March 11, 2018 This publication was produced at the request of the United States Agency for International Development. It was prepared independently by Soheir El Sherif, with contributions from Vicki Roberts, Atef Aly, Mohamed Azab, Maha Abdel Halim, Fayez Nasr and May Gadalla under The QED Group, LLC Egypt SIMPLE project. Authors:. Workforce Improvement and Skills Enhancement (WISE) Midterm Performance Evaluation MIDTERM PERFORMANCE EVALUATION OF THE WORKFORCE IMPROVEMENT AND SKILLS ENHANCEMENT ACTIVITY (WISE); TECHNICAL ASSISTANCE, TRAINING ACTIVITIES AND CAPACITY BUILDING March 11, 2018 Task Order AID-263-I-15-00001/72026318F00001 COVER PHOTO: El Qusseir Advanced Technical Hotel School in El Qusseir, Red Sea Governorate. Photo courtesy of Vicki Roberts. DISCLAIMER The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States government. ACKNOWLEDGMENTS The Services to Improve Performance Management, Enhance Learning and Evaluation (SIMPLE) evaluation team was tasked with conducting the midterm performance evaluation of USAID/Egypt’s Workforce Improvement and Skills Enhancement (WISE). We would like to thank all those organizations and individuals who contributed to our understanding of this USAID-funded activity. In particular, the team would like to thank Management and Training Corporation’s WISE implementing team for its support in coordinating site visits, and introducing the evaluation team to key activity￾related stakeholders in Cairo, Alexandria, Aswan, Ismailia, El Quesseir, Hurghada, Port Said, and Red Sea governorates. The team wishes to thank the members of the Ministry of Education and Technical Education (MoETE) and the National Authority for Quality Assurance and Accreditation for Education (NAQAAE) who made themselves available to explain to the team their vision, roles and responsibilities, and experiences with WISE. The alliance between the USAID Office of Economic Growth, WISE, MoETE, andNAQAAE has been a model of cooperation and exchange. We wish them the best as they continue to lead educational reforms in government. WISE field officers should also be recognized formally for their coordination of field visits to schools and private sector firms in Alexandria, Aswan, Ismailia, Port Said, and Red Sea. In addition to visiting nine business firms, the evaluation team spent from one to two days at each of the twelve targeted technical, vocational education training schools (TVET). The enthusiasm and determination of management and staff to assist students, professionally develop their teachers, and improve systems was encouraging. Officers in the School Unit for Transition to Employment (SUTEs), Local Unit for Transition to Employment at the governorate level (LUTEs), and Central Unit for Transition to Employment at the ministry level (CUTEs) graciously introduced us to currently enrolled students and graduates, key officers, and employers in all five of the aforementioned governorates. We were well informed by the district school staff, private sector managers, currently enrolled students, employed graduates, and job￾seeker graduates. The support and guidance for the evaluation team from USAID was invaluable. We would like to thank especially Rasha Hakim, WISE contract’s COR. Agreement Contracting Officer’s Representative (ACOR, Office of Economic Growth), who met with the evaluation team to provide background documentation on the activity and coordinate, as needed, with the ministry and implementing partner. The team also thanks Seba Auda, Indefinite Delivery/Indefinite Quantity (IDIQ) contract AID-263-I-15- 00001 Contracting Officer’s Representative (COR). Finally, the evaluation team thanks the devoted School Unit Transition to Employment managers, school staff, WISE technical consultants, business organizations, and the governorate senior officers for showing us how the WISE capacity building and support systems operate, and sharing with us their opinions for future improvements. TABLE OF CONTENTS Acronyms .......................................................................................................................................................................i Biographies .................................................................................................................................................................. iii Executive Summary .......................................................................................................................................................v Introduction...................................................................................................................................................................1 Evaluation Purpose & Evaluation Questions..................................................................................................................1 Activity Background.......................................................................................................................................................2 Evaluation Methods & Limitations.................................................................................................................................5 Evaluation Question 1a: How effective has the capacity building provided to the Transition to Employment Units been with regard to improving the skills of the teachers?........................................................................................................9 Evaluation Question 1b: How effective has the capacity building provided to the Transition to Employment Units been with regard to improving the skills of the students through career guidance and entrepreneurship? ...............................11 Evaluation Question 1c: How effective has the capacity building provided to the Transition to Employment Units been with regard to creating more linkages between the schools and the private sector through the employment and Labor Market Information Department under the Transition to Employment Units?...............................................................17 Evaluation Question 1d: How effective has the capacity building provided to the Transition to Employment Units been with regard to establishing a system of sustainability through the Local and Central Units for Transition to Employment? .................................................................................................................................................................................20 Evaluation Question 2a: To what extent do WISE interventions in the areas of workforce skills, productivity upgrades and improvements in human resource strategies (3R) contribute to improving the efficiency (e.g., labor productivity, workers’ turnover) of participating firms?..................................................................................................................................21 Evaluation Question 2b: Does the current M&E system provide necessary data to estimate the benefits stream from these interventions as compared to cost? ....................................................................................................................22 Evaluation Question 2c: If not, what additional data need to be tracked? .....................................................................23 Evaluation Question 3a.1: Are the activity’s initial assumptions and operating environment still valid; i.e., does the bilateral relationship between the GOE and the USG remain positive and fully collaborative? .....................................................23 Evaluation Question 3a.2: Are the activity’s initial assumptions and operating environment still valid; i.e., does the GOE maintain trained teachers and implement a sustainability plan?...................................................................................24 Evaluation Question 3a.3: Are the activity’s initial assumptions and operating environment still valid; i.e., does USG assistance to the private sector remain unimpeded by new GOE regulations? ...............................................................24 Evaluation Question 3a.4: Are the activity’s initial assumptions and operating environment still valid (i.e., are funding/resources available to implement planned interventions)? ................................................................................24 Evaluation Question 3b: What parts [of the WISE Activity] are doing exceptionally well and which face challenges? ......24 Evaluation Question 4a: To what extent did the project succeed in addressing gender gaps?.........................................27 Evaluation Question 4b: To what extent did the project succeed in enhancing the economic empowerment of women?..28 Evaluation Question 5a: How much value did the interventions under Result B (improved skills and productivity of the workforce in selected governorates and economic sectors) create and contribute to the assisted firms?..................................................29 Evaluation Question 5b: Did the value created by interventions under Result B outweigh the cost? ................................32 ANNEXES......................................................................................................................................................................1 Annex I: Evaluation Statement of Work .......................................................................................................................2 Annex II: Tables and Graphs .......................................................................................................................................17 Annex III: Evaluation methods and limitations ............................................................................................................95 Annex IV: Data Collection Instruments....................................................................................................................101 Annex V: Data Collection Schedule ..........................................................................................................................256 Annex VI: List of WISE Phase I TVET Secondary Schools........................................................................................258 Annex VII: Selection Criteria and Technical Schools Selected for WISE Midterm Performance Evaluation............259 Annex VIII: Bibliography ............................................................................................................................................262 Annex IX: Timeline....................................................................................................................................................268 Annex X: USAID Criteria to Ensure Quality of Evaluation Report..........................................................................278 i Acronyms 3R Recruit, Retrain and Retain ABA Alexandria Business Association ACOR Agreement Contracting Officer’s Representative (USAID) CAPMAS Central Agency for Public Mobilization and Statistics CBA Cost-Benefit Analysis CUTE Central Unit for Transition to Employment DEC Development Experience Clearinghouse DO Development Objective ECP Egypt Competitiveness Project ER Ebdaa Rehletak (“Start Your Journey”; a program that supports out-of-school job seekers in WISE-supported economic sectors and governorates and connects them to factory-based training and jobs EFIA Egyptian Federation of Investors’ Associations ENCC Egyptian National Competitiveness Council EPC Economic Partnership Council ERU Ebdaa Rehletak Unit FEI Federation of Egyptian Industries GD Group Discussion GIZ German International Cooperation Agency GIZ-EPP Employment Promotion Program of GIZ GOE Government of Egypt HR Human Resources ILO International Labor Organization IR Intermediate Results IT Information Technology KII Key Informant Interview KPI Key Performance Indicator LCP Local Compensation Plan LUTE Local Unit for Transition to Employment MIIC Ministry of Investment and International Cooperation MoETE Ministry of Education and Technical Education MoLD Ministry of Local Development MOU Memorandum of Understanding MSME Micro, Small and Medium Enterprise MTC Management and Training Corporation MTI Ministry of Trade and Industry NAQAAE National Authority for Quality Assurance and Accreditation for Education NCERD National Council for Education Research Department NGO Non-governmental Organization OEG Office of Economic Growth PAU Policy Advocacy Unit PIP Productivity Improvement Program RFTOP Request for Task Order Proposal RMG Ready-Made-Garments SDS Sustainable Development Strategy SIMPLE Services to Improve Performance Management, Enhance Learning and Evaluating SMART Specific, Measurable, Accepted, Relevant and Time-bound ii SME Small and Medium Enterprise SO Strategic Objective SOW Statement of Work SUTE School Unit for Transition to Employment TAR Training Achievement Record TOCO Task Order Contracting Officer TOT Training of Trainers TVET Technical and Vocational Education and Training UNIDO United Nations Industrial Development Organization USAID United States Agency for International Development USG United States Government VTEC Vocational Training and Employment Center WISE Workforce Improvement and Skills Enhancement iii Biographies Soheir El Sherif is an economist with 35 years of experience in socioeconomic research, capacity building, and project evaluation (ex-ante, ex-post, and midterm). She holds a PhD in project evaluation methodologies and empirical analysis. She is an expert on applying national and sector-level cost-benefit (CBA) and cost-effectiveness (CEA) analyses. In the field of education, she was engaged in the evaluation/CBA of programs sponsored by the World Bank (Early Childhood Education) and USAID (Higher Education – LEAD Program). She worked on several projects sponsored by bilateral and multilateral development organizations, including: USAID, CIDA, DFID, GIZ, Netherlands Dev. Agency, SDC, KfW, JETRO, EC, WB Group, UNDP & UNIDO. Vicki Roberts is a specialist in TVET and quality frameworks. She has over 25 years of experience in business development, capacity building, project monitoring and evaluation (M&E), education frameworks, vocational education accreditation, teacher training, curricula development, training and assessment evaluation, and quality education outcomes. She holds a PhD in Education, and a Master’s in Online Learning, as well as qualifications in VET, leadership, human resource management, accounting and auditing of quality management systems. Since 1992, Vicki has helped public and private organizations establish and ensure quality outcomes through systematic approaches. She has served as Team Leader and technical advisor on international funding bodies’ (ADB, AUSAID, USAID and World Bank) education and policy projects involving youth, women, the long-term unemployed, disadvantaged and disenfranchised groups, as well as previous country-wide education M&E projects funded by USAID in Afghanistan and Egypt. Atef Aly has over 22 years of experience as a TVET Specialist, He has extensive experience in VET system reform, TVET policies, VET system auditing, conducting market surveys, developing M&E procedures for training centers and technical secondary schools, adolescent and adult learner teacher training, strategic framework development, designing quality management systems, managing the implementation of training schemes, and career guidance. In Egypt, Atef conducted a study on adult learning (lifelong learning) with the European Training Foundation (ETF), and established TVET public￾private partnerships (PPP) with TVET1. Mohamed Azab is an evaluator with 16 years of experience in socioeconomic research, capacity building, and project evaluation in a number of sectors including education, technical education, value￾chain in industry, sustainable low-cost eco-housing and green businesses, Women’s Equality through Economic Empowerment (WEEE), and urban development and slums. He has experience in managing evaluations for international organizations (UNDP, Save the Children, Plan International, Handicap International) and Egyptian ministries (Ministry of Education, Ministry of State for Urban Development and Slums, Ministry of Industry, and Ministry of Health). He holds a Master’s Degree in Governance and a Master’s Degree from Coady Institution in Community Leadership. Maha A. Halim has 18 years of experience in development work that focuses on project management and planning, M&E projects, communication, social and community accountability evaluation research and building individual and organizational capacity. Maha’s Egyptian experience includes consulting for international organizations such as American Development Foundation, Infonex, Midwestern Universities Consortium for International Activities, Save the Children, UN World Food Program, Family Health International 360 and Catholic Relief Services. She has also consulted for UN Women, Care International, and Handicapped International. iv Fayez Nasr has more than 52 years of experience in TVET, including 39 years in PVTD/MoTE, and a role as the Undersecretary of Vocational Training Affairs. During this period, he shared, supervised, and followed up on all activities related to training of trainers, apprenticeship, establishing new VTCs, and other actions on projects involving ILO, GIZ, KOICA, JICA, and USAID. Recently, Fayez worked with GIZ/MKI and TVET1/EU for six years and CRS/USAID. He is a member of the Engineering Syndicate, has represented the MoTI on Management Committees, and represented TVET1 in the Function/IDSC committee. May Gadalla is an Assistant Professor at Cairo University, Faculty of Economics and Political Science. She holds a PhD in Biostatistics from the University of California, Los Angeles, and a Master’s degree in Statistics from Cairo University. She is also a research associate at the Economic Research Forum (ERF Middle East), Cairo, Egypt. She has 25 years of experience in the field of quantitative and mixed method analysis which included statistical consultant work for the World Bank, UNFPA, ERF, Social Research Centre (SRC American University), Population Council (Middle East), and USAID, Deputy Director at the Center of Economics and Financial Studies, Cairo University, Head of the Social Justice Observatory at the Social Contract Centre and Senior Program Officer at the Population Council (Middle East). She has led teams in conducting and supervising national surveys, and conducted capacity building workshops in monitoring and evaluation, impact evaluation, advanced statistical tools, and survey methodologies. Mahmoud Kamel is an interpreter of English and Arabic languages. He holds a Ph.D. and MA in Translation and Interpretation in English and Arabic Languages. Mahmoud has 32 years of experience in translating, interpreting and teaching translation and interpretation at the university level. He has worked as an interpreter with the United Nations, the League of Arab States LAS, the African Union AU, Egyptian TV and Radio, Saudi TV and Radio as well as many conference organizers in Egypt. Mahmoud is a Professor and Head of English Language, Translation and Interpretation at the Academy of Arts, Egypt. He has published a number of books on translation and interpretation, an English Arabic dictionary and numerous research papers. Hanan Shawky is an Administration, Human Resource (HR) and Logistics Coordinator. She has over 15 years of experience with NGOs, donors' projects (USAID, EU, GIZ), and governmental organizations. Hanan has solid experience in overseeing daily administration and providing logistical support for M&E project activities including management of budget/expenditure reports, coordination and following-up on project actions and handling of all goods and services procurement arrangements in accordance with donors' procedures and regulations. v Executive Summary Over 800,000 new job seekers enter the Egyptian