2. 1
This booklet provides steps, processes, features of ICT integration,
lessons learned in implementing and evaluating ICT integration
based programs. This program focuses on active learning , Teach-
er student relationship, use of ICT in training environment, and set-
ting up of ICT infrastructure in a Youth Polytechnic. The processes
and lessons learned are replicable to ICT based programs. This
booklet is intended for ICT Integrating organizations in rural ar-
eas, Youth Polytechnic training Centers, Education practitioners
and development organizations in the area of creative use of ICT.
Successful Youth Graduate
&Happily employed
INTRODUCTION
4. 3
The government has been increasing the development budget allocation
for youth polytechnics because YPs have continued to register highest en-
rolment among TIVET institutions.High primary schools completion rate and
lower transition rate to secondary school exposes the left out youth to sev-
eral challenges such as unemployment, drug addiction, early pregnancies
and HIV/AIDS. Also, the need to produce quality skilled man power and link
them to the production sector and the establishment of MOYAS Department
through the Presidential Circular No. 1 of 2005, with a mandate of revitaliz-
ing the YPs countrywide created a conducive environment to work with YPs.
MOYAS had put in place the following strategies for revitalizing the YPS:
Development and implementation of the new curriculum for YPs, construc-
tion and refurbishment of YP infrastructure, staffing of the Department and
YPs, provision of the Subsidized Youth Polytechnic Tuition, provision of Top-
up-Grants to registered public YPs, Ensuring quality assurance and standards
are maintained in YPs,establishment of a legal framework for the YPs, re-
source mobilization and promote collaboration and networking with develop-
ment partners and stakeholders in the implementation of TIVET in the YPs..
We held numerous Community meetings to have the community support.
Also,we borrowed largely from a similar project in Chawama in Zambia and
replicated the use of white boards innovativation from a creative case study on-
line: Cyber Smart Africa in Senegal http://www.cybersmartafrica.org/about/
ICT Integration must be based on introduction of capacity building, Active
learning supported by quality content and relevant technologies.
Achievements are setting up of N-computing in ICT Lab , Set up of
smart boards in the workshops, capacity building of teachers and stu-
dents through active learning,writing of a guiding framework and De-
veloping of a Content Management system for the YP curriculum.
Why did we decide on youth polytechnics?
How did we achieve it?
Which aspects of ICT did we focus on?
What have we achieved?
5. 4
Integration process overview
ICT integration is based on tested best examples from Chawama and
CyberSmartAfrica use of smart boards in classes of Senegal. The stps
depicted below were used to develop the ICT integration program.
Guidelines for effective Integration programs include these steps.
2.Set-up
Put in place an administrator for the project, purchase the required
technologies, prepare tools for conducting needs assessments, furnish
the room and then install the equipment.
3.Implementing the program
Conduct Training of trainers, trainers train the students, incorporate
active learning tenets.
4.Assess impact and refine.
Monitor and evaluate the program impact on the target group
1.Planning and strategizing
Conduct a baseline survey and organise meetings with the stake hold-
ers about having integration program in the area.Possibly,organise for
exchange visits.
6. 5
Planning
and
Strategizing
Plan to use smart boards in the workshops.
The project borrowed greatly from innovative and creative case study
online: Cyber Smart Africa in Senegal http://www.cybersmartafrica.
org/about/ and sought to improve on illustrated approach to the local
situation. It analyzed the case study and made it suit Kenyan context.
7. 6
Planning and Strategizing
Interactive white boards are ideal for training in the workshop
• It allows the instructors to physically draw designs,patterns and sketches
• Allow use of ICT to deliver lessons creatively
• Allow recording and capturing of lesson plans,leasson teaching,lesson ex-
amples and lesson contents in real time.
• Through the intenet ,the instructors are able to tap into more advanced
designs, patterns and sketches.
• The lessons contents are projected on the bare walls and the instructors
can delete, edit, draw and save on-the-go.
