MID-TERM EVALUATION 
REPORT: 
INTERNATIONAL YOUTH 
FOUNDATION YOUTH 
ENTREPRENEURSHIP 
DEVELOPMENT PROGRAM 
FINAL REPORT
May 2013
This publication was produced for the International Youth Foundation (IYF). It was 
prepared by the Aguirre Division of JBS International, Inc. The report was jointly 
researched and authored by Dr. Frank Dall, Bader Araj, Muhammad Sharia, and 
Waddah Abdulsalam.
3 
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TABLE OF CONTENTS
Acronym List .......................................................................................................................... iii
Executive Summary ................................................................................................................iv
Introduction ............................................................................................................................ iii
Youth Employability in Palestine ......................................................................................... iii
Methodology ............................................................................................................................. 5
Principal Findings ................................................................................................................... 8
SOW Question 1 ................................................................................................... 8
Sub-questions ........................................................................................... 14
Conclusions .............................................................................................. 24
Points to Consider ..................................................................................... 25
SOW Question 2 ................................................................................................. 27
Conclusions .............................................................................................. 30
Points to Consider ..................................................................................... 31
SOW Question 3 ................................................................................................. 32
Conclusions .............................................................................................. 34
Points to Consider ..................................................................................... 37
SOW Question 4 ................................................................................................. 38
Final Recommendations ....................................................................................................... 41
Specific Suggestions for Improving Phase III of the YED Program.................. 43
Annexes List ............................................................................................................................ iii
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LIST OF TERMS
ACC Arab Chambers of Commerce 
AIP Annual Implementation Plan
Al-Mawrid A local youth-serving institution 
AOTR Agreement Officer’s Technical Representative
ATC Anti-terrorism Certification
AAUJ Arab American University Jenin
BU Bethlehem University
BWF Business Women’s Forum
BYB Build Your Business 
BZU Birzeit University 
CSP Capacity Strengthening Process
CSP I First round of Capacity Strengthening Process 
CSP II Second round of Capacity Strengthening Process 
IREX A US-based nonprofit organization 
IYF International Youth Foundation 
JACC Jerusalem Arab Chamber of Commerce
JBS/A Aguirre Division of JBS International, Inc. 
Juhoud A local YSI
Leaders A local YSI
M&E Monitoring and Evaluation 
MOE Ministry of Education 
MOL Ministry of Labor 
MOU Memorandum of Understanding 
NDP National Development Plan
NGO Non-governmental Organization 
PA Palestinian National Authority 
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PEFE Palestinian Education for Employment 
PICTI Palestine Information and Communications Technology Incubator 
PMP Performance Monitoring Plan 
PPU Palestine Polytechnic University
PSD Partners for Sustainable Development 
Sharek Sharek Youth Forum – A local YSI
SIP School Improvement Program 
TVET Technical and Vocational Educational Training 
USAID U.S. Agency for International Development 
USG United States Government 
WBG West Bank and Gaza
YDRC Youth Development Resource Center 
YED Youth Entrepreneurship Development Program 
YMCA Young Men's Christian Association 
YSIs Youth Serving Institutions 
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EXECUTIVE SUMMARY
The USAID-funded Youth Entrepreneurship Development (YED) is a four-year, US$15 million 
youth-focused program implemented by the International Youth Foundation (IYF) in 
collaboration with Palestinian Youth-serving Institutions (YSIs). Fitting under the USAID/West 
Bank and Gaza Strategic Objective “Education and Youth,” the overall goal of the program is to 
prepare young Palestinian men and women for the job market by providing them with the skills 
they need to help find employment within the private, non-governmental or public sectors and to 
start their own enterprises. YED started on October 1, 2010 and is expected to last until 
September 30, 2014. 
The YED program is structured around three components: (1) strengthened capacity of youth￾serving institutions; (2) enhanced employability and entrepreneurship education; and (3) 
increased access to practical on-the-job training opportunities. YED has been working to 
improve employability, entrepreneurship, and service learning opportunities for unemployed 
young Palestinians between the ages of 14-29. Training and associated activities for YED’s 
youth beneficiaries are implemented by the program’s local YSI partners, which also receive 
capacity strengthening support. 
The evaluation was designed to answer the following four questions: 
1. How effective was the project through the first two years of implementation in achieving 
its objectives and results in terms of timeliness, quality, quantity, and cost effectiveness 
of the activities undertaken, including project procurement, capacity strengthening, and 
grants programming (taking into consideration any adjustments made in response to YED 
financial and operational issues)? 
2. How relevant are these objectives to the Palestinian National Authority’s (PA) national 
development objectives and priorities, USAID’s areas of interest, and the needs of 
beneficiaries (both YSIs and Palestinian youth)? 
3. How appropriate is the existing program’s results framework and related indicators for 
monitoring the project’s performance? Would the evaluator(s) recommend any changes 
or additions to the indicators that could enhance IYF’s ability to measure YED’s results 
and impact?
4. What are the main lessons learned from the project performance thus far in terms of 
helping partner YSIs to design and implement projects that incorporate best practices in 
employability, entrepreneurship and/or service learning for youth?
The main evaluation tasks were implemented in collaboration with IYF/YED and its eleven 
YSIs, nine Palestinian Universities, and numerous private and public sector stakeholders. These 
activities included development of an evaluation work plan; comprehensive desk review of 
relevant documents; in-depth key informant interviews with staff and stakeholders; focus groups 
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with youth beneficiaries; and informal program observations. Reporting strategies included 
briefings on key evaluation findings for IYF and relevant stakeholders, including the Mission 
Director and senior USAID program staff from Jerusalem and Tel Aviv. 
Synthesis of Findings and Points for Consideration 
Evaluation Question 1: How effective was the project through the first two years of 
implementation in achieving its objectives and results in terms of timeliness, quality, quantity, 
and cost effectiveness of the activities undertaken, including project procurement, capacity 
strengthening, and grants programming (taking into consideration any adjustments made in 
response to YED financial and operational issues)? 
YED documentary and field data suggest that the project’s start-up was carried out efficiently 
and effectively by IYF and that the first year’s objectives were attained without mishaps or any 
significant delays. However, documentary and key informant evidence does point to a major 
hiatus in the beginning of the second year of project implementation brought about by a USAID 
project funding freeze in response to the US Government’s reaction to the Palestinian 
Authority’s successful appeal at the United Nation’s for Palestine to be recognized as a separate 
state. This break in YED implementation activities, and the excessive delays caused by USAID’s 
vetting process, had a significant negative impact on YSIs perceptions of the project’s 
achievements in the first two years. 
Despite these constraints, by quarter two of FY13, sixteen (16) Capacity Strengthening Process 
(CSP) training programs were delivered to 14 YSIs. As a result of these trainings, YSIs gained 
improved capacity to support programs in employability, entrepreneurship, and service learning. 
In fact, 96% of YSI participants expressed satisfaction with the training received from IYF. 
Special praise was shared by YSIs for the technical support provided by IYF’s team on learning 
to write proposals, managing grants and finances, and monitoring and evaluation. The JBS team 
did identify some issues with the smaller, less well-resourced YSIs as these organizations found 
it more difficult to meet all of the Standard of Excellence requirements because they lacked 
expertise and management skills, and suffered from high staff attrition rates. 
By March 2013, the number of youth beneficiaries taking part in training and gaining improved 
skills had reached 5,536 - of which 68% were female and 32% male. This means that YED has 
served 79% of the total number of youth targeted by the end of FY 2013, which shows good 
progress of the program. The cumulative values for other indicators recently reported in the 
FY13 second quarter evaluation report also show significant positive values of most PMP 
indicators, suggesting that the project implementation delays caused by the USAID funding 
freeze are being superseded by a more productive period of successful program implementation.
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While in the field, five innovative and well received YSI approaches were identified by the JBS 
team as models meriting a more detailed study. These models were selected because they each 
demonstrate an appropriate response to meeting Palestinian youth employability needs, offer 
innovative approaches, and have resulted in some initial successes. More specifically they had 
demonstrated the ability to serve high numbers of youth, and were perceived positively by 
beneficiaries and other program providers. These were: 1) TVET’s School Career Development 
Program; 2) Sharek’s STEP Mobile Employment Placement Program; 3) INJAZ’s Master Class 
Project; 4) JCCA’s Local Business Technical Training Program; and 5) PEFE’s Technical 
Training and Job Placement Program. Program managers, coordinators, and beneficiaries 
interviewed did draw attention to the need to review and carry out changes to the youth training 
content including making the content more locally relevant, making training more practical
(more internships), and increasing training time.
Evaluation Question 2: How relevant are these objectives to the Palestinian National Authority’s 
(PA) national development objectives and priorities, USAID’s areas of interest, and the needs of 
beneficiaries (both YSIs and Palestinian youth)? 
As a result of the Arab Spring, the PA has prioritized youth employment as an important issue to 
address. In fact, the current PA National Development Plan (2011-13) includes many 
components that relate to YED’s youth employability goals. Unfortunately, the JBS team did not 
observe serious IYF efforts to build direct and sustainable partnerships with the public sector. 
Although the YED Director reported that attempts were made to engage numerous ministries at 
the beginning of the project, cooperation between YED and the public sector tends to be limited 
and indirect. PA officials like the timing and objectives of the YED program. However, they 
complain that an important project like YED has not coordinated activities with them and should 
do so in the future.
In contrast, IYF has invested considerable effort to facilitate sustainable partnerships with the 
private sector. For example, during the program’s second year, IYF and YED’s YSI partners 
established relationships with 45 private sector companies to provide internships, job 
opportunities, and other support for beneficiaries. This included launching the Tamayyaz 
Initiative, an innovative partnership between the private sector, universities and youth-serving 
NGOs to provide internships and community service opportunities for young Palestinians. In 
addition, YED hosted dialogues on issues related to employability, entrepreneurship, and the 
service learning Standards of Excellence with a wide variety of stakeholders, including private 
sector firms. 
The Career Guidance project, implemented by TVET League and CDCE-I with cooperation 
from the Ministry of Education, is an example that should encourage YED to develop 
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partnerships with public sector institutions. Similarly, YED needs to work with the MoE to 
consider providing Career Guidance to more school students, including those with special needs. 
Evaluation Question 3: How appropriate is the existing program’s results framework and related 
indicators for monitoring the project’s performance? Would the evaluator(s) recommend any 
changes or additions to the indicators that could enhance IYF’s ability to measure YED’s results 
and impact?
The report includes a tabled comparison between achieved/actual indicator values and 
targeted/planned indicator values for each YED program year. There is also a comparison of the 
cumulative actual values to date and cumulative targeted values for the full three year program 
implementation. Based on data reported through Quarter 2 of 2013, the JBS team makes the 
following observations and findings: 
• Intermediate Result 1: The Strengthened Capacity of Youth Serving Institutions (YSIs) 
Component. Of the eleven indicators identified under intermediate result 1, five of them 
have already exceeded their cumulative target for three years of the program. The 
additional six indicators are on their way to meeting the cumulative target. 
• Intermediate Result 2: The Enhanced Employment and Entrepreneurship Education for 
Targeted Youth Component. Of the fourteen indicators identified under intermediate 
result 2, seven have already exceeded their cumulative target for three years of the 
program. The additional seven indicators are on their way to meeting the cumulative 
target. 
• Intermediate Result 3: The Increased Access of Youth to Practical On-the-Job Training 
Component. Of the thirteen indicators identified under intermediate result 3, four of them 
have either met or exceeded their cumulative target for the three years of the program. An 
additional six indicators are on their way to meeting the cumulative target. There is one 
indicator of particular concern which is the number of youth completing training on 
youth-led community service projects and acquiring employability skills. The actuals 
for both FY 2011 and FY 2012 were under target and FY 2013 does not appear to be 
much better. The cumulative actual at this time is only 18 youth completing training vs. 
the 700 targeted. Since service learning does not seem to be of high interest to 
Palestinian youth, it might be better for YED to drop this indicator and focus resources 
elsewhere.
Evaluation Question 4: What are the main lessons learned from the project performance thus far 
in terms of helping partner YSIs to design and implement projects that incorporate best practices 
in employability, entrepreneurship and/or service learning for youth?
The analysis of data collected from review of the documents, interviews, visits, and focus groups 
resulted in 19 lessons learned in the areas of management and program implementation; training 
Evaluation of the Youth Entrepreneurship Development Program
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design and content; procedural issues; partnership building factors; and accountability and 
measurability. From these lessons learned come the following recommendations: 
Short-term – for YED’s immediate consideration 
1. Add long-term program indicators, such as those that will measure youth employment up 
to one year after YED completion. 
2. Re-adjust training content and methods to reflect changes in the local job market, beyond 
the initial needs assessment carried out during CSP training. 
3. Improve the project management capacities of smaller, less experienced YSIs by giving 
special attention to improving their financial, M&E, and staff recruitment and retention 
management abilities. 
4. Build into the next YED Project Implementation Plan a measurable collaboration and 
coordination component incorporating activities with USAID’s parallel programs and 
projects.
5. Make strengthening and extending the successful Sharek mobile outreach approach a 
major thrust of YED’s Phase III project implementation plan. 
Long-term – for USAID consideration, with potential kick-start by YED 
1. Build stronger linkages with the Arab Chambers of Commerce in all governorates to 
involve more local commerce and small-businesses in the entrepreneurial and internship 
facets of the YED program.
2. Work with the PA Ministry of Labor and the Higher Council on Youth and Sports to 
establish a fund to support the establishment of a Youth Cooperative Credit Association 
from which youth are administered seed-money and business start-up funds can be 
distributed. 
3. Work with the PA to establish a network of National Employment Centers integrating the 
MOL’s new National Employment Information System with nascent university Graduate 
Information Data Bases designed to link employers’ needs with those of new graduates. 
4. Work with the PA, local youth institutions, the private sector, international donors and 
NGOs, to establish a National Roundtable for Youth Employment and Welfare, which 
will help to coordinate, rationalize and integrate diverse national and international youth 
programs and projects, and avoid duplication of effort and a waste of scarce resources. 
In order for YED to implement a successful third phase, they will need to think about how to 
improve the YED project’s options for sustainability. Investing more project time and resources 
on the career guidance and counseling components of YED could help with this. In addition, 
YED should consider carrying out a comprehensive participatory review of training methods and 
content. Finally, in order to reach more out-of-school and unemployed youth in marginalized 
rural communities, YED should strongly promote the Sharek STEP Mobile training. 
Evaluation of the Youth Entrepreneurship Development Program
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INTRODUCTION 
The USAID-funded Youth Entrepreneurship Development (YED) is a four-year, US$15 million 
youth-focused program implemented by the International Youth Foundation (IYF) in 
collaboration with Palestinian Youth-serving Institutions (YSIs). Fitting under the USAID/West 
Bank and Gaza Strategic Objective “Education and Youth,” the overall goal of the program is to 
prepare young Palestinian men and women for the job market by providing them with the skills 
they need to help find employment within the private, non-governmental, or public sectors and to 
start their own enterprises. YED started on October 1, 2010 and is expected to last until 
September 30, 2014. 
The YED program is structured around three components: (1) strengthened capacity of youth￾serving institutions; (2) enhanced employability and entrepreneurship education; and (3) 
increased access to practical on-the-job training opportunities. YED has been working to 
improve employability, entrepreneurship, and service learning opportunities for unemployed 
young Palestinians between the ages of 14-29. Training and associated activities for YED’s 
youth beneficiaries are implemented by the program’s local YSI partners, which also receive 
capacity strengthening support. Palestinian YSIs are provided with necessary technical and 
financial resources so they can design and deliver high-quality, results-oriented, and sustainable 
initiatives in accordance with locally-tailored international best practices and standards of 
excellence.
The Aguirre Division of JBS International carried out a mid-term evaluation of the YED 
program over a 26-day period in March-April 2013. A team of three Palestinians and one 
international evaluator carried out this time-sensitive assignment. The main objective of the 
evaluation was to provide IYF and USAID with an independent review of the status, relevance 
and performance of the project; including identifying and assessing the basic results and 
achievements of the project to date and assessing its suitability for replication and scalability. 
Specifically, evaluation results were intended to identify and describe the extent to which IYF 
and YSI partners had achieved the program’s objectives and targeted results; identify overall 
achievements during the project’s first two years of implementation; identify and describe the 
main lessons learned to date; and suggest specific improvements for each of the project’s 
components for possible future design. 
More specifically, the evaluation focused on answering the following overarching questions: 
 
1. How effective was the project through the first two years of implementation in achieving 
its objectives and results in terms of timeliness, quality, quantity, and cost effectiveness 
of the activities undertaken, including project procurement, capacity strengthening, and 
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grants programming (taking into consideration any adjustments made in response to YED 
financial and operational issues)? 
2. How relevant are these objectives to the Palestinian National Authority’s (PA) national 
development objectives and priorities, USAID’s areas of interest, and the needs of 
beneficiaries (both YSIs and Palestinian youth) 
3. How appropriate is the existing program’s results framework and related indicators for 
monitoring the project’s performance? Would the evaluator(s) recommend any changes 
or additions to the indicators that could enhance IYF’s ability to measure YED’s results 
and impact?
4. What are the main lessons learned from the project performance thus far in terms of 
helping partner YSIs to design and implement projects that incorporate best practices in 
employability, entrepreneurship and/or service learning for youth?
The main evaluation tasks were implemented in collaboration with IYF/YED and its 
stakeholders. These activities included a comprehensive desk review of relevant documents, the 
development of a detailed work plan, as well as quantitative and qualitative field-based data 
collection. Reporting strategies to date have included a briefing in-the-field for stakeholders on
key evaluation findings. 
This report provides background information on the context of youth employment in Palestine, 
discusses details of the evaluation methodology, and provides a summary of evaluation findings 
along with recommendations for future consideration. 
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YOUTH EMPLOYABILITY IN PALESTINE 
The ongoing conflict in the region and the lack of a peaceful settlement for the Arab-Israeli 
conflict, along with continued Israeli military occupation and overriding Israeli control over
Palestinian resources, have exacerbated the economic conditions in the Palestinian territories. 
Throughout the years that followed the Israeli occupation of the West Bank and Gaza Strip in 
1967 until the outbreak of the first Palestinian intifada against Israel (1987-1993), Palestinians, 
except for those who chose to leave and work abroad, generally depended on Israel for work. 
Afterwards, Israel started to introduce new restrictions barring Palestinians’ entry into its 
territory and, subsequently, gradually decreased the number of Palestinian workers in Israel. 
With the outbreak of the second Palestinian intifada (2000-2005), Israel introduced further 
restrictions, minimizing the number of Palestinian workers, mostly youth, who were allowed to 
work in Israel. The impact led to a sharp decline in youth employment opportunities. 
The total population of the West Bank (including East Jerusalem) and Gaza Strip is 
approximately 4.4 million (2.7 in the West Bank and 1.7 in the Gaza Strip). The percentage of 
males is slightly higher than the percentage of females (51% versus 49%, respectively). Youth 
aged 15-29 represent about 30% of the total population.1
 
Recent statistics issued by the Palestinian Central Bureau of Statistics (PCBS) in March 2013 
indicate that the poverty rate among Palestinian individuals was 25.8% in 2012 (17.8% in the 
West Bank and 38.8% in the Gaza Strip).
2 One of the major contributing factors to the relatively 
high poverty rate in the West Bank and Gaza strip is the high unemployment rate among 
Palestinians in general and youth in particular. The unemployment rate for those aged 15 years 
and over reached an average of 23% by the end of 2012 (19% in the West Bank versus 31% in 
the Gaza Strip). When looking at specific age groupings, the unemployment rate for youth aged 
15-24 was 39%, and 25-34 was 25%.3
Unemployment is prevalent for youth regardless of education. In fact, during the first quarter of 
2012, the unemployment rate among young people who had completed 13 years of schooling 
was 48%. Graduates of social and behavioral sciences had the highest unemployment rate at 
60.1%, while graduates of engineering programs had a lower unemployment rate of 33.7%.4
Quite importantly, although females make up 58.0% of all university enrolled students and 
40.6% of students enrolled in community colleges, they continue to see higher rates of 
 
1 Palestinian Central Bureau of Statistics. (2012, August 12). On the eve of International Youth Day. Retrieved from 
http://www.pcbs.gov.ps/portals/_pcbs/PressRelease/Press_En_youthIntDay2012E.pdf
2 Palestinian Central Bureau of Statistics. (2012, July 11). On the eve of the International Population Day. Retrieved from 
http://www.pcbs.gov.ps/Portals/_pcbs/PressRelease/int_Pop_2012e.pdf
3 Palestinian Central Bureau of Statistics. (2013, March). Palestine in figures 2012. Retrieved from 
http://www.pcbs.gov.ps/Portals/_PCBS/Downloads/book1967.pdf 4 Sharek Youth Forum. (2013). The status of youth in Palestine 2013: the future is knocking. Ramallah: Sharek Youth Forum.
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unemployment than their male counterparts. For example, in 2012, females who had completed 
13 years of schooling had an unemployment rate of 44.6% compared to males, at 16.3%. 
The high unemployment rates among university graduates is partially due to the fact that 
education goals of the Palestinian universities in the Palestinian National Authority (PA) areas 
are far beyond what the domestic economy can absorb. Meanwhile, vocational training is not as 
popular as university studies. Youth prefer to be seen and known as university graduates and not 
as vocational trainees; though in some cases, monthly earnings are higher in vocational fields. 
While the 2011-2013 PA National Development Plan targeted reductions in unemployment in 
the West Bank and Gaza Strip5 (indicator of success was 15% in 2013), it is highly unlikely that 
this objective will be achieved by the end of 2013. 
However, technology can be a vehicle for change. There is a consistent increase in the 
percentage of Palestinians, especially youth, who have access to computers and internet. For
example, the percentage of households with a computer in Palestine was 50.9% in 2011 
compared to 49.2% in 2009. 6 In 2011, 53.7% of persons aged 10 years and above used a 
computer in Palestine and 39.6% of them used internet. In addition, 30.4% of households had an 
internet connection in 2011 compared to 28.5% in 2009. The gender gap among those who used 
computers narrowed in 2011 to 69.8% for males and 65% for females. Statistics also show that 
42.9% of youth in the Palestinian territories use e-email as opposed to only 14.3% in 2004. 7
 
These trends suggest opportunities to engage more youth with information and communication 
technology (ICT).
This brief analysis of the actual situation of youth employment in Palestine demonstrates the 
need for programs like YED, aimed at building institutional capacity and supporting young 
people. These programs need to be constantly in tune with the rapidly changing social and 
economic realities if they are to succeed in addressing the immediate training and employment
needs of Palestinian youth. While the analysis above highlights many of the problems and 
constraints still affecting Palestinian youth’s quest for employment, it also demonstrates the 
emergence of positive trends that can offer solutions. These include youth’s increased access to 
IT and computer services, the growing realization among youth that academic degrees may not 
be the only path to economic success, and the Palestinian Authority’s willingness to invest in the 
future of both male and female youth. 
 
