baseline study baseline evaluation report for building the ... · evaluation service (epmes)...

October 2017

This publication was produced at the request of the United States Agency for International Development. It was prepared independently by Social Impact, a USAID/Ethiopia Contractor for the Ethiopia Performance Monitoring Evaluation Service (EPMES) Activity.

BASELINE STUDY Baseline Evaluation Report for Building the Potential of Youth Activity

i Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

BASELINE EVALUATION REPORT FOR BUILDING THE POTENTIAL OF YOUTH ACTIVITY A COHORT STUDY TO MEASURE THE RESULTS OF AN ACTIVITY THAT EMPOWERED YOUTH THROUGH WORKFORCE DEVELOPMENT AND LIVELIHOOD SUPPORT October 2017

Evaluation Mechanism Number: #AID-663-C-16-00010-EPMES Ethiopia Performance Monitoring and Evaluation Service (EPMES) Activity of USAID/Ethiopia Cover photo by Social Impact, Inc.

DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

ii Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

TABLE OF CONTENTS List of Figures ............................................................................................................................... iii List of Tables ................................................................................................................................. iv Abstract .......................................................................................................................................... v Acknowledgements ...................................................................................................................... vi Acronyms ......................................................................................................................................vii Geographic Coverage .................................................................................................................viii Executive Summary ..................................................................................................................... ix Introduction ................................................................................................................................... 1 Study Objectives and Approach .................................................................................................. 3

Activity Description ...................................................................................................................................................... 3 Study Objectives ............................................................................................................................................................ 4 Research Questions ...................................................................................................................................................... 4 Relevance of the Study ................................................................................................................................................. 4 Study Approach ............................................................................................................................................................. 5 Limitations of the Study ............................................................................................................................................... 7

Main Findings ................................................................................................................................. 9 Youth Potential Activity – Implementation ............................................................................................................. 9 Demographic Characteristics of Youth Cohort Study Participants ................................................................ 14 Income and Employment Status of Study Participants ....................................................................................... 17 Self-Perception of Work Readiness Skills ............................................................................................................. 24 Knowledge of and Access to Employment/Entrepreneurial Resources ......................................................... 25 Functional Literacy and Numeracy Skills ............................................................................................................... 26

Conclusions .................................................................................................................................. 28 Challenges ..................................................................................................................................................................... 30 Recommendations ....................................................................................................................................................... 30

Annexes ........................................................................................................................................ 32 Annex I: Youth Cohort Study Statement of Work ................................................................. 33 Annex II: Youth Potential Activity Results Framework .......................................................... 54 Annex III: List of Research Questions and Indicators .............................................................. 55 Annex IV: List of People Interviewed and Informational Meetings ....................................... 60 Annex V: Sources of Data .......................................................................................................... 65 Annex VI: Data Collection Instruments.................................................................................... 66 Annex VII: Data Tables – Regression Analysis ......................................................................... 81 Annex VIII: Data Tables – Distribution by Sex ........................................................................ 83 Annex IX: Study Team Disclosures of Conflict of Interest ................................................... 150 Annex X: Study Team Profiles ................................................................................................ 152

iii Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

LIST OF FIGURES Figure 1.1. Demographic characteristics of participants, by region (in percentages) ....................................................... xi Figure 1.2. Current employment status of youth cohort study respondents, by region (in percentages) .................. xii Figure 1.3. Participants’ opinion of main reason for unemployment, by region (percent responding) ...................... xiii Figure 1.4. Distribution of individuals reporting asset-holding, by region (in percentages) ........................................... xiii Figure 1.5. Distribution of individuals reporting preferred provider for health care, by region (in percentages) .... xv Figure 3.1. Pathways for Youth Potential activity participants............................................................................................... 10 Figure 3.2. Demographic characteristics of participants, by region (in percentages) .................................................... 16 Figure 3.3. Current employment status of youth cohort study respondents, by region (in percentages) ................. 17 Figure 3.4. Participants’ opinion of main reason for unemployment, by region (percent responding) ...................... 19 Figure 3.5. Distribution of individuals reporting asset-holding, by region (in percentages) ........................................... 21 Figure 3.6. Distribution of individuals reporting preferred provider for health care, by region (in percentages) ... 23 Figure 3.7. Self-ratings on measures of work readiness ......................................................................................................... 24 Figure 3.8. Self-ratings on measures of knowledge of resources.......................................................................................... 25 Figure 3.9. Avenues for finding employment/new employment, distribution by region and sex.................................. 26 Figure 3.10. Levels of functional literacy and numeracy, by region ...................................................................................... 27

iv Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

LIST OF TABLES Table 2.1: Distribution of survey respondents, focus group participants and key informant interviews by region .......................................................................................................................................................................................................... 6 Table 3.1: Income and employment status prior to participation in Youth Potential training, Youth Cohort Study respondents by sex (in percentages) .................................................................................................................................. 18 Table 3.2: Field of work for those employed prior to joining the Youth Potential activity, Youth Cohort Study respondents by sex (in percentages) .............................................................................................................................................. 18 Table 3.3: Distribution of the median monthly household expenditures by region, sex, and age group, in USD ... 20

v Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

ABSTRACT Ethiopia’s workforce is young, with 29% of the population aged between 15-29 years. Employment options for the youth are limited, and the majority engage in unpaid work or are underemployed, particularly the women. This multi-round Youth Cohort study1 measures the activity outcomes over a 12 months period from a subset of beneficiaries of the Building the Potential of Youth (Youth Potential) activity from four Ethiopia regions. Methods involve qualitative and quantitative approaches to answer questions on the extent of changes in participants’ income, employment work-readiness skills, knowledge and access to employment/entrepreneurial resources, functional literacy and numeracy skills. At baseline, 582 participants were surveyed, 29 focus group discussions (FGDs) and 82 key informant interviews were conducted. Informational meetings were also held with stakeholders.

Findings show that the activity offers training to beneficiaries on a rolling basis, with new cohorts starting up every four to six weeks. Each cohort has approximately 50 participants2 from each activity woreda (total of 1500 participants per cohort). Among participants surveyed, 45% were unemployed dependents, 41% were self-employed and 14% were either daily laborers or engaged in short-term salaried jobs. Most participants in focus groups expressed strong preference for self-employment over salaried jobs. From the qualitative findings, participants expressed high expectations from the activity, especially with internship placement leading to permanent jobs, or resources for setting up businesses. Overall, the baseline findings indicate that: levels of unemployment are high, especially in Afar and Tigray; participants have little or no income; the activity has enrolled mostly literate participants3, which renders the aim to improve functional literacy and numeracy less effective; and there is a potential risk to the activity if strategies for managing participant’s high expectations are not addressed during implementation. The activity implementers should ensure participants are fully aware of the mandate of the activity.

1 This study was conducted as a part of the evaluation of Building the Potential of Youth (Youth Potential) Activity under the broader Ethiopia Performance Monitoring and Evaluation Service (EPMES) Activity. 2 The 50 participants come from two groups of 25 participants each 3 See Figure 3.10 for detail. It suggests that only 9 percent of 582 total sampled respondents cannot read or write.

vi Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

ACKNOWLEDGEMENTS The Youth Cohort baseline study is the result of the cooperation of several organizations and individuals, and the team would like to take this opportunity to thank them all. We would like to start by expressing our appreciation of USAID/Ethiopia and the Save the Children team for helping facilitate the data collection. Save the Children and its partners implementing the Youth Potential project enabled the study team to access the participants as well as the implementing team on the ground and conduct meetings with the government officials at the regional, woreda, and the kebele levels.

Our thanks to the focus group participants and all those who took the time out of their busy schedules to sit down with us for interviews and informational meetings and shared their thoughts and opinions about the Youth Potential program. The Social Impact team in Ethiopia as well as at headquarters has been a tremendous support, stepping in as needed with solutions to any and every problem. The team of surveyors from SART has proved to be invaluable in collecting quality data. The members of the study team worked together as a whole and their knowledge of the Ethiopian context and the various technical insights they provided have made the data collected that much better. Finally, we would like to acknowledge the drivers of the team vehicles who, despite the very rough terrain, drove us patiently to various corners of Amhara, Afar, Oromia, and Tigray regions. Without the help and valuable contribution of each group of people mentioned here, and several whom we may have missed, it would not have been possible to complete this exercise and the writing of this report.

EPMES YCS Team

Worku Ambelu Hika Alemu

Ermias Assefa Basab Dasgupta

Francis O. Okello Deepika Chawla (Team Leader)

vii Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

ACRONYMS BYOB Be Your Own Boss COR Contracting Officer’s Representative EDC Education Development Center EGMA Early Grade Math Assessment EGRA Early Grade Reading Assessment EPMES Ethiopia Performance Monitoring and Evaluation Service FCE Facilitator for Change Ethiopia GDP Gross domestic product GoE Government of Ethiopia GTP Growth and Transformation Plan HUNDEE HUNDEE-Oromo Grassroots Development Initiative IR Intermediate Result IRB Institutional Review Board NGO Non-governmental organization PADet Professional Alliance for Development in Ethiopia REST Relief Society of Tigray SART Sub Saharan Africa Research Center SAVE Save the Children SES Socio-Economic Status SI Social Impact, Inc. SNNP Southern Nations, Nationalities, and Peoples' Region TTI Technical Training Institutions TVET Technical, Vocational, and Educational Training USAID United States Agency for International Development WBL Work-Based Learning WRN! Work Ready Now! WR Plus Work Ready Plus YCS Youth Cohort Study YES Youth Economic Strengthening YIA Youth in Action

viii Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

GEOGRAPHIC COVERAGE

ix Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

EXECUTIVE SUMMARY United States Agency for International Development /Ethiopia (USAID/Ethiopia) has contracted with Social Impact to implement the Ethiopia Performance Monitoring and Evaluation (EPMES) Activity. Under EPMES, USAID requested for an independent the performance evaluation of its Building the Potential of Youth (Youth Potential) activity. This evaluation involves multiple approaches, which include: a baseline study; performance monitoring and data systems review and a multi-round cohort study of beneficiaries focused on a subset of youth participants and geographic implementation areas (henceforth referred to as the Youth Cohort Study. This report provides the baseline data for the Youth Cohort Study (YCS).

The Youth Potential Activity is a five-year, USD 17.3 million USAID/Ethiopia activity designed to provide youth (ages 15–29), especially girls and young women, in rural areas and towns with access to workforce development/livelihood support and resources, tailored to their specific needs and market demand, so that they can: (a) achieve increased income; and (b) strengthen skills, knowledge, and social capital required to achieve economic self-sufficiency over the longer term. Designed to reach approximately 34,537 unemployed or underemployed rural youth, the activity is being implemented under a cooperative agreement between USAID and a group headed by SAVE the Children (SAVE).4 Currently in its third year of implementation, the activity is providing services in 30 woredas in Afar, Amhara, Oromia, SNNP, Somali, and Tigray regions of Ethiopia.

The overall objective of the Youth Cohort Study is to evaluate whether youth who receive workforce development/livelihood support achieve increased income and strengthen skills, knowledge, and social capital required to achieve economic self-sufficiency over the longer term. The study will provide the stakeholders, USAID, the Government of Ethiopia, and the implementers of Youth Potential with information about the activity and progress towards near-term outputs and outcomes. In addition, it will demonstrate long-term contributions of Youth Potential initiatives on a cohort of youth. It will highlight major strengths and weaknesses of the Youth Potential’s initiatives to enable the stakeholders to make mid-course adjustments as necessary to the activity as well as inform the design of similar programs in the future.

Approach The Youth Cohort Study is following a subset of youth from Afar, Amhara, Oromia, and Tigray regions over a period of 12 months to better understand participant outcomes and the extent to which the Youth Potential activity has improved the employment status and/or income level of youth participating in the program. It seeks to address the following broad questions5:

1. To what extent has the income and employment status of study participants changed between enrollment in the Youth Potential program and the twelve months following enrollment? Does increased income lead to improved health outcomes among study participants?

2. To what extent has participation in the Youth Potential program improved the work-readiness skills of study participants?

3. To what extent has participation in the Youth Potential program improved knowledge of and access to employment/entrepreneurial resources for study participants?

4 Cooperative Agreement # AID-663-A-15-00006; the implementation team includes SAVE the Children (SAVE) and its partners Education Development Center, Inc. (EDC), HUNDEE-Oromo Grassroots Development Initiative (HUNDEE), Professional Alliance for Development in Ethiopia (PADet), Relief Society of Tigray (REST) and Facilitator for Change Ethiopia (FCE). 5 From the EPMES statement of work

x Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

4. To what extent has participation in the Youth Potential program improved functional literacy and numeracy skills of study participants?

5. How do the outcomes addressed in the questions above vary by participant characteristics (e.g., sex, age, ethnic/linguistic group, socioeconomic status (SES), marital status, parenting status) and by service delivery partner?

This baseline study provides information on the status of each of the above among the study participants against which changes will be assessed and impact established.

The focus of this study is to track changes on activity beneficiaries included in the cohort and to document lessons learned for future similar activity designs. Since Youth Potential covers a selection of eligible youth in specific locations/kebeles within the Woreda and is implemented over an extended period, the study will employ a panel design to demonstrate whether the Youth Potential activity caused changes in the expected outcomes or impacts. In a panel design, participants from whom data are collected over time serve as their own controls, since characteristics of an individual observed earlier can be controlled for when analyzing for changes in the expected outcomes. Baseline data collected on a select group of beneficiaries will help assess the effectiveness of the activity as well as help focus the activity on intended results by defining measures of the success of the activity.

To respond to the research questions listed above, data are being collected on several qualitative and quantitative indicators and sub-indicators that together will inform the results of the training programs as well as future possible modifications to the programs. To capture changes over the short and medium terms and attribute them to the Youth Potential activity, data are being collected from a select group of participants (cohort) who have recently enrolled in the activity at three points: (i) baseline, in the month of enrollment in the activity (the current phase); (ii) mid-line, at six months from the point of enrollment; and (iii) end-line, at twelve months post-enrollment in the Youth Potential activity. This will be accompanied with periodic collection of income and expenditure data for the cohort.

This baseline study was conducted during the period March to June 2017 using a mixture of qualitative and quantitative methods. Primary data were collected from a survey of 582 Youth Potential participants (out of a total expected sample of 670, response rate of 87%) from a purposive sample of 13 woredas in the four regions of Afar, Amhara, Oromia, and Tigray.6 All Youth Potential participants from each of the selected woredas who had enrolled in the program in the months of March and April 2017 were included in the sample. The survey instrument, designed in English, was translated into regional languages prior to administration. In parallel, qualitative data were collected by the study team through 29 focus groups with 277 participants (46% female) conducted in a purposive sub-sample of eight woredas in the four regions (two woredas in each region) and 54 key informant interviews and informational meetings held with stakeholders, including Government counterparts; Technical, Vocational, and Educational Training (TVET) and Technical Training Institutions (TTI) administrators; and activity staff at the regional, woreda, and kebele levels. The activity staff interviewed included the M&E officers, the woreda officers, and the facilitators responsible for delivery of the training as well as coaching and arranging for the mentoring. In collaboration with the SAVE the Children team, secondary data was collected through a review of activity documents, websites, and administrative records.

Main Findings The Youth Potential activity, now in its third year of implementation, is offering participants a menu of five modular and integrated employability interventions7 that provide training on life skills, including skills designed to help participants prepare for work, search for employment opportunities, prepare their CVs 6 Thirteen percent of participants were either not traceable or chose not to respond. 7 The training programs include Personal Youth Development, or Youth in Action and Work Ready Now! (WRN!), Be Your Own Boss, Work Ready Plus, and Aflateen.

xi Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

and write applications, and improve their knowledge of resources available for finding employment as well as for self-employment. The participants are followed by facilitators who provide coaching8 and arrange for mentoring. All participants enrolled in the activity start with a basic training of a set number of contact hours spread over 13–15 days, followed by modules selected on the basis of their personal development plan. The activity offers training on a rolling basis, with new cohorts starting every four to six weeks. Each cohort has approximately 50 participants (two groups of 25 participants) from each of the active woredas (for approximately 1,500 participants per cohort). Over the first two and a half years, the activity trained about 12,000 participants. While both male and female participants, regardless of their literacy levels, are eligible to join the program, there are more male than female participants in the program, and the first few cohorts have focused on the literate candidates. The baseline data show that 43% of the 582 survey respondents were female, with the gender disparity being more significant in the Oromia regions (with 37% females). Over two thirds of the cohort were between 19–24 years of age, more than half have never been married, and most live with their parents. Overall, there is a vast disparity in the participants’ level of education ranging from no schooling all the way to completion of TVET or college. A clear majority of this group have completed some level of schooling (96%), and over half have completed grade nine or higher (48% have completed grades 9-12, and 8% have completed TVET or college). There is also a disparity in the level of education of participants by region, especially in Afar, where 19% had not attended any formal school and another 32% had completed only grade 5 or lower. Overall, only six percent of the study participants have not received formal education.

Figure 1.1. Demographic characteristics of participants, by region (in percentages)

8 Coaching refers to follow-on support provided to program participants by facilitators aimed at ensuring adequate use of the training.

xii Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

The first batch of activity participants with lower levels of education has been recruited into the activity in the March/April 2017 cohorts. Participants are provided with a stipend/per diem of about US $1.30 per day (30 Birr) for attending the training, some of which is set aside for use by the participants as seed money to start their own enterprise.9

Income and Employment Status At baseline, 45% of the Youth Potential participants were unemployed and dependent on others for their sustenance, 41% were self-employed and the remaining 14% were employed either as daily laborers or engaged in short-term salaried jobs. Of those self-employed, two thirds were working in a self-owned business, and about a third were also looking for another job. More women than men were unemployed, and more women reported managing self-owned businesses. More male than female participants reported supporting family-owned activities and a very small proportion were engaged in group-owned businesses. Higher unemployment and lower self-employment rates were reported in Afar and Tigray compared with Amhara and Oromia regions. Most of the male participants reported being engaged in agriculture and livestock-related activities or daily labor, while the preferred fields for women were trading consumer products, providing services such as running a coffee/tea shop or a small restaurant, and agriculture and livestock-related activities. Lack of education and training, mismatch between training and job requirements, no work experience, and not enough jobs available were stated as the main reasons for unemployment or inability to work. For those engaged in self-employment, both male and female participants reported several hurdles in setting up their own business, including lack of land and working space, difficulty in obtaining working capital and financing, and licenses and market linkages.

Figure 1.2. Current employment status of youth cohort study respondents, by region (in percentages)

9 The exchange rate used here and in the rest of this report is US$1= ETB 23.155 (as on June 16, 2017), as reported by EXCHANGE-RATES.org.

81 4 8

213

5 310

37 35

20

516 20

1

69

32 34

68

5 0 1 02 2 0 00

20

40

60

80

Afar (n=108) Amhara (n=200) Oromiya (n=178) Tigray (n=96)

Distributon by Current Employment Status

In School Or Training Paid/Wage/Paid-In Kind Employed Self-Employed Self-Employed But Looking For A Job Unemployed (Dependent On Support From Others) Unemployed But Not Seeking Work For Other Reasons (Example Other

xiii Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

Figure 1.3. Participants’ opinion of main reason for unemployment, by region (percent responding)

Note: Numbers in the parenthesis in X-Axis represents number of unemployed respondents from each region. Out of total unemployed, 245 participants responded.

Over 80 percent of focus group participants reported having little or no income. Further, 60 percent of participants lived with their families and worked in agriculture as sharecroppers or as unpaid daily labor, and thus could not definitively estimate their income or expenditures on themselves. For purposes of establishing a baseline, survey data was collected on household expenditures and assets owned by the individuals and their families. The largest expenditures reported were on investments in own business (26% of household expenditures), followed by house rent/lease (12%), support to other family members (12%), and food (10%). On an individual level, about 50% of all participants reported owning cattle and farm animals. Older participants reported owning assets such as land for farming and a house. Interestingly, 94% of male participants and 66% of female participants owned a mobile phone. While 67% of participants reported saving money for emergencies, participants in the focus groups conducted by the study team indicated that most incurred expenditure on health care only when they or their family members were unwell. Most participants reported visiting the local health clinic/post or a nurse for most healthcare needs, and going to the hospital in the city only in case of severe illness or emergency.

Figure 1.4. Distribution of individuals reporting asset-holding, by region (in percentages)

31

39

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21

27

12

21

3

1914

22 21

12

25

40

24

8

2 2 03

8

15

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10

20

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Afar (n=32) Amhara (n=92) Oromia (n=84) Tigray (n=37)

perce

ntag

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pond

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No Education Not Enough Jobs No Work Experience Edu/Skills/Training Mismatch No Connections Other

Note: Each column represents percent of individuals out of total regional sample size for each asset category

71 7688

96

3950

58

35

12 15

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26 2716

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Individuals reporting asset-holding (%)

Mobile Telephones Animals House

Land for farming, grazing, etc. Television Radio/Tape recorder/ MP 3 player

Other

xiv Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

Work Readiness Skills Participants indicated a strong preference for self-employment over salaried employment, especially with the government as the salaries were rather low. Overall, they had a high opinion of their own readiness to work, rating themselves highly in terms of their interpersonal skills and self-confidence.10 Except for ability to write CVs or to access finance, land, etc., participants rated themselves as “good” or “neutral” on most items on a five-point scale ranging from very poor to very good. Male participants rated themselves higher (i.e., as being very good) compared to female participants. Focus group discussions also indicated that participants felt they were ready for work and that the training would add the needed polish. Participants also expressed the hope that the training would help with full-time employment or business.

Access to Employment/Entrepreneurial Resources Thirty-five percent of all survey respondents reported having tried to find employment in the past six months. Many employed or self-employed participants also reported looking for new jobs. While the most common avenues for looking for new opportunities were participation in job fairs, followed by asking relatives and friends for help, applying directly to employers and registering with public employment office, there are distinct gender differences in the preferred avenue for job search. Female participants reported being more likely to use avenues such as job fairs (51%), seeking the help of friends (29%), and registration with the public employment office (24%) (in that order), while male participants preferred seeking the assistance of friends (54%), followed by job fairs (47%), and direct applications (25%). Only 8% of male respondents reported responding to advertisements on the Internet or radio, an option not used by the females at all.

Health Care Health care is a discretionary expenditure and one that is easily overlooked, except in an emergency. The hypothesis underlying the Youth Potential activity is that with increased income, the participants in the activity will spend more on their health and health-related expenditures, including family planning. Thirty percent of all survey respondents reported being unwell and taking time off from work due to illness in the past six months. Most reported being unwell due to illnesses such as malaria, typhoid, allergic reactions, and a few reported serious illnesses such as breast and heart problems and kidney infections. Those who sought treatment reported going to a government hospital or a government health station/clinic. Forty-one percent of the respondents reported visiting a health care provider, between 1 and 3 times, over the past six months for themselves or someone in their family.

10 Note that for some of the baseline study participants (April cohort), WRN! training had started on April 1, 2017 while for others it started mid-Aril 2017. Data collection for all participants started in the second week of April 2017. Effectively, therefore, responses to questions related to work-readiness skills are spread over the duration of WRN! training.

xv Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

Figure 1.5. Distribution of individuals reporting preferred provider for health care, by region (in percentages)

Functional Literacy and Numeracy Skills While not a focus of the Youth Potential activity, an expected benefit of enrolling in the activity is improved levels of functional literacy and numeracy. Most participants, male and female, reported being able to read and write fluently, and most had more than just a functional level of literacy (the only exception was Chifra in Afar region). Over two thirds of the participants have completed grade 9 or higher (about 8% have completed TVET or college programs). Survey respondents were given simple tests of literacy and numeracy to assess their ability to read, write, and do basic arithmetic. Over two thirds of the participants demonstrated an ability to read and write with some fluency. Further, 97% of all participants could recognize numbers, and 92% were able do simple addition.

Conclusions The Youth Cohort Study is following a subset of youth over a period of 12 months to enable better understanding of: (a) participant-level outcomes; and (b) the extent to which the Youth Potential activity has improved the employment status and/or income level of a subset of youth participating in the project. The baseline study has collected qualitative and quantitative data on ten indicators for 582 participants in the month of enrollment in the program. This data serves as the benchmark against which the impact of the activity will be assessed.

Over the course of data collection, we noted that the Youth Potential activity has gotten off to a slow start and has reached only a third of the target population at midpoint in the program. The team also experienced a need for continued communication and management of expectations for both participants and partners. Of the two major government stakeholders,11 the Youth Potential activity has a strong relationship with the Ministry for Women and Children Affairs, which has oversight of the program; however, there is a need for strengthening the ties with the Ministry of Youth and Sports, which oversees government programming for youth. The focus group discussions revealed that participants had high expectations from the program. In addition to the training, they are expecting to be placed in an internship that would lead to a permanent job or be set up with enough financial and other resources for self-employment. This expectation must be managed to avoid a feeling of unfulfilled promises. In addition, the training is likely to generate a lot of demand for the few economic opportunities that are

11 At the time of award, the major government stakeholder was the Ministry (Bureau at the regional level) of Women, Children, and Youth Affairs. Since then, this has been reorganized into two entities: Ministry of Women and Children Affairs and the Ministry of Youth and Sports.

xvi Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

available in the woredas, which has the potential of causing a lot of frustration among those who do not get their desired levels of employment and economic gains.

Further, there is an expectation that successful participation in the Youth Potential activity will result in higher incomes, which in turn would lead to gains in health outcomes and improved levels of functional literacy and numeracy. However, there is nothing in the training curriculum that directly addresses these topics. The training program does not have any training on health care or utilization of health services, nor does it have any activities that provide literacy or numeracy training. The difference between the theoretical construct and practical outcomes needs to be strategically managed.

Challenges The team faced some challenges related to data collection. These include: (i) non-availability of data on enrollment of participants in the March/April cohort from SAVE; (ii) difficulty in obtaining information on individual income and expenditures, since most participants live with their families; (iii) unavailability of simple easy-to-administer tests of literacy and numeracy relative to the more formal tests such as Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA); and (iv) despite all efforts to coordinate with the SAVE team, there were instances when the survey team was unable to find the facilitators and or the participants for conducting the surveys. Solutions for these challenges were found through the use of alternate measures, for example, data from administrative reports was used to replace enrolment data, proxy data on ownership of items was used to determine income, and finally simple tests of literacy and numeracy were developed by the survey team, but the challenges remain. Similarly, the SAVE team has promised all help for the next round of data collection, but again the challenge remains.

A separate challenge was to do with the context of the participants, we were unable to find out if there were training programs other than the Youth Potential activity that were available to the participants in the selected woredas. This is important insofar as it could compromise the impact of the interventions and causality of changes in the indicators after one year of enrollment.

Recommendations This is a baseline study designed to provide a point of comparison for change resulting from the effects of participation in the Youth Potential activity. However, during course of data collection a few points of note/recommendations for the implementing team are as follows. (i)The evaluation team noted that there is a need for strengthening the relationship of the Youth Potential team with the Ministry for Youth and Sports and to make the concerned officials more aware of the Youth Potential activities and initiatives. This will help in greater awareness of Youth Potential and provide Youth Potential participants with greater access to programs and resources managed by the Ministry. (ii) Participants have great expectations from the training program. Based on the focus group discussions, it appears that these expectations may be beyond the scope of Youth Potential program. There is a need for Youth Potential to discuss explicitly and upfront what the activity can and cannot do. This will help set more realistic expectations on the part of the participants and reduce possible disappointment. (iii) As stated above, the curriculum for Youth Potential does not address the issues of health or literacy and numeracy among the participants. There is a need for a discussion on the role of the activity and its impact on the issues of health, literacy and numeracy on the participants between the implementers and USAID/Ethiopia. (iv) There is a need for further standardization and transparency in the selection process. While the selection criteria are very clear, the process itself could be improved upon. (v)There is a time lag between the start of the training and the report of the number of participants. In addition, there is a time lag between the participants dropping out of the training program and reporting by the field staff making it a problem for follow-up. In theory, the Youth Potential staff use electronic means for recording data, in practice this is not the case. Perhaps there is a need for better training on the use of electronic recording devices the Youth Potential field staff. (vi) Finally, there is a concern regarding the

xvii Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

increasing caseload of the facilitators. To ensure quality training and follow-up by the facilitators, SAVE and its partners should make it a priority to look into this and maintain a manageable caseload.