labor market annually, but businesses have not kept pace with the number of jobs needed. The Central Agency for Public Mobilization and Statistics (CAPMAS) reported an unemployment rate of 5.2 percent in 1980. By the fourth quarter of 2016, it had risen to 12.4 percent, and currently stands at 12 percent (first quarter of 2017). The relatively low employability of Egypt’s youth is a recognized constraint to economic growth. To address this constraint, USAID/Egypt is collaborating with the Ministry of Education and Technical Education (MoETE) and the Ministry of Trade and Industry (MoTI) to improve technical secondary education to meet the needs of the job market. EVALUATION PURPOSE AND EVALUATION QUESTIONS This midterm performance evaluation examines the effectiveness of the WISE interventions implemented by the Management and Training Corporation (MTC), in particular, those related to upgrading technical education, and improving labor productivity and human resource management at the firm level, as measured by outcomes and perceptions of beneficiaries and stakeholders. The evaluation offers recommendations on how to address current challenges and strengthen WISE activity best practices and successful achievements to date, and inform activity implementation in the remaining 2017- 2018 performance period, and 2019 option year. ACTIVITY BACKGROUND The Workforce Improvement and Skills Enhancement Activity (WISE) contract focuses its technical assistance and training activities on improving labor skills, creating job opportunities, promoting innovation, and advocating for necessary policy and regulatory reform related to human capital development. It also aims at reducing the current skills mismatch and improving labor productivity and employability especially among the youth and females. WISE is also partnering with the Federation of Egyptian Industries (FEI) to improve the performance of the private sector through training in improved human resource strategies that reduce staff turnover, as well as building the capacity of business associations to advocate for reforms related to labor market efficiency. EVALUATION QUESTIONS The evaluation seeks to answer five questions focusing on (a) capacity building for Transition to Employment Units (TEUs), and (b) technical assistance and training to private firms in Alexandria, Port￾Said, Ismailia, Red Sea, and Aswan. EVALUATION DESIGN, METHODS AND LIMITATIONS The evaluation team used a mixed methods approach for answering the midterm performance evaluation questions. The use of mixed methods enables triangulation of qualitative and quantitative data of the subject under study, thereby strengthening the validity, reliability, and integrity of the observed findings. By mixing both quantitative and qualitative results, the evaluator offsets weaknesses inherent in using a singular approach. A total of 1,740 individuals were consulted in Cairo and five project intervention governorates (Alexandria, Ismailia, Port Said, Red Sea, and Aswan) from December 2 through December 20, 2017. vi Key informant interviews and group discussions were held with 538 individuals, while 1,202 stakeholders and/or beneficiaries were surveyed. Data were collected in five governorates (Alexandria, Ismailia, Port Said, Red Sea, and Aswan) from December 2 through December 20, and supplemental telephone interviews were held on December 24, 26, and 27, 2017 in order to mitigate then emerging risks associated with low response rates among graduates. QUANTITATIVE DATA SOURCES The evaluation team used five paper and pencil surveys for collecting primary quantitative data derived from a purposive sample of beneficiaries and service providers, resulting in the following sample sizes: 1. Currently enrolled students in grades 1, 2, and 4 (n=712) from 12 technical schools (4th grade is available only in the 5-year schools). 2. Available SUTE officers/teachers from the 12 technical schools (n=138). 3. Non SUTE teachers from the 12 technical schools (n=259). The first three surveys were conducted face to face with the participants. 4. Graduates and individuals from the surrounding community (n=63), who were employed through SUTE. A subset filled out the questionnaire face-to-face, and some were interviewed by phone. 5. Job seekers (n=28) who approached SUTE for a job, but who were not yet hired through SUTE. This whole sample was interviewed by phone. SAMPLE SELECTION A purposive school sample selection was conducted in two stages. The first stage was a non-random selection of 12 WISE-assisted technical schools from a candidate pool of 32 Phase I schools (equivalent to 37.5%). Six schools were excluded from selection due to (a) unnecessarily high-risk security/safety considerations (Qantara Sharq Industrial Secondary School in Ismailia), (b) certain schools (El Batoul Technical School in Port Said and Gamal Abdel Nasser Technical Secondary School in Port Said) did not receive full support until project implementation Year 2 (November 2016 - January 2017), and (c) technical training programs in renewable energy and/or logistics were in the initial stages of roll out (Alexandria Advanced Technical School in Alexandria, Heavy Equipment Technical School in Ismailia and Mohamed Saleh Harb Advanced Technical School in Aswan). Notwithstanding, the number of schools selected from a given governorate was directly proportionate to the geographic distribution of the remaining 26 WISE-assisted Phase 1 technical schools. However, a minimum of two schools were selected from each governorate. The second stage of sampling targeted (1) currently enrolled students in each selected school, (2) SUTE officers within each selected school, and (3) teachers who are not in the SUTE unit (non-SUTE teachers) within each selected school. Although the entire population of SUTE officers was targeted, only 30 students from each of the grades 1, 2, and 4 (where applicable) were targeted. A sample of 30 non￾SUTE teachers from each school was targeted. A non-probabilistic purposive sample was used to select the students’ and non-SUTE teacher samples. To the extent possible, enumerators sought to achieve gender balance. vii DATA COLLECTION In-person surveys were conducted during field visits from December 2 to December 20. Owing to the difficulties in accessing graduate job seekers, and the few number of employed graduate questionnaires received in the field, lists of graduates' contacts were requested of and provided by SUTEs and LUTEs during the field visits. The lists included graduate job seekers who applied for SUTEs while searching for jobs, and employed graduates by SUTEs in factories/companies. LIMITATIONS ENCOUNTERED A general limitation was reliance on a non-probabilistic purposive sampling approach, which does not permit the use of in-depth statistical inferential analysis. In addition, there was a possible selection bias associated with interviewees being provided by SUTE coordinators. RECOMMENDATIONS FOR END-OF-TERM RIGOROUS EVALUATION DESIGNS For employing statistical techniques for an end-of-term evaluation of the WISE project using rigorous statistical analyses, it is recommended that a sampling strategy based on a representative sample of project-related stakeholders/beneficiaries be designed, using either a stratified sampling or cluster sampling technique. Stratified sampling distributes the sample among the population’s characteristics of interest. It implies that the portion of each characteristic from the overall sample (n) is determined by its weight in the population. Cluster sampling implies dividing the targeted population, to the extent possible, into clusters across homogenous elements within that population. A sample would be determined by selecting elements from each and every cluster. In general, it is recommended to follow the cluster sampling technique, as it will likely be more convenient, economical, and practical when targeting geographically dispersed intervention areas. Accordingly, in order to employ statistical techniques, it will be necessary for the project’s collaborating partners to identify and maintain updated records of the known universe of targeted individuals/groups to support a randomized representative sample selection of beneficiary groups to be studied; i.e., SUTE officers, non-SUTE teachers, LUTE managers, students currently enrolled in grades 1, 2 and 4, graduates, and/or other groups of interest. By utilizing a randomized representative sample, evaluators are able to generalize findings about the overall population, and depend less on non-probabilistic purposive sampling techniques and their associated limitations on generalizability. FINDINGS, CONCLUSIONS AND RECOMMENDATIONS Evaluation Question 1: How effective has the capacity building provided to the Transition to Employment Units been with regard to (i) improving the skills of the teachers, (ii) improving the skills of the students through career guidance and entrepreneurship, (iii) creating more linkages between the schools and the private sector through the employment and labor market information department under the Transition to Employment Units, and (iv) establishing a system of sustainability through the Local and Central Units for Transition to Employment? Conclusion 1a: WISE’s capacity-building activities provided managers and officers of the CUTE, LUTEs, and SUTEs with increased and transferrable skills, which they, in turn, shared with non-SUTE teachers resulting in a more effective and professional teaching staff in WISE-assisted technical secondary schools; i.e., peer-to-peer cascading training model. Finding 1a.1: Out of 138 SUTE officers, 95.6% reported receiving training from WISE in one or viii more fields. Finding 1a.2: In key informant interviews and/or group discussions, 100% of SUTE units (n=12) and 100% of LUTE units (n=5) reported that aspects of their personal and professional life improved as a result of newly gained knowledge and skills. These