1. Liberia youth, employment, skills project June 3,2003 World BankProject Development evaluation project 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 1

2. Contents 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 2 1. Introduction 2. Presentation of the project 3. Logic model matrix 4. Evaluation design matrix 5. Conclusion

3. Introduction The elected project: LIBERIA YOUTH, EMPLOYMENT, SKILLS PROJECT What is the subject? Unemployment gap created by the global financial crisis. Poverty reduction and peace stabilization require new employment opportunities, and necessitate accelerated structural changes in the economy.  How to provide skills to the displaced and marginalized in order to create economic growth and to sustain peace? 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 3

4. Introduction What type of evaluation? A ex-post (final) evaluation: directly after completion, focus on results and impacts. To improve government actions. To know how to conduct future similar projects. Support? A World Bank project appraisal document (june, 2010) 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 4

5. Context and rational  What country and sector issues? 1. Period of transition: moving from transitional post- conflict recovery to laying the foundations for long-term development. Consequences of civil war: bad governance regional instability the marginalization of huge sectors of society Main victims: young and rural population 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 5 Presentation of the project

6. Context and rational 2. A new democratic government elected in 2005 (headed by President Ellen Johnson Sirleaf) and a Poverty Reduction Strategy (PRS): A political and economic restructuring Reforms to improve economic governance, transparency, economic growth, and social development Results of the reforms: growth rate of 7.4% and increase in the Foreign Direct Investments (FDI) 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 6

7. Context and rational 3. A fragile situation exposed to the global crisis: Current per capita GDP :US$222 63.8 % of Liberia 3.5 million people live below the poverty line 47.9 percent living in extreme poverty The main revenue sources (exports of natural resources) are subject to the fluctuations of international markets (a decrease of the price rubber by 60%) 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 7

8. Context and rational 4. The global crisis exacerbates existing youth vulnerabilities (75 %of the population under 35 years): Lack of education and skills likely will relegate them to low productivity and low-wage jobs Crime and violence due to prolonged unemployment Corruption resulting from opaque practices The current economic structure limits the creation of new, more productive jobs, given the prevalence of low-yield agriculture and the limited size of the formal sector 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 8

9. Context and rational 5. Role of communities (local ingenuity): Liberian communities have provided leadership to youth They identified local development priorities They ensured transparency They mobilized resources They supported the vulnerable, the poor, and young people 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 9

10. Context and rational 6. The need to provide basic, and technical skills training: A well-functioning technical and vocational education and training (TVET) system Basic literacy and numeracy to help increase youth employability TVET reform is necessary to reorient public and private TVET providers into a sustainable, demand- driven system 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 10

11. Description of the project Total value of the project: US$16.0 million Objective: “To expand access of poor and young Liberians to temporary employment programs and to improve youth employability in support of the Government of Liberia’s response to the employment crisis.” Two components: 1) Community Works (US$8.5 million) 2) Employment through Skills Training (US$7.5million)

12. Description of the project Component 1: Community Works a. Creation of Community-Based Public Works Activities  Increase the funds allotted to the ongoing Work Temporary Employment project, implemented by the LACE  Reinforce basic life skills (punctuality, professionalism, respect, teamwork)  Strengthen the impact of the temporary jobs by focusing on the community’s most important priorities and increasing trainees' productivity. b. Provision of assistance for the Coordination and Monitoring of Public Works activities  Provide technical assistance to the government to better coordinate temporary employment activities.  Undertake a feasibility study to evaluate the impacts of the potential inclusion of pivate contractors to implement some of the publics works activities

13. Description of the project Component 2 : Employment through Skills Training a. Skills Development Programs  Provide key skills in high demand, both in the micro and small enterprises and in the large industries. Both in the formal and informal sector. b. TVET Institutional Development  TVET: Technical and Vocational Education and Training  Provide assistance in the creation of an institutional and policy framework with the long term objective of creating an efficient demand-driven TVET system.