1 Ethiopia Performance Monitoring and Evaluation Service Building the Potential of Youth Activity: Baseline Evaluation Report

INTRODUCTION Ethiopia, a large, landlocked, diverse country, is home to sub-Saharan Africa’s second largest population—about 94 million people—the vast majority of whom live in rural areas.12 Ethiopia is the 11th poorest country in the world by income per person, with an estimated annual per capita income of $590 in 2015 (World Bank).13 Roughly, 30% of Ethiopians live below the poverty line of $1.25 a day and are vulnerable to food insecurity.14 Despite regular cycles of drought in several parts of the country, however, Ethiopia recorded a GDP growth rate of 10.5% in 2015 and is one of the fastest-growing economies in the world. In addition, Ethiopia has made tremendous development gains in education, health, and food security over the past decade.

To further advance the country’s progress and support continued growth of the economy and poverty reduction, the Government of Ethiopia (GoE) has committed itself to a five-year Growth and Transformation Plan (GTP), which includes sustainably improving rural livelihoods and national food security. The first five-year plan (GTP I) was implemented from 2010/11 to 2014/15, a period that saw a steady increase in GDP (which grew at 10.5% in 2015), falling rates of unemployment, and transition of the labor force from agriculture to construction and services. Building upon the success of GTP I, GoE is currently implementing GTP 2, covering the period 2015/16 to 2019/20, and is mobilizing internal and external resources through bilateral and multilateral cooperation.

Sustaining the growth rates realized during GTP 1 and ensuring that the fruits of the growth reach the poor and vulnerable sections of the society, however, require that all segments of the population are included in the growth strategies. Ethiopia faces many challenges in this regard. The workforce in Ethiopia is young, and approximately 29% of the population of Ethiopia is between 15 and 29 years of age.15 However, literacy rates among the youth are low (47% for women and 63% for men) and are even lower if the entire adult population over 15 years of age is included (28% for women, 49% for men).16 Unsurprisingly, therefore, many of these youths are either limited to unpaid work or are underemployed. The situation is worse for women, one in five of whom is economically inactive.

In keeping with its commitment to the Government of Ethiopia to support its efforts to provide health, education, and economic growth opportunities to its people, the United States Agency for International Development (USAID) is funding the Building the Potential of Youth Activity – Promoting Opportunities Through Training, Education, Transition Investment, and Livelihoods for Youth Activity (henceforth referred to as the Youth Potential program), with the goal of “helping youth increase their assets and incomes through employment or better employment for them to achieve economic self-sufficiency, while building the capacity of local institutions to continue this work in the long term.”17 The support aims at providing rural youth with literacy, numeracy, and life skills training alongside vocational and entrepreneurship development activities through partnerships with training, small business, and micro-finance institutions.

United States Agency for International Development /Ethiopia (USAID/Ethiopia) has contracted with Social Impact to implement the Ethiopia Performance Monitoring and Evaluation (EPMES) Activity. Under EPMES, USAID requested for an independent the performance evaluation of its Building the Potential of Youth (Youth Potential) activity. This evaluation involves multiple approaches, which include:

12 https://www.usaid.gov/ethiopia accessed May 2017 13 http://www.worldbank.org/en/country/ethiopia/overview 14 Ref: USAID ibid 15 http://www.youthpolicy.org/national/Ethiopia_2004_National_Youth_Policy.pdf 16 http://www.uis.unesco.org/Education/Documents/literacy-statistics-trends-1985-2015.pdf 17 Program description as found on USAID/Ethiopia webpage - Ref: https://www.usaid.gov/ethiopia/education

https://www.usaid.gov/ethiopia

https://www.usaid.gov/ethiopia/education


a baseline study; performance monitoring and data systems review; and a multi-round cohort study of beneficiaries focused on a subset of youth participants and geographic implementation areas (henceforth referred to as the Youth Cohort Study. This report provides the baseline data for the Youth Cohort Study (YCS). Annex I has the details.

This document presents the results of a baseline analysis for the Youth Cohort Study conducted with a subset of youth participants and geographic implementation areas to inform the impact of the Youth Potential activity on the employment status and/or income level of a subset of youth participating in the activity as well as to draw some lessons for future similar activity design.

The rest of this document is organized as follows. Section 2 discusses the objectives and the approach used for the conduct of the study. Section 3 contains the major findings from the baseline study in terms of program implementation and the status of the Youth Potential activity participants to inform each of the study questions, and Section 4 presents the conclusions. This document also has eight annexes, which respectively contain: (i) the statement of work, (ii) the Youth Potential activity results framework; (iii) a list of study questions and draft crosswalk from questions to indicators to sources of data; (iv) a list of people consulted and interviewed and focus groups conducted; (v) a list of documents reviewed; (vi) data collection instruments; (vii) regression analysis; (viii) data tables; (ix) study team disclosure and conflicts of interest; and (x) has the study team profiles.


STUDY OBJECTIVES AND APPROACH ACTIVITY DESCRIPTION USAID/Ethiopia’s Youth Potential activity is a five-year,18 USD 17.3 million program designed to provide youth (ages 15–29), especially girls and young women, in rural areas and towns with access to workforce development/livelihood support and resources, tailored to their specific needs and market demand, so that they can: a) achieve increased income; and b) strengthen skills, knowledge, and social capital required to achieve economic self-sufficiency over the longer term. It is being implemented under a cooperative agreement19 between USAID and a group headed by SAVE the Children (SAVE) including Education Development Center, Inc. (EDC), HUNDEE-Oromo Grassroots Development Initiative (HUNDEE), Professional Alliance for Development in Ethiopia (PADet), Relief Society of Tigray (REST) and Facilitator for Change Ethiopia (FCE). It was awarded on January 1, 2015 and is currently in its third year of implementation.

The Youth Potential activity has three objectives: (see Annex 2 for the Activity results framework):

• IR1: Rigorous evidence base developed to inform USAID and its development partners, including youth, GoE and NGOs, on appropriate, effective, and sustainable market-driven youth workforce development interventions.

• IR 2: Improved youth access to market-driven skills and experiences to support the transition to safe and viable employment.

• IR3: Coordinated delivery among local institutions of quality market-driven services connecting underserved youth, especially women, to employment and income opportunities.

Designed to reach 34,53720 unemployed or underemployed rural youth in the 15–29 age group and focusing on the most vulnerable sections of the society, particularly women, and those transitioning out of pastoralism, it will achieve these objectives by:

• Ensuring that training and service providers consider market relevance and target curricula and programs to meeting the skills needs of youth participants

• Offering tailored technical and life skills trainings to youth to create more viable livelihood prospects

• Expanding approaches and offerings in Work-Based Learning, including employer visits, organized job shadowing, short-term employment, and internships, that will lead to workforce-ready and employable youth with practical experience

• Building Youth Service Provider Networks and providing a cost-effective approach to enhance support service access for remote communities and disadvantaged groups

The Youth Potential activity is being implemented in six regions of Ethiopia, with some very difficult terrain and under very harsh conditions. While the regions (and woredas within the regions) are selected in collaboration with USAID, the Ministry, and other stakeholders, the kebeles are nominated by the woreda administration. As a result, some of the places where the activity is being implemented have only dirt roads (or no roads). For example, a kebele in the Chifra area in Afar, where the study team conducted focus groups with a current group of participants, can only be reached by crossing a river to reach the training site. A map showing the location of current activities is placed in the section

18 Period of implementation January 1, 2015 – December 31, 2019 19 Cooperative Agreement # AID-663-A-15-00006 20 Planned target for life of the Activity


titled Geographic Coverage. As of the end of March 2017, the activity had provided life skills training, coaching, and mentoring to over 12,000 youth.21

STUDY OBJECTIVES The overall objective of the Youth Cohort Study is to evaluate whether youth who receive workforce development/livelihood support achieve increased income and strengthen skills, knowledge, and social capital required to achieve economic self-sufficiency over the longer term. The premise underlying the Youth Potential activity is that participation of youth in programs that build capacity and work-readiness skills will result in the youth having better skills, including skills in functional literacy and numeracy, that make them better prepared to find employment or engage in self-employment, leading to higher income and health outcomes (see Activity Results Framework in Annex 2). This principle has shaped the design of this study.

RESEARCH QUESTIONS Specifically, the Youth Cohort Study will address the following broad questions as identified by USAID in the statement of work (See Annexes 1 and 3):

1. To what extent has the income and employment status of study participants changed between enrollment in the Youth Potential program and the twelve months following enrollment? Does increased income lead to improved health outcomes among study participants?

2. To what extent has participation in the Youth Potential program improved the work-readiness skills of study participants?

3. To what extent has participation in the Youth Potential program improved knowledge of and access to employment/entrepreneurial resources for study participants?

4. To what extent has participation in the Youth Potential program improved functional literacy and numeracy skills of study participants?

5. How do the outcomes addressed in the questions above vary by participant characteristics (e.g., sex, age, ethnic/linguistic group, SES, marital status, parenting status) and by service delivery partner?

All the questions above22 will be answered by the end of the study. This baseline study provides information on the status for each of the above among the study participants, against which change can be assessed.

RELEVANCE OF THE STUDY The Youth Cohort Study, upon completion, will provide a deep understanding of participant outcomes as a result of the training provided by the Youth Potential activity. The findings will inform the stakeholders, especially USAID, and the implementers of the activity with information about the activity as well as progress towards near-term outputs and outcomes and demonstrate long-term contributions of Youth Potential activity initiatives on a cohort of youth. The study will highlight major strengths and weaknesses of the Youth Potential initiatives and provide recommendations for mid-term modifications as necessary as well as future design of similar programs.

21 Youth Potential – Quarterly report – PY3 Quarter 2 22 Questions taken verbatim from the EPMES statement of work.


STUDY APPROACH This study is designed to respond to each of the broad questions above, gather evidence on the extent to which participation in the Youth Potential activity has improved the employment status and/or income level of the participants or had an impact on their work-readiness skills, awareness of and access to employment and entrepreneurial resources, health outcomes, and functional literacy and numeracy. This will be done by using a variety of qualitative and quantitative methods. The study design is described below.

The focus of this study is to track changes on activity beneficiaries included in the cohort and to document lessons learned for future similar activity designs. The hypothesis underlying the Youth Potential activity is that participation of youth in activities that build capacity and work-readiness skills will result in their having better skills, including in functional literacy and numeracy, which make them better prepared to find employment or engage in self-employment, leading to higher income and health outcomes. Since the Youth Potential activity covers most eligible youth in the woreda and is implemented over an extended time, the study will employ a panel design to demonstrate that the Youth Potential activity caused changes in outcomes or impacts. In a panel design, participants from whom data are collected from over time serve as their own controls, since characteristics of an individual observed earlier can be controlled for when analyzing for changes in the outcomes. Baseline data collected on a select group of beneficiaries will help in assessing effectiveness of the activity; by defining measures of the success of the activity, it will help focus the activity on intended results.

The Youth Cohort Study will follow a cohort of participants from the time it enrolls in the Youth Potential training activity to a point twelve months from the date of enrollment. To respond to the research questions listed above, data will be collected on several qualitative and quantitative indicators and sub-indicators (see Annex 3), which together will inform the results of the training as well as future possible modifications in the activities. To assess the changes and the contribution of the Youth Potential activity, data are being collected from a select group of participants (cohort) that have recently enrolled in the training program, at three points: (i) baseline, in the month of enrollment in the training (the current phase); (ii) mid-line, at six months from the point of enrollment; and (iii) end-line, at twelve months post-enrollment in the Youth Potential activity. This will be accompanied by periodic collection of income and expenditure data (using financial diaries) for a subset of the cohort. To the extent possible, to ensure comparability, data at mid-line and end line will be collected using the same instruments as used for this baseline study. Family members of the trainees will also be examined at mid-line and end line points, which will provide another perspective on the outcome of the activity on the lives of the youths and their roles in communities. All data will be analyzed together at mid-line and again at end line to respond to each of the study questions and assess the impact of the activity.

A mixture of qualitative and quantitative methods is employed for the collection of primary and secondary data. Primary data will be collected, as appropriate, through: (i) survey of activity participants; (ii) focus groups with a subgroup of participants; (iii) monthly interviews to monitor status of employment and use of income from a sub-group of approximately 80 March/April 2017 cohort study participants; and (iv) key informant interviews conducted with stakeholders and activity implementers. Secondary data are collected from a review of documents, including programmatic reports and databases already in place for Youth Potential activity, and are triangulated against the primary data to obtain a more complete picture. Field visits to a sample of woredas in the Amhara, Oromia, Tigray, and Afar regions of Ethiopia are conducted to collect data from participants on their perspectives on the activity, their current situation, and any changes as a result of participation in the activity.23

23 Regions, as identified in the statement of work, were Amhara, Oromia, Tigray, and Somali regions. However, due to instability in the Somali region, in consultation with USAID and SAVE the Children, it was substituted with the


As mentioned above, this baseline study seeks to answer the following questions for the study sample:

1. What are the demographic characteristics of the selected beneficiaries? 2. What is their income and employment status at the time of enrolling in the activity? What are

the health outcomes among study participants? 3. What is the self-perception of their work-readiness skills among study participants? 4. What is their knowledge of and access to employment/entrepreneurial resources? 5. How do the outcomes addressed in the questions above vary by participant characteristics (e.g.,

sex, age, ethnic/linguistic group, SES, marital status, parenting status) and by service delivery partner?

The baseline study was conducted during the period March to June 2017. The assessment methodology employed follows the logic of the activity and examines all activities within this component to determine its progress. As indicated above, data for this baseline study were collected from several primary and secondary sources, including review of documents, surveys, focus groups, and key informant interviews conducted over a period of six weeks from April-May 2017. It does not include data from monthly interviews with a subgroup of participants to monitor employment and income expenditure data. Working in close collaboration with the SAVE the Children team, the implementing partners for the Youth Potential activity, secondary data were collected through a review of activity documents, websites, and administrative records. Primary data were collected from a survey of 582 Youth Potential participants (out of a total sample of 670, response rate of 87%) from 13 woredas in the four regions of Afar, Amhara, Oromia, and Tigray.24 (See Table 2.1.) The remaining 13% were either not traceable or chose not to respond. All participants from each of the selected woredas who had completed the training or were enrolled in the Youth Potential Activity in the months of March and April 2017 were included in the sample. In two woredas, an exception was made and participants from a previous month were included, as that was the most recent cohort of trainees available.

Table 2.1: Distribution of survey respondents, focus group participants and key informant interviews by region

Survey Respondents Focus Group Participants Key Informant Interviews*

Region Male Female Total Male Female Total Total

Afar 60 48 108 36 25 61 18

Amhara 107 93 200 39 37 76 13

Oromia 113 65 178 54 43 97 8

Tigray 52 44 96 22 21 43 12

Total 332 250 582 151 126 277 51 *Three additional interviews were held with activity implementers in Addis, bringing the total number of Key Informant interviews conducted to 54.

Afar region, which has very similar characteristics (pastoral region where the Youth Potential activity is being implemented by SAVE the Children itself). 24 The regions and woredas were selected in collaboration with USAID and SAVE the Children. The regions were stratified by pastoral/productive areas and the implementing partners. Stability in the region was an additional consideration used for the selection of region. The woredas were selected on the basis of the following criteria: ongoing training program at the time of baseline data collection, pastoral/productive areas and the program year in which activities were first implemented in the woreda.


Data were collected from all four regions through surveys administered by trained interviewers using handheld electronic devices to ensure rapid and accurate collection of data.25 The survey instrument, designed in English, was translated into the regional languages prior to administration. In parallel, qualitative data were collected through 29 focus groups with 277 participants (126 female; 46%) conducted in a purposive sub-sample of eight woredas in the four regions (two woredas in each region) and 82 key informant interviews and informational meetings held with stakeholders, including the Government counterparts; TVET and TTI administrators; and Youth Potential staff at the regional, woreda, and kebele levels. The Youth Potential staff included the M&E officers, the woreda officers, and the facilitators responsible for delivery of the training as well as coaching and arranging for the mentoring.

Annex 4 contains a list of people interviewed, Annex 5 lists the sources of data, and Annex 7 contains the survey instrument as well as the focus group and interview guides.

LIMITATIONS OF THE STUDY 1. The success of the survey is dependent on the enumerators being able to locate the

participants. Conversations with the Youth Potential staff suggest that the facilitators record the kebele where participants live as well as their phone numbers, if available. Timely access to this information will be needed to keep the study on track.

2. There is a gap between the planning of activity tasks and their implementation. There is also a gap between the number of trainees planned for and those who enroll in the training program, making it difficult to assess the number of participants available. This can have an impact on the number of participants followed over the life of the study.

3. There is a need for access to the internal databases used by the activity to track participants to: (i) have updated information on how many participants are enrolled in the activity, (ii) know how many have dropped out, and (iii) track the number and type of trainings attended by the participants as well as their frequency of contacts with the facilitators. This information would also provide a built-in comparison, where the data from the Youth Cohort Study participants can be compared with that of all participants in the activity. Despite several requests, this information was not available during the baseline study.

4. A related concern stemming from the non-availability of data is that we are unable to make any comment about the representativeness of the study findings. The survey had a high response rate of 87% completed surveys. However, given that the data for the Youth Potential activity is not available we have been unable to statistically establish how closely the respondents for the study are a representative of the sample selected for the study.

5. Participants are youth in the 15–29 age group, which is a highly mobile population. This is further compounded by the fact that some are from pastoral areas. Difficulties in contacting and tracking these respondents may affect the survey response rates. A cushion, however, has been built into the baseline sample size to allow for attrition, but the concern remains.

6. The participants in the Youth Potential activity are selected by a community-based committee from self-selected applicants and/or community nominees to participate in the training. As such, there may be some bias in who gets included in a specific training activity and hence into this study.

7. Despite all efforts to coordinate with the SAVE team, there were instances when the survey team was unable to find the facilitators and or the participants for conducting the surveys, further adding to the selection bias mentioned above,

25 The surveys data collection was completed by SART with oversight from Social Impact.


8. The assessment of the contribution of the Youth Potential activity on the individuals will be based on self-reports and information obtained from families and other key respondents. To this extent, there is the possibility of bias.

9. Data for two questions—improvement in literacy and numeracy as well as changes in health outcomes—will be based on proxy measures. These topics are not directly addressed by the curriculum taught by the Youth Potential activity and as such, the outcomes are expected to be tangential benefits of the activity.

10. At the time of award of the activity, the major government stakeholder was the Ministry (Bureau at regional level) of Women, Children, and Youth Affairs. Since then, this has been reorganized into two ministries: the Ministry of Women and Children Affairs and the Ministry of Youth and Sports. The team conducted interviews with at least one representative from each organization at the regional and woreda levels, but as with any short-term performance evaluation, the team was not able to meet with all the stakeholders, especially those in senior positions in the government. While the study team is satisfied with the data available at this point, given the role these agencies play in the creation of employment opportunities, we recognize that this could be a limitation.


MAIN FINDINGS This section includes an assessment of the progress on the Youth Potential activity followed by the findings from the Youth Cohort Study presented in the order of the five broad questions that the study seeks to answer. Accordingly, the first subsection provides a brief report on the implementation of the Youth Potential activity, followed by a description of the demographic characteristics of the Youth Cohort Study participants. This is followed by a description of their status of income, employment status, and utilization of health care at the time of enrolling in the activity; self-perceptions of their work-readiness skills; and their knowledge of and access to employment/entrepreneurial resources. To the extent possible, all findings are discussed by participant characteristics, such as sex, age, marital status, and by region (as a proxy for service delivery partner). 26

YOUTH POTENTIAL ACTIVITY – IMPLEMENTATION Now in its third year of implementation, the Youth Potential activity is being implemented by a consortium of Ethiopian and international partners led by SAVE the Children.27 The review of the activity documents and discussions with the SAVE team indicates that the Youth Potential activity targets providing life skills training as well as coaching and mentoring to 34,537 unemployed or underemployed rural youth in the 15–29 age group over the life of the activity; it is currently active in 30 woredas in six regions. SAVE the Children provides overall oversight for the activity and manages the implementation of activities in two of the regions; the rest are managed by its local partners.28

The Youth Potential activity curriculum toolkit includes the following five modular and integrated employability interventions:

1. Positive Youth Development: An “asset-based” approach, focusing on one’s self, family, and community; also referred to as Youth in Action (YIA), as it uses materials adapted from the YIA training curriculum;

2. Aflateen: Social and financial education for the younger youth cohort; 3. Work Ready Now! (WRN!): Basic “soft” employability skills, knowledge, and behaviors needed

in order to be successful; 4. Work-Based Learning (WBL): Real workplace experience by observing or working on products

or services, primarily for WRN! graduates who decided to enter wage employment, yet it can be also considered for young people who want to start a business and want to learn about production and business processes. WBL provides short-term placements with employers and additional skills training for youth who require this before placement.

5. Be Your Own Boss (BYOB): Basic skills for youth who wish to improve an existing income-generating activity or pursue self-employment.

The activity provides training and provides support materials to youth facilitators (facilitators) for each of the modules. Support and training materials have also been developed for regional managers, woreda officers, and volunteers.

26 The statement of work also called for disaggregation by ethnicity, which was dropped following discussions with USAID at the time of study design. 27 The partners include Education Development Center, Inc. (EDC), HUNDEE-Oromo Grassroots Development Initiative (HUNDEE), Professional Alliance for Development in Ethiopia (PADet), Relief Society of Tigray (REST), and Facilitator for Change Ethiopia (FCE) 28 The implementing partner for the YP program by region are as follows: Afar, SAVE the Children; Amhara, PADet; Oromia, HUNDEE; Tigray, REST; Somali, SAVE the Children; and SNPPR, FCE.


During trainings, the participants prepare personal development plans; participants who plan to start or improve their own business also develop a marketing plan and business plan. Youth facilitators coach the participants on adhering to their plans and finding additional support and resources and provide ongoing encouragement. Follow-up support is also provided through the training of “volunteer mentors” from the community to mentor and support participants who have completed WRN! and are seeking to earn an income either through their own business or who are employed in local workplaces. The training pathway followed by the participants is determined both by their age and by their interest. Recognizing the differences between target groups, the activity targets participants in two age cohorts: 15–18 and 19–29 years old. Participants are also able to choose whether they wish to focus on wage employment or self-employment. The diagrams in Figure 3.1 map the pathways available to the two age groups.29

Figure 3.1. Pathways for Youth Potential activity participants

Source: Youth Potential – Year 2 annual report

Beyond training or skill development, Youth Potential has identified systems and activities that help to enhance young people’s employability as well as social capital. This includes work-based learning, job shadowing, mentoring and coaching, establishing Youth Economic Strengthening groups – including YES Councils and establishing YES hubs or centers. In addition to “soft” skill trainings, some beneficiaries also receive hard skills trainings such as metal work, wood work, etc., from Technical, Vocational and Educational Training (TVET) centers depending on their choice as expressed in their youth development plan and the availability of the desired training in the woreda.

Review of records: A review of Youth Potential administrative reports and documents indicates that as of April 2017 (when the baseline data collection took place for the Youth Cohort Study), the Youth Potential had achieved the following outputs: 30

• Over 12,000 participants (43% female) had received training, mentoring, and coaching across all regions; this included 600 TVET graduate students (48% female).

• 3,125 youth had utilized coaching provided by the facilitator on employment-seeking skills. • 2,304 participants (50% female) were gainfully employed through self- and wage employment.

29 Building the Potential of Youth – Year 2 annual report 30 All data from YP program annual report Y1; annual report Y2; quarterly report PY3-Q2; only some of the available in the YP program reports data is disaggregated by sex, region, or marital status.


• 88 job placements for participants were facilitated by Youth Potential and partner TTIs as a part of the work-based learning initiative.

• 81 public-private partnerships were formed because of Youth Potential assistance.

Selection of participants: Information from activity documents, conversations with implementers and focus group findings indicate that the Youth Potential activity offers training on a rolling basis, with new cohorts starting up every four to six weeks. Each cohort has approximately 50 participants (two groups of 25 participants) from each of the active woreda (for a total of approximately 1,500 participants per cohort). Participants are selected at the kebele level by a community-based committee working in close collaboration with the Youth Potential staff, from self-selected applicants and community nominees. The selection criteria include the following:

• 15 to 29 years old; • Permanent (or at least long-term) residents of the target areas; • Low-income (underemployed) or unemployed; • Have a positive track record within the community including respecting the values of the

community, hard work, etc.; • Demonstrate motivation to pursue employment opportunities; • Be willing to participate in the activity; and • Currently not benefiting from another USG-funded program.

While the process, as stated above, is supposed to be that the community-based committee selects the participants from a list of applicants, in practice the process varies somewhat depending on the kebele and woreda. According to the facilitators, information about Youth Potential from Headquarters is shared with the woreda officers who in turn inform the kebele heads and elders, who then inform the youth. Conversations with participants in focus groups indicated that the activity is advertised by word of mouth and sometimes everyone in the eligible pool is informed and at others a select few are told about it. I According to the participants, the kebele leaders inform the youth themselves or their parents and other elders and ask the eligible youth to go to the site of the selection meeting in the kebele. In some woredas and kebeles the participants reported that they were told about the training program a few days prior and asked to apply. In others, the selection of youth is by nomination (by committee members) to the training program. Activity staff in some woredas reported using existing lists of youth obtained from youth organizations as a starting point for the selection of participants and then adding on to the list with help of the kebele-level committee, while in others it was completely ad hoc. Both the participants and facilitators reported that in some woredas, registration and selection of participants is completed just prior to the start of training. In others, participants are selected at once for up to three rounds of training. Most of the focus group participants reported that while the criteria for selection are very clear, the process itself is not very transparent, which raises some questions about who gets nominated to participate in the training and when.

Both male and female candidates, regardless of their level of education and literacy and numeracy skills, are eligible for selection into the Youth Potential training.31 However, it was clear from a review of activity records and interviews with stakeholders that while the committee strives for a gender balance in the selection of participants, there are fewer females participating in the training for a variety of reasons, including concerns for safety of women, cultural norms, etc. At the end of Year 2, only 43% of the Youth Potential participants who had completed the basic training were female. In addition, while

31 Level of education: participants with no schooling, out of school (dropout) for at least six months after the start of current learning cycle, or completed high school, TVET, or college/university are eligible for the program. Literacy and numeracy skills: includes those with limited skills, i.e., unable to compute or solve problems, cannot read or write a defined language at a level necessary to function in employment or in society.


the criteria suggest that the participants could be selected from among those who have low literacy levels, in practice during the first two years of implementation, preference has been given to participants who are over 18, have completed at least grade 8 or have high school diplomas (or had dropped out in grade 9/10) or higher, resulting in several cohorts with correspondingly high levels of functional literacy and numeracy, and who are willing to “organize” and start self-employment. The implementers also reported that while the intent of the activity was to support those who were unemployed or underemployed, it was a challenge as participants often claimed to be out of work or earning low wages so as to benefit from the training.

Participant training: As stated above, the Youth Potential provides a range of trainings, including Positive Youth Development, or Youth in Action and WRN!, Be Your Own Boss, Work Ready Plus, and Aflateen (which provides training on social and financial education to children in the 15-18 years age group). The activity also provides additional one-off trainings (e.g., training on driving) based on demand from the participants. SAVE the Children also dips into its organizational networks to create internship opportunities for participants. Ranging from 5 to 25 days in duration, these opportunities help the participants practice their basic training.

Once the participants have been selected, they are provided with the basic training, which includes the Positive Youth Development (also known as Youth in Action) and WRN! or Work Ready Plus, followed by mentoring and coaching by the facilitators. WRN! is designed to assist participants in personal development; teach them interpersonal communication, work habits, and conduct; and develop their leadership skills. Designed to be a three-week training (Figure 3.1), in practice the WRN! training program provides training for a set number of hours over 13 to 15 days depending on the availability of the participants and the realities of the situation where the training is being provided. The training materials for the Work Ready Plus program—designed for participants with low levels of literacy and numeracy—have just been completed and the first batch of trainees was enrolled in Chifra Woreda in the Afar region.