included increased self￾confidence, better communication and coaching skills with students and peers, and improved class management and lesson planning. Finding 1a.3: In the 12 technical schools visited, 95.6% of SUTE officers (n=45) rated WISE training in career guidance as most effective for enhancing their skills. Ninety-four percent rated training of trainers’ (TOT) teacher training (n=50), and 93.3% rated employment and labor market information (n=15) as most effective. Conclusion 1b: Through the Transition to Employment Units’ student soft skills training, guidance counseling, participation in internships and entrepreneurial competitions, the SUTEs were able to effectively impart knowledge, skills and work experience to assist students explore employment opportunities and make more informed career choices . Finding 1b.1: Of the 666 students from grades 1, 2, and 4 who participated in career guidance sessions, 85.0% reported that the material was useful, 11.7% reported a neutral opinion, and 3.3% reported that the material was not useful. As of the date of the fieldwork (3-20Dec18), entrepreneurship sessions have been formally offered to grades 1 and 2 in three and five-year schools. Accordingly, all grade 4 participants surveyed (n=40) elected to voluntarily attend the sessions, despite their not being formally offered to their grade level. Finding 1b.2: Of the 412 students surveyed from grades 1, 2, and 4 who participated in entrepreneurship sessions, 74% (n=303) reported that the material was helpful, 19.% (n=80) reported a neutral opinion, and 7% (n=29) reported that it was not helpful. As of the date of the fieldwork (3-20Dec18), entrepreneurship sessions have been formally offered to grade 2 in three￾year schools, and grade 4 in five-year schools. Accordingly, all grade 1 participants (n=90) have elected to voluntarily attend the sessions, despite their not being formally offered to their grade level Finding 1b.3: Examples of students’ successful entrepreneurial activities were gathered through KII discussions. For example, three winning teams at the NAWAH Social Entrepreneurial Challenge 2017 were from WISE-assisted schools. Recommendation 1b.1: USAID should consider providing supplemental funding to MTC in order to pilot conducting tracer studies, based on statistically representative stratified random samples, of graduated students from WISE-assisted schools across multiple sectors in order to evaluate select TEU model outcomes; including for example, graduated student employment rates, employer retention rates, sector-specific financial compensation, alignment of TVET curriculum with labor market skill requirements, et. al, as well as to enable analyses of gender differentiated results. If pilting proves successful and useful, decisions can be made between USAID and IP on next steps for the current project. Same applies for making decision in future programming by USAID. Conclusion 1c.1: As a result of the capacity-building training provided to the Transition to Employment Units, effective linkages have been established as evidenced by a) signing memorandums of understanding (MOUs) and Letters of Commitment (LOCs) with private sector firms and b) since the ix start of the project (November 2015), a total of 5,707 graduates have gained employment, and 5,363 enrolled students have received in-company training. Finding 1c.1: In the 2017/2018 academic year, a curriculum for pursing a diploma in Logistics was successfully piloted in two WISE-assisted Phase I schools. Further, at the time of the field work (December 2017), the evaluation team was informed that a competency-based Renewable Energy curriculum was currently under development. Finding 1c.2: Some 61.9% of employed graduates surveyed (n=63) reported that SUTEs helped them locate a job in less than a month, 30.2% reported locating a job in two to six months, and 7.9% reported a period of more than six months. Recommendation 1c.1: MoETE should a) build on the advances of the “Logistics” and “Renewable Energy” curriculum development to improve linkages between student skills acquired in TVET training (supply) and private sector needs (demand) for skilled labor and b) introduce additional emerging areas of specialization as requested by the private sector and agreed upon with the MoETE. Conclusion 1d.1: The capacity building of the Transition to Employment unit was effective. However, a sustainable system is dependent on the continual support of the MoETE. Finding 1d.1: On 18 November 2017, the Deputy Minister for Technical Education informed the USAID WISE project manager of the Supreme Council for Pre-University Education’s 26 August 2017 decision to issue a resolutions to facilitate and enhance the activities of the Transition to Employment units; i.e., as part of the institutional restructuring of the Technical Education Sector, the resolution states that the Transition to Employment units are to be institutionalized as sub-divisions of the General Administration for the Centre of Technical Education Development, under the jurisdiction of the Central Administration for Technical Education Development. Recommendation 1.d.1: In line with the institutionalization of the Transition to Employment Units within the Technical Education Sector at the Ministry of Education, sustaining continuous capacity building of SUTE teachers/officers through a formal progressive professional development program in career guidance and entrepreneurship is highly recommended. A well-established mechanism to transfer knowledge among SUTE teachers under the supervision of qualified WISE trainers will help in further upscaling SUTE activities among technical schools while ensuring delivery of high quality trainings. Evaluation Question 2: To what extent do WISE interventions in the areas of workforce skills, productivity upgrades and improvements in human resource strategies (3R) contribute to improving the efficiency (e.g., labor productivity, workers’ turnover) of participating firms? Does the current M&E system provide necessary data to estimate the benefits stream from these interventions as compared to cost? If not, what additional data need to be tracked? Conclusion 2a.1: Results of the 3R and PIP interventions are not measurable. This is due to: (a) the relatively early stages of implementation (of the action plans drawn up by the 3R consultants), and (b) the absence of SMART key performance indicators (KPIs), which – even with the completion of action plans’ implementation – would represent an obstacle to calculating any measurable results. Finding 2a.1: In Year 2, WISE signed agreements with 48 new private sector companies, for a total of 57 companies on one or more of the three programs (3R, PIP, ER). Of nine private x sector firms visited, six have participated in the 3R and PIP programs, one has participated in only the 3R program, and two have not participated in either of the two programs. Finding 2a.2: Through the 3R Program, WISE provided HR basics training for 25 private companies, conducted pre-assessments of those same companies, and implemented 18 interventions. Finding 2a.3: Five companies have provided pulsing turnover data. These indicate that, three to five months from the 3R intervention, the reduction in workers’ turnover averaged 1.6 percentage points. Recommendation 2a.1: WISE 3R consultants and PIP experts should work with the task forces of participating companies to set SMART (specific, measurable, accepted, relevant, and time-bound) key performance indicators (KPIs). These would be monitored and measured throughout implementation of the action plans recommended in the assessment reports that were prepared in the course of the two interventions conducted to date Conclusion 2c: Data of key performance indicators related to the 3R and PIP interventions need to be tracked. Descriptions and examples of those types of data are presented in Annex II, part G2. Finding 2c.1: No key performance indicators have been developed for the 3R and PIP interventions. One exception is the employees’ turnover rate, as set under the ‘Retain’ component of the 3R intervention. Recommendation 2c.1: WISE 3R consultants and PIP experts should work with the task forces of the companies participating in the 3R and PIP interventions to set SMART KPIs for the activities they are implementing as a result of their assessment reports. Systematic and routine monitoring of KPIs should be an integral part of participating firms’ implementation plans. Evaluation Question 3: Are the activity’s initial assumptions and operating environment still valid? What parts are doing exceptionally well and which face challenges? How can implementation be adjusted to address those changes/challenges and speed up the intervention that has lagged behind (if any)? Conclusion 3a.1: Although bilateral relationships with the MoETE and NAQAAE remain positive and collaborative, other bilateral relationships with NGOs, including business associations, are not able to be formed, due to the NGO law. Finding 3a.1: Throughout the KIIs and group discussions, MoETE senior officials (n=12) and the NAQAAE manager expressed satisfaction with and highly praised the USAID-funded intervention. As further evidence that the bilateral relationship between the GOE and the USG is positive and fully collaborative, the 18 November 2017 letter from the Deputy Minister for Technical Education, informing USAID of three resolutions issued by the Supreme Council for Pre-University Education to facilitate and enhance the activities of the Transition to Employment Units, begins with the opening phrase, “Within the framework of our fruitful and continuous cooperation.” Conclusion 3a.2: The WISE Activity’s critical assumption regarding “USG assistance to the private sector remains unimpeded by new GOE regulations” is no longer valid. xi Finding 3a.2: Private sector firms are indirectly affected by the delay in the issuance of the NGO Law Executive Regulation (Law No. 20 of 2017, the Law of Associations and Other Foundations Working in the Field of Civil Work) and the associated uncertainties that the delay conveys. Entities directly affected include business associations and NGOs providing services to the private business sector (e.g., advisory and advocacy organizations, and other business-related think tanks). The NGO law has had a direct, negative impact on the ability of WISE to assist the private sector through strategic alignments and MOUs with associations such as Egypt National Competitiveness Council (ENCC) and Egyptian Federation of Investors Association (EFIA). Conclusion 3b.1: Select interventions are generating positive results, while others face challenges. Finding 3b.1: Aspects of WISE interventions doing exceptionally well include: • Change in student behavior as a result of career guidance and entrepreneur skills training (KIIs and GDs). • Approval and implementation of logistics and renewable energy curricula. Industry input in the development of competencies ensures alignment with industry needs, thereby improving job seekers’ opportunities for gainful employment and suitable internships. • Development of industry based curricula for other specialties is a paradigm shift for MoETE. • Improvements in SUTE and non-SUTE teacher techniques/performance as a result of training (KIIs and GDs). • Cooperative development between WISE and NAQAAE of a manual to rate the quality standards of technical education schools. • Developing and publishing the Directory for Entrepreneurs and guidelines for technical school students. Conclusion 3b.2: As measured by progress on performance indicators, overall performance on WISE interventions demonstrates mixed results. Result A activities have exceeded their targets with a 172% demonstrated performance. Result B activities have nearly achieved their targets with a 79% demonstrated performance, whereas Result C activities lag behind with a 50% achievement of planned targets. Finding 3b.2.6: Result C reports 50% achievement of its targeted performance. Achievement varies among the eight performance indicators. Activities related to the completion of the (1) labor market study, (2) EPC model, and (3) study tour report have all been achieved. However, the following performance indicators have significantly lagged behind: (1) the institutional setup of the Policy Advocacy Unit, (2) selection criteria and operational guidelines for member associations of the Policy Advisory Group, (3) defined role, strategy, and implementation plan of the Policy Advocacy Unit, (4) EPCs established in selected governorates and (5) documentation of EPC meeting minutes. Multiple stakeholders contend that a major impediment to the effective and timely implementation of Result C activities has been the delay in the issuance of the Executive Regulations of the NGOs Law. Challenge: Planned productivity assessments and implementation plans for select Result B private sector firms were not achieved due, in part, to the limited labor market supply of well￾qualified productivity experts. This resulted in a relatively slow pace of progress in PIP activities. A contributing factor to the slow progress is the limited supply and unanticipated high cost of (exceeding USAID local compensation plan [LCP] limits) productivity assessment subject matter experts. xii Mitigation Strategy: MTC may wish to consider a cost-share solution for billing for 3R and productivity assessment subject matter experts at the prevailing market rate to help cover the true cost of service. Challenge: There are challenges with assistance to selected NGOs/associations in developing strategies to advocate for policy reforms related to labor market efficiency. The new NGO law is creating uncertainties among all stakeholders of development initiatives in Egypt. Since the Executive Regulations of the Law are still under preparation, such uncertainties and delays of collaborative assignments with NGOs (e.g., ENCC, NCHRD, and EFIA) remain unresolved. Mitigation Strategy: Given the delay in the issuance of the Executive Regulations of the NGO Law, MTC should explore alternative strategies to advocate for policy reforms addressing labor market efficiencies in closer collaboration with government entities. Evaluation Question 4: To what extent did the project succeed in addressing gender gaps and enhancing the economic empowerment of women? Conclusion 4a: Current training programs include, and future training programs are programmed to include gender awareness. Gender awareness among stakeholders (education officers and employers) helps to bridge the gender gap between education and employment. Finding 4a.1: Of the 32 Phase 1 technical schools, 13 are male-only enrollments (40%), eight are female-only enrollments (25%), and 11 are mixed-gender enrollments (35%). When combining female-only and mixed-gender schools, a total of 60% of Phase 1 technical schools (n=19) provide access to female students. Finding 4a.2: At the request of the WISE Project, the MoETE introduced the newly approved specializations of “Renewable Energy” and “Logistics,” into five Phase I mixed-gender technical secondary schools to ensure that girls have an equal educational opportunity to pursue careers in these non-traditional sectors. The Renewable Energy program is offered in two mixed-gender schools in Aswan and in one all-female school in the Red Sea. The Logistics program is offered in one mixed-gender school in Ismailia and one all-male school in Port Said. Finding 4a.3: One hundred percent of employed graduates (n=65) in five group discussions agreed that jobs found by the SUTEs were equally available to males (n=19) and females (n=46). Recommendation 4a.1: To ensure equal access for female students to non-traditional subjects such as “Renewable Energy” and “Logistics, MTC should raise awareness among students, teachers, family, community members, and local employers to actively encourage females to pursue non-traditional TVET specializations. Evaluation Question 5: How much value did the interventions under Result B create and contribute to the assisted firms, and did it outweigh the cost? Conclusion 5a: Both the 3R and PIP interventions have resulted in tangible benefits for the participating firms, albeit at a variable pace and progress. The evaluation team was able to document, through primary and secondary sources of data and information, the benefits of which did, in fact, materialize. However, those data are neither recorded, nor verbally expressed in monetary terms. Thus, a monetized cost-benefit analysis is not possible at the current implementation stage of Result B interventions. Accordingly, the evaluation team has selected an alternative approach to the comparison xiii of monetary costs and benefits, namely, the presentation of case studies. Based on WISE assessments and analyses of the results of the 3R and PIP interventions, case studies have been selected and documented. The rationale for using case studies is to derive proxies and orders of magnitude of the benefits that would be generated for the private sector as results of certain levels of expenditure on activities typical of those performed under Result B interventions. Finding 5a.1: According to WISE reporting on the 3R-related deliverables, implementation of firm-level action plans is underway for 10 firms, whereas six have not begun implementation. Therefore, no measurable results are available at this time, except for turnover pulsing data for five firms. Finding 5a.2: During Year 2, only four firms, out of a planned 25, participated in the PIP intervention. WISE reports attributed the low progress to: “Delays in sourcing qualified productivity experts, which resulted in delays of the assessments and engagement in companies.” Similar to the case of the 3R intervention, though for different reasons, this has resulted in insufficient measurable outputs (not to mention outcomes) of the PIP activities. Recommendation 5a.1: MTC should report routinely (quarterly is recommended) and systematically on implementation results. In this regard, reporting templates could be developed by the subject-matter experts to include quantifiable results for multiple implementation parameters/indicators. Not all parameters/ indicators need be expressed in monetary terms. Select parameters could be related to productivity/ management performance, in terms of (a) output per time or per worker, (b) rate of compliance with quality standards, and (c) industry/location workers’ turnover rate. Monetization can take place in a subsequent step. Recommendation 5a.2: MTC should sign non-disclosure agreements with participating firms to ensure confidentiality of firm-specific results, while guaranteeing anonymity in results reporting. Recommendation 5a.3: PIP interventions need to focus on building the capacities of companies’ productivity task forces and technical/middle managers to monitor lean manufacturing. To date, PIP interventions have addressed only a few of the tools available for doing so. Refer to Annex II, part G2 for a comprehensive listing of 25 tools and corresponding descriptions of the uses and benefits. Knowledge and use of these tools would ensure a greater probability of sustaining intervention results through the rest of the project performance period and beyond project closeout. Parenthetically, it is advisable to develop KPIs for monitoring capacity building of productivity task force personnel and technical/middle managers for advancing this objective. Conclusion 5b: Data on Result B expenditures are available on an aggregate basis. However, data on results (benefits) are not. Therefore, calculations of benefits vis-à-vis costs are not possible at the current stage of Result B interventions. Finding 5b.1: WISE data on 3R and PIP-related expenditures are available on an “aggregate” basis. No disaggregation is currently available by sub-activity (e.g., training, assessment, technical