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EVALUATION OF UNICEF-SUPPORTED TRAINING ACTIVITIES IN OCCUPIED
PALESTINIAN TERRITORY (2006 – 2007)
Evaluation Report
(Final Version)
Dec 2009
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The Evaluation Team:
A. Birzeit University Center for Continuing Education
Dr. Osama Mimi: Head of team
Nadia Hajal/ Backleh: Principal researcher & project coordinator
Ureib Abdel Samad: Focus group coordinator & Facilitator, Middle & South West Bank
Jihad Shodjaieh: Statistical analyst
Iman Moheisen: Facilitator, Gaza Strip
Imad Shtayeh: Facilitator, North West Bank
Dima Massad: Technical assistant
Nancy Bosheh: Administrative assistant
Lama Arda: Reviewer
B. UNICEF (Occupied Palestinian Territory):
Olowu Oladimeji: Planning and Evaluation Specialist, Project officer
Gudmundur Birgisson: Monitoring and Evaluation officer
Suhair Siaj: Programme Assistant
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List of abbreviations
OPT
Occupied Palestinian Territory
MOSA Ministry of Social Affairs MOP/NPA Ministry of Planning/ National Plan of Action MOH Ministry of Health MOEHE Ministry of Education and Higher Education MOYS Ministry of Youth and Sport PCDCR Palestinian Center for Development and Conflict Resolution DCI Defense for Children International PA Palestinian Authority MTDP Medium term development plan MTSP Mid term Strategic Plan CFS Child friendly Schools NGOs Non- Governmental Organizations TNA Training Needs Assessment
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Report Outline:
EXECUTIVE SUMMARY
Chapter One: Development Background and Conceptual Framework
1.1. Palestinian Situation and Capacity Development
1.1.1. Development situation and challenges in 2006-2007
1.1.2. Palestinian Development priorities
1.1.3. Capacity Development in OPT:
1.1.4. UNICEF capacity development interventions in OPT (2006-2007)
1.2. Conceptual and Analytical Framework: 1.2.1. Kirk Patrick Conceptual Framework 1.2.2. Analytical Framework: Orchestrated results, assumptions and processes
Chapter Two: Evaluation Objective and Methodology
2.1. Evaluation Objectives & Methodology
2.2. Data Collection Methods, Respondents’ Profile and Limitations:
2.2.1. Data Collection methods and tools:
2.2.2. Profile of respondents
1.2.3. Challenges and limitations of the evaluation mission:
Chapter Three: Presentation and Analysis of Collected Data
3.1. Effectiveness of training planning and management process 3.1.1. Learning Achievement1: 3.1.2. Partnership relations and multi stakeholder involvement: 3.1.3. Trainings Administration and Venue 3.1.4. Training design - Development of training curriculum and material 3.1.5. Training design - Training methodology:
3.1.6. Training Targeting: Client involvement, training needs assessment, selection of participants
3.1.7. Trainers Qualification 3.1.8. Training follow up and organizational context 3.1.9. Overall training evaluation
3.2. Highlighted organizational cases 3.3. Highlighted challenges:
3.3.1. UNICEF oriented 3.3.2. Partners oriented
Chapter Four: Main findings and recommendations
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Executive Summary
The Evaluation process is defined as “An assessment as systematic and impartial as possible, of
an activity, project, programme, strategy, policy, topic, theme, sector, operational area or
institutional performance. It focuses on expected and achieved accomplishments examining the
results chain, processes, contextual factors, causality, in order to understand achievements or
the lack thereof. It aims at determining the relevance, impact, effectiveness, efficiency, and
sustainability of the interventions and contributions of the organizations”2.
Under the partnership between UNICEF (OPT) and Birzeit University Center for Continuing
Education3, an evaluation mission was performed in West Bank and Gaza Strip to assess the
effectiveness and relevance of UNICEF- supported training activities in OPT during the years
(2006-2007). The evaluation mission focused on:
Assessing the relevance of training as an operational strategy for capacity-building:
Assessing the process of planning training activities, including quality of training
materials; trainee participation and feedback; trainers’ capacity; training design &
methodology etc.
Assess the contribution of the training activities to program/ projects’ objectives
The evaluation mission has maximized the recruitment of a utilization and participatory based
approach where feasible. A number of quantitative and qualitative data collection methods and
tools were used including meetings and interviews with UNICEF partners and stakeholders,
focus group discussions with trainings participants, document review and participants
questionnaire. Due to the large number of training interventions between 2006 and 2007 about
186 trainings, a sample size of 24 trainings representing 10 percent of the total population was
selected using a stratified cluster random selection process.
It is worth noting that the selected training activities are representative of UNICEF training
interventions across geography, intervention sector and type of training. However, focus group
participants in West Bank and Gaza Strip are not representative of UNICEF-supported trainings
participants. In most cases, mainly with governmental ministry participants, partner
organizations facilitated the participation through nominations. The evaluation team anticipated
the participation of (200) trainees from the different geographies. However, the number has
been reduced to half while maintaining the geographical variety. As most of the trainees were
not available by the time the team was collecting the data.
The evaluation mission concluded with a number of main findings and recommendations
including; such as the demand for long term capacity building interventions for target groups
2 UN Economic and Social Council: UNICEF Evaluation Policy (2008). P6.
3 A neutral, credible and academic body organically affiliated to Birzeit University and mandated to capacity building development interventions.
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using a mixed approach of knowledge and practice to be complemented by coaching and on-
the-job training, Need to build partners’ capacities in assessment, in addition to that; it was
highly recommended to design the curriculum and sessions in line with the trainees’ gaps in
performance.
CHAPTER ONE: Development Background and Conceptual Framework
1.3. The Palestinian Situation and Capacity Development
1.3.1. Development situation and challenges in 2006-2007
Prolonged Israeli Occupation and the Construction of the Separation Wall: Despite
international conventions, UN Resolutions, and successive peace agreements, the OPT is still
under Israeli occupation and lacks control over its own land, borders or water resources. In
these circumstances development planning has been a hard challenge to meet. The Palestinian
economy is dependent and attached to the Israeli economy. Further, the absence of
geographical continuity between the West Bank and Gaza Strip, continuing settlement
expansion, the system of checkpoints and the 725km Separation Wall are all fragmenting the
Palestinian population and territory into cantons with socio- economic disparities across the
districts.4 The Israeli military has destroyed existing infra-structure adversely affecting
development contributions and the provision of services to Palestinian households especially in
Gaza.
Financial and Institutional Challenges facing the PA: The post Oslo period witnessed the
expansion in PA institutions with high employment rates in the public sector, particularly in Gaza
Strip. This growth in the institutional structure has placed a significant burden on the PA budget
which relies heavily on international assistance compared with PA revenues. Most of assistance
is allocated for government running costs and wage bills with little left for infrastructure,
capacity building and development interventions. Sustainability of PA interventions is a major
challenge.
Since the 2006 elections, the PA has witnessed four governments, the Hamas-led government,
the National Unity Government, the 'Emergency' Government and the recently appointed
government in 2009. During 2006-2007 periods, the PA has faced a fiscal crisis and public sector
strike. Following Hamas’ political victory in the Gaza strip, donor funds were re-directed through
the President’s office and other channels (Temporary International Mechanism). Funding
became conditional upon a commitment to the principles of non-violence, recognition of Israel
4 According to PCBS2006, there are 207 settlements constructed and 580 fixed checkpoints in
West Bank and Gaza Strip
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and acceptance of previous agreements and obligations including the Road Map. A diplomatic
and financial isolation of Hamas was imposed. This has adversely affected PA capacity to
perform its functions, including the delivery of services, capacity building programs and the
payment of public sector wages. The functionality of PA institutions mainly in Gaza Strip was
affected by an internal political instability after 2006 elections. In 2007, a national unity
government was established to overcome the economic and diplomatic isolation of the PA.
However, Hamas takeover of PA institutions in Gaza Strip in June 2007 worsened the situation.
Public sector employees have received contradictory administrative orders from the two
conflicting political powers at that time. As a result of the UN policy of no contact with the
Hamas government, UNICEF limited contact to technical level official at the DG level to ensure
continued implementation of planned programmes and projects necessary to improve the
situation of children and women.
The PA is responsible for 62% of health clinics and 75% of schools throughout the OPT. It runs
sanitation and water networks, birth registries, social safety nets, and other services. According
to PCBS labor force survey in 2006, the public sector employed 22% of total workforce; (16.3% in
the West Bank and 36.1% in Gaza) most of who are women. The public-sector strike in 2006 has
effects on the education, social and health sectors resulting in the closure of schools and
hospitals. During the 2006-07 academic years, 70% of PA teachers went on strike for two
months affecting approximately one million Palestinian students.
High poverty, unemployment and absence of security: In 2006, the Palestinian population in
the OPT reached 3.8 million, divided between 51% males and 49% females.6 The population
under 15 years of age constitutes more than 47% of the overall population resulting in a high
dependency ratio. In 2006, the fertility rate reached 4.6 and the size of the average household
was 6.3 persons.
Since the beginning of the second
Intifada in September 2000, the socio-
economic, political and security
situation in the OPT has sharply
deteriorated. The overall economic
growth performance has been
negligible, and at points negative. High
population growth rates outpaced real
GDP growth, leading to a steady decline
in per capita GDP. This deterioration
has worsened since the beginning of
2006, following the election of the
5 Data for GDP, per capita GDP and the inflation rate are for the first quarter of 2006. Data on the
workforce, unemployment rates and poverty rates are for the third quarter 2006. 6 PCBS statistics 2006.
Table 1: Main Indicators in WB/GS for years 1999 & 2006
Macroeconomic Indicators 1999 20065
Real GDP (1997 constant prices) ($) 5,095 1,101.1
GDP per capita in OPT (US$) 1,687.3 305.5
Population growth rate in (PT) (%) 4.2 4.4
Unemployment rate (PT) (%) 16.3 24.2
In (WB) (%) 9.6 19.1
In (GS) (%) 17 36.3
Poverty rate (PT) 21 63
Source: PCBS, LFS (2006)
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Hamas government and the subsequent cutting of assistance to the Palestinian people by the
international community.
Unemployment rates doubled as indicated in the side table. The main reason behind the
substantial increase in unemployment rates is the Israeli restrictions imposed on Palestinian
laborers entering Israel for work. Palestinian employment in Israel fell from 146,000 in the third
quarter of 2000 to 37,000 workers in the third quarter of 2006.7
As a result of the overall decline in economic performance, standards of living have worsened.
The poverty rate stood at 56% of Palestinian households in the WBGS. The increase in poverty
rates has been much higher in the Gaza Strip, where nearly 80% of families have indicated that
they are living in poverty.8
The impact of high poverty rates varies across age and sex, with youth and women being the
most impoverished. The unemployment rate among youth was critical in 2006. 32.4% in the 20-
24 age group, 26.1% in the 15-19 age group, and 21.9% in the 25-29 age group.
Absence of civilian Protection: Israeli military attacks coupled with the chaotic internal security
situation, have meant that political and security issues receive priority over development issues.
In this environment, civilians, and in particular children, have lacked security and protection of
their basic human rights. The Israeli occupation forces effectively regulate and control
Palestinian’s lives in the WB/GS. Furthermore, the insecure situation in Gaza is extremely critical
in terms of human rights violations, freedom of expression, living conditions, health, education
and freedom of movement.
1.3.2. Palestinian Development priorities :
Palestinian Ministry of Planning has identified poverty and unemployment as its priorities in the
Medium term Development Plan 2005-2007 (MTDP). Central strategies to reach this goal were:
through linking short term relief to long term development in specified programme areas;
enhancing PA leadership in aid management,
coordination and oversight;
guiding donor interventions for national resource mobilization; and
allocation and building public sector capacity to enhance planning for development
7 PCBS, Labour Force Survey, 3
rd quarter 2006.
8 PCBS, Assessment of the Impact of Israeli Measures on the Economic and Social Conditions of Palestinian Households, 2006.
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MTDP is an important step in promoting the PA's ownership of the development planning
process and moving beyond emergency interventions. MTDP 2005-2007 has highlighted four
programme areas:
ensuring social protection;
investing in social, human and physical capital;
investing in institutions of good governance; and
Creating an environment for private sector growth.
In October 2007, The Palestinian Ministry of Planning presented the Palestinian Reform and
Development Plan (2008-2010 Initiative). PRDP highlights four goals for national
development. However, the effective implementation PRDP depends on political stability in
OPT as well as capacities and resources available. The four goals are:
1. Safety and Security through a). Maintenance of law and order, b). Safe, secure
environment for families and businesses, c). Freedom from crime, disorder and the free of violence.
2. Good Governance through a). Respect for rule of law and separation of power, b). Protection of human rights, c). Stable legal framework, d). Accountable institutions, e). Efficient, effective and responsive public services.
3. Increased National Prosperity through a). Poverty reduction, b). Increase in sustainable development, c). Equitable distribution of resources.
4. Enhanced Quality of life through a). Social coherence and solidarity, b). Equitable access to services, c). Assistance for vulnerable groups and those with special needs.
1.3.3. Capacity Development in OPT:
The Palestinian public sector is the main service provider to Palestinians in OPT. Hence, its’
effective and efficient function maximizes the benefit of resources. Although with varying
degrees among public sector organizations, yet they generally undergo a number of challenges
mainly the “ manifestation of unclear mandates, lengthy bureaucratic administrative
procedures, issues pertaining to accountability and transparency, centralization in decision-
making, inadequate legislations, outdated forms of recruitment and promotion process, low-
paid civil servants, and a relative absence of an incentive system and motivation and lack of
clarity on human resource management policy”.