While all beneficiaries are expected to pass through the basic training (Positive Youth Development program and WRN! or Work Ready Plus), the other trainings depend on youths’ interests and the personal development plan that they develop and submit after the WRN! (or Work Ready Plus where available) training. The first few cohorts were offered only the WRN! program as their basic training; more recent cohorts are being offered a combination of Positive Youth Development and the WRN! programs.

Since most of the participants in the early cohorts were literate, they were provided with the WRN! training. The training is popular with the facilitators and participants alike, and there is anecdotal evidence that participants have been able to use the training to either find new or better employment after the training. The Work Ready Now Plus (WRN+) training is designed for participants with low levels of literacy and uses drama, role play, and other oral means to impart the training. The impact of this training remains to be seen, because unlike the WRN! training in which the participants have written resource materials and handbooks that they can reference later, this training relies more on oral presentation and internalization of training. The first batch of Work Ready Plus (WR Plus) training was ongoing at the time of baseline data collection (April 2017).

Participants are paid a small stipend/per diem of US$1.3-2.2, depending on the site, to cover the cost of food and beverage during the basic training. Some facilitators reported that a portion of this money was set aside for use by the participants as seed money to start their own enterprise at the end of the training. Most of the trainings are held in the kebele during morning hours to make it easier for the participants to attend the trainings and allow them time to complete their routine tasks. However, many participants in focus groups reported walking long distances to attend the training. One group of young


women reported that they usually got together and hired a bajaj (a form of motorized taxi) to bring them to the training, saving them a lot of walking in the hot weather.

Participant expectations: The focus group discussions revealed that participants have high expectations from the Youth Potential activity. In addition to the training, they are expecting to be placed in an internship that would lead to a permanent job or be set up with enough resources (such as financial resources including loans and financing, obtaining licenses, space and “crates”) for self-employment and setting up a business. As a result of participation in the Youth Potential activity, participants expected to receive training on topics such as running a new business, farming practices, “know-how on how to organize themselves” so that they could “support each other and grow,” and be in a position to start new businesses and trading activities. Similarly, participants in a focus group indicated that they joined the training program in the hopes of being able to be self-employed. As one participant reported, “I joined [the Youth potential activity] not because I get money from the project, but because we had many meetings with the government but we did not get anything. However, if I am able to continue my distance education in economics and I will be graduated and can be self-employed if I get training in marketing from this project.” Another said, “We want to be organized in parking and car washing and expect training from this project to do so.” “We are expecting from project if they can show us direction on which activities to work by organizing ourselves.” Participants expressed similar views across all four regions. These expectations must be managed to avoid a feeling of unfulfilled promises for the participants.

Coaching and mentoring: At the time of enrollment, participants are required to complete a form that asks for their basic information. Completed in hard copy, this information is then transferred into an electronic database and used by the cohort facilitator to track the progress of the participants as well as to provide them with coaching and mentoring. However, the study team found that there was a time lag between the completion of training and updates in the electronic database, but the facilitators clarified that it did not affect follow-up as they simply used the hard copy forms. The coaching – defined as follow-up of training and helping participants use their training – is provided by the facilitators through one-on-one and group coaching and through information exchange with other programs, such as the YES program. The mentoring is provided by mentors selected for having achieved a measure of success in their own right. According to the implementers, once enrolled, participants remain a part of the Youth Potential activity and are provided with coaching and mentoring as needed until they find a job or are settled in self-employment.

According to the implementing partners, Youth Potential plans to deliver the training program to two groups of 25 participants every month in each of the active woredas (total of 50 participants per woreda, with 30 active woredas). However, both the number of participants in the training group and the frequency of trainings were found to vary in the woredas visited by the research team. In one case, the planned training had been canceled due to facilitator no-show. In another, less than half of the participants were present on the first day of the training. Several activity staff reported that Youth Potential considers missing more than three days of basic training without facilitator permission to be the equivalent of having dropped out. This was not reported to be a major concern, however, as according to the activity staff, very few participants dropped out without completing the training program. Nevertheless, the study team found several cases where participants had dropped out, for reasons such as distance to travel, childcare, and other responsibilities at home. In Wolmera Woreda, for instance, 13 of the 25 participants had dropped out due to a perception of inadequate per diem allowance offered by the activity. In addition, drought and famine, especially in Yabelo Woreda in Oromia, is also negatively affecting the implementation of the activity with “many of the trained beneficiaries migrating out of the region to save their lives.”

Youth Potential has enlisted the support of various stakeholders with the implementation of this activity. This includes government agencies (such as Children and Women Affairs offices, Micro and Small-Scale Enterprise agency, municipalities, TVETs, and others) and non-governmental organizations, such as


micro-finance and private organizations. It is working with the Bureau of Education in Afar to provide interns for training as teachers for alternate education programs. It is also working with ongoing activities and programs in the region, such as the Building Resilience and Adaptation program implemented by Farm Africa in the Afar region, to see how resources can be leveraged to support the Youth Potential participants. The activity has established agreements and MOUs with several of these organizations, however, some key respondents reported that the process for setting up the MOUs was very slow and was keeping partners in limbo.

At the time of award (in 2015), the Ministry (Bureau at the regional level) of Women, Children and Youth Affairs was the major government stakeholder for the Youth Potential Activity, and a memorandum of Understanding was signed with the Ministry. Since then, the Ministry has been reorganized into two bodies—the Ministry of Women and Children Affairs and the Ministry of Youth and Sports. The responsibility for the Youth Potential activity rests with the Ministry of Women and Children Affairs. However, it is the Ministry of Youth and Sports that is now handling the youth employment and empowerment programs and the information pertinent to the Youth Potential activity participants flows through this office. During field visits, the study team noted that the activity has good relationships with government counterparts at the kebele and woreda levels and collaborates with them on all activities. However, at the regional level the relationships were not as strong, particularly with the Ministry of Youth and Sports, where not many officials were aware of Youth Potential or its activities.

While the Youth Potential activity is being implemented by SAVE the Children and its partners, in each region it is known by the name of the implementing partner. For example, in Amhara region, the activity is known as the PADet activity; and in Afar, it is the SAVE activity, and so on. The lack of name recognition may pose a constraint to scaling up the activity, even though the curriculum is the same in each region.

DEMOGRAPHIC CHARACTERISTICS OF YOUTH COHORT STUDY PARTICIPANTS Surveys and focus groups were conducted with a sample of Youth Potential participants from Afar, Amhara, Oromia, and Tigray regions32 to learn about their demographic characteristics; their current employment status and income level; self-perceptions of their work-readiness skills; awareness of and access to employment and entrepreneurial resources; health outcomes; and functional literacy and numeracy.

Analysis of survey data shows that of the 582 Youth Cohort Study respondents, 43% were female, a proportion very similar to that reported for the entire Youth Potential Activity. Distribution of respondents by region is commensurate with the size of the region, with Amhara and Oromia regions together making up 65% of the Youth Cohort Study participants. However, the proportion of female participants in Oromia (37% female) is significantly lower than that for Amhara (47%; z-score –5.3, p<.01). Data from interviews with activity staff indicated that fewer females participated in the training due to cultural norms surrounding women, distance to travel, childcare, and other responsibilities at home. Participants in focus groups concurred with this finding.

Sixty-seven percent of the cohort is between 19 and 24 years of age, with more male than female participants. Within age groups, the proportion of female participants is larger (71%) in the 15–18 age group as compared with the 19–24 and 25+ age groups (39% and 34%, respectively). Only five cases across the four regions reported having a disability. Most of the participants are from the region where

32 A total of 582 respondents from 13 woredas across the four regions completed the survey out of a total sample of 670 YP participants, yielding a response rate of 87%. Separate focus groups were conducted for 151 male and 127 female participants from eight woredas in the four regions.


they are currently living (between 94% and 100%) and almost all speak the language of the region. Figure 3.2 has the details.

Being married is not a barrier to participation in the activity. Fifty-eight percent of the participants have never been married, while about a third (35%) are married. More women participating in the Youth Potential training are married, divorced, or widowed than the male participants. However, there are some regional differences as well: almost half of the participants in Afar and Oromia regions reported being married. Almost four fifths of the participants live with their parents, with slightly more men than women reporting living with family. Seventy percent of those married reported having children. Focus group discussions also reflected that most of the participants were male, they lived with their families and most had never been married.

Ninety-five percent of all participants have attended formal school ranging from first grade to college, and 80% had completed grade six or higher. Education patterns are very similar for both young men and women with approximately half (50% male and 45% females) completing high school (grades 9-12). Approximately a tenth of the total sample reported completing TVET and college (8% for males and 9% for females). On the other hand, while 20% of the sample reported completing grade 5 or lower, the male and female patterns were very different (males – 3% no school/traditional school and 17% grade 5 or lower; females 8% no school/traditional school and 12% grade 5 or lower). At a regional level, Afar had a larger proportion of participants with no formal education. As has been stated elsewhere in this report, this group of participants is the first Youth Potential cohort with lower levels of education and is enrolled in the WR Plus training program. Most of the participants reported stopping their education due to inability to pass examinations (33%) or cited economic reasons leading to inability to afford continuing education (24% overall; 32% for males). Female participants reported marriage as a major reason for dropping out of school (20%), a point also made by participants in focus groups. It is interesting to note that even though most of the youth participants go on to high school and beyond, most come from families where the mothers have no formal education (92%) and even the fathers either have no education (67%) or have been educated in only traditional schools (13%). Data from the focus groups with participants from the various regions also supported these findings. Demographic characteristics of the study participants by region are presented in Figure 3.2.


Figure 3.2. Demographic characteristics of participants, by region (in percentages)

56 54

6354

44 47

3746

010203040506070

Afar(n=108)

Amhara(n=200)

Oromiya(n=178)

Tigray(n=96)

Distribution by Gender (%)

Male Female

2618

101

53

67 66

83

2116

2416

0

20

40

60

80

100

Afar(n=108)

Amhara(n=200)

Oromiya(n=178)

Tigray(n=96)

Distribution by Age Group (%)

15 To 18 19 To 24 25 To 30

134 1 46

2 2

32

22

3

1522 20

3024 2424

46

6155

48

15 2

16

52 2 3 5 3

0

20

40

60

80

Afar (n=108) Amhara (n=200) Oromia (n=178) Tigray (n=96) Total (N=582)

Distribution by Education Level (%)

No school Only traditional/non formal school Grades 1 to 5Grades 6 to 8 Grades 9 to 12 Completed TVETCompleted College


INCOME AND EMPLOYMENT STATUS OF STUDY PARTICIPANTS33 Employment Status Data collected from various sources show that a high proportion of the Youth Potential participants are currently unemployed or underemployed, an expected finding, given that this is one of the criteria for selection into the activity. Analysis of the survey data shows that prior to participating in the Youth Potential training, 45% of the participants were unemployed and dependent on others for their sustenance while 41% were self-employed, and the remaining 14% were employed either as daily laborers or engaged in short-term salaried jobs. Of those self-employed, 65% were working in a self-owned business, and about a third was also looking for another job. More women than men were unemployed (53% vs 38%), and more women reported managing self-owned businesses. More male than female participants reported supporting family-owned activities. A very small proportion, 5% males and 2% females, were engaged in group-owned businesses. There were some regional differences, with higher rates of unemployment and lower self-employment rates in Afar and Tigray as compared with Amhara and Oromia (Figure 3.3).

Figure 3.3. Current employment status of youth cohort study respondents, by region (in percentages)

The two largest fields of work reported by male participants were agriculture- and livestock-related activities (58%) and daily labor (14%); for female participants, the preferred fields were trading consumer products (39%), providing services such as running a coffee/tea shop or a small restaurant (23%), and agriculture- and livestock-related activities (22%). Tables 3.1 and 3.2 have the details.

33 This section collects baseline data to inform the following question: To what extent has the income and employment status of study participants changed between enrollment in the Building the Potential of Youth program and the twelve months following enrollment? Does increased income lead to improved health outcomes among study participants?


Table 3.1 Income and employment status prior to participation in Youth Potential training, Youth Cohort Study respondents by sex (in percentages)

DISTRIBUTION BY SEX Prior employment status Male Female Total

n 332 250 582 Percent distribution

(column adds to 100)

In school or training 5 4 5

Paid/wage/paid-in-kind employed 9 4 7

Self-employed 30 27 28

Self-employed but looking for a job 15 9 13

Unemployed (dependent on support from others) 38 53 45

Unemployed but not seeking work for other reasons 2 1 1

Other 1 2 1

Participants in focus groups also reported similar patterns, with agriculture- and livestock-related activities include subsistence farming, working for other farmers in exchange for wages or a portion of the crops, animal fattening, craft, tailoring, etc. A small number, especially those who have received training at TVETs and other professional training, work as electricians, computer technicians, carpenters, mechanics, and even as government employees. Focus group participants also indicated that many, especially male participants, worked multiple jobs to help support themselves and their families.34 Survey data also show that about a third (35%) of those employed hold a secondary job, in fields like those of the primary positions.

Table 3.2 Field of work for those employed prior to joining the Youth Potential activity, Youth Cohort Study respondents by sex (in percentages)

DISTRIBUTION BY SEX Field of Work Male Female Total n 182 103 285 Percent distribution

(column adds to 100) Agricultural + livestock activities 58 22 45

Trading agricultural products (buying or selling agricultural products)

4 17 9

Trading consumer products/items – small shop/kiosk 3 22 10

Carpentry, carving, or woodwork 1 1 1

Mechanics, metal work 2 0 1

Construction work (brick/stone laying, building, etc.) 2 1 1

Daily laborer 14 5 11

Electrical work 1 0 0

Computer technology and administration 2 0 1

34 Since many participants live with their parents and extended family, it is not always clear if the reference to “family” is to the “extended family” or to their own spouse and children.


DISTRIBUTION BY SEX Field of Work Male Female Total Tailoring (making clothes or textiles) 2 2 2

Transport service 4 0 2

Hairdressing/barber 1 1 1

Providing services (such as coffee/tea, small restaurant, shop) 1 23 9

Education 1 0 1

Government 1 0 0

NGO 1 0 1

Others (specify) 4 5 4

Survey data indicates that three quarters of the study participants who are currently employed were satisfied with the job they had prior to joining this training; however, three quarters of the study participants also reported that they had been actively looking for a new job for between 14 days and 6 months. When asked the reason for unemployment or inability to find a job, 29% of the survey respondents did not answer, but others cited lack of education (15%), lack of training (7%), mismatch between training and job requirements (10%), no work experience (13%), and not enough jobs available (36%) as reasons for their unemployment. These findings were supported by the focus groups, where the participants expressed the opinion that there were not enough jobs available as there were no government offices, universities, or hotels that could create jobs in the area, and where there were jobs they (the participants) did not have the qualifications or training required. Nepotism was also reported as a reason for non-availability of opportunities. Figure 3.4 presents the main reasons for unemployment as reported by the survey respondents, disaggregated by region.

Figure 3.4. Participants’ opinion of main reason for unemployment, by region (percent responding)

For those engaged in self-employment, qualitative findings show that both male and female participants face hurdles in setting up their own business, including lack of land and working space, difficulty in obtaining working capital and financing, and licenses and market linkages. Female participants in FGDs reported that there were fewer opportunities for them as compared with their male counterparts, and when they did find a job, they were paid less than their male counterparts as “all unemployed youth are not considered equal in the eyes of the employers”. This opinion was also confirmed by several of the government officials interviewed for this study, who also indicated that while there were “policies in place

Note: Numbers in the parenthesis in X-Axis represents number of unemployed respondents from each region. Out of total unemployed, 245 participants(93%) responded.

31

39

0

21

27

12

21

3

1914

22 21

12

25

40

24

8

2 2 03

8

15

31

0

10

20

30

40

50


perc

enta

ge re

spon

ding

Reasons for Unemployment (% responding)

No Education Not Enough Jobs No Work Experience Edu/Skills/Training Mismatch No Connections Other


for supporting female candidates as well as those with disabilities, they were not really being implemented as there was no push from female groups”. Another key informant indicated, “Women have more work burden than men and are slow to respond to interventions aimed at addressing their challenges.” They went on to suggest that there was a mismatch in the training and available opportunities for employment and a need for attitudinal change among the youth.

The general perception, according to a key stakeholder, is that “youth don’t consider self-employment as employment, as they don’t want to take the risk of starting a business; they are risk-averse and their families also want to see them in government offices.” However, while it is still too early to tell, preliminary data from focus groups appear to indicate that a large group of the participants from the current cohort would prefer to be self-employed, provided they can resolve the bureaucratic hurdles of self-employment. The participants appreciated the training provided as they felt it offered them a means to “stay around […in the area] and start [their] own business rather than migrating out in search of jobs/employment”. Another focus group participant indicated that “before, I considered only government employment as employment, but now I do not want to be a government employee. I am employed by a farmer and getting a share of the produce, but […I am in a position to make a loan] to a teacher who asked to borrow money, as his income could not cover his monthly expenses.” However, not all participants had the same opinion and the circumstances of the region appeared to have an influence on the participants views. Focus group participants from Oromia, a region facing severe drought where people have lost cattle and farm animals, said, “If we start business in animal husbandry or related areas, there will be no secured business. If one gets employed at the government of private sectors, he/she will have secured and continued income.”

Income and Expenditures35 Most of the focus group participants reported having little or no income, and since most lived with their families and worked in agriculture as sharecroppers or as daily labor, it was difficult for them to estimate their income or their expenditures on themselves. In addition, as one focus group participant reported, they are farmers and so have no real idea of how much they spend on food.” It must be noted that even those that were dependent on their families often got a small amount of money for personal expenses from their parents or siblings, which they talked of as “their money”. For purposes of establishing a baseline, survey data was collected on the estimates of the amount spent on household expenditures as well as the assets owned by the individuals themselves and by their families (see Table 3.3). Expectedly, the largest expenditures reported were on house rent/lease, food, support to other family members, and investment in own business.

Table 3.3 Distribution of the median monthly household expenditures by region, sex, and age group, in USD

HOUSEHOLD EXPENDITURES INCURRED (US$/MONTH)

REGION AGE GROUP SEX

Afar Amhara Oromia Tigray 15 to

18 years

19 to 24

years

25 to 30

years Male Femal

e

n (total = 582) 108 200 178 96 83 388 111 332 250

Buy food and related goods 52 43 22 41 26 30 65 43 30

Buy household goods 26 16 13 24 9 17 26 22 13

Clothing 31 22 26 26 17 26 27 30 17

35 Please note, this data is from the baseline survey and does not include data from the monthly interviews conducted with a small subgroup of participants to assess income and expenditures.


HOUSEHOLD EXPENDITURES INCURRED (US$/MONTH)

REGION AGE GROUP SEX

Afar Amhara Oromia Tigray 15 to

18 years

19 to 24

years

25 to 30

years Male Femal

e

Contraceptives and family planning 1 2 1 n/a n/a 1 1 2 1

Education/school fees 27 n/a 52 17 4 52 15 32 48

Health care–related expenditures 18 11 12 4 11 11 22 13 11

Invest in business or other assets 86 155 85 24 82 130 79 119 73

Pay for electricity, water 17 4 6 5 6 8 8 8 9

Rent/lease 52 26 78 28 16 39 52 52 33

Savings 52 22 30 17 13 22 31 33 17

Support to other family members 86 43 22 n/a 86 22 43 28 11

Taxation 7 19 5 1 7 3 8 4 7

Transportation 9 9 13 9 6 9 13 9 10

A mobile telephone was the most reported asset, followed by animals and land for grazing and farming. This was true regardless of youth participants’ sex, age group, or region. Eighty-six percent of the respondents reported that their families owned a house, while only about 20% reported owning a house at the individual level. Figure 3.5 shows the distribution of individual asset holdings by region.

Figure 3.5. Distribution of individuals reporting asset-holding, by region (in percentages)

Note: Each column represents percent of individuals out of total regional sample size for each asset category

71 7688

96

3950

58

35

12 15

36

912 9

34

176 3 5 15

26 2716

19 5

00

20

40

60

80

100


% ind

ividu

als re

porti

ng ho

lding

asse

t

Individuals reporting asset-holding (%)

Mobile Telephones Animals House

Land for farming, grazing, etc. Television Radio/Tape recorder/ MP 3 player

Other


Savings As described above, all respondents were asked the question of how they spent their money. Regardless of whether they were talking of actual income as in salaries or wages or the personal expense money received from parents, both male and female respondents (48% male and 37% female), reported putting away money in savings on a regular basis. They reported that a microfinance program (not related to Youth Potential) had impressed upon them the need for putting away money for use in an emergency. Most male respondents reported putting money away for savings on a seasonal basis, while most women reported putting away money monthly. Most men (74%) and women (70%) keep their savings in a bank or micro-finance institution, and only 13% male and 23% female respondents kept their savings at home. Of those not saving, the main reasons reported by focus group participants were “there is no money,” “I would rather spend the money on clothes,” or “not saving because I invest in buying animals.”

Health Care The hypothesis underlying the Youth Potential activity is that with increased income, the participants will spend a larger proportion of their income on their health and health-related expenditures, including preventive care and family planning. However, a review of project documents and conversations with project staff indicated that the Youth Potential activity does not directly address the topic of health care; if it comes up at all, it is in the context of workplace safety.

Participants in the focus groups conducted by the study team indicated that most incurred expenditure on health care only when they or their family members were unwell. Depending on the severity of the illness, most reported visiting the local health clinic/post, a health provider, or a nurse and going to the hospital in the city in a case of severe illness or an emergency. A few also reported going to traditional healers. Most respondents paid for their health care expenses out of pocket, except if they had health insurance, in which case they relied on third-party payments.

Thirty percent of all survey respondents (and 35% of the employed/self-employed) reported being unwell and taking time off from work due to illness in the past six months. Most reported being unwell due to malaria, typhoid, allergic reactions, and serious illnesses such as kidney infections. Those who sought treatment reported going to a government hospital or a government health station/clinic. Forty-one percent of the respondents reported visiting a health care provider, between 1 and 3 times, over the past six months for themselves or someone in their families. A very small number (7 individuals) reported going to a traditional healer. The distribution of respondents’ preferred provider for health care is included in Figure 3.6. A small proportion of participants reported receiving medicines (37%), female contraceptives (11%), and advice on nutrition (24%) from the provider. Of those who had not needed health care, a majority indicated that if necessary they would go to a government facility (56%) and about a quarter said they would go to a private provider (21%).


Figure 3.6. Distribution of individuals reporting preferred provider for health care, by region (in percentages)

Determinants of Employment The evaluation team examined the relationship between employment status and demographic characteristics. The findings set a baseline for assessing changes in the determinants of employment among the cohort study participants during the study period. To identify which of the observed characteristics of the March/April 2017 cohort significantly affect the likelihood of employment, the study used a logistic model to estimate the effect of these observed characteristic of interest (the independent variable) on employment status. The results are presented and interpreted in terms of the odds ratios, defined as the likelihood of being employed for each of these observed characteristics as compared to an internal reference group. Demographic characteristics such as sex of the participants, age group, marital status, and household sizes; reading and functional numeracy skills, educational attainment, and self-reported job readiness were included to capture their employability; and asset- and land-holding status to control for their income and assets. Locational heterogeneity was controlled by creating dummy variables for region. Annex 6 has the results.

Findings suggest that male participants are almost 1.8 times more likely to be employed than female participants. Similarly, the odds of being employed increase with age. As findings suggest, the chances of younger participants within the 15–18 and 19–24 age groups being employed are only about 25% and 34%, respectively, as compared to participants who are 25 to 30 years old.

The analysis also suggests that unmarried participants are significantly less likely to be employed than married participants. Married participants are three times more likely to be employed than their unmarried counterparts. However, there is not significant difference in the likelihood of employment between unmarried and participants who are divorced, separated, or widowed (with “other marital status”). To understand the effect of household size on the likelihood of being employed, various household sizes with nuclear families (households with two or fewer members) were compared. Findings suggest that for participants from larger households, the odds of being employed are significantly lower than those from nuclear families.

To understand the effects of education on likelihood of being employed, lower levels of education were compared with a college/university degree as the highest level of education. Evidence from the analysis suggests that participants with TVET training are five times more likely to be employed than a college graduate. Participants with some education also have a higher probability of being employed. Reading or numeracy skills, in general, also do not appear to matter much in improving the likelihood of being employed, although there are a few aberrations within these groups that show significant deviations.


To capture the self-evaluation of their job readiness, we constructed an index from a group of self-rating indicators with five categorical values ranging from very bad to very good was constructed. The relationship suggests that participants who rated themselves with better job readiness are 1.85 times more likely to be employed than the rest.

While there is not significant evidence of ownership of individual assets such as large animals or land-holding on employment prospects the results, however, indicated that those owning multiple assets (land, house, bicycle, animals, etc., based on an asset index) were less likely to be employed. Similarly, the region where the participants lived influenced the employment prospects of the participants, with those from Afar, Oromia and Tigray being less likely to be employed than those from Amhara.

SELF-PERCEPTION OF WORK READINESS SKILLS36 Participants in the activity have high expectations from the activity in terms of helping them prepare for a job as well as doing well once they have a job. As mentioned previously, the basic training program provides soft skills to participants and increases their awareness of the resources available to them to support their search for employment. Youth Potential is now in its third year of implementation, and already several participants report having received a promotion at work after completing the training in recognition of their new skills. TVET students who had participated in the activity report receiving offers of internships, which they may not have had in the absence of this program. In addition, there are trainees that had been selected to be teacher aides in schools. Figure 3.7. Self-ratings on measures of work readiness

To assess the impact of the activity on work-readiness skills, participants were asked about their self-perceptions on several of the more common skills needed to find employment. Overall, participants reported a high opinion of their own readiness to work, rating themselves highly in terms of their interpersonal skills and self-confidence. Except for ability to write CVs or to access finance, land, etc., the participants rated themselves as “good” or “neutral” on most items on a five-point scale ranging from very poor to very good. They also rated themselves very highly on their knowledge of sources for 36 Baseline data will inform the following study question: To what extent has participation in the Building the Potential of Youth program improved the work-readiness skills of study participants?

4436

16 1923 26 28

4844 45

3136 34

42 45 42

11 13

33 32

1924

17

71

6

1812 15

7 920 0 3 2

92 1 0

0

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Interpers skills

Work habits

Business mgm

t

Start-up skills

Saving habits

Setting goals

Team w

ork

Self-confidence

perc

enta

ge

Work readiness skills - self perception(%; n=582)

Very Good Good Neutral Poor Very poor


locating employment as well as accessing resources for setting up a business. Figures 3.7 and 3.8 have the details. Male participants rated themselves higher (i.e., as being very good) compared to female participants. Focus group discussions also indicated that participants felt they were ready for work and that the training would add the needed polish. Participants also expressed the hope that the activity would help with full-time employment or business.

Figure 3.8. Self-ratings on measures of knowledge of resources

KNOWLEDGE OF AND ACCESS TO EMPLOYMENT/ENTREPRENEURIAL RESOURCES37 Focus group participants indicated a strong preference for self-employment over salaried employment, especially with the government. The general opinion was that government jobs were low-paying, and even for qualified people, it was difficult to make ends meet in a government job. Thirty-five percent of all survey respondents (43% male and 25% female) reported having tried to find employment in the past six months. Many employed or self-employed participants also reported looking for new jobs. The most common avenues for looking for new opportunities were participation in job fairs, followed by asking relatives and friend for help and applying directly to employers. Checking with public employment offices was also common. Female participants reported being more likely to use avenues such as job fairs, seeking help from friends, and registration with the public employment office (in that order), while male participants preferred seeking the assistance of friends, followed by job fairs. Only 8% of male respondents reported responding to advertisements on the Internet, radio, or in newspapers, and none of the female respondents used this avenue. Similar differences were also noted regionally, with seeking assistance from friends and relatives being the preferred option in Amhara and Tigray, and attending job fairs the preferred option in Afar and Oromia (Figure 3.9).

37 Responds to the following question: To what extent has participation in the Building the Potential of Youth program improved knowledge of and access to employment/entrepreneurial resources for study participants?