5 Palestinian National Authority. (2011, April). National development plan 2011-13: establishing the state, building our future. p. 57. 6 Palestinian Central Bureau of Statistics. (2013, March). Palestine in figures 2012. Retrieved from 
http://www.pcbs.gov.ps/Portals/_PCBS/Downloads/book1967.pdf 7 SHAREK. (2012, August 12). The Palestinian Central Bureau of Statistics and Sharek Youth Forum announced statistics about youth in Palestine.
Retrieved from http://www.sharek.ps/new/userfiles/English(1).pdf. 
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METHODOLOGY 
The JBS team’s evaluation methodology focused on gathering qualitative and quantitative data 
from both documents (e.g., existing evaluation studies and reports) provided by IYF and 
stakeholders. There were three main methods used for data collection: (1) document review; (2)
in-depth, one-on-one key informant interviews with staff and stakeholders; and (3) focus groups 
(FGs) with youth beneficiaries. During site visits to the five governorates, informal observations
were also made of the office and operations. 
The main goals of the field visit were to:
1. Collect and analyze background documentary and field information on the project in 
order to gain a clear understanding of the intervention strategy’s successes or failures; 
and
2. Review identified outcomes and indicators for the project, along with current data 
collection procedures to assess the success of the last two years’ project activities in 
achieving the objectives outlined for the three main project components. 
Country Sample Selection 
The JBS Team traveled to the five governorates that IYF identified as representative of the YED
project activities - they were Ramallah, Jerusalem, Bethlehem, Nablus, and Hebron. Partner YSIs 
and participating private and public institutions serving youth in the five sites were selected 
based on recommendations by IYF. At each site, directors, managers, and program coordinators 
were interviewed individually by members of the JBS evaluation team. Provisions were made to 
accommodate schedules and find a back-up representative as necessary if an originally identified 
interviewee was not available for some reason. 
Data-Collection 
1. Document Review 
The YED evaluation included a comprehensive review and analysis of IYF and USAID 
documents, evaluation reports and other relevant information and data from both local and 
international sources. The review was especially relevant in providing information in cases 
where the principal actors may have left IYF and implementing partners or had been travelling
during the site visit. Documents reviewed included annual and quarterly performance reports; 
country program and regional activity descriptions; and World Bank, IMF and PA reports; and 
national development plans. Recognizing the need to emphasize primary data, the team was 
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cautious not to rely too heavily on secondary written material when primary data was available 
and sometimes more relevant. 
2. In-depth Key Informant Interviews 
The JBS team conducted key informant interviews (KIIs) with principal informants from partner 
YSIs and relevant private and public sector institutions in the five governorates. The objective of 
these interviews was to ascertain the benefits and challenges that the interviewees had 
encountered during their work with the YED program. The evaluators utilized the interviewees’ 
knowledge to better understand the wide-ranging effects of the YED program, such as the degree 
to which they achieved status objectives and goals or influenced YSI and PA policies. 
KIIs were conducted in many locations in all five governorates with interviewees drawn from the 
names provided on IYF’s grantee and participant list, as well as from additional names identified
during the document review and interviews. The team contacted potential interviewees after 
arrival in-country through e-mail, phone, and, when necessary, with the help of local YED staff
(see Annex 6 for more specific information on the key informant sample). 
Two of the KII draft instruments were field-tested in Ramallah on informants during the first two 
days of fieldwork. The instruments’ content and length were adjusted to reflect respondents’ 
understanding of the questions, their ability to provide appropriate answers, and the time 
required to complete the interviews. 
When possible, two JBS Team members attended each KII to ensure accuracy in recording the 
interviewee’s responses. The interviewers used an interview guide that provided a flexible 
framework for data collection. The team developed two KII interview guides in English. The 
instruments were utilized for interviews with: 1) USAID; 2) PA Ministries; 3) YSI managers, 
coordinators and directors; 4) YED beneficiaries; and 5) private sector organizations. The 
questions on the different data-collection instruments were developed to reflect the four research 
questions in the scope of work (SOW) and were standardized to ensure that the team asked the 
same questions or a subset in interviewing the different respondent groups. This facilitated 
comparing responses and analyzing the information across different groups of stakeholders. 
3. Focus Groups 
With the assistance of YSIs and partner organizations, focus groups made up of students, interns, 
and counselors were convened in the five governorates. One focus group was successfully 
convened and implemented in each location. During each focus group meeting, 5-15 participants 
were convened informally around a table or seated in a circle to answer and discuss questions. 
Each group was facilitated by one JBS researcher, while a second member of the JBS team took 
Evaluation of the Youth Entrepreneurship Development Program
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detailed notes of the interaction. The high level of participation resulting from the small group 
discussions enabled group and individual answers to be recorded for analysis by the team. Each 
group’s responses were later used as the basis for comparing and assessing beneficiary 
perceptions and attitudes toward their perception of IYF/YED technical services and training, 
and the impact of YED learning/ teaching materials. 
Data Analysis
To better focus and integrate the copious quantities of qualitative and quantitative field data
(much of which was provided by IYF and YSI’s); the JBS team used the four main research 
questions posed in the scope of work (SOW) as the framework for analysis. Data collected 
during document review, interviews, focus groups, and program visits were analyzed with an eye 
toward answering each research question. 
 
The analysis included entering the key informant data, focus group responses, and the results of 
the literature review into a matrix document (see Annexes 7 and 8) that synthesizes and connects 
all these data sources to the SOW’s four key evaluation questions. All JBS team members 
collaborated in entering and analyzing these data into the matrix at the end of each week’s field 
work. This allowed the evaluation team to identify trends or common themes emerging from the 
different respondent groups. These themes have helped to shape the principal findings and
lessons-learned, along with recommendations for improvement. 
Evaluation of the Youth Entrepreneurship Development Program
Aguirre Division of JBS International, Inc. 8 
PRINCIPAL FINDINGS
SOW QUESTION 1 
How effective was the project through the first two years of implementation in achieving its 
objectives and results in terms of timeliness, quality, quantity, and cost effectiveness of the 
activities undertaken, including project procurement, capacity strengthening and grants 
programming (taking into consideration any adjustments made in response to YED
financial and operational issues)? 
Findings
YED documentary and field data suggest that the project’s start-up was carried out efficiently 
and effectively by IYF and that the first year’s objectives were attained without mishaps or any 
significant delays. However, documentary and key informant evidence point to a major hiatus in 
the beginning of the second year of project implementation brought about by USAID freezing
project funding in response to the US Government’s (USG) reaction to the PA’s successful 
appeal at the United Nation’s for Palestine to be recognized as a separate state. This break in 
YED implementation activities seem to have had a significant negative impact on YSI 
perceptions of the project’s achievements in the first two years based on data collected in the 
field. Persistent YSI informant testimony to the delay in implementation during this time, low 
achievement rates, and poor impact are likely in large part traceable the USG’s decision to stop 
aid to the Occupied West Bank and Gaza in 2011. 
Careful review of annual, quarterly, and evaluation reports suggests that the YED project was 
able to achieve its adjusted targets when activities were able to resume. During this time, a
second implementation plan was drafted, revising the work plan to re-start YED activities by 
February 2012. In the first year of the YED project, prior to the start of Capacity Strengthening 
Process Round 1 (CSP I), three quick-win grants were successfully disbursed through an open 
competitive solicitation process to Sharek Youth Forum, INJAZ Palestine, and Bethlehem 
University in order to speed up and pilot project implementation strategies (see Table 1 for more 
information). 
After participating in the CSP I training, ten out the eleven participating YSIs submitted 
proposals for funding consideration, from which four were selected: Leaders, Sharek, PPU and 
PICTI. There are currently two of the active eight grantees that completed Capacity 
Strengthening Process Round 2 (CSP II). Other grants applications were ready to be awarded but 
have not been due to USAID related compliance issues. JBS field observations indicate that five 
of these eight grantee organizations are well-managed, and three are being managed only after 
receiving significant support from the IYF grant management team. 
Evaluation of USAID/YED Project
Aguirre Division of JBS International, Inc. 9 
Table 1: Description of CSP Round 1 and 2 Grantees
CSP Round YED Results Programmatic Constraints 
CSP Round 1 Goals:
1. Enhanced capacity of youth￾serving institutions (YSIs).
2. Implement two to three strategic 
grants while completing CSP I 
training
3. Award up to 7 full-capacity grants 
to YSIs participating in CSP I to 
implement 18-month programs 
starting in October 2011
1. YED started CSP I on May 16, 2011 
and completed it on Oct 15, 2011. 
2. YED signed 3 quick grants for 5-6 
months (May-October 2011) with 
Sharek, INJAZ, and Bethlehem 
University
3. Awarded grants to four YSI partners 
from CSP I to implement 10-month 
grants in February 2012 to Leaders, 
Sharek, PPU and PICTI.
During the summer of 2011, the YED program faced a major 
financial constraint (freeze on its budget), which made it impossible for 
YED to operate as planned. Many of the activities that YED had planned 
to implement during the first quarter of 2012 were postponed due to lack 
of funding, including the start of CSP II and the award of full-capacity 
grants to YSI partners that had participated in CSP I.
In January 2012, YED received part of the delayed obligation ($1.4M of 
the requested $4M). In February 2012, IYF signed four grants with CSP I 
partners (down from the originally planned seven). The duration of these 
grants were reduced from 18 months to 10 months to reflect funding 
availability. YED could not provide more grants due to a lack of 
resources at the time. Grant funds were cut to almost half of what was 
proposed in the original budget. YED’s PMP targets for Year 2 in some 
strategic areas were reduced to reflect the reduced implementation 
strategy. 
CSP Round 2 Goals:
1. Implement CSP II with 9 new YSI 
partners selected through an open 
solicitation process. However 
only 7 of them completed the 
process.
2. Award up to 8 grants for CSP 
I and CSP II organizations.
1. YED started CSP II on August 16, 
2012 and completed it on November 
23, 2012. 
2. IYF signed two new full capacity 
grants with PSD and PPU to 
implement service learning projects, 
two grants with CDCE-I and TVET 
League to implement School to Career 
projects, and at the time of this report, 
had two proposed employability 
projects still up for funding 
consideration.
The funding delays complicated YED’s ability to implement all of the 
activities planned for FY 2013. In order to minimize this impact, IYF 
differentiated between activities that could be implemented with current 
funds versus activities that would still be undertaken should USAID 
obligate additional funds in the coming fiscal year.
YED experienced extensive delays in receiving vetting approvals from 
USAID for some CSP II participants.
 Evaluation of USAID/YED Project 
10 
The CSP I and II training modules, which target managers, directors, and trainers of YSIs, were 
intended as an intensive capacity strengthening exercise. Changes and adjustments were made by
YED for CSP II based on feedback received from CSP I participants. The purpose of the training 
was to assist YSIs in developing proposals to compete for YED grants to implement 
employability, entrepreneurial and service learning projects. Grantees with different capacities 
for achieving the YED aims and objectives adopted a variety of approaches for achieving this. 
Once selected as grantees, IYF conducted initial training to grant recipients so that they could 
provide services to youth that were based on strong standards of excellence. The concepts taught 
during the trainings are based on generic, field-tested youth employability, entrepreneurship, 
service learning, and cross-cutting Standards of Excellence (SE). These are based in part on 
successes and lessons learned by other IYF programs around the world, including neighboring 
Egypt and Jordan. 
IYF trainers stated that the adaptation of training materials was both rigorous and participatory in 
that they worked with an Adaptation Advisory Board, consisting of members drawn from 
business, university, and youth sectors, through consensus building workshops. In these 
workshops, IYF’s international experience and standards were presented and discussed and only 
those that the participants felt were appropriate for the Palestinian context were included. They 
also shared that a comprehensive process was in place to ensure that training content was 
frequently reviewed and modified in line with Palestinian YSIs’ and youth needs. Additional 
support was also provided to grantees which mainly consisted of reviewing YSI TORs, 
improving youth training materials, helping to recruit competent trainers by assessing CVs, and 
observing YSI youth training. 
Youth training reflected different YSI approaches for transferring the core YED skills of 
employability, entrepreneurship, and service learning. Materials to assist YSIs in carrying out the 
youth training included the PTS, I Serve and BYB training courses. The latter, JBS observed 
being introduced to selected YSI training coordinators during an introductory training session in 
the IYF office. 
Training is a key YED deliverable, which deserved and received the evaluation team’s careful 
scrutiny. Unfortunately, the brief time allowed for field research and a lack of opportunity to see 
a lot of training in action prevented more than a cursory informant and observer-centered
assessment.
Capacity Strengthening Training
Beneficiaries interviewed from universities, YSIs, and private sector participating institutions 
had the following observations to make about the two CSP training courses they experienced: 
 Evaluation of USAID/YED Project 
11 
1. CSP I Training: 11 CSP partner YSIs participated in the first cycle of the CSP training. 
These included: Al Mawrid, Bethlehem University, Juhoud, Leaders, Pal Vision, PICTI, 
PSD, Sharek, Ta’awon, BWF, and Palestine Polytechnic University. 
During interviews and visits to CSP I implementing partners, the following was shared about 
their training experience: 
• The training content was very helpful especially with regard to grant proposal writing;
life skills; internships; monitoring and evaluation (M&E); and grant financial 
management. Several YSI managers thought more attention should have been given to 
project management issues like M&E and financial management. 
• Larger YSIs thought that the Standards of Excellence (SE) component was challenging 
and would be difficult to implement in the Palestinian YSI context. Smaller sub-grantees 
thought the SEs were unattainable, because they lacked the trained professional staff and 
capacities needed to implement them. 
• At least five senior YSI staff noted that the terms entrepreneurial and service learning
were difficult to understand and make meaningful to youth. Both terms were confusing 
conceptually, and the service learning element was also seen unfavorably because many 
Palestinian youth were reluctant to accept working without pay. 
• Several YSI managers and senior staff thought the training was too short for the 
overwhelming amount of information that was shared. Long daily training sessions 
implemented in three to four days were both tiring and difficult to attend for those with 
busy work schedules. All favored short training sessions offered over a longer period of 
time with more emphasis on the practical learning and skills aspects. 
2. CSP II Training: The following 8 partners participated in the CSP II training cycle: Al 
Quds Open University, Hebron University, Palestine Food Industries Association, 
Ramallah Friends Boys School, TVET League, YMCA, CDCE-I, and INJAZ. 
• The training content, while interesting, was not always based on Palestinian youth 
interests. For example, some youth thought the emphasis on entrepreneurship training did 
not reflect what they as recent graduates wanted, which is to secure paying jobs rather 
than create their own jobs. Internships at real jobs, and how to get them, were elements 
that they thought needed more attention. Incorporating youth feedback on training 
content would be helpful. 
 Evaluation of USAID/YED Project 
12 
• Participants said they would have liked to have more time on project management issues, 
especially monitoring and evaluation and financial management. 
• Participants thought the life skills practical training aspects were very useful. 
Career Counseling and Guidance 
Career Counseling and Guidance services were noted by the JBS team to be a key component of 
the YED intervention with a great amount of potential impact on youth. During visits to 
beneficiary universities, the JBS team identified that there were two university service-delivery 
modes in operation - one resulting from IYF’s direct involvement, and another where YSI 
grantees like TVET and Sharek were instrumental in carrying out university training. At An￾Najah University, IYF was directly requested to carry out appropriate training for senior staff 
with career counseling responsibilities - this training was highly regarded. YSIs also provided 
training to four universities (An-Najah University, Al Quds Open University, PPU and 
Bethlehem University). These university programs were in the middle of developing Career 
Guidance and Counseling Centers, and also agreed that their training was of high quality and 
professionally done. 
Specific feedback on the career counseling and guidance services included: 
• Graduate and undergraduate student beneficiaries of Bethlehem, An-Najah, and PPU
thought the counseling needed to be strengthened by providing more on-the-job short or 
long term experiences. 
• Students who attended the focus groups in Nablus and the PPU in Hebron thought the 
services were useful, but felt that they could be improved if there were more emphasis on 
internship placements at real jobs and, preferably, with pay. 
• Several female focus group participants from various locations mentioned that even with 
a degree it is very difficult for them to find jobs. Their perception was that it was more 
difficult for women to find employment, and suggested that the counseling and guidance 
offered should consider this issue more strongly when providing assistance.
• Several beneficiaries from various locations said the job preparedness training they 
received was useful, but many had problems attending sessions because training 
coincided with other university course work or obligatory activities. 
 Evaluation of USAID/YED Project 
13 
Technical Support and Training
IYF’s technical assistance delivery and other support services were positively viewed by nearly 
all respondents, especially by managers and coordinators of the smaller, less professionally 
endowed YSIs. Several smaller YSIs testified to their inability to manage finances and carry out 
M&E activities. They also said that without constant and prompt technical assistance from IYF 
staff, they would not have been able to meet their project obligations. IYF’s financial
management team, and the program coordination and training support staff were especially 
praised. Conversely, the larger, better staffed YSIs said they appreciated the professionalism of 
IYF staff; however, they felt that IYF’s too frequent visits and over-insistence on holding 
meetings and fulfilling bureaucratic deadlines was preventing them from getting the job done. 
Grant Proposals and Management
Special recognition was given to the IYF grant management team by informants for doing an 
outstanding job. There were certain provisos, however, including that YSIs felt the grant-making 
process was too long. The current process involves attending CSP training, writing a grant 
proposal, and then waiting for IYF to adjudicate the process. Some respondents said that the 
decisions to allocate grants were sometimes delayed, or when made, were not carried out 
transparently. IYF staff responded by stating that grants were awarded differently depending on 
each grantees’ implementation capacity and experience. Once grants had been administered, 
grantees were impressed by the frequency and thoroughness of the grant management and 
technical assistance provided by IYF. The grant management team visited regularly and asked 
for monthly reports, which were read and promptly followed-up. 
SOW Question 1 – Sub-questions
a. How sustainable are the interventions to date? When USAID funding ends, what 
activities will continue?
The YED project is highly dependent on three variables that are sensitive to the rapidly changing 
context, affecting its sustainability. The first and foremost is international funding support, which 
YED receives from the USG through USAID. Should USAID’s financial support be curtailed, it
would probably stop the program’s implementation unless financial backing can be quickly 
found from another source. 
The two other context-sensitive variables to YED sustainability are also dependent on externally 
driven events – 1) the uncertain political situation resulting from the economic stranglehold 
created by the Israeli occupation, and 2) divisions which continue to separate the West Bank 
from Gaza. These factors continue to strain Palestinian economic growth and consistent national 
 Evaluation of USAID/YED Project 
14 
development. As a result of these macro socio-political issues, youth employment in Palestine 
will continue to be an issue for a long time, so finding sustainable solutions is important. 
More positively, however, the capacity strengthening programs, tools, and training methods 
learned through YED are being used to successfully strengthen and increase the capacities of 
YSIs like INJAZ, Leaders, and TVET. These new capabilities are catalyzing YSIs to implement 
new projects and improve existing programs. Innovations like the STEP mobile program 
developed in conjunction with Sharek have attracted a large EU-funded grant, which may 
contribute positively to that program’s sustainability. In a similar vein, some YSIs and CSOs
have learned to leverage extra-program funding (with support from IYF) both from the private 
sector and other sources, boding well for the self-sufficiency of future activities beyond YED. 
The recently commenced career guidance and counseling programs, which have been well 
received within participating universities and fill an important gap in the youth employability 
service delivery process at both the higher education and national levels, are YED-supported 
initiatives that merit future support. 
b. How do the sub-grants issued differ in terms of approaches/models of 
development? What are the benefits and disadvantages of these 
approaches/models?
The JBS team, in response to USAID’s request to identify successful models of youth 
employability, has identified five approaches that merit further review based on information 
gathered from document review and key informants. While a more in-depth case study approach 
is recommended, this was not possible to incorporate during this study because of time 
limitations and other scope of work activities. As such, included here is quick look at the 
activities of these programs that YED should consider noteworthy. 
These models were selected because they each demonstrate an appropriate response to meeting 
Palestinian youth employability needs, offer innovative approaches, and have resulted in some 
initial successes. More specifically they had demonstrated the ability to serve high numbers of 
youth, and were perceived positively by beneficiaries and other program providers. Adopting 
different approaches in implementing the YED program and giving youth-serving institutions 
flexibility to employ their own approaches, is an unexpected benefit of IYF’s program 
implementation approach. 
The team looked at three different approaches that were adopted by IYF’s partners - TVET, 
Sharek Youth Forum, and INJAZ/Palestine that were both innovative and enthusiastically 
received by both the YSIs promoting them and by trainee beneficiaries. The team then examined
two other non-YED supported approaches adopted by Palestine Education for Employment and 
 Evaluation of USAID/YED Project 
15 
the Jerusalem Arab Chambers of Commerce because they had specifically developed programs to 
meet local worker needs based on input from private employers. 
Approach 1: School Career Counseling Development Program/ TVET 
The overall objective of this program, which was funded by IYF through the YED project, is to 
enable 720 school students (grades 11 and 12) at 12 schools in Central West Bank (Ramallah, 
Jerusalem, and Jericho) to make informed decisions about their career path and their lives in 
general. The program equips them with needed employability skills, knowledge and attitudes to 
improve their future employment possibilities, job performance, and economic opportunities. A 
component of the program is implemented by TVET in coordination with the Ministry of 
Education, specifically the MOE’s Counseling and Special Education Department. It was 
developed around a previous USAID funded project, the School to Career program (StC), which 
was designed to fill a gap in the Palestinian school system. 
This program is of particular importance because Palestinian schools do not provide the tools and 
guidance required for students to make informed decisions regarding their future careers. 
Students make their choices based on their high school graduation exam scores and on inaccurate 
family perceptions of what career development option will serve them best in finding 
employment.
The JBS team conducted a focus group at TVET headquarters in Ramallah with 12 school 
counselors. Each participant works in a different public and private school in the Ramallah, 
Jerusalem, and Jericho governorates. The focus group participants had received a five-day
training in career guidance during February 2013, and that they will transfer this training to other 
school counselors in September 2013. JBS also learned that each counselor had so far provided 
career guidance to an average of about 70 students. 
Participants mentioned several examples that show the positive impact that this training has had 
on grade 12 and 11 students. One counselor said, “I have trained eleventh grade students on 
career guidance related subjects. That was their first experience with this type of training. I 
distributed cards to my students and asked them to write down the speciality or the field of study 
they are planning to follow after they obtain their high school diploma. Many of them, especially 
female students, did not know what they wanted to do after finishing their high school. I found 
out that some of them were planning to get married and stay home. They did not even know that 
there was something called ‘open education,’ which allows female students who are married to be 
house-wives and, at the same time, continue their education.” 
 Evaluation of USAID/YED Project 
16 
Other school counselors told our team that they had arranged meetings with the parents of their 
students to discuss how to advise their children about the future. Others took their students to 
visit some universities and to meet with individuals from both the private and public sectors. 
Participants also gave us many examples of how students benefited from this training. In fact one 
counselor said, “One of my students was planning to become an accountant and another wanted 
to become an engineer. After warning them that this might lead to unemployment, they changed 
their minds and now they are planning to go to vocational training institutions.” 
In addition to the stories of successes, some counselors mentioned negative aspects of the 
training, which are summarized in their own words below: 
• “The training was too intensive. Five days is not enough.” 
• “Counselors who are experts and who received previous career guidance trainings 
with other institutions like GIZ are being trained with inexperienced counselors who 
never received any training. Two separate training programs should be designed, one 
for each group.” 
• “Probably about 50% of our successful impact on our students depends on the 
cooperation of parents. We need more training to enable us to work with the parents 
of our students.” 
• “The training was conducted in the middle of the school year [in February] when we 
were very busy. Many of us provide counseling to more than one school. Such 
training should have been organized at the beginning of the school year, when we 
were less busy.” 
• “Since we have also been asked to train our students and our colleagues [other 
counselors], different training programs need to be designed for each. We need to 
learn more about training skills.” 
Regardless of the fact that the program could be improved, it offers a highly needed service of 
career guidance to Palestinian youth.
Approach 2: Services and Training for Employment Placement (STEP)/Sharek Youth Forum 
The overall objective of this YED funded project is to increase the employability of young people 
through the provision of training to improve young people’s CV writing, interviewing, and other 
employability skills, as well as career guidance services to increase participants’ understanding of 
the labour market and the career options available to them. Training and career guidance services 
 Evaluation of USAID/YED Project 
17 
are being offered at the Services and Training for Employment Placement (STEP) Centers in five 
locations and through mobile outreach to marginalized and rural communities throughout the 
West Bank. The project builds on the experience gained though employment skills training by the
‘Start Work (National Jobs Fairs)’ YED Rapid Grants Project. 
STEP centers can be used as a base from which to organize the extension of career counseling 
and employment skills training for marginalized and rural areas through their regular mobile 
services. STEP Centers are also aimed at improving the links between young people and potential 
employees by hosting career fairs, and offering a job and internship placement scheme in 
cooperation with private and public sectors employees. The project targets recent graduates and 
current students in the 18-29 age group. 
According to a Sharek STEP trainer interviewed by JBS, “a three day training (four hours a day) 
was given to hundreds of youth in many different places…about 200 from the An-Najah 
University in Nablus, 40-50 from Tumoun village, 130 from Al-Khdouree and Al-Quds Open 
Universities, as well as, others from the Chambers of Commerce in Tulkarem. During the first 
day, students and graduates received training in several subjects such as communication skills 
and team work; during the second day, planning, management, etc.; and during the third day, they 
were shown how to write a CV, conduct a job interview, and do voluntary work. In some cases, 
ideas about voluntary work were executed, such as cleaning Tumoun’s Youth Club and 
organizing activities that targeted children with special needs in villages.” 
To examine the impact of this project on beneficiaries, JBS conducted a focus group with An￾Najah University students who had received employability skills training through Sharek’s STEP 
project. Participants’ in the focus group expressed their satisfaction with the training they 
received, especially on writing resumes and conducting job interviews. “I can go now to a job 
interview knowing in advance what to expect and be prepared. During the training, we were 
divided into groups of interviewers and interviewees. I knew before training that I needed to
collect some information about the company or the institution that would be interviewing me, and 
how to present myself and my expertise, and to use and pay attention to body language during 
interviews,” said a second-year female student studying Public Relations at An-Najah University. 
Another student proudly showed the JBS team her CV, which she developed during the training. 
She said, “Before training, I never knew what a CV looked like or what they should include.” 
Another participant said she felt more confident because of the training she received, and noted 
that the training gave her a chance to leave home and go to the youth club in the village. “Even 
married women in my village were upset because they did not have the chance to participate in 
training. I promised to let them know if similar activities will be organized in the future,” she 
said. Other participants said that the training was too intense and they needed more time. They 
also expressed enthusiasm about participating in similar workshops in the future. 
 Evaluation of USAID/YED Project 
18 
Like the last program, STEP provides much needed career guidance services. One additional 
advantage is that it serves youth up to age 29. But what is really unique is that the Sharek mobile 
center serves rural youth that would not otherwise have services. 
Approach 3: Master Class Project: INJAZ/Palestine
The overall objective of the Master Class pilot project implemented by INJAZ-Palestine and 
funded by IYF’s YED project is to cultivate the spirit of entrepreneurship among people 14-16 
years old who live in marginalized rural areas such as Jenin. The specific objective is to 
introduce 525 youth in the Jenin area to the possibilities of entrepreneurship, and encourage 
them to learn to think critically and creatively about the future. 
Offered through a one-day workshop, the entrepreneurship curriculum introduced students to
the process of designing a product and developing a business proposal. Students then presented 
and marketed their ideas in a competition with their classmates, with winners taking part in site
visits and job shadowing opportunities at local private sector companies. The Master Class
workshops were taught by volunteers from local organizations and featured guest speakers 
from eight local private sector enterprises. The newly-established INJAZ office in Jenin 
collaborated with local organizations to facilitate these partnerships and bring in business
representatives to teach students, and to establish a network of partners in Jenin who are
committed to contributing to similar activities in the future. 
Winners of the Master Class competition earned an opportunity to experience the corporate 
world directly through field visits to private sector firms. The visits provided participants with a 
better understanding of how companies operate, including management structures, production 
lines, and sales and distribution techniques. Fifty youth visited the Jenin electric company; 140 
youth toured Al-Haddad Steel Factory in Jenin; and 90 youth were introduced to the National 
Beverage Company (CAPPY) in Tulkarem. Other companies have also taken note of INJAZ’s
efforts to develop young people’s employability and entrepreneurship skills, and will help in
building future partnerships and recruiting volunteers from the private sector. 
Twenty participants that had made visits to private sector companies were chosen for a more 
extensive job shadowing experience. Each was paired with an individual working in a 
profession of interest to the student, and had an opportunity to tour the professionals’ 
workplace and shadow him/her in job-related activities for two to three days. The 14 private
sector companies that participated in job shadowing events included pharmacies, engineering 
offices, media companies, and attorneys’ and doctors’ offices. The relationships between
students and the professionals participating in the job shadowing activity helped create
opportunities for building long-term mentoring relationships between youth and private sector 
professionals with whom they worked. 
 Evaluation of USAID/YED Project 
19 
Participants of the Master Classes expressed a high level of satisfaction for the training and field 
visits. They pointed out that they were able to see how big companies work in departments, and 
how various steel products are produced through the assembly lines. They also highlighted 
another importance of the field visits - being introduced to other youth from different villages, 
which resulted in new friendships. Most of the participants demanded more time for Master 
Classes. They pointed out that they needed more time to learn the concepts of marketing and 
sales. 
In order to continue implementing programs in Jenin after the YED grant ended in 2011, INJAZ
forged strong private sector linkages throughout the West Bank and through other 
partnerships in the Arab World to secure external support for their program. Most notably,
INJAZ received a donation of 100,000 Kuwaiti dinars (about USD $360,000) from the Arab
Fund to support continued operations in the Jenin office. This leveraged donation is more 
than seven times the financial contribution made by the original donor and will enable INJAZ
to reach even more youth in Jenin and the surrounding communities in the future. 
The fact that this program focuses on helping youth understand how to build a business makes it 
interesting. However, a key component is the field visits, and even more significant are the
extensive job-shadowing experiences made available to some youth. Hands-on employment 
opportunities for youth are the most valuable.
Approach 4: Palestine Education for Employment (PEFE) [non-YED supported] 
The PEFE Program started in Gaza in 2006 and produced 16 entrepreneurship training program 
graduates. The most relevant part of the PEFE approach to training is based on designing specific 
training materials around immediate local needs, or eclectically adapting what works from other 
organizations like AMIDEAST, Galaxy, Birzeit University, and Colorado State University. All 
training courses are developed or adapted by their staff in answer to specific local needs. 
However, local training consultants are brought in, if needed. What is most valuable to youth 
about this approach is that it trains them for work in their local community so that they don’t 
have to look for jobs elsewhere. 
PEFE is closely monitored and followed up. Trainees who are placed in jobs are monitored for 
their first year of employment and provided with help and support if needed. Additionally, their 
strong M&E procedures are led by an M&E expert. PEFE also builds strong local networks and 
offers open support and services to other network members. They have developed trust and 
credibility with private sector clients and with the help of Rawabi, a local business benefactor, 
have been able to provide seed money (up to $15,000 per project) for youth starting promising 
businesses. They have developed technical training tailored to the local market in IT, hotel 
 Evaluation of USAID/YED Project 
20 
management, construction, accounting, marketing, and nursing skills using proven practical 
training methods. So far they have trained 800 youth over three years and have placed 70% in 
internships leading to full-time jobs. 
Approach 5: The Jerusalem Arab Chambers of Commerce (JACC) [not YED supported] 
The JACC is made up of local Arab merchants and small businesses that contribute to the 
Center’s activities with youth. Additional help and funds are also received from the Welfare 
Association. Leaders has helped to develop apprenticeship training and internships with TVET 
for young graduates searching for employment. The program, which includes many female 
participants, takes qualified recent graduates and steers them toward vocational skills training, 
which enables them to be placed in local companies where they can quickly fill specific needs. 
What is most useful about the program is that graduates are placed in internships with local 
companies for six months, and those who successfully make the transition to local companies 
stay on as employees. 
All vocational training is carried out in response to a local needs assessment and to local business 
requests for specific skills. Training for 60 recent graduates has included dental technician skills, 
construction engineering skills, and marketing and accounting skills. Similar training is being 
carried out with JACC support through the Ramallah and Nablus Chambers of Commerce. So 
far, 180 youth have been employed after receiving vocational skills training, which includes 
‘English for Business.’ These programs owe their success to being linked to the needed skills of 
ACC’s network of local businesses, and to a well-designed M&E component. Additionally, the 
promise of receiving a stipend during their six-month internships attracts students to this type of 
training and placement program and should be considered a best practice by other programs. 
 
