mid term review_final_report
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KANYAMA YOUTH PROJECT MID-TERM
EVALUATION
FINAL REPORT JULY 2010
Submitted By:
C DEVELOPMENT MANAGEMENT
&
ENTREPRENEURSHIP EXPERTS
No. 6052 Sibweni Road, Northmead, P.O Box 32273 Lusaka, Zambia
Cell: +260 979 405 556 or 0976 012 573, E-mail: [email protected], or [email protected]
2
Table of Content
1. BACKGROUND 3
2. ZAMBIA’S POLICY ON TEVET 5
3. THE CONTEXT 8
4. THE ASSIGNMENT 10
4.1. Purpose of the Mid-term Review 10
4.2. Scope of the Mid-term Review 10
5. METHODOLOGY 11
5.1. Data Collection and Analysis Process 11
5.2. Sampling and Results from Data Analysis 12
6. FINDINGS FROM STAKEHOLDERS 21
6.1. National Union of University Students in Finland (SYL) 21
6.2. Governance 22
6.3. Executive Mangement 24
6.4. Financial Management and Accountability 27
6.5. Operations 28
7. KEY FINDINGS 30
8. CONCLUSION 33
9. RECOMMENDATIONS 34
10. ANNEXURES 36
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1. BACKGROUND
The focus of Zambia’s Fifth National Development Plan (FNDP 2006 – 2010) has been on pro-
poor growth-oriented sectors that create employment and income opportunities of the poor.
These include rural development, agriculture and manufacturing, all of which provide a
greater opportunity for creating wealth and jobs, thereby rapidly reducing poverty.
This approach is directly linked to the United Nations Millennium Development Goals (MDGs)
which are widely seen to form the most comprehensive development policy umbrella for both
the work of governments as well as that of other organizations (NGO Development
Cooperation Guidelines, Ministry of Foreign affairs of Finland, 2006)
Finland’s development policy is guided by a commitment to the objectives and values of the
UN's Millennium Declaration. These include safeguarding rights enshrined in human rights
agreements at the individual level, the principle of sustainable development, respecting the
decision-making power and responsibility of people in developing countries and partnerships
for development.
The National Union of University Students in Finland (SYL) is actively engaged in development
cooperation initiatives in different parts of the world, mainly focusing on education, an area
clearly linked to its role in the field of higher education in Finland.
The SYL project in Zambia seeks to support vulnerable groups in accessing vocational training
and further enabling them to get employed or self-employed. The out-of school youths of
Kanyama, a township on the western side of Lusaka Central Business District (CBD) are among
the most vulnerable groups (young people, particularly females) and have little resources for
studying in conventional tertiary institutions.
It is from this background that SYL, with the support of their government, has extended
support to the Kanyama Youth Programme (KYP), a vocational and skills development
initiative that is being spearheaded by the local community.
The following MDGs have informed the cooperation between KYP and SYL:
Goal 1: Eradicate extreme poverty and hunger
In particular Target 1b: Achieve full and productive employment and decent work for all
including women and young people.
Goal 3: Promote Gender equality and empower women
Target 3a: Eliminate gender disparity in primary and secondary education preferably by 2005
and at all levels by 2015.
Skills and entrepreneurship development have been identified as necessary drivers for
addressing challenges being faced by the youths of Kanyama. The excerpt below helps in
placing skills and entrepreneurship development in an appropriate context in the life of an
economy.
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In recorgnition of the role that entrepreneurs can play in an economy, instititions such as
Kanyama Youth Programme (KYP) have positioned themselves to play an important role in
supporting the emergence and development of micro and small enterprises that are managed
by appropriately skilled individuals.
”Entrepreneurs drive America's economy, accounting for the majority of the nation's new
job creation and innovations.
According to the U. S. Census Bureau's 2002 Survey of Business Owners, self-employed
individuals who have no paid employees operate three-fourths of U.S. businesses.
The U. S. Small Business Administration reports that America's 25.8 million small businesses
employ more than 50 percent of the private workforce, generate more than half of the
nation's gross domestic product, and are the principal source of new jobs in the U.S.
economy” (www.dol.gov/odep).
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2. ZAMBIA’S POLICY ON TECHNICAL EDUCATION, VOCATIONAL & ENTREPRENEURSHIP
TRAINING (TEVET)
Zambia’s economy has significantly declined from where it was in the mid 1970s. This has
seriously affected its ability to generate employment opportunities for its labour force. The
situation has further been worsened by the rapid growth of its labour force, which is
presently around 3.5 million.
The country’s formal sector has not been able to absorb this increasing number of job
seekers, partly due to appropriate skills and also because of generally low levels of
entrepreneurship. Various reports (E.g FinScope) have also demonstrated that Zambia has
also not had appropriate financial and institutional structures to support self-employment.
Over the years, most industries that had in the past employed school leavers and graduates
from technical education and vocational training colleges have either scaled down their
operations or closed down completely. Though the last decade has seen a re-emergence of
mining and other new industries, these have not been able to significantly change the status
quo. The recent global economic crisis had reversed much of the gain that may had been
made in the mining sector.
Approximately 200,000 young people leave the school system every year. The existing
number and types of institutions that provide technical education and vocational training and
those that promote the generation of employment do not have the ability and resources to
adequately offer skills to this large number.
In addition, indications have been that the employment sector has not been completely
satisfied with the quality of trained manpower available for the various operations in the
industries that require vocational skills.
The Government had in the past identified the need to formulate a broader national policy on
technical education and vocational training. The aim of the policy has been to improve
technical education and vocational training and to link it to the requirements of the
employment sector.
The genesis of current major efforts can
be traced back to 1994, with important
milestones since then being:
i) The development of the TEVET
policy in 1996, identifying the
problems facing the economy
and the training institutions and
formulating a broad policy on
training. A key reform point was the inclusion of entrepreneurship as a major
ingredient in ensuring appropriate skills development for private sector development.
ii) The development of a paper on TEVET in Zambia in 1997 to provide strategies and an
action plan for implementing the new policy.
iii) Enactment of the TEVET Act in 1998 (later amended in 2005) which provided for the
establishment of the Technical Education, Vocational and Entrepreneurship Authority
(TEVETA).
“Possession of relevant knowledge, skills and
competencies in the nation’s workforce, and the
capacity to create new knowledge and its
application have become the determinants in
the competitiveness of any nation” TEVETA Feature Article, “The Role of industry in
curriculum development”, Times of Zambia 12th
June 2009
6
iv) Various projects followed and included the Entrepreneurship and Informal Sector
Training Project (EISTP) which ended in 2002 and the TEVET Development Programme
(TDP) which came to an end in December 2008.
Development of the TEVET policy was a significant turning point in the process of managing
skills development in Zambia. The policy adopted a much broader or holistic approach, as
evidenced by the following:
i) It recorgnised the importance of mind-set in the process of acquiring and utilization of
skills, hence the inclusion of entrepreneurship as a key component.
ii) It sought to capture all forms of technical education and vocational training, from
nursing to agriculture, community development and engineering.
iii) It also sought to recorgnise and raise the importance of the informal sector in skills
development and employment creation.
iv) It also created a platform for private sector participation in provision of TEVET and
also in informing its further development.
The overall effect of this approach was that important socio-economic dimensions where
brought onto the grid. These included opportunities to not only to engage with and address
challenges faced by a large informal sector that is found in urban, peri-urban and rural areas,
but to also adopt different strategies for different target groups (including youths and
women), economic sectors and geographical locations (including less developed parts of the
country, such as North-Western, Western and Northern provinces).
This was core to the intention behind the design of the TEVET system, which was that it
satisfies the labour market, addresses socio-economic concerns and that it supports
identification and appropriate exploitation of natural resource-based opportunities in the
economy. This intention was to be achieved through:
i) Balancing the supply of skilled labour at all levels against the demand in the
economy,
ii) Acting as a vehicle for improved productivity and income generation, and
iii) Serving as an instrument for minimization of inequalities among the people
From its inception, TEVETA has emerged as the prime driver for reform in the TEVET system in
Zambia. According to the TEVET Act number 13 of 1998 (as amended by Act number 11 of
2005), the functions of TEVETA are to regulate, monitor and coordinate TEVET in conjunction
with industry, employers, workers and other stakeholders. They are to serve as a facilitator of
consultation across the entire stakeholder spectrum.