Interactive teaching aide provides modern means of training peo-
ple in remote and rural areas using up to date market knowledge. This
is quite important for the youth learning in rural areas to be able to
compete with other traininess from urban areas in the job market.
This is how the digital interactive whiteboard is set up
This must sit on
top of the Hitachi
to make the
projection
interactive
Projectorpal 360 Digital
Interactive white board
wall/peace of cloth
Hitachi Projector
laptop
8. 7
Planning and Strategizing
Everyone has a role to play in improving quality of education and learning
environment in YP.
1. Education policy makers
2. Law makers and government officials
3. Legal Experts
4. Donors
5. Parents
6. Youth
7. Tutors/Instructors/Trainers
8. Development activists
9. Companies /job markets/Employers
Comprehensive Education covers five pillars
1. Supportive Learning Environment
2. Acquisition of Relevant Knowledge, Attitudes and Skills
3. Qualified teachers teaching in class/ workshop
4. Injection of good management standards
5. Greater involvement of Parents and community
A. ICT integration means involving all people at all levels
B.ICT Integration Means Providing Comprehensive Educa-
tion
Plan and strategize to achieve A to D
9. 8
Planning and Strategizing
Efficiency and effectiveness mean that YP should be complaint ;-
1. YP should provide youth friendly corners
2. Integrated services for youth
3. One-stop shop for learning
4. All services available in one center
5. Extended hours of access
6. Youth friendly trainers.
7. Gender balance
C. ICT Means Efficiency And Effectiveness
D. ICT Means Behaviour Change
1. Enrolling more girls as teachers and students.
2. More youth seeking education from the YP
3. More Companies recruiting from YP
4. More youth getting livelihood after YP education
Successful planning targets
recruitment of more girls into YP’s
10. 9
Planning and Strategizing
Plan To Adopt N-Computing
Plan To Integrate Active Learning
Active learning involve training youth on the relevant skills to the
market including softskills.
Softskills such as
1. Critical thinking
2. Creativity
3. Collaborating
4. Problem Solving
N-computing is a computer system using one CPU for many monitors (virtual
monitors).
It is a high cost performance and low cost computing and reduces hardware
and maintainace costs by 75%
Features
1. A single modem
2. A single router
3. 15 monitors
4. Two C.P.U virtually shared with the 15 monitors.
5. one-four-in-one color printer
6. Two UP’s
7. Seven monitors share one CPU
11. 10
Planning and Strategizing
Capacity building is vital because educational and learning objective of ICT
training at the polytechnic require basic digital literacy, attractive, dynam-
ic, “entertaining” and something more relevant for the instructors to help
them in their day today lessons
The project introducs Instructors to text processing that is more oriented to
publishing, authoring and teaching.
Capacity building speed up curriculum development and ensure instructors
are well prepared to provide quality education to a large group of students
in a class environment where there was less supporting infrastructure,
Features
1. You can use moodle,joomla, php, wordpress, the .net platform or many
of the available softwares to make a content management system.
2. Ensure the curriulum has the students side and the teachers side.
3. We have to retain the polytechnic curriculum as it is. All the trainers
have to do is to add designs, patterns, and better designs to help in
explaining the content.
Plan For Capacity Building Of Instructors And Students.
Plan for a Content Management System for the Youth
Polytechnic Curriculum.
13. 12
Support tool- It has six
steps to be followed
Step 1: Involvment of stakeholder
Step 2 : Needs assessments
Step 3: Objective
Step 4: Evidence based intervention
Step 5: Adoption and implimentation
Step 6: Monitoring and Evaluation
14. 13
2. Are the project beneficiaries involved in the planning committee.
1. Are the right resources represented in the planning committee1. Are the right resources represented in the planning committee
A. Involvement of the stakeholders
SET-UP AND SUPPORT TOOL
Stakeholders will be needed for the walkabouts and informal meetings ;
Scenarios building workshops ; Round table meetings and innovation work-
shops.