Capacity Development interventions have long been undertaken in public sector organizations
primarily in relation to upgrading individual knowledge and skills capacities. According to MOP,
even though these interventions have achieved some significant results, others have failed in
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associating individual capacities with organizational capacities due to the unclear human
resource management policy and the overall disenabling environment9.
In general, capacity is defined as the ability of individuals, organizations, and societies to
perform functions, solve problems, and set and achieve their own development objectives in a
sustainable manner. Three levels of capacity development exist:
Capacity Development level
Areas targeted within organizations
Organizational level Systems, procedures & institutional frameworks
Individual level Experiences, knowledge and skills
Environmental Legislations and policies
Palestinian Ministry of Planning has identified four to strategies maximize the achievement of
these capacity development levels. These strategies are:
Institutional Reform and Incentives Leadership Capacities Education, Training, and Learning Accountability and Voice Mechanisms; i.e, peer reviews, monitoring and evaluation
1.3.4. UNICEF capacity development interventions in OPT (2006-2007)
Within UNICEF’s global mandate for children, it advocates for the respect, protection and
fulfillment of the rights of children survival, development, protection, and participation. In oPt,
UNICEF is the lead UN agency for education, water and sanitation and child
protection/psychosocial sectors in emergency situations. The PA-UNICEF programme of
cooperation is being implemented through line ministries (MOH, MOEHE, MOSA, MOYS, PWA,
PCBS), sister UN agencies and civil society organizations, within the framework of the rights-
based approach. One of the key programme strategies adopted, is the building of partners’
capacities as a contribution to the achievement of national development objectives and sector
priorities as identified in the Palestinian Medium Term Strategic Plans. In 2006-2007, UNICEF has
channeled development contributions through four programmes; a). Child survival, growth and
development; b). Universal primary education; c). Child protection; d). Development and
participation of adolescents; and Advocacy, Communication, Social Policy, Planning, Monitoring
and Evaluation. The below matrix demonstrates the expected results of years 2006-200710:
9 MOP (2008). Capacity Development in OPT.www.mop.ps
10 UNICEF Country Programme Document Results Matrix (2006-2007).
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Programme component
Expected results in 2006-2007 1. Child Survival,
Growth & Development
1.1. Improve children’s less than five access to integrated IMCI package plus immunization through health services, community and family practice.
1.2. Malnutrition resulting from inappropriate breastfeeding and complementary feeding practices and micro-nutrient deficiencies are reduced in the intervention areas.
1.3. Newborns in vulnerable areas benefit from integrated neonatal package including care during pregnancy.
2. Universal Primary Education
2.1. Children under five have access to early childhood development to make them ready to learn in school
2.2. Access to basic education for all primary- aged school children.
3. Child Protection 3.1. Improved mechanisms and services adopted to detect, support, and refer child victims of abuse, exploitation and violence.
4. Development & participation of adolescence
4.1. Access of children and adolescents to gender sensitive, life skills- based education in and out of school is increased.
4.2. Opportunities expanded for adolescent participation, recreation, socialization, and sports.
5. Advocacy. Communication, social policy, planning , monitoring and evaluation
5.1. Availability of core indicators and analysis of key factors undermining children and women right.
5.2. Appropriate policies, social sector plans, strategies and budgets are in place to create an improved protective environment for children vulnerable to violation of their rights.
5.3. Official policies that enhance development, protection and participation of adolescents are adopted and being implemented.
Training as a capacity building strategy was implemented across the different programs and
projects. Some projects integrated “cascade training”, like training of trainers (TOTs) and others
integrated trainings delivered by experts in the different themes. Some training activities were
planned and executed centrally while others were executed in the different geographical
locations in the West Bank and Gaza Strip.
Next to Service delivery and provision of supplies in terms of financial expenditure, a major
strategy for the delivery of programme assistance in Occupied Palestinian Territory (OPT) in
2006-2007 is capacity building interventions and training. This has been necessary to safeguard
public services from further deteriorating and where possible improve quality of services and
support to children and women. Both the previous (2006-2007) and current (2008-2010)
Programmes of Cooperation specifically supported training and capacity enhancement activities
expected to result in improved skills, practices, raised awareness, and behavioral changes
especially in the public sector. In 2006-2007, UNICEF supported about 184 training activities. The
majority were implemented as a component within an overall project.
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Training is perceived as an intervention strategy central to UNICEF programmes between 2006-
2007. On the conceptual level, it is assumed that training interventions will contribute to:
change in participants attitudes, knowledge and/or skills, followed by change in an
individuals’ performance
change in organizational performance or in the situation of the respective
stakeholders
Improve the situation of children and women
1.4. Conceptual and Analytical Framework:
1.4.1. Kirk Patrick Conceptual Framework
Training planning and assessment approach is best applied through Donald Kirkpatrick Model11
which sets forth a four-level approach to training planning and evaluation. The side figure
demonstrates the framework elements of the model. The framework elements can be defined
and described as:
1. Reactions. Reaction refers to how well
the trainees liked a particular training
program. Reactions are typically
measured at the end of training.
However, this is a summative or end-of-
course assessment. Reactions are also
measured during the training activities.
2. Learning. Learning refers to what
principles, facts, and techniques were
understood and absorbed by the
trainees. What the trainees know or can
do, can be measured during and at the
end of training. Trainees’ knowledge and
skills should be pre-assessed in order to assess the knowledge and skills which is as a
result of the training intervention. Evaluation of the learning element thus requires
measurements before, during and after training interventions.
3. Behavior. Behavior refers to changes in on-the-job behavior. Any evaluation of changes
in on-the-job behavior must occur in the workplace itself. However, expected behavioral
changes should be identified and initially assessed at the end of the training as these are
the changes to be assessed in the work place. This initial assessment would serve to
ensure that expected behavioral changes in workplace are addressed in the training and
indeed are outcomes of the training.
11
KirkPatrick, Donald (1959). Kirkpatrick’s learning and training evaluation theory. http://www.businessballs.com/kirkpatricklearningevaluationmodel.htm
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4. Results. Kirkpatrick did not offer a formal definition for this element of the framework.
Instead, he relies on a range of examples to clarify the meaning; e.g. reduction of costs,
reduction of turnover and absenteeism, reduction of grievances, increase in quality and
quantity or production, or improved morale. These factors are also measurable in the
workplace.
The evaluation team will assess these four elements of the evaluation framework. It is worth
noting that there is a change in conceptual focus between the third and fourth elements in
Kirkpatrick's framework. The first three elements center on the trainees, - reactions, learning,
and changes in their behavior. The fourth element emphasizes the organizational payoffs or
intervention results, such as the improvement of the situation of children e.g. reduction in
mortality, increase in learning achievement etc.
1.2. 2. Analytical Framework: Training results, assumptions and processes
The optimization of training results, whether at the output, outcome or impact level, depends
on the underlying assumptions and processes recruited by the training activity planners and
implementers. Some of the underlying assumptions and processes are; a) Undertaking training
needs assessment; b) Selection of trainees based on individual and organizational needs and
priorities; c) Integration of professional curriculum design and pedagogy; and d) Follow up
support, to institutionalize learning outcomes and so that they impact organizational
performance. The below diagram illustrates a comprehensive picture of the different dynamics
and interactions between training results, assumptions and processes12:
12 World Bank (2008).
Curriculum based
on organizational
needs
Human resource
capacity gaps are
identified
Learning relevant to
trainees work
Trainees know how apply
knowledge & skills
Adequate resources
available
Learning program is
based on capacity
assessment.
Competent trainers
Curriculum & didactic
methods are appropriate
to learning goals
Outcome
Behavior
Training needs
assessment (TNA)
Clear & specific
learning goals
Professional
curriculum design &
Pedagogy
Output
Learning
Impact
Capacity diagnosis
TNA
Strategic participant
selection
Attention to
organizational context
Practical exercises
Follow up support
Capacity diagnosis
Training needs
assessment
Attention to
organizational
context/ capacity
Input
Training Results
Assumptions
Processes
Figure (…): Evaluation Analytical Assumptions & processes
CHAPTER TWO: Evaluation Objective and Methodology
2.1. Evaluation Objectives & Methodology
The evaluation team has utilized a participatory approach in applying the qualitative assessment
methods and tools. The evaluation focused on addressing the overall objectives of:
Assessing the relevance and effectiveness of training activities supported by the UNICEF –PA Programme of Cooperation over the two-year period (2006-2007);
Provision of recommendations that will contribute to improving training programs particularly in regard to their relevance, purpose, processes and the monitoring systems put in place to measure training results.
More specifically, the evaluation looked for answers to the following questions:
Assess the relevance of training as an operational strategy for capacity-
building:
An important aspect of the evaluation is to assess how appropriate the training activities are in
relation to the broader context and situation which influences the expected results (i.e. can the
trainees’ practice their improved skills?). An assessment and analysis of the significant external
factors which have an influence on an individual’s and organizational performance is important
when considering the relevance of training as a strategy.
Assess the process of planning training activities, including quality of training
materials; trainee participation and feedback; length of training; trainers’
technical capacity; training methodology etc. Among the specific evaluation
questions to be explored are:
Did the training programme conduct training needs assessments (i.e. baseline of knowledge/skills before conducting the training)? And was curriculum based on the gaps identified through such training needs assessments?
Did the training specify clear learning objectives and clear changes expected at the trainees’ institutions? Was a training workshop report prepared?
Was the selection of the trainees strategic (eligibility criteria, competitive selection)? Was follow-up support (mentoring, on-the-job coaching) provided to trainees after they
returned to their institutions? Did the trainees’ institutions facilitate implementation of what they have been trained on? Did the design of the programme include mechanisms for assessing the training quality,
trainees’ learning gains and their behavioral changes back at their home institutions? And were findings used to reshape the configuration of the training?
Was sustainability of the training strengthened by building local training capacity?
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Assess the contribution of the training activities to program/projects’ objectives:
Specifically, the evaluation explored participants’ benefit from training interventions, transfer
and application of learning to workplace, bridging of capacity gaps, as well as the impact ; where
possible, on improving the situation of children and women as end beneficiaries.
In order to address the above evaluation objectives and questions, the evaluation mission has
adopted as appropriate, a “utilization-focused and participatory approach”13. UNICEF local
partners and stakeholders were involved in the planning and implementation process.
2.2. Data Collection Methods, Respondents’ Profile and Limitations:
2.2.1. Data Collection methods and tools:
A number of quantitative and qualitative data collection tools were employed including
meetings and interviews with UNICEF, Government partners and stakeholders, NGOs, focus
group discussions with trainings participants, document review and participants questionnaire.
Training interventions in years 2006-2007 were about (186) trainings, a sample size of (24)
training representing (10%) of total population was selected using a stratified cluster random
selection process. As part of the participatory approach, the data collection methods and tools
were shared and discussed with stakeholders prior to finalization. In general, evaluation themes
and questions were tailored in accordance with the articulated objectives. The evaluation team
has collected the data through a number of focus groups and interviewing relevant stakeholders
and reviewing resources related to the training programs conducted by UNICEF.
2.2.2. Profile of respondents:
The data collection process has considered the respondents’ diversity across geography, gender,
type of partner organizations, programme-specific training, as well as variations in respondents’
closeness to decision making positions. The annexed outreach plan provides details. In addition,
the charts below clarify the distribution of respondents/ participants in focus group discussions:
13
Organization for Economic Cooperation & Development/Development Assistance Committee (1991) OECD/DAC
Glossary
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Figure 1: Respondents profile in focus group discussions
2.2.3. Challenges and limitations in the evaluation:
Sample selection process: The selected training sample is methodologically representative of
UNICEF training interventions across geography, programme sector and type of training. The
selected training activities followed a random selection process although in few cases, the
evaluation team had to substitute a couple of training activities as these are either evaluated or
will be evaluated this year as part of the overall projects they serve. However, focus group
participants in West Bank and Gaza Strip ended up not necessarily representative of UNICEF-
supported trainings participants; because most of the beneficiaries were not available and
others have already changed their jobs; therefore the team had to conduct a few individual
meetings with those who were accessible. The evaluation team was unable to collect a list of all
persons who participated in trainings that fall into the sample. First, the process was time-
consuming given the relatively tight deadline for the evaluation. Second, bureaucracy and
limited cooperation on the part of some partner organizations. Some organizations provided the
evaluation team with their lists of trainees, trainers and training materials while others did not.
Third, non- availability of documented list of training participants at some partner organizations.
To facilitate the data collection process, partner organizations were approached to nominate,
invite and facilitate the participation of trainees. The evaluation team anticipated the
participation of (200) trainees from the different (16) sub-national geographic locations in oPt.
However, the number was reduced to half, while maintaining the geographical representation;
and interviewed the beneficiaries not those who were nominated. The evaluation team had
limited control over trainees commitment to participate in focus group discussions. Beneficiaries
Gender Distribution
Geographical Distribution Sector Distribution
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of Ministry of Health, for instance, did not show up at all. Other organizations were represented
by only one or two persons. Hence, this evaluation report provides qualitative insights and
tendencies but the analyzed data and findings cannot be generalized. This also limited the ability
to draw comparisons.
Difficulty in recalling training experience and benefits: In general, stakeholders experienced
difficulty in recalling trainings’ experiences. Approximately, three years has passed since the
project activities were implemented. This reduced the depth of information provided during
focus group discussions. For example, MOEHE participants in focus group discussion in North
West Bank – representing 13% of total enrolled focus group participants- expressed the
difficulty in recalling the trainings and their objectives. The evaluation team had to initiate a
brainstorming discussion for refreshment. However, in other cases, stakeholders’ input and
reflections were informing and thorough. It was noticed that trainings’ experience is still in their
mind.