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8
3. THE CONTEXT
Background to Kanyama Youth Programme
Kanyama Youth Programme (KYP) was established in 1988 with the assistance of the Kanyama
residents, and the first courses were offered in 1993 at its first training centre within the
township. Due to high levels of demand, a second centre near Lusaka CBD was opened in
1994.
KYP offers courses in Tailoring and Design, Hotel and Catering, Auto Electronics and Auto
Mechanics, with each course lasting a year. The institution also works directly within the
Kanyama community by organizing different awareness events (for example on AIDS related
issues) intended to encourage the local community in working together to address various
challenges facing them.
As a community based training institution with the aim of improving the livelihoods of the
underprivileged young people (aged 15-30), KYP offers vocational training with a special focus
on young women.
This aim is intended to be achieved through the following specific objectives:
• To train less privileged youths so as to increase their opportunities for formal
employment, self employment or further training.
• To provide services and adequate facilities for entrepreneurship development.
• To provide and organize recreation facilities for youths and undertake community
support programmes
• To provide education on issues of HIV/AIDS and substance abuse to the youth.
• To ensure institutional sustainability and promote responsible resource
management and income generating projects.
The above are intended to assist in achieving the long-term development objective of
reducing the negative impacts of poverty in Kanyama and other compounds of Lusaka.
KYP Cooperation with SYL
KYP has been implementing its projects in cooperation with the National Union of University
Students in Finland (SYL) - from 2003 to present. The cooperation agreement expires in 2011
and is currently in its third and final phase.
The first phase was from 2003 to 2005 and this focused on supporting vocational courses
being run at KYP. These courses were offered for both short and long periods of time and
included Tailoring, How to Start a Small Business, and Hotel Management and Catering.
The other main objectives in the first phase were to train KYP`s personnel, develop KYP as an
organization and to purchase material and equipment for teaching. Not all the objectives of
the first phase were achieved because the funding was received late into the first year.
The second phase of the project (2006 - 2008) concentrated on augmenting the objectives of
the first phase by improving and further developing the Technical operations of the
institution. In this phase SYL´s support was targeted to four different courses that last a year:
Hotel and Catering, Tailoring and Design, Automobile Mechanics, and Auto-electronics.
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The objectives/results and activities to be reach in the second phase were:
- Quality of education
o acquiring of means and materials for teaching
o training of staff
o renovating of the teaching premises
- Image and reputation
o marketing strategy
o Marketing and Information Manager
o Relationships with business firms
o Internet pages
- Improvement of KYP as an organisation
o institutional partnership
o Identifying and creating possibilities of income generating/self-financed
activities.
In the third phase (2009-2011), the main objective of the cooperation agreement was to
enhance the possibility of employment of young people, especially women, through updated
and improved vocational and entrepreneurship training provided at the KYP training centres.
This was intended to be done through:
• Ensuring that graduated students are better prepared to meet the needs of current
job market by updating the curriculum.
• Improving the studying environment by training the teachers and acquiring modern
teaching materials.
• Ensuring that graduated students have the know-how to start their own small-scale
business by integrating entrepreneurship training.
• Improving KYP’s financial and administrative sustainability by broadening the financial
basis.
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4. THE ASSIGNMENT
4.1. PURPOSE OF MID-TERM REVIEW
The mid-term review sought to evaluate the implementation and administration of the
Kanyama Youth Project. The review contemplated the entire period when the project has
been implemented in cooperation with SYL - from 2003 to the present (2010).
4.2. SCOPE OF MID-TERM REVIEW
The review was carried out by 3C of Lusaka, Zambia and covered operations of the two KYP
training centres, Kanyama and City Campuses.
Target Groups: Some of the key stakeholders who were interviewed in the evaluation are:
� KYP key persons (lecturers, management and board),
� KYP current and former students,
� Representatives of TEVETA and other relevant persons in the community.
The evaluation also sought to pick up on the impact of various interventions at household
level.
Specific tasks, as outlined in the Terms of Reference (TOR) included:
• Assessing the extent to which the Programme has achieved its overall goal and
objectives spelled out in the project plans
• Analysing any discrepancies encountered,
• Give recommendation for follow-up and whether there could be lessons learned to be
taken into account in future planning.
• Give suggestions for the future development of the Programme, that is, how to
guarantee continuity of the activities after 2011.
• Addressing performance mid-term review related questions to estimate what kind of
capacity especially regarding administration and management KYP has obtained and
currently possesses as well as their implications for the future of the Programme.
• Drafted a Report of the findings and allowed for comments from KYP and SYL.
• Facilitated a workshop in KYP, based on this mid-term review, in order to
a) discuss the findings of the mid-term review and how to implement the changes
suggested by the evaluator,
b) discuss how KYP can be ran independently in the future after the finance from SYL
comes to an end on the 31st
of December 2011
c) Write a report of the workshop.
d) The workshop included discussion on broadening of KYP´s self financing basis and
discussing the possibilities for applying for additional support for KYP´s activities.
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5. METHODOLOGY
5.1. DATA COLLECTION AND ANALYSIS PROCESS
5.1.1. DATA COLLECTION
Seven sets of data collection tools were used on the different categories of stakeholders:
I. Structured Observation Schedule
II. Stakeholder Questionnaire-Some of the Stakeholders were interviewed are listed
below:
• The Auditors-KJK Tembo and Associates;
• Representatives of TEVETA
• KYP Key Persons-Current and former Board Members, Executive
Coordinator, Book Keeper, Training Manager,
• National Union of University Students (SYL)
III. Lecturers’ Questionnaire
IV. Former Students’ Questionnaire
V. Current Students’ Questionnaire
VI. Kanyama Businesses Questionnaire
VII. Kanyama Households Questionnaire
5.1.2. DATA ANALYSIS
a. Statistical Package for Social Sciences (SPSS)
The data collected from the Primary research was coded and analysed using the Statistical
Package for Social Sciences (SPSS).
The open-ended questions were also transcribed and analysed qualitatively.
b. SWOT ANALYSIS
The SWOT analysis was used in establishing where KYP is and its best way forward. Its
Strengths, Weaknesses, Opprtunities and Threats were established from the data analysis.
5.2. SAMPLING AND RESULTS FROM DATA ANALYSIS1
Different methods of sampling were used for the different categories because of the
differences in their chharacteristics.
5.2.1. Sampling of Stakeholders
In selecting the stakeholders, the Evaluation team used purposive (judgemental) sampling as
this was seen to be the best way to choose stakeholders who are knowledgeable about KYP.
For example, more members from the former Board were interviewed than those from the
current one because the current Board had been in office for not more than a month at the
time of the evaluation.
5.2.2. Sampling of Lecturers (Teachers-5)
All the lecturers were interviewed because their population is small, there are five courses
and each course has only one lecturer.
The results showed that of the 5 lecturers at KYP only one of them is female. Four of the five
lecturers have been teaching at KYP for more than three (3) years.
The lecturers between the ages of 20 and 49 years all have post grade 12 certificates, while
the lecturer who is over 60 years of age has a Form IV (Grade 12) qualification.
All the lecturers thought there is no difference between entrepreneurship and business
management and they indicated that there is an entrepreneurship or business skills
component in the course(s) that they teach.
According to the Lecturers, the major need that students have is learning how to start
business.
5.2.3. Sampling of Former Students (119: 46 Females and 73 Males)
The proposal had stated that Stratified Random sampling, Proportionate Stratified Sampling,
in particular, would be used in the selection of the former students and the KYP tracer system
would be used as the sampling frame. It was expected that this would help in avoiding under-
representation of any one gender because some courses are highly skewed in terms of
gender.
However, the stratified random sampling was not used because the proposed sampling frame
(The tracer system) was not readily avalaible. Kanyama Youth Programme (KYP) does not have
detailed records of the graduates and it was thus difficult to trace them.
Some of the former students who were interviewed were introduced to the research team by
their fellow former students. Some of the former students whom the team was able to trace
came to their interviews with their colleagues who are also former students.
This may skew the results because the people being interviewed were not randomly picked
and as they are friends, they may have similar characteristics and the results may thus be in
danger of not being representative.