c. How effective is the Capacity Strengthening support (training and mentoring) 
provided under the project? Are YSI partners integrating the Standards of 
Excellence into their work? Are there other areas of capacity development that 
the CSP should address?
As mentioned, both CSP training programs proved to be successful, but could benefit from some 
well-focused adjustments. Restricted time for comprehensive field work and the difficulties 
experienced contacting key informants in partner YSIs, prevented the JBS team from going out 
to the more remote YED program sites to speak with organizers and beneficiaries about their 
IYF training experiences. However based on information collected from senior managers and 
training coordinators, the following are training topics that could use expansion or added 
information: 
• Program management skills – team management, problem solving, communication skills, 
etc.
 Evaluation of USAID/YED Project 
21 
• Program operations skills – time management, conducting youth skills assessments, 
training/teaching employment readiness skills, etc.
• Financial management – budgeting, grant writing, accounting, etc.
• Human resource management – selection and retention of staff. 
• Monitoring and evaluation – data collection, analysis, and reporting.
d. Is the quality of programming different among the different sub-grantees? If so, 
in what ways and does it affect impact? What recommendations do you have to 
improve the quality of services provided by the sub-grantees?
During interviews conducted with selected program managers and coordinators, the JBS team 
was able to discern two ranks of YSI partners with different professional, experiential, and 
program implementation characteristics. On the one hand, there are larger YSIs with long￾standing reputations and extensive program implementation experience like Sharek, Leaders, 
INJAZ, PPU and PICTI. IYF continues to offer them needed technical assistance, but their needs 
seem to be somewhat less with regard to proposal writing, and in some cases, program 
management. In one example of positive technical assistance received, Sharek shared their 
inability to develop stronger in-house M&E capacities and said that they appreciated help they 
got from IYF - which included a database for tracking and monitoring, along with assistance 
with forms and templates. While YSIs enjoyed YED’s monitoring and technical assistance visits, 
they felt there could be less of them spread out over longer periods of time.
There is also another group of smaller, less well-established YSIs characterized by institutions 
like Al Mawrid and Juhoud. These organizations expressed frustration at not being able to meet 
expected standards after proposal writing assistance and CSP training. However they did praise 
the training and program coordination staff and grant management for their professionalism and 
timely assistance. It would be wise to continue to work with these potential partners since they 
cover areas that are unique.
Both categories of YSIs complained about high attrition rates among CSP-trained staff and were 
concerned that the loss of capable young staff to other jobs may have a detrimental effect on 
YED project implementation. Sub-grantees with fewer staff and less capacity to implement YED 
objectives requested more frequent and more intense project management, improvement in 
financial management, and M&E skills training. 
 
e. Does the project facilitate sustainable partnerships with public and private sectors 
that add value to the interventions? Which types of partnerships are more and 
less productive and why? 
 Evaluation of USAID/YED Project 
22 
The JBS team did not observe serious IYF efforts to build direct and sustainable partnerships 
with the public sector. Although the YED Director reported that attempts were made to engage 
numerous ministries at the beginning of the project, cooperation between YED and the public 
sector tends to be limited and indirect. However, IYF program management did point out that 
from the YED project’s outset, efforts were made to introduce the YED project to the Ministries 
of Youth and Sports (later replaced by the High Council of Youth). Similar approaches were 
made to inform the Ministries of Education, Higher Education, and Labor of YED’s existence 
and purpose. 
In contrast, IYF has invested considerable effort to facilitate sustainable partnerships with the 
private sector. For example, during the program’s second year, IYF and YED’s YSI partners 
established relationships with 45 private sector companies to provide internships, job 
opportunities, and other support for beneficiaries. This included launching the Tamayyaz 
Initiative, an innovative partnership between the private sector, universities and youth-serving 
NGOs to provide internships and community service opportunities for young Palestinians. In 
addition, YED hosted dialogues on issues related to employability, entrepreneurship, and the 
service learning Standards of Excellence with a wide variety of stakeholders, including private 
sector firms. 
In order to determine which types of partnerships are more and less productive, JBS interviewed 
staff from grant receiving YSIs. Most of these staff members talked positively and 
enthusiastically about partnerships and cooperation with the private sector, but negatively about 
the public sector. One person explained, “Through the YED program and IYF, we have 
established a relationship with several Palestinian companies such as Sbeitani, Paltel, the 
National Mobile, National Insurance Company, Palestine Bank and Arab Bank…etc. I think that 
partnership with the private sector is more productive than the relationship with the public sector. 
The public sector depends to a large degree on external funds and tends to be bureaucratic. Also, 
internships in the public sector are very limited. However, the private sector is more practical, 
effective, and generous. We should find ways to provide the incentives if the private sector is to 
be more cooperative with us. For example, it should be given more publicity and tax exemption.” 
There are many public departments and officials that are willing to add value to YED 
interventions. While it is correct to say that the relationship between YED and the private sector 
is more productive, it is hard to believe that the relationship with the public sector is without 
future merit. In fact, what was shared by public sector interviewees differs quite radically from 
the perspectives the team received from many YSI informants. 
 Evaluation of USAID/YED Project 
23 
SOW Question 1 - Conclusions
• Working to convince the private sector to provide internships and other support for YED
proved to be challenging. The private sector may need the PA’s encouragement or more 
tangible incentives to fully participate in YED programs. 
• Weaker YSIs with lower implementation capacity may need extra training in program 
management and implementation skills. 
• IYF’s CSP core courses may need to be adjusted to meet local needs of local YSIs and 
empower them to offer more practical and market oriented skills training.
• The high attrition rates among trained YSI project staff is a cause for concern. Preventing 
trained staff from leaving for other jobs may not have an easy solution. 
• The concept of service learning may not be easily transferable because it is not broadly 
practiced in Palestine. 
• Internships are positively impacting graduate beneficiaries, but they need to be linked to 
real jobs in the market and should include some financial compensation. 
• M&E skills and capabilities need to be strengthened if a diffused and multifaceted project 
like YED is to credibly measure impact. 
• Stronger and more experienced YSIs should be persuaded to work in tandem with less 
experienced, smaller partners to strengthen capacities and help IYF reach YED’s
projected goals. 
• Youth employability is closely linked to the declining macroeconomic situation, which in 
turn reflects the increasing uncertainties about the future of Palestine under continued 
Israeli occupation. These uncertainties provide a challenging environment for IYF and its 
partners.
• Value could be added if IYF expanded their collaborations with newly funded USAID 
programs, like the YDRC project being implemented by IREX, and the upcoming SIP 
program which includes a school counseling component. 
 Evaluation of USAID/YED Project 
24 
SOW Question 1 - Points to Consider 
• Involve youth more directly in capacity building and training design decision-making. 
• In closer collaboration with YSIs, carefully review and revise the youth training course 
content and structure to better align content and methods to the real work needs of 
Palestinian youth beneficiaries (i.e. include more practical elements in existing training 
materials like Passport to Success, the I-Serve Program, and Build Your Business 
courses).
• Review the management training needs of smaller and weaker YSI partners and develop 
training specific to their project management and implementation needs. Also, provide 
assistance and mentor all organizations in the capacities necessary to retain staff.
• Strengthen IYF’s capacity to handle the expanded load of M&E work by increasing the 
number of M&E staff by at least two to three extra Palestinian staff and revise existing 
indicators to remove some of the less measurable qualitative indicators. 
• IYF’s emphasis (for the coming phase III of the YED program) should be building strong 
university capacities to carry out credible career counseling and, if possible, to enable 
universities to carry out their own training in the employability, entrepreneurship, and 
service learning areas.
• YSIs with outreach programs like STEP mobile should be encouraged to expand their 
services to a greater number of marginalized rural communities, particularly with 
emphasis on meeting the employability needs of rural girls and women. 
 Evaluation of USAID/YED Project 
25 
SOW QUESTION 2 
How relevant are these objectives to the PA national development objectives and priorities, 
USAID’s areas of interest and the needs of beneficiaries (both YSIs and youth)? 
 
Findings 
The three primary components (strengthened capacity of youth–serving institutions, enhanced 
employability and entrepreneurship, and increased access to practical on-the-job training 
opportunities) of the YED program are strongly consistent with the PA’s national development 
objectives and top priorities as stated in the National Development Plan for 2011-2013. 
However, the impacts and contributions of the YED program in helping the PA indirectly 
achieve some of its national objectives differ from helping the PA directly through cooperation 
and coordination with relevant PA ministries (e.g., the Ministry of Labor, Education, Planning, 
and Social Affairs, the Higher Youth Council). Demonstrated in this section is how the YED 
objectives and activities are relevant to the PA’s objectives, priorities, and efforts to reduce 
poverty and unemployment rates; develop a knowledge-based economy and develop human 
capital to meet labor market needs; and to increase the proportion of women in the labor market. 
However, it also shows that cooperation and coordination between the YED and the PA has been 
minimal. 
The National Development Plan (2013) states, “Almost 30% of the population is aged 15-29 
years. More than one third of them are unemployed and approximately one third are 
contemplating emigration. We cannot afford to lose this precious resource. The future of 
Palestine depends on these future leaders and members of our society. We are committed to 
playing a significant role in ensuring that young people feel valuable and respected…This 
[empowering and invigorating youth process] can only be achieved by providing our youth with 
better opportunities and facilities to develop their skills, fulfill their potential and participate in 
our political institutions.”8 These strong statements and commitments express the PA’s concerns 
over the situation of the Palestinian youth as well as their future. They may also explain the 
growing attention the PA pays to youth needs, especially after the outbreak of the Arab Spring in 
early 2011 when millions of angry and unemployed youth took to the streets and overthrew 
political regimes in Tunisia, Egypt, Yemen, and Libya. 
The PA’s National Development Plan includes many components and targets that are related in 
some way to youth employability. For example, supporting and empowering “the poor and other 
vulnerable citizens and their families,” preparing “children and youth for a fulfilling life and 
productive work in Palestine,” and investing in youth to “enable them to reach their full potential 
 
8 Palestinian National Authority. (2011, April). National development plan 2011-13: establishing the state, building our future. pp 39-40. 
 Evaluation of USAID/YED Project 
26 
in their homeland” are among the Plan’s strategic objectives.9 More specifically, the PA seeks to 
lower the percentage of households living below the poverty line from 22% in 2011 to 13% in 
2013. It also aims to reduce the poverty gap ratio from 5% to 3% and to increase the number of 
households capable of establishing income generating enterprises from 2,100 to 12,000 during 
the same period. 
The causal relationship between poverty and employment is a well-known established fact 
among social and economic experts. As mentioned earlier, a major contributing factor to the 
relatively high poverty rate in the West Bank and Gaza strip is the high unemployment rate 
among Palestinians. Hence, the PA is working to reduce the university graduate’s unemployment 
rate by 3%. On the other hand, the PA also seeks to increase the percentage of the population 
who have completed higher education (higher than diploma), from 14.9% to 22.5%.10 This latter 
objective may lead to increased poverty and unemployment rates rather than reduce them if those 
potential graduates lack the necessary skills, job market information, and relevant qualifications.
The PA also aims to increase the proportion of women in the labor market from 15.7% in 2011 
to 17.5% in 2013, and to increase the percentage of women holding at least a BA degree from 
9% to 12% during the same period.11 Once again, without appropriate employability programs 
and effective interventions from national and international entities, these two national targets are 
contradictory. As mentioned earlier, females make up 58% of students enrolled in university and 
40.6% of students enrolled in community colleges. At the same time, the unemployment rate 
among females who have completed 13 years of schooling reached 44.6% in 2012, compared 
to16.3% among males. 
Finally, the PA’s Plan also stresses that “strengthening the provision of technical and vocational 
education and training” (TVET) is “a high priority” as part of the overall strategy to develop a 
knowledge-based economy, develop human capital to meet labor market needs, and tackle youth 
unemployment. As part of the efforts to achieve this objective, the PA has planned to invest 
US$8 million to provide adequate TVET educational and training facilities and workshops across 
the West Bank and Gaza Strip. Also, modest investments were planned to reform and develop 
the TVET curriculum, including the addition of new specializations, and to develop skilled
TVET educators and trainers. The PA also allocated US$31 million to be invested during 2011-
2013 in vocational training facilities and employment centers that help the unemployed find 
productive work. 
The PA, however, has failed to achieve many of the above stated national objectives. According 
to a rough estimate shared by the Director General of the Economic Sector Planning at the 
 
9 Palestinian National Authority. (2011, April). National development plan 2011-13: establishing the state, building our future. pp 34-39. 10 Palestinian National Authority. (2011, April). National development plan 2011-13: establishing the state, building our future. pp 41-42. 11 Ibid. 
 Evaluation of USAID/YED Project 
27 
Palestinian Ministry of Planning, the PA has achieved only 30% of the National Development 
Plan for the years 2011-2013. When asked why, there were several reasons given including the 
impact of the unstable “political fund” from donor countries such as the U.S., and the lack of 
support the PA received from external donors during the last two years. Specifically, he said, “I 
think the National Development Plan was too ambitious since it did not study the whole 
Palestinian situation carefully. It was built on high and unrealistic expectations. It is a very well￾known fact that the financial support we [Palestinians] receive is closely linked to the peace￾process and to our political position. The decisions made by the U.S Congress with regard to 
financial aid to the Palestinians and the Israeli decisions to not transfer the Palestinian tax money 
to the PA have all contributed to this outcome. However, this September [2013], we will finish 
preparing the National Development Plan for the years 2014-2016 and we have learned a lot 
from the experience of implementing the 2011-2013 plan.” 
When asked about his perspective with regard to the YED program, the Director General 
stressed that this program is relevant to the PA’s national objectives and touches on the two 
important challenges the PA faces at this stage - poverty and employment. Similar opinions were
heard from other Palestinian officials. For example, the Director General of the Employment at 
the Ministry of Labor talked positively about the “timing and the main idea of the YED 
program.” However, like most other officials interviewed, he complained because such an 
important project was being implemented without any coordination from his ministry. He said, 
“First of all I would like to emphasize that we [Ministry of Labor] encourage any effort that aims 
at reducing unemployment regardless whether it has been done with or without coordination with 
us. However, since we are handling this matter at the national level we believe that in order to 
make any outside help more effective, a minimum level of coordination with us is necessary. At 
least in this way, we can make sure that any program fits our general objectives. We are not
interested in intervening in the implementation of such programs or their financial aspect.” 
 
The General Director of the Counseling and Special Education Department at the Ministry of 
Education had a different experience with the YED program however. She stated that, “We 
played an important role in choosing the councilors and supervisors who received training. I was 
also consulted by the program’s staff about how to implement some aspects of it.” Unlike her 
colleagues from the same ministry who were interviewed (the Assistant Deputy Minister and 
Head of Curriculum Center and the Director of Vocational Training), she seemed aware of the 
program and its objectives. She provided the JBS team with some interesting ideas that are 
worthy of consideration. Specifically, she said, “Our experience with the Career Guidance 
project was very good. However, there is a need to examine the impact of the program on our 
students [the students who received career guidance from school counselors trained through 
TVET, IYF’s partner]. Also they [YED’s staff] should consider providing Career Guidance to 
students in lower grades not only 11 and 12 grades. For example, we had a parallel experience 
with GIZ when worked with fifth and sixth grades students. The impact was good. Career 
 Evaluation of USAID/YED Project 
28 
Guidance ideally should start at grade one. Also, there is a need to provide Career Guidance to 
youth with special needs.” 
In the focus groups conducted with 12 school counselors who work for the Ministry of Education 
and received training through YED, the team learned that each one has provided Career 
Guidance to on average of about 70 students since the School to Career program was started in 
December 2012. They will pass their experience on to other counselors who will be trained by 
YED trainees in September 2013. JBS also heard stories about the successful impact of Career 
Guidance on the life of school students. This demonstrates how cooperation between YED and 
the PA’s relevant ministries may be useful and promising for both parties, which, at least in this 
context, seem to have common interests and intersecting objectives. 
 
In conclusion, regardless of the degree to which the PA has succeeded in achieving its national 
objectives, the YED objectives and components are firmly in line with the current PA’s
objectives. However, the lack of cooperation and coordination with most relevant PA ministries 
is a weak point that needs to be examined and carefully reviewed. The existing cooperation 
between YED and the Counseling Department at the Ministry of Education suggests that more 
collaboration with appropriate PA ministries could be a mutually beneficial experience. 
 