Limited cooperation and bureaucracy on the part of some partner organizations:
Correspondences, invitations, setting appointments, compiling training materials and
documents demanded extensive follow up process although it ended unsuccessful in some
cases. This affected the evaluation plan and the ability of the team to meet agreed deadlines.
The analysis of Ministry of Health trainings is almost absent in the report: This is due to the
limited cooperation and information received from the ministry.
Shift in organizational staff: The evaluation team encountered some challenges in accessing key
informants and training beneficiaries at partner organizations as well as at UNICEF/OPT. The
UNICEF Adolescent officer during the period 2006-2007 was outside the country during the key
informant interviews. In partner organizations, UNICEF projector trainings coordinators sought
for other work opportunities. Some trainees have retired from work or travelled abroad. In the
Gaza Strip, key informants in the ministries were not accessible as ministries staff was replaced
upon Hamas takeover of PA institutions in 2007.
In general, Informants tended to reflect on projects interventions than on the training
component within the projects. This contributed positively to contextualize the trainings and
relate them to project objectives. However, this limited the depth of training specific
information collected in some cases.
Many of the above points underscore the importance of “in-situ” or ongoing evaluations of such
criteria as relevance and effectiveness, whose findings and recommendations can inform and
guide programme/project implementation.
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Chapter Three: Presentation and Analysis of Data
3.1. Effectiveness of training planning and management process
3.1.1. Learning Achievement14: Though relatively high yet some variations
occur
In the years 2006-2007, UNICEF sectors have planned and implemented a series of central (national) and governorate (sun-national) level training activities including cascade trainings. Training activities addressed the themes stated below. The sample of trainings used for the evaluation was selected from this list.
UNICEF Sectors Basic Training themes targeted in 2006-2007
Partners Targets
Child Survival, Growth & Development
Monitoring flour fortification & salt iodization/ laboratory technicians training on procedures for estimating premix, fortified flour and iodized salt/ implementation of newborn care package/ implementation of IMCI strategy/ management skills development/ maternal & child health/ training on Hib, AEFI/ establishment of neonatal MIS, neonatal monitoring, data collection & reporting system/ strengthening growth monitoring and surveillance system/ improve nutrition and hygiene at schools/
MOH, MONE, private sector, MOEHE,
Basically MOH staff and professionals, school health teams, counselors and teachers,
Universal Primary Education
CFS training to improve the quality of basic education/ female teachers’ training to empower girls’ vocational skills/data collection & computerization training/ thematic clubs/ Development of students creativity through Drama & music / road safety training/early childhood development/ developing teachers’ theoretical and practical knowledge in school subject didactics/ teachers’ methodology/ supervisors’ training on learning theories & techniques/ remedial education/ development of management capacities in MOEHE/ training for librarians at schools/ life skills training/ local community work and action research / advanced supervision skills/ training on CFS themes/ diagnosis of education process for remedial plans/ use of math & science teaching kits/
MOEHE Tamer institute Maan Center PHCC
Students, teachers, supervisors, school administrations, school counselors,
Child Protection
Mechanisms for child rights mainstreaming/ mechanisms to address child abuse, exploitation & violence/ mine risk education/ caregivers capacity development for child protection/ psycho-social support for children/ facilitators training to learn how to work with children & community groups/ children training on
MOSA, MOP/NPA, MOEHE, YMCA, DCI, PRCS,
MOSA staff, Social workers, volunteers & adolescents, specialists, children, NGOs. Religious &
14
The evaluation team identified the trainings results chain on the level of output, outcome and impact. However, the limited information available from interviewees and respondents limited results kept to the level of outputs.
20
their rights/ support child protection campaigns/ professionals capacity building/ promotion of non-violence/ awareness raising on exploitation and violence against children/ care assessment & management/ management skills development/ capacity building for child protection Diploma course/ training in legislating, advocating & budgeting for children/ child friendly policy development/ integration of disabled children/ legal counseling / training of Imams and religious leaders.
PCDCR, Canaan Institute, Panorama, BZU CCE, Department of religious affairs
community leaders,
Development & Participation of Adolescents
Adolescents learning spaces training of facilitators on interactive learning methods/ training of local management committees to involve youth in decision making/ mechanisms to empower Palestinian adolescents/ Planning, monitoring & evaluation/ drama, arts, handcrafts, creative writing/ life skills training/ counseling training for youth workers/ empowerment for CBOs to promote safe play & recreation for children/ youth for change/ training of animators for activating summer schools.
MOYS, CBOs, Pyalara, PCC, Tamer Institute, Maan Center,
MOYS staff, Youth facilitators, teachers, local community members, university students
Note: the training activities vary in scope, time and resources allocated, target beneficiaries and geographical distribution across the governorates.
In the process of generally assessing the learning
achievements, the participants in the focus group
discussions in West Bank and Gaza Strip tend to
respond with a relatively high scores regarding the
contribution of UNICEF supported trainings in the
acquisition of new skills and knowledge, the
usefulness of learning achievements to their work,
the application to work place - though with higher
scores among female respondents-, and relevance of
training content to their needs. Approximately, two-
third of respondents stated that they will
recommend others to join similar trainings though
also with higher scores among female respondents.
Hani is a teacher; he was a beneficiary in libraries
training, and now works as librarian. He noted that,
he got the knowledge and skills in Library Cataloging,
Library management; and facilitation of the service desk to the pupils. The training was for 120
hours which also included library extra-curricular activities promoting reading practices for
children. As Hani explained, the trainees didn’t have background knowledge on library
management. For example, it was difficult to categorize some books before training. He thinks
the trainees became specialized now and their profession improved15.
15
Hani was a participant in the focus group discussion for MOEHE in Gaza Strip
21
However, some variations in assessing learning achievements occurred across the different
trainings as well as across geographic locations. It seems that this knowledge and skills
achievement – in some trainings- have not been reflected by the trainees and not practically
applied. In the case of MOEHE training for librarians, a participant is South West Bank stated
“how can we apply our learning! We barely have two book shelves in our library”; hence,
implying that capacity improvement remained on a personal
level rather than contributing to positive change in behavior
in the workplace and improved service deliver.
Another case is the response of a beneficiary of “training on
teaching diagnosis”. The trainee stated that the benefit was
only on her personal level, since she learnt methods, tools,
means to address the weak pupils that suffer from limited
learning. She thought that if they applied what they learnt
with the provision of the needed resources, it will be useful,
but they didn’t do yet.
A geographical variation is observed during MOEHE focus
group discussion in North West Bank where all participants
– representing 13% of total evaluation sample participants -
has affirmed their dissatisfaction and negative perceptions
of trainings achievement, training design and methods.
Participants have observed that training activities did not
respond to their needs. The planning process was centrally
conducted besides that they have not undergone needs
assessment processes. Participants mentioned that they
were “obliged” to participate “regardless of relevance,
readiness and motivation to participate”16.
According to some key informant interviewees, the achievements and effectiveness of training
interventions were varied across the different training activities. In cases of minimum
achievements, the interviewees referred to the following reasons:
Training methods and pedagogy lacked interactive approach and use of practical
exercises or cases.
Redundancy / repetition of training interventions: same trainees were targeted more
than once for the same training interventions and the same trainers
Factors outside their control mainly related to political instability and cultural
specificities of certain localities. For example, trainings about non-violence and
16
Participants in MOEHE focus group in North West Bank
Nisreen is a trainee in mine risk education
by PRCS. She is university graduate and
participated in 6 days training and
mentoring. “My personality and career
performance has developed”. In 2006,
Nisreen counseled 176 support sessions
for physically & psychologically affected
children. In 2007, she counseled 232
sessions. Affected children were referred
by local communities & health
organizations. Nisreen became the focal
person in PRCS social work department.
Nisreen, PRCS interviewee
“Don’t beat me, talk to me”, “Let’s live in
security”, “Let’s make our schools
beautiful and free from violence”. These
are some campaign slogans initiated by
Gaza children/adolescents after
participating in child rights, advocacy &
campaign training for 30 hours. Parents
were partners in advocating these
campaigns.
Interviewee, Canaan Institute
22
problem-solving were hardly conceivable in contexts where political conflict, Israeli
military actions and internal fighting exists.
Cultural variables also limit trainees’ commitment to certain concepts and training
methods. For instance, the concepts of child friendly schools and interactive teaching
/learning methods were hardly conceivable by teachers whose attitudes are pro-
traditional teaching methods. Resistance to change and progress was an inevitable
path which held ramifications on both the quality of trainings delivered as well as the
applicability of training knowledge and skills in their schools. In some cases, trainings
had to address teachers’ attitudes as a first step before training starts. This was at
the expense of time allocated for the training17.
3.1.2. Partnership relations and multi stakeholder involvement:
Partnership relations: In OPT; UNICEF is the UN sector lead in child protection, education,
water and sanitation. Components of UNICEF intervention related to Child survival, growth
and development and primary education were mostly planned and implemented in
partnership with Palestinian line ministries e.g. MOH and MOEHE. The involvement of local
NGOs was more visible in relation to child protection and adolescents’ participation
interventions although line ministries, remain the strategic partners of these sections.
On the child protection programme, the Ministry of Social Affairs (MOSA) is the major
partner. However, MOSA suffer from limited resources and
capacities in comparison to community needs and the
required scope of intervention. In the case of projects
related to enhancing adolescents’ participation and
development like the National Youth Policy project and
Child/ Adolescents’ Learning Spaces project, Ministry of
Youth and Sports (MOYS) was involved in strategy planning,
supervising and facilitating access to local communities and
clubs while the project components and activities were planned designed and implemented
in partnership with non-governmental organizations18.
Promotion of partnerships: UNICEF tends to have a clear methodology to promote
partnerships and stakeholders involvement in the planning process. Partnership cooperation
usually aligns with Palestinian National objectives (on the macro level) and bases itself on
assessment of development gaps and priorities in addition to the efforts to harmonize
interventions by other international organizations. Building partnerships is a process that
comprises a number of steps:
17 Kanar, UNICEF zonal office 18 A point that was clarified during interview with Pyalara, Tamer institute, Ma’an Center and UNICEF Adolescent section.
“MOYS needs to build its
capacities in developing data
base system, monitoring and
evaluation methods as well as
applying them”
Mais Zuhaika, UNICEF
23
Based on the Country Programme Document approved by the UNICEF Executive
board, a Country Programme Action Plan (CPAP) was signed with the Ministry of
Planning, on behalf of the PA in 2005. The CPAP also identifies NGOs and CBOs
among development partners.
Assessment of the vision/mission, programmatic/technical capacity, financial
capacity and the ability of the NGO to procure supplies.
Signing of Project Cooperation Agreements with the non-governmental organization
partners.
Developing annual work plans with PA/Government partners based on annual
targets related to CPD and CPAP objectives.
As regards training as a strategy for programme implementation, UNICEF and its
partners usually discuss the type of training activities needed to support project
interventions; be it building of technical, managerial skills or professional skills;
cascade training or simple sensitization and awareness raising activities. Discussions
also involve the scope of proposed training and the expertise of the trainer
required.
Modification of PCAs was feasible in some cases while it was not in others. “UNICEF
expressed willingness to modify the contract at least three times based on
recommendations from the field”, Panorama interviewee.
Follow up processes usually took place through regular meetings, site visits by zonal
offices and assessment reports although with varying degrees among UNICEF
sections. In the case of child survival, growth and development section, the Chief of
Health, emphasized that communication and follow up processes between UNICEF
and Ministry of Health (MOH) is minimum; ” even project reports only inform that
activities are performed. No other details are provided”19. This minimum follow up
with MOH is also affirmed during interviews with UNICEF zonal officers.
UNICEF multi- partnerships: During interviews with UNICEF governmental and non-
governmental partner organizations, the issue of UNICEF multi- partnerships was raised.
According to interviewees, some UNICEF sections seem to sign partnership contracts with multi-
partner organizations to plan and implement projects of almost similar scope and type of
interventions which- as explained- result in duplication, repetition of training activities,
inefficient resource allocation, as well as competition rather than cooperation between UNICEF
project local partners. For instance, UNICEF section for child protection seems to have
separately partnered with Ministry of Social Affairs, Ministry of Planning, and Defense for Child
International to implement capacity building projects in activation of child rights and child
protection. According to MOP interviewee, “we contract DCI trainer and use their training
material in some of our trainings... in some trainings, we discovered that our nominated trainees
have joined similar training with similar content and even the same trainer… In one of the
19
Dr. Samson Agbo, Chief of Health, UNICEF
24
trainings, we also discovered that MOSA is implementing a similar training simultaneously. We
both target the same organizations and our trainees are most of the time the same”20 Another
case is with UNICEF-Panorama and UNICEF-Canaan PCA for the promotion of child rights
campaigns. “ the unclear division of labor between our
organization and Canaan institute besides the minimum
communication have resulted in inefficient resource
allocation; the costs of conference activity were extracted
twice from the allocated budget of the two partner
organizations”, Panorama interviewee.
However, it is worth noting that the interviews also revealed
current steps by UNICEF in promotion of dialogue among local
partners. This was reported during interviews with Tamer
institute and Ma’an Center who both work on adolescents learning spaces project. Coordination
meetings started to take place. In addition, a UNICEF initiated meeting for strategic planning and
coordination between child protection local actors was under consideration during the data
collection process for this evaluation.
Inter and Intra- organizational cooperation: Some planned and implemented projects
experienced cooperation between partner organizations as well as cooperation between the
different departments within the same organization. MOEHE , for instance, has cooperated with
World Health Organization for complementary interventions related to Child friendly school
project(CFS)21. As an MOEHE owned and institutionalized project, CFS interventions included
medical and food provision, awareness raising and education,
infrastructure improvement. Another case of inter-
organizational cooperation is the contributions towards the
activation of Child Protection Networks in West Bank and Gaza
Strip under the supervision of MOSA. YMCA and Palestinian
Red Crescent Society is a third case of instance. Cases of intra-
organizational cooperation were reported in some of MOEHE
projects like road safety project, the thematic club project and
others.