913

18

8

18 1515

25

33

23

3531

25

3429

3330

2529

2117

30

15

2422

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05

10152025303540

Job search skills Where to find jobs Obtaining loans Access finresources

Access mkts Obtain licence

perc

enta

ge

Knowledge of resources - self perception(%; n=582)

Very Good Good Neutral Poor Very poor


Figure 3.9. Avenues for finding employment/new employment, distribution by region and sex

FUNCTIONAL LITERACY AND NUMERACY SKILLS While not a focus of the Youth Potential activity, an expected benefit of enrolling in the training is improved levels of functional literacy and numeracy.38 Around 91 percent of participants, male and female, reported being able to read and write fluently, and most had more than just a functional level of literacy (the only exception was Chifra in Afar region). Analysis of survey data indicates that 70% of the participants have completed grade 8 or higher (about 8% have completed TVET or college programs). Survey respondents were given simple tests of literacy and numeracy to assess their ability to read and write and do basic arithmetic. Over two thirds of the participants demonstrated an ability to read and write with some fluency and almost all (97%) could recognize numbers and do basic addition (92%). There are some gender differences, in that more male participants could read fluently and do multiplication and division than female participants, but the differences are not significant. Among the regions, participants from Afar had lower levels of literacy and numeracy compared to participants from other regions. Figure 3.10 has the details.

38 The program description on the USAID website reads: “Rural youth will receive literacy, numeracy, and life skills training alongside vocational and entrepreneurship development activities through partnerships with training, small-business, and micro-finance institutions.” (ref: https://www.usaid.gov/ethiopia/education)

30

4956

41

17

52

40

65

30

9

38

1513

24 22

94 7

25 26

4 3

27

69

0

12

0

91 0

9

0 05

00

20

40

60

80

Afar (n=117) Amhara (n=145) Oromiya (n=226) Tigray (n=171)

Preferred avenues for job search (%)

Job fairs Family and Friends ApplicationPublic employment office Onsite postings Private employment officeNewspaper ads Training institution Online ads

https://www.usaid.gov/ethiopia/education


Figure 3.10. Levels of functional literacy and numeracy, by region

Note: Each column represents percent of individuals out of total regional sample size for each category

31

7 2 09

23

74 3

9

13

19

7 17

14

33

68

87 8069

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Afar (n=108) Amhara (n=200) Oromiya (n=178) Tigray (n=96) Total (N=582)

Functional Literacy (%)

Can’t read & write Read & write with difficulty

Read &write with some fluency Read & write very fluently

8699 99

9997

7791 98 100

92

56

8596 98

85

55

83

94 9483

0

20

40

60

80

100

120

Afar (n=108) Amhara (n=200) Oromiya (n=178) Tigray (n=96) Total (N=582)

Functional Numeracy (N=582)

Recognize numbers Add simple numbers

Subtract simple numbers Multiply and divide simple numbers


CONCLUSIONS

The Youth Potential activity is currently being implemented by SAVE the Children and its partner organizations in 30 woredas across six regions of Ethiopia. SAVE the Children is implementing the activity in Afar and Somali, while the partner organizations are implementing the activity in Amhara (PADet), Oromia (HUNDEE), Tigray (REST), and SNPPR (FCE) under the oversight of SAVE the Children. At the time of award of the activity, the major government stakeholder was the Ministry (Bureau at the regional level) of Women, Children and Youth Affairs. Since then, this has been reorganized into two bodies—the Ministry of Women and Children Affairs and the Ministry of Youth and Sports—with the charge for the activity remaining with the Ministry for Women and Children Affairs.

The activity has been slow to start, and only a third of the target population has been reached at the midpoint of the activity’s implementation. SAVE the Children and partner organizations are making concerted efforts to increase the pace and make up for the time lost by measures such as rolling out the Year 2 and Year 3 activities almost simultaneously and by holding trainings for youth every month. Training and support materials for trainers on all training program components have been fully developed, which makes it easier to train and support more facilitators. However, as the activity expands and increases in scope—in terms of number of facilitators, participants, and geographic reach—there is a risk that the quality of services provided may be compromised. Strong oversight from SAVE will help in ensuring quality assurance and consistency across the different regions and providing partner organizations. Even though the charge for the activity is with the Ministry for Women and Children Affairs, the Ministry for Youth and Sports has the mandate for all programs related to youth advancement. As such, there is also a need for building and strengthening the relationships within the two ministries.

Youth Potential has trained over 12,000 participants in the first two and half years, using a combination of WRN! and other training programs. The WRN! training provides training on life skills, including skills designed to help participants prepare for work, search for employment opportunities, prepare their CVs and write applications, and improve their knowledge of resources available for finding employment and for self-employment. The participants also have access to coaching and mentoring by the facilitators and mentors. In collaboration with the local TVETs and technical colleges, the activity has also provided training on hard skills for a small proportion of participants. WR Plus training has recently been adapted for the Youth Potential activity and covers the first cohort to be trained on this curriculum in the study.

The current cohort of participants for both the WRN! and WR Plus training program have either just completed their training or are enrolled in it. All participants are provided with in-person training lasting 13 to 15 days depending on the number of hours of training per day and the ability of the participants to absorb the material. The participants are provided with a training manual that is also meant to aid recall. Use of training is ensured through periodic follow-up coaching and mentoring, which is provided jointly by the facilitator and mentor. With an increasing number of participants completing WRN! training, it is becoming a logistical burden for the facilitators to provide follow-up and this can have an impact on the quality of follow-up, making it less effective.

The overall purpose of this baseline study was to collect qualitative and quantitative data on various indicators for a cohort of participants as they enroll in the Youth Potential activity in order to form the benchmark against which the results and lessons learned can be assessed. The Youth Cohort Study is following a subset of youth over a period of 12 months to enable better understanding of: (a) participant-level outcomes; and (b) the extent to which the Youth Potential activity has improved the employment status and/or income level of a subset of youth participating in the project. It is expected that in the short and medium term, participation in the activity will lead to better-trained youth; improved job placements/employment status; internships that convert to full-time positions; higher


income; and better health outcomes. It is also expected to result in improved capacity for workforce training at the woreda level and improved self-sufficiency for participants, leading to increased income and health outcomes. The improved capacity for training and the self-sufficiency of participants will, over the long term, help address the issues of unemployment and underemployment of youth in Ethiopia.

Using a mix of surveys and focus groups, this study has collected data on ten indicators to answer the study questions (see Annex III). A summary of the study findings is below:

Employment Status Higher unemployment and lower self-employment rates were reported in Afar and Tigray compared with Amhara and Oromia regions. Prior to participating in the Youth Potential activity, almost half of the participants were unemployed and dependent on others for their sustenance. In terms of proportional distribution, more women than men reported that they were self-employed, with two thirds reporting that they were managing self-owned businesses. More male than female participants reported supporting family-owned activities, and a very small proportion were engaged in group-owned businesses. Agriculture- and livestock-related activities, daily labor and trading consumer products were the preferred fields for men and women reported trading consumer products. Lack of education and training, not enough jobs, and a mismatch between training and job requirements were stated as the main reasons for unemployment. For those engaged in self-employment, both male and female participants reported several hurdles in setting up their own business, including lack of land and working space, difficulty in obtaining working capital and financing, and licenses and market linkages.

Income and Expenditure Most focus group participants reported having little or no income, and since most lived with their families and worked in agriculture as sharecroppers or as daily laborers, it was difficult for them to estimate their income or their expenditures on themselves. For purposes of establishing a baseline, survey data was collected on household expenditures and assets owned by the individuals and their families. While two thirds of the participants reported saving money for emergencies, participants in the focus groups conducted by the study team indicated that most incurred expenditures on health care only when they or their family members were unwell.

Health expenditures Health care is a discretionary expenditure and one that is easily overlooked, except in an emergency. Depending on the severity of the illness, most reported visiting the local government-owned health clinic/post, a health provider, or a nurse and going to the hospital in the city in a case of severe illness or an emergency.

Work-Readiness Skills Participants in focus groups indicated a strong preference for self-employment over salaried employment, especially with the government. Overall, they had a high opinion of their own readiness to work, rating themselves highly in terms of their interpersonal skills and self-confidence, ability to conduct a job search and work readiness. Participants also expressed the hope that the activity, besides adding the needed polish to their existing skills, would help with full-time employment or business.

Access to Employment/Entrepreneurial Resources Participants in the Youth potential activity were actively looking for employment or for new positions, with participation in job fairs, asking relatives and friend for help, applying directly to employers, and registering with the public employment office being the preferred avenues of searching for a job. There are distinct gender differences in the preferred job-search avenue. Female participants reported being more likely to use avenues such as job fairs, seeking the help of friends and registering with the public employment office (in that order), while male participants preferred seeking the assistance of friends,


followed by job fairs and direct applications. Only 8% of male respondents reported responding to advertisements on the Internet or radio, an option not used by the females.

Functional Literacy and Numeracy Skills While not a focus of the Youth Potential activity, an expected benefit of enrolling in the activity is improved levels of functional literacy and numeracy. However, at this point the activity has enrolled all participants who are mostly literate (91%). Most participants from the current cohort, male and female, are also able to read and write fluently, and most had more than just a functional level of literacy. Over two thirds of the participants have completed grade 9 or higher (including about 8% who have completed TVET or college programs). The only exception was Chifra in Afar region, where the current batch of participants included the first batch of Youth Potential participants with low literacy levels.

Next Steps This baseline study will be followed by mid-line and end-line studies that will assess the changes on the outcomes of the participants at six- and 12-month points after enrollment in the activity. Using a panel design, the study will use longitudinal data collected by following the cohort for a 12-month period. The key feature of such a panel design is that it will collect data on the same variables from the same sample at different points in time. While more complicated and difficult to carry out than simple cross-sectional studies, a panel offers a robust design to evaluate changes at the end of the study period.

CHALLENGES The team faced some challenges related to data collection. These include: (i) non-availability of data on enrollment of participants in the March/April cohort from SAVE; (ii) difficulty in obtaining information on individual income and expenditures, since most participants live with their families; (iii) non-availability of simple easy-to-administer tests of literacy and numeracy relative to the more formal tests such as Early Grade Reading Assessment (EGRA) and Early Grade Math Assessment (EGMA); and (iv) despite all efforts to coordinate with the SAVE team, there were instances when the survey team was unable to find the facilitators and or the participants for conducting the surveys. Solutions for these challenges were found through the use of alternate measures, for example data from administrative reports was used to replace enrolment data, proxy data on ownership of items was used to determine income, and finally simple tests of literacy and numeracy were developed by the survey team, but the challenges remain. Similarly, the SAVE team has promised all help for the next round of data collection, but again the challenge remains.

A separate challenge was to do with the context of the participants, we were unable to find out if there were training programs other than Youth Potential that were available to the participants in the selected woredas. This is important insofar as it could compromise the impact of the interventions and causality of changes in the indicators after one year of enrollment.

RECOMMENDATIONS This is a baseline study designed to provide a point of comparison for change resulting from the effects of participation in the Youth Potential activity. However, during course of data collection a few points of note/recommendations for the implementing team are as follows.

(i)The evaluation team noted that there is a need for strengthening the relationship of the Youth Potential team with the Ministry for Youth and Sports and to make the concerned officials more aware of the Youth Potential activities and initiatives. This will help in greater awareness of Youth Potential and provide Youth Potential participants with greater access to programs and resources managed by the Ministry.


(ii) Participants have great expectations from the training program. Based on the focus group discussions, it appears that these expectations may be beyond the scope of Youth Potential activity. There is a need for Youth Potential to discuss explicitly and upfront what the activity can and cannot do. This will help set more realistic expectations on the part of the participants and reduce possible disappointment.

(iii) As stated above, the curriculum for Youth Potential does not address the issues of health or literacy and numeracy among the participants. There is a need for a discussion on the role of the activity and its impact on the issues of health, literacy and numeracy on the participants between the implementers and USAID/Ethiopia.

(iv) There is a need for further standardization and transparency in the selection process. While the selection criteria are very clear, the process itself could be improved upon.

(v)There is a time lag between the start of the training program and the report of the number of participants. In addition, there is a time lag between the participants dropping out of the program and reporting by the field staff making it a problem for follow-up. In theory, the Youth Potential staff use electronic means for recording data, in practice this is not the case. Perhaps there is a need for better training on the use of electronic recording devices the Youth Potential field staff.

(vi) Finally, there is a concern regarding the increasing caseload of the facilitators. To ensure quality training and follow-up by the facilitators, SAVE and its partners should make it a priority to look into this and maintain a manageable caseload.


ANNEXES


ANNEX I: YOUTH COHORT STUDY STATEMENT OF WORK INTRODUCTION USAID/Ethiopia developed this Statement of Work for an independent performance evaluation of the USAID/Ethiopia’s Building the Potential of Youth. The findings of this evaluation will inform activity mid-term course corrections and future youth workforce development programs in Ethiopia. USAID’s Building the Potential of Youth is a five-year activity implemented by Save the Children International in partnership with Education Development Center, Inc. (EDC), HUNDEE-Oromo Grassroots Development Initiative (HUNDEE), and Professional Alliance for Development in Ethiopia (PADet), Relief Society of Tigray (REST) and Facilitator for Change Ethiopia (FCE). The Activity’s information is summarized below.

Activity Name USAID’s Building the Potential of Youth

Cooperative Agreement AID-663-A-15-00006 Start Date – End Date Jan 1, 2015 – December 31,2019 Total Estimated Cost $ 17,326,954 Activity Funding DA, Higher Education Implementing Partner Save the Children International (SCI) Activity AOR Tahir Gero

ACTIVITY OBJECTIVES AND IMPLEMENTATION APPROACH The purpose of the USAID’s Building the Potential of Youth activity is to provide Ethiopian youth (ages 15-29) in rural areas and towns with access to workforce development/livelihood support and resources, tailored to their specific needs and market demand, so that they can a) achieve increased income and b) strengthen skills, knowledge and social capital required to achieve economic self-sufficiency over the longer-term. The Results Framework of the activity is included in the Annex section of this document. USAID’s Building the Potential of Youth proposed strategies and approaches respond to capacity needs of unemployed and underemployed youth, leverage existing youth development activities, and contribute to improving the quality and accountability of local training and business service providers by ensuring existing entities work in concert.

● By using targeted assessments, the USAID’s Building the Potential of Youth team will ensure training and service providers consider market relevance and target curricula and programs to emerging skills needs of youth participants.

● By focusing on skills building, will offer tailored technical and life skills trainings to youth to create more viable livelihood prospects.


● By expanding approaches and offerings in Work-Based Learning, including employer visits, organized job-shadowing, short-term employment, and internships, both learners and employers benefit from training and supervisory support, leading to workforce-ready and employable youth with practical experience.

● By implementing “Hubs,” USAID’s Building the Potential of Youth will build Youth Service Provider Networks and provide a cost-effective approach to enhance support service access for remote communities and disadvantaged groups.

SCOPE OF WORK Purpose & Overview The purpose of this task is to conduct an independent M&E activity for USAID’s Building the Potential of Youth activity. The activities performed under IR1 (“Rigorous evidence base developed to inform USAID and its development partners, including youth, GOE, and NGOs, on appropriate, effective, and sustainable market driven youth workforce development interventions”) are not subject to evaluation under this Task Order. The services to be provided under this activity include:

● Activity A: A Performance Evaluation including baseline (limited), midline and endline data collection, analysis and reporting.

● Activity B: A Performance Monitoring and Data Systems Review that will include an analysis of Save the Children (SCI) and its partners’ data collection, storage, analysis and reporting systems.

● Activity C: A Youth Cohort Study focused on a subset of youth participants and geographic implementation areas.

Activity A: PERFORMANCE EVALUATION Evaluation Questions Table 1below outlines the evaluation questions to be addressed by the Performance Evaluation. The Table indicates whether the question is applicable to the baseline survey, midline or endline evaluation, likely sources of data and potential data collection methods. Wherever applicable/possible, the analysis for all the questions listed above should be presented by sex, age category [15-19, 20-24, and 25-29], socio-economic status, location, educational attainment, mother tongue and ethnicity. The information provided below is intended to assist evaluators in the development of a work/staffing plan and budgets.


Table 1: PERFORMANCE EVALUATION QUESTIONS MATRIX

Questions (in order of priority)

Baseline/Midline/39 Endline

Suggested Data Sources Notes Geographic focus and illustrative sample/selection

INDIVIDUAL-FOCUSED QUESTIONS 1 To what extent do youth participating in the

Building the Potential of Youth have improved employment (including self-employment) status? How do these outcomes vary by participant characteristics and partner?

Midline, Endline Secondary analysis of SCI and partners’ data from intake and exit participant surveys [SCI Youth Profile Data Collection Tool]

Midline: Aggregate and analyze data on all participants, or a sub-sample of participants. Endline: Aggregate and analyze data on all participants, or a sub-sample of participants.

2 To what extent do youth participating in the Building the Potential of Youth have increased income? How do these outcomes vary by participant characteristics and partner?

Midline, Endline Secondary analysis of SCI and partners’ data from intake and exit participant surveys [SCI Youth Profile Data Collection Tool]

Midline: Aggregate and analyze data on all participants, or a sub-sample of participants. Endline: Aggregate and analyze data on all participants, or a sub-sample of participants.

3 What are the outcomes, [measured in income, productive assets, and debt level and employment quality] for youth receiving microfinance loans facilitated by the Building the Potential of Youth program, how do these outcomes vary by participant characteristics and partner?

Midline Endline

Primary data collection with microfinance recipients. Secondary analysis of SCI and partners’ data (to the extent available).

Midline: data collection from initial 46 recipients of microfinance in Tigray. AND assume a sample of 80 recipients across 6 Regions and 18 Woredas for primary data collection and analysis. Endline: assume a sample of 80 recipients across 6 Regions and 18 Woredas for primary data collection and analysis.

4 What percentage of Work Ready Now (WRN)! completers engage in quality work-based learning opportunities facilitated by SC and its partners? How do these outcomes vary by participant characteristics and partner?

Midline, Endline Secondary analysis of SCI and partners’ administrative data to determine overall percent. Plus, sample-based primary data collection from youth participants to determine quality of opportunities.

Midline: assume a sample of 60 recipients across 4 Regions and 8 Woredas for primary data collection and analysis. Endline: assume a sample of 80 recipients across 6 Regions and 18 Woredas for primary data collection and analysis.

39 The mid-term evaluation for the Youth Potential Activity was cancelled to prioritize others in terms of time and budget availability. The final performance evaluation of the Activity is, however, planned. Therefore, any discussion about the mid-term performance evaluation of the Activity in this document is irrelevant.


5 What percentage of internships/apprenticeships transition into paid employment? How do these outcomes vary by participant characteristics and partner?

Midline, Endline

Secondary analysis of SCI and partners’ administrative data to determine overall percent. Plus, sample-based primary data collection from youth participants to validate and supplement data.

Midline: assume a sample of 60 recipients across 4 Regions and 8 Woredas for primary data collection and analysis. Endline: assume a sample of 80 recipients across 6 Regions and 18 Woredas for primary data collection and analysis.

6 To what degree has the Building the Potential of Youth program improved the functional literacy and numeracy of youth participants?

Endline Secondary analysis of SCI and partners’ administrative data.

7 How effectively has the Building the Potential of Youth program produced gender-equitable outcomes for youth participants?

Endline Analysis of secondary and primary data.

SYSTEM-FOCUSED QUESTIONS 8 To what extent have the “YES Hubs”

implemented by the Building the Potential of Youth program increased access to quality employment-related services (e.g., job facilitation, business development, entrepreneurial training, connection to resources) for participating youth?

Midline Endline

Sample-based primary data collection from YES Hub stakeholders, including youth facilitators, youth participants, partner staff.

Midline: assume a sample of 16 “YES Hubs” (stratified by type of Hub), across 4 Regions and 8 Woredas for primary data collection and analysis. Endline assume a sample of 36 Yes Hubs (stratified by type of Hub) across 6 Regions and 18 Woredas for primary data collection and analysis.

9 For Baseline: 9b1.What is the status of youth focused training in the TTIs in terms of availability, quality and relevance for the needs of young men and women? 9b2.What are the major challenges of local training centers/ institutes in target Woredas to integrate and deliver market driven trainings? For Midline and Endline: 9e1.To what extent have funds provided to Training Institutes increased the availability, quality and relevance (in terms of employment/income) of training for youth?

Baseline/Midline, Endline

Primary data collection (including baseline) from Training Institute staff and employment partners, and youth participants. Secondary analysis of SCI and Training Institute administrative records, as available.

Baseline: assume a stratified sample of 18 Training Institutions across Amhara, Tigray, Oromia, Somali, Afar and SNNPR regions (Afar and SNNPR baselines may need to take place at midline due to TI selection process timing). Midline: assume a stratified sample of 18 Training Institutions across Amhara, Tigray, Oromia and Somali regions. Endline: assume a stratified sample of 18 Training Institutions across Amhara, Tigray, Oromia, Somali, Afar and SNNPR regions.


10 To what extent and in what manner are public-private partnerships providing quality training and/or employment opportunities for participants in the Building the Potential of Youth program?

Endline Primary data collection with a sample of employment partners. Secondary analysis of SC and partners’ partnership records.

Endline: assume a purposeful stratified sample of 36 partnerships across 6 Regions and 18 Woredas for primary data collection and analysis.

11 What is the operational and service delivery capacity of the Central YES Hub? How sustainable (operationally and financially) is the Central YES Hub likely to be post-USAID support?

Endline Primary data collection focused on Central YES Hub, utilizing organizational capacity and sustainability assessment frameworks.

12 Is the Building the Potential of Youth training model (Master Trainers training youth trainers who then train participants) achieving the stated learning objectives of the WRN! curriculum?

Midline Primary data collection including knowledge assessments, classroom observations during WRN! training. Plus, secondary analysis of SC and partners’ data.

Midline: assume a sample of 20 youth trainers and 80 youth participants across (4) partners (Amhara, Tigray, Oromia and Somali regions). Evaluation design should support analysis of implementation fidelity and efficacy for each cascade.

13 What have been the most significant successes and challenges for the design, implementation and M&E (treated separately) for the Building the Potential of Youth program?

Endline Summary analysis of secondary and primary data collected.

Midline Performance Evaluation In addition to addressing the questions outlined in the Evaluation Question matrix above (those indicated as part of the midline), the Contractor must analyze performance monitoring data as well as quarterly and annual reports to identify priority areas of interest for the midline data collection/analysis. Priority areas of interest may include: ● Geographic areas where activity monitoring data indicates under or over performance vis-a-vis

targets. ● Local implementing/training partners reporting participant outcomes of interest such as low/high

retention rates, low/high performance on skills assessments, low/high job placement rates, low/high improvements in employment/income status.

Final selection of midline priority areas of interest and midline design will be conducted in collaboration with USAID and SCI.


As part of the Midline Evaluation, the Contractor will conduct an in-country workshop with USAID, SCI and its three local partners, government officials and other stakeholders (at the direction of USAID) to review the draft report and key findings. The workshop outcomes will include: A summary of key success factors to date with action plan to expand successes.

● A prioritized list of program/implementation corrective actions with associated action plan and timeline.

● A prioritized list of monitoring/data collection corrective actions with associated action plan and timeline.

ENDLINE PERFORMANCE EVALUATION The Contractor will conduct an in-country workshop with USAID, SCI and its partners, government officials and other stakeholders (at the direction of USAID) within 4 months of endline data collection to review the draft report and key findings. The workshop outcomes will include:

1. A summary of key lessons learned regarding design and implementation of USAID’s Building the Potential of Youth.

2. A prioritized list of research/evaluation questions for future youth workforce development activities in Ethiopia.

3. A prioritized list of policy recommendations to improve employment and economic outcomes for sub population of youth as needed.

ACTIVITY B: PERFORMANCE MONITORING AND DATA SYSTEMS REVIEW The Contractor for the Ethiopia Performance Monitoring and Evaluation Service (EPMES) contract, who will be managing this activity, hereinafter “Contractor,” is required to conduct a Performance Monitoring and Data Systems Review to initiate the activities under this activity. The objectives of the Performance Monitoring and Data Systems Review include:

● Determine the extent to which SCI and its partners’ performance monitoring and data systems are capturing reliable data aligned with the Building the Potential of Youth PMEP.

● Provide recommendations for improving the quality, utilization, reliability and scope of the data being collected by SCI and its partners, in support of the requirements of the PMEP.

● Implement a follow-up review to determine the extent to which the recommendations have been implemented.

It is anticipated that this activity will include detailed reviews of measurement strategies, instruments, data collection, aggregation, and analysis process, data storage and reporting processes. The Contractor should include a report detailing the recommendations. Additionally, the Contractor must plan and facilitate an in-country workshop with SCI, its three local partners and USAID to review the recommendations and identify priorities and process for integrating recommendations into the Building the Potential of Youth monitoring and data systems. The information obtained during the Performance Monitoring and Data Systems Review (in terms of availability and quality of implementing partner data) should be utilized to finalize the Performance Evaluation and Youth Cohort Study designs.


ACTIVITY C: YOUTH COHORT STUDY USAID desires a Youth Cohort Study to deepen its understanding of participant outcomes. The overarching purpose of the Youth Cohort Study is to determine the extent to which the Building the Potential of Youth program has improved the employment status and/or income level of a subset of youth participating in the program. Specifically, the Youth Cohort Study will address the following questions:

1. To what extent has the income and employment status of study participants changed between enrollment in the Building the Potential of Youth program and twelve months following enrollment? Does increased income led to improved health outcomes among study participants?

2. To what extent has participation in the Building the Potential of Youth program improved the work readiness skills of study participants?

3. To what extent has participation in the Building the Potential of Youth program improved knowledge of and access to employment/entrepreneurial resources for study participants?

4. To what extent has participation in the Building the Potential of Youth program improved, functional literacy and numeracy skills of study participants?

5. How do the outcomes addressed in the questions above vary by participant characteristics (e.g., sex, age, ethnic/linguistic group, socio-economic status, marital status, and parenting status) and service delivery partner?

The Contractor is expected to collect three or four rounds of data (depending on budget) on a sample of youth (panel design) across four Regions (Oromia, Amhara, Tigray and Somali). Data collection will take place in 10-15 Woredas across the four Regions. The Woreda selection will be led by the Contractor in consultation with SCI and USAID/Ethiopia and should be stratified across productive and pastoral Woredas. The Contractor should able to propose innovative methods for collecting reliable data on income and employment over time (such as financial diaries) for a panel of youth with potentially high mobility. For budgeting and planning purposes, the Contractor should assume a sample of 90-100 youth participants in each region, for a total approximate sample of 360-400 youth participants. The Contractor will develop a sample design that balances precision, efficiency and cost, in consultation with SCI and USAID/Ethiopia. Strengths and limitations of the sampling approach shall be described in the Design Report.


The Contractor should propose a design for the Youth Cohort Study, utilizing the illustrative timeline below as a guide:

Key Evaluation Principles USAID’s Evaluation Policy encourages independent external evaluation to increase accountability for results, refine ongoing activities, and improve future designs. Transparency: Extensive documentation of evaluation design, sample and selection approach, data collection methods, instruments and other processes will be required so that USAID and other audiences can determine the internal and external validity of the evaluation. This understanding is critical for appropriate use of evaluation findings. Leveraging Best Practice: The Contractor is expected to utilize best practices when developing the evaluation design. The Evaluation Design must reflect proven methods for sampling, selection, data collection and analysis. All instruments utilized in the performance evaluation and youth cohort study should be based on tested measurements for youth programming. Consultative Design Process: The Contractor should plan for a highly consultative process with USAID, SCI and the government representatives to develop study designs and instruments under this activity. EVALUATION DESIGN AND METHODOLOGY The methodology proposed must comply with USAID’s Evaluation Policy (http://www.usaid.gov/evaluation). A mixed method approach utilizing quantitative and qualitative methods shall be included to answer the evaluation questions. To extent possible, data should be disaggregated by sex, age, geographic location, socioeconomic status, ethnic/linguistic group, etc.

http://www.usaid.gov/evaluation


Data collection methods proposed by the contractor should be linked to the specific baseline/evaluation question(s). The suggested methodology should include, but is not limited to:

● Survey of beneficiaries. ● Pre-and post assessments of literacy/numeracy and work readiness skills of youth study

participants. ● Key Informant Interviews/Surveys with employers, technical vocational education and training

(TVET) instructors, technical training institute (TTI) leaders, etc. ● Focus Group Discussions with youth participants. ● Observation of participant training, youth engagement groups, skills-building classes/workshops,

work-based learning activities, etc. ● Key Informant Interviews/Surveys with private sector partners. ● Existing Data Review of SC and implementing partners’ baseline data, assessments, and tracking

records of program participants. EXISTING INFORMATION SOURCES Existing data and program information will be made available to the contractor by USAID, SCIs and its partners. A list of potential documents for the contractor to review is presented below.

