liberia youth, employment, skills project june 3,2003 world bankproject development evaluation...

Liberia youth, employment, skills project

June 3,2003World BankProject

Development evaluation project

20/04/23T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi1

Contents


1. Introduction 2. Presentation of the project 3. Logic model matrix4. Evaluation design matrix5. Conclusion

IntroductionThe elected project: LIBERIA YOUTH, EMPLOYMENT,

SKILLS PROJECTWhat is the subject?Unemployment gap created by the global

financial crisis.Poverty reduction and peace stabilization require

new employment opportunities, and necessitate accelerated structural changes in the economy.

How to provide skills to the displaced and marginalized in order to create economic growth and to sustain peace?


IntroductionWhat type of evaluation? A ex-post (final) evaluation: directly after

completion, focus on results and impacts.To improve government actions.To know how to conduct future similar

projects.

Support?A World Bank project appraisal document

(june, 2010)


Context and rational

What country and sector issues?1.Period of transition: moving from

transitional post-conflict recovery to laying the foundations for long-term development. Consequences of civil war:

• bad governance• regional instability• the marginalization of huge sectors of

society• Main victims: young and rural population


Presentation of the project


2. A new democratic government elected in 2005 (headed by President Ellen Johnson Sirleaf) and a Poverty Reduction Strategy (PRS):

• A political and economic restructuring• Reforms to improve economic governance,

transparency, economic growth, and social development

• Results of the reforms: growth rate of 7.4% and increase in the Foreign Direct Investments (FDI)



3. A fragile situation exposed to the global crisis:

• Current per capita GDP :US$222• 63.8 % of Liberia 3.5 million people live

below the poverty line• 47.9 percent living in extreme poverty• The main revenue sources (exports of

natural resources) are subject to the fluctuations of international markets (a decrease of the price rubber by 60%)



4. The global crisis exacerbates existing youth vulnerabilities (75 %of the population under 35 years):

• Lack of education and skills likely will relegate them to low productivity and low-wage jobs

• Crime and violence due to prolonged unemployment

• Corruption resulting from opaque practices• The current economic structure limits the creation

of new, more productive jobs, given the prevalence of low-yield agriculture and the limited size of the formal sector



5. Role of communities (local ingenuity): • Liberian communities have provided

leadership to youth• They identified local development priorities• They ensured transparency• They mobilized resources• They supported the vulnerable, the poor,

and young people


Context and rational6. The need to provide basic, and

technical skills training:• A well-functioning technical and

vocational education and training (TVET) system

• Basic literacy and numeracy to help increase youth employability

• TVET reform is necessary to reorient public and private TVET providers into a sustainable, demand-driven system


Description of the project Total value of the project: US$16.0 million

Objective: “To expand access of poor and young Liberians to temporary employment programs and to improve youth employability in support of the Government of Liberia’s response to the employment crisis.”

Two components:1) Community Works (US$8.5 million)2) Employment through Skills Training

(US$7.5million)

Description of the projectComponent 1: Community Works

a.Creation of Community-Based Public Works Activities Increase the funds allotted to the ongoing Work Temporary

Employment project, implemented by the LACE Reinforce basic life skills (punctuality, professionalism, respect,

teamwork) Strengthen the impact of the temporary jobs by focusing on the

community’s most important priorities and increasing trainees' productivity.

b.Provision of assistance for the Coordination and Monitoring of Public Works activities

Provide technical assistance to the government to better coordinate temporary employment activities.

Undertake a feasibility study to evaluate the impacts of the potential inclusion of pivate contractors to implement some of the publics works activities

Description of the project Component 2 : Employment through

Skills Training

a. Skills Development Programs Provide key skills in high demand,

• both in the micro and small enterprises and in the large industries.

• Both in the formal and informal sector.

b. TVET Institutional Development TVET: Technical and Vocational Education and Training Provide assistance in the creation of an institutional and

policy framework with the long term objective of creating an efficient demand-driven TVET system.