Are the following voices represented in the planning team
• Project management ................................
• IT specialist ................................
• Learning experts ................................
• ICT integration framework ................................
• Technology suppliers ................................
• Trade Instructors ................................
• Youth polytechnic management ................................
• Quality assurance team ................................
• Support and maintenance team ................................
• In service training team ................................
Are they involved in the
• Stakeholders meeting ................................
• Design of the project ................................
• In the round table meetings ................................
• Walk about and informal meetings ................................
• Scenarios building workshops ................................
• innovation workshop ...............................
.
Answering the guide will help you be on track so fill in the questions on:-
15. 14
3. Are the implementing partners involved in the planning committee
4. Are gate-keepers involved in the planning committee
SET-UP AND SUPPORT TOOL
Are they involved in the
• Stakeholders meeting ................................
• Design of the project ................................
• In the round table meetings ................................
• Walk about and informal meetings ................................
• Scenarios building workshops ................................
• innovation workshop ...............................
.
Have you sought for the support of relevant authorities
• Ministry of Education ................................
• Ministry of Youth ...............................
• ICTBoard ...............................
• Local Administration ...............................
• County government ...............................
• ICTBoard ................................
Have you sought for the support of relevant community leaders, Community
organizations and private companies
• Parents ...............................
• Community ...............................
• Private companies ...............................
Have you sought for the support of specialist in ICT integration
• Funding partners ...............................
• County government IT team ...............................
• ICTBoard ...............................
• Local NGO’s ...............................
16. 15
C. Objectives
SET-UP AND SUPPORT TOOL
B. Needs assessments
Answering the guide will help you be on track so fill in the questions on:-
Have you collected training needs of
• Instructors .................
• Youth Polytechnic trainees .................
• Youth polytechnic management staff ..................
• Youth polytechnic board .................
Have you collected market needs from possible employers like
• leather factories ..................
• Motor vehicle factories .................
• Furniture factories ..................
• other relevant factories in the area ..................
• Goals include advocacy and lobbying ................
• Goals include raising awareness .................
• Are the goals promoting a supportive environment? ......................
• Goals promotes access to Iservices? .................
5. Is the ICT integration intervention based on Needs assessment?
6. Are the ICT integration goals clearly defined?
7. Does the goals promote a supportive environment?
• Are the Integration goals smart? .................
• Are the outcomes reflecting on the goals .................
• Are the outputs reflecting on the goals? .................
17. 16
D. Evidence based intervention
SET-UP AND SUPPORT TOOL
Answering the guide will help you be on track so fill in the questions on:-
9. Are the facilitators creating a safe environment for the
Youth polytechnic instructors to participate?
10. Are the Instructors creating a safe environment for the
trainees to participate?
11. Are the facilitators creating a safe environment a
positive student-teacher relations?
8. Are the ICT integration goals based on a holistic approach?
• Are both boys and girls involved? ................
• Are rights of both girls and boys upheld? ................
Is the ICT integration-safe-environment clearly defined?
• The instructors are a assigned training space(class) ................
• Trainers’ capacity is built through Training of Trainers ................
• Trainers are trained on curriculum delivery .................
Is the ICT integration-safe-environment clearly defined?
• The students a assigned training spaces (class) .................
• Students’ trained by supportive instructors team .................
• Students trained using improved patterns, and drawings . .................
Facilitators engaging students in the lesson process.
• Intervention provide tips for classroom management ..............
• Young people inducted using icebreakers ...............
• There is opportunity for all young people to participate ...............
18. 17
E. Adoption and Implementation
SET-UP AND SUPPORT TOOL
Answering the guide will help you be on track so fill in
the questions on:-
Are the project implentors professional in ICT integration. And if so do
they get regular capacity building to improve on their skills. Are they privy
to the relevant softwares that can be used to perform simple publishing
as well as teaching? The facilitators should be able to train on active par-
ticipation in class, understand the participatory educational techniques.