Cooperation was emphasized as essential to maximize benefit
of interventions. However, two considerations were
emphasized to promote effective cooperation:
A) To promote a unified understanding of concepts
20
Mai Mustafa, Ministry of Planning 21
The selected training within child friendly school (CFS) project was substituted with road safety project as CFS is planned to undergo a comprehensive project evaluation process.
“UNICEF – as the body who can
oversee all related interventions,
should promote communication,
coordination and harmonization
of interventions among all local
partners”
Naimeh, Head of CCE psycho-
social unit
MOSA has a clear vision for child
protection and clear intervention
demands on the national level. However,
it lacks human &financial resources
specifically on governorates level. It lacks
clear action plans and internal
regulations that would facilitate projects
intervention. Bureaucracy in decision
making is also a challenge. Hence, MOSA
& UNICEF promoted the formulation of
Child protection networks in cooperation
with local organizations to act as an
extension to its’ body to activate
interventions on the ground.
Asmahan Nasser, UNICEF
25
used and to agree on comprehensive intervention strategies in targeting the
development gaps.
B) To agree on complementary interventions with clear division of labor and clear
communication system to promote flow of information and facilitate planning. A
referral system in cases of child abuse is highly demanded.
3.1.3. Trainings Administration and Venue
In general, more than half of respondents to
questionnaires administered were positive about
training administration. Approximately 60% of
respondents – with limited variation across
gender- think that the training instructions and
information were clear, the administrative
arrangements are appropriate, training outlines
were handed before the trainings and that there
was enough time for them to arrange for the
training sessions. In regard to provision of
assistance when required, female respondents
were more positive than male respondents.
However, during discussions with MOEHE in Gaza,
some participants highlighted that they were not briefed pre-informed neither did they receive
the training materials before the sessions. “We
were only informed to attend the training”,
In relation to respondents’ feedback regarding
training venue, more than 60% of respondents
agree with the appropriateness of the place and the
availability of training equipments and facilities
although with higher percentages among female
respondents. In group discussions, it was noted that
participants in central trainings especially training of
trainers express satisfaction in training venue while
governorate trainings mainly in community based
organizations and rural areas express dissatisfaction
about training venue and available facilities.
26
3.1.4. Training Design - Development of training curriculum and material : A need to develop capacity gap assessment indicators and processes, and post training behavioral change at work place
During interviews with partner organizations, it was obvious that organization actors are aware
of the methodological process of developing training materials and curriculum. Almost all
interviewees referred to the underlying assumption that
curriculum development should be based on needs assessment
processes and the identification of clear training objectives.
However, the awareness of interviewees on the different levels
of training objectives was minimum. There are three levels of
training objectives that should be clarified while planning for
training activities. However, organizations awareness was mostly
directed towards the first level. These three levels are:
a. the level of knowledge, skills and practices
b. the level of behaviors change in the work place
c. the level of key organization performance indicators
In general, training objectives and material content were derived
from the overall objectives of the projects under which training interventions are planned and
implemented. Perceptions of focus groups indicate that , between 50% and 70% of respondents
think that training objectives and training sessions were clear with higher perceptions among
female respondents particularly in relation to clarity of training session objectives. In addition,
approximately 60 % of respondents agree with a number of surveyed criteria including; a)
logical organization of training material, b) the appropriate size of training material, c)
Training objectives were related
to empowering facilitators in
Gaza with a knowledge base and
skills related to non-violence,
democratic principles, child
rights and also advocacy and
campaigning skills. This was
deemed relevant and much
needed given the escalating
political conflict in the Gaza strip
which has affected all people
including children.
Panorama interviewee
27
perception of training design as a model design, d) clarity and relevance of presentations, e)
and relevance of training handouts.
In a contribution to verify respondents’ feedback about clarity, organization and relevance of
training material and curriculum, the evaluation team has compiled the training materials of the
selected training sample (where available) and has conducted a material review according to
a set of general assessment indicators. The matrix below provides a summary of the assessment.
Organization
Name of selected trainings
General Indicators for Assessment of Training Material s
Status of material
Based on needs
assessment
Clear training
objectives
Clear sessions’
objectives
Comprehensive & logically
sequenced
Interactive training methods
Practical exercises available
Relevance to work
Pre-post assessment
Go
vern
me
nta
l Org
aniz
atio
ns
MOH Training in strengthening technical skills and knowledge of health facilities implementing IMCI strategy
Not received
--------------
---------
------------
------------
---------------
------------
-------------
------------
Training on establishing neonatal MIS, neonatal monitoring , data collection and reporting system
Not received
--------------
---------
------------
------------
--------------
------------
------------
-----------
MOEHE Training of school health teachers on road safety
Not received
------------- ---------------
------------ --------------- ------------ ------------ ---------- -----------
Training on thematic clubs
Received unidentified Medium low Irrelevant: the training was merely a sensitization session for a couple of hours.
Training of primary school teachers of grades (1-6) in developing teachers’ theoretical and practical knowledge in school subject didactic (central training with MOEHE)
Received (only TNA)
high ----------- ----------- --------------- --------------- ------------- ------------- --------------
Training of learning theories to develop supervisor’s skills and knowledge base on current learning theories and techniques and to sustain and improve the quality of teaching (TOT).
Received unidentified high high high high high High Medium /no follow up mechanism to assess workplace behavioral change
Training in child rights mainstreaming Received unidentified medium unidentified
medium medium low medium Low
Second Phase of training librarians on “ Preparing a strategy for librarian training , activate school libraries and encourage reading” MOEHE
Received unidentified high high high high medium High Medium
Training on diagnosing education process
Received medium high high high high high high Low
29
Organization
Name of selected trainings
General Indicators for Assessment of Training Material s
Status of material
Based on needs
assessment
Clear training
objectives
Clear sessions’
objectives
Comprehensive & logically
sequenced
Interactive training methods
Practical exercises available
Relevance to work
Pre-post assessment
MOSA Training on “ Capacity building for child protection social workers” (in cooperation with BZU/CCE)
Not received
----------- ------------ ------------ ---------- ----------------
------------ ------------- ---------------
ToT training “ awareness raising on exploitation and violence against children
Not received
------------- --------- ------------ ------------ -------------- -------------- ------------ --------------
MOYS Training in drama and creative writings
Received
but not
UNICEF
training
materials
unidentified high high high high high high Medium
MOP/ NPA
Training in child friendly policy development, OR training on child rights mainstreaming mechanism
received unidentified High high high high medium Medium (no practical cases from field)
Medium (behavioral change assessment not identified
No
n-
Go
vern
me
nta
l O
rgan
izat
ion
s
DCI Training for professionals on Capacity building
Not received
--------------- ------------
------------- ----------- ------------ ------------ -------------- -----------
Panorama
Training of trainers on promoting non-violence
Not received
-------------- ------------ ------------ ---------- ------------- ------------- ------------- ------------
PRCS Training on Mine risk education
Not received
-------------- ------------ ------------- ----------- ------------- ------------- ------------- ------------
Tamer Institute
Training of facilitators who train adolescents who have low level of academic achievement that have dropped out of school or have the potential of dropping out.
Received Medium (based on FG)
High High Medium High High High Medium
30
Organization
Name of selected trainings
General Indicators for Assessment of Training Material s
Status of material
Based on needs
assessment
Clear training
objectives
Clear sessions’
objectives
Comprehensive & logically
sequenced
Interactive training methods
Practical exercises available
Relevance to work
Pre-post assessment
Training of local management committees on involving adolescents in decision making
Received Medium (based on FG)
high high medium high high high Medium
Canaan Institute
Training on “support child protection campaign”
Not received
------------
--------------
-----------
------------
-----------
-----------
-----------
-------------
Pyalara Training of youth facilitators (18-25 yrs) on methods to promote life skills of adolescents including meaningful participation of adolescents.
Received unidentified high high medium unidentified
unidentified
high Unidentified
Ma’an Center
Training of facilitators on empowering Palestinian adolescents
Received unidentified medium Unidentified
High medium medium High Low
BZU/ CCE
Training on “ Capacity building for child protection social workers
Received high high high High high high high High
PCDCR Training on psycho-social support for children
received unidentified high high high high high high Unidentified
Prominent observations in the matrix: The prominent observations in the matrix are related to the integration of needs assessment processes and the effectiveness of pre and post training assessment indicators. It is obvious that partner organizations follow different approaches in developing their training materials and curriculum and there is a need to build partners capacities on how to methodologically develop curriculum and assessment measurements in order to maximize the learning outcomes during and after the training session.
In relation to the Incorporation of training material into the organization system: During interviews with partners, discussions have revealed that some local partners have their training materials documented and archived, others do not keep them archived and some others are in a constant process of developing them from training materials into manuals. There was a strong need to archive training materials either in
31
UNICEF or in local partner organizations for future utilization and benefit of already invested efforts. UNICEF child protection section seems to have paid attention to this matter and “have copies of developed materials in its archives”22
22
During interview with Asmahan Nasser, UNICEF
3.1.5. Training design - Training
methodology:
Training design: Two types of training were common in UNICEF-supported trainings i.e. cascade
(TOT) trainings targeting the main partners in UNICEF supported projects, and beneficiary
trainings targeting teachers, students, children, adolescents and local communities in the
different governorates of West Bank and Gaza Strip. Some sensitization sessions were however
also identified in some projects like the thematic club project and the duration of each session is
just a couple of hours.
Duration of most training activities is about one week period. Few training activities e.g. the
training of librarians (120 hours) and capacity building for social workers (446 hours) lasted for
longer periods. During interviews, it was reported that some trainings were delivered
successively or consecutively while others were divided into episodes along the project
implementation process. Interviewees tend to favor the episodes’ design; “episodes help us
maintain contact with our trainees. This design helps us to discuss trainees’ reflection on the
theoretical part of our training. We assign field work between the episodes”23, “at the beginning,
we used to deliver all training activities at once. Later, we integrated follow up sessions and
meeting discussions. This design proves more effective to keep communication with our
facilitators”. MOP and MOEHE interviewees stated that if support to projects will be renewed,
they will work on developing the training design to integrate the episodes approach24.
23
BZU/CCE interviewees. 24
Mai from MOP and Ayman from MOEHE
34
Training method: According to respondents’ opinions, approximately two-third of respondents
think that the training methodology adopted a learner-centered approach with interactive
teaching/ learning methods including group discussions and practical exercises. A similar
percentage of respondents think that discussions were useful and that they have engaged in
different activities. However, less male respondents think that the allocated time for discussion
was sufficient or that the sequence of sessions was logical. More female respondents think that
they will adopt the same training method if they got the chance in the future.
ICT in training: Opinions on integration of ICT in
training was relatively low compared to
respondents’ feedback on other assessed indicators.
Opinions of the contribution of websites in
facilitating training processes or in facilitating
exchange of experiences among trainees before,
during and after training activities were also low.
However, a higher percentage of respondents
believe in the potential usefulness of websites as
part of the training methodology though the
percentage remains around 50%. This is indicative
of the need to raise awareness about the
potentials for utilization and the effect of
integrating ICT in training.
3.1.6. Training Targeting: Client involvement, training needs assessment, selection of participants and trainers
During interviews, it was reported that training planning and curriculum development is mostly
performed in central offices of partner organizations with minimum involvement from
directorates or UNICEF zonal offices. “we developed our training material in reference to
required capacities to perform project activities rather than participants capacity gaps”, PCDCR
interviewee.
In the case of MOEHE, although the ministry tends to recruit a training outreach process which
principally follows the snowballing approach, yet training materials are also developed centrally
with the assistance of either experienced in-house staff or it is outsourced to an
expert/consultant or individual in the field. Principally, MOEHE conducts three levels of training
activities;
a) Central trainings at MOEHE targeting heads of sections in MOEHE governorate offices;
b) Governorate trainings targeting relevant teachers and supervisors from selected
schools; and
c) School level trainings targeting teachers, students and the local community.
35
Training needs assessment (TNA): The most popular method for needs assessment was to
conduct a general assessment workshop with the stakeholders/beneficiaries using a pre-
training assessment questionnaire. TNA and pre-training assessment on the first day of training
events is different. There is limited time for the integrated process of analyzing organizational
performance needs together with the job description of trainees and trainee competencies. The
development of training materials mostly depended on the project objectives and the assumed
roles to be played by the trainees instead of being based on the assessment of the different
competency levels of trainees. Again, the assessed competencies were mostly restricted to the
knowledge component. There was limited assessment at the level of skills, attitudes and
practices. “For instance, MOEHE teacher recruitment interviews assess candidates qualifications
upon their knowledge achievements rather than placement capacities. It is not a placement test.
It is an achievement test. MOEHE should work on developing its’ measurement and assessment
indicators”25,
Training needs assessment was emphasized during MOEHE interviews. For example, the
coordinator of child rights awareness project emphasized the importance of the training
content. However, Mr. Anboosi stated suggestions for future improvements; a) conduct a
comprehensive needs assessment for school counselors; b) provide resources to facilitate the
implementation of learnt experiences within targeted schools, c) the need to invest in training
of trainers from the counselors themselves instead of outsourcing to expert trainers; and d) to
develop the training material based on capacity intervention gap.
Based on interviews, it was obvious that there is a need to development individual assessment
indicators for knowledge, skills and attitudes. There is also a need to link individual capacities
with organizational and environmental capacities before the start up of the process for
planning trainings.