1. Activity original and amended description (if any) 2. Activity Work Plan 3. Activity reports 4. Activity M&E Plan 5. Survey of youth pre-& post (after six months) participating in the Building the Potential of Youth,

collected by SC and its partners. 6. Employer surveys 7. Out-of-school literacy (OSL) and numeracy assessments, implemented by SC and its partners. 8. Pre-& post- workforce readiness assessments, implemented by SC and its partners. 9. Technical Training Institute (TTI) records 10. Agreement documents between Building the Potential of Youth partners and employers 11. Tracking records of program participants including internships, class/workshop attendance, etc.

Analysis of previously collected data and data collected by the contractor must be disaggregated and compared across groups as specified in the baseline/evaluation question(s). The contractor will determine the acceptable level of margin of error depending on the statistical measure used. In the report(s), the contractor must mention inherent limitations in the data collected and analyzed. GEOGRAPHIC SCOPE OF PRIMARY DATA COLLECTION The following section outlines the geographic scope of the anticipated primary data collection to be executed under this activity. Secondary data analysis performed under this Task Order will cover the entire geographic scope of the Building Potential of Youth program.


Baseline Data Collection The primary baseline data collection focused on Question 9 of the Evaluation Matrix (targeting the Training Institutions) will take place in intervention regions. The sample should be stratified, at a minimum, across type of Training Institution, productive/pastoral Woreda designation. See Evaluation Question Matrix for additional details. Midline Data Collection The Midline Evaluation will include primary data collection in intervention regions. In each of the regions, data collection will take place in sample Woredas. The Woreda selection will be led by the Contractor in consultation with SCI and USAID/Ethiopia and should be stratified across productive and pastoral Woredas. Youth Cohort Study The Youth Cohort Study will include primary data collection in intervention regions. In each of the regions, data collection will take place in sample Woredas. The Woreda selection will be led by the Contractor in consultation with SCI and USAID/Ethiopia and should be stratified across productive and pastoral Woredas. Endline Data Collection The Endline Evaluation will include primary data collection in intervention regions. In each of the regions, data collection will take place in sample Woredas. The Woreda selection will be led by the Contractor in consultation with SCI and USAID/Ethiopia and should be stratified across productive and pastoral Woredas. ANTICIPATED TIMELINE The Table below outlines the anticipated timing for each of the major activities under this Task Order. The final timeline proposed by the Contractor should maximize data collection/field time efficiencies to the extent possible.

Activity Anticipated Timing (in-country work)

M&E Review July/August/Sept 2016

Baseline for Question #9 July/August/Sept 2016

Midline Feb/Mar/Apr 2017

Youth Cohort Study Feb/Mar/Apr 2017

Endline May/Jun/Jul 2019


DELIVERABLES The contractor is responsible for preparing and submitting the following deliverables: Activity A: Performance Evaluation Deliverables: 1. Performance Evaluation Design Report (EDR) (draft and final): The EDR should articulate how the

design will address all questions in the Evaluation Question Matrix and should include a detailed methodology, sample design, data collection, management and analysis plan, data collection tools and timeline. The Performance Evaluation EDR should cover the baseline, midline and endline. The draft evaluation report will be submitted by the contractor to the USAID’s Program Office. USAID will provide comments within 10 business days.

2. Performance Evaluation Work Plan: Prior to each round of data collection, the Contractor shall schedule an in-briefing with USAID Thirty days in advance of this meeting, the Contractor shall provide a detailed work plan (draft and final) that includes a list of in-country consultations, a schedule for the field work, and a list of the team members with contact details while in-country.

3. Baseline Study Report focused on Question #9 in the Evaluation Question Matrix (changes in Training Institute capacity and function). The Contractor will collect primary data to answer baseline questions in the performance evaluation questions matrix (see # 9b1 and 9b2 in Table 1). In addition, the Contractor will review the baseline/background information collected for each youth enrolled by the implementing partner and analyze the data collected both from primary and secondary sources and finally produce a baseline survey report. USAID will review and approve the Baseline Study Report., not exceed 20 pages of main text.

4. Midline Performance Evaluation Report (draft and final): The contractor shall prepare a descriptive and analytical report presenting the main findings and suggesting appropriate options and recommendations. Not to exceed 20 pages excluding Annexes.

5. Midline Performance Evaluation Executive Summary and Slide Deck (draft and final): The contractor shall prepare a 2-3-page Executive Summary and 10-15 slide presentation of key midline evaluation findings.

6. Facilitated in-country workshop with SCI, its partners, USAID and other stakeholders to review the findings of the Midline Evaluation.

7. Summary notes from in-country workshop. 8. Endline Performance Evaluation Report (draft and final). The contractor shall prepare descriptive and

analytical report presenting the main findings and suggesting appropriate options and recommendations. Not to exceed 20 pages excluding Annexes.

9. Endline Performance Evaluation Executive Summary and Slide Deck (draft and final): The contractor shall prepare a 2-3-page Executive Summary and 10-15 slide presentation of key endline evaluation findings.

Activity B: Performance Monitoring and Data Review Deliverables: 1. Performance Monitoring and Data Review Design Report (draft and final). The Design Report should

articulate how the Contractor will approach the review and should include a detailed methodology, data collection, management and analysis plan, any data collection tools, and timeline. Additionally,


the Design Report should include requests for information/data/staff time from SCI and USAID. 2. Performance Monitoring and Data Review Work Plan: Prior to in-country field work, the Contractor

must schedule an in-briefing with USAID. Thirty days in advance of this meeting, the Contractor shall provide a detailed work plan (draft and final) that includes a list of in-country consultations, a schedule for the field work, and a list of the team members with contact details while in-country.

3. Performance Monitoring and Data Review Study Report (draft and final) that includes prioritized recommendations for USAID and SC. Not to exceed 15 pages excluding Annexes.

4. Facilitated in-country dissemination workshop with SCI, its partners, USAID, GoE representatives (Ministry of Youth and Sports, Ministry of Education and Ministry of Agriculture and Natural Resources) and other stakeholders to review the findings of the Performance Monitoring and Data Review Study.

5. Summary notes from in-country workshop. 6. Documented Follow-up Review Report: 4-6 months after the workshop to assess the degree to which

priority recommendations have been implemented, based on interviews and consultations with stakeholders.

Youth Cohort Study Deliverables: 1. Youth Cohort Study Design Report (draft and final): The Study Design Report should articulate how

the design will address all 5 study questions and should include a detailed methodology, sample design, data collection, management and analysis plan, data collections tools and timeline. USAID will review and approve the Youth Cohort Study Design Report.

2. Youth Cohort Study Work Plan: Prior to each round of data collection, the Contractor shall schedule an in-briefing with USAID. 30 days in advance of this meeting, the Contractor shall provide a detailed work plan (draft and final) that includes a list of in-country consultations, a schedule for the field work, and a list of the team members with contact details while in-country.

3. Summary Report (5-7 pages) for each of the four data collection cycles (draft and final), including analysis of key data and findings.

4. Draft Youth Cohort Study Report following final data collection. 5. Facilitated in-country workshop with SCI, its partners, USAID and other stakeholders to review the

findings of the Youth Cohort Study. 6. Summary notes from in-country workshop. 7. Final Youth Cohort Study Report (not to exceed 30 pages excluding Annexes) following in-country

workshop. 8. Youth Cohort Study Report Executive Summary and Slide Deck (draft and final): The contractor

shall prepare a 3-5-page Executive Summary and 10-15 slide presentation of key Youth Cohort Study Report findings.

TEAM COMPOSITION The contractor is expected to have the appropriate competencies in the team to fully execute scope of this Task Order. The team should have expertise and significant experience in the following areas (not in order of priority):

1. Complex team and program management, including management of local sub-contractors.


2. Evaluation design: including sample design, mixed method designs, data analysis and instrument development.

3. Assessment and use of existing data sources to be utilized for secondary analysis. 4. Measurement strategies associated with youth workforce development programs. 5. Data collection planning and implementation in complex and geographically diverse settings. 6. Presentation of evaluation findings to a broad range of stakeholders, including government

officials, to optimize uptake of recommendations. 7. Effective collaboration and coordination with implementing partners and other local stakeholders

during evaluation design and implementation. 8. Knowledge of USAID requirements with respect to data sharing, treatment of PII, ethical

considerations/IRB. 9. Excellent written and oral communication in English and Amharic. 10. In-depth knowledge of the Ethiopian context and development programming in Ethiopia. 11. At least one Key Personnel must have demonstrable experience in integrating and using gender

sensitive approaches in M&E work. 12. Experience in gender sensitive monitoring and evaluation methods 13. Knowledge of local languages Oromo, Tigrinya, Somali, Afar and/or other local languages

among team members would be preferred. The Contractor must propose a staffing plan that includes team leader and other experts and fully supports the requirements of this activity. The proposed staffing plan must explicitly address how the plan complies with the expertise and experience requirements cited above and how the team members will work together. Additionally, the staffing plan must describe what each team member's’ primary responsibility will be and their anticipated LOE for the duration of each task stipulated in this SOW. The Contractor must also make use of services of a local subcontractor to support the work under this activity (e.g., instrument translation/validation, data collection, logistics for field work). No evaluation team members shall have been directly involved in the implementation of the Building the Potential of Youth program. A statement of potential bias or conflict of interest (or lack thereof) is required of each team member. USAID MANAGEMENT The Contractor will identify and hire the evaluation team, pending the Contracting Officer’s Representatives (COR’s) and relevant technical office’s concurrence, assist in facilitating the work plan, and arrange meetings with key stakeholders identified prior to the initiation of the fieldwork. The evaluation team will organize other meetings as identified during the course of the evaluation, in consultation with EPMES’s Contractor and USAID/Ethiopia. The Contractor is responsible for all logistical support required for the evaluation team, including arranging accommodation, security, office space, computers, Internet access, printing, communication, and transportation. The evaluation team will officially report to the Contractor, Social Impact. The Contractor is responsible for all direct coordination with the USAID/Ethiopia Program Office through the EPMES COR. From a technical management perspective, the evaluation team will work closely with Tahir Gero, USAID’s


Building the Potential of Youth AOR in the Education and Youth Office. In order to maintain objectivity, all final decisions about the evaluation will be made by the Program Office. Additionally, the evaluation contractor will consult and coordinate with SCI and its partners during the design and implementation of this activity. LOGISTICS The Contractor will be responsible for all travel and logistics associated with conducting the evaluation.


Annexes Annex 1: Results Framework


Annex 2: Geographic Coverage of the USAID’s Building the Potential of Youth Intervention The following Table outlines the 30 Woredas that will be targeted by USAID’s Building the Potential of Youth Table 1: Target Regions and Woredas

PRODUCTIVE

Amhara Tigray Oromia SNNP Somali Afar Woreda Woreda Woreda Woreda Woreda Woreda Danegela Ofla Limu-

Bibilo Endegene

Jawi Raya Alamata

Kofele Merab Azernet

Semin-Achefer Endamehoni Ada’a Yem Special Woreda

Debube-Achefer

Welmera

Bahir-Dar Ketma Zuria

Sinana

Dera

Agarfa

Liban Chiquala

PASTORAL

Yabello Esera Jijiga Chifra

Dire Hammer Babile Dubti

Gode Asayita

Kelafo


Annex 3: Targets by region and Phase Target by Phase Year 1 Year 2 Year 3 Year 4 Year 5 Total Phase 1 Woredas – 8 initial Amhara 600 600 600 600 600 3,000

Tigray 600 600 600 600 515 2,915 Somali 600 600 600 500 222 2,522 Oromia 600 600 600 600 600 3,000 Total 2,400 2,400 2,400 2,300 1,937 11,437

Phase 2 Woredas – additional 12

Amhara

600 600 600 600 2,400 SNNPR

900 900 900 900 3,600 Afar

600 600 600 600 2,400 Somali

300 300 300 300 1,200 Oromia

900 900 900 900 3,600 Total --- 3,300 3,300 3,300 3,300 13,200

Phase 3 Woredas – additional 10

Amhara

600 600 600 1,800 Tigray

300 300 300 900 SNNPR

600 600 600 1,800 Afar

300 300 300 900 Somali

300 300 300 900 Oromia

1200 1200 1200 3,600 Total --- --- 3,300 3,300 3,300 9,900


Annex 4: Final List of Target Woreda and Intake


Annex 5: M&E and data collection activities under the Building the Potential of Youth cooperative agreement

SC and its partners will be performing formative assessments at the Woreda level for a portion of the target Woredas. The assessments will include: ● Rapid youth assessment focused on knowledge, attitudes, practices and assets, with an

emphasis on well-being ● Literacy and numeracy assessments of youth with the targeted profile ● Employment market assessment to identify employment opportunities, skills gaps and

programed economic growth/employment opportunities ● Existence of youth service providers, their services, scale of reach, target youth population(s),

and organizational capacity ● Existence of other youth-oriented programs (e.g., government, donor)

The findings of these assessments will inform final activity design and implementation approach and identify required customizations at the Woreda and Kebele levels. These assessments will be performed on a rolling basis as the activity expands to additional geographic areas and are deliverables under IR1 of the Results Framework. SC sampling strategy for the assessments listed above is… ANNEX: Mapping of Intervention Areas ANNEX: Performance Monitoring Plan ANNEX: Implementation Timeline ANNEX: Targets (if applicable) ANNEX: Year 1 Annual Report ANNEX: Year 2, Q1 Report ANNEX: USAID Youth Workforce Development Research Agenda ANNEX: OTHER POTENTIAL reports??? Woreda Assessment Reports; Youth Profile Data; WRN Curricula Outline, YIA Curricula Outline, ANNEX: SC Youth Profile Data Collection Tool


ANNEX 6: Report FINAL REPORT CONTENTS

1. Title Page 2. Table of Contents (including Table of Figures and Table of Charts, if needed) 3. List of Acronyms 4. Acknowledgements or Preface (optional) 5. Executive Summary (3-5 pages)

The executive summary should succinctly capture the evaluation purpose and evaluation questions; program background; evaluation design, methods; and limitations; and the findings, conclusions, and recommendations.

6. Introductory Chapter a. A description of the program evaluated, including goals and objectives. b. Brief statement on purpose of the evaluation, including a list of the main evaluation

questions. c. Brief statement on the methods used in the evaluation such as desk/document review,

interviews, site visits, surveys, etc. d. Explanation of any limitations of the evaluation—especially with respect to the

methodology (e.g., selection bias, recall bias, unobservable differences between comparator groups, etc.)—and how these limitations affect the findings.

7. Findings: This section should include findings relative to the evaluation questions. The information shall be organized so that each evaluation question is a sub-heading.

8. Conclusions: This section must answer the evaluation questions based upon the evidence provided through the Findings section. The information shall be organized so that each evaluation question is a sub-heading.

9. Recommendations: Based on the conclusions, this section must include actionable statements that can be implemented into the existing program or included into future program design. Recommendations are only valid when they specify who does what, and relate to activities over which the USAID program has control. For example, recommendations describing government action is not valid, as USAID has no direct control over government actions. Alternatively, the recommendation may state how USAID resources may be leveraged to initiate change in government behavior and activities. It should also include recommended future objectives and types of specific activities based on lessons learned. The information shall be organized so that each evaluation question is a sub-heading.

10. Annex: The annexes to the final evaluation report should be submitted as separate documents—with appropriate labels in the document file name (e.g., Annex 1 – Evaluation SOW), and headers within the document itself—and may be aggregated in a single zipped folder. a. Evaluation Statement of Work b. Places visited; list of organizations and people interviewed, including contact details. c. Evaluation design and methodology. d. Copies of all tools such as survey instruments, questionnaires, discussions guides,

checklists. e. Bibliography of critical background documents.


f. Meeting notes of all key meetings with stakeholders. g. “Statement of Differences” h. Evaluation Team CV’s

Reporting Guidelines

● The format of the report shall be consistent with the USAID branding guidelines. ● The evaluation report should represent a thoughtful, well-researched and well- organized

effort to objectively evaluate what worked in the program over the given time period, what did not, and why.

● Evaluation reports shall address all evaluation questions included in the statement of work.

● The evaluation report should include the statement of work as an annex. All modifications to the statement of work, whether in technical requirements, evaluation questions, evaluation team composition, methodology, or timeline need to be agreed upon in writing by the Program Office.

● Evaluation methodology shall be explained in detail and all tools used in conducting the evaluation such as questionnaires, checklists and discussion guides will be included in an annex in the final report.

● Evaluation findings will assess outcomes and impact on males and females, and data will be disaggregated by gender, age group, and geographic area wherever feasible.

● Limitations to the evaluation shall be disclosed in the report, with particular attention to the limitations associated with the evaluation methodology (selection bias, recall bias, unobservable differences between comparator groups, etc.).

● Evaluation findings should be presented as analyzed facts, evidence, and data and not based on anecdotes, hearsay or the compilation of people’s opinions. Findings should be specific, concise and supported by strong quantitative and/or qualitative evidence.

● Sources of information, including any peer-reviewed or grey literature, will be properly identified and listed in an annex.

● Recommendations will be supported by a specific set of findings. They will also be action-oriented, practical, and specific, with defined responsible parties for each action.


ANNEX II: YOUTH POTENTIAL ACTIVITY RESULTS FRAMEWORK


ANNEX III: LIST OF RESEARCH QUESTIONS AND INDICATORS Research Questions – Detailed List Please note that the list below includes questions from the statement of work broken down into their subparts as well as additional questions posed by the evaluation team40. The questions added to the original list provided by the USAID/Ethiopia team are marked with an Asterisk (*).

1) *Description of the activity (also responds to Question 6) a) *Who are the participants in the activity? b) *What are the experiences/ training programs offered to the participants? c) *Are there any barriers to participation that are holding back either participants to these

programs? (such as language, literacy-numeracy skills, socio-economic status, cultural barriers, safety concerns)

d) *What proportion of the participants complete the training program? e) *While in the training program, how do the participants perform? f) *How is their performance monitored? g) *How are the participants tracked? h) *What proportion of the participants report using skills learned during the Youth Potential

activity?

Questions from Statement of work:

2) To what extent has the income and employment status of study participants changed between enrollment in the Building the Potential of Youth program and twelve months following enrollment? Does increased income lead to improved health outcomes among study participants? a) Over the twelve months since joining the program, is there a change in the employment status of

the participants? b) Type of job held c) Is there a change in the income level of the participants? d) Is there increased spending on nutrition and preventive health care as a proxy for improved health

outcomes (e.g., spending on fruits and vegetables, use of contraceptives, vaccinations for children, doctor visits for self or family)

3) To what extent has participation in the Building the Potential of Youth program improved the work readiness skills of study participants? a) Type of skills learned

40 The additional questions posed by the evaluation team have been included to make the report more comprehensive and provide a context for the findings of the evaluation. They are not expected to extend the timeline or add to the cost of data collection.


b) Use of skills learned

4) To what extent has participation in the Building the Potential of Youth program improved knowledge of and access to employment/entrepreneurial resources for study participants? a) Skills developed b) Resources accessed and used

5) To what extent has participation in the Building the Potential of Youth program improved functional literacy and numeracy skills of study participants? a) Level of education, any additional programs that provide literacy/numeracy training completed b) Self-reported proxy measures of literacy and numeracy skills, e.g., ability to read street signs,

manuals, directions, simple math – addition, subtraction, etc. c) Performance on simple tests of functional literacy/numeracy as a proxy measure

6) How do the outcomes addressed in the questions above vary by participant characteristics (e.g., sex, age, ethnic/linguistic group, SES, marital status, parenting status) and by service delivery partner? a) Data from Q1 used with data on Q2-Q5 will provide data to be used to answer this question.


Crosswalk of Study Questions to Indicators Research questions and sub

questions Indicators41

Possible sources

of data42 1) *Description of the program All questions in this section answered for (i) participants in program overall; and (ii) for participants in cohort study

a) *Who are the participants in the activity?

- # of participants in program - # of participants in the cohort study - By gender, SES, Education, age

group, marital status, ethnicity, Woreda and region

- Review of Quarterly and

Annual Program reports; Youth

Potential administrative

records

- For the cohort in the study, survey and focus groups

- Interviews with

facilitators and Woreda/Kebele representatives

b) *What are the experiences/ training programs offered to the participants?

- List and type of activities offered - Curriculum for the program - #/percent of participants using

coaching and mentoring - #/percent of participants using

follow-up programs c) *Are there any barriers to

participation in Youth potential activity or education in general? (such as language, literacy-numeracy skills, socio-economic status, cultural barriers, safety concerns)

- Barriers to participation reported by implementers

- #/ percent of participants reporting problems/ barriers to participation by type of concerns (i.e. social, educational, cultural, political, economic)

d) *What proportion of the participants complete the training program?

- #/ percent of participants who complete programs by type of program, Woreda and region

- # percent of participants who do not complete program by type of program, Woreda and region

- •# of participants using mentoring /coaching support services by Woreda and region

e) *While in the training program, how do the participants perform academically?

f) *How is their performance monitored?

g) *How are the participants tracked? 2) To what extent has the income and employment status of study participants

changed between enrollment in the Building the Potential of Youth program and twelve months following enrollment? Does increased income lead to improved health outcomes among study participants?

a) Over the twelve months since joining the program, is there a change in the employment status of the participants?

• Number (and percentage) of youth reporting new employment, new self-employment, group employment or better employment as a result of participation in program;

• Number (and percentage) of youth reporting internships, job-shadowing,

•Survey of Program

Beneficiaries • Focus groups with participants

b) Type of employment

41 All data disaggregated by program, gender, Woreda, region, SES etc. See Q6.

42 Unless stated otherwise all data will be collected at Baseline, midline and end line. Only exception to this are focus groups with families of participants, these will be conducted only at midline and end line points.


or other paid and unpaid practical experience

• Number of days of employment

• Interviews with facilitators

and Woreda/Kebele representatives

• Focus groups with

families

c) Is there a change in the income level of the participants

• Number (and percentage) of youth beneficiaries reporting increased income;

• Number (and percentage) of youth beneficiaries reporting increased assets;

• Number (and percentage) of youth beneficiaries reporting increased financial contribution to larger family;

d) Is there increased spending on nutrition and preventive health care as a proxy for improved health outcomes

• Number (and percentage) of youth beneficiaries with increased spending on food – fruits and vegetables, health care for self or family, contraception, vaccinations for children

3) To what extent has participation in the Building the Potential of Youth program improved the work readiness skills of study participants?

a) Type of skills learned b) Use of skills learned

• Number of youth beneficiaries reporting improved skills;

• Number of youth beneficiaries reporting use of skills;

• List of skills learned • Number reporting improved literacy

and numeracy skills as a result of participation in the program

•Survey of Program Beneficiaries

• Focus groups with participants



4) To what extent has participation in the Building the Potential of Youth program improved knowledge of and access to employment/entrepreneurial resources for study participants?

a) Type of resources accessed b) Skills developed c) Resources accessed and

used

• Number of youth beneficiaries reporting access to improved knowledge of and access to employment resources;

• Number of youth beneficiaries reporting access to improved knowledge of and access to resources for entrepreneurial work;





5) To what extent has participation in the Building the Potential of Youth program improved functional literacy and numeracy skills of study participants?


a) Level of education b) Self-reported proxy

measures of literacy and numeracy skills, e.g., ability to read street signs, manuals, directions, simple math – addition, subtraction, etc.

● Number of persons with improved literacy skills as a result of POTENTIAL program;

● Number of persons with improved numeracy skills as a result of POTENTIAL program





6) How do the outcomes addressed in the questions above vary by participant characteristics (e.g., sex, age, ethnic/linguistic group, SES, marital status, parenting status) and by service delivery partner?

a) Data from Q1 on youth cohort study sample will provide data to be used to answer this question.

● Gender (Male and Female); ● Age groups (15-19, 20-24, or 25-

29); ● Ethnic/linguistic group (“Oromo”,

“Amhara”, “Tigrie”, or “Somali”); ● Socio economic status (Low level,

middle level & high level) and ● Marital Status (single, Married or

divorced) ...etc.



• interviews with facilitators



ANNEX IV: LIST OF PEOPLE INTERVIEWED AND INFORMATIONAL MEETINGS A total of 55 Key informant interviews and informational meetings were held with stakeholders and implementers in the four regions of Amhara, Afar, Tigray and Oromia. The list of people consulted by region, and within that by Woreda, is below. In addition, 27 focus groups were conducted with current participants of the program. A Table showing the focus groups conducted, their location and the number of participants is also included.

List of People Consulted

Addis Ababa Metselal Abraha M&E Specialist Youth Potential Project/SCI [email protected] Genet Lemma DCOP Youth Potential Project/SCI Olaf Erz, COP Youth Potential Project/SCI [email protected] [email protected]

Amhara Awoke Baye MEL Manager Region Women & Children Bureau +251-918802678 Sibu Gebayehu Deputy Office Chief Region Youth & Sport Office Feleke Wube Ploy Technic College Dean Bahir Dar Ploy Technic College +251-918012408 Tesfaye Alene Region Potential Coordinator PADet

[email protected]

Amhara – Jawi Badmaw Tarekegn Child right Protection and Care Expert Woreda Women and Children Affairs office +251-910623439 Negesse Zelalem Woreda Officer PADet +251-913288030 Gnetu Andarge Youth Facilitator PADet +251-0926750945 Amalaku Atalale Youth Facilitator PADet +251-0921282968

Amhara – Debub Achefer Dires Ayana Trainees Durbete TVET College +251918010416 Monamon Mukrya Woreda Youth & Sport Head PADet +251-918372451


Wubalem Kindiu Potential Woreda Officer PADet +251-918379772 Eseyenesh Gettu Youth Facilitator PADet +251-918562925

Amhara – Bahir Dar Amsalu Mekonen Youth Facilitator PADet +251-918166654

Afar

Afar – Assaiyta Zufan Belayneh Potential Woreda Officer SCI +251-912195690 Almirah Yasin Child Care and Protection expert Woreda Children and Women Affairs office Rabin Nure Representative Woreda Children and Women Affairs Office Assayita Woreda Children and Women Affairs Office Habib Ahmed Youth Office Head Woreda Youth and Sport Office +251-912703353

Afar – Chifera Hiwot Endrias Potential Woreda Officer SCI +251-910781118 Amin Haji Youth Office Head Woreda Youth and Sport Office +251-935576042

Ahmed Abdu Youth Facilitator SCI +251-0961006071 Fatuma Siraji Youth Volunteerr SCI +251-0935444098 Ahmed Haji Kebele Leader Mesgid Kebele +251-979507827 Jawar Dago Youth Facilitator SCI +251-912935557 Fetene Damte Youth Facilitator SCI +251-913453758

Afar – Semera Dawud Mohammed Potential Region Manager SCI +251-931203011 Mohammed Ahmed Community service directorate director Semera University +251-913282832 Afika Ali Teachers Dev't Program Head Region Education office +251-974108129 Mohammed Yassin Deputy Office Manager Region TVET Agency +251-920639217 Mearro Ali Commissioner Region Youth and Sport Bureau +251-911897210


Umer Mohammed Youth process owner Region Youth and Sport Bureau +251911960546 Alias Ahmed and Dawit Ayele Program Manager; Farm Africa

Tigray Alem Tekilu Region Potential MEL officer Rest +251-914755647 Algenash Kokebe Region youth & Sport Bureau MEL officer Region Youth & Sport Bureau +251-9140118613 Bhairu Girmay Women Economic Empowerment head Region Women & Children Bureau +251-914168149 Askwol Tamir Planning and MEL head Region Social Affairs Bureau +251-939088003 Kirose G/Hiwot Outcome training head Region TEVT Office Mengestu Gesesse Potential Region Manager REST +251-914788548

Tigray -Endamehoni Yohannis Redi Woreda Youth & Sport Head Youth and sport office +251-914117954 Mogas Assefa Academic vice Dean Woreda TEVT

Tigray – Maychew Meles G/Tsadik Program Officer, REST Kahsay Facilitator, REST

Tigray – Maychew Alem Belay Head, Woreda Women Affairs office +251-0914421724

Tigray – Mekele H/Mariam G/Tsadik Head, Regional Youth and Sport Office +251-0914732633

Oromia

Oromia – Yabelo Adisu Gongori Teachers Training Head Yabelo Pastoral TEVT +251-921841803 Dida Jariso Woreda Potential Office Hundee 251-912748576

Oromia - Wolmera Merga Negassa Outreach Manager Holata TEVT +251-91121944 Assefa Eyi Facilitator, HUNDEE +251-0920156201 Zewudu Bayisa Youth expert Woreda Youth and Sport Office +251-09113938173


Almaz Muleta and Meskerem Anbessa Head, Woreda Women and Children Affairs and Deputy Head Woreda Women and Children Affairs office Ibsa Beyene and Gelane Iticha Project officer and youth facilitator HUNDEE

Oromia - Addis Ababa Abreham Yitbarek Youth facilitation, mobilization Director Directorate Oromia Youth and Sport Bureau +251923241253


Distribution of Focus Groups Conducted by Region

Table showing the number of participants in focus groups conducted by region

Region Regional Office

Woredas Kebele Focus Groups (N=28)

Participants (N=277; 127F)

Amhara Bahir-Dar Ketema

South Achefer Lalibela 2 10M; 10F

Abchikli 2 10M; 9F

Jawi Work Meda 2 8M; 6F

Kaba Abo 2 11M; 12F

Afar Semera Chifra Mesgid 4 27M; 21F

Asayta (only 1 Kebele active)

Kebele 01 2 9M; 4F

Tigray Mekele Endemehoni Kebele 01 2 11M; 10F

Kebele 02 2 11M; 11F

Oromia Addis Ababa

Yabelo Yubdo 6 30M; 30F

Wolmera Asgori 2 12M; 9 F

Wudu 1 6M; 4F

Haro boki 1 6M; 0F


ANNEX V: SOURCES OF DATA Both primary and secondary data were collected to inform the study and provide baseline data on the current status of program participants.