1 Detailed results are attached as annexure.
Page | 13
From the sample of 119 interviewed from all the courses, 73 were males and 46 were
females. 16.8% of them had studied Tailoring (5 males and 15 females); 32.8% had studied
Hotel and catering (9 males and 30 females); 36.1% had studied Auto-mechanics and all of
them are male; 6.7% did Power electrical (7 males and 1 female) (See Graph below).
Sex of respondent
FemaleMale
Coun
t
50
40
30
20
10
0
Courses Studied
Tailoring and Design
Hotel and Catering
Auto-mechanics
Auto-Electronics
Pow er Electrical
From the total, 63% (75) of the former students interviewed stated that doing the course at
KYP made it easier for them to get a job or start a business; 31.1% (37) stated that it had
made no difference; 3.4% (4) stated that it had made it difficult, 1.7% (2) stated that it made it
much more difficult.
80% of the Tailoring Design students had found it
easier to find a job/start a business. 64% of the
Hotel and catering students stated that doing the
course had made it easier, while 33% stated that it
had made no difference.
58% of the Auto-mechanics students stated that
doing the course had made it easier for them to
find a job/start a business, 33% stated that it had
made no difference while 9% stated that it had
made it difficult to get a job/start a business and
one of the reasons given was that some of the
employers do not know about KYP.
A Tailor at work in her shop
Page | 14
77% (7) of the Auto-electronics students stated that it made it easier while 23% (2) stated that
the course had made no difference. 25% (2) of the power electrical students stated that the
course made it easier for them to find a job/start a business, 50% (4) stated that it had made
no difference while 25% (2) stated that the course had only made it more difficult for them.
One of the reasons given is that the qualification given by KYP is not well known.
43% (51) of the students rated the availability of teaching materials as good, 43% (51) rated it
as fair while 14% (17) rated it as bad. The highest percentage of those who rated it as bad was
from Hotel and catering (17%).
86.6% (103) of the former students stated that they were taught how to identify and exploit
business opportunities while 13.4% (16) stated that they had not been taught (see graph
below).
Entreprenurial Skills
Taught how to identify and exploit business opportunities?
NoYes
Coun
t
120
100
80
60
40
20
0
There is a discrepancy, in that, only 63% stated that their courses had helped them get jobs or
start a business against the 86.6% who stated that they had been taught how to identify and
exploit business opportunities. This would suggest that there were other factors that affected
the students’ ability to get jobs or start businesses.
From the total, 32.8% of the former students are self employed; 16% are employed part-time;
33.6% are in full-time employment; while 16.8% are unemployed. 95% (19) of the Tailoring
and design students interviewed are self-employed while the other 5% percent (1) are
unemployed.
The majority of the former students (82%-98) are engaged in some income generating activity
(self employment, part-time employment, full-time employment).
Only 100 of the 119 former students interviewed answered the question concerning whether
they are working in areas for which they had studied at KYP. Of those interviewed, the
majority (83%) are working in areas for which they studied at KYP with the exception of 17%
(17) who are working in totally different fields.
Page | 15
5.2.4. Sampling of Current Students (38: 20 Females and 18 Males )
Proportionate Stratified Sampling was used to sample the current students. Some courses
have students of one particular gender in the majority (E.g. Tailoring and Automechanics).
The sample was characterised by 52.6% (20) of females and 47.7% (18) of Males. The majority
of sampled current students fell in the 21 – 25 years age grouping accounting for 50% of the
sample. The next largest age group was 26 – 30 years with 23.7% with the smallest sample
age group being 41 – 45 years with 2.6%
The sampled current students only had one (2.6%) student who had not reached grade 7 and
the majority (63.2%) of students having completed grade 12. Only 2 (5.3%) of the sampled
current students had reached certificate level.
The sample was characterised by the highest sampled course being auto-mechanics with
34.2%, Tailoring and design with 23.7%, Hotel and catering, with the lowest being Auto-
electronics and power electrical with 7.9% each.
The cross tabulation that was generated from the sample showed that Auto mechanics (10
males, 3 females) and Power electrical 3 males, no females) are dominated by male students,
while tailoring and hotel and catering are dominated by female students (16 females, 3 males)
(see graph below).
Sex of respondent
FemaleMale
Cou
nt
12
10
8
6
4
2
0
Course(s) of study?
Tailoring and Design
Hotel and Catering
Auto-mechanics
Auto-Electronics
Pow er Electical
The sample showed that the main reason for enrolling in the respective course at KYP was out
of interest (50%). The issue of affordability as being the reason for choice of course came in
second with 23.7%, followed by students expecting good employment prospects with 18.4%.
The lowest reason for enrolling to study the respective course at KYP was family decision with
only 2.6%.
The highest source of information on how the student came to know about the course they
are studying at KYP was from friends with 39.5%. This was followed by Family and
Page | 16
Advertisement accounting for 28.9% each and lastly other sources (2.6%). This showed that
the marketing plan and activities only directly accounted for 28.9% of respondents. However
friends, family and other sources could still have gotten this information from advertisements
and relayed this information to the respondents.
73.7% of respondents thought the course they were studying at Kanyama Youth Project was
up to date with the current needs of the industry. 18.4% thought the course they were
studying at Kanyama Youth Project was somehow up to date with the current needs of the
industry, were as only 5.3% thought it was not up to date (see graph below).
Relevance of Course
Is your course up to date?
Don't KnowNoSomehowYes
Cou
nt
30
20
10
0
39.5% of the sampled respondents thought the quality of teaching at KYP was good. 28.9%
ranked the quality of teaching at KYP as very good, another 28.9% ranked the quality of
teaching at KYP as Fair while only 2.6% ranked it as bad.
50% of the sampled respondents thought the availability of teaching materials at KYP was fair.
28.9% ranked the availability of teaching materials at KYP as good, followed by 10.5% who
ranked the availability of teaching materials at KYP as very good, 7.9% ranked as bad, while
only 2.6% ranked it as very bad.
Out of the sampled respondents, 65.8% indicated that they are taught how to start their own
business. However 23.7% indicated that they are not taught how to start their own business,
while 7.9% said that they are somehow taught how to start their own business.
From the sample it was observed that a larger proportion of hotel and catering and Power
electrical students ranked the teaching quality as very good while more tailoring and design
and Auto-electronics students ranked the quality of the teaching as good. A large number of
auto-mechanics students ranked the quality of teaching as good or fair.
More students in auto-mechanics, auto-electronic and power electrical ranked the availability
Page | 17
of teaching materials at Kanyama Youth Project as fair. However most hotel and catering
students ranked the availability of teaching materials at Kanyama Youth Project as good while
most tailoring and design students ranked it at good or fair.
It was observed that a larger proportion of students studying Tailoring and design, hotel and
catering and power electrical ranked the cost of the course they are studying at Kanyama
Youth Project as affordable. However a larger proportion of students studying Auto-
mechanics and auto-electrical ranked the cost of the course they are studying at Kanyama
Youth Project as Fair.
From the sample, a larger proportion of students studying auto-mechanics, auto electronics,
power electrical and hotel and catering indicated that they are taught how to start their own
business. However, with students studying tailoring and design, there was an equal
percentage between those that stated that they are taught how to start their own business
(10.5%) and those that indicated that they were not taught how to start their own business
(10.5%).
5.2.5. Sampling of Kanyama Businesses (20: 6 Females and 14 Males)
The businesses that were visited were those that are making use of the skills that KYP trains in
but their owners did not get their skills training from KYP. Convenience Sampling was used to
select these businesses because the Evaluation team had no sampling frame to use in their
selection. They were chosen simply because they were readily available and easily accessible.
The sample characteristics showed that a higher percentage of males in business were
interviewed than women. Males in business were 70% while females were 30%.
Sex of respondent
Sex of respondent
FemaleMale
Per
cent
80
60
40
20
0
The sample showed the highest age group being between 31 – 35 years of age at 45%
followed by the age group between 36 – 40 years with the smallest age group between 21 –
25 years of age.
Page | 18
The frequent education level attained by business respondents is grade 12, 40% of the
respondents followed by grade 9 (25%) then certificate (20%).