Strategic participant selection: In principle, the process of selection of training participants
should contribute to the improvement of both individual capacities and organizational behavior
change. The selection process should ensure relationship between type and content of training
on one hand and participants roles and job responsibilities on the other. Consideration for
participants’ commitment during and after the training intervention is deemed critical especially
when the focus is on organizational behavior change. The selection process should be strategic,
competitive, and transparent and based on clearly identified criteria.
During interviews with partner organizations, different selection processes emerged. In the first
category, are governmental bodies, and the trainees were mostly from the staff of the ministry
itself. In the second category of government ministries and agencies, trainees were from
25 MOEHE interviewee, Department of measurement and assessment.
36
cooperating ministries and non-governmental organizations who were involved in the supported
projects. MOEHE falls under the first category while MOP and MOSA mostly fall under the
second category. “We usually send the ministries a letter to nominate people for the training and
they send the people . In some cases, we ask organizations to avoid selecting participants who
joined similar training before”. MOP interviewee. Cases were also reported about clearly
developed trainee selection criteria in relation to
required academic qualifications, experience, relevant
work, geographical variety, gender variety and
commitment. However, it is also worth noting here the
feedback of focus group participants who highlighted that
participant’s selection followed no clear criteria. They
said that in most cases, it was considered an “award”26.
Khawla said “ the headmaster told me: you are active
teacher, so you will have training, so I have a lot of
training courses while others in my school never attend
one. Teachers with negative behavior in training sessions
are excluded”.
During interviews with the different MOEHE departments, it appears that the departments
follow a specific selection criteria for schools, teacher and supervisor trainees. Some
considerations include: geographical distribution, gender, reaching-out to marginalized areas,
availability of relevant people who will be in charge of project and training intervention. For
example, child rights awareness raising is an MOEHE project implemented by the department of
counseling. One criterion for school selection was the availability of a school counselor in place to
facilitate the process. Despite these considerations, it was noted during interviews that the
selection process tended to prioritize schools which implement the child friendly schools
project. For example, the thematic club project was mostly implemented in the schools selected
under the child friendly schools project
Cases of selection of wrong or inappropriate trainees were also reported by interviewees27, for
example, the participation of a pregnant teacher in outdoor education training. Instances of
repeated trainings were also mentioned as well as cases
where trainees were obliged to participate regardless of
their readiness, willingness and commitment. This was
affirmed during MOEHE focus group discussion in the North
of the West Bank.
As for non-governmental organizations, most NGOs
interviewed stated that they undertake an recruitment
26
Focus Group Discussion for MOEHE in Gaza Strip 27
Kanar, UNICEF Zonal office , Nablus
Psycho-social support intervention
in Gaza Strip: PCDCR experience
Due to on-going traumatic events,
we needed specialized staff for
group and individual counseling and
psycho-social support. We
cooperated with universities and
related organizations. Our trained
activators were helpful with group
counseling but the experts available
for individual sessions were limited.
PCDCR interviewee
Developing employee capacity file:
Ministries should ensure the availability
of a data base system for training
interventions on the directorate level.
There is a need to build a system that
facilitates tracking of how many, how
long and what type of trainings each
ministry employee has participated in.
Development of school capacity file:
The same profile should be available at
school level where human resource
capacities can be tracked as well as
school environment capacity.
37
process that can reach out to outsiders when planning their training activities. Organizations
tend to announce through newspapers, billboards, community clubs and other means. A
selection criterion is set and then an interview is conducted. Cases were also reported when
organizations prioritize their volunteers to participate in the training activities and to perform
contracted work from within the projects, with the justification that their volunteers are familiar
with the organization’s culture and have similar work experience. Some organizations like
PYALARA, PCDCR, Canaan Institute and others have also targeted university graduates.
Ensuring trainees’ commitment to the training objectives and post-training processes is very
critical in the selection process. During focus group discussions, trainees’ commitment was
highlighted as a critical factor determining behavior change in the workplace. Although most
participants reflected enthusiasm, dedication and spoke proudly of their experiences; however,
that was not the case for everyone. For instance, some participating teachers said that their
participation in training was simply performing an obligation. In addition, others expressed
frustration due to school infrastructural constraints, insufficient resources, limited flexibility,
limited incentives and the heavy teaching work load which allows limited time for activities
promoting messages outside the assigned curriculum28.
3.1.7. Trainers qualification and technical capacities:
In general, partners have followed two pathways in recruiting trainers; a) develop in-house
trainers among employees with many years of field experience , or b) out-sourcing to individual
trainers or capacity building organizations.
In relation to the respondents’
perceptions of trainers’ qualifications,
an average of approximate 60% of
respondents - of both sexes - agreed on
some relevant indicators including; a)
trainers’ knowledge about subject, b)
trainers creation of good learning
environment, c) harmony in training, d)
good preparation, e) showing respect
and f) the utilization of interesting
presentation methods. However, a
gender gap in responses appears in
relation to trainers’ flexibility in
planning. The side figure holds a
demonstration.
28
Focus group discussion with MOEHE, Gaza
38
3.1.8. Training Follow up and Organizational context: During interviews, it was clear that not all
supported projects or trainings activities
integrated a follow up process with the
trainings; be it in the form of continuing
training sessions, meetings, coaching or on
the job trainings. MOP training was one
episode training, for instance. In focus
group discussions, it was also clear that
the opportunities and capacities of non-
governmental organizations to apply the
learnt experiences was higher than
ministries. Approximately 60% of
respondents stated that they have
implemented their learnt experiences at
workplace and approximately 50% of them
think that they are ready and able to deliver training activities.
In cases of non-transfer or poor performance at work place, respondents – in focus group
discussions - referred to many reasons such as:
a. Not knowing what they are supposed to do
b. Not knowing how to do it
c. Not knowing why they should do it
d. Inappropriate to workplace and their job
roles and responsibilities
e. Not motivated (poor attitude)
f. Incapable of doing it (poor skills)
g. Insufficient time to do it
h. Poor organizational management and
support
i. Inadequate organizational policies, rules and
regulations to support application of new
knowledge, skills and experiences gained
j. Inadequate resources
The last three reasons were more relevant to
governmental bodies than non-governmental bodies
although some variations occur among governmental
bodies themselves. While MOP-UNICEF supported project
and training design included no follow up component
under the assumption that it lies under the responsibility of the trainees’ organizations, MOEHE
“if we use children literature in teaching
the lessons, it will be very interesting for
pupils and teacher, but we barely have
time, the curriculum is loaded and school
administration holds us accountable if
we don’t cover it… But, the training was
beneficial on a personal level ”
“ In training for diagnosis, we didn’t
have sufficient trainees in each
governorate to conduct diagnosis in
schools Only two teachers from each
governorate were trained and allocated
to work on the diagnosis; two teachers
are not sufficient compared to existing
number of students who suffer from
learning difficulties”.
Saeda, MOEHE FGD, Gaza
39
has integrated and activated a certain level of follow up process within its’ implemented
projects including site visits. However, MOEHE follow up processes need to be elaborated and
mainstreamed including regular coaching sessions. In addition, follow up processes face
challenges which limit its effectiveness; for example, in the case of trainings for counselors, the
feasibility of applying the learning outcomes in the school environment is constrained by the
available time. Counselors usually apply learning outcomes only through multi-classes counseling
sessions or when substituting an absent teacher class. Counseling is not mainstreamed yet within
regular classes’ schedule29.
Organizational environment or context is a critical variable for success in post-training and
workplace application of training outcomes. The availability of a supportive organizational
environment facilitates the application of learnt experiences in the work place and creates
behavioral change at the organizational level, which ultimately leads to the achievement of
organizational development goals and objectives. The organizational environment and
capacities can be related to human and financial resources, equipment, incentive plans,
supportive legislative framework and processes, in addition to effective organizational structure,
clear line of communication and job description. The commitment, will and the collective
determination of the organizational staff is critical for organizational growth.
3.1.9. Monitoring and evaluation of training processes and content
An average of 56.7% of FG respondents
indicates that pre-post evaluation
processes were conducted. However,
elaboration on assessment indicators in
line of Kirk Patrick framework remains a
need.
Local partners - governmental and non-
governmental - have varying capacities in
relation to monitoring, evaluation and
reporting of training processes. In general,
local NGOs seem to be more effective
technically than governmental bodies i.e.
in relation to documentation, archiving,
planning and reporting, integration of
monitoring and evaluation etc. Some
ministries need capacity building in administrative and management skills including
documentation and reporting in addition to professional skills development. According to
UNICEF Chief of Health sector for instance, there is no training needs assessment at the Ministry
29
Interview with Bashaar Anbosi (from where?)
40
of Health. MOH submits progress reports only indicating that activities are performed. Follow up
processes between UNICEF and MOH are limited. For planning and follow up purposes, the MOH
has to develop an archiving system. UNICEF needs to know
further details including how trainings are planned, designed
and performed as well as the challenges faced and targeted
participants. There is a need to improve accountability and
facilitate the flow of information among stakeholders and
partners30.
30
The evaluation team also faced challenges in the process of collecting data, documents and follow-up with MOH focus group discussion participants. Limited information was available on training processes and who participated in what training activities and where between 2006-2007. The list of training participants provided was hand written.
Pre and post assessment reports are
available in our section but that is
on the output level. We need to
assess the outcome level. Outcome
assessment indicators should be
developed and applied.
Child protection, UNICEF
41
3.2. Highlighted Organizational Cases
3.2.1. Case One: Adolescents learning spaces (centers) project: a Case for UNICEF-NGO
cooperation and training intervention
UNICEF project partnership was with two local organizations; Tamer Institute for Community Education and Ma’an Development Center.
The project sought to promote children/adolescents’ knowledge and life skills as well as integrate them into the community. The project
also sought to improve the academic level of low achievers at school through the learning spaces in which subject zones are activated in
areas related to math, science, and Arabic, music, drama, and computer skills. Project implementation partners include children
beneficiary, adolescents, project coordinators, local management committees, youth facilitators or activators mainly youth graduates and
teachers. The distribution of learning spaces (centers) was gradually increasing with complementary geographical division of labor among
local partner organizations. Majority of the Tamer institute project sites were in the different districts in West Bank while majority
intervention of Ma’an Center was in the Gaza Strip. The process of selection of coordinators and activators was based on specific criteria
that meet the learning objectives of the project. For instance, activators should have natural tendency towards interactive learning
methods, believers of in the rights of children and adolescents, be friendly and acceptable in their local communities.
Training design and method: To promote project success, the technical capacities of actors/implementers were assessed and training
needs were identified for the majority of them. “With Ma’an center, the assessment process was less, since target beneficiaries change
every couple of months”, (focus group participant). Training interventions was delivered in areas related to interactive learning, pedagogy,
effective communication with adolescents, life skills building including problem solving, self confidence, decision making, rights and
responsibilities and logical thinking. Coordinators were oriented about the project, and were involved in the planning processes. Training
on administrative and managerial skills was requested as a catalyst to help them play their role. Local management committees also
participated in training mainly related to community development and youth participation. The active learning approach, in which trainers
facilitate the exchange of experience among participants with a focus on success stories, was adopted. Coordinators also participate in
training design. In the first year of project implementation, training was provided successively at the initial phases of the project. Later on,
the same daily training hours were reduced and stretched to cover multiple-training phases where each phase of training is based upon
emerging needs from the field. Follow-up discussions, individual meetings and continuing training was integrated although to varying
degrees among partner organizations. “This way we keep in touch with our coordinators and facilitators as the project is implemented. We
also try together to come out with solutions to problems they face. The training turns out to be practical this way”, Tamer interviewee.
According to focus group participants, activators practiced what they learned. The training refined their experience and enabled them to
work with different ages of children, especially adolescents. It enriched their capacities in understanding the problems of children and how
to solve them. “Ahmad from Gaza was a hard case. He used to aggressively refuse to join the learning club. Nowadays, he is one of our best
activators”, Tamer coordinator, Gaza.
Selection of trainees: Selection was usually through advertisements in local newspapers and partner centers. Partners then screened
applications and interviewed applicants before selection.
M&E: Interim assessment sessions were performed
Highlighted achievements: a) Gradual increase in number of learning spaces. In case of Tamer institute, the number was only four in 2006,
increased to 18 in 2007 and to 38 in 2008. Almost 20% of the learning spaces were in the Gaza Strip. “Attitude of local community towards
learning spaces was challenging. They refused to send their children mainly girls to the learning spaces. They thought it is waste of time.
Now, they have accepted it”, Focus group participants, Gaza. B) Partner organizations managed to step ahead to enhance cooperation and
harmonization of their interventions. Coordination meetings take place among them. C) Integration of follow up components to training
activities. D) Facilitators who are also teachers have integrated the interactive learning methods into their classroom.
“Niveen is a math teacher. She told us that now she can prepare for her lessons much better than before the training. Her colleagues are
impressed on how she employs methods of active learning. The children used to dislike math and considered it a boring a lesson but know
it is their favorite subject. She said “my colleagues told me this is the first time we see the pupils like math a lot more than any other
subject”, Focus group, Gaza. Another story is “three years ago, the local community in Tulkarem was not accepting female participation in
the clubs. The facilitators and local management committees consistently promoted female participation and today, female adolescents
participate and some sessions include a mixture of genders”.
Challenges: A) During project implementation, adolescents demanded for an English zone but project adaptations were not feasible in the
middle of project implementation. B) Insufficient quantity, sometimes poor quality and delayed delivery of equipment and supply. C) Entry
and exit of new implementors/actors over the years, which demanded on-going training and sensitization process which was not budgeted
into the project design. Partners had two carry out trainings using other resources from the organizations themselves. D) Resistance of
community to concept of learning spaces and the utilization of interactive methods. E) Community resistance to mixed sex gatherings and
trainings. Community awareness raising turned to be a critical component for project success.