Primary data collected from:

● Surveys with newly enrolled participants of the Youth Potential training program; ● Key informant interviews with (list of people consulted is in Annex 4):

(i) Ministry and Bureau officials at the regional, zonal and Woreda levels; (ii) Representatives of the selection committee from the Kebele, implementing partners,

facilitators for Youth Potential program, and other program staff; and (iii) Other stakeholders such as TTI staff, representatives of the private sector/employers for

the participants, and others identified as the study progresses. ● Focus groups conducted with a sample of eligible participants of the Youth Potential training

program Secondary data collected from:

i. Documents reviewed: a. Youth Potential documents and administrative records:

i. Program Summary ii. Activity original statement of work and any amendments iii. Monitoring and evaluation plan/PMP iv. Workplan for Year 3 v. Quarterly and Annual Reports Year 1 and Year 2 vi. Quarterly Report Year 3 Q1 vii. MOUs between SAVE and three organizations viii. Spreadsheet of Woredas and active Kebeles with number of participants

trained by Woreda and Kebele ix. Calendar of trainings for March and planned for April and May 2017

b. Program training materials: i. BYOB Training manual and facilitators guide ii. YiA resource manual and facilitators guide; and materials for module - myself iii. WRN Ethiopia trainers manuals and participant handbooks – modules M0 to

M4 iv. Mentor’s guide

c. Background articles and other relevant literature i. DHS Ethiopia 2011 - FR255 ii. Ethiopia_2014_EGRA_report_RTI_(00000002) iii. LSMS Ethiopia ESS3 Community Questionnaire English iv. Other reports such as Program description on USAID website, The World

bank reports on current situation in Ethiopia, etc. cited in the body of the report


ANNEX VI: DATA COLLECTION INSTRUMENTS Instruments included are:

● The survey instruments ● Guides for focus group with Youth Potential participants ● Guides for interviews and informational meeting with:

o implementing partners for the Youth Potential program, including facilitators and Woreda officers

o key stakeholders including officials from the Ministry and Bureaus involved with the program at the regional and Woreda levels


Youth Cohort Survey Questionnaire Please note, this instrument was developed in English and then translated into Amharic and other regional languages as appropriate. Translated versions are available upon request. Survey Information to be completed by Enumerator: Name of enumerator ____________________________ Name of Supervisors: Interview date: __________________________ Starting time: ________________________________ Location: Region: ____________________ Woreda: _________________ Kebele: ___________________ General Identification

1. ID Number_______________________________________

2. Name of Participant (with grandfather’s name): __________________________________ 3. Participant’s Current address:

Personal Tel. (mobile): ______________________, Tel. Residence: ___________________ E-mail (if available) or Facebook (if available): __________________________________ Region: ____________________ Woreda: _________________ Kebele: ___________________

4. Contact information of close relative/neighbor/friends (in addition to contact address): Name: __________________________ Tel: ______________________________ Address: _____________________________________________________________ Region: ____________________ Woreda: _________________ Kebele: _______________

5. Age of Participant: ________ 6. Sex: ☐ Male ☐ Female 7. Ethnicity and Language

a. Ethnicity: ☐ Afar ☐ Amhara ☐ Guragie ☐ Nuwer ☐ Oromo ☐ Sidamo ☐ Somali ☐ Tigray ☐ Welaita ☐ Other __________________

b. Language ☐ Amarigna ☐, Oromigna ☐, Tigrigna ☐ Afarigna ☐ Other Specify ________________

8. Disability: (check all that apply)

☐ No disability ☐ Deaf or hard of hearing ☐ Blind (one or both eyes) ☐ Physical handicap ☐ Cognitive disability (mental disability) ☐ Other _________________________specify

9. Current marital status of participant (select one): ☐Never married ☐Married ☐Living together ☐Separated/Divorce ☐Widowed

10. Living status: 1. Living with parents 2. Living independently 11. Household Size: _____________ (people living in the same house permanently) 12. Number of Participant’s Children:

________ Total number (zero if none), ______ Girls ______ Boys


Education status and Functional Literacy/Numeracy 13. Functional literacy (use a letter card, choose one response)

☐ Can’t read & write ☐ Can read & write with difficulty ☐ Can read & write with some fluency ☐ Can read & write very easily

14. Functional numeracy (use a number card) Recognize numbers ☐ Yes ☐ No Add simple numbers ☐ Yes ☐ No Subtract simple numbers ☐ Yes ☐ No Multiply simple numbers ☐ Yes ☐ No Divide simple numbers ☐ Yes ☐ No

15. Education Status (select one response) ☐ No school ☐ Only traditional/non-formal school ☐ Grade level or number of years in school ___________ (enter a number from 1- 12; includes grade completed or dropped-out) ☐ Completed TVET (drop-outs captured under grade level) ☐ Completed College/ University

16. Are you still in school? ☐ Yes ☐ No (skip to 18) 17. if yes, what are you studying? ____________________ (skip to 19) 18. If no, what was the main reason for stopping your education? (select one)

◻ Finished course/ graduated ◻ Failed examinations ◻ Did not qualify for the entrance exam for TVET, College/University ◻ Did not enjoy schooling ◻ Wanted to start working ◻ To get married ◻ Parents did not want you to continue schooling ◻ Economic reasons (could not afford/too poor/needed to earn money to support family) ◻ Other _____________________________________

19. Education Status of mother (select one response) ☐ No school ☐ Only traditional/non-formal school ☐ Grade level or number of years in school ___________ (enter a number from 1- 12; includes grade completed or dropped-out) ☐ Completed TVET (drop-outs captured under grade level) ☐ Completed College/ University ☐ Don’t know

20. Education Status of father (select one response) ☐ No school ☐ Only traditional/non-formal school ☐ Grade level or number of years in school ___________ (enter a number from 1- 12; includes grade completed or dropped-out) ☐ Completed TVET (drop-outs captured under grade level) ☐ Completed College/ University ☐ Don’t know


Employment Status

21. What was your employment (income earning) status before participating in this training? Primary job In school or training (skip to 27) Paid/wage/paid-in kind employed Self-employed Self-employed but looking for a job Unemployed (dependent on support from others) (Skip to Q 25) Unemployed but not seeking work for other reasons (example disabilities) (Skip to Q 25) Other _____________

22. If self-employed, what kind of self-employment are you engaged in:

☐ Self-owned (skip to Q23) ☐ Family owned (skip to Q23) ☐ Group owned,

a. If group owned, how many people are in the group? __________ (enter number)

23. Which of the following sectors do you work in (for wage/salary employment or self-employment)? Note to interviewers - For female participants ask – Aside from your own housework, if you work for payment in-cash or kind which of the following sectors do you work in (for wage/salary employment or self-employment)?

This is my main job (select one)

This is my secondary job (select one)

Agricultural + Livestock activities Trading agricultural products (buying or selling agricultural products)

Trading consumer products/items – small shop/kiosk Carpentry, carving, or woodwork, Mechanics, metal work Construction work (brick/stone laying, building, etc.) Daily laborer Electrical work Computer technology and administration Tailoring (making clothes or textiles) Transport service Hairdressing/Barber Providing services (such as coffee/tea, small restaurant, shoe shine, repair and maintenance, etc.)

Hotel industry Education Work for family Government NGO Don’t have secondary job Others (specify) ___________


24. To what extent are you satisfied with your current main job? ◻ Mostly satisfied ◻ Satisfied ◻ Neutral ◻ Unsatisfied ◻ Mostly unsatisfied

25. Have you tried to find employment/new employment in the past six months?

☐ Yes ☐ No (skip to Q30)

26. If looking for a job, ask the questions below

27. How long have you been available for work and actively looking for a job? ◻ Less than a week ◻ 1-4 weeks ◻ 1-2 months ◻ 3-6 months ◻ 6 months-1 year ◻ More than 1 year

28. Which of the following sectors would you wish to work in (for wage/salary employment or self-employment)?

Note to interviewers - For female participants ask – Aside from your own housework, if you work for payment in-cash or kind which of the following sectors do you wish to work in (for wage/salary employment or self-employment)?

This is my preferred area (select one)

This is my secondary area (select one)

Agricultural + Livestock activities Trading agricultural products (buying or selling agricultural products)

Trading consumer products/items – small shop/kiosk Carpentry, carving, or woodwork, Mechanics, metal work Construction work (brick/stone laying, building, etc.) Daily labor Electrical work Computer technology and administration Tailoring (making clothes or textiles) Transport service Hairdressing/Barber Providing services (such as coffee/tea, small restaurant, shoe shine, repair and maintenance, etc.)

Hotel industry Education Work for family Government NGO Others (specify) ___________ If unemployed ask Q29, else go to Q30

29. If unemployed, in your opinion what are the main three reasons that you are not employed? (please put in

the first three)


Reason 1 Reason 2 Reason 3 No education Unsuitable vocational education

No suitable training opportunities

Mismatch between education requirements and that required by the position available

No work experience Not enough jobs available Considered too young Discriminatory prejudices (for example, disability, religion, race, appearance, etc.)

Low wages in available jobs

Poor working conditions in available jobs

Don't have the right personal or family connections

No response Other Specify:

30. Have you ever refused a job that was offered to you? ☐ Yes ☐ No (skip to 32)

31. Why did you refuse? (select the main reason)

◻ Wages offered were too low ◻ Work was not interesting ◻ Location was not convenient ◻ Work would not match my level of qualifications ◻ Work would require too few hours ◻ Work would require too many hours ◻ Waiting for a better job offer ◻ The contract length was too short ◻ Saw no possibilities for advancement ◻ Other (specify)

32. Have you tried to find employment/new employment in the past six months?

1. Yes 2. No (Skip to Q32b)

32a. How have you tried to find employment in the past six months? Probe and Check all that apply Through education/training institution

By attending job fairs

Registration at a public employment office

Registration at a private employment office Direct application for employers, participation in a competition Checking at worksites, farms, factory gates, markets or other assembly places Placing and answering newspaper advertisements


Answering advertisements on the internet, etc. Seeking assistance of friends, relatives, colleagues, unions, etc. Other (specify)

b. If you were to create self-employment what kinds of information would you need? Probe and Check all that apply I am not looking to create self-employment Seek assistance of friends, relatives, colleagues, unions, etc. Look for land, building, machinery, equipment to establish own enterprise Arrange for financial resources Apply for permits, licenses Learn new skills Other__________________________________________

[for midline and end line data collection Add a question on change of jobs - in the past six months has there been a change in status – ask about assets, new employment, better employment or new self-employment - after attending Youth program]

Participation in Youth Potential Program 33. When did you enroll/start in the Youth Potential program? ________________ (EC. mm/year)

34. What Youth Potential program activities have you attended? (check all that apply)

☐ Work Ready Now (WRN) training (Please know this program is for people who can read) ☐ Work Ready Plus (WRPlus) training (Please know this program is for people who cannot read) ☐ Be Your Own Boss (BYOB) training ☐ Positive Youth Development/Youth in Action (YiA) training ☐ Technical training at TVET or Farmers Training Center ☐ Work Based Learning (apprenticeship, experience, exposure…) ☐ Received coaching and advisory services ☐ Linkage to source of finance, government/community support/inputs/advise, mentors, etc. ☐ Other, specify ______________________________

35. Are you currently enrolled in any other non-formal training program (like the Youth Potential program)?

☐ Yes ☐ No (skip to 36) a. If yes, what training program are you attending? _____________________________

36. Have you previously been enrolled in any non-formal training program? ☐ Yes ☐ No (skip to 37)

a. If yes, what training program did you attend? _____________________________

37. Please rate yourself on the following skills (Work Readiness skills)

Skills Very Good Good Neutral Poor

Very Poor

Interpersonal communication Work habits and conduct Job search application skill, writing CV Knowledge of resources of where to look for jobs


Business management/improvement skills Skills to start-up a business Knowledge of resources for obtaining loans, seed money, etc.

Access resources (finance, land, inputs) Access markets Knowledge of how to obtain license for business Saving habits Setting objectives/goals and preparing personal development plan

Improved social bond and team work Build self-confidence Other, specify __________________________________________

(For midline and endline surveys add question for all attitudes and behaviors Has Participation in the Youth Potential program made a difference to your saving/spending habits? YES/NO. If yes, in what way? _________________________________) (for midline and end line data collection add in questions about skills learned and usefulness of training in terms of job placements, internships, etc., also use of mentoring and coaching) Income and assets

38. What assets do you have at this time (before joining this training}?

Do you or your family own: Owned by you (check all that apply)

Owned by family

a. House b. Radio/Tape recorder/ MP 3 player c. Television d. Mobile Telephones e. Non-mobile telephone f. Own bicycle g. Animal-drawn cart h. Motor cycle/scooter i. Car/truck j. Land for farming, grazing, etc. k. Animals l. Other 1_________________________________ m. Other 2_________________________________ n. Other 3_________________________________

39. How much land do you own?

a. _______________________ hectare (enter value by using conversion Table from local measure


to hectare, enter zero if the respondent has no land)

40. What type and how many animals do you have? Animal Number owned (please write number, zero for none)

a. Milk cows, oxen or bulls? b. Goat c. Sheep d. Camel e. Horses, donkeys, or mules? f. Poultry, chicken, hens, g. Bee hives h. Fish i. Other 1_______________ Write number and description j. Other 2_____________

41. In the past six months, how have you used your income? Please estimate how much of your total income did you spend on each of these categories?

Check all the categories that you

spend money on

If yes, ask how much was spent in the past

six months a. Rent/lease b. Taxation c. Transportation d. Buy food and related goods e. Pay for electricity, water, f. Clothing g. Buy household goods h. Education / school fees i. Health care related expenditures e.g. health

insurance, provider fees, medicine, etc.

j. Contraceptives and family planning k. Support to other family members l. Invest in business or other assets (including

purchase of goats, sheep other animals)

m. Savings n. Other 1 (specify) o. Other 2 (specify) p. Other 3 (specify) q. Other 4 (specify) ______________________

42. Do you currently have savings? YES/NO (if no skip to Q45, also please confirm they are consistent with

Q41) a. If yes, how much do you have? ____________

43. How often do you put aside money to save? (only one answer allowed)

◻ A few times a year/seasonal ◻ Every month ◻ Every week


◻ Every day

44. Where do you keep your savings? (check all that apply) (Skip to Q46) ◻ At home in a safe place ◻ In a bank/microfinance institution ◻ With someone (friend/relative/other) I trust ◻ With an individual who will pay me an interest on my savings ◻ Other__________________________

45. If you do not save why do you not save? (check all that apply)

◻ Have no money to save ◻ Spend on clothes, shoes, etc. ◻ Pay off loans ◻ Use money for investment (including animals) ◻ Not willing to save ◻ Other _______________

Health Related Questions 46. Have you had any illness in the past six months? YES/NO (if no skip to Q47)

a. What was your illness? ________________________________ (note to interviewer – if

uncomfortable answering make note and move to next) b. Did you take time off work due to illness? ---------------(number of days) c. How often have you visited a health care provider in the past six months? -----------------(number of

times) 47. How often have you visited a health care provider in the past six months due to illness in the family? ---------

--------(number of times) (No skip to 49)

48. Where did you seek advice or treatment the last time you were sick? (multiple response allowed) ◻ Govt. Hospital ◻ Govt. Health Center ◻ Govt. Health Station/Clinic ◻ Govt. Health Post/ Health Extension Worker ◻ NGO ◻ Health Facility ◻ Private Hospital ◻ Private Clinic ◻ Drug Vendor ◻ Shop ◻ Traditional Healer ◻ Other Specify __________________________

49. If you have not been sick in the past six months but had to seek healthcare, where would you go? (multiple

response allowed) ◻ Govt. Hospital ◻ Govt. Health Center ◻ Govt. Health Station/Clinic ◻ Govt. Health Post/ Health Extension Worker ◻ NGO Facility ◻ Health Facility ◻ Private Hospital ◻ Private Clinic ◻ Drug Vendor ◻ Shop


◻ Traditional Healer ◻ Other Specify __________________________

50. Have you obtained any of the following from your health care provider in the past six months?

(note to interviewer – if uncomfortable answering skip item and move to next) ◻ Medicines for illness ◻ Male contraceptives ◻ Female contraceptives ◻ Advice on nutrition for yourself and your family

Name of interviewer: __________________________ Date: _______________Ending time: __________

Thank you!!


Guide for Focus Group Discussion General Introduction and Informed Consent Welcome everyone! My name is _________________________________ from Social Impact, an evaluation company from America. We are conducting a study to assess the effect of the Youth Potential program from selected Woredas in for regions. For this we will follow a cohort of over 400 participants for 12 months starting from now. This group discussion is part of cohort study of the USAID/Youth Potential program, a program to improve youth employment opportunities in Ethiopia. This study will not determine if the program will continue, nor is it to evaluate your performance. It is only to learn about your expectations /experience with the program, the resources available and any challenges. We are very grateful for your time; this discussion should take about an hour. The information you provide to us here is confidential and will not be shared with anyone outside. Please know that we will not share your name with anyone outside the research team, or quote you in our report without your permission, so we also hope that you will provide honest and accurate answers. For the note taker: Location: Region: _____________ Woreda: ______________Kebele: ______________ Focus Group date: __________________________ Starting time: _____________________ Number of males: Number of females: Pass out a sheet of paper to gather information on: Participant name, age, gender, Kebele, level of education, participant signature Focus group guide: 1. Before we begin, kindly; introduce yourself….

2. Tell us about yourself (5 minutes of ice breaker – show of hands and count)

a. How many are married? b. How many live with their parents? Independently? c. How many of you have phones? (curiosity question for use with financial diaries) d. How many of you would say you can read and do some addition and multiplication? e. What are you doing currently? (in school, unemployed looking for job, etc.) f. For those in school, what grade are you in? g. How many have had internships, volunteer work, job shadowing opportunities? h. What is your current source of income? How do you support yourself?

3. How did you hear about the Youth Potential program?

a. How did you apply for it? b. What are your expectations from the program? c. Benefits for you? d. The program has been offering training for some time now. Why have you applied for it

only now?

4. Employment opportunities and challenges a. What kind of work is done by most people in this area? b. Is it easy to find employment here for young people? c. If currently employed, which sectors does your livelihood/income earning job belong to


(employment or self-employment), for wage/paid the area the office engagement? d. What are some of the main challenges to get employment, especially for young people

like you? e. If unemployed, have you made any effort to find employment (income earning)

opportunity? f. What source do you refer while you are looking for a job? Probe if they have easy

access for the information sources they mention?

5. If you had a steady income, how would you spend the money?

a. Are there any things for which you have no money? b. How about food – fruits and vegetables? c. Health care services, like visits to the doctor, vaccinations for kids, use of

contraceptives, etc.

At midline and end line points the questions would include: 6. Relevance of experience with the Youth Potential program

a. In what ways was your program helpful to you? Skills? Access to materials? Improved literacy and numeracy? Perception of yourself?

b. What did you like most and least? c. Did the program have any practical experience/internship included? d. Did you participate in any volunteer activities while in the program?

7. Trainings attended and Support by Youth Potential program during the program

a. Since the basic training, have you attended any other training programs offered by Youth Potential?

b. What about coaching and mentoring? c. What skills have you learned from the program?

8. -In what ways has the Youth Potential program been helpful? Any challenges?

a. Since the basic training, have you completed any internships, job shadowing, etc. b. Any job placements? c.

9. What are the skills you have learned as a result of your participation in the Youth Potential program?

d. Have you used any of them? in what way? e. Any job placements? f. Has the program helped improve your skills in literacy and numeracy? How? g. Do you have better access to employment/ entrepreneurship information?

10. –For those of you now employed or self-employed, in what way has your life changed?

h. How much of your income do you spend on your family? i. On nutrition and health j. Since the basic training, have you completed any internships, job shadowing, etc. k. What role has Youth Potential program played in this change?

11. Is there anything else you think we should know about youth and employment in this region? Thank YOU


Guide for Key Informant Interview – YP Facilitators and Woreda Officers General Introduction and Informed Consent Welcome! My name is _________________________________ from Social Impact, an evaluation company from America. We are conducting a study to assess the effect of the Youth Potential program from selected Woredas in four regions. For this we will follow a cohort of over 400 participants for 12 months starting from now. This key informant interview is part of cohort study of the USAID/Youth Potential project. This interview is to learn about your thoughts on the Youth Potential project. We are very grateful for your time; this interview should take about half an hour. The information you provide to us here is confidential and will not be shared with anyone outside. Please know that all information will be combined together for report, we will not quote you in our report without your permission, so we hope that you will provide honest and accurate answers. Location: Region: _____________ Woreda: __________Kebele: ______________Office_____________ Position of the participant_____________________

1. What is your role on the project? 2. How long have you been involved with it? 3. Can you describe the project activities? 4. What is a typical training cycle for the program?

a. What does the word program mean in the context of POTENTIAL project? b. How do you recruit candidates for enrolling into the program? c. What is a typical cycle for a cohort?

i. What proportion of people complete the program? d. What is the training provided? Any practicum or internship? e. Do you do anything to improve functional literacy and numeracy for the participants? f. Anything for training on health outcomes? g. What about job placements? h. Do you expect the participants to monitor their own income and or spending?

I. Keep financial diaries? How do you get this data? i. We heard about a “work ready now” curriculum? What is this and who are the

beneficiaries? 5. How do you track and follow up on your beneficiaries? (Do you keep a record of contact

information of all participants?) 6. What kind of follow-up support do you provide?

a. Coaching and mentoring b. How do the participants know about future training?

7. How do you collaborate with the line Woreda government partners and others stakeholder (e.g. Credit association, TVET, TTIs and others)?

8. What are your challenges with: i. Implementation ii. Beneficiaries follow up iii. Collaborate with stakeholders

9. I am sure we have not asked about everything. Is there anything else that you would like to tell us?

Thank YOU


Guide for Key Informant Interview – Government Officials General Introduction and Informed Consent Welcome! My name is _________________________________ from Social Impact, an evaluation company from America. We are conducting a study to assess the effect of the Youth Potential program from selected Woredas in four regions. For this we will follow a cohort of over 400 participants for 12 months starting from now. This key informant interview is part of cohort study of the USAID/Youth Potential project. This interview is to learn about your thoughts on the Youth Potential project. We are very grateful for your time; this interview should take about a half an hour. The information you provide to us here is confidential and will not be shared with anyone outside. Please know that we will report all information at the aggregate level that is combined with that of others, and will not quote you in our report without your permission, so we hope that you will provide honest and accurate answers. Location: Region: _____________ Woreda: __________Kebele: ______________Office_____________ Position of the participant_____________________

1. What is your role in the government? 2. Are you working with the Youth Potential project? (if no, skip to Q3)

- What is your Involvement with project? - Since when have you been involved? - What are your expectations from the project? - How is your office supporting the project?

3. In your opinion, what is the status of youth employment in this region/Woreda? a. Are the opportunities the same for both young men and women? b. How about for people with disabilities (physical and/or cognitive)?

4. What is being done to create more employment or self-employment opportunities in the region/Woreda?

5. What are the challenges to youth finding employment? a. Do they consider self-employment as employment? b. Any special challenges for women?

6. In your opinion, how will the Youth Potential Project help improve the employment situation in the Woreda? a. Can you tell us about how the project will do so (whatever the person just described)?

7. How is your office supporting Youth Potential project? 8. Anything you would like to tell us about the Youth Potential project?

Thank YOU


ANNEX VII: DATA TABLES – REGRESSION ANALYSIS Determinants of Employment Using Regression Analysis Determinants of employment using regression analysis (odds ratios; dependent variable: employed=1)

EMPLOYMENT (0,1) [EMPLOYED=1, OTHERWISE=0]

ODDS RATIO

ROBUST STD. ERR.

Z p>z [95% CONF. INTERVAL]

Sex (F=0; M=1) 1.775 0.411 2.480 0.013 1.128 2.795 Reference age group: Between 25 and 30 years Age group: Between 15 and 18 years 0.248 0.092 –3.740 0.000 0.119 0.514 Age group: Between 19 and 24 years 0.340 0.091 –4.010 0.000 0.201 0.576 Reference marital status: Never married Marital status==Married 3.105 0.761 4.620 0.000 1.921 5.020 Marital status==Other 1.074 0.484 0.160 0.874 0.444 2.598 Reference household size: 1–2 persons Household size=3–5 persons 0.427 0.088 –4.140 0.000 0.285 0.639 Household size=6–10 persons 0.301 0.080 –4.540 0.000 0.180 0.505 Household size=11–15 persons 0.183 0.330 –0.940 0.346 0.005 6.227 Reference: Ability to read and write (Q13)==can read and write very easily Q13==Can't read and write 3.693 2.481 1.940 0.052 0.990 13.77

8 Q13==Can read and write with difficulty

4.651 1.260 5.670 0.000 2.734 7.911

Q13==Can read and write with some fluency 1.513 0.616 1.020 0.309 0.681 3.361

Reference: Functional numeracy (divide simple numbers) Recognize numbers 0.167 0.232 –1.290 0.197 0.011 2.533 Add simple numbers 0.537 0.263 –1.270 0.204 0.206 1.402 Subtract simple numbers 1.223 0.362 0.680 0.497 0.684 2.184 Multiply simple numbers 0.871 0.702 –0.170 0.864 0.179 4.227 Reference: Level of education (Q15)==Completed college/university Q15==No school 1.115 0.551 0.220 0.827 0.423 2.939 Q15==Only traditional/non–formal school

4.431 7.143 0.920 0.356 0.188 104.404

Q15==Grade level 2.868 1.420 2.130 0.033 1.087 7.570 Q15==Completed TVET 5.454 2.824 3.280 0.001 1.977 15.04

6


Asset index (PCA) 0.625 0.050 –5.900 0.000 0.534 0.730 Owns land 0.800 0.170 –1.050 0.293 0.528 1.213 Index for job readiness 1.85 .438 2.61 0.009 1.166 2.946 Owns big animals 1.023 0.025 0.950 0.345 0.976 1.072 Owns small animals 1.061 0.032 1.960 0.050 1.000 1.126 Owns poultry, bees, etc. 1.019 0.035 0.550 0.580 0.953 1.089 Reference: Amhara region Region: Afar 0.034 0.018 –6.290 0.000 0.012 0.097 Region: Oromia 0.358 0.063 –5.880 0.000 0.254 0.504 Region: Tigray 0.130 0.008 –35.290 0.000 0.116 0.146 Constant 24.31 24.25 3.20 0.00 3.44 171.7

7 Number of observations 582 Pseudo R-squared 0.360 Log pseudo-likelihood –260.34 Note: Standard error adjusted for four clusters in region


ANNEX VIII: DATA TABLES – DISTRIBUTION BY SEX The Tables below present the data in order of the survey questionnaire. Each question below reflects the distribution (counts) of respondents by gender.

