Evaluation of phase IV (10/1/89-6/30/92) : regional non-formal skills training project (538-0073)

Evaluation covers the period 10/1/89-6/30/92. The project achieved most of its objectives. Country programs are being administered without external assistance and have become institutionalized within national technical training systems, as is evident in the appointment of permanent staff and the commitment to finance training at least through 12/92. However, none of the staffs possess the technical skills needed to conduct labor market surveys, training needs assessments, or tracer studies. While all countries value the programs, a debate is brewing about how they fit into each government"s overall technical training system; in view of fiscal pressures, governments are seeking to rationalize their systems to eliminate overlap. The project achieved its goal of making youth more employable. About 4,100 youth (representing about one-sixth of all unemployed youth in the region) were enrolled during Phase IV, with 3,208 completing training. While women trainees comprised 66% of the total (vs. a target of 40%), most were trained in traditional trades (industrial sewing, data processing, and crafts), and only 9% in non-traditional areas (vs. a target of 20%). The overall job placement rate of 70%, though short of the 80% target, was commendable given the regional economic situation. However, the expectation that trainees could graduate to self-employment after 8-12 weeks of training and without credit and TA was not well-founded. Although most training was in direct response to a need identified by local employers and community leaders, the programs are not as demand driven as they could be. They could benefit from regular input from the employer community regarding course content and design, as well as from knowledge of other available training programs. On-the-job training -- which accounted for nearly half of all training -- was cheaper than workshop training, and resulted in a higher employment rate. Quality of training was found to depend largely on individual instructors. For example, most business skills instructors had little no experience or education in small business development. Instruction in social skills was highly valued by employers and seems to have a real impact on attitudes, work performance, and motivation. Finally, the programs would benefit from better collection and analysis of data on training outcomes, and especially by automation of their management information systems. Some programs are already using computers, but, due to lack of staff training, not to their full potential.