”
42
3.2.2. Case Two: MOEHE Training on Learning Theories:
MOEHE Training on Learning Theories: Though corresponding to MOEHE strategic plan and material development based on supervisors’ capacity assessment process; yet, the workload and system restrict the dissemination process and follow up on knowledge and skills acquired by school teachers. Relevance of intervention: In the current medium term strategic plan, investment in developing the supervision system is an MOEHE priority. MOEHE recruits approximately 520 supervisors in the West Bank and Gaza Strip. On average, each supervisor is responsible for supervising 70 to 85 teachers and also upgrading their knowledge and skills through either scheduled visits to schools or through his/her residency at specific schools. Approximately 25% of supervisors are currently resident supervisors. Clarity of Objectives: The training intervention set clear objectives based on a comprehensive assessment of supervisors’ capacities which the department of training and supervision has implemented before the training intervention. Training objectives include: A) to acquaint supervisors with learning theories. B) To apply theories learnt to the school environment c) to acquaint supervisors with interactive learning methods and techniques including case studies, group work, discussions etc. Highlighted achievements: The training outcomes were integrated into supervisors schedule and work. The improved capacity of 450 trained supervisors to associate theoretical and practical knowledge improved teaching practices at school level. Training design & curriculum development: Training materials were developed to fill capacity gaps which were raised in the comprehensive assessment report. Two training materials were developed and while one was for trainers and the other was for trainees. Experienced experts including supervisors with strong field experience developed the materials. The training design was not a one episode event. Rather, it was divided over training episodes allowing some space to apply and reflect on the theoretical learning. The training started with a central TOT training and was followed with governorate level trainings. The follow up process was through field visits by supervisors or the head of supervision section at governorate level. M&E: Pre and post assessment was integrated into the training sessions. Associated challenges: a) workload in supervisors schedule has limited their availability to activate the supervision process. For example, 225 English teachers in Bethlehem governorate are followed up by three supervisors. B) The process of exit and entry of supervisors (some have retired, were promoted or are newcomers) demand new training interventions and skills upgrade. C) Trainers’ commitment i.e. sometimes, supervisors participate in trainings out of obligation rather than commitment. D) Difficulty in transportation of supervisors to schools. A supervisor has to cover a minimum of two school visits per day. This in return limits the time a supervisor spends in each school, which sometimes demands communication with multi-school actors. E) Teachers with traditional conception of the teaching process and methods demand more time to change their classroom behavior. This also raises a challenge in time.
Recommendations: A) support further trainings but with control over quality and training methods. B) Further develop and elaborate on the training material and design. C) Develop communication and work mechanism to overcome time limitations, d) Develop the capacities of the department of training and supervision mainly in relation to impact assessment and follow up measurement.
43
3.2.3. Case Three: Child Rights National Plan of Action: an intervention experience affirming
the need for comprehensive & coordinated efforts
Child Rights National Plan of Action: An intervention in need of coordinated efforts: Two project interventions
are under this UNICEF/MOP cooperation; 1) Law and policies reform in support to child protection, 2) Human
resource capacity building for ministries and NGO actors in child protection. The second component is aimed at
enhancing the applicability of child rights principles and mechanisms. It is 38-hour training in areas related to
proposal writing, strategic planning, donor negotiation, child rights related legislations and policies, integration
of rights based approach, and developing child rights sensitive budgets.
Participants’ selection: participants were active in child protection work and were nominated by the network
organizations with no intervention from MOP.
Learning achievements: a) participants from ministries strengthened knowledge and skills related to mainstreaming child
rights. b) Learned about mechanisms supporting Child protection network. c) Learned about roles/responsibilities of
network actors. D) Helped them to act as potential allies
Training design: Training material is pre-set and developed in reference to the expected learning outcomes rather than in
reference to the assessed capacities of participants. Pre and post training assessments were conducted but in relation to
trainees satisfaction and individual learning outcomes. Training method was participatory. Cases were discussed and
solutions were suggested including limitations and obstacles.
Highlighted achievements: MOP contributions towards training resources available at the network organizations.
Limitation and challenges: a) Being only a training intervention, no follow up action to monitor behavioral change was
carried out. No memorandum of understanding was signed with participating organizations to play this role either. b)
Changes in individual learning were more than behavioral changes at workplace. Ministries suffer scarce resources,
minimally supporting organizational culture and determination to work, in addition to the unclear structure, regulations and
job descriptions. c) Limited coordination with other UNICEF-funded child protection training interventions. Instances were
reported about similar training themes targeting same participants from child protection network organizations at the same
period and implemented by organization with UNICEF funds.
Recommendations: a) Enhance communication and coordination with partner or implementing organizations and UNICEF
ensure more inter sectoral links among programmes and projects being supported. b) Improve training design to first, not
deliver trainings as a one shot but stretch it over a longer period and second, integrate follow up mechanisms in between. c)
Conduct capacity assessment of trainees and design of training interventions in relation to existing capacities in ministries.
44
3.2.4. Case Four: Psycho-social Counselors’ Diploma: A case of organizational challenges
facing behavioral changes at workplace
Psycho-social Counselors’ Diploma: A case of organizational challenges facing behavioral changes at workplace:
Twenty-five social workers from MOSA in West Bank have participated in a year-long (430 hours) psycho-social counseling
diploma as part of MOSA/UNICEF partnership and in cooperation with Birzeit University Center for Continuing Education (the
implementing organization).
Highlighted achievements: a) The integration of 150 hours individual coaching into the program. b) The integration of two
levels of training assessment; trainees’ evaluation of their trainers and vice versa. c) The professional diploma design, trainees
targeting and methods applied were accredited by stakeholders including UNICEF, MOSA, and interviewed trainees.
d) Selection of participants followed specific criteria including a pre-requisite diploma, geographical representation, gender
representation, experience in the field, committing to the training and work commitment for at least two years after the
training. e) Training method was based on participants self assessment, self development, applied cases, site visits, individual
and peer reviews, coaching, planning and implementing psycho-social interventions in workplace.
Challenges:
i) Human capacity development in an inappropriate environment might not empower but cause depression to trainees. The
absence of appropriate job description, insufficient resources, support staff and structure hinders the achievement of learning
outcomes. For instance, after training, the family counseling department was closed due to structural changes initiated by the
new MOSA minister. Due to the centralized decision making approach, the point of reference was unclear to field counselors
and this impeded action and response to cases of children requiring counseling.
ii) Ineffective resource management and plan within the ministry: Trained counselors were promoted into administrative
positions rather than professional ones due to a lack of appropriate promotion system within the ministry although post
training adaptations were requested. This caused a loss of professional staff in the districts. After promotion, these trained
counselors were substituted with less qualified or unspecialized personnel like the case in Hebron governorate MOSA office
which recruited only one counselor and is severely understaffed.
iii) Personalized relations, centralized decisions and absence of clear policies and procedures delay counselors’ response to
children victims in districts especially the serious and sensitive cases like child abuse or rape.
iv) Legislative challenges: Palestinian child law provides legal protection for children. However, legal processes and mechanisms
sometimes do not act in favor of children rights. For instance, in cases of female children raped by relatives. The police cannot
take action, unless a file is opened by her guardian, hence jeopardizing the right of protection for the raped child.
45
3.3. Highlighted Challenges
3.3.1. Partners related challenges:
The prevailing political conflict and instability hindered the implementation of
UNICEF-assisted projects and training activities by partners. This specifically was
associated with partnerships with ministries. The period between 2006 and 2007 witnessed
episodes of internal and external conflict. This includes the Palestinian elections in 2006 and
Hamas takeover of Authority in Gaza, internal fighting among political parties as
well as Israeli incursions and closure. The period also witnessed public employees’
strike for several months; thus hindering the planning and implementation of
partnership projects in almost all ministries. UNICEF reported in 2007, an
implementation rate of 60% for the education programme it supported. The staff
of the Ministry of Health went for unpaid salaries strike for six months which
affected the sustenance of immunization coverage rates. In Gaza Strip, Hamas
takeover of Authority in the summer of 2007 disrupted the leadership of
Palestinian ministries and created difficulties in channeling funds and managing
the planning and implementation of UNICEF-supported projects. Projects
implementation by ministries in the second half of year 2007 was suspended.
Prior to this disruption, UNICEF support was distributed in the proportion of 60%
for West Bank and 40% for Gaza Strip. In addition, the paralysis of the legislative and executive
bodies in the Palestinian Authorities affected not only the planning, decision making and
coordination processes inside ministries (in relation to institutional and human resource
capacity building) but also led to delays in the development of policies and legislations which
affect the situation and living conditions of the ultimate targets of UNICEF interventions -
children, adolescents and women. For instance, there was a delay in drafting Social Affairs Laws,
amendments to Child Rights Law and Juvenile Justice Legislation.
Public sector cross-related challenges: A number of challenges relates to the
manifestation of unclear mandates, lengthy bureaucratic administrative procedures,
issues pertaining to accountability and transparency, centralization in decision-making,
inadequate legislations, outdated forms of recruitment and promotion process, low-
paid civil servants, and a relative absence of an incentive system and motivation.
The measurement of UNICEF training achievements and impact on improving the
living conditions of Palestinian children and adolescents remains a challenge. This is
related to different reasons including the need to develop the circle which connects trainees’
capacities assessment; trainee roles, responsibilities and working conditions; institutional
legislations and policies, with training objectives, curricula development, methods and design.
Based on testimonies from different ministries (MOSA, MOP, MOEHE), Human resource
development is not separable from institutional and legislative reform as well as the sector’s
UNICEF is continuing project
implementation in Gaza but
has limited its cooperation
with Ministries to technical
(DG) level staff since mid
2007 due to the
administrative division in the
Palestinian Authority.
Political instability and
closure of borders deprived
Gaza trainees from
participating in Nahr El-
Bared training about child
protection.
46
nation-level objectives and priorities. Furthermore, monitoring and evaluation plans should be
developed and mainstreamed as integrated and interagency tools for standard setting and
quality control measurement. Partnerships with academic institutions might improve
institutional standard setting capacities in this area.
Assessment of training impact remains a challenge: Impact assessment of specific projects and
trainings is challenging particularly when other related interventions are in place. For example,
UNICEF and UNESCO are supporting MOEHE in two separate but related projects. UNICEF
supports a math and science kit project aimed at improving teaching/learning methods in two
subject matters. UNESCO supports science laboratory project which also intends to improve
teaching/ learning methods. Hence, improvement in science education cannot be exclusively
associated with UNICEF interventions31.
Ensuring ongoing communication, coordination and harmonization
among the different stakeholders remain a challenge to aid
effectiveness including training interventions. Despite the earlier
achievements mentioned, cases of duplicated, repeated, irrelevant and
partial trainings were reported by stakeholders. Conflicting relations
were also reported among local partners due to lack of clarity about
division of roles and responsibilities of partners. The MOSA/Panorama
relation within the Child Rights and Advocacy project is an instance
where each organization perceived itself as the leading organization of
the project although a steering committee from local organizations was
formulated. On the other hand, a successful coordination was reported
in the clear division of labor between YMCA and Defense for Children International (DCI) in
delivering psycho-social and legal support to violated children. YMCA was responsible for
psycho-social support while DCI was responsible for the legal support32.
There is a need to promote effective communication and develop mechanisms to ensure
communication, coordination and harmonization on several levels; a) among civil society and
local community organizations; b) between civil society organizations and Palestinian
governmental bodies; c) among governmental bodies themselves; d) between local partners and
international organizations; and e) among international organizations.
Training needs assessment processes, where applied by stakeholders, was partial in its
approach: Needs assessment processes generally cover employees’ capacity gaps apart from
their roles, responsibilities or organizational structure. This was more common among
governmental organizations rather than non-governmental organizations. Employees’ capacity
assessment should be linked to organizational capacities and an environmental analysis. In some
31
Discussion with Magdi Muammar, MOEHE Interview with DCI
32
MOPS, MOSA through
BZU/CCE and DCI have
delivered similar training
themes for almost the
same participants or
trainers which was funded
by UNICEF. There is a
urgent need for
coordination, although
there were variations in
relation to scope of
training.
47
cases, job descriptions should be specified. It is only then that the design and content of training
interventions contribute to achieving behavioral change in the workplace.
Limited institutionalization of core intervention projects in some local partner organizations:
Cases of successful institutionalization were reported under the Child-Friendly School project
and the development of diploma for librarians within MOEHE. However, some ministries faced a
number of challenges. In the case of child protection interventions at MOSA, the
institutionalization process was hindered due to the frequently changing ministers, centralized
decision making process, on-going organizational restructuring, unclear roles and
responsibilities, unclear administrative and financial regulations, limited budgetary resources
and above all, the changing priorities in the Ministries agenda, with priorities alternating
between social and political agenda. Projects remained donor driven and donor oriented. “The
psycho-social support project was UNICEF/MOSA cooperation for three years. Once funding
stopped, the project stopped. It was not institutionalized in MOSA”, MOSA Interviewee33. DCI has
experienced UNICEF funding cut at the expiration of the project in 2008 and the child protection
network project in south West Bank is currently functioning at the minimum level due to similar
reasons.
Pressure in Time: The duration of some training activities was short and this limited the extent
of benefits derived from the training on the outcome level. In some other cases, training
activities were squeezed to be delivered over a short period of time in all districts and this had
repercussions on the regular work performance of trainees. School teachers, for example, had
to leave their schools to participate in project trainings which were planned for delivery over a
relatively short period of two months and this had negative consequences on students learning
process due to the unavailability of alternates.