assistance, other) or by firm. At this point in time, the lack of disaggregated data does not adversely affect calculations, owing to the absence of data on corresponding monetary benefits. However, this limitation is worth noting for the purpose of future prospective analyses aimed at comparing costs and monetized/ quantifiable benefits. It is also worthy to note that, given the absence of pre-intervention baseline data, final estimates on the return on investments on Result B interventions will likely be underestimated, unless proxy baselines can be reconstructed. xiv Recommendation 5b.1: MTC should maintain records of expenditures classified by sub-activity and firm. Consider tracking other cost coefficients to help conduct cost efficiency and cost effectiveness, as well as benchmark the cost data over time and on a cross-sectional basis (i.e., across activities). OVERALL CONCLUSION The WISE initiatives are well established in participating schools and private sector firms visited by the evaluation team in Alexandria, Port Said, Ismailia, Red Sea, and Aswan governorates. The results of the midterm evaluation demonstrate improved job opportunities for students and graduates, as well as improved human resource and production systems for participating firms. The training and support given to the Transition to Employment Units has provided a vehicle by which to more effectively align the placement of graduated technical secondary school students in gainful employment with the private sector’s need for up-skilled workers. The USAID-funded WISE interventions have: (1) assisted the MoETE in establishing a systematic approach for increasing technical and vocational education teacher skills and improving teacher attitudes; (2) established Transition to Employment Units at the central, local, and secondary school levels to assist in the development and placement of work-ready graduates with employers; and (3) assisted private sector firms in establishing and/or improving on existing human resource and productivity systems and processes that will likely contribute to overall long-term increased operational effectiveness and profitability. 1 Introduction Egyptian businesses have not kept pace with the number of jobs needed for the 800,000 plus job seekers who enter the labor market annually. The Central Agency for Public Mobilization and Statistics (CAPMAS) reported an unemployment rate of 5.2 percent in 1980. By the fourth quarter of 2016, it had risen to 12.4 percent, and currently stands at 12 percent (first quarter of 2017). CAPMAS measures the unemployment rate as the number of people actively looking for a job as a percentage of the total labor force. The number of unemployed workers reached 3.503 million in the first quarter of 2017, which is equal to 12 percent of the total labor force. This amounted to a decrease of 88,000 unemployed persons (2.5 percent), compared to the fourth quarter of 2016; and a decrease of 118,000 unemployed persons (3.3 percent) compared to the same quarter of the previous year. Refer to Annex II, Figures H.1 and H.2, for charts illustrating Egypt’s unemployment rates and numbers for the period January 2015 to July 2017. On October 12, 2017, USAID/Egypt issued a Request for Task Order Proposal (RFTOP) to QED under the Services to Improve Performance Management, Enhance Learning and Evaluation (SIMPLE) Indefinite Delivery/Indefinite Quantity (IDIQ) contract AID-263-I-15- 00001, requesting that SIMPLE conduct a midterm performance evaluation of the Workforce Improvement and Skills Enhancement Activity of the Office of Economic Growth. The primary audience for the evaluation report is USAID/Egypt senior management, the program office in the Office of Economic Growth and Development, and the Management and Training Corporation (MTC) implementation team. Secondary audiences include the Government of Egypt’s Ministry of Education and Technical Education (MoETE), Ministry of Trade and Industry (MoTI), Ministry of Local Development (MoLD), Ministry of Investment and International Cooperation (MIIC), WISE-assisted Technical Secondary Schools (TSS), Federation of Egyptian Industries (FEI), Egyptian Federation of Investors’ Association (EFIA), and private sector firms benefiting from WISE’s technical assistance. USAID/Egypt will share the executive summary, final report, and recommendations with MoETE and the general public via the Development Education Clearinghouse (DEC) within 90 days of the report’s completion. Evaluation Purpose & Evaluation Questions EVALUATION PURPOSE As per the evaluation statement of work (refer to Annex I), the evaluation examines the effectiveness of the WISE interventions implemented by Management and Training Corporation (MTC), in particular, those related to capacity building and training for stakeholders and counterparts. These interventions seek to (a) upgrade technical secondary education to meet the needs of the market in selected governorates and economic sectors, (b) enhance workforce skills and productivity in selected sectors and governorates; and (c) improve labor market 2 efficiency and advocacy for workforce development. The evaluation offers recommendations on how to address current challenges and strengthen WISE activity best practices and successful achievements to date, and informs activity implementation in the remaining 2017-2018 performance period and 2019 option year. EVALUATION QUESTIONS The evaluation team was tasked with answering the following questions: 1. How effective has the capacity building provided to the Transition to Employment Units been with regard to (a) improving the skills of the teachers, (b) improving the skills of the students through career guidance and entrepreneurship, (c) creating more linkages between the schools and the private sector through the employment and labor market information department under the Transition to Employment Units, and (d) establishing a system of sustainability through the Local and Central Units for Transition to Employment? 2. To what extent do WISE interventions in the areas of workforce skills, productivity upgrades and improvements in human resource strategies (3R) contribute to improving the efficiency (e.g., labor productivity, workers’ turnover) of participating firms? Does the current M&E system provide necessary data to estimate the benefits stream from these interventions as compared to cost? If not, what additional data need to be tracked? 3. Are the activity’s initial assumptions and operating environment still valid? What parts are doing exceptionally well and which face challenges? How can implementation be adjusted to address those changes/challenges and speed up the intervention that has lagged behind (if any)? 4. To what extent did the project succeed in addressing gender gaps and enhancing the economic empowerment of women? 5. How much value did the interventions under Result B create and contribute to the assisted firms, and did it outweigh the cost? Activity Background Many in Egypt seek employment with small and medium enterprises (SMEs). These constitute more than 95 percent of private enterprises. While SMEs account for only ten percent of investment in Egypt and 25 percent of GDP, they generate over 80 percent of private sector employment. A constraint to SME growth is low employability of Egypt’s youth. Secondary education is primarily rote memorization, and technical secondary schools do not provide students with marketable skills to enhance their employability. Further, schools lack linkages with the private sector to prepare students for the needs of the marketplace, and to connect them with employment opportunities. For SMEs to grow, Egypt’s youth must be employable, and the quality of the current labor force must be strengthened. Improving technical education systems, employment skills, and workforce development will enable thousands of youth and women to gain productive employment, and reduce the current skills mismatch. 3 USAID/Egypt initiated the TIPE (Trade and Investment Promotion in Egypt) project to work toward the development objective, “Inclusive Economic Growth Accelerated.” The goal of TIPE is to promote inclusive economic growth, and to improve the competitiveness of the private sector in Egypt through the development of Micro, Small, and Medium Enterprises (MSMEs), entrepreneurship, and workforce skills. TIPE is expected to create new jobs, and generate additional income for Egyptian small business owners, laborers, and entrepreneurs, especially women and youth (15-29 years of age). The project has two sub-purposes: (1) “MSME Development and Entrepreneurship Supported;” and (2) “Technical Education and Vocational Training and Workforce Development Improved.” The WISE contract focuses its technical assistance and training activities on sub-purpose no. 2 (i.e., improving labor skills, creating job opportunities, promoting innovation, and advocating for necessary policy and regulatory reform related to human capital development). It also aims to reduce the current skills mismatch, and improve labor productivity and employability, especially among youths and females. Two prior activities predated and informed the development of the WISE Activity. The first was the Egypt Competitiveness Project (ECP), which operated from October 2010 to June 2014. This project supported comprehensive regulatory reform by supporting the development of a more transparent and business friendly regulatory environment, specifically in commercial law, fiscal decentralization, and budget transparency. Most directly related to the WISE contract, ECP worked to improve labor skills and productivity by bridging labor/business skill gaps, and promoting entrepreneurship. The “Skills to Market” component of ECP was dedicated to improving the quality of technical education in the secondary schools to increase the productivity and employability of beneficiaries. The component worked closely with the Ministry of Education and