Do you have support system in place for the facilitators?
• Refresher courses/Capacity building .................
• Review meetings .................
• On the job support and feedback ..................
• Supervision and monitoring .................
12. Are the facilitators getting on-going training and support to
implement appropriately?
12. Are the facilitators getting on-going training and support to
implement appropriately?
14. Can the intervention be replicated?
15. Can implementation be sustained?
Have you involved the use of publicity tools to publicize the ICT integra-
tion?
• Have you involved the social media .................
• Met parents, community leaders .................
• Publications like brochures and flyers .................
Are the steps and procedure systematic to support replication?.
• Process and systems well documented ................
• There are policies guiding process ................
• Involvement of stakeholders at all levels ................
Facilitators engaging students in the lesson process.
• intervention provide tips for classroom management .................
• Young people inducted using icebreakers .................
• There is opportunity for all young people to participate .................
19. 18
SET-UP AND SUPPORT TOOL
F. Monitoring and Evaluation
Answering the guide will help you be on track so fill in the questions on:-
16. Have you assessed the impact of the integration inter-
vention?
17. Have you conducted situation analysis?
18. Have you monitored and evaluated the process of
Integration?
Is the ICT integration behind the behaviour change witnessed?
• More and more youth are enrolling into Youth Polytechnic ..............
• To what level have you measured that the project has been implemented
according to plan? ..............
• Community members are supporting the polytechnic ..............
• The curriculum content is getting rich everyday as trainers find
better patterns, drawings, images and illustrations ..............
Have you conducted the situation analysis?
• Are there new laws and policies emerging as a result
of project lobby and advocacy ..............
• Is ICT integration well within the laws ..............
• Have you analyzed the existing laws, policies and
regulations that affect ICT integration ..............
Facilitators engaging stake holders in evaluating the integration process.
• Have you developed tools that allow all stake holders evaluate one anoth-
er within the project on daily, weekly and monthly ..............
• Have you measured the content’s effectiveness in ICT
integration and content delivery? ...............
• The project facilitators are following procedures of
procurement, expenditures, recruitment, and
documentation? ...............
20. 19
SET-UP AND SUPPORT TOOL
What is the criteria for selecting a yp?
Potential YP for Integration should fulfill the following requirements:
a. The YP should have secure, available space, to be allocated for ICT lab.
The space should have burglar proof doors, secure ceiling and grilled windows.
b. The available space to have electricity connection with safe sockets and
well trunking system.
c. The available space to be furnished with furniture ( i.e. tables and seats)
and should be able to host at least 20 computers.
d. The YP should have income generating project in place to help them sus-
tain the project especially in terms of paying for the security (alarm) and the
regular repair and maintenance of the machines.
e. The YP should be owned by the ministry of youth, focused and identified
as an organization with a mission to empower the disadvantaged youths living
in rural areas.
f. The YP should have qualified trainers who are willing to be part of the
ICT Integration. They should be eager to accept the technology and to protect
them against vandalism.
g. The YP should look for means to ensure that the youth attending the train-
ing are given materials and moral support for them to be able to learn without
failure.
h. The YP to have been in existence for at least a year before it is considered
for ICT Integration.
i. The YP to have in place clearly defined Mission, Vision, and objectives with
a clearly defined management structure with contact person (representative)
with whom the project manager can communicate with.
j. Lay out concrete plans on how the trained youth will share their skills
with those that may not have had a chance to attend the training at the YP
i.e. giving back process.
k. Lay out concrete plans on how the trained youth will be linked to the
employment market either for internship or employment once trained i.e.
placement into job market.
l. The YP should be gender sensitive, giving equal chances to both boys and
girls.
m. Have an office for its operations
22. 21
IMPLEMENTATION
Process of implementation
1. Baseline selection of YP and courses
2. Renovation/Setting up of the ICT lab and the workshop.
3. Collaboration or partnering with other stakeholders.
4. Capacity development of the YP trainers in the ICT integration and
lessons development using ICT tools.
