

development. However, the effective implementation PRDP depends on political stability in

OPT as well as capacities and resources available. The four goals are:

1. Safety and Security through a). Maintenance of law and order, b). Safe, secure

environment for families and businesses, c). Freedom from crime, disorder and the free of violence.

2. Good Governance through a). Respect for rule of law and separation of power, b). Protection of human rights, c). Stable legal framework, d). Accountable institutions, e). Efficient, effective and responsive public services.

3. Increased National Prosperity through a). Poverty reduction, b). Increase in sustainable development, c). Equitable distribution of resources.

4. Enhanced Quality of life through a). Social coherence and solidarity, b). Equitable access to services, c). Assistance for vulnerable groups and those with special needs.

1.3.3. Capacity Development in OPT:

The Palestinian public sector is the main service provider to Palestinians in OPT. Hence, its’

effective and efficient function maximizes the benefit of resources. Although with varying

degrees among public sector organizations, yet they generally undergo a number of challenges

mainly the “ manifestation of unclear mandates, lengthy bureaucratic administrative

procedures, issues pertaining to accountability and transparency, centralization in decision-

making, inadequate legislations, outdated forms of recruitment and promotion process, low-

paid civil servants, and a relative absence of an incentive system and motivation and lack of

clarity on human resource management policy”.

Capacity Development interventions have long been undertaken in public sector organizations

primarily in relation to upgrading individual knowledge and skills capacities. According to MOP,

even though these interventions have achieved some significant results, others have failed in

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associating individual capacities with organizational capacities due to the unclear human

resource management policy and the overall disenabling environment9.

In general, capacity is defined as the ability of individuals, organizations, and societies to

perform functions, solve problems, and set and achieve their own development objectives in a

sustainable manner. Three levels of capacity development exist:

Capacity Development level

Areas targeted within organizations

Organizational level Systems, procedures & institutional frameworks

Individual level Experiences, knowledge and skills

Environmental Legislations and policies

Palestinian Ministry of Planning has identified four to strategies maximize the achievement of

these capacity development levels. These strategies are:

Institutional Reform and Incentives Leadership Capacities Education, Training, and Learning Accountability and Voice Mechanisms; i.e, peer reviews, monitoring and evaluation

1.3.4. UNICEF capacity development interventions in OPT (2006-2007)

Within UNICEF’s global mandate for children, it advocates for the respect, protection and

fulfillment of the rights of children survival, development, protection, and participation. In oPt,

UNICEF is the lead UN agency for education, water and sanitation and child

protection/psychosocial sectors in emergency situations. The PA-UNICEF programme of

cooperation is being implemented through line ministries (MOH, MOEHE, MOSA, MOYS, PWA,

PCBS), sister UN agencies and civil society organizations, within the framework of the rights-

based approach. One of the key programme strategies adopted, is the building of partners’

capacities as a contribution to the achievement of national development objectives and sector

priorities as identified in the Palestinian Medium Term Strategic Plans. In 2006-2007, UNICEF has

channeled development contributions through four programmes; a). Child survival, growth and

development; b). Universal primary education; c). Child protection; d). Development and

participation of adolescents; and Advocacy, Communication, Social Policy, Planning, Monitoring

and Evaluation. The below matrix demonstrates the expected results of years 2006-200710:

9 MOP (2008). Capacity Development in OPT.www.mop.ps

10 UNICEF Country Programme Document Results Matrix (2006-2007).

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Programme component

Expected results in 2006-2007 1. Child Survival,

Growth & Development

1.1. Improve children’s less than five access to integrated IMCI package plus immunization through health services, community and family practice.

1.2. Malnutrition resulting from inappropriate breastfeeding and complementary feeding practices and micro-nutrient deficiencies are reduced in the intervention areas.

1.3. Newborns in vulnerable areas benefit from integrated neonatal package including care during pregnancy.

2. Universal Primary Education

2.1. Children under five have access to early childhood development to make them ready to learn in school

2.2. Access to basic education for all primary- aged school children.

3. Child Protection 3.1. Improved mechanisms and services adopted to detect, support, and refer child victims of abuse, exploitation and violence.

4. Development & participation of adolescence

4.1. Access of children and adolescents to gender sensitive, life skills- based education in and out of school is increased.

4.2. Opportunities expanded for adolescent participation, recreation, socialization, and sports.

5. Advocacy. Communication, social policy, planning , monitoring and evaluation

5.1. Availability of core indicators and analysis of key factors undermining children and women right.

5.2. Appropriate policies, social sector plans, strategies and budgets are in place to create an improved protective environment for children vulnerable to violation of their rights.

5.3. Official policies that enhance development, protection and participation of adolescents are adopted and being implemented.

Training as a capacity building strategy was implemented across the different programs and

projects. Some projects integrated “cascade training”, like training of trainers (TOTs) and others

integrated trainings delivered by experts in the different themes. Some training activities were

planned and executed centrally while others were executed in the different geographical

locations in the West Bank and Gaza Strip.

Next to Service delivery and provision of supplies in terms of financial expenditure, a major

strategy for the delivery of programme assistance in Occupied Palestinian Territory (OPT) in

2006-2007 is capacity building interventions and training. This has been necessary to safeguard

public services from further deteriorating and where possible improve quality of services and

support to children and women. Both the previous (2006-2007) and current (2008-2010)

Programmes of Cooperation specifically supported training and capacity enhancement activities

expected to result in improved skills, practices, raised awareness, and behavioral changes

especially in the public sector. In 2006-2007, UNICEF supported about 184 training activities. The

majority were implemented as a component within an overall project.

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Training is perceived as an intervention strategy central to UNICEF programmes between 2006-

2007. On the conceptual level, it is assumed that training interventions will contribute to:

change in participants attitudes, knowledge and/or skills, followed by change in an

individuals’ performance

change in organizational performance or in the situation of the respective

stakeholders

Improve the situation of children and women

1.4. Conceptual and Analytical Framework:

1.4.1. Kirk Patrick Conceptual Framework

Training planning and assessment approach is best applied through Donald Kirkpatrick Model11

which sets forth a four-level approach to training planning and evaluation. The side figure

demonstrates the framework elements of the model. The framework elements can be defined

and described as:

1. Reactions. Reaction refers to how well

the trainees liked a particular training

program. Reactions are typically

measured at the end of training.

However, this is a summative or end-of-

course assessment. Reactions are also

measured during the training activities.

2. Learning. Learning refers to what

principles, facts, and techniques were

understood and absorbed by the

trainees. What the trainees know or can

do, can be measured during and at the

end of training. Trainees’ knowledge and

skills should be pre-assessed in order to assess the knowledge and skills which is as a

result of the training intervention. Evaluation of the learning element thus requires

measurements before, during and after training interventions.

3. Behavior. Behavior refers to changes in on-the-job behavior. Any evaluation of changes

in on-the-job behavior must occur in the workplace itself. However, expected behavioral

changes should be identified and initially assessed at the end of the training as these are

the changes to be assessed in the work place. This initial assessment would serve to

ensure that expected behavioral changes in workplace are addressed in the training and

indeed are outcomes of the training.

11

KirkPatrick, Donald (1959). Kirkpatrick’s learning and training evaluation theory. http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm

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4. Results. Kirkpatrick did not offer a formal definition for this element of the framework.

Instead, he relies on a range of examples to clarify the meaning; e.g. reduction of costs,

reduction of turnover and absenteeism, reduction of grievances, increase in quality and

quantity or production, or improved morale. These factors are also measurable in the

workplace.

The evaluation team will assess these four elements of the evaluation framework. It is worth

noting that there is a change in conceptual focus between the third and fourth elements in

Kirkpatrick's framework. The first three elements center on the trainees, - reactions, learning,

and changes in their behavior. The fourth element emphasizes the organizational payoffs or

intervention results, such as the improvement of the situation of children e.g. reduction in

mortality, increase in learning achievement etc.

1.2. 2. Analytical Framework: Training results, assumptions and processes

The optimization of training results, whether at the output, outcome or impact level, depends

on the underlying assumptions and processes recruited by the training activity planners and

implementers. Some of the underlying assumptions and processes are; a) Undertaking training

needs assessment; b) Selection of trainees based on individual and organizational needs and

priorities; c) Integration of professional curriculum design and pedagogy; and d) Follow up

support, to institutionalize learning outcomes and so that they impact organizational

performance. The below diagram illustrates a comprehensive picture of the different dynamics

and interactions between training results, assumptions and processes12:

12 World Bank (2008).

Curriculum based

on organizational

needs

Human resource

capacity gaps are

identified

Learning relevant to

trainees work

Trainees know how apply

knowledge & skills

Adequate resources

available

Learning program is

based on capacity

assessment.

Competent trainers

Curriculum & didactic

methods are appropriate

to learning goals

Outcome

Behavior

Training needs

assessment (TNA)

Clear & specific

learning goals

Professional

curriculum design &

Pedagogy

Output

Learning

Impact

Capacity diagnosis

TNA

Strategic participant

selection

Attention to

organizational context

Practical exercises

Follow up support

Capacity diagnosis

Training needs

assessment

Attention to

organizational

context/ capacity

Input

Training Results

Assumptions

Processes

Figure (…): Evaluation Analytical Assumptions & processes

CHAPTER TWO: Evaluation Objective and Methodology

2.1. Evaluation Objectives & Methodology

The evaluation team has utilized a participatory approach in applying the qualitative assessment

methods and tools. The evaluation focused on addressing the overall objectives of:

Assessing the relevance and effectiveness of training activities supported by the UNICEF –PA Programme of Cooperation over the two-year period (2006-2007);

Provision of recommendations that will contribute to improving training programs particularly in regard to their relevance, purpose, processes and the monitoring systems put in place to measure training results.

More specifically, the evaluation looked for answers to the following questions:

Assess the relevance of training as an operational strategy for capacity-

building:

An important aspect of the evaluation is to assess how appropriate the training activities are in

relation to the broader context and situation which influences the expected results (i.e. can the

trainees’ practice their improved skills?). An assessment and analysis of the significant external

factors which have an influence on an individual’s and organizational performance is important

when considering the relevance of training as a strategy.

Assess the process of planning training activities, including quality of training

materials; trainee participation and feedback; length of training; trainers’

technical capacity; training methodology etc. Among the specific evaluation

questions to be explored are:

Did the training programme conduct training needs assessments (i.e. baseline of knowledge/skills before conducting the training)? And was curriculum based on the gaps identified through such training needs assessments?

Did the training specify clear learning objectives and clear changes expected at the trainees’ institutions? Was a training workshop report prepared?

Was the selection of the trainees strategic (eligibility criteria, competitive selection)? Was follow-up support (mentoring, on-the-job coaching) provided to trainees after they

returned to their institutions? Did the trainees’ institutions facilitate implementation of what they have been trained on? Did the design of the programme include mechanisms for assessing the training quality,

trainees’ learning gains and their behavioral changes back at their home institutions? And were findings used to reshape the configuration of the training?

Was sustainability of the training strengthened by building local training capacity?

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Assess the contribution of the training activities to program/projects’ objectives:

Specifically, the evaluation explored participants’ benefit from training interventions, transfer

and application of learning to workplace, bridging of capacity gaps, as well as the impact ; where

possible, on improving the situation of children and women as end beneficiaries.

In order to address the above evaluation objectives and questions, the evaluation mission has

adopted as appropriate, a “utilization-focused and participatory approach”13. UNICEF local

partners and stakeholders were involved in the planning and implementation process.

2.2. Data Collection Methods, Respondents’ Profile and Limitations:

2.2.1. Data Collection methods and tools:

A number of quantitative and qualitative data collection tools were employed including

meetings and interviews with UNICEF, Government partners and stakeholders, NGOs, focus

group discussions with trainings participants, document review and participants questionnaire.

Training interventions in years 2006-2007 were about (186) trainings, a sample size of (24)

training representing (10%) of total population was selected using a stratified cluster random

selection process. As part of the participatory approach, the data collection methods and tools

were shared and discussed with stakeholders prior to finalization. In general, evaluation themes

and questions were tailored in accordance with the articulated objectives. The evaluation team

has collected the data through a number of focus groups and interviewing relevant stakeholders

and reviewing resources related to the training programs conducted by UNICEF.