INPUTS ACTIVITIES OUTPUTS OUTCOMES IMPACT

Component1 :-8,5$ M7,5 $M for

community-based public works activities

1$ M for coordination and monitoring

Component1 :-More money allotted to

the WTE project-Training in basic life

skills (punctuality, respect)

-Work supervision -Technical assistance to

the government-“Indemnities” system

for trainees-System of babysitting

Component1 :-17000 temporary jobs

created-Babysitting system

implemented-Daily wage for a great

number of poor people

-Public works carried out

Component1 :-Labor market is more

flexible-Increase in women and

youth participation -Employment of youth

and women in temporary jobs

-Improvement of participant’s productivity

-Improvement of participant’s civic involvement

Component1 :IMPROVEMENT IN

YOUTH AND WOMEN’S LIVES

CONDITIONS (decrease of the poverty

rate)

Component 2:-7,5$M 1,5 $ M for

TVET 6 $M for skills

development program

-Teachers

Component 2:-Training in professional

key skills-Selection of micro and

small firms with potential growth (formation)

-Selection of communities with potential growth (informal)

-Internships and apprenticeships for people selected

-Technical assistance of the TVET institutional dvmpt

Component 2:-Improvement of TVET

system-Development of

demand-driven skills system

-Development of MSE and cooperative firms

Component 2:-Reinforcement of

private/public partnership

-Increase in employability of young people and women

-Improvement in the capacities of the private sector

-Increase in labor demand

Component 2:IMPROVEMENT IN

LIBERIA’S GROWTH RATE

Logic Model

Evaluation design matrix (1)Objectives Guide questions Indicators Data source,

sampling method & data collection method.

• To improve the participation of women and young to the activities of the development project.

Does the daily wage meet the needs of the beneficiaries (women and young people)?

Amount of daily wage allocated to young people and women in other similar projects.

• Data sources:

Project Managers, Documents, women and young people.

• Sampling method:

Case study:

Purposively selection of similar projects, in similar economies.

Random sampling• Data

collection:

Personal interviews with Project Managers.

Structured survey to young people and women.



• To improve the employability of youth and women.

• To what extent skills trainings improve the employability of youth and women?

• To what extent the development of the private and unformal sector improves the employability of youth and women?

• Did the programm create long-term and sustainable employement for youth and women?

• Number of youth and women employed at the end of the training.

• Percentage of beneficiaries unemployed before project.

• Number of self-employement.

• Number of job created in private sectors at the end of the training.

• Percentage of employers satisfied with the quality of the trainees.

• Percentage of trainees with a full-time job.

• The evolution of the unemployement rate of youth and women.

• Questionnaire survey in person to every participants. (This one can be done at the beginning of the training)

• Questionnaire survey in personn to every trainees.

• Semi-structured interviews with employers.

• Questionnaire survey in personn to every beneficiaries. (This one should be done some months after the program ends.)

• Document review should be used for triangulation.




• To create an efficient, revelant, sustainable and demand-driven technical and vocational education and training (TVET) system that integrates both private and public sectors service providers.

• How many policies have been made by the government to reinforce the capacities of the TVET system?

• To what extent the technical and financial support to policies planned by the governement for TVET improves its capacities and assists its certification?

• Is the TVET system currently effecient, revelant, sustainable and demand-driven?

• Number of policies made to reinforce TVET system.

• Bord of accreditation and certification is established.

• Number of TVET program trainees employed after their certification.

• Currently credibility and place of TVET system

• Board of policies signed and made to reforce TVET system, document review (non project related).

• List of accrediations and certificatins delivered since the project implementation, document review (monitor record)

• List of TVET participants, questionnaire survey in-person (structured interview) with a stratified sampling.

• Interview with employees, private and public sectors and participants, in-person interviews semi-structured, with a random sampling.


ConclusionThis project leads to reduce the poverty and to

improve the employement rate of youth and women in Liberia.

This final evaluation should evaluate the participation of youth and women to the activities, the evolution of the unemployement rate and the TVET system.

The data collection method used are the document review, the personal interview and the questionnaire survey in personn.


liberia youth, employment, skills project june 3,2003 world bankproject development evaluation...

Documents

yamaguchi context

economic growth

economic restructuringreforms

economic governance

liberia youth

skills projectjune

skills projectwhat

skills likely