Mid Term Evaluation of Promoting Youth Leadership and a Culture of Peace through Sports
- Utgitt: november 2017
- Serie: --
- Type: Gjennomganger fra organisasjoner
- Utført av: Afghan-Australian Research and Management Consulting (ARM)
- Bestilt av: --
- Land: Afghanistan
- Tema: Konflikt, fred og sikkerhet
- Antall sider: 32
- Serienummer: --
- ISBN: --
- ISSN: --
- Organisasjon: Norwegian Church Aid
- Lokal partner: PATH-O and SDO
The programme was funded by Norad, Kristoffers Minnefond, and Afghan Students and implemented by Norwegian Church Aid (NCA), through its local implementing partners (PATH-O and SDO). NCA has supported the project activities in two phases: whereas, the first phase called “Football for Peace and Stability”, covered the period of 2009-2014, while the second Phase-commenced in 2015 with a broadened scope that included relationship building, leadership skills, and provides entry points for youth empowerment through education.
The purpose of the midterm evaluation was to improve the project design and modality, introduce new elements to the project and document results achieved thus far.
The evaluation is conducted based on the OECD/DAC criteria: Relevance, Efficiency, Effectiveness, Impact and Sustainability. The evaluation methodology entailed a combination of qualitative and quantitative methods including; literature review, field visits to the project sites, face-to-face structured interviews with beneficiaries and semi-structured interviews with relevant government officials and project implementation teams, Focus Group Discussions (FGD) with project beneficiaries in the target schools.
The evaluation has found that the Promoting Youth Leadership and a Culture of Peace through Sports project is largely successful in achieving its goal and objectives. The project addresses the top 10 needs of the people. In addition, the target beneficiaries have provided positive feedback on the project’s performance.
Around 74% of the respondents are “Very Satisfied” from the activities implemented by the project. However, it is important to highlight that the satisfaction level among female respondents is lower compared to male respondents. The significant variation in the satisfaction level between female and male beneficiaries could be described by the very nature of the project, which is extensively focused on sports and games, and women and girls are generally reluctant to participate in sports activities due to socio-cultural barriers. The project directly contributes to the main needs and priorities of the target population. The project is consistent with NCA country
Based on observation, interviews with the project beneficiaries, staff and government officials, the following recommendations are proposed:
Challenges and Lessons learn in Sports Activities: Football is found to be the favorite game for both female and male respondents and indicates a need to invest in sport infrastructure suitable for football play. Establishing Sport Councils was an effective practice, as it enabled the project to get buy-in from the target communities. The project management is encouraged to increase time allocated for practicing sport activities.
Best Practice for Project Management: The evaluation suggests that project management should work with school administrations to hold sport activities an hour before school ends or that the students are to stay one additional hour on those days where sport activities are held. Coaches and Volunteers need additional orientation sessions on five Core sports ground rules, and how to link them with project outcomes. That is, the combination of sport team should be formed in a way where students from different ethnic group and students with disabilities are part of the team. Specific attention to gender dynamic is critical to increase women participation in the project actives. It was observed that girls were not accustomed to playing sports with boys or in public. It is, therefore, necessary to find a safe spaces for girls so that they can meet and participate in activities. This will prove to be successful and secure long-term participation of local girls. That said, it takes time for social transformation to occur, in conservative societies. Albeit, the project can claim achievements, concerning literacy courses. NCA is encouraged to build on it literacy courses, with special quota for women.
Stakeholder and Risk Management: The evaluation emphasized on developing stakeholder map, a key requirement for the project management to develop and update it through the project life. Furthermore, risk registrar was not prepared to outline all the risks involved in the project, along with the mitigation strategies.
Exchange of Lessons learned: The evaluation recommended to create a platform of lessons learned and exchange of ideas (through regular meetings) between the targeted schools and those which are not covered by the project. In addition, NCA is encouraged to organize a one-day workshop at the end of every year to transfer lessons gained and share experience with other school administrations and government departments. The participants of the workshop could include principals and sport teachers of other schools, which were not covered by the project, and representatives from the line government departments. The evaluation also encouraged both Implementing partners (PATH-O and SDO) to invest in their filing systems in the head office and field offices. Particularly, improving monitoring system (M&E tools, Plan and Manual).
Sustainability and Follow-up Support: NCA is encouraged to work on a transition strategy where formal sport teachers replace the hired coaches by the project. NCA should also work with Ministry of Education (MoE) on advocacy for including the some of the games in the formal sport curriculum of MoE. This can be done through Education Coordination Committee (ECC), or Human Resource Development Board (HRDB), coordination platforms where all education stakeholders share lessons learned. NCA is further encouraged to publish several copies of the games/sport manuals prepared by PATH-O and to be disseminated to other schools, not cover under the project, as measures to transfer knowledge and project gains.