2.2.2. Profile of respondents:

The data collection process has considered the respondents’ diversity across geography, gender,

type of partner organizations, programme-specific training, as well as variations in respondents’

closeness to decision making positions. The annexed outreach plan provides details. In addition,

the charts below clarify the distribution of respondents/ participants in focus group discussions:

13

Organization for Economic Cooperation & Development/Development Assistance Committee (1991) OECD/DAC

Glossary

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Figure 1: Respondents profile in focus group discussions

2.2.3. Challenges and limitations in the evaluation:

Sample selection process: The selected training sample is methodologically representative of

UNICEF training interventions across geography, programme sector and type of training. The

selected training activities followed a random selection process although in few cases, the

evaluation team had to substitute a couple of training activities as these are either evaluated or

will be evaluated this year as part of the overall projects they serve. However, focus group

participants in West Bank and Gaza Strip ended up not necessarily representative of UNICEF-

supported trainings participants; because most of the beneficiaries were not available and

others have already changed their jobs; therefore the team had to conduct a few individual

meetings with those who were accessible. The evaluation team was unable to collect a list of all

persons who participated in trainings that fall into the sample. First, the process was time-

consuming given the relatively tight deadline for the evaluation. Second, bureaucracy and

limited cooperation on the part of some partner organizations. Some organizations provided the

evaluation team with their lists of trainees, trainers and training materials while others did not.

Third, non- availability of documented list of training participants at some partner organizations.

To facilitate the data collection process, partner organizations were approached to nominate,

invite and facilitate the participation of trainees. The evaluation team anticipated the

participation of (200) trainees from the different (16) sub-national geographic locations in oPt.

However, the number was reduced to half, while maintaining the geographical representation;

and interviewed the beneficiaries not those who were nominated. The evaluation team had

limited control over trainees commitment to participate in focus group discussions. Beneficiaries

Gender Distribution

Geographical Distribution Sector Distribution

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of Ministry of Health, for instance, did not show up at all. Other organizations were represented

by only one or two persons. Hence, this evaluation report provides qualitative insights and

tendencies but the analyzed data and findings cannot be generalized. This also limited the ability

to draw comparisons.

Difficulty in recalling training experience and benefits: In general, stakeholders experienced

difficulty in recalling trainings’ experiences. Approximately, three years has passed since the

project activities were implemented. This reduced the depth of information provided during

focus group discussions. For example, MOEHE participants in focus group discussion in North

West Bank – representing 13% of total enrolled focus group participants- expressed the

difficulty in recalling the trainings and their objectives. The evaluation team had to initiate a

brainstorming discussion for refreshment. However, in other cases, stakeholders’ input and

reflections were informing and thorough. It was noticed that trainings’ experience is still in their

mind.

Limited cooperation and bureaucracy on the part of some partner organizations:

Correspondences, invitations, setting appointments, compiling training materials and

documents demanded extensive follow up process although it ended unsuccessful in some

cases. This affected the evaluation plan and the ability of the team to meet agreed deadlines.

The analysis of Ministry of Health trainings is almost absent in the report: This is due to the

limited cooperation and information received from the ministry.

Shift in organizational staff: The evaluation team encountered some challenges in accessing key

informants and training beneficiaries at partner organizations as well as at UNICEF/OPT. The

UNICEF Adolescent officer during the period 2006-2007 was outside the country during the key

informant interviews. In partner organizations, UNICEF projector trainings coordinators sought

for other work opportunities. Some trainees have retired from work or travelled abroad. In the

Gaza Strip, key informants in the ministries were not accessible as ministries staff was replaced

upon Hamas takeover of PA institutions in 2007.

In general, Informants tended to reflect on projects interventions than on the training

component within the projects. This contributed positively to contextualize the trainings and

relate them to project objectives. However, this limited the depth of training specific

information collected in some cases.

Many of the above points underscore the importance of “in-situ” or ongoing evaluations of such

criteria as relevance and effectiveness, whose findings and recommendations can inform and

guide programme/project implementation.

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Chapter Three: Presentation and Analysis of Data

3.1. Effectiveness of training planning and management process

3.1.1. Learning Achievement14: Though relatively high yet some variations

occur

In the years 2006-2007, UNICEF sectors have planned and implemented a series of central (national) and governorate (sun-national) level training activities including cascade trainings. Training activities addressed the themes stated below. The sample of trainings used for the evaluation was selected from this list.

UNICEF Sectors Basic Training themes targeted in 2006-2007

Partners Targets

Child Survival, Growth & Development

Monitoring flour fortification & salt iodization/ laboratory technicians training on procedures for estimating premix, fortified flour and iodized salt/ implementation of newborn care package/ implementation of IMCI strategy/ management skills development/ maternal & child health/ training on Hib, AEFI/ establishment of neonatal MIS, neonatal monitoring, data collection & reporting system/ strengthening growth monitoring and surveillance system/ improve nutrition and hygiene at schools/

MOH, MONE, private sector, MOEHE,

Basically MOH staff and professionals, school health teams, counselors and teachers,

Universal Primary Education

CFS training to improve the quality of basic education/ female teachers’ training to empower girls’ vocational skills/data collection & computerization training/ thematic clubs/ Development of students creativity through Drama & music / road safety training/early childhood development/ developing teachers’ theoretical and practical knowledge in school subject didactics/ teachers’ methodology/ supervisors’ training on learning theories & techniques/ remedial education/ development of management capacities in MOEHE/ training for librarians at schools/ life skills training/ local community work and action research / advanced supervision skills/ training on CFS themes/ diagnosis of education process for remedial plans/ use of math & science teaching kits/

MOEHE Tamer institute Maan Center PHCC

Students, teachers, supervisors, school administrations, school counselors,

Child Protection

Mechanisms for child rights mainstreaming/ mechanisms to address child abuse, exploitation & violence/ mine risk education/ caregivers capacity development for child protection/ psycho-social support for children/ facilitators training to learn how to work with children & community groups/ children training on

MOSA, MOP/NPA, MOEHE, YMCA, DCI, PRCS,

MOSA staff, Social workers, volunteers & adolescents, specialists, children, NGOs. Religious &

14

The evaluation team identified the trainings results chain on the level of output, outcome and impact. However, the limited information available from interviewees and respondents limited results kept to the level of outputs.

20

their rights/ support child protection campaigns/ professionals capacity building/ promotion of non-violence/ awareness raising on exploitation and violence against children/ care assessment & management/ management skills development/ capacity building for child protection Diploma course/ training in legislating, advocating & budgeting for children/ child friendly policy development/ integration of disabled children/ legal counseling / training of Imams and religious leaders.

PCDCR, Canaan Institute, Panorama, BZU CCE, Department of religious affairs

community leaders,

Development & Participation of Adolescents

Adolescents learning spaces training of facilitators on interactive learning methods/ training of local management committees to involve youth in decision making/ mechanisms to empower Palestinian adolescents/ Planning, monitoring & evaluation/ drama, arts, handcrafts, creative writing/ life skills training/ counseling training for youth workers/ empowerment for CBOs to promote safe play & recreation for children/ youth for change/ training of animators for activating summer schools.

MOYS, CBOs, Pyalara, PCC, Tamer Institute, Maan Center,

MOYS staff, Youth facilitators, teachers, local community members, university students

Note: the training activities vary in scope, time and resources allocated, target beneficiaries and geographical distribution across the governorates.

In the process of generally assessing the learning

achievements, the participants in the focus group

discussions in West Bank and Gaza Strip tend to

respond with a relatively high scores regarding the

contribution of UNICEF supported trainings in the

acquisition of new skills and knowledge, the

usefulness of learning achievements to their work,

the application to work place - though with higher

scores among female respondents-, and relevance of

training content to their needs. Approximately, two-

third of respondents stated that they will

recommend others to join similar trainings though

also with higher scores among female respondents.

Hani is a teacher; he was a beneficiary in libraries

training, and now works as librarian. He noted that,

he got the knowledge and skills in Library Cataloging,

Library management; and facilitation of the service desk to the pupils. The training was for 120

hours which also included library extra-curricular activities promoting reading practices for

children. As Hani explained, the trainees didn’t have background knowledge on library

management. For example, it was difficult to categorize some books before training. He thinks

the trainees became specialized now and their profession improved15.

15

Hani was a participant in the focus group discussion for MOEHE in Gaza Strip

21

However, some variations in assessing learning achievements occurred across the different

trainings as well as across geographic locations. It seems that this knowledge and skills

achievement – in some trainings- have not been reflected by the trainees and not practically

applied. In the case of MOEHE training for librarians, a participant is South West Bank stated

“how can we apply our learning! We barely have two book shelves in our library”; hence,

implying that capacity improvement remained on a personal

level rather than contributing to positive change in behavior

in the workplace and improved service deliver.

Another case is the response of a beneficiary of “training on

teaching diagnosis”. The trainee stated that the benefit was

only on her personal level, since she learnt methods, tools,

means to address the weak pupils that suffer from limited

learning. She thought that if they applied what they learnt

with the provision of the needed resources, it will be useful,

but they didn’t do yet.

A geographical variation is observed during MOEHE focus

group discussion in North West Bank where all participants

– representing 13% of total evaluation sample participants -

has affirmed their dissatisfaction and negative perceptions

of trainings achievement, training design and methods.

Participants have observed that training activities did not

respond to their needs. The planning process was centrally

conducted besides that they have not undergone needs

assessment processes. Participants mentioned that they

were “obliged” to participate “regardless of relevance,

readiness and motivation to participate”16.

According to some key informant interviewees, the achievements and effectiveness of training

interventions were varied across the different training activities. In cases of minimum

achievements, the interviewees referred to the following reasons:

Training methods and pedagogy lacked interactive approach and use of practical

exercises or cases.

Redundancy / repetition of training interventions: same trainees were targeted more

than once for the same training interventions and the same trainers

Factors outside their control mainly related to political instability and cultural

specificities of certain localities. For example, trainings about non-violence and

16

Participants in MOEHE focus group in North West Bank

Nisreen is a trainee in mine risk education

by PRCS. She is university graduate and

participated in 6 days training and

mentoring. “My personality and career

performance has developed”. In 2006,

Nisreen counseled 176 support sessions

for physically & psychologically affected

children. In 2007, she counseled 232

sessions. Affected children were referred

by local communities & health

organizations. Nisreen became the focal

person in PRCS social work department.

Nisreen, PRCS interviewee

“Don’t beat me, talk to me”, “Let’s live in

security”, “Let’s make our schools

beautiful and free from violence”. These

are some campaign slogans initiated by

Gaza children/adolescents after

participating in child rights, advocacy &

campaign training for 30 hours. Parents

were partners in advocating these

campaigns.

Interviewee, Canaan Institute

22

problem-solving were hardly conceivable in contexts where political conflict, Israeli

military actions and internal fighting exists.

Cultural variables also limit trainees’ commitment to certain concepts and training

methods. For instance, the concepts of child friendly schools and interactive teaching

/learning methods were hardly conceivable by teachers whose attitudes are pro-

traditional teaching methods. Resistance to change and progress was an inevitable

path which held ramifications on both the quality of trainings delivered as well as the

applicability of training knowledge and skills in their schools. In some cases, trainings

had to address teachers’ attitudes as a first step before training starts. This was at

the expense of time allocated for the training17.

3.1.2. Partnership relations and multi stakeholder involvement:

Partnership relations: In OPT; UNICEF is the UN sector lead in child protection, education,

water and sanitation. Components of UNICEF intervention related to Child survival, growth

and development and primary education were mostly planned and implemented in

partnership with Palestinian line ministries e.g. MOH and MOEHE. The involvement of local

NGOs was more visible in relation to child protection and adolescents’ participation

interventions although line ministries, remain the strategic partners of these sections.

On the child protection programme, the Ministry of Social Affairs (MOSA) is the major

partner. However, MOSA suffer from limited resources and

capacities in comparison to community needs and the

required scope of intervention. In the case of projects

related to enhancing adolescents’ participation and

development like the National Youth Policy project and

Child/ Adolescents’ Learning Spaces project, Ministry of

Youth and Sports (MOYS) was involved in strategy planning,

supervising and facilitating access to local communities and

clubs while the project components and activities were planned designed and implemented

in partnership with non-governmental organizations18.