14. INPUTSACTIVITIESOUTPUTSOUTCOMESIMPACT Component1 : -8,5$ M  7,5 $M for community-based public works activities  1$ M for coordination and monitoring Component1 : -More money allotted to the WTE project -Training in basic life skills (punctuality, respect) -Work supervision -Technical assistance to the government - “ Indemnities ” system for trainees -System of babysitting Component1 : -17000 temporary jobs created -Babysitting system implemented -Daily wage for a great number of poor people -Public works carried out Component1 : -Labor market is more flexible -Increase in women and youth participation -Employment of youth and women in temporary jobs -Improvement of participant ’ s productivity -Improvement of participant ’ s civic involvement Component1 : IMPROVEMENT IN YOUTH AND WOMEN ’ S LIVES CONDITIONS (decrease of the poverty rate) Component 2: -7,5$M  1,5 $ M for TVET  6 $M for skills development program -Teachers Component 2: -Training in professional key skills -Selection of micro and small firms with potential growth (formation) -Selection of communities with potential growth (informal) -Internships and apprenticeships for people selected -Technical assistance of the TVET institutional dvmpt Component 2: -Improvement of TVET system -Development of demand-driven skills system -Development of MSE and cooperative firms Component 2: -Reinforcement of private/public partnership -Increase in employability of young people and women -Improvement in the capacities of the private sector -Increase in labor demand Component 2: IMPROVEMENT IN LIBERIA ’ S GROWTH RATE Logic Model

15. Evaluation design matrix (1) ObjectivesGuide questionsIndicatorsData source, sampling method & data collection method. To improve the participation of women and young to the activities of the development project. Does the daily wage meet the needs of the beneficiaries (women and young people)? Amount of daily wage allocated to young people and women in other similar projects. Data sources: Project Managers, Documents, women and young people. Sampling method: Case study: Purposively selection of similar projects, in similar economies. Random sampling Data collection: Personal interviews with Project Managers. Structured survey to young people and women.

16. Evaluation design matrix (2) ObjectivesGuide questionsIndicatorsData source, sampling method & data collection method. To improve the employability of youth and women. To what extent skills trainings improve the employability of youth and women? To what extent the development of the private and unformal sector improves the employability of youth and women? Did the programm create long-term and sustainable employement for youth and women? Number of youth and women employed at the end of the training. Percentage of beneficiaries unemployed before project. Number of self- employement. Number of job created in private sectors at the end of the training. Percentage of employers satisfied with the quality of the trainees. Percentage of trainees with a full-time job. The evolution of the unemployement rate of youth and women. Questionnaire survey in person to every participants. (This one can be done at the beginning of the training) Questionnaire survey in personn to every trainees. Semi-structured interviews with employers. Questionnaire survey in personn to every beneficiaries. (This one should be done some months after the program ends.) Document review should be used for triangulation. 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 16

17. Evaluation design matrix (3) ObjectivesGuide questionsIndicatorsData source, sampling method & data collection method. To create an efficient, revelant, sustainable and demand-driven technical and vocational education and training (TVET) system that integrates both private and public sectors service providers. How many policies have been made by the government to reinforce the capacities of the TVET system? To what extent the technical and financial support to policies planned by the governement for TVET improves its capacities and assists its certification? Is the TVET system currently effecient, revelant, sustainable and demand- driven? Number of policies made to reinforce TVET system. Bord of accreditation and certification is established. Number of TVET program trainees employed after their certification. Currently credibility and place of TVET system Board of policies signed and made to reforce TVET system, document review (non project related). List of accrediations and certificatins delivered since the project implementation, document review (monitor record) List of TVET participants, questionnaire survey in- person (structured interview) with a stratified sampling. Interview with employees, private and public sectors and participants, in-person interviews semi-structured, with a random sampling. 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 17

18. Conclusion This project leads to reduce the poverty and to improve the employement rate of youth and women in Liberia. This final evaluation should evaluate the participation of youth and women to the activities, the evolution of the unemployement rate and the TVET system. The data collection method used are the document review, the personal interview and the questionnaire survey in personn. 21/10/2015 T.Dupont, V.Patine, M.Ragot, M.Vertone, M.Yamaguchi 18