5. Development of the course materials with the YP trainers
6. Implementation of the integrated courses( The trained trainers train-
ing students/trainees)
7. Creating linkages with the local companies and business for intern-
ship and placement of the graduates
8. Write up of the lessons learnt
23. 22
IMPLEMENTATION
“Baseline
selection of the
Youth
Polytechnic
to implement &
the courses.”
Total enrolment in YP’s in 2009 was
18,122 and the number has been
growing.
Stake holders in selection of YP
could be :- National government,
County government, community
members,participating NGO’s both
foreign and local ones.
There are private and public YP’s. The
project focuses on public YP’s that are
owned and run by the government.
You need to prioritize which of the 47
counties in the country with over 700
YP’s that train in technical vocational
training courses you would implement.
Total enrolment into public univerisi-
ties by JAB is 10,000 which is far less
than what YP’s take in per year.
With the high primary schools completion rate (81.0%) and lower transition
rate to secondary school (59.6%) in 2007 (End Term Review of the Economic
Recovery Strategy for Wealth Creation (ERS) 2003-2007), the relevance and
timeliness of TIVETinstitutions and particularly YPs cannot be over-empha-
sized.
24. 23
“Renovation/
Setting up of
the ICT lab
and the
workshop”
Renovation:
Work with the local artisans or local entrepreneurs who normally provide ser-
vices to the institution. Ask them to tendender in a competetive way. Ensure
the labroom can accomodate at least 15 users at a time and well ventilated.
Open workshops are fitted with curtains and there is no limit to the number
they could contain.
Furniture:
Select the appropriate furniture
for the lab. The furniture includes
seats, and tables. Provide a steel
cabinet for storing the equipments
safely.
Security:
Procure services of a security firm
that have an alarm system in place
that protects against intrusion and
has alarm response team. Ensure the
room has burglar proof doors and
windows.
Electricity and Internet:
Ensure electricity is provide through a trunking cable of 2.5’’ and that there
are enough sockets for all the lab gadgets. Internet is to be provided through
a modem and then shared through a router to the N-computers and wirelessly
to other portable devices.
IMPLEMENTATION
25. 24
Collaboration
Below is a pictorial sample of a Memorundum of understanding (M.O.U) be-
tween the project partners
ICT Integration is a joint effort from different stakeholders and project part-
ners that requires written rules of engagement. The rules of engagement
must capture contribution of each partner in an M.O.U
IMPLEMENTATION
Identification of the key stake holders
Discuss objects of the MOU and roles of the partners
Set Aims, in puts and out put
Discuss focus area the partnerships
Discuss areas of collaboration, roles and responsible of each partner
member
Conflict resolution and intellectual propererty rights
Amendments and termination of the MOU
Authorization and entry into force of MOU
26. 25
Capacity development
Conduct Training Needs Assessment
(TNA) and Training of Trainers(TOT)
workshops.
Instructors are introduced to text
processing that is more
oriented to publishing , authoring
and teaching.
Guide trainers into identifying the
educational and learning objec-
tives of introducing ICT at their
institution.
Introduce trainers to basic digi-
tal literacy that is more attrac-
tive, dynamic, “entertaining” and
probably more relevant to their
day today lessons.
Lesson development
Nowadays there are more and more tools that can help trainers to produce
interactive material that can be used offline and online. Some of the tools
are online, some other are desktop based applications
Below are some of the emerging tools that enable a teacher develop simple
interactive material:
http://scratched.media.mit.edu/
http://animoto.com/
IMPLEMENTATION
Capacity
development of
the YP trainers in
the ICT
integration and
lessons
development
using ICT tools.
27. 26
Development of the course materials
with the YP trainers
Improved Course material
Instructors must keep using the trade
test curriculum that is provided for
by the government.