Technical Education to ensure that the education students receive will lead to improved employment prospects, either in sustainable jobs or self-employment. The second activity relating to WISE was the Grants Innovation and Technology Transfer Center (GITTC) at Alexandria University, which lasted from October 2011 to October 2013. The major activities under this grant focused on training and employing graduates in the food processing sectors, and providing on-the-job training for existing workers in food processing firms. Additionally, the project established innovation clubs inside selected technical schools in many governorates to instill the culture of innovation, and to help potential student innovators develop their ideas. Today, Egypt stands at a critical juncture. Around 19 million young people are unemployed and frustrated by their inability to find work and earn a livelihood. At the same time, the private sector has repeatedly reported the lack of qualified and adequately trained personnel as one of the main problems facing MSMEs. Technical schools and institutes face the greatest challenges in the Egyptian education system, due to inadequate facilities, poorly trained instructors, and a disconnect between the curricula and the needs of the private sector. Other problems include the large number of institutions responsible for vocational training (more than 20 institutions and 14 ministries), and the lack of regular high quality labor market information. More troubling, graduates of technical schools have higher unemployment rates (35% for males, and 41% for females in 2012) than young individuals (12.1% in 2012) (WISE AID-263-C-00002). The objective of the WISE Activity is to enhance the capacity of technical secondary schools 4 and teachers to prepare students for the needs of the job market. WISE seeks to strengthen the performance of the private sector through in-company training and improved human resource strategies that enhance the skills of current workers and increase retention. Through improved public-private dialogue and an economic partnership structure, the activity builds the capacity of business associations and other organizations to identify and address barriers to labor market efficiency at the local and national levels. USAID envisions that the WISE Activity will improve technical secondary education and labor skills, create job opportunities, promote innovation and quality assurance at the school and governorate levels, improve the performance of the private sector though enhanced labor productivity, and advocate for necessary policy and regulatory reforms related to workforce development and labor market efficiency. This activity supports the TIPE goal, “Promote inclusive economic growth and improve the competitiveness of the private sector in Egypt through the development of MSMEs, entrepreneurship, and workforce skills,” by improving skills, labor productivity, and employability of beneficiaries, especially youth and females; promoting innovation and improved performance of technical workforce education; and supporting policy and regulatory reforms related to human capital development in areas where GOE commitment is evident (WISE AID-263-C-00002). Organized by Result, the main activities for WISE include the following: Result A: Upgrade Technical Secondary Education to Meet the Needs of the Market 1. Improving technical secondary education and labor skills to meet the needs of the market by establishing and building the capacity of 60 Transition to Employment Units in 11 governorates, developing two new specialization curricula, training teachers, and linking schools to the private sector. 2. Promoting innovation and quality assurance at technical schools. This will include establishing innovation clubs in 24 technical schools, to be subsequently rolled out by the MoETE to more schools. 3. Establishing partnerships between businesses and technical schools in order for schools to understand the skills needed for employment, create a pool of qualified candidates, and link students with jobs through career centers and employment fairs. Result B: Improved Skills and Productivity of the Workforce 1. Improving the performance of the private sector through enhanced labor productivity gained via training and improved human resource strategies that reduce workers’ turnover; assistance is targeted at 25-50 firms. 2. Building the capacity of the Alexandria Business Association Vocational Training and Employment Center to offer certified training and work opportunities. 3. Improving the skills of selected job seekers through on-the-job training, and linking them with the private sector for employment. Result C: Improved Labor Market Efficiency 1. Building the capacity of business associations to work with government agencies on reforms related to workforce development and labor market efficiency. 5 Evaluation Methods & Limitations The evaluation team used a mixed methods approach to answer the evaluation questions. The use of mixed methods enables triangulation of qualitative and quantitative data on the subject under study, thereby strengthening the validity, reliability, and integrity of the observed findings. By mixing both quantitative and qualitative results, the evaluator offsets weaknesses inherent in using a single approach. A total of 1,740 individuals were consulted in Cairo and five project intervention governorates (Alexandria, Ismailia, Port Said, Red Sea, and Aswan) from December 2 through December 20, 2017. Key informant interviews and group discussions were held with 538 individuals, while 1,202 stakeholders and/or beneficiaries were surveyed. Desk Review The team conducted a desk review of all activity-related qualitative and quantitative materials identified in the scope of work, additional cost benefit TVET-related technical references gathered from a review of the literature, and materials made available by collaborating organizations in the course of field work. Refer to Annex VIII for a list of bibliographical references. The desk review informed the development of the data collection tools, and helped identify the primary stakeholder organizations to be consulted. Qualitative Data Sources Key informant interviews and group discussions were conducted with 538 project-related individuals, including international donors, government agency officials, CUTE, LUTE and SUTE officers and managers, participating TVET school teachers, private sector employers, business associations and consultants, currently enrolled students and job-seeking and employed graduates. Supplemental telephone interviews were held on December 24, 26, and 27, 2017 with employed and job-seeking graduates. Refer to Annex X and XI for lists of project-related personnel consulted. The evaluation team systematically met after site visits to consolidate findings, confer on lessons learned, and ensure that the quality of the data met USAID standards as per the agency’s Evaluation Policy of January 2011 (updated October 2016) (refer to Annex XII). Content analysis, summarized in tally sheets, was used to quantify qualitative data. Recurring themes, supplemented by outlier themes, were identified, tabulated, and analyzed. Quantitative and qualitative findings were triangulated/integrated to cross-validate the findings. Quantitative Data Sources 6 The evaluation team used five paper and pencil surveys for collecting primary quantitative data from the following stakeholders/service providers and project beneficiaries: 1. Students currently enrolled in grades 1, 2, and 4 (n=712) from 12 technical schools (4th grade is available only in the five-year schools).1 2. Available SUTE officers/teachers from the 12 technical schools (n=138). 3. Non SUTE teachers from the 12 technical schools (n=259). 4. Graduates and individuals from the surrounding community (n=63) who were employed through SUTEs. 5. Job seekers (n=28) who approached SUTEs for a job, but who were not yet hired through SUTEs. Sample Selection The evaluation team was obliged to use a purposive sampling methodology, since the universe of stakeholders and beneficiaries is not documented, therefore, could not facilitate a random selection. Accordingly, a purposive school sample selection was conducted in two stages. The first stage was a non-random selection of 12 WISE-assisted technical schools from a candidate pool of 32 Phase I schools (equivalent to 37.5%). Six schools were excluded from selection. This was because (a) there were unnecessarily high-risk security/safety considerations (Qantara Sharq Industrial Secondary School in Ismailia), (b) certain schools (El Batoul Technical School in Port Said and Gamal Abdel Nasser Technical Secondary School in Port Said) did not receive full support until activity implementation Year 2 (November 2016-January 2017), and (c) technical training programs in renewable energy and/or logistics were in the initial stages of rollout (Alexandria Advanced Technical School in Alexandria, Heavy Equipment Technical School in Ismailia, and Mohamed Saleh Harb Advanced Technical School in Aswan). The number of schools selected from a given governorate was directly proportionate to the geographic distribution of the remaining 26 WISE-assisted Phase 1 technical schools, with a minimum of two schools selected from each governorate. Refer to Annex VII for a detailed explanation of the criteria used to select technical secondary schools. The second stage of sampling targeted (a) currently enrolled students in each selected school, (b) SUTE officers within each selected school, and (c) teachers who are not in the SUTE Unit (non-SUTE teachers) within each selected school. The team targeted the entire population of SUTE officers, but only 30 students from each of the grades 1, 2, and 4 (where applicable). A sample of 30 non-SUTE teachers from each school was targeted. To the extent possible, enumerators sought to achieve gender balance. Contacting graduates was challenging. Prior to conducting fieldwork, the evaluation team was informed by the implementing partner that lists of graduates and private sector firms employing graduates would be provided by the SUTEs. Upon consulting with the SUTEs, the evaluation team discovered that lists were either not available or outdated. Therefore, the team targeted an increased number of employed graduates while visiting firms in order to increase the 1 In the Egyptian educational system, graduating from a five-year technical school is equivalent to a two-year higher educational degree. 