Promotion of partnerships: UNICEF tends to have a clear methodology to promote

partnerships and stakeholders involvement in the planning process. Partnership cooperation

usually aligns with Palestinian National objectives (on the macro level) and bases itself on

assessment of development gaps and priorities in addition to the efforts to harmonize

interventions by other international organizations. Building partnerships is a process that

comprises a number of steps:

17 Kanar, UNICEF zonal office 18 A point that was clarified during interview with Pyalara, Tamer institute, Ma’an Center and UNICEF Adolescent section.

“MOYS needs to build its

capacities in developing data

base system, monitoring and

evaluation methods as well as

applying them”

Mais Zuhaika, UNICEF

23

Based on the Country Programme Document approved by the UNICEF Executive

board, a Country Programme Action Plan (CPAP) was signed with the Ministry of

Planning, on behalf of the PA in 2005. The CPAP also identifies NGOs and CBOs

among development partners.

Assessment of the vision/mission, programmatic/technical capacity, financial

capacity and the ability of the NGO to procure supplies.

Signing of Project Cooperation Agreements with the non-governmental organization

partners.

Developing annual work plans with PA/Government partners based on annual

targets related to CPD and CPAP objectives.

As regards training as a strategy for programme implementation, UNICEF and its

partners usually discuss the type of training activities needed to support project

interventions; be it building of technical, managerial skills or professional skills;

cascade training or simple sensitization and awareness raising activities. Discussions

also involve the scope of proposed training and the expertise of the trainer

required.

Modification of PCAs was feasible in some cases while it was not in others. “UNICEF

expressed willingness to modify the contract at least three times based on

recommendations from the field”, Panorama interviewee.

Follow up processes usually took place through regular meetings, site visits by zonal

offices and assessment reports although with varying degrees among UNICEF

sections. In the case of child survival, growth and development section, the Chief of

Health, emphasized that communication and follow up processes between UNICEF

and Ministry of Health (MOH) is minimum; ” even project reports only inform that

activities are performed. No other details are provided”19. This minimum follow up

with MOH is also affirmed during interviews with UNICEF zonal officers.

UNICEF multi- partnerships: During interviews with UNICEF governmental and non-

governmental partner organizations, the issue of UNICEF multi- partnerships was raised.

According to interviewees, some UNICEF sections seem to sign partnership contracts with multi-

partner organizations to plan and implement projects of almost similar scope and type of

interventions which- as explained- result in duplication, repetition of training activities,

inefficient resource allocation, as well as competition rather than cooperation between UNICEF

project local partners. For instance, UNICEF section for child protection seems to have

separately partnered with Ministry of Social Affairs, Ministry of Planning, and Defense for Child

International to implement capacity building projects in activation of child rights and child

protection. According to MOP interviewee, “we contract DCI trainer and use their training

material in some of our trainings... in some trainings, we discovered that our nominated trainees

have joined similar training with similar content and even the same trainer… In one of the

19

Dr. Samson Agbo, Chief of Health, UNICEF

24

trainings, we also discovered that MOSA is implementing a similar training simultaneously. We

both target the same organizations and our trainees are most of the time the same”20 Another

case is with UNICEF-Panorama and UNICEF-Canaan PCA for the promotion of child rights

campaigns. “ the unclear division of labor between our

organization and Canaan institute besides the minimum

communication have resulted in inefficient resource

allocation; the costs of conference activity were extracted

twice from the allocated budget of the two partner

organizations”, Panorama interviewee.

However, it is worth noting that the interviews also revealed

current steps by UNICEF in promotion of dialogue among local

partners. This was reported during interviews with Tamer

institute and Ma’an Center who both work on adolescents learning spaces project. Coordination

meetings started to take place. In addition, a UNICEF initiated meeting for strategic planning and

coordination between child protection local actors was under consideration during the data

collection process for this evaluation.

Inter and Intra- organizational cooperation: Some planned and implemented projects

experienced cooperation between partner organizations as well as cooperation between the

different departments within the same organization. MOEHE , for instance, has cooperated with

World Health Organization for complementary interventions related to Child friendly school

project(CFS)21. As an MOEHE owned and institutionalized project, CFS interventions included

medical and food provision, awareness raising and education,

infrastructure improvement. Another case of inter-

organizational cooperation is the contributions towards the

activation of Child Protection Networks in West Bank and Gaza

Strip under the supervision of MOSA. YMCA and Palestinian

Red Crescent Society is a third case of instance. Cases of intra-

organizational cooperation were reported in some of MOEHE

projects like road safety project, the thematic club project and

others.

Cooperation was emphasized as essential to maximize benefit

of interventions. However, two considerations were

emphasized to promote effective cooperation:

A) To promote a unified understanding of concepts

20

Mai Mustafa, Ministry of Planning 21

The selected training within child friendly school (CFS) project was substituted with road safety project as CFS is planned to undergo a comprehensive project evaluation process.

“UNICEF – as the body who can

oversee all related interventions,

should promote communication,

coordination and harmonization

of interventions among all local

partners”

Naimeh, Head of CCE psycho-

social unit

MOSA has a clear vision for child

protection and clear intervention

demands on the national level. However,

it lacks human &financial resources

specifically on governorates level. It lacks

clear action plans and internal

regulations that would facilitate projects

intervention. Bureaucracy in decision

making is also a challenge. Hence, MOSA

& UNICEF promoted the formulation of

Child protection networks in cooperation

with local organizations to act as an

extension to its’ body to activate

interventions on the ground.

Asmahan Nasser, UNICEF

25

used and to agree on comprehensive intervention strategies in targeting the

development gaps.

B) To agree on complementary interventions with clear division of labor and clear

communication system to promote flow of information and facilitate planning. A

referral system in cases of child abuse is highly demanded.

3.1.3. Trainings Administration and Venue

In general, more than half of respondents to

questionnaires administered were positive about

training administration. Approximately 60% of

respondents – with limited variation across

gender- think that the training instructions and

information were clear, the administrative

arrangements are appropriate, training outlines

were handed before the trainings and that there

was enough time for them to arrange for the

training sessions. In regard to provision of

assistance when required, female respondents

were more positive than male respondents.

However, during discussions with MOEHE in Gaza,

some participants highlighted that they were not briefed pre-informed neither did they receive

the training materials before the sessions. “We

were only informed to attend the training”,

In relation to respondents’ feedback regarding

training venue, more than 60% of respondents

agree with the appropriateness of the place and the

availability of training equipments and facilities

although with higher percentages among female

respondents. In group discussions, it was noted that

participants in central trainings especially training of

trainers express satisfaction in training venue while

governorate trainings mainly in community based

organizations and rural areas express dissatisfaction

about training venue and available facilities.

26

3.1.4. Training Design - Development of training curriculum and material : A need to develop capacity gap assessment indicators and processes, and post training behavioral change at work place

During interviews with partner organizations, it was obvious that organization actors are aware

of the methodological process of developing training materials and curriculum. Almost all

interviewees referred to the underlying assumption that

curriculum development should be based on needs assessment

processes and the identification of clear training objectives.

However, the awareness of interviewees on the different levels

of training objectives was minimum. There are three levels of

training objectives that should be clarified while planning for

training activities. However, organizations awareness was mostly

directed towards the first level. These three levels are:

a. the level of knowledge, skills and practices

b. the level of behaviors change in the work place

c. the level of key organization performance indicators

In general, training objectives and material content were derived

from the overall objectives of the projects under which training interventions are planned and

implemented. Perceptions of focus groups indicate that , between 50% and 70% of respondents

think that training objectives and training sessions were clear with higher perceptions among

female respondents particularly in relation to clarity of training session objectives. In addition,

approximately 60 % of respondents agree with a number of surveyed criteria including; a)

logical organization of training material, b) the appropriate size of training material, c)

Training objectives were related

to empowering facilitators in

Gaza with a knowledge base and

skills related to non-violence,

democratic principles, child

rights and also advocacy and

campaigning skills. This was

deemed relevant and much

needed given the escalating

political conflict in the Gaza strip

which has affected all people

including children.

Panorama interviewee

27

perception of training design as a model design, d) clarity and relevance of presentations, e)

and relevance of training handouts.

In a contribution to verify respondents’ feedback about clarity, organization and relevance of

training material and curriculum, the evaluation team has compiled the training materials of the

selected training sample (where available) and has conducted a material review according to

a set of general assessment indicators. The matrix below provides a summary of the assessment.

Organization

Name of selected trainings

General Indicators for Assessment of Training Material s

Status of material

Based on needs

assessment

Clear training

objectives

Clear sessions’

objectives

Comprehensive & logically

sequenced

Interactive training methods

Practical exercises available

Relevance to work

Pre-post assessment

Go

vern

me

nta

l Org

aniz

atio

ns

MOH Training in strengthening technical skills and knowledge of health facilities implementing IMCI strategy

Not received

--------------

---------

------------

------------

---------------

------------

-------------

------------

Training on establishing neonatal MIS, neonatal monitoring , data collection and reporting system

Not received

--------------

---------

------------

------------

--------------

------------

------------

-----------

MOEHE Training of school health teachers on road safety

Not received

------------- ---------------

------------ --------------- ------------ ------------ ---------- -----------

Training on thematic clubs

Received unidentified Medium low Irrelevant: the training was merely a sensitization session for a couple of hours.

Training of primary school teachers of grades (1-6) in developing teachers’ theoretical and practical knowledge in school subject didactic (central training with MOEHE)

Received (only TNA)

high ----------- ----------- --------------- --------------- ------------- ------------- --------------

Training of learning theories to develop supervisor’s skills and knowledge base on current learning theories and techniques and to sustain and improve the quality of teaching (TOT).

Received unidentified high high high high high High Medium /no follow up mechanism to assess workplace behavioral change

Training in child rights mainstreaming Received unidentified medium unidentified

medium medium low medium Low

Second Phase of training librarians on “ Preparing a strategy for librarian training , activate school libraries and encourage reading” MOEHE

Received unidentified high high high high medium High Medium

Training on diagnosing education process

Received medium high high high high high high Low

29

Organization

Name of selected trainings

General Indicators for Assessment of Training Material s

Status of material

Based on needs

assessment

Clear training

objectives

Clear sessions’

objectives

Comprehensive & logically

sequenced

Interactive training methods

Practical exercises available

Relevance to work

Pre-post assessment

MOSA Training on “ Capacity building for child protection social workers” (in cooperation with BZU/CCE)

Not received

----------- ------------ ------------ ---------- ----------------

------------ ------------- ---------------

ToT training “ awareness raising on exploitation and violence against children

Not received

------------- --------- ------------ ------------ -------------- -------------- ------------ --------------

MOYS Training in drama and creative writings

Received

but not

UNICEF

training

materials

unidentified high high high high high high Medium

MOP/ NPA

Training in child friendly policy development, OR training on child rights mainstreaming mechanism

received unidentified High high high high medium Medium (no practical cases from field)

Medium (behavioral change assessment not identified

No

n-

Go

vern

me

nta

l O

rgan

izat

ion

s

DCI Training for professionals on Capacity building

Not received

--------------- ------------

------------- ----------- ------------ ------------ -------------- -----------

Panorama

Training of trainers on promoting non-violence

Not received

-------------- ------------ ------------ ---------- ------------- ------------- ------------- ------------

PRCS Training on Mine risk education

Not received

-------------- ------------ ------------- ----------- ------------- ------------- ------------- ------------

Tamer Institute

Training of facilitators who train adolescents who have low level of academic achievement that have dropped out of school or have the potential of dropping out.

Received Medium (based on FG)

High High Medium High High High Medium

30

Organization

Name of selected trainings

General Indicators for Assessment of Training Material s

Status of material

Based on needs

assessment

Clear training

objectives

Clear sessions’

objectives

Comprehensive & logically

sequenced

Interactive training methods

Practical exercises available

Relevance to work

Pre-post assessment

Training of local management committees on involving adolescents in decision making

Received Medium (based on FG)

high high medium high high high Medium

Canaan Institute

Training on “support child protection campaign”

Not received

------------

--------------

-----------

------------

-----------

-----------

-----------

-------------

Pyalara Training of youth facilitators (18-25 yrs) on methods to promote life skills of adolescents including meaningful participation of adolescents.