Instructors to publish hand written
notes into digital documents. They
type hand written notes into soft
copies and make lessons plans before
class.
Instructors search for relevant
sketches, patterns and designs
from the internet to enrich their
training material to the content
Introduce trainers to using the in-
teractive white board in the work-
shops. Teach them how to draw,
illistrate, save and edit their work
using white baords.
Content development using interactive whiteboard
Through Interactive whiteboards the instructors learn new methods of de-
livering lessons. Where they used to do a lot of writing using white chalk
on blackboards now they use interactive surfaces enabled by whiteboards.
Instructors are empowered to perform simple text processing that is more
oriented to publishing, authoring and teaching. The contents they create are
instantly saved for compilation, into electronic format,by the white board.
Later these sketches, patterns, drawings and other resources from internet
form the larger improved e-curriculum.
IMPLEMENTATION
28. 27
Implementation
of the
integrated
courses
Capacity development
Active learning:
Instructors attend the TOT and then practice lessons and skills learnt with
their students. It is like a candle lighting a candle. We train Instructors and
then instructors train their students.
Students led learning:
With Integrated courses the students take active role in learning. They are
empowered to do research and then make presentations in class.
Content Management System for the Curriculum
It is an emerging common trend to have electronic curriculums that could be
accessed cross platform through such devices as mobile phones, desktops, and
ipads. These curriculums can also be accessed both online and offline. A good
example is Nairobits curriculum
http://test.bitsacademy.org/home.html. The advantage of Management sys-
tem is that the teachers themselves update the contents because it is a user
generated system.
Integrated courses aims at building
• Knowledge
• Skills
• Attitudes
Each course provides lots of exercise and illustrations to the student.
IMPLEMENTATION
29. 28
Creating linkages with the local com-
panies and businesses
Business Partners database
YP to create a database of business
partners and to continously recruit for
new ones.
Internships and placements
The management to engage the partner
companies by asking them to provide in-
ternship opportunitites to the YP gradu-
ates.
Profiling the institution
The YP management is encour-
aged to create a publicity policy
which supports production of public-
ity materials like letterheads,banners
,newsletters, social sites,powerpoint
presentations,bronchures and business
cards.
Selling Point
Selling point of the ICT intgration project is linking graduates the employment
opportunity. This is deliberatly done by engaging the business partners and
surrouning companies directly in the learning process of the students.
Networking
YP staff and students to attend
local meetings and events
IMPLEMENTATION
31. 30
Assess impact and Redifine
Measuring The Impact Of Ict Integration Programs
For Youth Polytechnics
PROCEDURE
A . Select your indicators
B. Select the Monitoring and Evaluation design
C. Design Tools
D. Collect information
F. Analyse the information
F. Write a report
32. 31
Why do you want to do an Monitoring and Evaluation of the program? .........
..............................................................................................
..............................................................................................
Two factors to consider when thinking of indicators (Reasons for doing an
outcome and output Monitoring and Evaluation):
We are thinking of tracking and measuring changes within people
(Answering the guide will help track changes within target group fill in the
questions on:-)
• Youth are seeking education from YP’s now compared to be before the
intervention. Are these changes attributed to the ICT integration?
..............................................................................................
• Youth referring friends to the YP’s for learning
..............................................................................................
• Is the program appreciated by Instructors and the trainees?
..............................................................................................
• What Attitudes and Skills have changed ..........................................
• What is the quality of implementation by the instructors?
..............................................................................................
We are thinking of tracking and measuring the numbers we promised to
reach
• How many boys and girls did you target to serve?
..............................................................................................
• How many girls and boys have you reached?
................. ............................................................................
• How many business companies did you target to lobby?
..............................................................................................
• How many traineess have been placed in the business companies?.
..............................................................................................