SOW Question 2 - Conclusions
• The PA has not succeeded in achieving most of its objectives as stated in its National 
Development Plan for the years 2011-13. 
• The PA National Development Plan for 2011-13 includes many components that are 
related to youth employability. 
• The YED objectives and activities are relevant to the PA’s objectives, especially 
those aimed at reducing unemployment rates. 
• There needs to be a differentiation between the contributions that the YED program 
can make in helping the PA indirectly achieve some of its objectives versus directly 
cooperating with PA.
• The Arab Spring may explain the growing attention the PA is paying to youth. 
• PA officials like the timing and objectives of the YED program. However, they 
complain that an important project like YED has not coordinated activities with them
and should do so in the future. 
 Evaluation of USAID/YED Project 
29 
• The Career Guidance program was successful in impacting the lives of students. 
SOW Question 2 – Points to Consider 
• The lack of cooperation with most relevant PA ministries is a point of weakness that 
merits attention from YED staff. One way to do this could be to put more focus on 
working with the PA ministries of Labor and Youth and Sports. One idea might be to 
establish a fund to support the establishment of a Youth Cooperative Credit 
Association from which youth administered seed-money and business start-up funds 
can be distributed.
• The Career Guidance project, implemented by TVET League and CDIE with 
cooperation from the Ministry of Education, is an example that should encourage 
YED to develop partnerships with public sector institutions. 
• YED needs to consider providing more Career Guidance to students with special 
needs and students in lower grades, not only those in the 11 and 12 grades. 
 Evaluation of USAID/YED Project 
30 
SOW QUESTION 3 
How appropriate is the existing program’s results framework and related indicators for 
monitoring the project performance? Would the evaluator(s) recommend any changes or 
additions to the indicators that could enhance IYF’s ability to measure YED’s results and 
impact? 
Findings 
Annex 7 contains a tabled comparison between achieved/actual indicator values and the 
targeted/planned indicator values for each program year. There is also a comparison of the 
cumulative actual values to date and cumulative targeted values for 2011-2013 and 2011-2014. 
The following are the JBS team’s observations and findings concerning the quantitative data 
available:
Intermediate Result 1: The Strengthened Capacity of Youth Serving Institutions (YSIs) 
Component 
• Of the eleven indicators identified under intermediate result 1, five of them have already 
exceeded their cumulative target for 2011-2013. They are:
o The number of YSIs gaining an improved capacity to support best practice 
programs
o The percentage of YSI’s expressing satisfaction with YED training delivered* 
o The percentage of YSI’s that found CSP to be effective in developing their skills* 
o The number of formal events that organized by YSI’s that involved multiple 
partners* 
o The number of YSI’s developing strategic partnerships with multiple partners 
Some have also exceeded the cumulative target for all years of the program, they are 
noted with a *. 
• An additional six indicators are on their way to meeting the cumulative 2011-2013 target. 
• A special note of recognition is that the annual cash and/or in-kind resources leveraged 
by YSI’s were $350,233 in FY11 when the target was only $50,000. 
Intermediate Result 2: The Enhanced Employment and Entrepreneurship Education for 
Targeted Youth Component
• Of the fourteen indicators identified under intermediate result 2, seven of them have 
already exceeded their cumulative target for 2011-2013. They are:
 Evaluation of USAID/YED Project 
31 
o The number of youth provided access to job opportunities and 
entrepreneurship resources via online mechanisms* 
o The percentage of youth satisfied with YED training and/or career guidance 
services* 
o The number of training programs provided to youth career counselors* 
o The number of counselors and supervisors that completed training in career 
counseling methods
o The number of schools, universities, or YSI’s that provide career counseling 
services to youth 
o The number of teachers/educators/teaching assistants who successfully 
completed in-service training or received coaching/mentoring
o The number of youth receiving career guidance services* 
Some have also exceeded the cumulative target for all years of the program, they are 
noted with a *. 
• The additional seven indicators are on their way to meeting the cumulative 2011-2013 
target. 
• A special note of recognition is that the number of youth provided access to job 
opportunities and entrepreneurship resources via online mechanisms has continually 
exceeded its target and is way above its cumulative target [10,398 youth accessed 
vs. 400 youth targeted for the cumulative three years].
Intermediate Result 3: The Increased Access of Youth to Practical On-the-Job Training 
Component 
• Of the thirteen indicators identified under intermediate result 3, four of them have 
either met or exceeded their cumulative target for 2011-2013. They are:
o The number of youth participating in YED that find a job, start an 
enterprise, or decide to continue education
o The number of internship or apprenticeship opportunities created for 
youth that are out of school or university 
o The number of youth entrepreneurs with business plans developed* 
o The number of YSI’s providing on-going support services to young 
entrepreneurs post-training
Some have also exceeded the cumulative target for all years of the program, they are 
noted with a *. 
• An additional six indicators are on their way to meeting the cumulative 2011-2013 
target. Two with notable issues were: 
 Evaluation of USAID/YED Project 
32 
o The number of youth engaged in meaningful internship or apprenticeship is of 
some concern as the actuals for both FY11 and FY12 were under target. It 
does appear that in FY 2013 the program is doing much better in terms of 
numbers [186 youth engaged vs. 270 targeted].
o The number of internship and apprenticeship opportunities created for youth 
that are in school or a university is also of some concern as the actuals for 
both FY11 and FY12 were under target. Unfortunately it does not appear that
things are much better in FY13 [36 opportunities vs. 182 targeted]. YED 
might consider adjusting its target to a more achievable number which focuses 
only on University students who seem to have a higher interest in hands-on 
opportunities. 
• There is one indicator of particular concern which is the number of youth 
completing training on youth-led community service projects and acquiring 
employability skills. The actuals for both FY11 and FY12 were under target 
and FY13 does not appear to be much better. The cumulative actual at this time 
is only 18 youth completing training vs. the 700 targeted. Since service 
learning does not seem to be of high interest to Palestinian youth, it might be 
better for YED to drop this indicator and focus resources elsewhere.
• There are three indicators without available data because they were added for 
FY13 and reports are not available on them as of yet. They are:
o The percentage of youth who found internships relevant to their needs
o The percentage of youth interns satisfied with their internship 
experience
o The percentage of youth interns reporting strengthened employability 
skills
SOW Question 3 - Conclusions 
The cumulative values recently reported in the FY13 second quarter evaluation report do show 
significant positive values of most PMP indicators, suggesting that the project implementation 
delays caused by the USAID funding freeze are being superseded by a more productive period of 
successful program implementation. 
 
The following observations are relevant for understanding the current project implementation 
process. These include:
• The limited number of national youth-oriented organizations available diminished IYF’s 
ability to run and manage the project on a broader scale. 
 Evaluation of USAID/YED Project 
33 
• Some activities were modified and redesigned more than once in response to meeting 
budget cuts and delays in implementation. This had a brief negative impact on meeting 
targets in a timely way. However, Annex 7 contains recently acquired FY 13 cumulative 
data showing an overall positive trend in YED project gains achieved during the latter 
half of FY 12 and the first quarter of FY13. 
• Less than two-thirds of the budget initially allocated for the design phase was disbursed, 
which had a slowing effect both on the quantity and quality of project’s output.
• Annex 7 shows that the cumulative number of beneficiaries taking part in training and 
gaining improved skills in FY13 has reached 5,536 of which 68% were female and 32% 
male. This indicator and other cumulative indicator values in Annex 7 clearly 
demonstrate that the gender-monitoring aspects of the YED project were being adhered 
to. 
SOW Question 3 - Review of Indicators
YED may want to consider adding indicators that measure outputs and outcomes in the longer￾term for graduates. Some for consideration include: 
• Number of youth that demonstrate improved life, employability, technical, and 
enterprise development skills six months after YED completion
• Number of youth that find a job, start an enterprise, or are enrolled in an 
education program one year after YED completion
Among the evaluation’s sub-indicators, some of the following may have to be re-designed to 
reduce the large variance between actual achievements and targeted values for the program 
duration, and they are the following: 
• IR 2.1.5: Number of youth (individuals) participating in job fairs/open days
organized by YSIs (only 1,076 beneficiaries by second quarter of FY 13).
• IR 3.1.1: Number of internship and apprenticeship opportunities created for
youth that are in school or at university (only 54 opportunities created by 
second quarter of FY13). 
• IR 3.2.1: Number of training programs organized to enhance the capacity of
youth to lead community projects (only 1 training program organized by second 
quarter of FY13). 
 Evaluation of USAID/YED Project 
34 
• IR 3.2.2: Number of youth completing training on youth-led community service
projects and acquiring employability skills (only 18 completed by second 
quarter of FY13). 
• IR 3.2.3 Number of youth-led community service projects created by YSIs (only 
4 created by second quarter of FY13).
SOW Question 3 – Points to Consider 
• If USAID has to follow USG mandatory vetting, budget cutting, and administrative 
delays in the current socio-political context, then a realistic fallback plan needs to be 
put in place. This might include working with other donors who are currently 
providing training to youth (e.g., many from the European Union) to assist if any gaps 
arise. In addition, YED should work closely with Universities to develop a 
sustainability plan for the Career Guidance and Counseling services being offered. 
• More attention should be given to providing financial assistance to motivated youth 
entrepreneurs wanting to start up their own businesses (i.e. an accessible source of 
seed money). 
• Greater effort needs to be made to build partnerships with public sector entities 
involved in youth development and employment activities in order to increase project 
impact and insure a broader coverage. 
 Evaluation of USAID/YED Project 
35 
SOW QUESTION 4
What are the main lessons learned from the project performance thus far in terms of 
helping partner YSIs to design and implement projects that incorporate best practices in 
employability, entrepreneurship and/or service learning for youth? 
Lessons Learned
 
Lessons learned through observations, discussions, interviews and frequent contact with 
Palestinian youth beneficiaries were numerous. This section of the report will reflect on the 
lessons obtained from understanding IYF as a leader in a capacity building and knowledge 
transfer process, particularly for employability, entrepreneurship and service learning for 
Palestinian youth. Five YED program elements were viewed to have been important facets in the 
best practices inculcation process. They are: 
1. Management and Program Implementation 
• It may be unrealistic to expect partner YSIs at different capacity and experience levels to 
be able to implement complex programs without additional project implementation 
training and more continuous management support. 
• IYF’s recognized and respected ability to provide strong technical leadership and support 
is an important positive consideration when deciding the future of the YED program in 
the Palestinian context. 
• Long term and continuous training support is an important ingredient for Phase III if 
sustainability and impact of training outcomes are major objectives. 
• Involving youth in the planning and YED program change process should be an 
important consideration if training is to gain more youth credibility and acceptance in the 
next phase. 
• The budget freeze of 2011-2012 had a significant negative impact on program 
implementation. The amount of funding released to IYF for YED by April 2013 was still 
only 63% of the obligated total. Programs operating in these unstable political/funding 
environments should be flexible in adjusting to these external issues, while also having a 
back-up plan in place for coverage of services.
 Evaluation of USAID/YED Project 
36 
2. Training Design and Content: 
• The successful transfer and adoption of training content is a participatory process and 
should be carried out with the consent and knowledge of YSI trainers and youth 
beneficiaries.
• The proper contextualization of terms like employability, entrepreneurship, and service 
learning into terms that are familiar to the local culture is a necessary first step for a more 
successful transfer of core CSP learning.
• The life skills element of the employability training was well received by beneficiaries 
because it has a significant practical element. 
• Universities may be the best places to invest YED resources during the next project phase
since career counseling and guidance are services highly needed by Palestinian youth. 
3. Procedural Issues: 
• A multi-approach (i.e., models) project like YED now requires a tighter, more focused 
coordination strategy, and clearer, more measurable outreach indicators, like the number 
of YED internship beneficiaries who successfully obtain full-time paid employment for 
more than one year, and/or the number of YED impacted graduates (male/female) 
progressing to full-time paid employment for longer than six months, etc. 
4. Partnership Building Factors: 
• Building strong and lasting partnerships, requires patience and dedicated time and effort. 
Special attention in this respect should be given to cultivating both private and public 
partnerships as equal pillars in a successful YED implementation strategy. 
• Building proactive and collaborative relationships with parallel USAID programs and 
similar international youth projects will help to add value and maximize the project’s 
impact on the wider Palestinian youth employment problem. 
5. Accountability and Measurability Issues
• In a multi-faceted and multi-partner project like YED, more attention will be needed in 
building and strengthening M&E procedures and capacities. At least three full-time 
professional evaluators will be needed to monitor YED’s complex, multi-site program 
activities. This should not be left for a two-staffed unit to carry out alone. 
 Evaluation of USAID/YED Project 
37 
• An excessive battery of difficult to measure qualitative indicators is impeding the 
successful monitoring of YED’s progress in a timely fashion. It is both in IYF’s and 
partners’ interests to review and rationalize the current list of indicators for alignment 
with the objectives set forth in the results framework.
• To measure the impact of YED training on beneficiaries, it will be necessary to create a 
set of long-term tracer indicators that will follow trainees for a year or two in their jobs 
after they graduate. This will help to gauge the impact of YED training on job 
recruitment and retention in the real job market.
• If the remaining project funding is to be more productively channeled into Phase III, the 
current project strategy should better reflect local community job market needs. Youth 
want skills that will get them employed in their own neighborhoods. Program design and 
development should include the active participation of and input from youth of both 
genders. 
 
 Evaluation of USAID/YED Project 
38 
RECOMMENDATIONS 
After a careful analysis of data and information culled from the document review, field 
interviews, focus groups, and on-site visits, the team concluded that there were two levels of 
recommendations to report. The first level reflects immediate recommendations that, if 
implemented, would help to correct some of the more easily identifiable YED program 
problems, which the JBS team concluded are hampering the program’s effective implementation. 
All the short-term recommendations listed below highlight affordable and realistic priorities, 
which merit the immediate attention of the IYF project management team. 
For the short-term
1. PRIORITY: Add indicators that assist in assessing longer term project impact outputs 
and outcomes (e.g., the number of beneficiaries still in jobs a year after completing 
training and tracer indicators to track graduate students careers for at least six months to a 
year). 
2. PRIORITY: Frequently review and re-adjust training content and methods to reflect 
changes in the local job market, beyond the initial needs assessment carried out within 
each YSI’s training program. Include youth (male and female), private sector, and public 
sector beneficiaries in the training content review and redesign process.
3. PRIORITY: Improve the project management capacities of smaller, less experienced 
YSIs by giving special attention to improving their financial, M&E, and staff recruitment 
and retention management capabilities required to carry out effective project 
implementation. 
4. PRIORITY: Build a measurable collaboration and coordination component 
incorporating activities with USAID’s parallel programs and projects into the Phase III 
YED Implementation Plan. The JBS team recommends that special effort be made to 
integrate YED’s activities with the work which will be by the new IREX-led YDRC 
expansion project; the new SIP education project; and any existing USAID local 
government and business strengthening programs. 
5. PRIORITY: Make strengthening and extending the successful Sharek mobile outreach 
approach of YED’s program activities a major thrust of YED’s Phase III project 
implementation plan. 
 Evaluation of USAID/YED Project 
39 
The long-term recommendations selected below are by definition much broader and national in 
scope and may require diplomatic deftness, time, and patience to achieve. They emphasize 
bringing together either public or international donor partners to build stronger youth training 
and employment partnerships by harmonizing promising elements of youth programming. These 
recommendations will impact some of the macroeconomic and the socio-cultural issues 
previously raised, that are inhibiting even a moderate impact on the employment problems 
affecting Palestinian youth. As such, these suggestions are for USAID consideration, but can be 
kick-started in some cases through activities implemented by the YED program. 
For the long-term
1. Build stronger linkages with the Arab Chambers of Commerce in all governorates to 
involve more local commerce and small-businesses in the entrepreneurial and internship 
facets of the YED program. Evidence obtained from the JACC suggests that ACCs may 
be the best channel through which small businesses can be persuaded to contribute to the 
YED program’s employability goals.
2. Work with the PA ministries of Labor and Youth and Sports to establish a fund to support 
the establishment of a Youth Cooperative Credit Association from which youth 
administered seed-money and business start-up funds can be distributed quickly to where 
they may be most needed. Youth suggestions for starting the fund included: 1) persuading 
local communities to contribute Zakat funds, and 2) pooling international donations for 
an initial tranche that could be used for this purpose. 
 
3. Work with the PA to establish a network of National Employment Centers integrating the 
MOL’s new National Employment Information System with nascent university Graduate 
Information Data Bases designed to link employers’ needs with those of new graduates. 
4. Work with the PA, local youth institutions, the private sector, international donors and 
NGOs, to establish a National Roundtable for Youth Employment and Welfare, which 
will help to coordinate, rationalize and integrate diverse national and international youth 
programs and projects, and avoid duplication of effort and a waste of scarce resources. 
 Evaluation of USAID/YED Project 
40 
Specific Suggestions – YED Phase III
In addition to both the short-term and long-term recommendations made above, the team 
recommends that the following successful elements of the program activities be given priority in 
Phase III of the YED project: 
1. Provide more support and resources to the nascent career guidance and counseling 
components already beginning to take root in most of the participating universities. 
Provide increased training and technical support to university Career Guidance Centers 
and work more closely with university staff to strengthen their in-house career counseling 
and management capabilities. Provide YSIs with successful track records of work with 
universities along with additional grant funding to consolidate, improve, and extend this 
aspect of their YED training activities. 
2. In parallel, work with the MOE Counseling Unit to develop career counseling services in 
schools beyond the limited number of pilot schools already involved. Career teacher 
training is an important and potentially sustainable element requiring more USAID 
support. 
3. Encourage Sharek as they share their success in providing STEP mobile services to 
marginalized youth in rural towns and villages. Encourage other YSIs to adopt and adapt 
this approach as part of their own commitment to transfer employability and
entrepreneurial training to marginalized youth in their own YED activity areas. 
4. Work in a more focused and proactive manner with small businesses and local chambers 
of commerce to establish more context appropriate employability and entrepreneurship 
training programs that will help youth access jobs in their local commercial sectors. 
5. Review and revise training content in line with current local job market needs and 
emphasize the need to make the acquisition of employability skills an important first step 
for Palestinian youth to gain paid employment. 
6. Develop closer cooperation and coordination of YED activities with appropriate public 
sector ministries and institutions, especially with the Ministries of Education, Labor and 
Planning. 
7. Contract a Palestinian national institution, or a team of national researchers to carry out a 
series of comprehensive case studies targeting all, or selected, YSIs program 
implementation models to assess which of the many YED supported approaches are 
 Evaluation of USAID/YED Project 
41 
worthy of replication or further USAID support. Each case-study should emphasize the 
cost-benefit and cost-effectiveness aspects of that approach. 
8. Do not recruit more YSIs until all are operating at their full skills capacity. It makes sense 
to continue to work with those that have a proven track record and can get the job done 
well. If expanding into other rural communities becomes of interest, ensure that YSIs 
selected have experience in those areas.
 