Received unidentified high high medium unidentified

unidentified

high Unidentified

Ma’an Center

Training of facilitators on empowering Palestinian adolescents

Received unidentified medium Unidentified

High medium medium High Low

BZU/ CCE

Training on “ Capacity building for child protection social workers

Received high high high High high high high High

PCDCR Training on psycho-social support for children

received unidentified high high high high high high Unidentified

Prominent observations in the matrix: The prominent observations in the matrix are related to the integration of needs assessment processes and the effectiveness of pre and post training assessment indicators. It is obvious that partner organizations follow different approaches in developing their training materials and curriculum and there is a need to build partners capacities on how to methodologically develop curriculum and assessment measurements in order to maximize the learning outcomes during and after the training session.

In relation to the Incorporation of training material into the organization system: During interviews with partners, discussions have revealed that some local partners have their training materials documented and archived, others do not keep them archived and some others are in a constant process of developing them from training materials into manuals. There was a strong need to archive training materials either in

31

UNICEF or in local partner organizations for future utilization and benefit of already invested efforts. UNICEF child protection section seems to have paid attention to this matter and “have copies of developed materials in its archives”22

22

During interview with Asmahan Nasser, UNICEF

32

3.1.5. Training design - Training

methodology:

Training design: Two types of training were common in UNICEF-supported trainings i.e. cascade

(TOT) trainings targeting the main partners in UNICEF supported projects, and beneficiary

trainings targeting teachers, students, children, adolescents and local communities in the

different governorates of West Bank and Gaza Strip. Some sensitization sessions were however

also identified in some projects like the thematic club project and the duration of each session is

just a couple of hours.

Duration of most training activities is about one week period. Few training activities e.g. the

training of librarians (120 hours) and capacity building for social workers (446 hours) lasted for

longer periods. During interviews, it was reported that some trainings were delivered

successively or consecutively while others were divided into episodes along the project

implementation process. Interviewees tend to favor the episodes’ design; “episodes help us

maintain contact with our trainees. This design helps us to discuss trainees’ reflection on the

theoretical part of our training. We assign field work between the episodes”23, “at the beginning,

we used to deliver all training activities at once. Later, we integrated follow up sessions and

meeting discussions. This design proves more effective to keep communication with our

facilitators”. MOP and MOEHE interviewees stated that if support to projects will be renewed,

they will work on developing the training design to integrate the episodes approach24.

23

BZU/CCE interviewees. 24

Mai from MOP and Ayman from MOEHE

34

Training method: According to respondents’ opinions, approximately two-third of respondents

think that the training methodology adopted a learner-centered approach with interactive

teaching/ learning methods including group discussions and practical exercises. A similar

percentage of respondents think that discussions were useful and that they have engaged in

different activities. However, less male respondents think that the allocated time for discussion

was sufficient or that the sequence of sessions was logical. More female respondents think that

they will adopt the same training method if they got the chance in the future.

ICT in training: Opinions on integration of ICT in

training was relatively low compared to

respondents’ feedback on other assessed indicators.

Opinions of the contribution of websites in

facilitating training processes or in facilitating

exchange of experiences among trainees before,

during and after training activities were also low.

However, a higher percentage of respondents

believe in the potential usefulness of websites as

part of the training methodology though the

percentage remains around 50%. This is indicative

of the need to raise awareness about the

potentials for utilization and the effect of

integrating ICT in training.

3.1.6. Training Targeting: Client involvement, training needs assessment, selection of participants and trainers

During interviews, it was reported that training planning and curriculum development is mostly

performed in central offices of partner organizations with minimum involvement from

directorates or UNICEF zonal offices. “we developed our training material in reference to

required capacities to perform project activities rather than participants capacity gaps”, PCDCR

interviewee.

In the case of MOEHE, although the ministry tends to recruit a training outreach process which

principally follows the snowballing approach, yet training materials are also developed centrally

with the assistance of either experienced in-house staff or it is outsourced to an

expert/consultant or individual in the field. Principally, MOEHE conducts three levels of training

activities;

a) Central trainings at MOEHE targeting heads of sections in MOEHE governorate offices;

b) Governorate trainings targeting relevant teachers and supervisors from selected

schools; and

c) School level trainings targeting teachers, students and the local community.

35

Training needs assessment (TNA): The most popular method for needs assessment was to

conduct a general assessment workshop with the stakeholders/beneficiaries using a pre-

training assessment questionnaire. TNA and pre-training assessment on the first day of training

events is different. There is limited time for the integrated process of analyzing organizational

performance needs together with the job description of trainees and trainee competencies. The

development of training materials mostly depended on the project objectives and the assumed

roles to be played by the trainees instead of being based on the assessment of the different

competency levels of trainees. Again, the assessed competencies were mostly restricted to the

knowledge component. There was limited assessment at the level of skills, attitudes and

practices. “For instance, MOEHE teacher recruitment interviews assess candidates qualifications

upon their knowledge achievements rather than placement capacities. It is not a placement test.

It is an achievement test. MOEHE should work on developing its’ measurement and assessment

indicators”25,

Training needs assessment was emphasized during MOEHE interviews. For example, the

coordinator of child rights awareness project emphasized the importance of the training

content. However, Mr. Anboosi stated suggestions for future improvements; a) conduct a

comprehensive needs assessment for school counselors; b) provide resources to facilitate the

implementation of learnt experiences within targeted schools, c) the need to invest in training

of trainers from the counselors themselves instead of outsourcing to expert trainers; and d) to

develop the training material based on capacity intervention gap.

Based on interviews, it was obvious that there is a need to development individual assessment

indicators for knowledge, skills and attitudes. There is also a need to link individual capacities

with organizational and environmental capacities before the start up of the process for

planning trainings.

Strategic participant selection: In principle, the process of selection of training participants

should contribute to the improvement of both individual capacities and organizational behavior

change. The selection process should ensure relationship between type and content of training

on one hand and participants roles and job responsibilities on the other. Consideration for

participants’ commitment during and after the training intervention is deemed critical especially

when the focus is on organizational behavior change. The selection process should be strategic,

competitive, and transparent and based on clearly identified criteria.

During interviews with partner organizations, different selection processes emerged. In the first

category, are governmental bodies, and the trainees were mostly from the staff of the ministry

itself. In the second category of government ministries and agencies, trainees were from

25 MOEHE interviewee, Department of measurement and assessment.

36

cooperating ministries and non-governmental organizations who were involved in the supported

projects. MOEHE falls under the first category while MOP and MOSA mostly fall under the

second category. “We usually send the ministries a letter to nominate people for the training and

they send the people . In some cases, we ask organizations to avoid selecting participants who

joined similar training before”. MOP interviewee. Cases were also reported about clearly

developed trainee selection criteria in relation to

required academic qualifications, experience, relevant

work, geographical variety, gender variety and

commitment. However, it is also worth noting here the

feedback of focus group participants who highlighted that

participant’s selection followed no clear criteria. They

said that in most cases, it was considered an “award”26.

Khawla said “ the headmaster told me: you are active

teacher, so you will have training, so I have a lot of

training courses while others in my school never attend

one. Teachers with negative behavior in training sessions

are excluded”.

During interviews with the different MOEHE departments, it appears that the departments

follow a specific selection criteria for schools, teacher and supervisor trainees. Some

considerations include: geographical distribution, gender, reaching-out to marginalized areas,

availability of relevant people who will be in charge of project and training intervention. For

example, child rights awareness raising is an MOEHE project implemented by the department of

counseling. One criterion for school selection was the availability of a school counselor in place to

facilitate the process. Despite these considerations, it was noted during interviews that the

selection process tended to prioritize schools which implement the child friendly schools

project. For example, the thematic club project was mostly implemented in the schools selected

under the child friendly schools project

Cases of selection of wrong or inappropriate trainees were also reported by interviewees27, for

example, the participation of a pregnant teacher in outdoor education training. Instances of

repeated trainings were also mentioned as well as cases

where trainees were obliged to participate regardless of

their readiness, willingness and commitment. This was

affirmed during MOEHE focus group discussion in the North

of the West Bank.

As for non-governmental organizations, most NGOs

interviewed stated that they undertake an recruitment

26

Focus Group Discussion for MOEHE in Gaza Strip 27

Kanar, UNICEF Zonal office , Nablus

Psycho-social support intervention

in Gaza Strip: PCDCR experience

Due to on-going traumatic events,

we needed specialized staff for

group and individual counseling and

psycho-social support. We

cooperated with universities and

related organizations. Our trained

activators were helpful with group

counseling but the experts available

for individual sessions were limited.

PCDCR interviewee

Developing employee capacity file:

Ministries should ensure the availability

of a data base system for training

interventions on the directorate level.

There is a need to build a system that

facilitates tracking of how many, how

long and what type of trainings each

ministry employee has participated in.

Development of school capacity file:

The same profile should be available at

school level where human resource

capacities can be tracked as well as

school environment capacity.

37

process that can reach out to outsiders when planning their training activities. Organizations

tend to announce through newspapers, billboards, community clubs and other means. A

selection criterion is set and then an interview is conducted. Cases were also reported when

organizations prioritize their volunteers to participate in the training activities and to perform

contracted work from within the projects, with the justification that their volunteers are familiar

with the organization’s culture and have similar work experience. Some organizations like

PYALARA, PCDCR, Canaan Institute and others have also targeted university graduates.

Ensuring trainees’ commitment to the training objectives and post-training processes is very

critical in the selection process. During focus group discussions, trainees’ commitment was

highlighted as a critical factor determining behavior change in the workplace. Although most

participants reflected enthusiasm, dedication and spoke proudly of their experiences; however,

that was not the case for everyone. For instance, some participating teachers said that their

participation in training was simply performing an obligation. In addition, others expressed

frustration due to school infrastructural constraints, insufficient resources, limited flexibility,

limited incentives and the heavy teaching work load which allows limited time for activities

promoting messages outside the assigned curriculum28.

3.1.7. Trainers qualification and technical capacities:

In general, partners have followed two pathways in recruiting trainers; a) develop in-house

trainers among employees with many years of field experience , or b) out-sourcing to individual

trainers or capacity building organizations.

In relation to the respondents’

perceptions of trainers’ qualifications,

an average of approximate 60% of

respondents - of both sexes - agreed on

some relevant indicators including; a)

trainers’ knowledge about subject, b)

trainers creation of good learning

environment, c) harmony in training, d)

good preparation, e) showing respect

and f) the utilization of interesting

presentation methods. However, a

gender gap in responses appears in

relation to trainers’ flexibility in

planning. The side figure holds a

demonstration.

28

Focus group discussion with MOEHE, Gaza

38

3.1.8. Training Follow up and Organizational context: During interviews, it was clear that not all

supported projects or trainings activities

integrated a follow up process with the

trainings; be it in the form of continuing

training sessions, meetings, coaching or on

the job trainings. MOP training was one

episode training, for instance. In focus

group discussions, it was also clear that

the opportunities and capacities of non-

governmental organizations to apply the

learnt experiences was higher than

ministries. Approximately 60% of

respondents stated that they have

implemented their learnt experiences at

workplace and approximately 50% of them

think that they are ready and able to deliver training activities.

In cases of non-transfer or poor performance at work place, respondents – in focus group

discussions - referred to many reasons such as:

a. Not knowing what they are supposed to do

b. Not knowing how to do it

c. Not knowing why they should do it

d. Inappropriate to workplace and their job

roles and responsibilities

e. Not motivated (poor attitude)

f. Incapable of doing it (poor skills)

g. Insufficient time to do it

h. Poor organizational management and

support

i. Inadequate organizational policies, rules and

regulations to support application of new

knowledge, skills and experiences gained

j. Inadequate resources

The last three reasons were more relevant to

governmental bodies than non-governmental bodies

although some variations occur among governmental

bodies themselves. While MOP-UNICEF supported project

and training design included no follow up component

under the assumption that it lies under the responsibility of the trainees’ organizations, MOEHE

“if we use children literature in teaching

the lessons, it will be very interesting for

pupils and teacher, but we barely have

time, the curriculum is loaded and school

administration holds us accountable if

we don’t cover it… But, the training was

beneficial on a personal level ”

“ In training for diagnosis, we didn’t

have sufficient trainees in each

governorate to conduct diagnosis in

schools Only two teachers from each

governorate were trained and allocated

to work on the diagnosis; two teachers

are not sufficient compared to existing

number of students who suffer from

learning difficulties”.