The sample showed characteristics that a significant percentage (45%) of the businesses
interviewed in kanyama had been in operation for more than seven years. All the businesses
have been operational within the impact time of KYP.
The sample did not show any notable trend with income. However a significant cluster of
52.6% of the respondents earn between K500,000 – K1,500,000. The other significant income
groups fall between K4,000,000 -K5,000,000 (10.5%) and above K5,000,000 (26.3%).
The sample reflected that most of the businesses (80%) have heard of KYP (this is a good
indicator if they are a target group in the marketing plan) (see graph below). There is need to
ensure that the marketing plan concerning CISEP gives priority to kanyama businesses.
Visibility of KYP
Heard of KYP?
NoYes
Cou
nt
18
16
14
12
10
8
6
4
2
The sample showed that Family and friend put together consist of 37.5%. But the highest
single source of knowledge on KYP is advertisement with 31.3%. This sample statistic shows
that the marketing plan for KYP only account for 31.3% of Kanyama businesses knowing about
KYP.
The sample showed that 93.8% of business owners in Kanyama who had knowledge of KYP
would recommend a member of their household to study at KYP.
The sample shows that KYP may be popular but not necessarily that the people themselves go
to study there. As much as 77.8% of respondents said they do not know of anyone who is
studying at KYP. Only 22.2% know of someone who is studying at KYP. Can this mean its
mostly ”outsiders” who study there (E.g people coming from other townships such as
Avondale, Makeni, etc.)?
Page | 19
5.2.6. Sampling of Kanyama Households (20: 11 Females and 9 Males)
Left hand rule of sampling was used in the selection of the households.
The sample was characterised by 55% (11) of female respondents and 45% (9) of male
respondents.
In terms of age, the sample distribution was skewed towards the younger age groups. The
highest age group represented was 21 – 25 years with 40%, followed by 26 – 30 and 31 – 35
years with 20% each, 46 – 50 years with 15% and 36 – 40 years with 5%. This distribution
shows that 80% of respondents were in their youth (see graph below).
Age of respondent
Age of respondent
46 - 50 Years
36 - 40 Years
31 - 35 Years
26 - 30
21 - 25 Years
Per
cent
50
40
30
20
10
0
The highest frequency in terms of educational background of the sampled respondents was
grade 9 (35%). This was followed by grade 7 (30%), grade 12 (20%), less than grade 7 (10%)
and certificate (5%).
The most common source of income for the sampled households was self-employment at
60%. This was followed by formal employment at 30% and other sources at 10%. This
revealed the most common source of income as self-employment.
Only 1 out of 20 households had a person in the household who was in college. From the
sample it was observed that as much as 60% indicated that they had heard of KYP.
Out of the respondents that had heard of KYP, it was observed that the most common source
of where respondents heard of KYP was from friends (50%). However advertising accounted
for 25% as a source of having heard of KYP while family accounted for 16.7% and other
sources accounted for 8.3%.
Out of the respondents that had heard of KYP, 75% indicated that they would allow the
people in their households to study a course at KYP.
Page | 20
5.2.7. Concept for Informal Sector Employment Promotion (CISEP) (KYP Service Centre)
All the respondendents indicated that they have never gone to CISEP.
The sample showed that only 20% (4) of business owners have heard of CISEP. However none
of the respondents who had heard of CISEP had utilised it or gone there for information.
60% of the households interviewed stated that they are self-employed, however, from the
sampled respondents it was observed that none of the respondent had heard of CISEP.
5.2.8. Community Awareness Project
Concerning community awareness, only 5% (1) of the sampled respondents indicated
knowing of any community project being conducted by KYP in Kanyama (see graph below).
Empowerment/Community projects by KYP?
Empowerment/Community projects by KYP?
NoYes
Fre
quen
cy
30
20
10
0
Page | 21
6. Feedback from The National Union of University Students in Finland (SYL)
SYL views cooperating with partners on mutually benefiting projects as an asset. For example,
SYL has been working in Guatemala with an organization called AMEU, on different projects,
since 1996.
However, with KYP the core targets and activities have not changed significantly during the
different phases and the Ministry of Foreign Affairs in Finland usually only funds one project
up to 6-9 years. Since KYP has a very specific goal of organizing vocational training, the
Foreign Ministry cannot fund the same project past three project cycles. There has been
motivation for continuing with KYP, since there were good results achieved in the earlier
project phases, especially in educating the youths.
This third phase is the last one and the continuation of KYP´s activities after 2011 remain an
important aspect to the success of SYL support.
According to SYL, ideally, an institution like KYP should have developed its training programs
with the help of committed teaching and management resource. The institution should be
widely known among the local community, it should be offering high quality training (Teveta
grade 1) with sufficient materials for practical lessons, the salaries for teachers should be
competitive and the graduates should be well employed.
KYP´s self sufficiency should have been improved and the incomes coming from the rents,
tuition fees and workshops should together have formed a great part of KYP´s financing. The
board would know it´s functions and work towards getting financing for KYP.
Some of the key institutional issues that KYP may need to keep in clear view if it is to continue
or improve on the gains that have been made under the programme are:
I. Keeping the staff motivated and willing to work torwards improving KYP.
II. Guarantee financial resources for the future.
III. Engage all the stakeholders to ensure that they stay focused on the goal of KYP to train
vulnerable youth and offer them a possibility to employment.
Volunteers from SYL
The volunteers from SYL who have worked at KYP have helped SYL to understand KYP better.
As cultural interpreters they have been able to advise on some positive and negative aspects
of the project that are impossible to see when implementing the monitoring visits which are
only carried out for only two (2) weeks.
KYP has also been satisfied with the volunteers and their work in KYP. The volunteers have
experienced their period at KYP as a very significant learning opportunity.
6.1. INSTITUTIONAL GOVERNANCE
The current board has 9 elected board members who are elected every three (3) years and
are eligible to service for only two consecutive terms. Four (4) members are co-opted from
different backgrounds, including LCC representative, a Teacher, a medical doctor and an
engineer.
The entire board retires at the same time. This raises the possibility of the entire board being
replaced at once, potentially affecting continuity of strategic direction.
The method used to select board members also raises the possibility of not resulting in a team
that members feel is most appropriate for KYP.
Board sub-committees have been established but do not appear to be functional as yet
(elections took place around the same time as the Evaluation).
The new arrangement will not have a treasurer but a finance and administration sub-
committee headed by a chairperson.
The following sub-committees have been put in place:
1. Finance and Administration
2. Projects and Entrepreneurship
3. Secretariat/Co-ordination
It was understood that the Board members do regularly undergo training. It is however the
the view of the Evaluator that such training has not translated into identifiable impact,
particularly with regard to fundamental aspects relating to understanding of the role of the
board in the whole governance process. The board does not seem to be in a position to
effectively provide oversight over KYPs institutional development process. This may raise
questions regarding the quality of the training that the Board members have so far been
exposed to.
The above matter seems to have had ripple effects on the overall management and
operations of the institution. To illustrate this, the policy and practice regarding tenancy
management would be helpful.
The board felt this was management's responsibility and the board should not be involved.
Asked if they should at least not set policy on how occupancy would be managed, the view
was that the board had no role in the whole matter.
Management’s position on the matter was that the board did have a role to play.
Given that income from tenants contribute significantly to KYP’s revenue, this is a matter that
should have had clear policy and practice guidelines.
Notwithstanding the above, it does appear that important lessons have been learnt from past
events and challanges. These lessons include the following:
1. The need for community sensitization on their role in the direction of KYP and assisting
them understand what was happening at the institution.
2. Closer oversight on the institution to avoid mismanagement.
However, the above and other lessons will only translate into effective responses if capacity
issues are adequately addressed.
Page | 24
Some recent notable events that presented challanges to KYP leadership included the
following:
1. A senior employee who seemed to have had conflict with the Co-ordinator and has
since left. The Board felt they where not given adequate opportunity by the employee
to intervene in the matter and, as far as they are concerned, the person has not yet
resigned.
Management had a different view - the person's contract had lapsed without him
renewing. As such he was no longer an employee.
2. A former board member with seemingly different views on the strategic
direction/management of the institution is facing disciplinary action. He is said to have
lost his board position in the last election and the current board has since refused to
renew his membership to KYP, effectively making him an outsider.