Intra-organization coordination among departments (mostly applicable to governmental
organizations): Instances were reported about cases where trainees, after completing their
training, obtain job promotions from professional to administrative positions; hence redirecting
their energies to areas other than the area of their professional expertise. Thus job promotion
plans should be reviewed to ensure they not only serve the professional development of
employees but also fulfill the organization goals. In addition, cases were reported of teachers
changing their place of work with the consequence that they will not be able to deploy or use
the training knowledge and skills acquired.
Administrative challenges: This includes organizational bureaucracy and centralized decision
making processes which tended to delay the discussion and reconciliation process prior to
signing of work plans/agreements. On average, the process takes a minimum of five months of
the year in best case scenarios. In MOEHE, a further administrative challenge emerges with the
difference in the fiscal year and the calendar year which results in complications and time
33
Interview with MOSA
48
limitations during the implementation process. UNICEF fiscal year ends in December while
MOEHE fiscal year ends in August. Expenditures and reports on UNICEF-supported projects have
to be provided by December that is four months after the start of the scholastic year. Since the
process of work planning for the year takes several months (times till June of each year), the
only feasible period for MOEHE to implement activities at schools tends to be limited to
between September and December and this creates pressure on schools and teachers. For
example, under the Teacher Training project, 2,000 teachers were trained in one month at the
governorate level. Teachers were informed to participate in trainings, but classes were left
without substitute teachers34.
3.3.2. UNICEF related challenges:
UNICEF planning and administrative process is time-
consuming which hinders the effectiveness of project
implementation: Several cases were reported:
UNICEF supplies and equipments delivery usually delay
which results in either postponing the training
activities, delivering activities without equipment,
collecting alternate supplies from local resources, or
that the implementing partner provides supplies from
other resources as available.
Annual reviews, work planning and cash transfer
processes consume in best cases almost half the period
allocated for the annual projects. “We at MOSA know
that NGOs are more efficient and effective than us in
paper work, meeting deadlines and evaluation. We need to build our capacities in this
regard. However, the planning and contracting process should not take all this time. I
cannot remember a year when we signed the partnership contract before May. This is
not only applicable to UNICEF but also the ministry. Last year, UNICEF and MOSA
team spent 6 months in discussing, tailoring and putting on paper the interventions.
Once formulated, it remained five months on the minister’s desk until it was
approved. By then, it was the end of projects’ fiscal year. This is time and effort
consuming for both MOSA and UNICEF. It also pressures us in the implementation
phase. Some qualified cadre tends to quit”, MOSA interviewee.
Financial payments are processed upon the submission of deliverables from all
cooperating departments in MOEHE. Departments vary in the time they need to
conclude their activities.
Supplies and equipment usually delay
and sometimes they are insufficient
and of a poor quality. They get stuck
after a short period of time. UNICEF
purchases huge quantity upon
projects’ needs. It is hard to keep a
close eye on the quality of all
purchased items. We informed
UNICEF about this and we need to
find solutions. To avoid delay, we
might prepare for our needs in
advance.
Interviewees from Ma’an Center and
Tamer Institute
49
Turnover of UNICEF staff: The change of senior positions in UNICEF programme sectors
also affects time required for joint planning processes which understandably is
demanded due to the orientation of new international staff.
51
35
Rossi and Freeman (1993)
Evaluation requires not only an accurate description of processes under evaluation but also a systematic assessment of the conceptualization, design, implementation and
utility of intervention programmes35
Main Conclusion
Recommendation
Ass
ess
the
rele
van
ce o
f tr
ain
ing
as
an
op
era
tio
na
l
str
ate
gy
for
cap
aci
ty-b
uild
ing
Insufficiency of training as the only interventions to build organizational capacities and create behavioral change at work place. For instance, in MOSA, the legislative framework and organizational procedures and system were challenging. In MOEHE, it was work load, trainees commitment, limited incentives given their low salaries and school environment itself where class size, number of students’ per class, administration system, resources, equipments are critical in implementing the interactive learning process and enhance education achievement of Palestinian students.
Need to invest in complementary interventions including: a) provision of services, infrastructure and required facilities, b) system and policy reform, c) advocacy and legislative reform, d) supervision The need to promote supportive organizational context including financial resources, supportive colleagues, supportive regulations and divisions of labor that would promote the use of the knowledge and skills received.
Conceptually, unlike progress in skills and knowledge, the progress of participants’ attitudes demands long term investment and intensive follow up process. The duration, scope and follow-up of the trainings conducted, were not sufficient to measure progress on the attitudinal level
Demand for long term capacity building interventions for target groups using a mixed approach of knowledge and practice to be complemented by coaching and on-the-job training
Application of knowledge and skills learnt during trainings tended to be more common with NGOs rather than governmental bodies although it is hard to generalize.
Where relevant, improve organizational environment including resources, decision making processes, legislations and procedures to facilitate the application of knowledge and skills learnt
Organizational incentive and promotion plans limit professional development of trainees and hence hinder application of knowledge and skills learnt.
Need to reform administrative and human resource development plans inside organizations mainly ministries.
Ass
ess
the
pro
cess
of
pla
nn
ing
tra
inin
g
act
ivit
ies,
Duplication and repetition of some training interventions
The need to ensure ongoing communication, coordination, clarity of roles/responsibilities and harmonization among local partners and UNICEF
52
Partiality of assessment processes including training needs assessments and capacity assessments. Considering Kirk-Patrick’s assessment framework, assessment processes where applicable, were restricted to measurement of reaction and learning with very limited emphasis on measuring behavior and results after the training.
Need to build partners’ capacities in assessment processes and the development of assessment indicators in line with the suggested analytical framework in this report. The need to conduct baseline studies for targets’ capacities. The need to conceive TNA in relation to job description, roles and responsibilities, organizational environment, legislations, policies and procedures. Decentralization of training design to involve the governorates in the assessment processes and curriculum planning and design
Curriculum development is mostly undertaken to serve project requirements and objectives. However, the training curriculum and training sessions were mostly in line with set standards rather than the capacity gaps of trainees
Training curriculum and sessions should be planned in accordance to trainees’ capacity gaps
The need to promote trainees commitment to post training follow up and application of learning outcomes
Training activities and follow up actions can be accredited by PA General Personnel Department and rewarded through a promotion plan. This might enhance trainees commitment and motivation
Difficulty in accessing and utilizing materials and tracking trained capacities on governorate level
Ensure the availability of an archiving and database system of trained participants, selection criteria, targeted themes and topic well as the training materials. Such archiving system should be on central and governorate level either at partner organizations or at UNICEF offices upon agreement between the partners. The need to document and archive training materials for further development and utilization
Trainees selection was not always based on identified criteria
Selection process should be strategic, competitive and based on clearly identified criteria. Criteria should be developed in cooperation with training partners
Implementation of training activities was pressured by time
The need to minimize project and training planning processes to ensure there is enough time for project implementation
T r a i n i n g m a n a g e m e n t Project reconciliation process is time consuming Partners may agree on two years’ work plan or
53
The Best Practices Training Cycle
cooperation framework but commit to a yearly action plan
Equipments and supplies delay Need to identify a mechanism to facilitate timely delivery of supplies.
In some cases, trainees were more obliged than committed to participate in trainings and apply learning experiences after training activities
Need to motivate trainees to commit to apply learnt experiences Need to address reasons minimizing trainees commitments where relevant
Designing training programs
Training objectives
Content: knowledge, skills and attitudes needed to achieve objectives and target performance
Training methodology and evaluation frameworks
Training outline/design matrix
Developing training materials
Trainee materials
Trainer materials (session notes and training aids)
Evaluation materials
Reference materials (if needed)
Implementing training
Delivery of training programs using appropriate methods
Management of training implementation to ensure effectiveness and adherence to objectives
Achievement of training objectives
Identifying
training needs
Specific problem definition
Data on current performance levels of the target audience
Data on target performance, expected training results and indicators of achievement
Long-term training
planning
A needs-based training
plan with a series of
logically sequenced
programs to close
performance gaps
Evaluating training
Data on trainee satisfaction with the training program
Data on degree of acquisition/learning
Data on application of training
Data on impact of training on performance improvement
Monitoring and quality assurance
Progress-related data for all stages of the training cycle
Ensured and consistent adherence to established quality standards
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Annex B) : Evaluation Guidelines:
a. Linking between capacity assessment and capacity development b. Focus on analysis of institutional functioning in addition to training needs
assessment. This helps to decide if, when, who and how to train? c. Perception of training as part of a complementary capacity building strategy that
can manage to address the challenges facing the enhancement of institutional capacities and the achievement of development objectives.
d. Focus on capacity development at three levels: individuals, organizational and enabling environment.
e. Focus on individual learning outputs, work place performance outcomes and organizational capacity development.
f. Focus on targets’ participation, understanding, training feedback processing.
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Annex C: Data Collection Methods and Tools
1). Training Sample selection method:
Sample Design: The below identified sample is selected upon a stratified cluster random
selection process. The sample population is provided by UNICEF. Two selection phases are
followed:
Phase one, stratified cluster selection: the sample population was stratified upon the following
clusters:
1. Implementation partners: PA Ministries and NGOs
2. Geography: (Gaza Strip and West Bank)
3. UNICEF areas of intervention:
Child Survival, Growth & Development
Universal Primary Education
Child Protection
Development and Participation of Adolescents
Phase two: Random selection of stratified cluster sample population: with sensitivity to two
concerns:
Frequency of trainings; in different districts of each geography
Status of trainees: specialists, ministry staff, workers, key actor etc.
Criteria for the Random Selection:
Training groups
Number of trainings to be selected randomly
Groups from 0-5 trainings Zero Groups from 6-15 trainings One Groups from 16-25 Two Groups from 26-35 Three Groups from 36-45 Four Groups from 46-55 Five
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Total sample population: (186) trainings as provided by UNICEF. The list adopted “training
topic” as the unit for classification. The trainings have been re-classified to also consider
geography together with the training topic. This has increased the number of the trainings by
(68) trainings; all trainings that were conducted in both West Bank and Gaza Strip are
represented in the lists of both geographies. Thus, the number of training lists has increased to
become (254) trainings.
Sample size: (10%) of total population = (24 trainings).
4. List of Selected Training Sample
Group One: Ministry, West Bank, Child Survival: (1) - Training in strengthening technical skills and knowledge of health facilities implementing
IMCI strategy
Group Two: Ministry, West Bank, Universal Education: (4) - Training of school health teachers on road safety - Training on thematic clubs (MOEHE) - Training of primary school teachers of grades (1-6) in developing teachers’ theoretical
and practical knowledge in school subject didactic ( central training with MOEHE) - Training of learning theories to develop supervisor’s skills and knowledge base on
current learning theories and techniques and to sustain and improve the quality of teaching (TOT) WB.
Group Three: Ministry, West Bank, Child Protection: (1)
- Training on “ Capacity building for child protection social workers” (MOSA) Group Four: Ministry, West Bank, Development and Participation of Adolescence: (1)
- Training in drama and creative writings (MOYS) Group Five: Ministry, Gaza Strip, Child Survival: (zero)
Group Six: Ministry, Gaza Strip, Universal Education: (3) - Training on diagnosing education process - Second Phase of training librarians on “ Preparing a strategy for librarian training ,
activate school libraries and encourage reading” MOEHE - Training of 2000 teachers
Group Seven: Ministry, Gaza Strip, Child Protection: (1):
- ToT training “ awareness raising on exploitation and violence against children (MOSA)
Group Eight: Ministry, Gaza Strip, Development and Participation of Adolescence: ( zero) ------
Group Nine: NGOs, West Bank, Child Survival: (1)
- Training on establishing neonatal MIS, neonatal monitoring , data collection and reporting system
Group Ten: NGOs, West Bank, Universal Education: (1) - Training on improving the skills and knowledge on accident prevention and their
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communication skills (PHCC)
Group Eleven: NGOs, West Bank, Child Protection: (4) - Training for professionals on Capacity building (DCI) - Training of trainers on promoting non-violence (panorama) - Training on Mine risk education (PRCS) - Training on “ Capacity building for child protection social workers (BZU/CCE)
OR,
Group Twelve: NGOs, West Bank, Development and Participation of adolescence: (2) - Training of facilitators who train adolescents who have low level of academic
achievement that have dropped out of school or have the potential of dropping out. - ( TAMER) - Training of facilitators on empowering Palestinian adolescents
Group Thirteen: NGOs, Gaza Strip, Child Survival: (zero)
Group Fourteen: NGOs, Gaza Strip, Universal Education: (zero)
Group Fifteen: NGOs, Gaza Strip, Child Protection: (2)
- Training of facilitators to work with children and community groups (Canaan Inst.) - Training on child protection against abuse and violence , parents role in protecting their
children and integration of the disabled children Or
- Training for psycho-social support for children (PCDCR)
Group Sixteen: NGOs, Gaza Strip, Development and participation of Adolescence: (2)
- Training of local management committees on involving adolescents in decision making (Tamer)
- Training of facilitators on empowering Palestinian adolescents(Maan)
OR, - Training of youth facilitators (18-25 yrs) on methods to promote life skills of adolescents
including meaningful participation of adolescents. (Pyalara).
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5. Participatory Planning session with local partners:
A participatory planning session was conducted with participation of local partners including
UNICEF, BZU/CCE, UNDP, UNIFEM, WHO, MOEHE, MOH, MOP, MOYS, DCI, TAMER, PYALARA,
YMCA, PRCS, MAAN. The meeting aimed at: 1) discussing the evaluation objectives,
methodology and tools, 2) discussing the scope and feasibility of the evaluation process, 3)
discuss partners’ role and involvement in the process.