 Evaluation of USAID/YED Project 
42 
ANNEXES
1. Bibliography 
2. Scope of Work 
3. Mid Term Evaluation Work Plan 
4. List of Informants and Focus Group Participants 
5. Key Informant Interview Sample Description
6. Field Research Instruments
7. PMP Matrix Results 
8. Qualitative Data Matrices
 Evaluation of USAID/YED Project 
43 
Annex 1: Bibliography
ABC Consulting (2011) Youth Employability Services in the West Bank, Assessment, Analysis 
and Recommendations, Ramallah, West Bank. 
Al Mawrid Teacher Development Center. (2011, July 14). International Youth Foundation. 
Grant summary application. Ramallah, West Bank: I. Njoum.
Al Mawrid Teacher Development Center. (2011, October 8). International Youth Foundation. 
Attachment #1: full grant application. Ramallah, West Bank: I. Njoum. 
Bethlehem University. (2011). International Youth Foundation. Grant full application. 
Bethlehem, West Bank: P. Daoud. 
Community Development and Continuing Education Institute (CDCE-I). (2012, November 13). 
International Youth Foundation. Attachment #1: grant full application. Bethlehem, West 
Bank: K. Shana’a.
INJAZ Palestine. (2011). International Youth Foundation. Grant full application. Ramallah, 
West Bank: R.R. Salameh.
International Youth Foundation. (n.d.a). CSP I evaluation results. Ramallah, West Bank.
International Youth Foundation. (n.d.b). CSP II feedback survey results. Ramallah, West Bank.
International Youth Foundation. (n.d.c). CSP II participants’ feedback. Ramallah, West Bank.
International Youth Foundation. (n.d.d). CSP round 1 – participant survey feedback. Ramallah, 
West Bank.
International Youth Foundation. (n.d.e). Enhancing organizations’ capacity to deliver quality 
youth employability programs. Ramallah, West Bank.
International Youth Foundation. (n.d.f). YED contacts database. Ramallah, West Bank.
International Youth Foundation. (n.d.g). YED PMP results - overall. Baltimore, MD.
International Youth Foundation. (n.d.h). YED standards of excellence for youth employability, 
youth entrepreneurship, and service learning programs. Baltimore, MD.
International Youth Foundation. (n.d.i). YED youth beneficiaries database. Ramallah, West 
Bank. 
International Youth Foundation. (2011a). Baseline capacity assessment. Al Mawrid. Technical 
elements of youth employability, youth entrepreneurship, and service learning. IYF’s 
Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
 Evaluation of USAID/YED Project 
44 
International Youth Foundation. (2011b). Baseline capacity assessment. Al Quds University. 
Technical elements of youth employability, youth entrepreneurship, and service learning. 
IYF’s Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
International Youth Foundation. (2011c). Baseline capacity assessment. Bethlehem University. 
Technical elements of youth employability, youth entrepreneurship, and service learning. 
IYF’s Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
International Youth Foundation. (2011d). Baseline capacity assessment. Business Women 
Forum. Capacity strengthening plan proposed by IYF’s Youth Entrepreneurship 
Development (YED) program. Technical elements of youth employability, youth 
entrepreneurship, and service learning. Ramallah, West Bank. 
International Youth Foundation. (2011e). Baseline capacity assessment. Friends Boys School. 
Technical elements of youth employability, youth entrepreneurship, and service learning. 
IYF’s Youth Entrepreneurship Development (YED) program. Ramallah, West Bank. 
International Youth Foundation. (2011f). Baseline capacity assessment. INJAZ. Capacity 
strengthening plan proposed by IYF’s Youth Entrepreneurship Development (YED) 
program. Technical elements of youth employability, youth entrepreneurship, and service 
learning. Ramallah, West Bank.
International Youth Foundation. (2011g). Baseline capacity assessment. Juhoud. Capacity 
strengthening plan proposed by IYF’s Youth Entrepreneurship Development (YED) 
program. Technical elements of youth employability, youth entrepreneurship, and service 
learning. Ramallah, West Bank.
International Youth Foundation. (2011h). Baseline capacity assessment. Leaders. Technical 
elements of youth employability, youth entrepreneurship, and service learning. IYF’s 
Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
International Youth Foundation. (2011i). Baseline capacity assessment. The League of 
Vocational Education and Training Association TVET League. Capacity strengthening 
plan proposed by IYF’s Youth Entrepreneurship Development (YED) program. Technical 
elements of youth employability, youth entrepreneurship, and service learning. Ramallah, 
West Bank.
International Youth Foundation. (2011j). Baseline capacity assessment. Palestinian Food 
Industries Association (PFIA). Capacity strengthening plan proposed by IYF’s Youth 
Entrepreneurship Development (YED) program. Technical elements of youth 
employability, youth entrepreneurship, and service learning. Ramallah, West Bank.
International Youth Foundation. (2011k). Baseline capacity assessment. PalVision. Capacity 
strengthening plan proposed by IYF’s Youth Entrepreneurship Development (YED) 
program. Technical elements of youth employability, youth entrepreneurship, and service 
learning. Ramallah, West Bank.
 Evaluation of USAID/YED Project 
45 
International Youth Foundation. (2011l). Baseline capacity assessment. Partners for Sustainable 
Development (PSD). Capacity strengthening plan proposed by IYF’s Youth 
Entrepreneurship Development (YED) program. Technical elements of youth 
employability, youth entrepreneurship, and service learning. Ramallah, West Bank.
International Youth Foundation. (2011m). Baseline capacity assessment. PAUC / CDCE-I. 
Technical elements of youth employability, youth entrepreneurship, and service learning. 
IYF’s Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
International Youth Foundation. (2011n). Baseline capacity assessment. PICTI. Technical 
elements of youth employability, youth entrepreneurship, and service learning. IYF’s 
Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
International Youth Foundation. (2011o). Baseline capacity assessment. PPU. Technical 
elements of youth employability, youth entrepreneurship, and service learning. IYF’s 
Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
International Youth Foundation. (2011p). Baseline capacity assessment. Sharek. Technical 
elements of youth employability, youth entrepreneurship, and service learning. IYF’s 
Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
International Youth Foundation. (2011q). Baseline capacity assessment. Taaoun. Technical 
elements of youth employability, youth entrepreneurship, and service learning. IYF’s 
Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
International Youth Foundation. (2011r). Baseline capacity assessment. YMCA. Technical 
elements of youth employability, youth entrepreneurship, and service learning. IYF’s 
Youth Entrepreneurship Development (YED) program. Ramallah, West Bank.
International Youth Foundation. (2011, March 31). The Youth Entrepreneurship Development 
Program. A youth work program. Performance management plan. Baltimore, MD.
International Youth Foundation. (2012). Baseline capacity assessment. PEFE. Technical 
elements of youth employability, youth entrepreneurship, and service learning. IYF’s 
Youth Entrepreneurship Development (YED) program. Ramallah, West Bank. 
International Youth Foundation. (2012, October). Table #2: Youth Entrepreneurship 
Development (YED) Program performance management plan matrix. Baltimore, MD.
International Youth Foundation. (2013, March 8). Update on YED activities. Week of March 3 – 
8, 2013. Ramallah, West Bank. 
International Youth Foundation. (2013, March 15). Update on YED activities. Week of March 10 
– 15, 2013. Ramallah, West Bank. 
International Youth Foundation. (2013, March 22). Update on YED activities. Week of March 17 
– 22, 2013. Ramallah, West Bank. 
 Evaluation of USAID/YED Project 
46 
International Youth Foundation, & Bethlehem University. (n.d.). Bethlehem University students 
develop entrepreneurship skills. Bethlehem, West Bank.
International Youth Foundation, & INJAZ Palestine. (n.d.). Aspiring entrepreneurs gain business 
skills. Jenin, West Bank.
International Youth Foundation, & Leaders Organization. (n.d.). Aspiring young entrepreneurs 
compete for incubation opportunities. Ramallah, West Bank. 
International Youth Foundation, & Sharek Youth Forum. (n.d.a). “Start Work” program opens 
doors for unemployed Palestinian youth to find work. Ramallah, West Bank.
International Youth Foundation, & Sharek Youth Forum. (n.d.b). “Start Work” program 
prepares youth for the job market. Ramallah, West Bank.
International Youth Foundation, & Sharek Youth Forum. (n.d.c). Training opens job 
opportunities for Palestinian graduates. Ramallah, West Bank.
Juhoud for Community and Rural Development. Center. (2011, July 15). International Youth 
Foundation. Grant summary application. Ramallah, West Bank: T. Naser.
Juhoud for Community and Rural Development. Center. (2013, January 30). International Youth 
Foundation. Attachment #1: full grant application. Ramallah, West Bank: T. Naser.
Leaders Organization. (2012, January 25). International Youth Foundation. Attachment #1: grant 
full application. Ramallah, West Bank: S. Atshan. 
Leaders Organization. (2012, September 17). International Youth Foundation. Attachment #1: 
grant renewal application. Ramallah, West Bank: S. Atshan. 
The League of Vocational Education & Training Institutions (TVET League). (2012, November 
11). International Youth Foundation. Attachment #1: grant full application. Ramallah, 
West Bank: Z. Jaser.
Muhammad, S. (2010, October). Labor Policies in Palestine. Paper presented at the DWRC 
Labor Policies and Social Security Conference, Ramallah, West Bank.
Muhammad, S. (2012). Youth Opportunities in Jericho Labor Market. Ramallah, West Bank: 
Padico Holding. 
Palestine Central Bureau of Statistics (PCBS). (2012, second quarter). Labor Force Survey. I
Ramallah, West Bank. 
Palestine Information and Communications Technology Incubator (PICTI). (2011, September 
15). International Youth Foundation. Attachment #1: grant full application. Al-Bireh, 
West Bank: H. Omar.
 Evaluation of USAID/YED Project 
47 
Palestine Ministry of Labor. (2010, November). National employment strategy. Ramallah, West 
Bank. 
Palestine Polytechnic University (PPU). (2011, July 13). International Youth Foundation. Grant 
summary application. Hebron, West Bank: A.S. Tamimi. 
Palestine Polytechnic University (PPU). (2012, January 16). International Youth Foundation. 
Attachment #1: grant full application. Hebron, West Bank: A.S. Tamimi. 
Palestine Polytechnic University (PPU). (2012, June 11). International Youth Foundation. 
Attachment #1: grant renewal application. Hebron, West Bank: A.S. Tamimi. 
Partner for Sustainable Development. (2012, November 8). International Youth Foundation. 
Attachment #1: Grant full application. Ramallah, West Bank: J. AbuOwn. 
Sharek Youth Forum. (2011). International Youth Foundation. Grant full application. Ramallah, 
West Bank: S. Othman. 
Sharek Youth Forum. (2012, September 9). International Youth Foundation. Attachment #1: 
grant renewal application. Ramallah, West Bank: S. Othman. 
Sharek Youth Forum. (n.d.). International Youth Foundation. Attachment #1: grant full 
application. Ramallah, West Bank: S. Othman. 
USAID, & International Youth Foundation. (n.d.a). Passport to Success life skills curriculum. 
Baltimore, MD. 
USAID, & International Youth Foundation. (n.d.b). Youth Entrepreneurship Development 
Program. Activity reporting form. Ramallah, West Bank.
USAID, & International Youth Foundation. (n.d.c). Youth Entrepreneurship Development 
Program. Event evaluation form. Ramallah, West Bank.
USAID, & International Youth Foundation. (n.d.d). Youth Entrepreneurship Development 
Program. Final evaluation form. Ramallah, West Bank.
USAID, & International Youth Foundation. (n.d.e). Youth Entrepreneurship Development 
Program. Registration form. Ramallah, West Bank.
USAID, & International Youth Foundation. (n.d.f). Youth Entrepreneurship Development (YED) 
Program. Approach to strengthening the capacity of youth-serving institutions. 
Baltimore, MD.
USAID, & International Youth Foundation. (2010a). Youth Entrepreneurship Development 
Program. Year one work plan. October 1, 2010 – September 30, 2011. Baltimore, MD.
USAID, & International Youth Foundation. (2010b). Cooperative agreement no. 294-A-00-10-
00209-00. Youth Entrepreneurship Development (YED). Baltimore, MD.
 Evaluation of USAID/YED Project 
48 
USAID, & International Youth Foundation. (2011a). Youth Entrepreneurship Development 
Program. Annual progress report FY 2011. October 1, 2010 – September 30, 2011. 
Baltimore, MD.
USAID, & International Youth Foundation. (2011b). Youth Entrepreneurship Development 
Program. Quarterly progress report. FY 2011 Quarter 3. April 1, 2011 – June 30, 2011. 
Baltimore, MD.
USAID, & International Youth Foundation. (2011c). Youth Entrepreneurship Development 
Program. Quarterly progress report. FY 2011 Quarter 4.July 1, 2011 – September 30, 
2011. Baltimore, MD.
USAID, & International Youth Foundation. (2011d). Youth Entrepreneurship Development 
Program. Quarterly progress report. January 1, 2011 – March 30, 2011. Baltimore, MD.
USAID, & International Youth Foundation. (2011e). Youth Entrepreneurship Development 
Program. Quarterly progress report. October 1, 2010 – December 31, 2010. Baltimore, 
MD.
USAID, & International Youth Foundation. (2011f). Youth Entrepreneurship Development 
Program. Tamayyaz launch event summary. Ramallah, West Bank.
USAID, & International Youth Foundation. (2011, August). Youth Entrepreneurship 
Development. Profile of the young entrepreneur in the West Bank. Baltimore, MD.
USAID, & International Youth Foundation. (2011). Youth Entrepreneurship Development 
Program. Year two work plan. Revised. October 1, 2011 – September 30, 2012. 
Baltimore, MD.
USAID, & International Youth Foundation. (2012a). Youth Entrepreneurship Development 
Program. Annual progress report FY 2012. October 1, 2011 – September 30, 2012. 
Baltimore, MD.
USAID, & International Youth Foundation. (2012b). Youth Entrepreneurship Development 
Program. Quarterly progress report. FY 2012 Quarter 1. October 1, 2011 – December 
31, 2011. Baltimore, MD.
USAID, & International Youth Foundation. (2012c). Youth Entrepreneurship Development 
Program. Quarterly progress report. FY 2012 Quarter 2. January 1 – March 31, 2012. 
Baltimore, MD.
USAID, & International Youth Foundation. (2012d). Youth Entrepreneurship Development 
Program. Quarterly progress report. FY 2012 Quarter 3. April 1, 2011 – June 30, 2012. 
Baltimore, MD.
USAID, & International Youth Foundation. (2012e). Youth Entrepreneurship Development 
Program. Quarterly progress report. FY 2012 Quarter 4. July 1 – September 30, 2011. 
Baltimore, MD.
 Evaluation of USAID/YED Project 
49 
USAID, & International Youth Foundation. (2012f). Youth Entrepreneurship Development 
Program. Year three work plan. October 1, 2012 – September 30, 2013. Baltimore, MD.
USAID, & International Youth Foundation. (2013). Youth Entrepreneurship Development Program. 
Quarterly progress report. FY 2013 Quarter 1. October 1 – December 31, 2012. Baltimore, MD. 
USAID, & International Youth Foundation. (2013, April 15). Youth Entrepreneurship 
Development (YED) Program. Request for applications for employability, 
entreprenership, and service learning towards full capacity grants. Baltimore, MD.
USAID, International Youth Foundation, & Community Development and Continuing Education 
Institute (CDCE-I). (n.d.). Youth Entrepreneurship Development (YED) Program. School 
to Career Program (Ready-Set-Go). Bethlehem, West Bank.
USAID, International Youth Foundation, & Leaders Organization. (n.d.). Youth 
Entrepreneurship Development (YED) Program. New Generation of Technology & 
Engineering Entrepreneurs Project. Ramallah, West Bank.
USAID, International Youth Foundation, & The League of Vocational Education & Training 
Institutions (TVET League). (2012). Youth Entrepreneurship Development (YED) 
Program. School to Career Program. Ramallah, West Bank.
USAID, International Youth Foundation, & Palestine Information and Communications 
Technology Incubator (PICTI). (n.d.). Youth Entrepreneurship Development (YED) 
Program. Path to Career Program. Al-Bireh, West Bank. 
USAID, International Youth Foundation, & Palestine Polytechnic University (PPU). (n.d.). 
Youth Entrepreneurship Development (YED) Program. Center for Entrepreneurship and 
Career Development (CECD). Hebron, West Bank. 
USAID, International Youth Foundation, & Palestine Polytechnic University (PPU). (2012). 
Youth Entrepreneurship Development (YED) Program. Service Learning Program. 
Center for Entrepreneurship and Career Development. Hebron, West Bank. 
USAID, International Youth Foundation, & Sharek Youth Forum. (n.d.). Youth Entrepreneurship 
Development (YED) Program. Services and Training for Employment Placement (STEP) 
Project. Ramallah, West Bank.
USAID, International Youth Foundation, & Tamheed. (n.d.). Tamheed career advising program. 
Ramallah, West Bank.
 Evaluation of USAID/YED Project 
50 
Annex 2: Scope of Work
Scope of Work for 
MID-TERM EVALUATION of the 
International Youth Foundation’s 
Youth Entrepreneurship Development (YED) Program 
1. INTRODUCTION
The USAID-funded Youth Entrepreneurship Development (YED) is a four-year, USD $15 
million youth-focused program implemented by the International Youth Foundation (IYF) in 
collaboration with Palestinian Youth-serving Institutions (YSIs). Fitting under the USAID/West 
Bank and Gaza Strategic Objective “Education and Youth,” the overall goal of the program is to 
prepare young Palestinian men and women for the job market and to provide them with the skills 
they need to help find employment within the private, non-governmental or public sector and to 
start their own enterprises. YED started on October 1, 2010 and is expected to last until 
September 30, 2014. 
As shown in the attached results framework, the YED program is structured around the 
following three intermediate results or components: 
Component I: Strengthened Capacity of Youth-serving Institutions 
Component II: Enhanced Employability and Entrepreneurship Education 
Component III: Increased Access to Practical On-the-Job Training Opportunities 
To achieve its goal and results described above, YED has been working to improve 
employability, entrepreneurship, and service learning opportunities for unemployed young 
Palestinians between the ages of 14-29 by strengthening the capacity of and providing necessary 
technical and financial resources to local Palestinian YSIs to design and deliver high-quality, 
results-oriented, and sustainable initiatives to address the needs of these youth in accordance 
with locally tailored international best practices and standards of excellence (a copy of these 
standards will be shared with the selected consultant). 
Training and associated activities for YED’s youth beneficiaries are implemented by the 
program’s YSI partners; IYF’s role is to strengthen the YSIs’ capacity to implement youth 
employability, entrepreneurship, and service learning projects that integrate YED’s Standards of 
Excellence. IYF has worked with 20 YSI through two rounds of the Capacity Strengthening 
Process (CSP I and CSP II). Of these, eight have been awarded sub-grants to implement 
activities they developed and proposed to us as part of the CSP, and two others were awarded 
Rapid Grants at the start of the program, prior to their completion of the CSP. 
 Evaluation of USAID/YED Project 
51 
Under this assignment, YED is seeking the services of qualified expert(s) to conduct a Mid￾Term-Performance Evaluation. The consultant(s) will assess the project performance in 
consultation with the main stakeholders, identify and describe the main lessons learned to date 
and suggest specific improvements for each of the project’s components for possible future 
design. 
2. OBJECTIVES OF THE EVALUATION
The main objective of this evaluation is to provide IYF and USAID with an independent review 
of the status, relevance and performance of the project as compared to the project documents see 
Section 3 for a list of these documents, identify and assess the basic results and achievements of 
the project to date taking into consideration the adjustments made in response to USAID requests 
and financial uncertainties that affected the project so far; and assess its suitability for replication 
and scalability. 
The evaluation results are envisaged to identify and describe the extent to which IYF and YSI 
partners have achieved the program’s objectives and targeted results under each of the three main 
project components, identify overall achievements during the project’s first two years of 
implementation, the lessons learned to date, and to provide recommendations for adjustments to 
be made to the current implementation strategy and/or activities to be added to help the project 
achieve its results and to expand or build upon such results in future projects. 
 
3. SCOPE OF EVALUATION
Under this SOW, the consultant will undertake the midterm evaluation in the following three 
phases: 
Phase 1: Document and Background Review 
1. The evaluator(s) will conduct desktop review of YED documents in order to gain a fuller 
understanding of the program’s achievements and lessons learned thus far in the 
implementation cycle. This background research period should last one week and be 
completed prior to travel to West Bank to conduct field research. 
These project documents and other relevant data collected by the project and its partners 
will be provided to the evaluator(s) prior to the start of the background review phase and 
should include (but not be limited to) the following:
− YED and USAID project documents, including Cooperative Agreement, approved 
results framework, approved Annual Implementation Plans, quarterly and annual 
progress reports, etc.; 
− Sub-grantee cooperative agreements and monitoring and evaluation documents; 
− YED’s Performance Monitoring Plan (PMP), baseline capacity assessment 
documents, and program data collected during the first two years of implementation; 
 Evaluation of USAID/YED Project 
52 
− Palestinian National Development Plan applicable to this project and other relevant 
Palestinian Authority documents; 
− Other donor-produced data/reporting that is relevant to this evaluation; and 
− Other documents relevant to the evaluation. 
2. Following the document review, the evaluator(s) will develop a detailed workplan for 
conducting the evaluation study, including a final list of evaluation questions based on 
the questions listed in section 4 below, a detailed methodology including a list of how 
these questions will be addressed, what research tools and methods will be used and why, 
and potential challenges to effective use of the research tools and methods (what the they 
will not tell us and limits of the methodology). The workplan should also include a 
detailed timeline for conducting the research and clearly identify the support needed from 
the YED team, including a list of proposed site visits and/or data requested. This 
workplan must be submitted at the end of the document review period and approved by 
YED prior to travel to West Bank to undertake the research project. 
Phase Two: Field-based Data Collection and Analysis 
1. Conduct quantitative and qualitative field research in the West Bank. IYF has maintained 
a good database of the youth beneficiaries (including demographic, baseline and 
outcomes data, as well as contact information) that can be shared with the evaluation 
team for the purpose of selecting respondents. The largest concentrations of YED youth 
beneficiaries are located in main urban centers in the West Bank, though there is a small 
cohort of youth that received mobile services to rural communities, as well. 
2. Analyze data and draft the performance evaluation report. The draft reportshould 
correspond to the outline and methodology described in the approved evaluation 
workplan. This data collection and analysis phase should be conducted over a period of 
two weeks. The evaluator(s) are encouraged to meet extensively with YED staff during 
this data collection period. The draft evaluation report must be completed and sent to 
YED prior to the Team Leader’s departure from the West Bank. 
Phase Three: Reporting the Evaluation Findings
1. Present the draft evaluation findings and recommendations to USAID representatives, 
IYF and other stakeholders, as requested. 
2. Produce a final version of the evaluation study, accounting for comments received from 
IYF, USAID, and other stakeholders as requested. 
4. ISSUES TO BE ADDRESSED BY THE EVALUATION
To achieve the above objectives the mid-term evaluation is to address the following issues: 
• How effective was the project through the first two years of implementation in achieving 
its objectives and results in terms of timeliness, quality, quantity, and cost effectiveness 
 Evaluation of USAID/YED Project 
53 
of the activities undertaken including project procurement, capacity strengthening and 
grants program (taking into consideration any adjustments made to respond to financial 
and operational issues YED faced)? This would include the following sub-questions, 
among others: 
- How sustainable are the interventions to date? When USAID funding ends, what 
activities will continue?
- How do the subgrants issued differ in terms of approaches/models of 
development? What are the benefits and disadvantages of these 
approaches/models? 
- How effective is the Capacity Building Strengthening support (training and 
mentoring) provided under the project? Are YSI partners integrating the 
Standards of Excellence into their work? Are there other areas of capacity 
development that the CSP should address? 
- Is the quality of programming different among the different subgrantees? If so, in 
what ways and does it affect impact? What recommendations do you have to 
improve the quality of services provided by the subgrantees? 
- Does the project facilitate sustainable partnerships with public and private sectors 
that add value to the interventions? Which types of partnerships are more and less 
productive and why? 
• How relevant are these objectives to the PA national development objectives and 
priorities, USAID’s areas of interest and the needs of beneficiaries (both YSIs and 
youth)? 
• How appropriate is the existing program’s results framework and related indicators for 
monitoring the project performance? Would the evaluator(s) recommend any changes or 
additions to the indicators that could enhance IYF’s ability to measure YED’s results and 
impact?
• What are the main lessons learned from the project performance thus far in terms of 
helping partner YSIs to design and implement projects that incorporate best practices in 
employability, entrepreneurship and/or service learning for youth? 
5. PRODUCTS EXPECTED FROM THE EVALUATION
The evaluator(s) will deliver the following products to complete the assignment:
• Draft workplan due within 10 days of signing the contract. YED will provide comments 
to the contractor within one calendar week of receipt of the draft workplan. The final 
workplan must be approved by YED within one week of receiving YED comments on the 
draft plan. 
• Draft evaluation report that answers the research questions identified in the approved 
evaluation workplan (due upon completion of the field research phase). 
 Evaluation of USAID/YED Project 
54 
• A briefing to IYF and to YED mid-way through the evaluation and a final briefing for 
YED, USAID and other invited guests on the draft study (timing to be determined in 
consultation with IYF) after completing field work and prior to the Team Leader leaving 
the West Bank.
• Final version of the evaluation, accounting for comments and feedback received from 
YED and USAID on the draft evaluation report (due within two weeks of completion of 
the final briefing session).
The final report should include an executive summary that concisely state the most relevant 
finding and recommendations, as well as the following sections: 
• Table of Contents
• Executive Summary (a summary of the purpose, project background, main evaluation 
questions answered, methods, findings, conclusions and recommendations of the 
evaluation. 
• Introduction that describes the purpose of the evaluation and the target audience. 
• Background - BRIEF overview of the project; project strategy and activities 
implemented to address the identified development problem 
• Methodology- a description of methodology used, including constraints, gaps and 
limitations that affected evaluation.
• Findings: these should be specific to the purpose of the evaluation and specific questions 
asked But making sure they cover project relevance, efficiency, effectiveness, 
achievements of project activities, challenges faced and the way IYF addressed them. 
• Conclusions and recommendations. 
• Annexes: TOR, itinerary, list of people met, list of documents reviewed, instruments 
used in data collection, etc.
 
6. METHODOLOGY OF EVALUATION
The evaluation data will be gathered from relevant program documents as identified in Section 3 
above, as well as through collection and analysis of field data collected from various program 
stakeholders, including: YSI partner staff, youth beneficiaries, external partners including 
government officials and private sector partners, USAID staff, IYF staff, and others as identified 
by the evaluator(s) and listed in the approved evaluation workplan. 
The evaluation should employ a mixed-methods approach to the assessment, analyzing both 
quantitative and qualitative data gathered from the program beneficiaries through methods to be 
proposed by the evaluator(s) in the evaluation proposal and finalized in the approved evaluation 
workplan. 
Active and open participation by all program stakeholders in the evaluation should be maintained 
at all times, reflecting opinions, expectations and vision about the contribution of the project 
towards the achievement of its objectives. All data must be disaggregated by sex, age cohort, in￾school/out-of-school, and other demographics as appropriate. 
 