Saeda, MOEHE FGD, Gaza

39

has integrated and activated a certain level of follow up process within its’ implemented

projects including site visits. However, MOEHE follow up processes need to be elaborated and

mainstreamed including regular coaching sessions. In addition, follow up processes face

challenges which limit its effectiveness; for example, in the case of trainings for counselors, the

feasibility of applying the learning outcomes in the school environment is constrained by the

available time. Counselors usually apply learning outcomes only through multi-classes counseling

sessions or when substituting an absent teacher class. Counseling is not mainstreamed yet within

regular classes’ schedule29.

Organizational environment or context is a critical variable for success in post-training and

workplace application of training outcomes. The availability of a supportive organizational

environment facilitates the application of learnt experiences in the work place and creates

behavioral change at the organizational level, which ultimately leads to the achievement of

organizational development goals and objectives. The organizational environment and

capacities can be related to human and financial resources, equipment, incentive plans,

supportive legislative framework and processes, in addition to effective organizational structure,

clear line of communication and job description. The commitment, will and the collective

determination of the organizational staff is critical for organizational growth.

3.1.9. Monitoring and evaluation of training processes and content

An average of 56.7% of FG respondents

indicates that pre-post evaluation

processes were conducted. However,

elaboration on assessment indicators in

line of Kirk Patrick framework remains a

need.

Local partners - governmental and non-

governmental - have varying capacities in

relation to monitoring, evaluation and

reporting of training processes. In general,

local NGOs seem to be more effective

technically than governmental bodies i.e.

in relation to documentation, archiving,

planning and reporting, integration of

monitoring and evaluation etc. Some

ministries need capacity building in administrative and management skills including

documentation and reporting in addition to professional skills development. According to

UNICEF Chief of Health sector for instance, there is no training needs assessment at the Ministry

29

Interview with Bashaar Anbosi (from where?)

40

of Health. MOH submits progress reports only indicating that activities are performed. Follow up

processes between UNICEF and MOH are limited. For planning and follow up purposes, the MOH

has to develop an archiving system. UNICEF needs to know

further details including how trainings are planned, designed

and performed as well as the challenges faced and targeted

participants. There is a need to improve accountability and

facilitate the flow of information among stakeholders and

partners30.

30

The evaluation team also faced challenges in the process of collecting data, documents and follow-up with MOH focus group discussion participants. Limited information was available on training processes and who participated in what training activities and where between 2006-2007. The list of training participants provided was hand written.

Pre and post assessment reports are

available in our section but that is

on the output level. We need to

assess the outcome level. Outcome

assessment indicators should be

developed and applied.

Child protection, UNICEF

41

3.2. Highlighted Organizational Cases

3.2.1. Case One: Adolescents learning spaces (centers) project: a Case for UNICEF-NGO

cooperation and training intervention

UNICEF project partnership was with two local organizations; Tamer Institute for Community Education and Ma’an Development Center.

The project sought to promote children/adolescents’ knowledge and life skills as well as integrate them into the community. The project

also sought to improve the academic level of low achievers at school through the learning spaces in which subject zones are activated in

areas related to math, science, and Arabic, music, drama, and computer skills. Project implementation partners include children

beneficiary, adolescents, project coordinators, local management committees, youth facilitators or activators mainly youth graduates and

teachers. The distribution of learning spaces (centers) was gradually increasing with complementary geographical division of labor among

local partner organizations. Majority of the Tamer institute project sites were in the different districts in West Bank while majority

intervention of Ma’an Center was in the Gaza Strip. The process of selection of coordinators and activators was based on specific criteria

that meet the learning objectives of the project. For instance, activators should have natural tendency towards interactive learning

methods, believers of in the rights of children and adolescents, be friendly and acceptable in their local communities.

Training design and method: To promote project success, the technical capacities of actors/implementers were assessed and training

needs were identified for the majority of them. “With Ma’an center, the assessment process was less, since target beneficiaries change

every couple of months”, (focus group participant). Training interventions was delivered in areas related to interactive learning, pedagogy,

effective communication with adolescents, life skills building including problem solving, self confidence, decision making, rights and

responsibilities and logical thinking. Coordinators were oriented about the project, and were involved in the planning processes. Training

on administrative and managerial skills was requested as a catalyst to help them play their role. Local management committees also

participated in training mainly related to community development and youth participation. The active learning approach, in which trainers

facilitate the exchange of experience among participants with a focus on success stories, was adopted. Coordinators also participate in

training design. In the first year of project implementation, training was provided successively at the initial phases of the project. Later on,

the same daily training hours were reduced and stretched to cover multiple-training phases where each phase of training is based upon

emerging needs from the field. Follow-up discussions, individual meetings and continuing training was integrated although to varying

degrees among partner organizations. “This way we keep in touch with our coordinators and facilitators as the project is implemented. We

also try together to come out with solutions to problems they face. The training turns out to be practical this way”, Tamer interviewee.

According to focus group participants, activators practiced what they learned. The training refined their experience and enabled them to

work with different ages of children, especially adolescents. It enriched their capacities in understanding the problems of children and how

to solve them. “Ahmad from Gaza was a hard case. He used to aggressively refuse to join the learning club. Nowadays, he is one of our best

activators”, Tamer coordinator, Gaza.

Selection of trainees: Selection was usually through advertisements in local newspapers and partner centers. Partners then screened

applications and interviewed applicants before selection.

M&E: Interim assessment sessions were performed

Highlighted achievements: a) Gradual increase in number of learning spaces. In case of Tamer institute, the number was only four in 2006,

increased to 18 in 2007 and to 38 in 2008. Almost 20% of the learning spaces were in the Gaza Strip. “Attitude of local community towards

learning spaces was challenging. They refused to send their children mainly girls to the learning spaces. They thought it is waste of time.

Now, they have accepted it”, Focus group participants, Gaza. B) Partner organizations managed to step ahead to enhance cooperation and

harmonization of their interventions. Coordination meetings take place among them. C) Integration of follow up components to training

activities. D) Facilitators who are also teachers have integrated the interactive learning methods into their classroom.

“Niveen is a math teacher. She told us that now she can prepare for her lessons much better than before the training. Her colleagues are

impressed on how she employs methods of active learning. The children used to dislike math and considered it a boring a lesson but know

it is their favorite subject. She said “my colleagues told me this is the first time we see the pupils like math a lot more than any other

subject”, Focus group, Gaza. Another story is “three years ago, the local community in Tulkarem was not accepting female participation in

the clubs. The facilitators and local management committees consistently promoted female participation and today, female adolescents

participate and some sessions include a mixture of genders”.

Challenges: A) During project implementation, adolescents demanded for an English zone but project adaptations were not feasible in the

middle of project implementation. B) Insufficient quantity, sometimes poor quality and delayed delivery of equipment and supply. C) Entry

and exit of new implementors/actors over the years, which demanded on-going training and sensitization process which was not budgeted

into the project design. Partners had two carry out trainings using other resources from the organizations themselves. D) Resistance of

community to concept of learning spaces and the utilization of interactive methods. E) Community resistance to mixed sex gatherings and

trainings. Community awareness raising turned to be a critical component for project success.

”

42

3.2.2. Case Two: MOEHE Training on Learning Theories:

MOEHE Training on Learning Theories: Though corresponding to MOEHE strategic plan and material development based on supervisors’ capacity assessment process; yet, the workload and system restrict the dissemination process and follow up on knowledge and skills acquired by school teachers. Relevance of intervention: In the current medium term strategic plan, investment in developing the supervision system is an MOEHE priority. MOEHE recruits approximately 520 supervisors in the West Bank and Gaza Strip. On average, each supervisor is responsible for supervising 70 to 85 teachers and also upgrading their knowledge and skills through either scheduled visits to schools or through his/her residency at specific schools. Approximately 25% of supervisors are currently resident supervisors. Clarity of Objectives: The training intervention set clear objectives based on a comprehensive assessment of supervisors’ capacities which the department of training and supervision has implemented before the training intervention. Training objectives include: A) to acquaint supervisors with learning theories. B) To apply theories learnt to the school environment c) to acquaint supervisors with interactive learning methods and techniques including case studies, group work, discussions etc. Highlighted achievements: The training outcomes were integrated into supervisors schedule and work. The improved capacity of 450 trained supervisors to associate theoretical and practical knowledge improved teaching practices at school level. Training design & curriculum development: Training materials were developed to fill capacity gaps which were raised in the comprehensive assessment report. Two training materials were developed and while one was for trainers and the other was for trainees. Experienced experts including supervisors with strong field experience developed the materials. The training design was not a one episode event. Rather, it was divided over training episodes allowing some space to apply and reflect on the theoretical learning. The training started with a central TOT training and was followed with governorate level trainings. The follow up process was through field visits by supervisors or the head of supervision section at governorate level. M&E: Pre and post assessment was integrated into the training sessions. Associated challenges: a) workload in supervisors schedule has limited their availability to activate the supervision process. For example, 225 English teachers in Bethlehem governorate are followed up by three supervisors. B) The process of exit and entry of supervisors (some have retired, were promoted or are newcomers) demand new training interventions and skills upgrade. C) Trainers’ commitment i.e. sometimes, supervisors participate in trainings out of obligation rather than commitment. D) Difficulty in transportation of supervisors to schools. A supervisor has to cover a minimum of two school visits per day. This in return limits the time a supervisor spends in each school, which sometimes demands communication with multi-school actors. E) Teachers with traditional conception of the teaching process and methods demand more time to change their classroom behavior. This also raises a challenge in time.

Recommendations: A) support further trainings but with control over quality and training methods. B) Further develop and elaborate on the training material and design. C) Develop communication and work mechanism to overcome time limitations, d) Develop the capacities of the department of training and supervision mainly in relation to impact assessment and follow up measurement.

43

3.2.3. Case Three: Child Rights National Plan of Action: an intervention experience affirming

the need for comprehensive & coordinated efforts

Child Rights National Plan of Action: An intervention in need of coordinated efforts: Two project interventions

are under this UNICEF/MOP cooperation; 1) Law and policies reform in support to child protection, 2) Human

resource capacity building for ministries and NGO actors in child protection. The second component is aimed at

enhancing the applicability of child rights principles and mechanisms. It is 38-hour training in areas related to

proposal writing, strategic planning, donor negotiation, child rights related legislations and policies, integration

of rights based approach, and developing child rights sensitive budgets.

Participants’ selection: participants were active in child protection work and were nominated by the network

organizations with no intervention from MOP.

Learning achievements: a) participants from ministries strengthened knowledge and skills related to mainstreaming child

rights. b) Learned about mechanisms supporting Child protection network. c) Learned about roles/responsibilities of

network actors. D) Helped them to act as potential allies

Training design: Training material is pre-set and developed in reference to the expected learning outcomes rather than in

reference to the assessed capacities of participants. Pre and post training assessments were conducted but in relation to

trainees satisfaction and individual learning outcomes. Training method was participatory. Cases were discussed and

solutions were suggested including limitations and obstacles.

Highlighted achievements: MOP contributions towards training resources available at the network organizations.

Limitation and challenges: a) Being only a training intervention, no follow up action to monitor behavioral change was

carried out. No memorandum of understanding was signed with participating organizations to play this role either. b)

Changes in individual learning were more than behavioral changes at workplace. Ministries suffer scarce resources,

minimally supporting organizational culture and determination to work, in addition to the unclear structure, regulations and

job descriptions. c) Limited coordination with other UNICEF-funded child protection training interventions. Instances were

reported about similar training themes targeting same participants from child protection network organizations at the same

period and implemented by organization with UNICEF funds.

Recommendations: a) Enhance communication and coordination with partner or implementing organizations and UNICEF

ensure more inter sectoral links among programmes and projects being supported. b) Improve training design to first, not

deliver trainings as a one shot but stretch it over a longer period and second, integrate follow up mechanisms in between. c)

Conduct capacity assessment of trainees and design of training interventions in relation to existing capacities in ministries.

44

3.2.4. Case Four: Psycho-social Counselors’ Diploma: A case of organizational challenges

facing behavioral changes at workplace

Psycho-social Counselors’ Diploma: A case of organizational challenges facing behavioral changes at workplace:

Twenty-five social workers from MOSA in West Bank have participated in a year-long (430 hours) psycho-social counseling

diploma as part of MOSA/UNICEF partnership and in cooperation with Birzeit University Center for Continuing Education (the

implementing organization).