The participants have emphasized the need to learn from past experiences with focus on
success stories, good practices as well as encountered challenges and recommendations.
Actually, the participants have perceived the evaluation as an opportunity to enhance
cooperation among partners as well as an opportunity to form a UNICEF partner’s network. In
the session, the participants emphasized the importance to promote dialogue, cooperation and
coordination between the different UNICEF partners (UNICEF-partners and partners-partners
coordination).
6. Interview themes:
A. Training results chain:
Identification of the projects supported by UNICEF during 2006-2007 and the training activities performed.
Identification of the scope of the trainings; location (WB/GS, Centrally or decentralized), number of training hours, a flashing idea about the participants and whether they contribute in the implementation of project activities; e.g., facilitators or coordinators… etc .
Identification of the key objectives achieved; on the level of learning outputs, or workplace outcomes and organizational development objectives
Identification of types of knowledge, skills and attitudes that are acquired by trainees in the different trainings?
B. Relevance of trainings:
To what extent did the training content correspond to the individual and institutional
needs?
Did the trainees’ institutions facilitate implementation of what they have been trained on?
Did trainees apply some of the learning outcomes in their workplaces? If not, Why!
C. Effectiveness of trainings:
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Do you think the trainees benefited from the trainings on the level of knowledge, skills and practices?
To what extent the trainings have positively impacted the performance of trainees’ organizations? Any cases that can be identified? What supportive factors contributed to this success?
To assess success and threat factors and the potential to scale up and replicate the experience. To what extent was there integration of learning outcomes in the reshaping of future training activities?
In cases where the trainings did not contribute to changes in workplace behavior, What could be the factors attributing to this insufficiency: Could it be: a. insufficient understanding by trainees on how to apply the learnt skills and knowledge at their work place… b. inadequate incentives or resources for implementation, c. irrelevance of learning to organizational needs…d. the organizational context and level of support available…
D. Training planning and process management:
1. Did the trainings specify clear learning objectives and clear changes expected at the trainees institutions? Was a training workshop report prepared?
2. Did the design of the program include mechanisms for assessing the training quality. Trainees’ learning gains and their behavioral changes back to their home institutions? And were findings used to reshape the configuration of the training?
3. To what extent sustainability considerations were achieved; for example, strengthening local training capacity?
4. To what extent the training process was consistent with conducting:
Training needs assessment : To what extent the learning program was based on comprehensive assessment of the present capacities of the participants ( Did the team conduct training needs assessment). Did the organization conduct (pre/ post evaluation)!
Clear and specific learning goals and objectives
Professional curriculum design and pedagogy: To what extent curriculum and didactic methods appropriate for learning goals were used. Are they based on assessment of organizational capacity gaps.
Capacity gap diagnosis to work place Strategic participants selection: Strategic selection of participants in relation to
their roles and responsibilities within organizations.
Selection of trainers: To what extent competent trainers were recruited! On what basis did the organization cooperate with them.
Attention to organizational / institutional capacity context including resources and incentives.
Recruitment of practical exercises and interactive learning techniques
Follow up support: Was follow up support ( mentoring, on-the- job coaching)
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provided to trainees after they returned to their institutions? What form did it take!
5. Pedagogy: a. To what extent you think there was a good training pedagogy: to what extent did
the training curriculum and the learning methods match the goals and the training characteristics?
b. To what extent did the training involve participatory methods and practical exercises?
c. To what extent was the number of participants in training sessions convenient to learning facilitation?
d. To what extent you think that the integration of electronic learning or distance learning would contribute to the enhancement of quality education.( if applied!)
e. To what extent you think that the allocated time is adequate to achieve the training objectives.
f. What pedagogical techniques or methods are utilized in the training. g. Were the trainings knowledge based, skills-based, or both ? did it focus on theory,
application or practices?
6. Transfer of learning: a. To what extent did the training utilize exercises, practical practices, projects during
training delivery! b. To what extent the training design adopt on- the job and coaching elements?
7. Targeting of trainees:
a. To what extent did the planners diagnose the organizational and institutional human capacity gaps and the relevance/ appropriateness of training as a means to fulfill this gap ( e.g.: face to face, e-learning , provision of independent learning materials, coaching and on- the job learning…etc.)
b. To what extent the planners considered strategic participant selection? c. In cases were poor impact or changes in workplace performance took place, what
was the main reason: selection of participants, training design, curriculum , minimum use of practical learning techniques, limited diagnosis, not conducting participants needs assessment, participants commitment …etc.
d. In cases of weak institutional development, how do you identify the reasons; inadequate institutional capacity diagnosis, inadequate incentives, resources, policies and rules…etc.
8. Targets selection:
To what extent did the team recruit specific strategies to target selection; for example, did the planners choose :a. Competitive strategy , b. Targeted strategy, c. Wide spread strategy, d. Demand driven
How do you describe the dominant criteria for participants selection : what are the
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common characteristics:
a. Trainings as a reward to some participants upon their production regardless to the relevance of training to their roles and responsibility inside the organization or on the basis of substantive learning.
b. Were participants selected upon their availability / expendability from work?
c. Did the selected participants have adequate subject matter expertise or are simply present to represent their organizations or waste time outside workplace…
E. UNICEF relation with partners: How do you describe your partnership relation with UNICEF? To what extent UNICEF systems, procedures and allocation of resources facilitate
the implementation of training processes including Training needs assessment and capacity gap identification?
A. Workplace environment: Did the participants apply their learning to their work place? If not, what were the obstacles: unqualified trainings, irrelevant curriculum, minimum practices, limited technical capacities at the organization, support of managers and policy makers, minimum resources at the organization to implement, limited incentives, policies and rules…etc.
7. Focus group Participants’ questionnaire:
This questionnaire was applied to the participants in the 8 workshops.
Choose the right answer by placing where appropriate
Where 5 denotes strongly agree, 4 agree, 3 neutral, 2 disagree, 1 totally disagree
General Information
0.1 Gender: male female
0.2 Region:______________________________
0.3 Years of experience in teaching: ____________________
Items 5 4 3 2 1
Theme One: Learning
1.1 I acquired new skills and knowledge related to using ICT in education during the training program ( the training workshop and the follow up sessions)
1.2 The knowledge and skills I acquired throughout the training program are useful to my work as a teacher.
1.3 I could apply the knowledge and skills I learned at my work.
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1.4 I believe that other teachers in my country should join the same training program.
1.5 I believe that the skills I learnt will help increase my students’ achievement.
1. A Please list three most significant new things you learned throughout the program. 1. B If you have not applied the knowledge and skills you learned in your school, identify the reasons behind not doing so.
Theme Two: Trainers 5 4 3 2 1
2.1 The trainers showed good knowledge about the subject.
2.2 The trainers created a good learning environment.
2.3 The trainer and the co trainer showed a high level of harmony while delivering the training material.
2.4 The trainers prepared for each session beforehand.
2.5 The trainers were flexible in their planning, and changed their plans according to our needs.
2.6 Trainers were responsive and answered all our queries and quests.
2.7 Trainers respected our level of knowledge and skills
2.8 Trainers’ method of presenting training topics was interesting.
2.A What are the best two things you liked about the trainers? 2.B What are the most two things you disliked about the trainers?
Theme Three: Training Methodology 5 4 3 2 1
3.1 The trainers provided enough time for discussions
3.2 The discussion made during the training sessions was relevant to the training field.
3.3 The discussion made during the training program was useful.
3.4 The time allocated for the discussion was appropriate in length.
3.5 The time allocated for the whole training was appropriate to learn the required skills.
3.6 The trainers engaged the participants in different activities during the training sessions.
3.7 The training sessions were more learner than trainer oriented
3.8 The training sessions were logically sequenced.
3.9 In my future training for the same topic, I will adopt the same methodology
3.10 The trainers allowed sometime for questions and answers.
3.11 The presentations made by the trainers were useful.
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3.12 The website facilitated communication amongst all the trainees
3.13 The website helped exchange experiences between trainees in the different regions
3.14 We are still using the website for our communication.
3.15 I believe that the website will help us exchange experiences
3.A What are most two things you liked about the training methodology? 3.B What are most two things you disliked about the training methodology?
Theme Four: Training Material 5 4 3 2 1
4.1 The objectives of the training program were clear.
4.2 The objectives of each session were clear.
4.3 The training material was organized in a logical sequence.
4.4 The size of the training material was appropriate.
4.5 The training material provided is a good model for designing and developing my future lessons at my work.
4.6 The handouts issued were relevant to the training subject.
4.7 The PowerPoint presentations presented were clear.
4.8 The PowerPoint presentations presented were relevant to the training subject.
4.A What are most two things you liked about the training material? 4.B What are most two things you disliked about the training material? 4.C What other training tools could have been used during the training which you think will better help achieve the training objectives?
Theme Five: Venue 5 4 3 2 1
5.1 The training place was appropriate as a learning environment.
5.2 The training facilities (computers, overheads, LCDs) were always available.
Theme Six: Administration 5 4 3 2 1
6.1 The instructions and information associated with the training program were clear.
6.2 Administrative arrangements were appropriate in general
6.3 Assistance was provided when required
6.4 Necessary materials were provided before starting the training
6.5 The training outline was handed out beforehand
6.6 We were given enough time to arrange for the training
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sessions
Theme Seven: Overall Evaluation 5 4 3 2 1
7.2 The training program was useful in general
7.3 The training program was interesting.
7.4 The training program is relevant to my work.
7.5 The training program was structured in a flexible manner
7.5 I would recommend other teachers in my country to join the same training in the future.
7.6 Time was used efficiently during the training
7.7 I believe I will use the skills I learnt in the classes I teach
7.8 I believe this training should be part of any teaching certificate
7.A: Suggest three ideas in order to improve the training program. 7.B: Name three things you most liked about the training program. 7.C: You may recommend other teachers to join such training program. Why? Why not? 7.D: Name three barriers you have faced during the training which prevented you from learning what you should.
Theme Eight: Post training
8.1 Have you implemented what you learnt back at work? Yes No
If yes, what problems you faced during the implementation? Name two things you learnt through this implementation. If not, why?
8.2 What are 2 significant examples of learning that you have applied?
8.3 Do you believe you are ready now to train other teachers what you have been trained at? Why or why not?
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Annex D: List of interviewees and participating organizations in focus group discussions:
1. List of interviewees:
No. Name of Interviewee
Participating Organization
Position
UNICEF Interviewees
1 Kanar Qadi UNICEF Education Officer – Zonal Office/ Nablus
2 Shao Potung UNICEF Chief of Section/ Education Sector
3 Hanadi Abu Taqa UNICEF House Manager/ Nablus Zone office
4 Samson Agbo UNICEF Chief of Section/ Health Sector
5 Frederik Teller UNICEF Education Officer
6 Asmahan Nasser UNICEF Child Protection Officer
7 Mais El-Reem Zuhaika
UNICEF Youth & Adolescent Development Officer
8 Olowu Oladimeji UNICEF Project Officer, Planning & Evaluation,
Non-governmental organizational interviewees
9 Ala’ Halayka Pyalara Project coordinator
10 Nancy Sadeq Panorama Acting Director
11 Nisreen Abu Samaha
Palestinian Red Crescent Society
Project beneficiary
12 Wael Al Attar Canaan Institute Project coordinator
13 Ramez Jaber PCDCR M&E officer
14 Iyad Abu Hujair PCDCR Deputy Director & UNICEF project coordinator
15 Amani Muadi Tamer Institute for community Education
Project coordinator
16 Ghada Qadoumi Ma’an Center for Community
Development
Training coordinator
17 Fatima Da’na Defense for children international
Child rights trainer & project coordinator
18 Asad Abdel Aziz BZU Center for Continuing Education
Trainer and coordinator, Psycho-social unit
19 Na’imeh Baidoun BZU Center for Continuing Education
Head of Unit, Psycho-social unit
Governmental Organizations
20 Maysun Hajjeh MOYS Director, National Committee for Summer Camps
21 Basima Abu Swai MOSA General Director, family and childhood Department
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22 Jihad---- MOEHE General Director, Projects’ Management Unit
23 Itaf Yousef MOEHE UNICEF Projects’ coordinator, Projects’ Management Unit
24 Mohammad Sabbah Mahmoud Eid Riyad Sawalha Hamid Makho
MOEHE Students’ Activities Department
25 Mohammad Rimawi
MOEHE General Director, General Health Department
26 Ihab Shukri MOEHE Project coordinator, Road safety project
27 Rima Kilany MOEHE General Director, Department of Counseling
28 Bashaar Anbousi MOEHE Department of Counseling
29 Tharwat Zeid MOEHE General Director, Department of training and supervision
30 Ayman Hamamreh Hazem Abu Jazar Aa’ed Sous
MOEHE Department of training and supervision
31 Shahinaz El-Far MOEHE General director, National Institute for Education and Training
32 Sadeq Al-Khdour Sofia Rimawi Mar’I Al-Sous
MOEHE National Institute for Education and Training
33 Mohammad Mattar
MOEHE General Director, Measurement and Assessment Department
34 Basim Rimawi MOH General Director, Ramallah Governorate Health Department
35 Fadel Ramadan MOH Training Coordinator
36 Mai Mustafa MOP Coordinator, Child rights and protection portfolio
2. List of Participating Organizations in Focus Group Discussions:
Focus groups Region Participating organizations Total no. per region
FG one Gaza Strip Ma’an Center , Canaan institute, Tamer institute
37
FG two Gaza Strip PCDCR
FG three Gaza Strip MOEHE
FG four North West Bank
Tamer, MOYS, Pyalara 35
FG five North West Bank
MOSA & PRCS
FG six North West MOEHE
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