 Evaluation of USAID/YED Project 
55 
7. REQUIREMENTS OF THE EVALUATION TEAM
One international expert (Team Leader) shall have experience implementing evaluations and 
have a post graduate qualification preferably in the social sciences with at least 10 years of 
relevant experience, preferably in workforce development, youth empowerment and 
organizational development in the developing countries. Previous involvement and 
understanding of USAID’s procedures and monitoring & evaluation guidelines is an advantage. 
The consultant(s) should have strong writing skills coupled with relevant experience in 
results-based monitoring and evaluation techniques; fluency in written and spoken Arabic is a 
plus but not required. 
Two local evaluators (Palestinian researchers) who will help in data collection and/or 
translation as needed. The local evaluators/researchers must be fluent in written and spoken 
English and Arabic, preferably hold a post-graduate degree in a relevant field, and have at least 5 
years’ experience in youth-related areas. These individuals should have experience in collecting 
and analyzing field data, including focus groups and semi-structured interviews, and have prior 
experience with USAID-funded projects in the region. 
8. IMPLEMENTATION ARRANGEMENTS
The consultant should work towards timely submission of the evaluation report. The consultant will 
be contracted by IYF. IYF shall provide support to the evaluator(s) as they coordinate site visits and 
meetings in the project sites according to the approved workplan. 
9. TIME FRAME/DURATION
Duration: The evaluator should propose a timeframe for implementation of the evaluation 
according to their earliest availability, keeping in mind that IYF prefers to conduct the evaluation 
as soon as possible. 
The estimated level of effort for the evaluation is 35 working days for the international Team 
Leader, with the following breakdown: 
• 5 days to review background documentation and develop the final workplan ; 
• 15 days to collect and analyze field data in the West Bank with support from the local 
research staff;
• 10 days to develop and present the draft report to IYF and USAID; and
• 5 days to finalize the report based on IYF and USAID feedback. 
The estimated level of effort for each of the two local Palestinian researchers is 20 working days 
each, according to the following breakdown: 
• 5 working days for document review and logistical arrangements including scheduling 
meetings for the team leader;
 Evaluation of USAID/YED Project 
56 
• 10 days to support field-based data collection and analysis; and
• 5 days to support development of the draft report and evaluation findings presentation. 
10. Reporting 
Consultant will report to YED Senior M&E/Communications Manager. 
11. Application Process
Interested consultants/consulting firms are requested to submit an application including the 
following: 
1. Cover letter: explaining their interest to undertake this assignment, their relevant 
experience by referencing related assignments they conducted.
2. Implementation Methodology and proposed time frame for completing the evaluation, as 
well as an implementation plan that clearly indicates responsibilities among the team 
members. 
3. CV(s) of proposed team members who will work on the tasks and specifically defined 
roles for each person who is expected to work on the evaluation. 
4. Complete references for three individuals/organizations that can comment on your 
relevant work.
5. Budget: the budget should include costs in US dollars covering cost of proposed 
consultant(s) broken by LOE according to assigned tasks using the attached budget 
template or a similar format. (Please note that income tax rules apply to contracts.) 
Applications should be submitted to Lubna Sbaih, Compliance Officer (l.sbaih@iyfnet.org) and 
Waseem Abdulhalim, Finance and Administration Director (w.abdalhalim@iyfnet.org). 
Important notes: 
1. IYF is not obliged to take the least costly proposal. 
2. Only short listed applicants will be contacted.
3. This agreement is funded via US government funding through an agreement with the US 
Agency for International Development (USAID). As such, this agreement is made on the 
condition that funds will be administered under the terms and conditions set forth in 
Appendix B—USAID WEST BANK/GAZA MISSION ORDER #21 MANDATORY 
PROVISIONS. 
4. Contractor acknowledges its responsibility for all taxes levied on fees received under this 
Agreement by U.S., foreign, state, and/or local governments, and agrees to free, 
indemnify, and hold IYF harmless from any claim or liability therefore. IYF will report 
payment of professional fees and withhold taxes to the extent required by the Palestine 
Income Tax Department and U.S. Internal Revenue Code. 
 Evaluation of USAID/YED Project 
57 
5. Upon contracting of winner/s, payment schedule will be according to successful delivery 
and approval of each milestone, and IYF has the right to breach the contract upon 
submission of unsatisfactory outputs after any of the milestones.
 Evaluation of USAID/YED Project 
58 
Annex 3: Evaluation Work Plan
USAID Youth Entrepreneurship Development Program, in Palestine
Mid-Term Evaluation Work Plan
1. Objective
This work plan outlines the proposed schedule and research methodology for a comprehensive 
evaluation of the Youth Entrepreneurship Development (YED) Program. The YED program is a 
USAID-funded project in Palestine that aims to strengthen the capacity of youth-serving 
institutions; enhance employability and entrepreneurship education; and increase access to 
practical on-the-job training opportunities for youth. The evaluation design will address the 
research questions proposed in the client’s SOW for the mid-term evaluation.
As outlined in the Scope of Work, the evaluation design team has two goals: 
⦾ To collect and analyse background documentary and evidence- based field information 
on the project in order to get a clear understanding of the intervention strategy’s 
successes, or failures.
⦾ To review identified outcomes and indicators for the project, along with current data 
collection procedures in order to assess the success of the last two years project activities 
in achieving the objectives outlined for the three main project components. 
The research questions that the JBS mid-term evaluation team has been asked to address include 
but are not limited to the following (and may be added to or refined based on inputs from IYF 
and USAID in the initial evaluation kick-off meeting): 
5. How effective was the project through the first two years of implementation in achieving 
its objectives and results in terms of timeliness, quality, quantity, and cost effectiveness 
of the activities undertaken including project procurement, capacity strengthening and 
grants program (taking into consideration any adjustments made to respond to financial 
and operational issues YED faced)? 
a. How sustainable are the interventions to date? When USAID funding ends, what 
activities will continue?
b. How do the sub-grants issued differ in terms of approaches/models of development? 
What are the benefits and disadvantages of these approaches/models? 
c. How effective is the Capacity Building Strengthening support (training and mentoring) 
provided under the project? Are YSI partners integrating the Standards of Excellence 
into their work? Are there other areas of capacity development that the CSP should 
address? 
d. Is the quality of programming different among the different sub-grantees? If so, in what 
ways and does it affect impact? What recommendations do you have to improve the 
quality of services provided by the sub-grantees?
e. Does the project facilitate sustainable partnerships with public and private sectors that 
add value to the interventions? Which types of partnerships are more and less productive 
and why? 
 Evaluation of USAID/YED Project 
59 
6. How relevant are these objectives to the PA national development objectives and 
priorities, USAID’s areas of interest and the needs of beneficiaries (both YSIs and 
youth)? 
7. How appropriate is the existing program’s results framework and related indicators for 
monitoring the project performance? Would the evaluator(s) recommend any changes or 
additions to the indicators that could enhance IYF’s ability to measure YED’s results and 
impact?
8. What are the main lessons learned from the project performance thus far in terms of 
helping partner YSIs to design and implement projects that incorporate best practices in 
employability, entrepreneurship and/or service learning for youth? 
The JBS evaluation team will look at the questions in relation to the situation on the ground, and 
in relation to available literature and other country experiences, and consider whether 
supplemental questions could be added for nuance to the existing questions. In conjunction with 
this, the team will seek to determine any unintended consequences achieved to date by the 
project.
The objective of the evaluation is to produce a summary of the JBS evaluation team’s key 
findings in answer to the four questions cited above and to identify overall achievements during 
the project’s first two years of implementation. Analysis will focus on including a summary of 
the lessons learned to date and recommendations for modifications to be made to the current 
implementation strategy to better enable the project achieve its results and reach intended 
beneficiaries. 
2. Outputs
The evaluation will produce four primary deliverables: a background document review matrix, 
this evaluation work plan, a midway briefing for IYF, a formal presentation of initial findings for 
IYF and other key stakeholders identified by the YED team, and a final evaluation report. 
A. Document and Background Review 
The evaluator(s) will conduct desktop review of YED documents in order to gain a fuller 
understanding of the program’s achievements and lessons learned thus far in the implementation 
cycle. Documents anticipated for review include but are not limited to:
• YED and USAID project documents, including Cooperative Agreement, approved results 
framework, approved Annual Implementation Plans, quarterly and annual progress 
reports, etc.; 
• Sub-grantee cooperative agreements and monitoring and evaluation documents; 
• YED’s Performance Monitoring Plan (PMP), baseline capacity assessment documents, 
and program data collected during the first two years of implementation;
• Palestinian National Development Plan applicable to this project and other relevant 
Palestinian Authority documents;
• Other donor-produced data/reporting that is relevant to this evaluation. 
 Evaluation of USAID/YED Project 
60 
The research team will review relevant documents and data using standardized tools and will 
synthesize materials to answer key study questions. The document review will be guided by a 
process that includes: 
• Development of a document review matrix that allows for an organized approach linking 
relevant data from each document to the set of evaluation questions; 
• Completion of the document review matrix for all compiled documents; 
• Identification of key data corresponding to the main evaluation questions; and 
• Identification of important issues needing follow up during the field visit. 
This background documentary research period will last one week and be completed prior to 
travel to West Bank. The lead evaluator will work closely with local researchers and 
Aguirre/JBS to complete the document review. 
B. Development of a Detailed Work Plan 
This Detailed Work Plan refines and finalizes the research questions to be addressed by the JBS 
team in the field. Additionally, the work plan outlines the data collection and analysis methods, 
sampling plan (with rationale), interview protocols or other measurement tools recommended 
(with rationale). It is noted that many of the YSI partners have central offices in Ramallah, with a 
few located in Jerusalem, Hebron and Bethlehem. We also understand that many beneficiaries 
are located in Ramallah, Hebron, Nablus, and Bethlehem. All of this has been taken into 
consideration when developing the work plan. 
This work plan includes an outline for the structure of the final report and a discussion of 
limitations and potential biases identified in the research design. An updated and detailed 
timeline for implementation of the evaluation is incorporated, along with an explanation of the 
process through which all research staff will be oriented in consistent use of research tools. 
Finally, any support needed from the YED team, including a list of proposed site visits and/or 
data will be discussed. 
This work plan will be submitted at the end of the document review period and sent to IYF/YED 
for approval prior to the field visit. The lead evaluator will work closely with the local evaluators 
and Aguirre/JBS to complete the work plan.
C. A Draft Outline and Presentation of the Evaluation Findings
A draft report will be written by JBS’s evaluation team staff and submitted to IYF/YED prior to 
the Team Leader’s departure from the West Bank. 
A briefing on these findings will be held with USAID representatives, IYF/YED and other 
stakeholders to discuss overall findings and recommendations based on the field visit. A 
PowerPoint presentation or summary will be prepared based on these preliminary IYF/YED 
recommendations. 
D. A Final Report of the Evaluation Findings
The report will correspond to the outline and methodology described in the approved evaluation 
work plan, based on the following outline: 
 Evaluation of USAID/YED Project 
61 
Table of Contents
I. Executive Summary - Summary of the purpose, project background, main evaluation 
questions answered, methods, findings, conclusions and recommendations of the 
evaluation.
II. Introduction - Describes the purpose of the evaluation and the target audience.
III. Background - Brief overview of the project; project strategy and activities implemented 
to address the identified development problem 
IV. Methodology- A description of methodology used, including constraints, gaps and 
limitations that affected evaluation.
V. Findings - Specific to the purpose of the evaluation and specific questions asked, making 
sure they cover project relevance, efficiency, effectiveness, achievements of project 
activities, challenges faced and the way IYF addressed them. 
VI. Conclusions and recommendations. 
VII. Annexes - TOR, itinerary, list of people met, list of documents reviewed, instruments 
used in data collection, etc.
Finally, the lead evaluation consultant will produce a final version of the evaluation study, 
accounting for comments received from IYF/YED, USAID, and other stakeholders. Every effort 
will be made to complete this within two weeks of receiving feedback.
3. Field trip research methodology
Given the relatively short time allowed for the field trip under uncertain security conditions, the 
team intends to visit selected YSIs, including Sharek- a youth mobile service provider, 
universities, private and public sector sponsors and beneficiaries in Jerusalem, Ramallah, Nablus, 
Bethlehem and Hebron to carry out participant observations, multiple key interviews and 
selected focus group (FG) meetings. The field visit will focus on qualitative techniques and will 
also carry out an analysis of the quantitative data provided by IYF. 
Research will incorporate a broad range of carefully selected key informants and beneficiaries. 
This breadth presents a risk in that the gathered data may lack some coherence. In order to 
counter this risk, the team will use a strong framework through which to gather data. The team 
will use the following methodologies:
• Review of available documentation and existing M&E data will facilitate the team in 
assessing the likely impacts of the project. It will also enable the team to understand the 
relative difficulty of data collection in the project’s current West Bank precarious 
political and security environment. 
• Key informant interviews will be the chief method of primary data collection. Meetings 
with YSI partner organizations (including university staff), youth beneficiaries, and 
relevant private sector partner representatives that have supported YED’s work, as well 
as with IYF and USAID, will all be conducted using a standard interview protocol 
designed to elicit answers to the four main questions of interest. Some respondents will 
be more suited to speak on certain topics, so the interviewers will ensure that topics are 
 Evaluation of USAID/YED Project 
62 
weighted appropriately. The main stakeholders who will be interviewed fall into the 
following categories:
− YED’s YSI partner organizations from CSP I and CSP II 
− Currently enrolled and recently graduated Youth
− Selected business owners and private sector entities providing youth internships, 
apprenticeships, and permanent employment, including merchants, small business 
women owners, etc. 
In addition, evaluators will meet with:
− USAID Education Office and other related staff
− Selected YSI administrators and facilitators
− IYF Project staff / management 
− Key government representatives from cognizant ministries (as relevant)
• Focus group discussions will chiefly be used for data gathering with project 
beneficiaries like; current YED trainees, YED graduate youth, and young entrepreneur 
and apprenticeship beneficiaries of the YED program. 
• First-hand observation of project implementation sites will take place tactfully, and as 
unobtrusively as possible.
• Analysis of quantitative data provided by IYF/YED will be based on helping to answer 
key evaluation questions.
4. Interview topics
The table below outlines the major stakeholders and indicative questions and subject areas of 
interest that will be addressed with them as part of the research. This list is subject to expansion 
in interviews and through a focus group protocol, and should not be regarded as a final list. 
 Evaluation of USAID/YED Project 
63 
Stakeholder Group Questions of Interest
Youth beneficiaries; in 
school and out- of￾school.
• How / why they enrolled in YED training courses?
• What do you learn in your YED classes or employability and 
entrepreneurship training activities (What other projects do you 
participate in?) 
• What was the most relevant or useful information they gained from 
their YED classes, entrepreneurial activities, or other components?
• What has been the biggest change in their lives as a result of the YED 
training? (Educationally? Economically? Confidence? Social Status? 
Interaction with family?)
• How has their employability and entrepreneurial activities, helped 
them in their work, incomes etc., compared to before participation in 
YED training and activities?
• Are they now better able to gain employment, start their own 
businesses and gain productive employment? 
• [For youth that have found employment] Have their incomes / 
consumption / assets increased? Are they able to contribute more to 
their household in terms of food and money?
YED Project Staff 
/USAID team members • How sustainable are the interventions to date? When USAID 
funding ends, what activities will continue?
• How do the sub-grants issued differ in terms of approaches/models of 
development? What are the benefits and disadvantages of these 
approaches/models? 
• Is the quality of programming different among the different sub￾grantees? If so, in what ways and does it affect impact? What 
recommendations do you have to improve the quality of services 
provided by the sub-grantees?
 Evaluation of USAID/YED Project 
64 
Stakeholder Group Questions of Interest
Selected YSI managers 
and staff • How effective is the Capacity Building Strengthening support 
(training and mentoring) provided under the project? Are YSI 
partners integrating the Standards of Excellence into their work? Are 
there other areas of capacity development that the CSP should 
address? 
• How have they been involved in working with YED and YSI 
activities?
• Are they satisfied with the technical assistance they have received so 
far from YED and IYF? Why? (Break this down by separate activities 
being carried out.) 
• What have been the most important activities carried out by the 
project from a YSI perspective? (How relevant have the YED 
objectives been to real Palestinian youth needs and priorities?)
• Does the project facilitate sustainable partnerships with public and 
private sectors that add value to the interventions? In what ways has 
YED encouraged or enabled you to establish and maximize the 
benefit of strategic partnerships to support YED-funded activities? 
Which types of partnerships are more and less productive and why? 
• What needs to be done to increase youth employability in either the 
formal and informal economies, now and in the future?
Selected Business 
owners, merchants, 
small-business women, 
community leaders and 
parents.
• Has your X company or Y institution provided internship or 
apprenticeship training opportunities for any YED trained youth? If 
yes, how many interns/apprentices have you had?
• Has X provided the necessary training and support for you to recruit 
and manage internships or apprenticeships productively, and how?
(Relevant questions for employers/internship providers and employed 
youth/ interns). 
• What are the main impediments for businesses hiring young people?
• What are the main employability skills required in the Palestinian 
workplace?
• What are the main impediments to employability of youth in Palestine 
as you perceive them? Are those same constraints relevant to self￾employment in the informal sector?
• What are the limiting factors for youth employment in the formal 
sector?
5. Focus Group Selection Criteria
In each field location visited, the team will endeavor to carry out selected key informant 
interviews and at least one focus group discussion. The team will try to speak to a wide selection 
of YED youth beneficiaries in order to gain a broad understanding of the impacts of the YED 
project on different groups of youth in their different geographical and occupational contexts. 
With the assistance of YSI field coordinators, the JBS field evaluation team will be responsible 
for conducting the FG meetings, recording and analysing responses. 
The tentative selection criteria for the groups are:
 Evaluation of USAID/YED Project 
65 
• Each group should comprise between 6 and 12 participants 
• At least one focus group will be held in each location, or a total of four in the four 
geographical venues selected. The focus groups at each venue should be made up of 
beneficiaries divided either by age, CSP I and CSP II attendance, or YSI training 
affiliation.
• If possible, an equal number of all male and all female FGs will be carried out.
• An even spread of ages across all FGs is desirable.
• Proportionate numbers of students from the enhanced employability and entrepreneurship 
training programs, and from the on-the Job training interventions should be targeted. 
• FG participants would ideally not be close friends, or members of the same family. 
6. Schedule of meetings and evaluation activities 
Day Planned activities
Mon, 
March 4 • Begin home review of YED main documents • Frank
• Lisa 
• Christy 
Tues, 
Mar 5 – 6 
Home 
• Complete first reading of documents received from 
IYF and began a comprehensive review and 
developed matrix for analysis of contents 
pertaining to the four main mid-term evaluation 
questions given in the SOW
• Frank 
• Christy 
Wed, 
Mar 7
Home 
• Began draft of detailed work plan • Frank
• Christy
Thurs/Fri, 
Mar 8 – 9 • Continued with work plan and analysis of YED 
quantitative data
• Frank
• Bader
• Muhammad
Sat, 
Mar 10 • First draft of work plan and draft matrix of 
documentary review delivered to JBS 
• Frank 
• Christy 
• Bader
Mon, 
Mar 18 • Leave Washington DC and fly to Tel Aviv via 
Vienna, Austria
• Frank
Tues, 
Mar 19 • Arrive Ben Gurion Airport, Tel Aviv, Israel and 
take taxi to Royal Suites Hotel (RHS) in Ramallah. 
• Frank
 Evaluation of USAID/YED Project 
66 
Day Planned activities
Wed, 
Mar 20 • 08:30 –9:00 am. First meeting with the IYF/YED 
Team and with JBS field team at the IYF Office 
• 9:00-10:00 am. IYF orientation & debriefing 
• 10:00 am -12:00 pm. Work with JBS/ IYF teams at 
IYF Offices to clarify work plan, and deal with any 
issues
• 01:00- 3:00 pm. Move to Royal Suites Hotel (RSH) 
to continue JBS meeting
• Frank and all the JBS field 
team
Thurs, 
Mar 21 • 8:00 am -12:00 pm. Begin interviews with key YSI 
partners in Ramallah 
• Frank and JBS team 
Fri, 
Mar 22 • Reading and work on interview write-ups and other 
research instruments
• JBS team 
Sun, 
Mar 24 • All day: Interviews with selected YSI staff in 
cognizant YSI offices with oversight for YED 
grants and youth activities, in Ramallah 
• Frank 
• Bader
• Muhammad
• Waddah 
Mon, 
Mar 25 • All day: Complete interviews in Ramallah with 
selected YSI institutions 3:00-5.00 pm. Prepare 
venue for first demonstration FGs, in Ramallah 
• Frank and JBS team
• Team members will 
accompany Frank to 
observe at least two 
informant interviews
Tues, 
Mar 26 • 9:00 am -12:00 pm. Focus Group(FG) with selected 
YED trainees in Ramallah 
• 1:00-3:00 pm. FG with YED placed apprentices and 
on-the-job trainee interns
• 4:00-5:30 pm. JBS team FG debriefing at RSH
• Frank and JBS team 
Wed, 
Mar 27 • Team I travels to Bethlehem to interview and carry 
out FGs
• Team 2 travels to Hebron to interview and carry 
out FGs 
• Frank/Muhammad
• Bader/ Waddah 
Thurs, 
Mar 28 • Team I completes work in Bethlehem 
• Team 2 completes work in Hebron 
• Frank/ Muhammad
• Bader/ Waddah 
Fri, 
Mar 29 • Teams travel back to Ramallah 
• 2:00-4:00 pm. JBS team debriefing
• Teams 1 and 2 return to 
RHS in Ramallah to 
debrief 
Sat, 
Mar 30 • Team 2 travels to Nablus to begin interviews and 
arrange FGs 
• Bader/ Waddah, travel to 
Nablus to begin 
interviews 
 Evaluation of USAID/YED Project 
67 
Day Planned activities
Sun, 
Mar 31 • 8:00 am -12:00 pm. Group 2 completes interviews 
in Nablus and carries out FG 
• 1:00- 4:00 pm. Group 1 carries out more interviews 
with YSIs and PSs in Ramallah 
• Groups 1 and 2 continue
research tasks in Ramallah 
and Nablus
Mon, 
Apr 1 • 8:30 am -12:00 pm. All JBS group members meet 
with the IYF/ YED team leader to review progress 
and fill in gaps, etc.
• Will discuss outreach to private sector 
representatives
• Frank and all the JBS team 
• Sarah and IYF team
Tues, 
Apr 2 • 9:00 am -12:00 pm. Meet with IYF to share first 
field findings and discuss tentative conclusions, 
etc. 
• Frank and JBS Team 
• Sarah and IYF staff 
Wed, 
Apr 3 • 8:00 am 3:00 pm. JBS team carries out selected 
interviews and on-site visits in Ramallah to fill in 
data gaps, etc. 
• Frank, Bader, Muhammad 
Thurs, 
Apr 4 • 8:00 am -4:00 pm. JBS team to visit participating 
university YED training centres to interview key 
informants on YED training methods and 
curriculum issues
• Frank and Bader 
Fri, 
Apr 5
Rest Time-off/ Write-up time
Sat, 
Apr 6 • 8:00 am -12:00 pm. JBS team discusses specific 
task assignments for the analysis and write-up of 
qualitative and quantitative data in the RHS
• 1:00-4:00 pm. Team disburses to work on 
individual data analysis tasks
• Frank and whole JBS team 
Sun, 
Apr 7 • 8:00- 11:00 am. JBS team meets at RHS to review 
work carried out on data analysis and to assign 
time- sensitive writing responsibilities for first 
draft of the report
• Frank and all members of 
the JBS team 
Mon, 
Apr 8 • JBS team members work on writing tasks • Frank and JBS team 
members
Tues, 
Apr 9 • JBS team work on report tasks • Frank, Waddah and JBS 
team work with Waddah’s 
office on logistical support
Wed, 
Apr 10 • 8:00-10:00 am. JBS team meets at RSH to review 
progress
• Frank and JBS team 
members tasked with 
writing assignments meet 
 Evaluation of USAID/YED Project 
68 
Day Planned activities
Thurs, 
Apr 11 • 8:00 am -12:00 pm. First drafts of analysis and 
written assignments with tables and graphs shared 
and commented on. At RHS, (or in Waddah’s 
Office?) 
• Frank and team members 
assigned tasks
Fri, 
Apr 12 • Rest day and final individual work on Report
Sat, 
Apr 13 • Draft of report outline assembled for editing and 
proof reading
• Frank, Waddah and Bader 
Sun, 
Apr 14 • Final draft completed with some tables and near 
finalized annexes
• Short Power Point Presentation prepared 
summarizing main findings, recommendations and 
YED strengths and weaknesses
• Frank, Bader and Waddah 
Mon, 
Apr 15 • 8:30 am -12:00 pm. Collate, review and print final 
version of draft documents. Review and edit final 
PP presentation during a dry run of presentation at 
IYF 
• 1:00-3:00 pm. Presentation and discussion of draft 
field evaluation results and recommendations to the 
IYF/ YED team, and the USAID AOTR 
• Team leader reviews and records comments and 
observations provided by IYF/YED team and 
USAID
• Frank, Bader and Waddah
• IYF evaluation team dry 
run 
• JBS, IYF teams and 
USAID’s YED AOTR at 
IYF Office
Tues, 
Apr 16 • 12:00 pm. JBS team leader leaves for Tel Aviv to 
overnight to catch morning flight to the U.S. 
• Taxi from Ramallah to 
Israel 
Wed, 
Apr 17 • JBS Team Leader leaves to return to Washington 
DC
• Taxi from Hotel to Ben 
Gurion Airport, in Tel 
Aviv 
Thurs, 
Apr 25 • Final draft with all changes and additions 
incorporated sent to IYF
• Frank
• Christy
Sun, Apr 
28 • IYF provides final remarks and observations on 
final draft
• IYF team
Mon, Apr 
29 • JBS team carries out any last changes on final 
report draft
• Frank
• Christy
Tues, Apr 
30 • Final corrected and completed version of report 
transmitted to IYF and USAID
• Frank
• Christy
 Evaluation of USAID/YED Project 
69 
Annex 4: List of Informants and Focus Group Participants
Institution Name of Participant Position Research Method Evaluator Name Place of Meeting Date of Meeting District
IYF/YED
Waseem Abd Al Hali Finance Manager Interview Frank IYF office 3/25/2013 Ramallah
Mohammed Al Mbaid Country Director Interview Frank, Bader, Waddah, 
Muhammad IYF office 3/20/2013 Ramallah
Sarah Auten Senior M&E Interview Frank, Bader, Waddah, 
Muhammad IYF office 3/20/2013 Ramallah
Jalil Hazboun Program Officer Interview Muhammad IYF office 3/25/2013 Ramallah
Afnan Mahmoud Program Officer Interview Muhammad IYF office 3/25/2013 Ramallah
Ruba Musleh Program Officer Interview Muhammad IYF office 3/25/2013 Ramallah
Husam Qaradeh Senior Technical Advisor Interview Waddah IYF office 3/25/2013 Ramallah
Lubna Shyoukhi Shaih Compliance Officer Interview Frank IYF office 3/25/2013 Ramallah
Ahliya 
University
Stephany Rodriguez Project Coordinator Interview Muhammad Ahliya University 3/27/2013 Bethlehem
Khaled Shanaa Executive Director Interview Muhammad Ahliya University 3/27/2013 Bethlehem
AlMAWRID 
Teacher 
Developing 
Center
Ismail Njoum Director Interview Frank, Bader, Waddah AlMAWRID office 3/27/2013 Ramallah
Al Quds Open 
University
Ghassan Al Deek Acting director Interview Frank, Muhammad Abu Deis campus 4/3/2013 Jerusalem 
Sameh Arekat Student activity coordinator Interview Frank, Muhammad Abu Deis campus 4/3/2013 Jerusalem 
Ali Iriqa E learning unit Interview Frank, Muhammad Abu Deis campus 4/3/2013 Jerusalem 
Ahmad Nada Program coordinator Interview Frank, Muhammad Abu Deis campus 4/3/2013 Jerusalem 
 Evaluation of USAID/YED Project 
70 
Institution Name of Participant Position Research Method Evaluator Name Place of Meeting Date of Meeting District
An-Najah 
National 
University 
(Sharek Group)
Naira Hamdi Alkoni Guidance and Psychology Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Riham Abu Habla Journalism Department Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Dalia Hale Igrieb Biology -Biotechnology Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Ola Bani Odeh Public Relation/Media Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Israa Abdel Fattah Sabih Civil Engineering Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Samar Sweileh Swaileh Pharmacy Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Aadin Ibrahim Zafar Biology -Biotechnology Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
An-Najah 
National 
University 
(Leaders)
Raji Sa’ed Alkoni Accounting Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Zaina Sad Eddin Computer Engineering Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Rowan Rtrot Computer Engineering Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Shuroq Ahmed Salahat Computer Science Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
An-Najah 
University 
Alumni Unit
Rafe Daraghma Director Interview Frank, Waddah, Bader An-Najah University 3/31/2013 Nablus
Arab American 
University 
(Leaders)
Noor Farid Abu Alrub Computerized Information 
Technology Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Noor Musa Amer Computerized Information 
Technology Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Iyad Jerwan Communication Engineering Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Saleh Abu Shahin Communication Engineering Focus group Frank, Waddah, Bader An-Najah National 
University 3/31/2013 Nablus
Bethlehem 
University Mujdouleen Aodeh Beneficiary Focus Group Frank, Bader 
Bethlehem 
University 4/8/2013 Bethlehem
 Evaluation of USAID/YED Project 
71 
Institution Name of Participant Position Research Method Evaluator Name Place of Meeting Date of Meeting District
Leena Abed-Rubo Beneficiary Focus Group Frank, Bader 
Bethlehem 
University 4/8/2013 Bethlehem
Fadi Musleh Beneficiary Focus Group Frank, Bader 
Bethlehem 
University 4/8/2013 Bethlehem
Haneen Musleh Alumni Relation Officer Focus Group Frank, Bader Bethlehem 
University 4/8/2013 Bethlehem
Business Women 
Forum Doa Wadi Executive Director Interview Frank , Bader, Waddah BWF Office 3/24/2013 Ramallah
EFE Offices 
Ramallah
Darin Zaidan EFE Program Manager Interview Frank, Waddah, 
Muhammad
EFE Offices 
Ramallah 3/28/2013 Ramallah
Injaz
Hisham Akkawi Operational Officer Interview Muhammad Injaz Office 3/24/2013 Ramallah
Marleen Bosheh Trainer Interview Bader A phone interview 3/31/2013 Ramallah
Mohammad Khader Financial Officer Interview Frank Injaz Office 3/24/2013 Ramallah
Randa Salameh General Manager Interview Bader Injaz Office 3/24/2013 Ramallah
Jerusalem 
Chamber of 
Commerce
Naela Juweiles Deputy director Interview Frank, Muhammad Jerusalem Chamber 
of Commerce office 4/3/2013 Jerusalem 
Juhoud
Bahaa Alkhateeb Project Coordinator Interview Bader Juhoud Office 3/23/2013 Ramallah
Diana Makhlouf Project Coordinator Interview Bader Juhoud Office 3/23/2013 Ramallah
Taghreed Naser Director Interview Frank Juhoud Office 3/23/2013 Ramallah
Korean￾Palestinian IT 
Institute
Khalid Barham Director Interview Frank, Waddah, Bader Korean-Palestinian 
IT institution 3/31/2013 Nablus
Leaders
Shadi Atshan Director Interview Bader, Frank, Waddah, 
Muhammad Royal Hotel 3/21/2013 Ramallah
Rasha Ali Project Coordinator Interview Bader, Frank, Waddah, 
Muhammad Royal Hotel 3/21/2013 Ramallah
 Evaluation of USAID/YED Project 
72 
Institution Name of Participant Position Research Method Evaluator Name Place of Meeting Date of Meeting District
Ministry of 
Education
Reema Keilani General Director of 
Counseling and Special Ed. Interview Bader A phone interview 4/10/2013 Ramallah
Ministry of 
Education 
and Higher 
Education
Osama Eshtayeh Director of Vocational 
Schools Department Interview Frank, Bader Ministry of 
Education 3/27/2013 Ramallah
Jehad Zakarneh 
Assistant Deputy Minister 
and Head of Curriculum 
Center 
Interview Frank, Bader 
Ministry of 
Education 3/26/2013 Ramallah
Ministry of 
Labour
Samer Salameh Director General Interview Frank, Bader Ministry of Labour 3/26/2013 Ramallah
Ministry of 
Planning
Amer Nour Director of Economic Sector 
Planning Interview Frank, Bader Ministry of Planning 3/26/2013 Ramallah
Palestine 
Polytechnic 
University
Ashwaq Abu Rmeeleh Beneficiary Focus Group Bader, Frank Palestine Polytechnic 
University 4/8/2013 Hebron
Riham Abu Suker Beneficiary Focus Group Bader, Frank Palestine Polytechnic 
University 4/8/2013 Hebron
Aseer Al-Shwaikee Beneficiary Focus Group Bader, Frank Palestine Polytechnic 
University 4/8/2013 Hebron
Shureehan Futafteh Beneficiary Focus Group Bader, Frank Palestine Polytechnic 
University 4/8/2013 Hebron
Rneem Mussri Beneficiary Focus Group Bader, Frank Palestine Polytechnic 
University 4/8/2013 Hebron
Dana Nimer Beneficiary Focus Group Bader, Frank Palestine Polytechnic 
University 4/8/2013 Hebron
Mu'yed Nutsha Beneficiary Focus Group Bader, Frank Palestine Polytechnic 
University 4/8/2013 Hebron
Fadi Sweiti Coordinator of Almuni Unit Interview Bader, Frank Palestine Polytechnic 
University 4/8/2013 Hebron
Aiman Tamimi PPU Vice President Interview Bader, Frank Palestine Polytechnic 
University 4/8/2013 Hebron
Palestinian 
Fahed Lubbadeh Head of Training and 
Development Department Interview Frank, Bader, Waddah Jawwal headquarters 3/27/2013 Ramallah
 Evaluation of USAID/YED Project 
73 
Institution Name of Participant Position Research Method Evaluator Name Place of Meeting Date of Meeting District
Cellular 
Communications 
Co, Jawwal Nuqhem Abu Rmaileh Head of Personal Section Interview Frank, Bader, Waddah Jawwal headquarters 3/27/2013 Ramallah
Palestinian Food 
Industries 
Association
Fuad Akra Technical Director Interview Frank, Bader, Waddah PFIA office 3/27/2013 Ramallah
PICTI
Jihad Issa Program Coordinator Interview Frank PICTI Office 3/24/2013 Ramallah
Hassan Omer Director Interview Muhammad PICTI Office 3/24/2013 Ramallah
PSD Bader Al-Hudhud Program Officer Interview Bader PSD Office 3/24/2013 Ramallah
Sharek
Ala' Bsharat Beneficiary from Tomoun 
village Interview Bader An-Najah University 3/31/2013 Jenin
Ola Buni Oudeh Beneficiary from Tomoun 
village Interview Bader An-Najah University 3/31/2013 Jenin
Deema Shuhrour STEP Trainer Interview Bader A phone interview 3/31/2013 Nablus
Joseph Slowey Project Coordinator Interview Frank, Bader, Waddah, 
Muhammad Sharek Office 3/21/2013 Ramallah
TVET
Munjed Al-Hosainee Trainer Focus Group Bader TVET Office 4/7/2013 Ramallah
Ziad Jaser Executive Director Interview Bader TVET Office 3/23/2013 Ramallah
Shireen Shaheen Programs Coordinator Interview Frank TVET Office 3/23/2013 Ramallah
Abeer Nujeeb Civic Education Trainer Focus Group Bader TVET Office 4/7/2013 Jericho
Bint-Aluzwar 
School
Amal Deick School Counselor Focus Group Bader TVET Office 4/7/2013 Ramallah
Al-Ruja' Al￾Loutheria School Aneeta Dulleh School Counselor Focus Group Bader TVET Office 4/7/2013 Ramallah
Fatemah Al￾Zuhra' School Maisa' Ghadeh School Counselor Focus Group Bader TVET Office 4/7/2013 Jericho
 Evaluation of USAID/YED Project 
74 
Institution Name of Participant Position Research Method Evaluator Name Place of Meeting Date of Meeting District
Azeezeh 
Shaheen School
Munal Hussouneh School Counselor Focus Group Bader TVET Office 4/7/2013 Ramallah
Dier Qudees 
Secondary 
School
Yousif Khawajah School Counselor Focus Group Bader TVET Office 4/7/2013 Ramallah
Khurbetha Bani 
Hareth School Nisreen Kunaan School Counselor Focus Group Bader TVET Office 4/7/2013 Ramallah
Al-Nweebe'eh 
School
Hawazen Mubalee School Counselor Focus Group Bader TVET Office 4/7/2013 Jericho
Al-Yatteem Al￾Arabi School Adaleh Mus'ood School Counselor Focus Group Bader TVET Office 4/7/2013 Jerusalem
Sinjel Secondary 
School Amjed Quwareeq School Counselor Focus Group Bader TVET Office 4/7/2013 Ramallah
Beiteen 
Secondary 
School
Raed Simureen School Counselor Focus Group Bader TVET Office 4/7/2013 Ramallah
USAID
Fadi Khoury USAID AOTR Interview Frank, Waddah, 
Muhammad IYF office 3/28/2013 Jerusalem
Karen Exel USAID's Jerusalem Director Interview Frank, Waddah, 
Muhammad IYF office 3/28/2013 Jerusalem
Kurt Bassam USAID Deputy Dir Interview Frank ,Waddah, 
Muhammad IYF office 3/28/2013 Jerusalem
Wajdi University 
College
Emad Hamadeh Dean Interview Frank, Muhammad The Wajdi college 4/3/2013 Jerusalem 
YDRC- Albeirah
Muhaned Munsour Media Coordinator Interview Frank, Bader YDEC office 4/4/2013 Ramallah 
Raya Abu Zeid ICT coordinator Interview Frank, Bader YDEC office 4/4/2013 Ramallah 
 Evaluation of USAID/YED Project 
75 
Annex 5: Key Informant Interview Sample Description
The KIIs included present principal informants who play key roles in the management and 
organization of each of the YED program, and other relevant stakeholders. These informants 
included present senior-level USAID staff; selected senior PA personnel; YSI coordinators, 
managers and technical staff; and other principal stakeholders. 
Based on the evaluation’s objectives, the sample of KIIs 
also included the private-sector, researchers, officials 
from selected PA ministries, and senior YSI and NGO 
personnel. The team contacted the individuals by 
telephone and email to explain the evaluation and 
request their participation. A possible source of bias is 
that the evaluators identified and constructed the list of 
interviewees with the help of IYF and participating 
YSIs. However, the team mitigated the bias by arranging 
meetings independently with YSI and NGO staff in each 
location to obtain additional leads. 
Key informants were generally receptive in all five
governorates visited, with individuals offering to make 
time for an interview at very short notice and, in some 
cases, on weekends, or local public holidays. The 
process of interviewing numerous individuals was facilitated by clustering the interviews in one 
location, such as at the YSI offices, ministries or at a private sector service provider’s center. 
This was time-efficient because the team was able to conduct several interviews without wasting 
time on travel. Unplanned events like President Obamas’ visit to the West Bank and the riots 
triggered by the death of a senior Palestinian official in an Israeli prison caused delays and forced 
the team to re-arrange schedules in Hebron and Bethlehem. 
Despite these constraints, the JBS team conducted 52 KIIs and five focus groups (FGs) attended 
by 24 participants in the five governorates. Seven key informant interviews included members of 
the USAID Jerusalem team, the AOTR, and seven IYF YED senior program staff. The 
distribution in the total number of key informant interviews conducted in each governorate is 
shown in the table above.
Interviews FGs
Ramallah 35 1(12) 
Bethlehem 2 1(4) 
Hebron 2 1(7) 
Jerusalem 10 XX
Nablus 5 2(15) 
 Evaluation of USAID/YED Project 
76 
Annex 6: Field Research Instruments
INTERVIEW SCHEDULE
For Selected YSI Managers and Staff
VENUE: DURATION: DATE:
INTERVIEWER: INFORMANT: Name………………….. 
Title/Role……………………. 
1. How effective is the CSP (TA and mentoring support) under this project? 
2. Are your YSI partners integrating the Standards of Excellence into their work? (Explain) 
3. Are there any other areas of capacity building that need to be addressed? (Explain) 
4. How has your YSI been involved in working with YED and other YSI activities? 
(Provide details) 
5. Are you satisfied with the quality and timeliness of the TA you have been receiving from 
YED and IYF? ( Explain) 
6. What were the most important activities carried out by the project from your YSI’s point 
of view? 
7. How relevant has YED objectives been to meeting the real employability needs of 
Palestinian youth? (Explain) 
8. Does the project successfully facilitate sustainable partnerships with public and private 
sectors? (Explain how.) 
9. In what way has YED helped you to establish and strengthen strategic partnerships in 
support of youth employability skills, entrepreneurship development, or youth internships 
and apprenticeships? 
 Evaluation of USAID/YED Project 
77 
10. Which partnerships are more productive, private ones, or public ones, and why? (explain) 
11. What needs to be done now, or in future, to encourage youth employability either in the 
formal or informal sectors, in Palestine? ( Provide details) 
 