Highlighted achievements: a) The integration of 150 hours individual coaching into the program. b) The integration of two

levels of training assessment; trainees’ evaluation of their trainers and vice versa. c) The professional diploma design, trainees

targeting and methods applied were accredited by stakeholders including UNICEF, MOSA, and interviewed trainees.

d) Selection of participants followed specific criteria including a pre-requisite diploma, geographical representation, gender

representation, experience in the field, committing to the training and work commitment for at least two years after the

training. e) Training method was based on participants self assessment, self development, applied cases, site visits, individual

and peer reviews, coaching, planning and implementing psycho-social interventions in workplace.

Challenges:

i) Human capacity development in an inappropriate environment might not empower but cause depression to trainees. The

absence of appropriate job description, insufficient resources, support staff and structure hinders the achievement of learning

outcomes. For instance, after training, the family counseling department was closed due to structural changes initiated by the

new MOSA minister. Due to the centralized decision making approach, the point of reference was unclear to field counselors

and this impeded action and response to cases of children requiring counseling.

ii) Ineffective resource management and plan within the ministry: Trained counselors were promoted into administrative

positions rather than professional ones due to a lack of appropriate promotion system within the ministry although post

training adaptations were requested. This caused a loss of professional staff in the districts. After promotion, these trained

counselors were substituted with less qualified or unspecialized personnel like the case in Hebron governorate MOSA office

which recruited only one counselor and is severely understaffed.

iii) Personalized relations, centralized decisions and absence of clear policies and procedures delay counselors’ response to

children victims in districts especially the serious and sensitive cases like child abuse or rape.

iv) Legislative challenges: Palestinian child law provides legal protection for children. However, legal processes and mechanisms

sometimes do not act in favor of children rights. For instance, in cases of female children raped by relatives. The police cannot

take action, unless a file is opened by her guardian, hence jeopardizing the right of protection for the raped child.

45

3.3. Highlighted Challenges

3.3.1. Partners related challenges:

The prevailing political conflict and instability hindered the implementation of

UNICEF-assisted projects and training activities by partners. This specifically was

associated with partnerships with ministries. The period between 2006 and 2007 witnessed

episodes of internal and external conflict. This includes the Palestinian elections in 2006 and

Hamas takeover of Authority in Gaza, internal fighting among political parties as

well as Israeli incursions and closure. The period also witnessed public employees’

strike for several months; thus hindering the planning and implementation of

partnership projects in almost all ministries. UNICEF reported in 2007, an

implementation rate of 60% for the education programme it supported. The staff

of the Ministry of Health went for unpaid salaries strike for six months which

affected the sustenance of immunization coverage rates. In Gaza Strip, Hamas

takeover of Authority in the summer of 2007 disrupted the leadership of

Palestinian ministries and created difficulties in channeling funds and managing

the planning and implementation of UNICEF-supported projects. Projects

implementation by ministries in the second half of year 2007 was suspended.

Prior to this disruption, UNICEF support was distributed in the proportion of 60%

for West Bank and 40% for Gaza Strip. In addition, the paralysis of the legislative and executive

bodies in the Palestinian Authorities affected not only the planning, decision making and

coordination processes inside ministries (in relation to institutional and human resource

capacity building) but also led to delays in the development of policies and legislations which

affect the situation and living conditions of the ultimate targets of UNICEF interventions -

children, adolescents and women. For instance, there was a delay in drafting Social Affairs Laws,

amendments to Child Rights Law and Juvenile Justice Legislation.

Public sector cross-related challenges: A number of challenges relates to the

manifestation of unclear mandates, lengthy bureaucratic administrative procedures,

issues pertaining to accountability and transparency, centralization in decision-making,

inadequate legislations, outdated forms of recruitment and promotion process, low-

paid civil servants, and a relative absence of an incentive system and motivation.

The measurement of UNICEF training achievements and impact on improving the

living conditions of Palestinian children and adolescents remains a challenge. This is

related to different reasons including the need to develop the circle which connects trainees’

capacities assessment; trainee roles, responsibilities and working conditions; institutional

legislations and policies, with training objectives, curricula development, methods and design.

Based on testimonies from different ministries (MOSA, MOP, MOEHE), Human resource

development is not separable from institutional and legislative reform as well as the sector’s

UNICEF is continuing project

implementation in Gaza but

has limited its cooperation

with Ministries to technical

(DG) level staff since mid

2007 due to the

administrative division in the

Palestinian Authority.

Political instability and

closure of borders deprived

Gaza trainees from

participating in Nahr El-

Bared training about child

protection.

46

nation-level objectives and priorities. Furthermore, monitoring and evaluation plans should be

developed and mainstreamed as integrated and interagency tools for standard setting and

quality control measurement. Partnerships with academic institutions might improve

institutional standard setting capacities in this area.

Assessment of training impact remains a challenge: Impact assessment of specific projects and

trainings is challenging particularly when other related interventions are in place. For example,

UNICEF and UNESCO are supporting MOEHE in two separate but related projects. UNICEF

supports a math and science kit project aimed at improving teaching/learning methods in two

subject matters. UNESCO supports science laboratory project which also intends to improve

teaching/ learning methods. Hence, improvement in science education cannot be exclusively

associated with UNICEF interventions31.

Ensuring ongoing communication, coordination and harmonization

among the different stakeholders remain a challenge to aid

effectiveness including training interventions. Despite the earlier

achievements mentioned, cases of duplicated, repeated, irrelevant and

partial trainings were reported by stakeholders. Conflicting relations

were also reported among local partners due to lack of clarity about

division of roles and responsibilities of partners. The MOSA/Panorama

relation within the Child Rights and Advocacy project is an instance

where each organization perceived itself as the leading organization of

the project although a steering committee from local organizations was

formulated. On the other hand, a successful coordination was reported

in the clear division of labor between YMCA and Defense for Children International (DCI) in

delivering psycho-social and legal support to violated children. YMCA was responsible for

psycho-social support while DCI was responsible for the legal support32.

There is a need to promote effective communication and develop mechanisms to ensure

communication, coordination and harmonization on several levels; a) among civil society and

local community organizations; b) between civil society organizations and Palestinian

governmental bodies; c) among governmental bodies themselves; d) between local partners and

international organizations; and e) among international organizations.

Training needs assessment processes, where applied by stakeholders, was partial in its

approach: Needs assessment processes generally cover employees’ capacity gaps apart from

their roles, responsibilities or organizational structure. This was more common among

governmental organizations rather than non-governmental organizations. Employees’ capacity

assessment should be linked to organizational capacities and an environmental analysis. In some

31

Discussion with Magdi Muammar, MOEHE Interview with DCI

32

MOPS, MOSA through

BZU/CCE and DCI have

delivered similar training

themes for almost the

same participants or

trainers which was funded

by UNICEF. There is a

urgent need for

coordination, although

there were variations in

relation to scope of

training.

47

cases, job descriptions should be specified. It is only then that the design and content of training

interventions contribute to achieving behavioral change in the workplace.

Limited institutionalization of core intervention projects in some local partner organizations:

Cases of successful institutionalization were reported under the Child-Friendly School project

and the development of diploma for librarians within MOEHE. However, some ministries faced a

number of challenges. In the case of child protection interventions at MOSA, the

institutionalization process was hindered due to the frequently changing ministers, centralized

decision making process, on-going organizational restructuring, unclear roles and

responsibilities, unclear administrative and financial regulations, limited budgetary resources

and above all, the changing priorities in the Ministries agenda, with priorities alternating

between social and political agenda. Projects remained donor driven and donor oriented. “The

psycho-social support project was UNICEF/MOSA cooperation for three years. Once funding

stopped, the project stopped. It was not institutionalized in MOSA”, MOSA Interviewee33. DCI has

experienced UNICEF funding cut at the expiration of the project in 2008 and the child protection

network project in south West Bank is currently functioning at the minimum level due to similar

reasons.

Pressure in Time: The duration of some training activities was short and this limited the extent

of benefits derived from the training on the outcome level. In some other cases, training

activities were squeezed to be delivered over a short period of time in all districts and this had

repercussions on the regular work performance of trainees. School teachers, for example, had

to leave their schools to participate in project trainings which were planned for delivery over a

relatively short period of two months and this had negative consequences on students learning

process due to the unavailability of alternates.

Intra-organization coordination among departments (mostly applicable to governmental

organizations): Instances were reported about cases where trainees, after completing their

training, obtain job promotions from professional to administrative positions; hence redirecting

their energies to areas other than the area of their professional expertise. Thus job promotion

plans should be reviewed to ensure they not only serve the professional development of

employees but also fulfill the organization goals. In addition, cases were reported of teachers

changing their place of work with the consequence that they will not be able to deploy or use

the training knowledge and skills acquired.

Administrative challenges: This includes organizational bureaucracy and centralized decision

making processes which tended to delay the discussion and reconciliation process prior to

signing of work plans/agreements. On average, the process takes a minimum of five months of

the year in best case scenarios. In MOEHE, a further administrative challenge emerges with the

difference in the fiscal year and the calendar year which results in complications and time

33

Interview with MOSA

48

limitations during the implementation process. UNICEF fiscal year ends in December while

MOEHE fiscal year ends in August. Expenditures and reports on UNICEF-supported projects have

to be provided by December that is four months after the start of the scholastic year. Since the

process of work planning for the year takes several months (times till June of each year), the

only feasible period for MOEHE to implement activities at schools tends to be limited to

between September and December and this creates pressure on schools and teachers. For

example, under the Teacher Training project, 2,000 teachers were trained in one month at the

governorate level. Teachers were informed to participate in trainings, but classes were left

without substitute teachers34.

3.3.2. UNICEF related challenges:

UNICEF planning and administrative process is time-

consuming which hinders the effectiveness of project

implementation: Several cases were reported:

UNICEF supplies and equipments delivery usually delay

which results in either postponing the training

activities, delivering activities without equipment,

collecting alternate supplies from local resources, or

that the implementing partner provides supplies from

other resources as available.

Annual reviews, work planning and cash transfer

processes consume in best cases almost half the period

allocated for the annual projects. “We at MOSA know

that NGOs are more efficient and effective than us in

paper work, meeting deadlines and evaluation. We need to build our capacities in this

regard. However, the planning and contracting process should not take all this time. I

cannot remember a year when we signed the partnership contract before May. This is

not only applicable to UNICEF but also the ministry. Last year, UNICEF and MOSA

team spent 6 months in discussing, tailoring and putting on paper the interventions.

Once formulated, it remained five months on the minister’s desk until it was

approved. By then, it was the end of projects’ fiscal year. This is time and effort

consuming for both MOSA and UNICEF. It also pressures us in the implementation

phase. Some qualified cadre tends to quit”, MOSA interviewee.

Financial payments are processed upon the submission of deliverables from all

cooperating departments in MOEHE. Departments vary in the time they need to

conclude their activities.

Supplies and equipment usually delay

and sometimes they are insufficient

and of a poor quality. They get stuck

after a short period of time. UNICEF

purchases huge quantity upon

projects’ needs. It is hard to keep a

close eye on the quality of all

purchased items. We informed

UNICEF about this and we need to

find solutions. To avoid delay, we

might prepare for our needs in

advance.

Interviewees from Ma’an Center and

Tamer Institute

49

Turnover of UNICEF staff: The change of senior positions in UNICEF programme sectors

also affects time required for joint planning processes which understandably is

demanded due to the orientation of new international staff.

50

CHAPTER FOUR: Main Findings and Recommendations

51

35

Rossi and Freeman (1993)

Evaluation requires not only an accurate description of processes under evaluation but also a systematic assessment of the conceptualization, design, implementation and

utility of intervention programmes35

Main Conclusion

Recommendation

Ass

ess

the

rele

van

ce o

f tr

ain

ing

as

an

op

era

tio

na

l

str

ate

gy

for

cap

aci

ty-b

uild

ing

Insufficiency of training as the only interventions to build organizational capacities and create behavioral change at work place. For instance, in MOSA, the legislative framework and organizational procedures and system were challenging. In MOEHE, it was work load, trainees commitment, limited incentives given their low salaries and school environment itself where class size, number of students’ per class, administration system, resources, equipments are critical in implementing the interactive learning process and enhance education achievement of Palestinian students.