Assess impact and Redifine
A. Select Indicators
1. Outcome
2. Output
33. 32
Assess impact and Redifine
C. Design tailor made tools
B. Select the M and E design
D. Collect information
You have options to choose from in the design of M and E.
1. Pre and post test
Youcandecidetodoapre-testbycollectinginformationfromtargetgroupsbefore
youstartimplementingtheICTIntegrationprogram.Youthenimplementthepro-
gram and at the end of the program you conduct a Post test on the target groups.
2. Comparison groups
You can decide to get a group of youth who have not been reached by the
program and compare them with one that has been reached by the program.
NB: Also plan for how you will do your sampling. Sometimes you
can select all the participants in your program to be tested.
You can use one of these tools to collect your data
1. Questionnaires for youth and Instructors
2. Focus group discussions
3. Interviews
4. Observation
Once you decide which kind of tool works for you then choose the kind of
questions you will have to test on Knowledge, Skills and Attitudes.
Decide how data will be collected, by who , when and how. Plan to train the data
collectorsandwalkwiththemthroughthetools.Gettheconsentofthepersonsin
chargeofthelocationswheredatawillbecollected.Ensurethereisasafeenviron-
ment for data collectors and provide them with the right equipments they need.
34. 33
E. Analyse the information
F. Write a report
Doqualitativeandquantitativedataentrythenfindoutwhatthedataistellingabout
the program. What data is telling about the program is found from data analysis.
Document your findings in a report.
Report outline
1.0 ...... Summary
2.0 ......Introduction
3.0 ......Objectives of the study
4.0 ......Outcome M&E
4.1 ......Methodology : Interviews, FGD,
Observation,
Questionnaires
4.2 ......Sample
4.3 ......Analysis :Qualitative and
Quantitative
4.4 ......Results : outcome and output
5.0 ......Conclusions
6.0 ......Recommendations
35. 34
1. YP’s have almost similar trades/courses trained through out the country.
These are grade three courses that are not tested by KNEC but by the Min-
istry of Labour under what is known as trade test headed by the director
of technical training. This similarity of the trades makes the idea of rep-
lication and implementation of a similar project in another YP possible.
2. For the integration exercise to be successful the YP trainers’ capacity
must be built.
3. In a project with multiple partners it takes longer time in preparation
phase because of back and forth communication and negotiations.
4. It is always good to keep donors and project stakeholders in communica-
tion about the project development and progress.
5. We must involve the project beneficiaries in the project from inception to
implement and after exit. For instance Isinya to insure equipments, take
part in set up and recruitment.
6. ICT projects are capital intensive. They cost a lot of money especially in
the initial phase of set up and implementation.
7. The project needs income generating activities to ensure that the massive
investment is sustainable after the exit of the donor.
8. The infrastructure in most Youth polytechnics are quite dilapidated with
open spaces for workshops. Most of the equipment and assets are old
fashioned and out date.
9. Interactive digital teaching aides are a promising strategy for training
a large number of participants/youth. They enable the trainer to find
relevant up to date training illustrations, patterns and designs that make
training lively.
10. Youth shy away from YP’s because of the old curriculum and teaching
methods employed and because of this the government and the YP’s
struggle to attract youth to attend their lessons from the YP’s.
11. Most of the YP’s are in remote areas making accessibility for distribution
of resources and opportunity quite difficult. And because of this girls are
affected mostly and they remain unable to access vocational education in
these remote areas.
Assess impact and Redifine
Lessons learnt?
36. 35
Definition of terms and
abbreviations
IICD-I nternational Institute of Communication and Develop-
ment
YP- Youth Polytechnic
MOYAS- Ministry Of Youth Affairs and Sports
TVET - Technical Vocational
Outcome measurement (in M and E) - measuring the changes
made within people as a result of the program. This could touch
on Knowledge, Skills, and Attitudes.
Output measurement (in M and E) - the numbers reached by
the program.
FGD- Focus group Discussion
M and E - Monitoring and Evaluations