The evaluator did not have the opportunity to interview the two individuals referred
to above.
6.2. EXECUTIVE MANAGEMENT AND OPERATIONS
Kanyama Youth Programme has 15 workers.
Management recorgnises that the training that is offered at KYP only a part of the solution to
a more complex community problem of unemployment and lack of skills to provide
opportunities for livelihoods.
In recognition of broader community issues that need to be confronted, KYP recently added a
fourth objective to the strategic plan - cross-cutting issues, i.e unemployment, drug abuse,
HIV/AIDS, Human Rights & Civic Education.
The pricing of KYP courses is done with a clear recognition of the economic circumstances of
its target group.
KYP recognises the need to network with other stakeholders that include:
1. Learning Institutions
2. NGOs, e.g Red Cross, Kara Counselling, Umoyo, etc
3. All other stakeholders with influence on KYP's target groups
4. National Youth Council - though this, like most other Government institutions, are felt
to have been a let-down to KYP
5. Lusaka City Council (Dept of community & Social Welfare) has been the most
responsive.
a. Gender Mainstreaming: Support for Girls
The fees for female-dominated programmes have been deliberately reduced to 50% of other
fees to encourage enrolment. However, the number of females in male-dominated
programmes remains low and there does not seem to be a deliberate plan to influence this
trend.
For example, from the sample of 119 former students interviewed from all the courses, 73
were males and 46 were females. 16.8% of the students did Tailoring (5 males and 15
females); 32.8% did Hotel and catering (9 males and 30 females); 36.1% did Auto-mechanics
and all of them are male; 6.7% did Power electrical (7 males and 1 female).
From the results obtained, Auto-mechanics and Hotel and catering are the most popular
courses at KYP. They are also highly skewed in relation to sex, with a high majority of 77%
Page | 25
being females in Hotel and catering and 100% being males in Auto-mechanics (see graph
below).
Sex of respondent
FemaleMale
Cou
nt
50
40
30
20
10
0
Courses Studied
Tailoring and Design
Hotel and Catering
Auto-mechanics
Auto-Electronics
Pow er Electrical
The institution plans to introduce modular programmes that will target those already trained
and/or experienced in basic skills but who wish to develop deeper skills and/or specialise in
particular areas (e.g suit-making, etc).
b. Impact of Finnish support
The support from SYL has helped raise the standard/quality of training at KYP. For example,
no student has failed the Examination Council of Zambia trade test examinations over the
period of Finnish support.
SYL has helped lessen the financial burden by helping pay lecturers. They have funded salaries
but not other staff-related costs. It has also helped in making KYP more known among the
local community as well as the development of the training programs and providing quality
education with committed teachers.
The Executive Co-ordinator feels that KYP has now become a learning model for vocational
training. They have even received a request from Makeni Vocational training centre for them
to visit KYP. An article was done in one of the daily newspapers where the institution's impact
was profiled. The co-ordinator provided the information and was quoted at several points in
the article.
KYP has been able to at least meet the basic TEVETA rating requirements.
The support has faced several challenges that have negatively affected programme
implementation. Some of the challenges have been:
I. Human resources issues such as high turnover of staff, posts not being occupied, some
lack of commitment in the management level, have hindered the institutional
development.
II. The increase of prices and the insufficient amount of money have had a strong
negative effect on the implementation of all the activities.
III. The timetables for transferring the money have hindered the implementation (the first
payment comes too late, even at the end of April). Difficult economic trends have also
made it difficult for students to become employed.
Page | 26
c. Internal Management Controls:
Management at KYP asserted that the following are proof that there are controls in place to
ensure effective & effecient operation:
1. Centralised system where all financial management and other processes involve
management and board.
2. No cash is used before it is banked
3. All transaction source documents are attached, checked and authorised
4. Board members are involved in signing payments & going to the bank for withdrawals
5. Payments are normally made once a week on a designated day.
6. Expenses are normally paid in arrears and not in advance.
7. Separate accounts for donor funds and locally generated funds
8. Executive Coordinator does not ordinarily sign on cheques
9. Independent internal audit done every year before external audit.
Though the above are indicative of sound internal management controls, the evaluator is of
the view that they have not been well linked to strategic management process that they
should ideally also be supporting (e.g management of income from rented properties).
Some of the significant changes introduced under the current co-ordinator include the
following:
1. Investment plan developed - as a result, funding accessed through TEVET Fund to put
up new block
2. Various other structures constructed and income sources increased through rentals
and more facilities for training
3. Cleaned up the premises to boost its image
4. External Audit consistently done
5. Graduation ceremonies regularly held, stakeholders invited, institution profiled.
The following have been noted as needing to be done:
• Increasing commercial programmes apart from the technical ones - Business
Management, etc
• Graduating to a Technical School/College and not its present status of a programme
• Spending more time in reviewing current focus and charting a new direction
6.3. FINANCIAL MANAGEMENT AND ACCOUNTABILITY
KYP recently chaged auditors, with the now former auditors having audited KYP for the
maximum permited 5 years till 2008.
The new Auditors (NA Lungu & Associates) were, at the time of this evaluation, in the process
of finalising KYP Audit for 2009. They have since submitted their draft management letter to
KYP and have recieved responses.
The former Auditors referred to notable improvement in KYP financial system, having started
from incomplete records, but now able to see a bookkeeping system of an acceptable
standard (able to produce a complete cash book). The however indicated that bookkeeping
and internal control system still needs to be improved upon.
A specific suggestion was the recruitment of an experienced office/administrative manager
that would work closely with the bookeeper and complement this role.
Improvements that need to be made
I. There is need to ensure regular quarterly reporting to management, board and
funders is done to reduce risk.
II. A better tenancy management system, including policy on selection of tenants needs
to be put in place.
III. There is need for deliberate process of building the capacity of the book-keeper. For
example, attachment to another institution, a mentorship arrangement and managed
study programme should be considered.
IV. KYP needs to ensure that the minutes capture resolutions and not just deliberation.
The Finance and administration office is not well secured - it is a wooden partitioning of a
room shared with the Computer Lab.
The current bookkeeper joined KYP with no clear bookkeeping experience. He had studied IT
and taught this subject for 2 years at a private school.
He joined KYP in December 2006 (3 years ago) and has since completed a Diploma in
Accounting (Dec 2009).
He joined as relief person to assist the previous finance officer and was taken on permanently
after she resigned (mid 2007) on personal grounds.
The Accounting system is being run in parallel (Manual and computerised system).
"QuickBooks" accounting system is currently being used but there isintention to migrate to
Pastel due to limitations of the current system.
The current bookkeeper does not seem to have a firm grasp of the computerised system. This
may explain why he chooses to continue with the manual.
There does not appear to be a credit management system. i.e Who of the creditors is paid first
and how much? This has left the bookkeeper with enormous latitude that can easily result
into corrupt practices.
Page | 28
Overall, too much responsibility has been left with a relatively inexperienced person. This
raises the risk of error, mismanagement and fraud, and can also impact on the institution's
image.
Having obtained access to financial reports for the period 2007, 2008 and 2009 and also
obtained Auditors' letters to management for 2006 and 2009, the following issues arose from
the review of the accounts and auditors reports.
1. Fixed assets register is not properly maintained. The 2006 audit raised this and by
2009, it did not even exist. This is despite assurances made by the Co-ordinator in
2006.
2. The issue of no proper payroll system also goes back to 2006. This had still not
addressed as at 2009.
3. Statutory payments to the National Pension's Scheme Authority (NAPSA) where, for a
period of 6 month, not being deducted from staff and remitted. It is strange that this
should happen when it is the same bookeeper that has been doing payroll.
4. Rental management appears to present high risks. The selection process is unclear and
is left to Management, with the bookkeeper having a first go at it. The rental collection
process appears very weak, resulting huge uncollected rentals (Outstanding Rentals
jumped from K28m in 2007 to K102m in 2008). It appears that some tenants may be
related parties to institutional office bearers. This may have affected KYP's ability to
collect outstanding rental payments.
6.4. OPERATIONS
6.4.1. TRAINING
KYP's catchment Area is Kanyama Constituency and its main focus is addressing the problem
of unemployment by developing skills for employment & self-employment.