 Evaluation of USAID/YED Project 
78 
INTERVIEW SCHEDULE
IYF/ YED PROJECT STAFF and USAID AOTR & TEAM
VENUE: DURATION: DATE:
INTERVIEWER: INFORMANT: Name……………… 
 Title/Role……………………. 
1. Please tell us about your experience with IYF (Briefly)
2. How sustainable are the YED interventions to date? (Comment in detail). 
3. When USAID funding comes to an end, which activities are most likely to survive and 
continue? (Suitability) 
4. Are there a difference between the sub-grants issued by IYF and any other grants offered 
in Palestine in terms of approach and use for youth development purposes? 
5. What are the benefits and/or shortcomings of these different approaches?( explain using 
examples)
• At the organizational Level 
• At Programming level
• Organization Target Group
6. How does the quality of programing vary between YED Sub-grantees? (Give examples)
7. What’s the impact of IYF on your organization? Please provide examples if possible. 
8. How efficient are IYF interventions?
• In regard to Time 
• Budget
• Risk
• Load
• Human Resources used in the grants / training 
 Evaluation of USAID/YED Project 
79 
Focus Group Discussion Results
Youth Beneficiaries
Institution Participants 
Place Time Date Day 
How / why they enrolled in YED training courses?
What do you learn in your YED classes or employability and entrepreneurship training activities (What 
other projects do you participate in?)
What was the most relevant or useful information they gained from your YED classes, entrepreneurial 
activities, or other components?
What has been the biggest change in their lives as a result of the YED training? (Educationally? 
Economically? Confidence? Social Status? Interaction with family?)
How has their employability and entrepreneurial activities, helped them in their work, incomes etc., 
compared to before participation in YED training and activities?
Are they now better able to gain employment, start their own businesses and gain productive 
employment?
[For youth that have found employment] Have their incomes/consumption/assets increased? Are they 
able to contribute more to their household in terms of food and money?
Evaluation of USAID/YED Project
Aguirre Division of JBS International, Inc. 80
Annex 7: PMP Matrix Results for YED Projects Years 1-3 
Sources used for this table are the YED PMP Results document (for FY11 and FY12); YED Q2 report and YED PMP database updated 4/30/13 for FY13. Note 
that data used for Year 3 are only through the second quarter and do not reflect a full year of implementation.
IR1: Expanded capacity of youth-serving organizations (Component 1)
Indicator Name
FY11 FY12 FY13 
Cumulative 
2011-2013
Cumulative
2011-2013
Cumulative
2011-2014
Actual Target Actual Target Actual Target Actual Target Target
IR1: Percentage of YSIs (as a result 
of YED capacity building 
ntervention) capable of 
implementing minimum standards 
in effective programming in 
employment, entrepreneurship, and 
community services
36% 10% 47% 30% 0 20% 47% 50% 80%
IR 1.1.1: Number of training 
programs delivered for YSIs 
addressing employability models, 
best practices and polices
12 12 4 5 0 4 16 20 20
IR 1.1.2: Number of YSIs 
completing CSP as an 
organization
8 17 6 6 0 2 14 16 16
IR 1.1.3: Number of YSIs gaining 
an improved capacity to support in 
a sustainable manner best practice 
programs in employment, 
entrepreneurship, community 
service, and development of 
internship programs
5 5 11 11 0 --- 16 15 16
 Evaluation of USAID/YED Project 
81 
IR 1.1.4: Percentage of YSIs 
expressing satisfaction with 
training delivered by YED
94% 85% 97% 90% 0 95% 96% 95% 95%
IR 1.1.5: Number of YSIs 
developing new training modules or 
improving existing modules on 
youth employment, 
entrepreneurship, and service 
learning
NA NA 4 3 3 6 7 10 12
IR 1.1.6: Percentage of YSIs 
reporting that CSP
allowed them to incorporate or 
consider new ideas and approaches
93% 90% 91% 90% 0 95% 92% 95% 95%
IR 1.1.7: Percentage of YSIs that 
found CSP to be effective in 
developing their professional skills
94% 90% 97% 90% 0 95% 96% 95% 95%
IR 1.2.1: Number of formal events 
organized by YSIs that involve 
partners from public, private or civil 
society sector
6 6 52 16 68 --- 126 38 42
IR 1.2.2: Number of YSIs 
developing strategic partnerships 
with the public, private or civil 
society sector to serve youth
3 1 3 4 3 --- 9 7 10
IR 1.2.3: Amount of cash and/or in￾kind resources leveraged by YSIs $350,233 $50,000 $140,230 $203,362 $1,358,257 $2,509,537 $1,848,720 $3,000,000 5,000,000
 Evaluation of USAID/YED Project 
82 
IR2: Enhanced employment and entrepreneurship education (Component 2)
Indicator Name
FY11 FY12 FY13 
Cumulative 
2011-2013
 Cumulative
2011-2013
Cumulative 
2011-2014
Actual Target Actual Target Actual Target Actual Target Target
IR 2: Number of youth (individuals) 
taking part in training and gaining 
improved life skills, employability, 
technical, service learning, career 
guidance and enterprises 
development skills
1,118 900 993 1,050 3,425 4,897 5,536 7,000 10,000
Male 1,790 3,500 5,000
Female 3,746 3,500 5,000
IR 2.1.1: Number of sub-grants 
awarded to YSIs to address 
improving access for youth to 
market skills, employability and 
entrepreneurial training
3 3 4 4 7 12 14 19 22
IR 2.1.2: Number of training 
programs held on life skills and 
employability
2 2 3 3 1 3 6 8 9 
IR 2.1.3: Number of training 
programs held on life skills and 
entrepreneurship
1 1 2 3 2 4 5 7 8 
IR 2.1.4: Number of training 
programs held on life skills and 
service learning NA NA NA NA 1 4 1 4 4 
 Evaluation of USAID/YED Project 
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Indicator Name
FY11 FY12 FY13 
Cumulative 
2011-2013
 Cumulative
2011-2013
Cumulative 
2011-2014
Actual Target Actual Target Actual Target Actual Target Target
IR 2.1.5: Number of youth 
(individuals) participating in job 
fairs/open days organized by YSIs
160 400 479 465 427 1,361 1,066 2,000 2,400
Male 461 1,000 1,200
Female 605 1,000 1,200
IR 2.1.6: Number of youth provided 
access through online means of 
communication to job opportunities 
and entrepreneurship resources 
including research, advice and 
private sector linkages
NA NA 4,009 125 6,389 --- 10,398 400 500
IR 2.1.7: Percentage of youth 
participants satisfied with YED￾funded training and/or career 
guidance services provided
NA NA NA NA 98% 85% 98% 85% 90%
IR 2.1.8: Percentage of youth 
trainees reporting increased 
leadership skills
NA NA NA NA Not available 80% Not available 80% 85%
IR 2.2.1: Number of training 
programs provided by the program 
or YSI partners to improve the skills 
of youth career counselors
NA NA 3 1 5 0 8 3 6 
IR 2.2.2: Number of counselors and 
supervisors (individuals) in schools, 
colleges and universities or YSI 
completing training in career 
counseling method
NA NA 20 3 66 40 86 60 150
 Evaluation of USAID/YED Project 
84 
Indicator Name
FY11 FY12 FY13 
Cumulative 
2011-2013
 Cumulative
2011-2013
Cumulative 
2011-2014
Actual Target Actual Target Actual Target Actual Target Target
Male 39 30 75
Female 47 30 75
IR 2.2.3: Number of schools, 
colleges, universities, or YSIs 
providing career counseling services 
to youth
 NA NA 1 2 33 22 34 23 65
IR 2.2.4: Number of 
teachers/educators/teaching 
assistants who successfully 
completed in- service training or 
received intensive coaching or 
mentoring with USG support
 NA NA NA NA 82 22 82 22 Not available
Male 37 Not available Not available
Female 45 Not available Not available
IR 2.2.5: Number of youth receiving 
career guidance services NA NA NA NA 2,594 600 2,594 600 900
Male 693 300 450
Female 1,901 300 450
 Evaluation of USAID/YED Project 
85 
IR3: Increased access for youth to practical on-the-job training (Component 3)
Indicator Name
FY11 FY12 FY13 Cumulative 
2011-2013
 Cumulative
2011-2013
Cumulative 
2011-2014
Actual Target Actual Target Actual Target Actual Target Target
IR 3.1: Number of youth engaged in 
meaningful internship or 
apprenticeship
15 30 115 150 186 270 316 400 650
Male 146 200 325
Female 170 200 325
IR 3.2: Number youth participating 
in YED programs that find a job, 
start an enterprise or decide to 
continue education
109 8 124 100 154 67 387 300 400
Male 213 150 200
Female 174 150 200
IR 3.1.1: Number of internship 
and apprenticeship opportunities 
created for youth that are in 
school or a university
7 15 11 50 36 182 54 200 310
Male 30 100 155
Female 24 100 155
IR 3.1.2: Number of internship 
and apprenticeship opportunities 
created for youth that are out of 
school or university
8 15 104 100 150 88 262 200 340
 Evaluation of USAID/YED Project 
86 
Indicator Name
FY11 FY12 FY13 Cumulative 
2011-2013
 Cumulative
2011-2013
Cumulative 
2011-2014
Actual Target Actual Target Actual Target Actual Target Target
Male 119 100 170
Female 143 100 170
IR 3.1.3: Percentage of youth who 
found internships relevant to their 
needs
NA NA NA NA NA 80% Not available 80% 80%
IR 3.1.4: Percentage of youth 
interns satisfied with their YED￾facilitated internship experience
NA NA NA NA NA 80% Not available 80% 80%
IR 3.1.5: Percentage of youth 
interns reporting strengthened 
employability skills
NA NA NA NA NA 80% Not available 80% 80%
IR 3.2.1: Number of training 
programs organized to enhance the 
capacity of youth to lead 
community projects
1 1 0 0 1 3 1 4 4 
IR 3.2.2: Number of youth 
completing training on youth-led 
community service projects and 
acquiring employability skills
18 25 0 18 0 682 18 700 1,000
Male 2 350 500
Female 16 350 500
IR 3.2.3: Number of youth-led 
community service projects created 
by YSIs
2 1 2 2 1 48 3 50 1 
IR 3.3.1: Number of training 
programs held to increase 
entrepreneurship skills of youth
1 1 2 3 1 4 4 7 8 
 Evaluation of USAID/YED Project 
87 
Indicator Name
FY11 FY12 FY13 Cumulative 
2011-2013
 Cumulative
2011-2013
Cumulative 
2011-2014
Actual Target Actual Target Actual Target Actual Target Target
IR 3.3.2: Number of youth 
entrepreneurs with business 
plans developed
15 5 192 85 55 --- 262 150 200
Male 126 75 100
Female 136 75 100
IR 3.3.3: Number of YSIs providing 
on-going support services to young 
entrepreneurs post-training 
programs
NA NA 1 1 2 1 2 2 4 
Operational Standard Indicators* 
Indicator Name
FY11 FY12 FY13 2011-1024
Cumulative 
Actual
Cumulative 
Target
Cumulative 
Actual
Cumulative 
Target
Cumulative 
Actual
Cumulative
Target
Cumulative 
Target
Number of USG-assisted
Organizations and/or Service
Delivery Systems Strengthened
Who Serve Vulnerable Populations 
5 5 13 14 7 40 85
Number of people benefiting from 
USG-supported social services 1,311 1,360 5,808 3,213 13,225 11,325 15,200
Males 507 679 2,778 1,600 5,201 5,662 7,600
Females 804 681 3,030 1,613 8,024 5,663 7,600
* Note: all data for this table taken from YED PMP in Geo MIS Q2 FY 2013
 Evaluation of USAID/YED Project 
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Annex 8: Qualitative Data Matrices 
Data included in this chart is based on the field team’s notes during the visit. They offer some insights into views expressed through interviews and 
focus groups. They are not conclusions necessarily, but rather data points used for triangulation and analysis. 
SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
Assessments and Focus 
Groups 
Partner and Private Sector 
Assessments
Public Sector
Assessment 
1.How effective 
was the project 
through the first 
two years of 
implementation in 
achieving its 
objectives and 
results in terms of 
timeliness, 
quality, quantity, 
and cost 
effectiveness of 
the activities 
undertaken 
including project 
procurement, 
capacity 
strengthening and 
grants program 
(taking into 
consideration any 
adjustments made 
to respond to 
financial and 
⦿Small YSIs thought IYF coordinators 
were effective, helpful and participatory.
⦿In some cases IYF training materials 
were perceived to be value-added.
⦿Some thought IYF was too demanding 
on YSIs in the SEs and bureaucratic 
procedures areas.
⦿A number of YSI informants said not 
all the CSP I-II training was relevant to 
their own training, or PAL youth needs.
⦿Some YSIs thought EFE was the 
competitor to beat in terms of youth 
training successes.
⦿Entrepreneurship is in vogue among 
NGOS, but many young grads want paid 
jobs and don’t want to set-up their own 
businesses. 
⦿High staff turnover rates in YSIs is 
creating a skills vacuum and leaving YSIs 
unable to deliver services.
⦿IYF grants are a small part of the 
⦿In all FGs held student 
participants knew little or 
nothing about IYF, or YED.
⦿Learning practical skills 
like EFL, critical thinking, 
business planning and life 
skills were valuable. 
⦿Internships which were 
only attachments to U offices 
weren’t very helpful.
⦿Some of the learning they 
did was online and virtual and 
not very useful. 
⦿Students at Us trying to get 
real jobs in Ramallah couldn’t 
do them because of clashes 
with U course schedules.
⦿Some were paid for doing 
internships with real 
companies, but only enough to 
cover travel expenses. 
⦿FG participants all agreed 
⦿The CSP training was 
useful for proposal writing.
⦿The private sector won’t 
participate without incentives.
⦿IYF training was useful for 
networking.
⦿IYF SEs were complicated 
and difficult to apply.
⦿Restricting age range to 15-
29 was unrealistic.
⦿Few private companies 
asked or received TA from 
IYF.
⦿Smaller NGOs were very 
grateful for IYF help.
⦿IFY help in improving 
financial management and 
M&E was praised.
⦿More TOT training and 
longer CSP courses were 
requested.
⦿The MOL, MOE and MOP 
have heard about the 
IYF/YED project and want to 
know more.
⦿Youth employment is a key 
goal in the new NPA and the 
PA is working with the EU, 
GIZ, the UN and other donors 
to set up five training Centers 
of Technical Excellence for 
youth entering the job market. 
⦿In PAL there are cultural 
impediments to accepting 
technical training.
⦿PAL education is outdated 
and out of line with current 
job needs. 
⦿Too many PAL students do 
humanities and don’t want to 
do science and engineering 
degrees.
⦿Some international donors 
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SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
Assessments and Focus 
Groups 
Partner and Private Sector 
Assessments
Public Sector
Assessment 
operational issues 
YED faced)? 
program support received by the larger 
YSIs like INJAZ, Leaders, PICTI, BWF 
and SHAREK.
⦿When requested IYF program staff 
provide support quickly and efficiently. 
⦿MOUs signed with universities, the 
MOE and the MOYS are effective ways of 
engaging partner participation. 
⦿Open days have proved to be an 
effective way of bringing parents, 
graduates, the Priv. S and universities 
together for networking. 
⦿Career counseling with university 
backing is proving to be especially 
effective in helping youth meet their job 
needs.
⦿Many thought attending CSP training 
was helpful for networking with potential 
partners.
⦿Macro-economic and political events 
continue to erode any progress made in 
youth employment in PAL.
⦿The IYF/ YED skills learned during 
training will only be sustainable over the 
long term if the PA ministries become 
involved. 
that more real jobs with real 
companies while studying 
would be the best option. 
⦿A number of women 
students thought that obtaining 
job experience was more 
important than being paid.
⦿One graduate participant 
with an IT company said it 
was difficult to break into the 
PAL market because of IT 
monopolies and laws that 
favored big IT businesses. 
⦿The majority agreed that 
without seed money setting up 
a business can be practically 
impossible for youth. 
⦿LEADERS courses seem to 
select trainees using methods 
that don’t favor rural women. 
⦿Those who attended 
SHAREK-START training 
thought the experience was 
good and very helpful for 
learning how to work with 
other people in the work place.
⦿Much of the training 
⦿CSP training needs to be 
carried out by qualified 
trainers consistently 
don’t integrate their youth 
programs with PA-NDA 
needs.
⦿USAID vetting procedures 
are preventing collaboration 
with the PA and some of the 
best donor youth programs.
⦿A major obstacle impeding 
youth business development is 
a lack of seed funding.
⦿Important MOL and MOE 
youth training initiatives 
deserve USAID support.
⦿Micro projects will like 
YED will have very little 
impact on the youth 
employment without tackling 
the macro problem of an 
annexed economy.
⦿The entrepreneurial aspect 
of YED may be the single 
most important contribution of 
YED. 
⦿Youth run cooperatives 
could be one answer for 
providing credit and technical 
support to PAL youth. 
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SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
Assessments and Focus 
Groups 
Partner and Private Sector 
Assessments
Public Sector
Assessment 
⦿YSIs and vocational training centers 
will continue to exist despite projects like 
IYF’s YED.
Some YSIs not happy with IYF’s numbers 
game. Too much focus on output and not 
enough on quality outcomes. 
⦿CSP I had a broad and useful content 
but failed to take into consideration 
immediate local job needs. CSP capacity 
building is viewed as too top–down and 
generic. 
⦿Using donor funded grants to incubate 
youth business development may have 
long term negative consequences once 
donors leave. 
⦿Leverage funds are an important aspect 
of sustainability, but this aspect needs 
stronger PA support for businesses to 
provide more support.
⦿The IYF grant making process is 
efficient and effective, but may be too 
slow. It takes about 8 months from start to 
finish to obtain a grant.
⦿YSIs like Sharek’s focus on the needs 
of marginalized rural youth, especially 
girls, is important and needs more 
emphasis. 
experienced by students 
lacked sufficient hands-on 
practical experience. 
⦿Students completing 
training with LEADERS and 
SHAREK were not given 
enough information about the 
job market.
⦿STEP courses were very 
helpful for graduate women 
because it gave them 
confidence and prepared them 
for the real world of work. 
⦿About 50% complained 
about the brevity of training 
courses and wanted longer 
courses with more practical 
experience, especially 
internships. 
⦿In the Najah U group all 
trained participants had yet to 
obtain jobs. ⦿Two had 
graduated in engineering and 
psychology and were still 
jobless! 
⦿Those looking for 
internships in Nablus were 
⦿There is a need for PA to 
carry out private sector 
reforms and to insure that the 
PS pays its proper share of 
taxes. 
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SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
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Public Sector
Assessment 
⦿Silatech’s Tamheed training was well 
received by PPU and other beneficiaries. 
⦿YSIs lauded GIZ’s contribution to 
national youth training and employment 
and suggested IYF learn from their 
example.
⦿M&E assistance from IYF was 
positively received, but small YSIs needed 
more attention and help- in this area. 
⦿Smaller partners complained that 
excessive reporting and meeting s were 
impeding project implementation. 
⦿Grant management in YSIs needs to be 
better integrated with program 
implementation. 
⦿Currently there are 8 grantees. Five are 
performing well and three need extra help 
in managing their grants. ⦿All grantees 
receive 1to1 assistance from IYF. 
⦿Close support and monthly meetings 
with the USAID AOTR are beneficial for 
the project’s success. 
IYF’s grant management unit is well 
staffed and has 6 persons including 3 
experienced grant managers.
⦿The service learning concept is difficult 
disadvantaged due to the lack 
of job opportunities. 
⦿4 thought they needed to go 
back to study because they had 
studied the wrong subjects and 
couldn’t find jobs. 
⦿When asked if they would 
choose teaching as an 
alternative none thought 
teaching would be a good 
option since it was paid badly 
and there were too many 
applicants for too few jobs! 
⦿At PPU students thought 
the CV writing, interviewing, 
business management plan 
aspects were most helpful for 
finding a job. But none present 
had a job, except one who was 
teaching. 
⦿At PPU, several had 
switched from degrees in 
technical subjects to 
management and secretarial 
work training because of 
market demand.
⦿The women present at PPU 
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SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
Assessments and Focus 
Groups 
Partner and Private Sector 
Assessments
Public Sector
Assessment 
to understand and not easily received 
within the Pal culture. 
 