Region: * Sex Crosstabulation

Count

Sex

Total Male Female Region: 60 48 108

Amhara 107 93 200 Oromia 113 65 178 Tigray 52 44 96

Total 332 250 582

Age Categories * Sex Crosstabulation

Count

Sex

Total Male Female Age Categories 15-18 24 59 83

19-24 235 153 388 25+ 73 38 111

Total 332 250 582

Ethnicity * Sex Crosstabulation

Count

Sex

Total Male Female Ethnicity Afar 58 45 103

Amhara 105 96 201 Oromo 107 61 168 Somali 1 0 1 Tigray 52 45 97 Other 9 3 12

Total 332 250 582

Language : * Sex Crosstabulation

Count


Sex

Total Male Female Language : Amarigna 104 95 199

Oromigna 113 65 178 Tigrigna 52 44 96 Afarigna 56 45 101 Other Specify 7 1 8

Total 332 250 582

Disability: (No Disability) * Sex Crosstabulation

Count

Sex

Total Male Female Disability: (No Disability) Yes 330 247 577

No 2 3 5 Total 332 250 582

Current Marital Status Of Participant: * Sex Crosstabulation

Count

Sex

Total Male Female Current Marital Status Of Participant: Never Married 221 118 339

Married 104 99 203 Living Together 0 7 7 Separated/Divorce 7 23 30 Widowed 0 3 3

Total 332 250 582

Living Status: * Sex Crosstabulation

Count

Sex

Total Male Female Living Status: Living With Parents 271 188 459

Living Independently 61 62 123 Total 332 250 582

Functional Literacy * Sex Crosstabulation

Count

Sex

Total Male Female


Functional Literacy Can’t Read & Write 20 30 50

Can Read & Write With Difficulty 24 26 50

Can Read & Write With Some Fluency

41 38 79

Can Read & Write Very Easily 247 156 403

Total 332 250 582

Functional Numeracy (Recognize Numbers) * Sex Crosstabulation

Count

Sex

Total Male Female Functional Numeracy (Recognize Numbers) Yes 326 239 565

No 6 11 17

Total 332 250 582

Functional Numeracy (Add Simple Numbers) * Sex Crosstabulation

Count

Sex

Total Male Female Functional Numeracy (Add Simple Numbers) Yes 315 220 535

No 17 30 47

Total 332 250 582

Education Status * Sex Crosstabulation

Count

Sex

Total Male Female Education Status No School 7 15 22

Only Traditional/Non Formal School

4 6 10

Some formal school -Grade Level Or Number Of Years In School

297 207 504

Completed TVET 12 17 29

Completed College/ University

12 5 17


Total 332 250 582

Education Status_Grade Level * Sex Crosstabulation Count

Sex

Total Male Female Education Status_Grade Level 1 9 5 14

2 11 2 13 3 9 7 16 4 12 8 20 5 15 7 22 6 12 11 23 7 19 18 37 8 43 37 80 9 13 17 30 10 130 86 216 11 5 3 8 12 19 6 25

Total 297 207 504

What Was The Main Reason For Stopping Your Education? * Sex Crosstabulation

Count

Sex

Total Male Female What Was The Main Reason For Stopping Your Education?

Finished Course/ Graduated 19 17 36

Failed Examinations 110 76 186

Did Not Qualify For The Entrance Exam For TVET, College/Univ

3 6 9

Did Not Enjoy Schooling 8 11 19

Wanted To Start Working 20 8 28

To Get Married 15 49 64 Parents Did Not Want You To Continue Schooling

26 17 43

Economic Reasons (Could Not Afford/Too Poor/Needed To Earn Money)

100 32 132


Other 15 26 41 Total 316 242 558

Education Status Of_ Mother * Sex Crosstabulation

Count

Sex

Total Male Female Education Status Of_ Mother No School 299 199 498

Only Traditional/Non Formal School 13 22 35

Grade Level Or Number Of Years In School

18 25 43

Don’t Know 2 4 6 Total 332 250 582

Education Status Of Father * Sex Crosstabulation

Count

Sex

Total Male Female Education Status Of Father No School 235 157 392

Only Traditional/Non Formal School 40 36 76

Grade Level Or Number Of Years In School 50 46 96

Completed TVET

1 0 1

Completed College/ University 0 2 2

Don’t Know 6 9 15 Total 332 250 582

What Was Your Employment (Income Earning) Status Before Participating In This Training? * Sex Crosstabulation

Count

Sex

Total Male Female What Was Your Employment (Income Earning) Status Before Participating In This Training?

In School Or Training 18 9 27 Paid/Wage/Paid-In Kind Employed 31 9 40

Self-Employed 98 67 165


Self-Employed But Looking For A Job 50 23 73

Unemployed (Dependent On Support From Others)

128 136 264

Unemployed But Not Seeking Work For Other Reasons (Example

5 2 7

Other 2 4 6 Total 332 250 582

If Self-Employed, What Kind Of Self-Employment Are You Engaged In: * Sex Crosstabulation

Count

Sex

Total Male Female If Self-Employed, What Kind Of Self-Employment Are You Engaged In:

Self-Owned 92 68 160 Family Owned 50 25 75 Group Owned 8 2 10

Total 150 95 245

If Group Owned, How Many People Are In The Group? * Sex Crosstabulation

Count

Sex

Total Male Female If Group Owned, How Many People Are In The Group?

2 0 1 1 3 1 0 1 4 2 0 2 13 2 0 2 14 0 1 1 16 1 0 1 23 2 0 2

Total 8 2 10

Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Main Job * Sex Crosstabulation

Count

Sex

Total Male Female Agricultural + Livestock Activities 106 23 129


Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Main Job

Trading Agricultural Products (Buying Or Selling Agriculture 8 18 26

Trading Consumer Products/Items – Small Shop/Kiosk 5 23 28

Carpentry, Carving, Or Woodwork, 2 1 3

Mechanics, Metal Work 3 0 3 Construction Work (Brick/Stone Laying, Building, Etc.) 3 1 4

Daily Laborer 26 5 31 Electrical Work 1 0 1 Computer Technology And Administration 3 0 3

Tailoring (Making Clothes Or Textiles) 4 2 6

Transport Service 7 0 7 Hairdressing/Barber 1 1 2 Providing Services (Such As Coffee/Tea, Small Restaurant, Shop, etc)

1 24 25

Education 2 0 2 Government 1 0 1 NGO 2 0 2 Others (Specify) 7 5 12

Total 182 103 285

Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Secondary Job * Sex Crosstabulation

Count

Sex

Total Male Female Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Secondary Job

Agricultural + Livestock Activities 24 7 31





Construction Work (Brick/Stone Laying, Building, Etc.) 3 0 3

Daily Laborer 14 0 14 Electrical Work 1 1 2 Tailoring (Making Clothes Or Textiles) 2 2 4

Transport Service 4 0 4 Providing Services (Such As Coffee/Tea, Small Restaurant, Shop, etc)

2 4 6

Education 2 0 2 Government 2 0 2 Others (Specify) 6 4 10 Don’t Have Secondary Job 111 74 185

Total 182 103 285

What Was Your Employment (Income Earning) Status Before Participating In This Training? * Sex Crosstabulation

Count

Sex

Total Male Female What Was Your Employment (Income Earning) Status Before Participating In This Training?

In School Or Training 18 9 27 Paid/Wage/Paid-In Kind Employed 31 9 40

Self-Employed 98 67 165 Self-Employed But Looking For A Job 50 23 73

Unemployed (Dependent On Support From Others)

128 136 264

Unemployed But Not Seeking Work For Other Reasons (Example

5 2 7

Other 2 4 6 Total 332 250 582

If Self-Employed, What Kind Of Self-Employment Are You Engaged In: * Sex Crosstabulation

Count

Sex Total


Male Female If Self-Employed, What Kind Of Self-Employment Are You Engaged In:

Self-Owned 92 68 160 Family Owned 50 25 75 Group Owned 8 2 10

Total 150 95 245

Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Main Job * Sex Crosstabulation

Count

Sex

Total Male Female Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Main Job








Transport Service 7 0 7 Hairdressing/Barber 1 1 2 Providing Services (Such As Coffee/Tea, Small Restaurant, Shop, etc.)

1 24 25

Education 2 0 2 Government 1 0 1 NGO 2 0 2 Others (Specify) 7 5 12

Total 182 103 285


Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)? _Main Job_Other Specify * Sex Crosstabulation

Count

Sex

Total Male Female Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)? _Main Job_Other Specify

325 245 570 Animal Drawn Cart 1 0 1 Barber Job 1 0 1 Camera Man 1 0 1 Cloth Making Such Sawing 0 1 1

Having Pool Table House 0 1 1

In Flower Industry 0 1 1 Poultry Job 0 1 1 Rapport Writer 1 0 1 Small Business At The Open Market 0 1 1

Trading Animals 1 0 1 Trading Goats( Selling And Buying) 1 0 1

Working In The Church As Jacob 1 0 1

Total 332 250 582

Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Secondary Job * Sex Crosstabulation

Count

Sex

Total Male Female Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Secondary Job


Trading Agricultural Products (Buying Or Selling Agricultura 7 8 15



Construction Work (Brick/Stone Laying, Building, Etc.) 3 0 3

Daily Laborer 14 0 14


Electrical Work 1 1 2 Tailoring (Making Clothes Or Textiles) 2 2 4

Transport Service 4 0 4 Providing Services (Such As Coffee/Tea, Small Restaurant, Sh 2 4 6

Education 2 0 2 Government 2 0 2 Others (Specify) 6 4 10 Don’t Have Secondary Job 111 74 185

Total 182 103 285

Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Secondary Job_Other Specify * Sex Crosstabulation

Count

Sex

Total Male Female Which Of The Following Sectors Do You Work In (For Wage/Salary Employment Or Self-Employment)?_Secondary Job_Other Specify

326 246 572 Broker 1 0 1 Charcoal Trading 1 0 1 Driver 1 0 1 Hand Crafts 0 1 1 Hand Crafts (Making Clothing) 0 2 2

Livestock Trading 1 0 1 Mining 1 0 1 Motor Transportation 1 0 1 She Is A Member Of Health Development Army Worker 0 1 1

Total 332 250 582

To What Extent Are You Satisfied With Your Current Main Job? * Sex Crosstabulation

Count

Sex

Total Male Female To What Extent Are You Satisfied With Your Current Main Job?

Mostly Satisfied 18 7 25 Satisfied 53 48 101 Neutral 60 27 87 Unsatisfied 37 17 54


Mostly Unsatisfied 13 4 17 Total 181 103 284

Have You Tried To Find Employment/New Employment In The Past Six Months? * Sex Crosstabulation

Count

Sex

Total Male Female Have You Tried To Find Employment/New Employment In The Past Six Months?

Yes 147 71 218

No 167 170 337

Total 314 241 555

How Long Have You Been Available For Work And Actively Looking For A Job? * Sex Crosstabulation

Count

Sex

Total Male Female How Long Have You Been Available For Work And Actively Looking For A Job?

Less Than A Week 24 10 34 1-4 Weeks 24 14 38 1-2 Months 34 18 52 3-6 Months 40 24 64 6 Months-1 Year 18 8 26 More Than 1 Year 25 6 31

Total 165 80 245

Which Of The Following Sectors Would You Wish To Work In (For Wage/Salary Employment Or Self-Employment)?_Preferred Area * Sex Crosstabulation

Count

Sex

Total Male Female Which Of The Following Sectors Would You Wish To Work In (For Wage/Salary Employment Or Self-Employment)?_Preferred Area


Trading Agricultural Products (Buying Or Selling Agriculture Products)

18 5 23





Electrical Work 3 0 3 Computer Technology And Administration 5 8 13



5 6 11

Hotel Industry 0 1 1 Education 6 5 11 Work For Family 1 0 1 Government 30 15 45 NGO 3 1 4 Others (Specify) 1 0 1

Total 165 80 245

Which Of The Following Sectors Would You Wish To Work In (For Wage/Salary Employment Or Self-Employment)? _Preferred Area_Other Specify * Sex Crosstabulation

Count

Sex

Total Male Female Which Of The Following Sectors Would You Wish To Work In (For Wage/Salary Employment Or Self-Employment)? _Preferred Area_Other Specify

331 250 581

Yegel Sera

1 0 1

Total 332 250 582

Which Of The Following Sectors Would You Wish To Work In (For Wage/Salary Employment Or Self-Employment)?_My Secondary Area * Sex Crosstabulation

Count

Sex

Total Male Female Agricultural + Livestock Activities 25 10 35


Which Of The Following Sectors Would You Wish To Work In (For Wage/Salary Employment Or Self-Employment)?_My Secondary Area








7 14 21

Hotel Industry 1 1 2 Education 5 2 7 Work For Family 2 1 3 Government 10 7 17 NGO 6 1 7 Others (Specify) 12 6 18

Total 165 80 245

Which Of The Following Sectors Would You Wish To Work In (For Wage/Salary Employment Or Self-Employment)?_My Secondary Area_Other Specify * Sex Crosstabulation

Count

Sex

Total Male Female Which Of The Following Sectors Would You Wish To Work In (For Wage/Salary Employment Or Self-Employment)?_My Secondary Area_Other Specify

320 244 564 Alcohol Product Distribution 1 0 1

Animal Fattening 4 0 4 Charcoal Trade 1 0 1 Computer ( Internet Service/ 0 1 1

Hair Dressing 0 1 1


None 4 2 6 Working As Driver 2 0 2 Working In The Health Sector 0 1 1

Working On Motorcycle Transport 0 1 1

Total 332 250 582

If Unemployed, In Your Opinion What Are The Main Three Reasons That You Are Not Employed? _ Reason 1 * Sex Crosstabulation

Count

Sex

Total Male Female If Unemployed, In Your Opinion What Are The Main Three Reasons That You Are Not Employed? _ Reason 1

No Education 23 13 36 UnsuiTable Vocational Education 6 2 8

No SuiTable Training Opportunities 8 9 17

Mismatch Between Education Requirements And That Required By

18 6 24

No Work Experience 19 14 33 Not Enough Jobs Available 20 8 28

Considered Too Young 1 1 2 Discriminatory Prejudices (For Example, Disability, Religion

6 1 7

Low Wages In Available Jobs 2 1 3

Poor Working Conditions In Available Jobs

4 0 4

Don't Have The Right Personal Or Family Connections 3 1 4

No Response 49 22 71 Other Specify: 6 2 8

Total 165 80 245

If Unemployed, In Your Opinion What Are The Main Three Reasons That You Are Not Employed?_Reason 1 [Other (Specify)] * Sex Crosstabulation

Count

Sex Total


Male Female If Unemployed, In Your Opinion What Are The Main Three Reasons That You Are Not Employed?_Reason 1 [Other (Specify)]

326 248 574 Didn’t Pass COC 0 1 1 Due To Illness 1 0 1 Lack Of Finance 4 1 5 None 1 0 1

Total 332 250 582


Count

Sex





11 5 16

Not Enough Jobs Available 37 25 62

Considered Too Young 1 0 1 Discriminatory Prejudices (For Example, Disability, Religion)

4 3 7



8 2 10


Other Specify: 3 1 4 No Response 21 11 32

Total 116 58 174

If Unemployed, In Your Opinion What Are The Main Three Reasons That You Are Not Employed? _ Reason 2 [Other (Specify)] * Sex Crosstabulation

Count

Sex Total


Male Female If Unemployed, In Your Opinion What Are The Main Three Reasons That You Are Not Employed? _ Reason 2 [Other (Specify)]

329 249 578 Corruption 1 0 1 Cultural Impact 0 1 1 Due To Economic Problem 1 0 1

Financial Shortage 1 0 1 Total 332 250 582


Count

Sex





9 3 12

Not Enough Jobs Available 14 4 18

Considered Too Young 1 0 1 Discriminatory Prejudices (For Example, Disability, Religion

5 5 10



5 2 7


Other Specify: 3 1 4 No Response 36 16 52

Total 95 47 142

If Unemployed, In Your Opinion What Are The Main Three Reasons That You Are Not Employed? _ Reason 3 [Other (Specify)] * Sex Crosstabulation

Count

Sex Total


Male Female If Unemployed, In Your Opinion What Are The Main Three Reasons That You Are Not Employed? _ Reason 3 [Other (Specify)]

329 249 578 Economic Problem 2 0 2 Financial Problem 1 0 1 Lack Of Transparency By Employers 0 1 1

Total 332 250 582

Have You Ever Refused A Job That Was Offered To You? * Sex Crosstabulation

Count

Sex

Total Male Female Have You Ever Refused A Job That Was Offered To You?

Yes 12 6 18 No 320 244 564

Total 332 250 582

Why Did You Refuse? * Sex Crosstabulation

Count

Sex

Total Male Female Why Did You Refuse? Wages Offered Were

Too Low 4 2 6

Work Was Not Interesting 3 3 6

Location Was Not Convenient 2 0 2

Work Would Not Match My Level Of Qualifications

1 0 1

Waiting For A Better Job Offer 2 1 3

Total 12 6 18

Have You Tried To Find Employment/New Employment In The Past Six Months? * Sex Crosstabulation

Count

Sex

Total Male Female Have You Tried To Find Employment/New Employment In The Past Six Months?

Yes 142 63 205

No 190 187 377


Total 332 250 582

How Have You Tried To Find Employment In The Past Six Months? (Through Education/Training Institution ) * Sex Crosstabulation

Count

Sex

Total Male Female How Have You Tried To Find Employment In The Past Six Months? (Through Education/Training Institution )

Yes 3 3 6

No 139 60 199

Total 142 63 205

How Have You Tried To Find Employment In The Past Six Months? (By Attending Job Fairs ) * Sex Crosstabulation

Count

Sex

Total Male Female How Have You Tried To Find Employment In The Past Six Months? (By Attending Job Fairs )

Yes 67 32 99

No 75 31 106

Total 142 63 205

How Have You Tried To Find Employment In The Past Six Months? (Registration At A Public Employment Office ) * Sex Crosstabulation

Count

Sex

Total Male Female How Have You Tried To Find Employment In The Past Six Months? (Registration At A Public Employment Office )

Yes 25 15 40

No 117 48 165

Total 142 63 205

How Have You Tried To Find Employment In The Past Six Months? (Registration At A Private Employment Office) * Sex Crosstabulation

Count

Sex

Total Male Female


How Have You Tried To Find Employment In The Past Six Months? (Registration At A Private Employment Office)

Yes 20 5 25

No 122 58 180

Total 142 63 205

How Have You Tried To Find Employment In The Past Six Months? (Direct Application For Employers, Participation In A Competition) * Sex Crosstabulation

Count

Sex

Total Male Female How Have You Tried To Find Employment In The Past Six Months? (Direct Application For Employers, Participation In A Competition)

Yes

35 12 47

No

107 51 158

Total 142 63 205

How Have You Tried To Find Employment In The Past Six Months? (Checking At Worksites, Farms, Factory Gates, Markets Or Other Assembly Places) * Sex Crosstabulation

Count

Sex

Total Male Female How Have You Tried To Find Employment In The Past Six Months? (Checking At Worksites, Farms, Factory Gates, Markets Or Other Assembly Places)

Yes

28 5 33

No

114 58 172

Total 142 63 205

How Have You Tried To Find Employment In The Past Six Months? (Placing And Answering Newspaper Advertisements ) * Sex Crosstabulation

Count

Sex

Total Male Female How Have You Tried To Find Employment In The Past Six Months? (Placing And Answering Newspaper Advertisements )

Yes 11 0 11


No 131 63 194

Total 142 63 205

How Have You Tried To Find Employment In The Past Six Months? (Answering Advertisements On The Internet, Etc.) * Sex Crosstabulation

Count

Sex

Total Male Female How Have You Tried To Find Employment In The Past Six Months? (Answering Advertisements On The Internet, Etc.)

Yes 4 0 4

No 138 63 201

Total 142 63 205

How Have You Tried To Find Employment In The Past Six Months? (Seeking Assistance Of Friends, Relatives, Colleagues, Unions, Etc.) * Sex Crosstabulation

Count

Sex

Total Male Femal

e How Have You Tried To Find Employment In The Past Six Months? (Seeking Assistance Of Friends, Relatives, Colleagues, Unions, Etc.)

Yes

76 18 94

No

66 45 111

Total 142 63 205

How Have You Tried To Find Employment In The Past Six Months? (Other) * Sex Crosstabulation

Count

Sex

Total Male Female How Have You Tried To Find Employment In The Past Six Months? (Other)

Yes 2 1 3 No 140 62 202

Total 142 63 205


How Have You Tried To Find Employment In The Past Six Months? [Other (Specify] * Sex Crosstabulation

Count

Sex

Total Male Female How Have You Tried To Find Employment In The Past Six Months? [Other (Specify]

330 249 579 By Lending Money 1 0 1 By Phone 0 1 1 Through Radio And TV 1 0 1

Total 332 250 582

If You Were To Create Self-Employment What Kinds Of Information Would You Need? (I Am Not Looking To Create Self-Employment) * Sex Crosstabulation

Count

Sex

Total Male Female If You Were To Create Self-Employment What Kinds Of Information Would You Need? (I Am Not Looking To Create Self-Employment)

Yes

3 5 8

No

329 245 574

Total 332 250 582

If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Seek Assistance Of Friends, Relatives, Colleagues, Unions, Etc.) * Sex Crosstabulation

Count

Sex

Total Male Female If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Seek Assistance Of Friends, Relatives, Colleagues, Unions, Etc.)

Yes

117 90 207

No

215 160 375

Total 332 250 582

If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Look For Land, Building, Machinery, Equipment To Establish Own Enterprise) * Sex Crosstabulation


Count

Sex

Total Male Female If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Look For Land, Building, Machinery, Equipment To Establish Own Enterprise)

Yes

113 67 180

No

219 183 402

Total 332 250 582

If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Arrange For Financial Resources ) * Sex Crosstabulation

Count

Sex

Total Male Female If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Arrange For Financial Resources )

Yes 250 181 431

No 82 69 151

Total 332 250 582

If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Apply For Permits, Licenses ) * Sex Crosstabulation

Count

Sex

Total Male Female If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Apply For Permits, Licenses )

Yes 96 43 139

No 236 207 443

Total 332 250 582

If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Learn New Skills) * Sex Crosstabulation

Count

Sex

Total Male Female


If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Learn New Skills)

Yes 204 116 320

No 128 134 262

Total 332 250 582

If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Other) * Sex Crosstabulation

Count

Sex

Total Male Female If You Were To Create Self-Employment What Kinds Of Information Would You Need? (Other)

Yes 8 2 10

No 324 248 572

Total 332 250 582

If You Were To Create Self-Employment What Kinds Of Information Would You Need? [Other Specify] * Sex Crosstabulation

Count

Sex

Total Male Female If You Were To Create Self-Employment What Kinds Of Information Would You Need? [Other Specify]

324 248 572 Choosing Place Of Work 0 1 1

Job Interest 1 0 1 Job Interest 1 0 1 Place Of Work 1 0 1 Place Of Work 1 0 1 Plan 3 0 3 To Have Plan 0 1 1 Vision 1 0 1

Total 332 250 582

What Youth Potential Program Activities Have You Attended? (Work Ready Now (WRN) Training * Sex Crosstabulation

Count

Sex

Total Male Female What Youth Potential Program Activities Have You Attended? (Work Ready Now (WRN) Training

Yes 285 215 500

No 47 35 82


Total 332 250 582

What Youth Potential Program Activities Have You Attended? (Work Ready Plus (WRPlus) Training * Sex Crosstabulation

Count

Sex

Total Male Female What Youth Potential Program Activities Have You Attended? (Work Ready Plus (WRPlus) Training

Yes 25 21 46

No 307 229 536

Total 332 250 582

What Youth Potential Program Activities Have You Attended? ( Be Your Own Boss (BYOB) Training) * Sex Crosstabulation

Count

Sex

Total Male Female What Youth Potential Program Activities Have You Attended? ( Be Your Own Boss (BYOB) Training)

Yes 33 16 49

No 299 234 533

Total 332 250 582

What Youth Potential Program Activities Have You Attended? ( Positive Youth Development/Youth In Action (Yia) Training) * Sex Crosstabulation

Count

Sex

Total Male Female What Youth Potential Program Activities Have You Attended? ( Positive Youth Development/Youth In Action (Yia) Training)

Yes 104 57 161

No 228 193 421

Total 332 250 582

What Youth Potential Program Activities Have You Attended? ( Technical Training At TVET Or Farmers Training Center) * Sex Crosstabulation

Count


Sex

Total Male Female What Youth Potential Program Activities Have You Attended? ( Technical Training At TVET Or Farmers Training Center)

No

332 250 582

Total 332 250 582

What Youth Potential Program Activities Have You Attended? (Work Based Learning (Apprenticeship, Experience, Exposure…)) * Sex Crosstabulation

Count

Sex

Total Male Female What Youth Potential Program Activities Have You Attended? (Work Based Learning (Apprenticeship, Experience, Exposure…)

No

332 250 582

Total 332 250 582

What Youth Potential Program Activities Have You Attended? ( Received Coaching And Advisory Services) * Sex Crosstabulation

Count

Sex

Total Male Female What Youth Potential Program Activities Have You Attended? ( Received Coaching And Advisory Services)

Yes 13 4 17

No 319 246 565

Total 332 250 582

What Youth Potential Program Activities Have You Attended? ( Linkage To Source Of Finance, Government/Community Support/Inputs/Advise, Mentors, Etc.) * Sex Crosstabulation

Count

Sex

Total Male Female


What Youth Potential Program Activities Have You Attended? ( Linkage To Source Of Finance, Government/Community Support/Inputs/Advise, Mentors, Etc.)

Yes

4 5 9

No

328 245 573

Total 332 250 582

What Youth Potential Program Activities Have You Attended? (Other) * Sex Crosstabulation

Count

Sex

Total Male Female What Youth Potential Program Activities Have You Attended? (Other)

Yes 1 0 1 No 331 250 581

Total 332 250 582

What Youth Potential Program Activities Have You Attended? [Other (Specify)] * Sex Crosstabulation

Count

Sex

Total Male Female What Youth Potential Program Activities Have You Attended? [Other (Specify)]

331 250 581

How To Work In Team 1 0 1

Total 332 250 582

Are You Currently Enrolled In Any Other Non-Formal Training Program (Like The Youth Potential Program)? * Sex Crosstabulation

Count

Sex

Total Male Female Are You Currently Enrolled In Any Other Non-Formal Training Program (Like The Youth Potential Program)?

Yes 1 0 1

No 331 250 581

Total 332 250 582

What Training Program Are You Attending? * Sex Crosstabulation

Count


Sex

Total Male Female What Training Program Are You Attending? 331 250 581

Leadership 1 0 1 Total 332 250 582

Have You Previously Been Enrolled In Any Non-Formal Training Program? * Sex Crosstabulation

Count

Sex

Total Male Female Have You Previously Been Enrolled In Any Non-Formal Training Program?