A Training of Trainers workshop in Entrepreneurship was held in January and February this
year as part of integration of entrepreneurship in all training programmes.
External institutions such as Zambia Development Agency, Banks, Citizens Economic
Empowerment Commission, PACRO are being invited to give talks to students and inform
them of various key issues they may face or have to deal with.
The recently erected building is underutilised and the proposals made have not been
enthusiatically recieved by the system.
Otherwise, some of the proposals have been to establish a Library, staff room and computer
lab. Efforts to source funds for partitioning of the large spaces have not yet yielded fruit.
Some of the stakeholders aaserted that there appears to be a lack of support right up to
board level and this may have not helped these efforts.
Regular reviews are being done to ensure marketing and programmes are aligned to the
needs of Kanyama.
The training of lecturers in teaching methodology so as to ensure close alignment with
TEVETA standards needs to be improved.
Page | 29
The evaluation established that there are 5 lecturers at KYP and only one of them is female.
Four of the five lecturers have been teaching at KYP for more than three (3) years.
The lecturers between the ages of 20 and 49 years all have post grade 12 certificates, while
the lecturer who is over 60 years of age has a Form IV (Grade 12) qualification.
The major need that students have is learning how to start a business. It was the view of the
lecturers that there is no difference between entrepreneurship and business management
and they indicated that there is an entrepreneurship or business skills component in the
course(s) that they teach.
6.4.2. INSTITUTIONAL INCOME GENERATION AND SUSTAINABILITY
Close to 50% of KYP’s income comes from the income generating activities, mainly from
rentals of part of its premises. Though this is significant, the ending of the SYL cooperative
agreement will deprive the institution of the other half of its funds.
There is therefore urgent need for clear and directed strategies to identify measures for
bridging this impending gap that would significantly affect operations.
• A specific business plan has been done for tailoring & restaurant. But there has clearly
not been a strategic approach towards this area and the utilisation of available
facilities and opportunities, that is, an overall Income Generation or sustainability
strategy would otherwise have been done first.
• KYP has had an Investment plan, though this has focused on capital/infrastructural
projects such as building construction, rennovations & equipment. This is how KYP
managed to obtain funding from TEVET Funds for its new building. There are other
things on the investment plan that are yet to be undertaken. KYP feels that greater
investment in capital items is key to sustainability.
• KYP recognises that Training alone cannot run the institution financially. Income
Generation is critical.
• Focus on rental income as a means to resource mobilisation seems to have been
motivated by cash -flow opportunities presented, not necessarily from reasons that
best enhance the objectives of the institution.
• Sourcing of funds has not been easy because of the nature/structure of the training
sector i.e Donor > Government of Zambia > Ministry of Science, Technology and
Vocational Training > Kanyama Youth Programme
• KYP is looking at greater involvement of the board in engaging the Government and
seeing how they can pay for some lecturer salaries, especially that the institution is
supporting government efforts.
6.4.3. KANYAMA YOUTH PROGRAMME VULNERABILITY
KYP is still financially vulnerable and has not developed a sustainability strategy and if SYL
pulled out (which is scheduled to happen in any case), this would have a negative impact on
the progress that has so far been made.
Examples of the negative consequences:
i. Downsizing of Lecturing staff
Page | 30
ii. Reduction of Salaries
iii. Some courses would be discontinued
iv. Introduction of new courses on the basis of their income earning potential and not
necessarily because of their alignmnet to KYP objectives.
v. Raising of course fees
7. OTHER KEY FINDINGS:
I. Impact
There is need to ensure that processes deliver on the intended impact.
In the case of KYP, processes to address different challenges have been set up. However,
there appears to be a disconnect between process and intended impact.
One area in which this can be illustrated is regarding marketing and community awareness.
Whilst marketing and communication activities have been on-going, there is not as much
indication that KYP has had clear contact with its target market.
Few of the respondents had heard about KYP directly through its advertising efforts. Most
were through family and friends.
Only one respondent was aware of the KYP community awareness projects.
II. Effectiveness
Below are some of the key areas in which the effectiveness of KYP has been assessed:
a. Quality of education
The overall quality of skills training at KYP is good and the courses are up to date with the
current market requirements. This has made it easier for the majority of the students to
either find employment or even start their own businesses.
Teaching materials are available but their availability needs to be improved in courses
such as Hotel and Catering as well as Auto-mechanics.
Students have also been taught how to be entrepreneurial in their thinking so as to help
them to identify and exploit business opportunities.
Lecturers have also undergone Training of Trainers workshops with
b. Institutional Branding
In the area of institutional branding, KYP does not seem to have scored much success in its
marketing efforts.
The highest source of information on how the former students came to know about the
course they are studying at KYP was from friends and family (68.4), with advertisement
only accounting for 28.9%. However friends, family and other sources could still have
gotten this information from advertisements and relayed the information to the
respondents.
A comprehensive marketing plan needs to be development and a Marketing and
Information Manager must employed to spearhead the department.
Page | 31
KYP has also not followed through most key plans to improve its image by maintaining its
surroundings. The City Compus does not give a clear impression of a technical training
centre. The Kanyama campus appears to be quite neglected.
c. Improvement of Skills amongst the youth
KYP has been highly effective in keeping to its goal of improving skills amongst the youth
as can be seen from the graph below showing the ages of the former students, the
majority of whom are youths. However, it has not done as well in the area of gender
mainstreaming (see graph under 5.2. Executive Management).
Age of respondent
Age of respondent
46 - 50 Years
41 - 45 Years
36 - 40 Years
31 - 35 Years
26 - 30
21 - 25 Years
15 - 20 Years
Per
cent
50
40
30
20
10
0
d. Community Awareness Projects
The findings from the interviews suggested that KYP has not done very well in the area of
community awareness, it was however, discovered that this does not necessarily mean KYP
has not been doing any community awareness because it has and has an annual budgetline
for community awareness. Efforts must be made to ensure that people know that it is KYP
that is behind the community awareness programmes that they see and even participate in.
III. Sustainability of Results Achieved
The programme has yielded positive results. The majority of students who have gone through
KYP in the period it has been receiving support from SYL seem to have acquired skills and
seem to have developed mindset needed to run successful and sustainable businesses. Others
have been able to find gainful employment.
Though KYP has intentions of sustaining such positive results beyond the period of SYL
support, there is need to ensure that these plans are laid out in a Sustainability Plan and
timeframes shared with all members of KYP so as to enhance accountability.
Page | 32
IV. Efficiency
The student management system is virtually non-existent, with no efficient way of record
management of current and former students. This has roll-over effects on institutional
management systems. For example, it was not easy to obtain exact numbers of students
current enrolled. Both the management and board did not have these numbers.
Current record-keeping gaps create scope for malpractices that may not easily be detected.
There does not appear to be clear mechanisms for efficient resource mobilisation and
utilisation. Unpaid rental income will remain outstanding for prolonged periods of time.
There was no clear evidence of mechanisms for prioritising key payments.
V. Relevance
Evidence emerging from the evaluation indicates that the courses that KYP is offering are
closely aligned to current and likely future market needs.
The courses are also targeted at the youths who account for about 40% of the Zambian
population. The relevance of programmes is based on the fact that they provide skills in area
that respond to basic human needs:
1. Food - this industry continues with population growth
2. Mechanics - growth driven by growing number of cars, particularly in Lusaka
3. Tailoring - another area linked to population growth. Though facing competition from
second-hand clothing industry "salaula", and cheaper chinese products. He still feels
opportunities exist depending on strategies employed. Market targeting is critical. e.g
Uniforms and industrial worksuits, etc
The courses have helped many students to find some form of income generation. From the
total of 119 former students interviewed, 63% (75) of them stated that doing the course at
KYP made it easier and much easier for them to get a job or start a business; 31.1% (37)
stated that it had made no difference; 3.4% (4) stated that it had made it difficult, 1.7% (2)
stated that it made it much more difficult.
Page | 33
Easier or difficult to get a job/start business?
Easier or difficult to get a job/start business?
99
Much more dif ficult
More dif ficult
Same
easier
Much more easier
Fre
quen
cy50
40
30
20
10
0
KYP can also offer short courses to people who are already in business in areas such as
Business Management because it is relevant and it is a component that KYP already teaches
its fulltime students.