Need to invest in complementary interventions including: a) provision of services, infrastructure and required facilities, b) system and policy reform, c) advocacy and legislative reform, d) supervision The need to promote supportive organizational context including financial resources, supportive colleagues, supportive regulations and divisions of labor that would promote the use of the knowledge and skills received.

Conceptually, unlike progress in skills and knowledge, the progress of participants’ attitudes demands long term investment and intensive follow up process. The duration, scope and follow-up of the trainings conducted, were not sufficient to measure progress on the attitudinal level

Demand for long term capacity building interventions for target groups using a mixed approach of knowledge and practice to be complemented by coaching and on-the-job training

Application of knowledge and skills learnt during trainings tended to be more common with NGOs rather than governmental bodies although it is hard to generalize.

Where relevant, improve organizational environment including resources, decision making processes, legislations and procedures to facilitate the application of knowledge and skills learnt

Organizational incentive and promotion plans limit professional development of trainees and hence hinder application of knowledge and skills learnt.

Need to reform administrative and human resource development plans inside organizations mainly ministries.

Ass

ess

the

pro

cess

of

pla

nn

ing

tra

inin

g

act

ivit

ies,

Duplication and repetition of some training interventions

The need to ensure ongoing communication, coordination, clarity of roles/responsibilities and harmonization among local partners and UNICEF

52

Partiality of assessment processes including training needs assessments and capacity assessments. Considering Kirk-Patrick’s assessment framework, assessment processes where applicable, were restricted to measurement of reaction and learning with very limited emphasis on measuring behavior and results after the training.

Need to build partners’ capacities in assessment processes and the development of assessment indicators in line with the suggested analytical framework in this report. The need to conduct baseline studies for targets’ capacities. The need to conceive TNA in relation to job description, roles and responsibilities, organizational environment, legislations, policies and procedures. Decentralization of training design to involve the governorates in the assessment processes and curriculum planning and design

Curriculum development is mostly undertaken to serve project requirements and objectives. However, the training curriculum and training sessions were mostly in line with set standards rather than the capacity gaps of trainees

Training curriculum and sessions should be planned in accordance to trainees’ capacity gaps

The need to promote trainees commitment to post training follow up and application of learning outcomes

Training activities and follow up actions can be accredited by PA General Personnel Department and rewarded through a promotion plan. This might enhance trainees commitment and motivation

Difficulty in accessing and utilizing materials and tracking trained capacities on governorate level

Ensure the availability of an archiving and database system of trained participants, selection criteria, targeted themes and topic well as the training materials. Such archiving system should be on central and governorate level either at partner organizations or at UNICEF offices upon agreement between the partners. The need to document and archive training materials for further development and utilization

Trainees selection was not always based on identified criteria

Selection process should be strategic, competitive and based on clearly identified criteria. Criteria should be developed in cooperation with training partners

Implementation of training activities was pressured by time

The need to minimize project and training planning processes to ensure there is enough time for project implementation

T r a i n i n g m a n a g e m e n t Project reconciliation process is time consuming Partners may agree on two years’ work plan or

53

The Best Practices Training Cycle

cooperation framework but commit to a yearly action plan

Equipments and supplies delay Need to identify a mechanism to facilitate timely delivery of supplies.

In some cases, trainees were more obliged than committed to participate in trainings and apply learning experiences after training activities

Need to motivate trainees to commit to apply learnt experiences Need to address reasons minimizing trainees commitments where relevant

Designing training programs

Training objectives

Content: knowledge, skills and attitudes needed to achieve objectives and target performance

Training methodology and evaluation frameworks

Training outline/design matrix

Developing training materials

Trainee materials

Trainer materials (session notes and training aids)

Evaluation materials

Reference materials (if needed)

Implementing training

Delivery of training programs using appropriate methods

Management of training implementation to ensure effectiveness and adherence to objectives

Achievement of training objectives

Identifying

training needs

Specific problem definition

Data on current performance levels of the target audience

Data on target performance, expected training results and indicators of achievement

Long-term training

planning

A needs-based training

plan with a series of

logically sequenced

programs to close

performance gaps

Evaluating training

Data on trainee satisfaction with the training program

Data on degree of acquisition/learning

Data on application of training

Data on impact of training on performance improvement

Monitoring and quality assurance

Progress-related data for all stages of the training cycle

Ensured and consistent adherence to established quality standards

54

Annexes: Annex A: Evaluation Plan and methods

55

Annex B) : Evaluation Guidelines:

a. Linking between capacity assessment and capacity development b. Focus on analysis of institutional functioning in addition to training needs

assessment. This helps to decide if, when, who and how to train? c. Perception of training as part of a complementary capacity building strategy that

can manage to address the challenges facing the enhancement of institutional capacities and the achievement of development objectives.

d. Focus on capacity development at three levels: individuals, organizational and enabling environment.

e. Focus on individual learning outputs, work place performance outcomes and organizational capacity development.

f. Focus on targets’ participation, understanding, training feedback processing.

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Annex C: Data Collection Methods and Tools

1). Training Sample selection method:

Sample Design: The below identified sample is selected upon a stratified cluster random

selection process. The sample population is provided by UNICEF. Two selection phases are

followed:

Phase one, stratified cluster selection: the sample population was stratified upon the following

clusters:

1. Implementation partners: PA Ministries and NGOs

2. Geography: (Gaza Strip and West Bank)

3. UNICEF areas of intervention:

Child Survival, Growth & Development

Universal Primary Education

Child Protection

Development and Participation of Adolescents

Phase two: Random selection of stratified cluster sample population: with sensitivity to two

concerns:

Frequency of trainings; in different districts of each geography

Status of trainees: specialists, ministry staff, workers, key actor etc.

Criteria for the Random Selection:

Training groups

Number of trainings to be selected randomly

Groups from 0-5 trainings Zero Groups from 6-15 trainings One Groups from 16-25 Two Groups from 26-35 Three Groups from 36-45 Four Groups from 46-55 Five

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Figure (1): Stratified cluster distribution

of sample population

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Total sample population: (186) trainings as provided by UNICEF. The list adopted “training

topic” as the unit for classification. The trainings have been re-classified to also consider

geography together with the training topic. This has increased the number of the trainings by

(68) trainings; all trainings that were conducted in both West Bank and Gaza Strip are

represented in the lists of both geographies. Thus, the number of training lists has increased to

become (254) trainings.

Sample size: (10%) of total population = (24 trainings).

4. List of Selected Training Sample

Group One: Ministry, West Bank, Child Survival: (1) - Training in strengthening technical skills and knowledge of health facilities implementing

IMCI strategy

Group Two: Ministry, West Bank, Universal Education: (4) - Training of school health teachers on road safety - Training on thematic clubs (MOEHE) - Training of primary school teachers of grades (1-6) in developing teachers’ theoretical

and practical knowledge in school subject didactic ( central training with MOEHE) - Training of learning theories to develop supervisor’s skills and knowledge base on

current learning theories and techniques and to sustain and improve the quality of teaching (TOT) WB.

Group Three: Ministry, West Bank, Child Protection: (1)

- Training on “ Capacity building for child protection social workers” (MOSA) Group Four: Ministry, West Bank, Development and Participation of Adolescence: (1)

- Training in drama and creative writings (MOYS) Group Five: Ministry, Gaza Strip, Child Survival: (zero)

Group Six: Ministry, Gaza Strip, Universal Education: (3) - Training on diagnosing education process - Second Phase of training librarians on “ Preparing a strategy for librarian training ,

activate school libraries and encourage reading” MOEHE - Training of 2000 teachers

Group Seven: Ministry, Gaza Strip, Child Protection: (1):

- ToT training “ awareness raising on exploitation and violence against children (MOSA)

Group Eight: Ministry, Gaza Strip, Development and Participation of Adolescence: ( zero) ------

Group Nine: NGOs, West Bank, Child Survival: (1)

- Training on establishing neonatal MIS, neonatal monitoring , data collection and reporting system

Group Ten: NGOs, West Bank, Universal Education: (1) - Training on improving the skills and knowledge on accident prevention and their

59

communication skills (PHCC)

Group Eleven: NGOs, West Bank, Child Protection: (4) - Training for professionals on Capacity building (DCI) - Training of trainers on promoting non-violence (panorama) - Training on Mine risk education (PRCS) - Training on “ Capacity building for child protection social workers (BZU/CCE)

OR,

Group Twelve: NGOs, West Bank, Development and Participation of adolescence: (2) - Training of facilitators who train adolescents who have low level of academic

achievement that have dropped out of school or have the potential of dropping out. - ( TAMER) - Training of facilitators on empowering Palestinian adolescents

Group Thirteen: NGOs, Gaza Strip, Child Survival: (zero)

Group Fourteen: NGOs, Gaza Strip, Universal Education: (zero)

Group Fifteen: NGOs, Gaza Strip, Child Protection: (2)

- Training of facilitators to work with children and community groups (Canaan Inst.) - Training on child protection against abuse and violence , parents role in protecting their

children and integration of the disabled children Or

- Training for psycho-social support for children (PCDCR)

Group Sixteen: NGOs, Gaza Strip, Development and participation of Adolescence: (2)

- Training of local management committees on involving adolescents in decision making (Tamer)

- Training of facilitators on empowering Palestinian adolescents(Maan)

OR, - Training of youth facilitators (18-25 yrs) on methods to promote life skills of adolescents

including meaningful participation of adolescents. (Pyalara).

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5. Participatory Planning session with local partners:

A participatory planning session was conducted with participation of local partners including

UNICEF, BZU/CCE, UNDP, UNIFEM, WHO, MOEHE, MOH, MOP, MOYS, DCI, TAMER, PYALARA,

YMCA, PRCS, MAAN. The meeting aimed at: 1) discussing the evaluation objectives,

methodology and tools, 2) discussing the scope and feasibility of the evaluation process, 3)

discuss partners’ role and involvement in the process.

The participants have emphasized the need to learn from past experiences with focus on

success stories, good practices as well as encountered challenges and recommendations.

Actually, the participants have perceived the evaluation as an opportunity to enhance

cooperation among partners as well as an opportunity to form a UNICEF partner’s network. In

the session, the participants emphasized the importance to promote dialogue, cooperation and

coordination between the different UNICEF partners (UNICEF-partners and partners-partners

coordination).

6. Interview themes:

A. Training results chain:

Identification of the projects supported by UNICEF during 2006-2007 and the training activities performed.

Identification of the scope of the trainings; location (WB/GS, Centrally or decentralized), number of training hours, a flashing idea about the participants and whether they contribute in the implementation of project activities; e.g., facilitators or coordinators… etc .

Identification of the key objectives achieved; on the level of learning outputs, or workplace outcomes and organizational development objectives

Identification of types of knowledge, skills and attitudes that are acquired by trainees in the different trainings?

B. Relevance of trainings:

To what extent did the training content correspond to the individual and institutional

needs?

Did the trainees’ institutions facilitate implementation of what they have been trained on?

Did trainees apply some of the learning outcomes in their workplaces? If not, Why!

C. Effectiveness of trainings:

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Do you think the trainees benefited from the trainings on the level of knowledge, skills and practices?

To what extent the trainings have positively impacted the performance of trainees’ organizations? Any cases that can be identified? What supportive factors contributed to this success?

To assess success and threat factors and the potential to scale up and replicate the experience. To what extent was there integration of learning outcomes in the reshaping of future training activities?

In cases where the trainings did not contribute to changes in workplace behavior, What could be the factors attributing to this insufficiency: Could it be: a. insufficient understanding by trainees on how to apply the learnt skills and knowledge at their work place… b. inadequate incentives or resources for implementation, c. irrelevance of learning to organizational needs…d. the organizational context and level of support available…

D. Training planning and process management:

1. Did the trainings specify clear learning objectives and clear changes expected at the trainees institutions? Was a training workshop report prepared?

2. Did the design of the program include mechanisms for assessing the training quality. Trainees’ learning gains and their behavioral changes back to their home institutions? And were findings used to reshape the configuration of the training?

3. To what extent sustainability considerations were achieved; for example, strengthening local training capacity?

4. To what extent the training process was consistent with conducting:

Training needs assessment : To what extent the learning program was based on comprehensive assessment of the present capacities of the participants ( Did the team conduct training needs assessment). Did the organization conduct (pre/ post evaluation)!