Yes 11 4 15 No 321 246 567

Total 332 250 582

What Training Program Did You Attend? * Sex Crosstabulation

Count

Sex

Total Male Female What Training Program Did You Attend? 321 246 567

About Poultry Production 0 1 1

AGP 1 0 1 AGP Training 3 0 3 Child Care 1 0 1 Farmer Association 1 0 1 How To Use Money In Business 0 1 1

ICT By Ethio Telecom 1 0 1 Land Measurement 1 0 1 Mining 1 0 1 Save The Children [Don't Know The Program]

1 0 1

Saving From Saving 0 1 1 The Language Afar 0 1 1 Transformation On Irrigation 1 0 1

Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Interpersonal Communication) * Sex Crosstabulation

Count


Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Interpersonal Communication)

Very Good 167 90 257 Good 132 126 258 Neutral 31 31 62 Poor 2 3 5

Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Work Habits And Conduct) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Work Habits And Conduct)

Very Good 150 62 212 Good 130 131 261 Neutral 38 36 74 Poor 13 20 33 Very Poor 1 1 2

Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Job Search Application Skill, Writing CV) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Job Search Application Skill, Writing CV)


Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Knowledge Of Resources Of Where To Look For Jobs) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Knowledge Of Resources Of Where To Look For Jobs)



Very Poor 10 30 40 Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Business Management/Improvement Skills) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Business Management/Improvement Skills)


Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Skills To Start-Up A Business ) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Skills To Start-Up A Business )


Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Knowledge Of Resources For Obtaining Loans, Seed Money, Etc.) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Knowledge Of Resources For Obtaining Loans, Seed Money, Etc.)


Total 332 250 582


Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Access Resources (Finance, Land, Inputs) ) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Access Resources (Finance, Land, Inputs) )


Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Access Markets) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Access Markets)


Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Knowledge Of How To Obtain License For Business) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Knowledge Of How To Obtain License For Business)


Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Saving Habits) * Sex Crosstabulation

Count

Sex

Total Male Female


Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Saving Habits)


Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Setting Objectives/Goals And Preparing Personal Development Plan) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Setting Objectives/Goals And Preparing Personal Development Plan)


Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Improved Social Bond And Team Work) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Improved Social Bond And Team Work)


Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Build Self-Confidence) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Build Self-Confidence)



Very Poor 0 1 1 Total 332 250 582

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Other) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Other)

Good

1 2 3

Total 1 2 3

Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Other, Specify) * Sex Crosstabulation

Count

Sex

Total Male Female Please Rate Yourself On The Following Skills (Work Readiness Skills ) (Other, Specify)

331 248 579 Food Preparation 0 1 1 I Am A Good Mechanic 1 0 1 I Am Good At Cooking, Like Injera 0 1 1

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (House ) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (House )

Yes 70 46 116

No 262 204 466

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Radio/Tape Recorder/ MP 3 Player) * Sex Crosstabulation

Count

Sex

Total Male Female


What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Radio/Tape Recorder/ MP 3 Player)

Yes

88 31 119

No

244 219 463

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Television) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Television)

Yes 10 12 22

No 322 238 560

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Mobile Telephones) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Mobile Telephones)

Yes 311 165 476

No 21 85 106

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Non-Mobile Telephone) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Non-Mobile Telephone)

No

332 250 582

Total 332 250 582


What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Own Bicycle) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Own Bicycle)

Yes 13 0 13

No 319 250 569

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Animal-Drawn Cart) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Animal-Drawn Cart)

Yes 9 2 11

No 323 248 571

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Motor Cycle/Scooter) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Motor Cycle/Scooter)

Yes 3 0 3

No 329 250 579

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Car/Truck) * Sex Crosstabulation

Count

Sex

Total Male Female Yes

1 0 1


What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Car/Truck)

No 331 250 581

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Land For Farming, Grazing, Etc. ) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Land For Farming, Grazing, Etc. )

Yes 81 27 108

No 251 223 474

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Animals ) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Animals )

Yes 175 103 278

No 157 147 304

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Other 1) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Other 1)

Yes 4 5 9

No 328 245 573

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Other 1) [Other (Specify)] * Sex Crosstabulation

Count


Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Other 1) [Other (Specify)]

328 245 573 100 Birr 0 1 1 Calf 1 0 1 Camel 0 1 1 I Have Some Money 1 0 1 Pool Table 0 1 1 Poultry 1 0 1 Refrigerator 0 1 1 Small Shop 0 1 1 UMBRELLA 1 0 1

Total 332 250 582


Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Other 2)

Yes 1 1 2

No 331 249 580

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Other 2) [Other (Specify)] * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Other 2) [Other (Specify)]

331 249 580

Generator 0 1 1

Goats 1 0 1

Total 332 250 582


Count

Sex

Total Male Female


What Assets Do You Have At This Time (Before Joining This Training}? Owned By You: (Other 3)

No

332 250 582

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (House ) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (House )

Yes 286 214 500

No 46 36 82

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Radio/Tape Recorder/ MP 3 Player) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Radio/Tape Recorder/ MP 3 Player)

Yes

126 110 236

No

206 140 346

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Television) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Television)

Yes 52 52 104

No 280 198 478

Total 332 250 582


What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Mobile Telephones) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Mobile Telephones)

Yes 200 185 385

No 132 65 197

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Non-Mobile Telephone) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Non-Mobile Telephone)

Yes 0 1 1

No 332 249 581

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Own Bicycle) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Own Bicycle)

Yes 9 3 12

No 323 247 570

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Animal-Drawn Cart) * Sex Crosstabulation

Count

Sex

Total Male Female


What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Animal-Drawn Cart)

Yes 16 7 23

No 316 243 559

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Motor Cycle/Scooter) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Motor Cycle/Scooter)

Yes 4 3 7

No 328 247 575

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Car/Truck) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Car/Truck)

Yes 0 2 2

No 332 248 580

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Land For Farming, Grazing, Etc. ) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Land For Farming, Grazing, Etc. )

Yes 242 163 405

No 90 87 177

Total 332 250 582


What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Animals ) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Animals )

Yes 286 198 484

No 46 52 98

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Other 1) * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Other 1)

Yes 6 8 14

No 326 242 568

Total 332 250 582

What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Other 1) [Other (Specify)] * Sex Crosstabulation

Count

Sex

Total Male Female What Assets Do You Have At This Time (Before Joining This Training}? Owned By Family: (Other 1) [Other (Specify)]

326 242 568 Bahirzaf 0 1 1 Bajaje 0 2 2 Camel 0 1 1 Generator 0 1 1 Goats 1 0 1 Gun 0 1 1 Poultry 5 0 5 Puul Machawecha 0 1 1 Refrigerator 0 1 1

Total 332 250 582



Count

Sex


Yes 0 2 2

No 332 248 580

Total 332 250 582


Count

Sex


332 248 580

Generator 0 1 1

Refrigerator 0 1 1

Total 332 250 582


Count

Sex


No

332 250 582

Total 332 250 582


Count

Sex


332 250 582


Total 332 250 582

How Much Land Do You Own? _ Hectare * Sex Crosstabulation

Count

Sex

Total Male Female How Much Land Do You Own? _ Hectare .0000 229 203 432

.0200 1 0 1

.0300 0 1 1

.0420 0 1 1

.1250 3 3 6

.1500 2 1 3

.2500 21 9 30

.3750 1 0 1

.5000 20 9 29

.7500 3 3 6 1.0000 23 11 34 1.2500 3 0 3 1.5000 11 5 16 1.7500 1 0 1 2.0000 7 3 10 2.5000 1 0 1 3.0000 6 1 7

Total 332 250 582

What Type And How Many Animals Do You Have? (Milk Cows, Oxen Or Bulls?) * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? (Milk Cows, Oxen Or Bulls?)

0 179 172 351 1 49 26 75 2 40 21 61 3 23 7 30 4 13 5 18 5 11 10 21 6 6 3 9 7 5 2 7 8 3 1 4 9 0 1 1 10 1 1 2 13 0 1 1


20 1 0 1 30 1 0 1

Total 332 250 582

What Type And How Many Animals Do You Have? Animal (Goat) * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Animal (Goat)

0 262 215 477 1 4 3 7 2 12 3 15 3 5 13 18 4 6 3 9 5 13 5 18 6 2 1 3 7 0 1 1 8 6 1 7 10 11 1 12 15 6 2 8 20 3 1 4 22 1 0 1 30 1 1 2

Total 332 250 582

What Type And How Many Animals Do You Have? Animal (Sheep) * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Animal (Sheep)

0 244 195 439 1 7 10 17 2 33 20 53 3 14 4 18 4 6 6 12 5 16 7 23 6 3 2 5 7 3 1 4 8 1 3 4 9 1 0 1 10 3 1 4 11 0 1 1


12 1 0 1 Total 332 250 582

What Type And How Many Animals Do You Have? Animal (Camel) * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Animal (Camel)

0 312 245 557 1 9 1 10 2 3 1 4 3 1 0 1 4 1 1 2 5 4 1 5 6 1 0 1 10 1 0 1 20 0 1 1

Total 332 250 582

What Type And How Many Animals Do You Have? Animal (Horses, Donkeys, Or Mules?) * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Animal (Horses, Donkeys, Or Mules?)

0 288 229 517 1 31 15 46 2 10 4 14 3 2 1 3 4 1 1 2

Total 332 250 582

What Type And How Many Animals Do You Have? Animal (Poultry, Chicken, Hens,) * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Animal (Poultry, Chicken, Hens,)

0 246 186 432 1 8 6 14 2 13 5 18 3 13 9 22 4 9 9 18 5 14 10 24


6 4 4 8 7 2 3 5 8 3 3 6 9 2 0 2 10 8 7 15 11 2 1 3 12 2 0 2 13 0 1 1 15 1 3 4 17 1 0 1 19 0 2 2 20 1 0 1 40 0 1 1 50 2 0 2 60 1 0 1

Total 332 250 582

What Type And How Many Animals Do You Have? Animal (Bee Hives) * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Animal (Bee Hives)

0 316 247 563 1 8 0 8 2 4 0 4 4 1 1 2 5 0 1 1 6 3 1 4

Total 332 250 582

What Type And How Many Animals Do You Have? Animal (Fish) * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Animal (Fish)

0

332 250 582

Total 332 250 582

What Type And How Many Animals Do You Have? Animal (Other 1) * Sex Crosstabulation


Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Animal (Other 1)

0

332 250 582

Total 332 250 582

What Type And How Many Animals Do You Have? Animal (Other 2) * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Animal (Other 2)

0

332 250 582

Total 332 250 582

What Type And How Many Animals Do You Have? Name Of Animal: Other Specify 1 * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Name Of Animal: Other Specify 1

332 250 582

Total 332 250 582

What Type And How Many Animals Do You Have? Name Of Animal: Other Specify 2 * Sex Crosstabulation

Count

Sex

Total Male Female What Type And How Many Animals Do You Have? Name Of Animal: Other Specify 2

332 250 582

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Rent/Lease) * Sex Crosstabulation


Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Rent/Lease)

Yes 45 24 69 No 287 226 513

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Taxation) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Taxation)

Yes 38 13 51 No 294 237 531

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Transportation) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Transportation)

Yes 287 194 481 No 45 56 101

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Buy Food And Related Goods) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Buy Food And Related Goods)

Yes 157 122 279

No 175 128 303

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Pay For Electricity, Water, ) * Sex Crosstabulation

Count

Sex Total


Male Female In The Past Six Months, How Have You Used Your Income? (Pay For Electricity, Water, )

Yes 53 47 100

No 279 203 482

Total 332 250 582

In The Past Six Months, How Have You Used Your Income?. (Clothing) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income?. (Clothing)

Yes 300 210 510 No 32 40 72

Total 332 250 582

In The Past Six Months, How Have You Used Your Income?. (Buy Household Goods) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income?. (Buy Household Goods)

Yes 90 104 194

No 242 146 388

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Education / School Fees) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Education / School Fees)

Yes 18 8 26

No 314 242 556

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Health Care Related Expenditures E.G. Health Insurance, Provider Fees, Medicine, Etc.) * Sex Crosstabulation

Count


Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Health Care Related Expenditures E.G. Health Insurance, Provider Fees, Medicine, Etc.)

Yes

88 40 128

No

244 210 454

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Contraceptives And Family Planning ) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Contraceptives And Family Planning )

Yes 7 13 20

No 325 237 562

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Support To Other Family Members) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Support To Other Family Members)

Yes 60 14 74

No 272 236 508

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Invest In Business Or Other Assets (Including Purchase Of Goats, Sheep Other Animals)) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Invest In Business Or Other Assets (Including Purchase Of Goats, Sheep Other Animals))

Yes

38 13 51


No

294 237 531

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Savings) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Savings)

Yes 158 93 251 No 174 157 331

Total 332 250 582

In The Past Six Months, How Have You Used Your Income?. (Other 1 ) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income?. (Other 1 )

Yes 10 15 25 No 322 235 557

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Other 1 (Specify)] * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Other 1 (Specify)]

322 235 557 Local Contribution 0 1 1 Mobile Card 10 14 24

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Other 2) * Sex Crosstabulation

Count

Sex

Total Male Female


In The Past Six Months, How Have You Used Your Income? (Other 2)

No

332 250 582

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Other 3 ) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Other 3 )

No

332 250 582

Total 332 250 582

In The Past Six Months, How Have You Used Your Income? (Other 4 ) * Sex Crosstabulation

Count

Sex

Total Male Female In The Past Six Months, How Have You Used Your Income? (Other 4 )

No

332 250 582

Total 332 250 582

Do You Currently Have Savings? * Sex Crosstabulation

Count

Sex

Total Male Female Do You Currently Have Savings? Yes 196 136 332

No 136 114 250 Total 332 250 582

How Often Do You Put Aside Money To Save? (Only One Answer Allowed) * Sex Crosstabulation

Count

Sex

Total Male Female How Often Do You Put Aside Money To Save? (Only One Answer Allowed)

A Few Times A Year/Seasonal 92 31 123


Every Month 85 70 155 Every Week 18 35 53 Every Day 1 0 1

Total 196 136 332

Where Do You Keep Your Savings? (Other) * Sex Crosstabulation

Count

Sex

Total Male Female Where Do You Keep Your Savings? (Other) Yes 11 12 23

No 185 124 309 Total 196 136 332

Where Do You Keep Your Savings? (Other (Specify) * Sex Crosstabulation

Count

Sex

Total Male Female Where Do You Keep Your Savings? (Other (Specify)

321 238 559 'Equb' 9 0 9 Amhara Loan And Saving 1 1 2

Liyu Microfinanace 1 0 1 Total 332 250 582

If You Do Not Save Why Do You Not Save? (Have No Money To Save) * Sex Crosstabulation

Count

Sex

Total Male Female If You Do Not Save Why Do You Not Save? (Have No Money To Save)

Yes 117 94 211 No 19 20 39

Total 136 114 250

If You Do Not Save, Why Do You Not Save? (Spend On Clothes, Shoes, Etc.) * Sex Crosstabulation

Count

Sex

Total Male Female If You Do Not Save Why Do You Not Save? (Spend On Clothes, Shoes, Etc.)

Yes 37 23 60 No 99 91 190


Total 136 114 250

If You Do Not Save Why Do You Not Save? (Pay Off Loans) * Sex Crosstabulation

Count

Sex

Total Male Female If You Do Not Save Why Do You Not Save? (Pay Off Loans)

Yes 2 3 5 No 134 111 245

Total 136 114 250

If You Do Not Save Why Do You Not Save? (Use Money For Investment (Including Animals)) * Sex Crosstabulation

Count

Sex

Total Male Female If You Do Not Save Why Do You Not Save? (Use Money For Investment (Including Animals))

Yes 5 3 8

No 131 111 242

Total 136 114 250

If You Do Not Save Why Do You Not Save? (Not Willing To Save) * Sex Crosstabulation

Count

Sex

Total Male Female If You Do Not Save Why Do You Not Save? (Not Willing To Save)

Yes 1 5 6 No 135 109 244

Total 136 114 250

If You Do Not Save Why Do You Not Save? (Other) * Sex Crosstabulation

Count

Sex

Total Male Female If You Do Not Save Why Do You Not Save? (Other)

Yes 3 6 9 No 133 108 241

Total 136 114 250


If You Do Not Save Why Do You Not Save? (Other Specify) * Sex Crosstabulation

Count

Sex

Total Male Female If You Do Not Save Why Do You Not Save? (Other Specify)

329 244 573 I Bought Cattle 0 1 1 I Didn't Plan To Save 0 1 1 I Don't Have Additional Work 1 0 1

I Don't Have My Own Income 0 1 1

I Don't Know The Use Of Saving 0 1 1

I Use It For 'Equb' 0 1 1 Saving Is Not The Culture In Our Society 0 1 1

To Rent In Land 1 0 1 Transportation Cost 1 0 1

Total 332 250 582

Have You Had Any Illness In The Past Six Months? * Sex Crosstabulation

Count

Sex

Total Male Female Have You Had Any Illness In The Past Six Months?

Yes 89 81 170 No 243 169 412

Total 332 250 582

A. What Was Your Illness? (Note To Interviewer – If UncomforTable Answering Make Note And Move To Next) * Sex Crosstabulation

Count

Sex

Total Male Female A. What Was Your Illness? 243 172 415

Breast Health Problem 0 1 1 Ear Health Problem 1 2 3 Eye Health Problem 0 1 1 Heart Health Problem & Depression 0 1 1

Abdominal Pain 3 5 8 Accident 1 0 1


Accident On My Leg 1 0 1 Allergic Case 1 1 2 Ameba 3 1 4 Anemia 0 1 1 Asthma 1 0 1 Blood Coting 0 1 1 Bone Problem 1 0 1 Common Cold 9 3 12 Cough 1 1 2 Diarrhea 1 1 2 Dog Bite 1 0 1 For Pregnancy Check Up 0 1 1

He Don’t Know The Illness 1 0 1

Headache 6 2 8 Heart & Breast Health Problem 0 1 1

Heart Problem 1 3 4 Jardiasis 1 0 1 Kidney Problem & Typhoid 0 1 1

Kidney & Stomach Problem 0 1 1

Kidney Failure 0 1 1 Kidney Problem 2 6 8 Leg Health Problem 2 2 4 Liver Problem 1 0 1 Lung Problem 0 1 1 Malaria 3 0 3 Malaria 19 8 27 Malaria & Typhoid 0 1 1 Measles 0 1 1 Mental Health 0 2 2 Motor Accident 1 0 1 Nerve Problem 1 0 1 Pneumonia 2 0 2 Prolonged Fever 1 0 1 Skin Cancer 0 1 1 Spontaneous Abortion 0 1 1 Stomach Ache 1 4 5 Stomach Health Problem 3 1 4

Swelling Under Armpit 0 1 1 TB 2 0 2 Teeth Health Problem 1 3 4


Teeth Infection 0 1 1 Tonsillitis Case 4 0 4 Typhoid 12 16 28 Typhus 1 0 1

Total 332 250 582

B. Did You Take time Off Work Due To Illness? (Number Of Days) * Sex Crosstabulation

Count

Sex

Total Male Female B. Did You Take time Off Work Due To Illness? (Number Of Days)

0 20 24 44 1 10 2 12 2 8 9 17 3 7 8 15 4 3 3 6 5 8 6 14 6 1 0 1 7 11 7 18 8 0 3 3 10 2 3 5 11 2 0 2 12 1 0 1 14 0 1 1 15 6 6 12 20 1 1 2 21 1 1 2 30 3 4 7 60 2 2 4 90 2 0 2 100 1 0 1 360 0 1 1

Total 89 81 170

C. How Often Have You Visited A Health Care Provider In The Past Six Months? (Number Of Times) * Sex Crosstabulation

Count

Sex

Total Male Female C. How Often Have You Visited A Health Care Provider In The Past Six Months? (Number Of Times)

0 0 6 6 1 39 20 59 2 25 18 43


3 12 17 29 4 4 11 15 5 3 4 7 6 0 1 1 7 2 0 2 8 2 1 3 10 1 0 1 12 0 1 1 15 0 1 1 20 0 1 1 30 1 0 1

Total 89 81 170

How Often Have You Visited A Health Care Provider In The Past Six Months Due To Illness In The Family? (Number Of Times) * Sex Crosstabulation

Count

Sex

Total Male Female How Often Have You Visited A Health Care Provider In The Past Six Months Due To Illness In The Family? (Number Of Times)

0 156 154 310 1 59 30 89 2 68 33 101 3 31 17 48 4 6 5 11 5 5 3 8 6 2 3 5 7 2 2 4 8 0 1 1 9 1 0 1 10 2 2 4

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Govt. Hospital) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Govt. Hospital)

Yes 113 69 182

No 219 181 400

Total 332 250 582


Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Govt. Health Center ) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Govt. Health Center )

Yes 155 126 281

No 177 124 301

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Govt. Health Station/Clinic ) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Govt. Health Station/Clinic )

Yes 1 1 2

No 331 249 580

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Govt. Health Post/ Health Extension Worker) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Govt. Health Post/ Health Extension Worker)

Yes 6 0 6

No 326 250 576

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (NGO) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (NGO)

Yes 0 1 1


No 332 249 581

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Health Facility ) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Health Facility )

No

332 250 582

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Private Hospital ) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Private Hospital )

Yes 2 6 8

No 330 244 574

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Private Clinic ) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Private Clinic )

Yes 59 42 101

No 273 208 481

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Drug Vendor ) * Sex Crosstabulation

Count

Sex

Total Male Female


Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Drug Vendor )

Yes 2 2 4

No 330 248 578

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Shop) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Shop)

Yes 0 1 1

No 332 249 581

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Traditional Healer) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Traditional Healer)

Yes 5 2 7

No 327 248 575

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Other) * Sex Crosstabulation

Count

Sex

Total Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Other)

Yes 15 21 36

No 317 229 546

Total 332 250 582

Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Other Specify) * Sex Crosstabulation

Count

Sex Total


Male Female Where Did You Seek Advice Or Treatment The Last Time You Were Sick? (Other Specify)

317 229 546 Holy Water 1 4 5 Never Been Sick 14 17 31

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Govt. Hospital) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Govt. Hospital)

Yes 180 144 324

No 152 106 258

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Govt. Health Center ) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Govt. Health Center )

Yes 205 127 332

No 127 123 250

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Govt. Health Station/Clinic ) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Govt. Health Station/Clinic )

Yes

4 1 5


No

328 249 577

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Govt. Health Post/ Health Extension Worker) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Govt. Health Post/ Health Extension Worker)

Yes

4 0 4

No

328 250 578

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (NGO Facility) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (NGO Facility)

No

332 250 582

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Health Facility ) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Health Facility )

Yes 3 0 3

No 329 250 579


Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Private Hospital ) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Private Hospital )

Yes 16 18 34

No 316 232 548

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Private Clinic ) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Private Clinic )

Yes 64 61 125

No 268 189 457

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Drug Vendor ) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Drug Vendor )

Yes 7 1 8

No 325 249 574

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Shop) * Sex Crosstabulation


Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Shop)

No

332 250 582

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Traditional Healer) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Traditional Healer)

Yes 3 0 3

No 329 250 579

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Other) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Other)

Yes 0 6 6

No 332 244 576

Total 332 250 582

If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Other Specify) * Sex Crosstabulation

Count

Sex

Total Male Female If You Have Not Been Sick In The Past Six Months But Had To Seek Healthcare, Where Would You Go? (Other Specify)

332 244 576


Holy Water 0 6 6

Total 332 250 582

Have you Obtained Any Of The Following From Your Health Care Provider In The Past Six Months? (Medicines For Illness) * Sex Crosstabulation

Count

Sex

Total Male Female Have you Obtained Any Of The Following From Your Health Care Provider In The Past Six Months? (Medicines For Illness)

Yes 117 101 218

No 215 149 364

Total 332 250 582

Have you Obtained Any Of The Following From Your Health Care Provider In The Past Six Months? (Male Contraceptives) * Sex Crosstabulation

Count

Sex

Total Male Female Have you Obtained Any Of The Following From Your Health Care Provider In The Past Six Months? (Male Contraceptives)

Yes 4 0 4

No 318 221 539

No Answer 10 29 39

Total 332 250 582

Have you Obtained Any Of The Following From Your Health Care Provider In The Past Six Months? (Female Contraceptives) * Sex Crosstabulation

Count

Sex

Total Male Female Have you Obtained Any Of The Following From Your Health Care Provider In The Past Six Months? (Female Contraceptives)

Yes 11 56 67

No 307 192 499

No Answer 14 2 16

Total 332 250 582

Have you Obtained Any Of The Following From Your Health Care Provider In The Past Six Months? (Advice On Nutrition For Yourself And Your Family) * Sex Crosstabulation

Count


Sex

Total Male Female Have you Obtained Any Of The Following From Your Health Care Provider In The Past Six Months? (Advice On Nutrition For Yourself And Your Family)

Yes

70 68 138

No

262 182 444

Total 332 250 582


ANNEX IX: STUDY TEAM DISCLOSURES OF CONFLICT OF INTEREST


ANNEX X: STUDY TEAM PROFILES Dr. Deepika Chawla, Team Leader, brings over 15 years of experience in project management and evaluation (including impact assessments) of education, workforce development and health programs in the US as well as in several countries around the world. In the course of her career she has worked in and supported projects in Africa (Ethiopia, Liberia, Malawi, Morocco, Nigeria, and Sudan), Eastern Europe and South Asia (India, Afghanistan, Bangladesh). She has successfully managed several multi-million-dollar USAID funded programs.

Dr. Chawla has designed and implemented several quantitative and qualitative evaluations of education and health programs, as well as training and capacity building programs in the United States and overseas. She has also designed and supported the monitoring and evaluation of several USAID funded projects overseas to study the impact and effectiveness of these programs. These evaluations have included the conduct of paper-pencil and web-based surveys, site visits, focus groups and interviews, as well as reviews of administrative data.

Proficient in qualitative and quantitative data analysis, Dr. Chawla has led research studies on child welfare programs, trafficking in persons, labor force, etc., in Eastern Europe. In Asia, she has conducted an analysis of factors affecting participation of girls in education in rural areas of India and identified the principal determinants that act as barriers to continued participation and retention in the education cycle. In another study in India, she analyzed the factors affecting academic achievement for urban boys and girls and the barriers to girls’ achievement in school. In Bangladesh, she analyzed the data from the Demographic Health Survey to identify the demand and utilization of contraception among urban and rural women. She is currently analyzing the factors affecting reading outcomes for children in South Asia.

Dr. Chawla has developed National Education Accounts, a rapid assessment tool for mapping expenditure flows in the education sector according to the sources-to-financing agents-to-uses framework, which is increasingly being used by policy makers and donors interested in improving education outcomes at the state and national level. She has worked with in-country teams to build capacity for the conduct of future NEAs.

In addition to successfully managing multimillion-dollar programs, she has been actively involved in new business development and knowledge management for the Education for Development division of Creative Associates and prior to that at Abt Associates. Dr. Chawla holds an Ed.D. in education administration, training and policy studies, and a Ph.D. in psychology with a focus on psychometrics and education assessment.

Mr. Ermias Assefa Eshetu, Local Expert, brings over 10 years of monitoring and evaluation and development experience to the team. Mr. Eshetu’s has experience in qualitative and quantitative research, data collection, analysis, and management, conducting community discussions, recruiting research participants, preparing planning, budgeting, and M&E manuals, and in preparing questionnaires using statistical packages. Mr. Eshetu also has extensive experience developing and utilizing socio-economic and demographic surveys, such as: Behavioral Surveillance Survey (BSS); Demographic Health survey (DHS); Agricultural samples; Food security; small, medium, and large-scale industries and construction; educational, health, nutrition, and others.

As a member of the study team, Mr. Eshetu was responsible for: participating in the development of data collection instruments; training data collectors and supervisors; following the performance of a data collection firm; ensuring that study outputs are of high quality and useful; identifying a sampling frame for primary qualitative and/or quantitative data collection during all phases of fieldwork; conducting data


collection, including interviews and focus group discussions with stakeholders and households; compiling project monitoring and government data by liaising with implementing, funding, and government stakeholders, and; participating in data analysis, presentation of findings, and report writing.

Mr. Eshetu holds an MA in Measurement & Evaluation from Addis Ababa University, an M.Sc. in Economics (Specialized Agricultural Economics) from Haromaya University, and a B.Sc. in Information Systems from Addis Ababa University.

U.S. Agency for International Development Entoto Street PO Box 1014

Addis Ababa, Ethiopia