Page | 34
8. CONCLUSION:
KYP has made good progress in achieving the targets that had been set out in the different
phases of the project despite some difficulties such as receiving funds late. However,
sustainability was not built-in from the beginning of the project and the gains that have been
made during the project may not be maintained, with clear risks of some of the gains actually
being lost if KYP does not urgently develop and implement a sustainability strategy.
KYP needs to develop deliberate policies to mainstream gender in all the courses as well as
among the teaching staff.
KYP has also not done very well in the area of marketing and a deliberate marketing strategy
needs to be developed.
The institutiont does, however have the potential to become a leading skills developer in
Kanyama and beyond because of the relevance of the courses it offers as well as the
convenient and strategic location of its campuses.
9. RECOMMENDATIONS: Key areas of modification; recommendations for improving policy/implementation and management.
NO. ISSUE ACTIVITY PERSON/COMMITTEE RESPONSIBLE
TARGET DATE
1. GOVERNANCE • Board members
retiring at once
• Change the system to ensure that Board members do not all retire at the same time
Executive committee
• Lack of a Sustainability Plan
• Develop a comprehensive Sustainability Plan
Executive Committee
• Electoral System-not being very democratic
• Amend sections of the constitution to ensure all electoral candidates have an equal and non-zero chance during the voting.
Executive Committee
• Lack of comprehensive Gender Mainstreaming
• Develop a deliberate plan on how to mainstream gender across institutional structure, e.g board, management, teaching staff, male-dominated programmes.
Executive Committee
• Sub-committees Ensuring the following Sub-committees are fully functional:
• Finance and Administration • Projects and Entrepreneurship • Training Ensure that clear Terms of Reference are developed for all committees, including executive.
Executive Committee
Page | 36
2. EXECUTIVE MANAGEMENT
� Ensure full complement of Staff is put into place (Administration Officer, Marketing and Information Officer).
Secretariat
� Develop Strategic management plans for the following:
� Training, � Branding & Marketing � Networking & Resource
mobilisation � HR Development
3. FINANCIAL MANAGEMENT AND ACCOUNTABILITY
� Set up a Proper Tenancy Management System
Secretariat
� Improve the security for the Accounts Office
Secretariat
� Develop and maintain better Fixed Assets Records
Finance and Administration Sub-committee
4. TRAINING PROGRAMME � Enshrine the Lecturer Development programme in the strategic plan
Projects Sub-committee
� Develop a strategy on the utilisation of the new building
Projects Sub-committee
� Develop Short courses in ICT and Business Management
Training Sub-committee
10. ANNEXES
ANNEXURE I - Terms of Reference For Mid-term review of Kanyama Youth Programme
(2010)
Background for the mid-term review
The Kanyama Youth Programme was initiated in 1989 in Kanyama, the oldest compound area
in Lusaka, Zambia by the local people. The core idea of KYP is to improve the livelihood of
underprivileged young people (aged 15-30) by offering them vocational training. A special
focus is set on young women. The objective is to improve the self-sufficiency of the people
and improve the possibilities for employment, either as an employee or self-employed in
small scale business. KYP offers courses in Tailoring and Design, Hotel and Catering, Auto
Electronics and Auto Mechanics. Each course lasts a year. KYP also works directly within the
Kanyama community by organizing different awareness events (for example about AIDS
related issues) and activating local people to work together.
During the first phase of the Programme (2003-2005) the support focused on supporting the
courses organized in KYP. These vocational courses were, for example, tailoring, how to start
a small business, hotel and catering and courses for becoming waiters and cooks. These
courses were offered for short period of time and also for longer periods. Other main
objectives in the first phase were to train KYP`s personal, develop KYP as an organization and
to purchase material and equipment for teaching. The financing for the first phase was not
sufficient and therefore KYP was only able to get by in their daily functions but had no
resources for developing the activities further. The project started half a year too late due to
MFA`s (Ministry of Foreign Affairs of Finland) late decision concerning the finances.
The second phase (year 2006 - year 2008) concentrated on improving and further developing
the operations of the KYP Technical Institution. In this phase SYL´s support was targeted to
four different courses that last a year: hotel and catering, tailoring and design, automobile
mechanics, and auto-electronics courses. The objectives/results and activities to reach in the
second phase were:
- Quality of education
o acquiring of means and materials for teaching
o training of staff
o renovating of the teaching premises
- Image and reputation
o marketing strategy
o Marketing and Information Manager
o Relationships with business firms
o Internet pages
- Improvement of KYPT as an organisation
o institutional partnership
o surveying and creating possibilities of income generating activities
Page | 38
self-financed basic activities
According to the project plan KYP carried financial responsibility for all local administrative
costs (including administrative staff), financing of short courses and the maintenance of the
campuses’ area. KYPT’s own contribution was composed of small course fees from the
students, rental income from campus area businesses and from the cellular network tower on
campus, and organization’s membership fees.
When preparing the second phase of the project it was understood that both the teachers
and the students were committed to KYP. The students found the teachers´ level good but
said that there were not enough teachers. Other problems were too big workload for the
management, the lack of adequate material, lack of good infrastructure and problems with
finding places for attachments. Since the financing was not sufficient in the first phase it was
augmented significantly for the second phase.
In the third phase (2009 -2011) the objective is again to enhance the possibility of
employment of young people, especially women, through updated and improved vocational
and entrepreneurship training provided at the KYP training centre. This is done through:
- Ensuring that graduated students are better prepared to meet the needs of current job
market by updating the curriculum
- Improving the studying environment by training the teachers and acquiring modern teaching
materials
- Ensuring that graduated students have the know-how to start their own small-scale business
by integrating entrepreneurship training
- Improving KYP’s financial and administrative sustainability by broadening the financial basis
The Finnish NGO National Union of University Students in Finland (SYL) has supported the
Programme since 2003 with the financing from the Ministry of Foreign Affairs of Finland. SYL
has provided financial support to the Programme since 2003 being the main donor to date.
Every year there are one or two voluntary workers from Finland working as teachers in KYP
for 6-12 months. The cooperation is planned to end in December 2011.
The programme has been evaluated twice. First in 2005 by a Finnish voluntary worker Tero
Heiska, who evaluated the employment opportunities of the graduated students. This
evaluation was renewed by two other Finnish voluntary workers in 2007 (Marianne Winberg
and Laura Matilainen).
The vision of KYP is a skilled youth and empowered society. The focus is on the vulnerable
youth from community.
Today KYP`s main activities are the following:
1. Training; Offering underprivileged young people, especially women, vocational courses that
last a year in the following areas:
-hotel and catering
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-tailoring and design
-automobile mechanics
-auto-electronics
-power electricals
3. Marketing; TEVET Quality assurance (M & E) Advertisement of courses and programmes,
entrepreneurship development, developing service needed, follow-up.
4. Administration; Executive committee meetings, annual general meetings, planning,
monitoring and evaluation etc.
5. Awareness events in Kanyama community; drama sensitisation, workshops and meetings.
6. Broadening KYP´s financial basis; rents, tuition fees, development of new business
initiatives, monitoring profits
2. Purpose and objective of the mid-term review
The long term objective of the support to KYP Programme is to diminish the negative effects
of poverty. This is done by providing vocational education to vulnerable people, especially
women, in KYP Technical Institute.
This mid-term review focuses on evaluating the implementation and administration of the
project. The purpose of this mid-term review is to assess to what extent the Programme has
achieved its overall goal and objectives spelled out in the project plans, to analyse any
discrepancies encountered, recommendation for follow-up and whether there could be
lessons learned to be taken into account in future planning. In addition, the mid-term review
should give suggestions for the future development of the Programme, that is, how to
guarantee continuity of the activities after 2011. The mid-term review shall be future oriented
but based on solid evidence which can be drawn from experiences during the period in
question.
In addition, performance mid-term review related questions will be addressed to estimate
what kind of capacity especially regarding administration and management KYP has obtained
and currently possesses as well as their implications for the future of the Programme.
Based on this mid-term review the evaluator will facilitate a workshop in KYP in order to
e) discuss the findings of the mid-term review and how to implement the changes
suggested by the evaluator and
f) discuss how KYP can be ran independently in the future after the finance from SYL
comes to an end on the 31st
of December 2011
g) The evaluator shall write a report of the workshop.