Clear and specific learning goals and objectives

Professional curriculum design and pedagogy: To what extent curriculum and didactic methods appropriate for learning goals were used. Are they based on assessment of organizational capacity gaps.

Capacity gap diagnosis to work place Strategic participants selection: Strategic selection of participants in relation to

their roles and responsibilities within organizations.

Selection of trainers: To what extent competent trainers were recruited! On what basis did the organization cooperate with them.

Attention to organizational / institutional capacity context including resources and incentives.

Recruitment of practical exercises and interactive learning techniques

Follow up support: Was follow up support ( mentoring, on-the- job coaching)

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provided to trainees after they returned to their institutions? What form did it take!

5. Pedagogy: a. To what extent you think there was a good training pedagogy: to what extent did

the training curriculum and the learning methods match the goals and the training characteristics?

b. To what extent did the training involve participatory methods and practical exercises?

c. To what extent was the number of participants in training sessions convenient to learning facilitation?

d. To what extent you think that the integration of electronic learning or distance learning would contribute to the enhancement of quality education.( if applied!)

e. To what extent you think that the allocated time is adequate to achieve the training objectives.

f. What pedagogical techniques or methods are utilized in the training. g. Were the trainings knowledge based, skills-based, or both ? did it focus on theory,

application or practices?

6. Transfer of learning: a. To what extent did the training utilize exercises, practical practices, projects during

training delivery! b. To what extent the training design adopt on- the job and coaching elements?

7. Targeting of trainees:

a. To what extent did the planners diagnose the organizational and institutional human capacity gaps and the relevance/ appropriateness of training as a means to fulfill this gap ( e.g.: face to face, e-learning , provision of independent learning materials, coaching and on- the job learning…etc.)

b. To what extent the planners considered strategic participant selection? c. In cases were poor impact or changes in workplace performance took place, what

was the main reason: selection of participants, training design, curriculum , minimum use of practical learning techniques, limited diagnosis, not conducting participants needs assessment, participants commitment …etc.

d. In cases of weak institutional development, how do you identify the reasons; inadequate institutional capacity diagnosis, inadequate incentives, resources, policies and rules…etc.

8. Targets selection:

To what extent did the team recruit specific strategies to target selection; for example, did the planners choose :a. Competitive strategy , b. Targeted strategy, c. Wide spread strategy, d. Demand driven

How do you describe the dominant criteria for participants selection : what are the

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common characteristics:

a. Trainings as a reward to some participants upon their production regardless to the relevance of training to their roles and responsibility inside the organization or on the basis of substantive learning.

b. Were participants selected upon their availability / expendability from work?

c. Did the selected participants have adequate subject matter expertise or are simply present to represent their organizations or waste time outside workplace…

E. UNICEF relation with partners: How do you describe your partnership relation with UNICEF? To what extent UNICEF systems, procedures and allocation of resources facilitate

the implementation of training processes including Training needs assessment and capacity gap identification?

A. Workplace environment: Did the participants apply their learning to their work place? If not, what were the obstacles: unqualified trainings, irrelevant curriculum, minimum practices, limited technical capacities at the organization, support of managers and policy makers, minimum resources at the organization to implement, limited incentives, policies and rules…etc.

7. Focus group Participants’ questionnaire:

This questionnaire was applied to the participants in the 8 workshops.

Choose the right answer by placing where appropriate

Where 5 denotes strongly agree, 4 agree, 3 neutral, 2 disagree, 1 totally disagree

General Information

0.1 Gender: male female

0.2 Region:______________________________

0.3 Years of experience in teaching: ____________________

Items 5 4 3 2 1

Theme One: Learning

1.1 I acquired new skills and knowledge related to using ICT in education during the training program ( the training workshop and the follow up sessions)

1.2 The knowledge and skills I acquired throughout the training program are useful to my work as a teacher.

1.3 I could apply the knowledge and skills I learned at my work.

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1.4 I believe that other teachers in my country should join the same training program.

1.5 I believe that the skills I learnt will help increase my students’ achievement.

1. A Please list three most significant new things you learned throughout the program. 1. B If you have not applied the knowledge and skills you learned in your school, identify the reasons behind not doing so.

Theme Two: Trainers 5 4 3 2 1

2.1 The trainers showed good knowledge about the subject.

2.2 The trainers created a good learning environment.

2.3 The trainer and the co trainer showed a high level of harmony while delivering the training material.

2.4 The trainers prepared for each session beforehand.

2.5 The trainers were flexible in their planning, and changed their plans according to our needs.

2.6 Trainers were responsive and answered all our queries and quests.

2.7 Trainers respected our level of knowledge and skills

2.8 Trainers’ method of presenting training topics was interesting.

2.A What are the best two things you liked about the trainers? 2.B What are the most two things you disliked about the trainers?

Theme Three: Training Methodology 5 4 3 2 1

3.1 The trainers provided enough time for discussions

3.2 The discussion made during the training sessions was relevant to the training field.

3.3 The discussion made during the training program was useful.

3.4 The time allocated for the discussion was appropriate in length.

3.5 The time allocated for the whole training was appropriate to learn the required skills.

3.6 The trainers engaged the participants in different activities during the training sessions.

3.7 The training sessions were more learner than trainer oriented

3.8 The training sessions were logically sequenced.

3.9 In my future training for the same topic, I will adopt the same methodology

3.10 The trainers allowed sometime for questions and answers.

3.11 The presentations made by the trainers were useful.

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3.12 The website facilitated communication amongst all the trainees

3.13 The website helped exchange experiences between trainees in the different regions

3.14 We are still using the website for our communication.

3.15 I believe that the website will help us exchange experiences

3.A What are most two things you liked about the training methodology? 3.B What are most two things you disliked about the training methodology?

Theme Four: Training Material 5 4 3 2 1

4.1 The objectives of the training program were clear.

4.2 The objectives of each session were clear.

4.3 The training material was organized in a logical sequence.

4.4 The size of the training material was appropriate.

4.5 The training material provided is a good model for designing and developing my future lessons at my work.

4.6 The handouts issued were relevant to the training subject.

4.7 The PowerPoint presentations presented were clear.

4.8 The PowerPoint presentations presented were relevant to the training subject.

4.A What are most two things you liked about the training material? 4.B What are most two things you disliked about the training material? 4.C What other training tools could have been used during the training which you think will better help achieve the training objectives?

Theme Five: Venue 5 4 3 2 1

5.1 The training place was appropriate as a learning environment.

5.2 The training facilities (computers, overheads, LCDs) were always available.

Theme Six: Administration 5 4 3 2 1

6.1 The instructions and information associated with the training program were clear.

6.2 Administrative arrangements were appropriate in general

6.3 Assistance was provided when required

6.4 Necessary materials were provided before starting the training

6.5 The training outline was handed out beforehand

6.6 We were given enough time to arrange for the training

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sessions

Theme Seven: Overall Evaluation 5 4 3 2 1

7.2 The training program was useful in general

7.3 The training program was interesting.

7.4 The training program is relevant to my work.

7.5 The training program was structured in a flexible manner

7.5 I would recommend other teachers in my country to join the same training in the future.

7.6 Time was used efficiently during the training

7.7 I believe I will use the skills I learnt in the classes I teach

7.8 I believe this training should be part of any teaching certificate

7.A: Suggest three ideas in order to improve the training program. 7.B: Name three things you most liked about the training program. 7.C: You may recommend other teachers to join such training program. Why? Why not? 7.D: Name three barriers you have faced during the training which prevented you from learning what you should.

Theme Eight: Post training

8.1 Have you implemented what you learnt back at work? Yes No

If yes, what problems you faced during the implementation? Name two things you learnt through this implementation. If not, why?

8.2 What are 2 significant examples of learning that you have applied?

8.3 Do you believe you are ready now to train other teachers what you have been trained at? Why or why not?

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Annex D: List of interviewees and participating organizations in focus group discussions:

1. List of interviewees:

No. Name of Interviewee

Participating Organization

Position

UNICEF Interviewees

1 Kanar Qadi UNICEF Education Officer – Zonal Office/ Nablus

2 Shao Potung UNICEF Chief of Section/ Education Sector

3 Hanadi Abu Taqa UNICEF House Manager/ Nablus Zone office

4 Samson Agbo UNICEF Chief of Section/ Health Sector

5 Frederik Teller UNICEF Education Officer

6 Asmahan Nasser UNICEF Child Protection Officer

7 Mais El-Reem Zuhaika

UNICEF Youth & Adolescent Development Officer

8 Olowu Oladimeji UNICEF Project Officer, Planning & Evaluation,

Non-governmental organizational interviewees

9 Ala’ Halayka Pyalara Project coordinator

10 Nancy Sadeq Panorama Acting Director

11 Nisreen Abu Samaha

Palestinian Red Crescent Society

Project beneficiary

12 Wael Al Attar Canaan Institute Project coordinator

13 Ramez Jaber PCDCR M&E officer

14 Iyad Abu Hujair PCDCR Deputy Director & UNICEF project coordinator

15 Amani Muadi Tamer Institute for community Education

Project coordinator

16 Ghada Qadoumi Ma’an Center for Community

Development

Training coordinator

17 Fatima Da’na Defense for children international

Child rights trainer & project coordinator

18 Asad Abdel Aziz BZU Center for Continuing Education

Trainer and coordinator, Psycho-social unit

19 Na’imeh Baidoun BZU Center for Continuing Education

Head of Unit, Psycho-social unit

Governmental Organizations

20 Maysun Hajjeh MOYS Director, National Committee for Summer Camps

21 Basima Abu Swai MOSA General Director, family and childhood Department

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22 Jihad---- MOEHE General Director, Projects’ Management Unit

23 Itaf Yousef MOEHE UNICEF Projects’ coordinator, Projects’ Management Unit

24 Mohammad Sabbah Mahmoud Eid Riyad Sawalha Hamid Makho

MOEHE Students’ Activities Department

25 Mohammad Rimawi

MOEHE General Director, General Health Department

26 Ihab Shukri MOEHE Project coordinator, Road safety project

27 Rima Kilany MOEHE General Director, Department of Counseling

28 Bashaar Anbousi MOEHE Department of Counseling

29 Tharwat Zeid MOEHE General Director, Department of training and supervision

30 Ayman Hamamreh Hazem Abu Jazar Aa’ed Sous

MOEHE Department of training and supervision

31 Shahinaz El-Far MOEHE General director, National Institute for Education and Training

32 Sadeq Al-Khdour Sofia Rimawi Mar’I Al-Sous

MOEHE National Institute for Education and Training

33 Mohammad Mattar

MOEHE General Director, Measurement and Assessment Department

34 Basim Rimawi MOH General Director, Ramallah Governorate Health Department

35 Fadel Ramadan MOH Training Coordinator

36 Mai Mustafa MOP Coordinator, Child rights and protection portfolio

2. List of Participating Organizations in Focus Group Discussions:

Focus groups Region Participating organizations Total no. per region

FG one Gaza Strip Ma’an Center , Canaan institute, Tamer institute

37

FG two Gaza Strip PCDCR

FG three Gaza Strip MOEHE

FG four North West Bank

Tamer, MOYS, Pyalara 35

FG five North West Bank

MOSA & PRCS

FG six North West MOEHE

69

Bank

FG seven Middle West Bank

MOSA, PRCS 35

FG eight Middle West Bank

MOEHE

70

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Bramley, Peter (1996), Evaluating Training Effectiveness: Benchmarking your

training activities against best practices. 2nd (ed.). England: McGRAW-Hill

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BZU Center for Continuing Education (2007), Training Quality Assurance Manual.

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World Bank Group (2008), Using Training to Build Capacity for Development: an

Evaluation of the World Bank’s Project- Based and WBI training. Washington:

World Bank Group.

Ministry of Planning (2006). Palestinian Medium Term Development Plan 2006-

2008. Ramallah. http://www.mop-

gov.ps/web_files/publishing_file/The%20Medium-

Term%20Development%20Plan%202006%202008.pdf

Ministry of Planning and Administrative Development (2008). Capacity

Development Initiative Project. Ramallah: MOP. http://www.mop-

gov.ps/web_files/projects_file/Capacity%20Development%20Initiative%20Proje

ct%201.pdf

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