 
 
 
all stated that being a woman 
in Hebron was a handicap for 
finding work because the town 
was traditional. Some had 
graduated but were not 
encouraged to work. 
The engineering students had 
applied for work in the Gulf 
but were turned down1 in 10 
only get work there. 
⦿51% of girls in Hebron get 
married by the age of 18. 
⦿Some men present can’t get 
married till they can find jobs 
to pay for marriage. They are 
frustrated by having no work. 
⦿When women graduates do 
find work they are paid less 
than men, but do the same 
jobs.
⦿In Hebron much of small 
business and trade has been 
destroyed by cheap Chinese 
goods which now flood the 
market.
⦿Women are as good as men 
and generating their own 
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SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
Assessments and Focus 
Groups 
Partner and Private Sector 
Assessments
Public Sector
Assessment 
businesses if they are given 
the chance, but women have a 
harder time getting credit to 
start. 
⦿The whole 
entrepreneurship element 
needs supervising from 
beginning to end, or it won’t 
work.
⦿Without access to seed 
money and loans youth won’t 
succeed in generating their 
own businesses. 
⦿There is a need to think 
creatively about credit for 
youth. 
⦿PPU youth suggested 
something like a Youth owned 
and run Cooperative Credit 
Lending Association. 
⦿PPU grads listed the 
following training problems: 
Training too intense, but also 
too short; Training needs to be 
timed clear of exams; Training 
time management poor; 
Training materials delivered 
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SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
Assessments and Focus 
Groups 
Partner and Private Sector 
Assessments
Public Sector
Assessment 
late, or not at all; Training 
courses they want to attend 
often run in parallel. 
⦿At Beth U. grads thought 
life-skills, service learning and 
business plan development 
were very useful. 
⦿BU Academic Deans 
welcomed the YED courses, 
and saw the need to fill a gap.
⦿At BU the alumni 
association played an 
important role connecting 
grads to jobs.
⦿With MOL & GIZ help 
they were about to establish a 
new Career Center.
⦿The YED courses helped 
students think out of the box 
and change their attitude 
toward jobs.
A BU grad who won the 
business plan prize was about 
to start an online computer 
service company, but lacked 
the credit to get started. 
⦿BU thought the public 
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SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
Assessments and Focus 
Groups 
Partner and Private Sector 
Assessments
Public Sector
Assessment 
sector should also get involved 
in internships since they 
needed better educated and 
trained staff.
⦿Small business start-ups 
were hampered by a poor 
economy and Pal’s occupied 
status. 
⦿YED training should more 
strongly emphasize gender 
rights and gender equality in 
business.
⦿If BU were offered another 
grant they would take it and 
use it to strengthen service 
learning and career 
counseling.
⦿Rural youth aren’t able to 
take advantage of internships 
because many jobs are in far￾away towns.
 
 
 
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SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
Assessments and Focus 
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Partner and Private Sector 
Assessments
Public Sector
Assessment 
 
2.How relevant 
are these 
objectives to the 
PA national 
development 
objectives and 
priorities, 
USAID’s areas of 
interest and the 
needs of 
beneficiaries 
(both YSIs and 
youth)?
⦿YSI program coordinators in Sharek, 
INJAZ, Leaders and universities like 
Bethlehem, Nablus, Al Quds, all stated that 
they worked with PA ministries when 
collaboration was needed.
⦿YSIs with educational programs were 
closely involved with the MOE since the 
education ministry was responsible for 
education policy, legislation and control.
⦿Sharek and Leaders thought the PA 
should be more involved in youth 
employment and that a closer coordination 
between YED and PA ministries is 
desirable if the problem of youth 
unemployment is to be resolved nationally. 
⦿The development of school level career 
guidance and counseling services needs to 
be coordinated through the MOEHE’s new 
Counseling Unit, and the local education 
authorities.
⦿Us advised the PA convene a National 
youth Employment Donor Roundtable to 
coordinate all donor programs under one 
umbrella.
⦿The grant placement process needs to 
⦿Graduate respondents and 
FG participants thought it was 
important to work more 
closely with the PA, especially 
now that the new NDP 
prioritizes youth employment. 
⦿BU and Nablus FG 
participants thought it 
important that the PA change 
legislation to encourage small 
business development in the 
IT and ICT sectors.
⦿AQll YED’s major 
objectives are relevant to the 
PA’s new policies promoting 
youth employment and work 
force training.
⦿Graduates considered the 
gender aspect of the YED 
training important but needs to 
be highlighted. 
⦿Manufacturers need to 
work with the PA to insure 
standards and legal 
compliance.
⦿Commerce and jobs won’t 
grow without PA help in 
accessing EU markets.
⦿Companies are starting 
internship training in response 
to the PS’s call for the PS to 
contribute to employment.
⦿The MOL is working with 
the PS to develop a system of 
national employment centers.
⦿The PA is especially 
relevant in setting national 
standards and monitoring 
quality and relevance of youth 
employment and training 
programs. 
⦿The PA is beginning to 
realize the importance of the 
Priv. Sec. contribution to 
employment and economic 
growth but has still to carry 
out legal reforms. 
⦿There is a need to carry out 
legal reforms to free the 
economy and to encourage 
small businesses to grow. 
⦿Current administrative 
reforms in the PA may help to 
free-up the economy in favor 
of the Priv S.
Many donors and NGOs have 
jumped on the 
entrepreneurship bandwagon 
and need to be better 
coordinated by the PA. 
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be shortened and made more efficient if 
YED YSIs are to meet their 
implementation objectives.
 
3.How 
appropriate is the 
existing 
program’s results 
framework and 
related indicators 
for monitoring the 
project 
performance? 
Would the 
evaluator(s) 
recommend any 
changes or 
additions to the 
indicators that 
could enhance 
IYF’s ability to 
measure YED’s 
results and 
impact?
⦿Some YSIs thought the PMP 
emphasized numbers before quality. Many 
of the numerical targets aren’t realistic 
given the current political, economic and 
social problems created by the Israeli 
occupation.
⦿Long term indicators need to be 
strengthened, if the sustainability of YED 
training and other youth development 
activities are to be emphasized. 
⦿BU, Al Quds U, An-Najah U, PPU, 
Sharek, INJAZ and LEADERS all 
testified to about 9 months of delays in 
their implementation plans due to the 
stoppage of USAID funding in 2012. 
⦿PPU claimed that the suspension of IYF 
funding caused some delays, but was 
worked around; resulting in falling short of 
only 50 trainees from their goal. 
⦿More emphasis on outcome and less on 
output indicators may help YED to 
strengthen the qualitative aspects of the 
project’s objectives. 
⦿None of the youth 
interviewed were familiar with 
the YED project, or IYF’s 
supervision of YED’s 
implementation plans. 
⦿Private sector YSIs like 
PICTI was working to meet 
the PMP goals and seemed to 
be meeting their YED 
obligations.
Private companies taking on 
YED interns were, when 
working with Us like Najaz, 
PPU, and Al Quds monitoring 
internships in keeping with Us 
requests and YED’s standards.
⦿The PA ministries visited 
were not familiar with YED’s 
objectives, or implementation 
plans. 
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Public Sector
Assessment 
⦿Only PPU stress the need to develop 
stronger internship service tracking 
procedures and stressed the need for 
clearer PMP indicators to do this. 
 
4.What are the 
main lessons 
learned from the 
project 
performance thus 
far in terms of 
helping partner 
YSIs to design 
and implement 
projects that 
incorporate best 
practices in 
employability, 
entrepreneurship 
and/or service 
learning for 
youth?
⦿USAID funded youth projects need to 
work together, if they are to make any 
lasting impact on the youth employment 
problem in PAL. 
⦿USAID’s vetting policies may be 
impeding YED’s and other USAID funded 
projects from gaining the support needed to 
maximize impact and build the strong 
partnerships needed to deal with the 
national youth employment problem. 
⦿M&E services need to be strengthened 
to the lowest level in the training chain, if 
YED’s training is to make a long term 
difference in the way YSI’s impact youth 
employment.
⦿Training that is tailored to real PAL 
market needs is more effective than generic 
cutter training approaches brought in from 
abroad.
⦿Training that is skills intensive needs to 
be of longer duration than it is now. 
⦿Youth benefitting from 
YED grant driven training 
want more emphasis put on 
practical hands-on training and 
internships.
⦿University students want a 
more flexible approach to 
training to enable them to do 
their course work and do 
internships.
⦿Us need more trained 
career guidance staff to meet 
the growing student demand 
for career guidance services in 
all Us in PAL. 
⦿U graduates said that youth 
were not included in the 
design, planning and delivery 
of training programs, and 
should be in future. 
⦿BU, Nablus and Al Quds 
graduates thought it was 
⦿More companies should be 
persuaded to provide paid 
internships.
⦿PA tax inducement-s to the 
PS for taking on interns, or 
apprentice-ships may work. 
⦿Graduates may have to 
realign their career priorities 
to fit the demands of a real 
market. 
⦿The impact of YED 
training and other support 
activities would be improved 
if IYF worked in trying to 
support the PA’s NDP youth 
employment strategies.
⦿USAID may be more 
effective if youth employment 
and other youth training 
programs were more closely 
aligned to the PA’s new NDP.
⦿Requests from PA DGs in 
the ministries of Labor, 
Education and planning for 
closer cooperation with 
USAID in the youth training 
and employment areas, would 
be welcomed. ⦿USAID help 
in the development of school 
career counseling services 
received a special request 
from the MOEHE’s new DG 
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SOW Question YSIs Assessments and Involvement Youth Beneficiaries 
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Public Sector
Assessment 
⦿A case study training approach may 
help to make university graduate career 
and employment training more immediate 
and relevant.
⦿Create an easier less bureaucratic access 
to seed-funding for youth businesses by 
working with the PA to create a National 
Youth Credit Cooperative, managed and 
run by youth. 
⦿Smaller YSIs may need additional 
technical and financial support to be able 
to meet their YED project’s service 
delivery targets. 
⦿IYF’s training support should not only 
be up-front but long term and for the 
duration of the project.
⦿The key elements of employability, 
entrepreneurship and service learning 
should be taught at the high school level 
before university, for sustainable 
outcomes. 
⦿To maximize grant impact YED should 
be used more flexibly to meet actual local 
job market needs, or to fill training gaps in 
the actual labor market. 
⦿The following missing elements in the 
important to stress the need to 
give youth a real voice in 
national decision making 
process to strengthen the 
democratic process. 
⦿The current PA was still 
led by the “old guard” who are 
reluctant to cede decision 
making to the new younger 
national majority. 
⦿Labor market information 
should be shared more widely 
by the PA and businesses to 
enable NGOs and youth to 
find jobs. 
for School Counseling 
Services. 
⦿YED pilot programs can 
only be taken to scale 
successfully with support from 
the PA and ministries like the 
MOE and MOL. 
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YED design may need to be addressed if 
there is a next phase: develop a youth 
economic development plan; emphasize 
more accountancy training; focus on 
needed technical skills training; training in 
land ownership and management; allow 
training to be given to a broader age range 
of trainees. 
⦿There may be a need to rethink the 
relevance and impact of the 3 major CSP 
components before entering Phase III. 
How relevant is entrepreneurship training 
and attendant activities, for the PAL 
context? 
Financial management procedures need to 
be more strongly emphasized in the initial 
training.
⦿Smaller YSIs still need more project 
management training to be effective 
implementers of the YED agenda. 
⦿CSP training strengthened YSIs 
knowledge and understanding for the need 
to train in entry skills.
⦿Rural partners complained that the CSP 
training was biased toward formal sector 
markets and needs to include more on 
informal sector jobs.
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⦿The MOU signed between Najah U and 
LEADERS has proved very productive and 
well received. 
⦿A Najah U Alumni Career Center is 
impressive and was started in 2005 
supported by Alumni and now serves 33% 
of Najah U students. 
The IYF supported Tamheed Counseling 
Certificate was appreciated in helping align 
individual characteristics to job needs. 
⦿92.7% of Najah U. students surveyed 
through the University’s guidance program 
thought just finding a job was not enough, 
they wanted a better quality of life too.
⦿Some YSIs said they had had proposals 
for grants turned down without any clear 
explanation. 
⦿Sharek’s STEP mobile youth service 
reaches youth in remote rural areas with 
training and services and currently has 
73% women participants. 
⦿LEADERS led Website Sales Sites 
training at Al Quds is well received and an 
important innovatory aspect of part of 
graduate business training at the Al Quds 
IT Center of Excellence.