The workshop should include broadening of KYP´s self financing basis and discussing the
possibilities for applying for additional support for KYP´s activities.
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3. Scope of the mid-term review
The mid-term review should contemplate the whole period when the project has been
implemented in cooperation with SYL, that is, starting from the year 2003 to present. The
mid-term review will be carried out Lusaka, Zambia in two KYP campuses, Kanyama and City
Campus.
4. Mid-term review issues
Relevance
Is the KYP Programme in line with the needs and priorities of vulnerable people in Kanyama
compound and the policies of Zambia?
Do the beneficiaries find the programme activities useful and if so, why?
Have changes in project environment affected programme’s relevance and how?
Has the ownership and participation of KYP Technical Institute´s students in planning,
implementation and monitoring of the project been sufficient?
Has the capacity building of KYP personnel been sufficient?
Efficiency
Can the costs of the Support to KYP be justified by the results?
Have financial resources been used in an effective and timely manner?
What is the competence, skills and capacity level of the staff on administration and managing
the project and the income generating activities?
Effectiveness
Has the Support to KYP achieved its objectives or will it do so in the future?
To what extent is the achievement of objectives as result of the project?
What have been the enabling or hindering factors in achievement of expected results?
What kind of changes there have been in the employment situation of the people who have
studied in KYP?
Impact
Has progress been made towards achieving the overall objective of the Support to KYP?
What are the overall effects of the Support to KYP, intended and unintended, long term and
short term, positive and negative?
Sustainability
Will the benefits produced by KYP be maintained after the termination of external support
from SYL?
On what conditions/premises will the benefits be maintained?
Has the capacity of KYP increased sufficiently for it to continue to work without SYL’s
support?/ Does KYP have financial and human resources to carry out activities without
external funding? If not, what would be the possibilities for getting external funding?
Assessment of the extent of commitment of the Government of Zambia and other
stakeholders including the NGO community?
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Coherence
Coherence/complementarity measures
Whether and how the goals that are central to Finland’s development cooperation policy
Zambia’s development policy are taken into account?
Is the work in line with the principles of NGO cooperation established by Ministry for Foreign
Affairs of Finland?
Finnish value added
What is the added value provided by the Finnish support?
5. Cross-cutting issues
Is the Programme taking into account gender issues an increasing gender equality and if yes,
how?
Are the needs and roles of both women and men recognised in the planning and
implementation of the Programme?
What effects does the Programme have on natural or man-made environment?
How are human rights, good governance and democracy promoted by the Programme?
Has the Programme had any influence on the HIV/AIDS situation in Zambia, especially in
Kanyama compound?
6. Methodology
The mid-term review methodology should be a mixture of review and analysis of all available
documentation and interviews with KYP key persons (lecturers, management and board), KYP
current and former students, companies that employ students and potential employers of
graduates, representatives of TEVETA and other relevant persons in the community. The
evaluator shall ensure adequate involvement of all concerned and interested parties in the
mid-term review through information sharing and consultations.
The mid-term review will be carried out by studying the project plans, reports, cooperation
agreements and management documents provided by KYP and SYL and conducting interviews
with KYP´s personnel, students and community representatives. For understanding the real
effects of KYP training interviews should be held also with already graduated students
concerning their employment situation and satisfaction with KYP training. Because of the
activities organised in communities, interviews should be held also in the community level.
7. Expertise required
The mid-term review will be carried out by one evaluator to be recruited from Zambia. KYP
will assist the evaluator in carrying out the work in Zambia.
The evaluator shall be neutral and independent from KYP and its activities. In addition, the
evaluator should possess following qualifications:
- a strong experience in carrying out development cooperation project evaluations
- experience in cooperating with NGOs
- knowledge of capacity building
- knowledge of education sector is an advantage
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- some knowledge on development cooperation principles by the Ministry for Foreign
Affairs of Finland would be an advantage
- good command of oral and written English.
- Degree in project management or monitoring and evaluation
The applicant should be prepared to show a previously made review or evaluation with
references from the organization it was made for. The evaluator is welcomed to point out and
highlight any other qualifications possessed that are relevant to the mid-term review.
8. Work plan and timetable
The mid-term review will be divided into phases in accordance with the following tentative
schedule, subject to being finalised with the evaluator:
- drafting the TOR
- mid-term review quotations from evaluator candidates by the 13th
of November, the
quotations shall include a proposal for the costs of the whole review and a plan for the
timetable for performing it
- contracting the evaluator based on the quotations received
- submitting background material to the evaluator
- desk study and review of background material
- drafting interview questions
- carrying out field study
- compiling draft report
- commenting on draft report
- finalising draft report
- facilitating a workshop in KYP in order to
1. discuss the findings of the mid-term review and how to implement the changes
suggested by the evaluator and
2. discuss how KYP can be ran independently in the future after the finance from SYL
comes to an end on the 31st
of December 2011
3. The evaluator shall write a report of the workshop.
The mid-term review shall be carried out between January-February 2010. However, it should
be noted that all of this time is not full time work. The estimated total working time will be
around 15-20 days depending on the finalisation of the TOR.
The final report shall be submitted both in electronic and paper version to KYP and SYL. The
report will be prepared in English and it shall include the findings of the mid-term review and
of the workshop. After submission of final report there shall be a presentation of the report in
KYP for the staff and the board to discuss about the findings and future steps.
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9. Reporting
The mid-term review report shall be written in English and provided in an electronic and
paper version to KYP and in an electronic format to SYL. The draft report shall be submitted in
electronic format by the 15th
of February after which the parties have 2 weeks to submit their
comments.
KYP and SYL will submit comments on the draft mid-term review report in electronic format
to the evaluator within 2 weeks after receiving the draft. The final report should be submitted
within 2 weeks of receiving the comments. After finishing the report a seminar/workshop on
the mid-term review results will be organised to discuss about the findings between
stakeholders in Zambia.
The report should include concise summary of main findings, conclusions and a detailed plan
for the future. The mid-term review will be used to assess the status of KYP and actions to be
taken in the future.
Copies of the mid-term review report will be submitted to the both cooperation partners,
Ministry for Foreign Affairs of Finland and possible new donors interested in supporting KYP.
Evaluation guidelines: Between past and future from Ministry for Foreign Affairs of Finland
(2008) should be followed when carrying the assignment.
Attached to the report the evaluator should also include the material acquired during the
mid-term review (such as the interviews and other information that might be useful for KYP
and SYL).
10. Budget
The total costs will be covered by SYL and KYP from the development cooperation funds
granted by the Ministry for Foreign Affairs or from SYL´s own development cooperation funds.
11. Mandate
The evaluator is entitled and expected to discuss matters relevant to this mid-term review
with pertinent persons and organisations. However, the evaluator is not authorised to make
any commitments on behalf of KYP or SYL.
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ANNEXURE II – AN ARTICLE ON ICT LITERACY
CHODORT pioneering in ICTs for rural areas; a first in the TEVET sector
Written by Youngson Ndawana
Friday, 15 January 2010
In the town of Choma, something pioneering the development of Information and
Communication Technologies in Zambia is happening. It is by any standards inspiring to
A fully furnished container ICT centre
note the innovativeness of such a town that is playing a lead role as Zambia continues
migrating towards the new technologies in the ICT sector and recently there has been talk of
the “Digital Migration” from analogous modes of information and communication
technologies.
Chodort, short for Choma and Dortmund, a TEVETA registered training institute at run by the
United Church in Zambia is pioneering a project named Linknet that will see a total of 150
twenty foot containers fully furnished with internet access facilities to connect all the 73
district councils and rural health centres and clinics as a way of improving ICT in the country.
Head of Project, Mr. Sibu Thomas who is also the IT Manager at Chodort is spearheading the
project together with lecturers and students in the ICT section at the training centre.
Mr. Sibu Thomas, IT Manager, Chodort
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The project which seeks to take new ICTs to remote and rural areas is the first of its kind in
Zambia as the containers are completely furnished and equipped with all the equipment and
gadgets necessary to run a fully fledged and connected internet facility besides enabling
people in the locations to be exposed to computer technology and improve computer literacy
levels among them.