7 response rates among graduates. As for graduate job seekers, sampling depended on coordinating/networking among graduate job seekers identified in the field which, ultimately, failed to locate a pool of qualified candidates. Data Collection In-person surveys were conducted from December 2 to December 20 during field visits. Owing to the difficulties in accessing graduate job seekers, and the few number of employed graduate questionnaires received from the field, lists of graduates' contacts were requested of, and provided by, SUTEs and LUTEs during the field visits. The lists included graduate job seekers who applied for SUTEs while searching for jobs, and employed graduates by SUTEs in factories/companies. From the lists provided by the SUTEs and LUTEs, the team randomly selected a total sample of 96 graduates (42 job seekers and 54 employed graduates). Although the lists did not include the entire population of employed graduates, nor the job seekers who approached SUTE for a job, a systematic random sample was used to select the names to be called by phone. Limitations Encountered A general limitation was reliance on a non-probabilistic purposive sampling approach, which does not permit the use of in-depth statistical inferential analysis. In addition, there was a possible selection bias associated with interviewees being provided by SUTE coordinators. Limitations associated with data collection included the following: 1. A lack of reading and writing proficiency among TVET students required enumerators to read the questions one by one to them ensure a) clarity in the interpretation of the survey questions, and b) correct completion of the survey forms. 2. Select schools had only a small number of students attending classes on the day of the evaluation team’s site visit. Consequently, the targeted minimum number of 30 enrolled students per school could not always be achieved.2 Notwithstanding, as this was a purposive sample, this circumstance will not negatively impact survey results. 3. Collecting data from employed graduates was problematic for multiple reasons. First, two of the firms visited refused to allow their employees to leave the production line to be interviewed and/or surveyed. Second, graduates reported as employed were no longer employed at the listed private sector firm. Third, graduate cell phone numbers were no longer active or valid. The evaluation team sought to mitigate these challenges by meeting graduates after work hours, and/or by conducting after work telephone surveys of graduates whose cell phone numbers were still active. 4. There was potential response bias among employed TVET school graduates who were required to complete the survey in the presence of a supervisor during a workplace site visit. This was mitigated immediately following the first and only incident, by requiring that supervisors not be present while employees completed the survey. Two schools were replaced in the original purposive sample due to: (a) renovation of school facilities 2 El Qussier Advanced Technical Hotels Schools in Red Sea and Maritime Industrial School in Port Said are small schools, and had the lowest response rates. 8 (SIMPLE replaced the mixed gender RMG, textile and furniture Borg Elarab Technical School in Alexandria with the all-boys RMG and furniture Mohamed Ali Decorative and Architectural Technical School in Alexandria); and (b) the unplanned earlier than scheduled start of school midterm exams (SIMPLE replaced the all-boys food processing El Ras El Swoda Technical School in Alexandria with the all-girls RMG Rowshdy Technical School in Alexandria). Although SIMPLE succeeded in replacing one of the two schools with an alternate school specialized in the furniture sector from the same governorate, it could not select an alternate technical school specialized in food processing, as there was only one such school among the entire Phase I participating schools. Notwithstanding, use of a purposive sample means that this will not necessarily impact survey results negatively. 5. An unreliable TVET graduate registration system made it difficult for the team to get a representative sample (at a 95% confidence interval with a 5% margin of error) of 322 job-seeking and/or employed graduates from a 1,979 student population (as per MTC Q3Y2 Quarterly Report for May-July 2017) who graduated through SUTEs from the 12 sampled Phase I technical schools linked to project-related private sector firms. Following consultations with the implementing partner, SIMPLE understood that graduates from the technical schools are only monitored for a period of up to three months following graduation. The inability of the evaluation team to contact job-seeking and employed graduates, due to outdated contact information, resulted in a reduction of 229 graduates originally targeted to be surveyed. Recommendations for Alternative Evaluation Designs Utilizing Representative Sampling for Conducting a Rigorous End-of-Term Evaluation of the WISE Project For employing statistical techniques for an end-of-term evaluation of the WISE project using rigorous statistical analyses, it is recommended that a sampling strategy based on a representative sample of project-related stakeholders/beneficiaries be designed, using either a stratified sampling or cluster sampling technique. Stratified sampling distributes the sample among the population’s characteristics of interest. It implies that the portion of each characteristic from the overall sample (n) is determined by its weight in the population. Cluster sampling implies dividing the targeted population, to the extent possible, into clusters across homogenous elements within that population. A sample would be determined by selecting elements from each and every cluster. In general, it is recommended to follow the cluster sampling technique, as it will likely be more convenient, economical, and practical when targeting geographically dispersed intervention areas. Accordingly, in order to employ statistical techniques, it will be necessary for the project’s collaborating partners to identify and maintain updated records of the known universe of targeted individuals/groups to support a randomized representative sample selection of beneficiary groups to be studied; i.e., SUTE officers, non-SUTE teachers, LUTE managers, students currently enrolled in grades 1, 2 and 4, graduates, and/or other groups of interest. By utilizing a randomized representative sample, evaluators are able to generalize findings about the overall population, and depend less on non-probabilistic purposive sampling techniques and their associated limitations on generalizability. 9 Rigorous statistical analyses can be performed when available data constitute a representative sample of the entire population. Depending on the evaluation question, example statistical techniques that could be used include regression analysis, association measuring, discriminant analysis, pre and post comparisons, difference in differences, propensity score matching, and/or inferential statistics (i.e., estimation and hypothesis testing). Findings, Conclusions & Recommendations Evaluation Question 1a: How effective has the capacity building provided to the Transition to Employment Units been with regard to improving the skills of the teachers? Conclusion 1a.1: WISE’s capacity-building activities provided managers and officers of the CUTE, LUTEs, and SUTEs with increased and transferrable skills, which they, in turn, shared with non-SUTE teachers resulting in a more effective and professional teaching staff in WISE￾assisted technical secondary schools; i.e., peer-to-peer cascading training model. Finding 1a.1: Out of 138 SUTE officers, 95.6% reported receiving training from WISE in one or more fields. Refer to Annex II Figure B.1. In follow-up discussions with the implementing partner, it was suggested that SUTE officers who did not receive any training (n=6) was likely due to the fact that they were newly appointed, and were replacing previously trained SUTE officers. Figure 1: SUTE Officers Receiving Training from WISE in One or More Fields Finding 1a.2: Information gathered from key informant interviews and group discussions confirmed that the capacity building of managers and officers in the SUTEs (7 of 12), LUTEs (3 of 5), and CUTE (1 of 1) was positive. Project-related staff affirmed that training in career guidance and counseling, employment and labor market information, 16 13 14 27 12 17 31 4 13 22 15 9 47 19 30 52 29 26 Career Guidance Employment and Labor market information Training on SUTE Operation ToT Teacher Training Entrepreneurship Training-of-Trainers Occupation Safety and Health Male Female Total 10 entrepreneurship and innovation, and occupational safety and health favorably impacted their attitudes, while increasing their knowledge and skills. Finding 1a.3: In key informant interviews and/or group discussions, 100% of SUTE units (n=12) and 100% of LUTE units (n=5) reported that aspects of their personal and professional life improved as a result of newly gained knowledge and skills. These included increased self-confidence, better communication and coaching skills with students and peers, and improved class management and lesson planning. Finding 1a.4: In the 12 technical schools visited, 95.6% of SUTE officers (n=45) rated WISE training in career guidance as most effective for enhancing their skills. Ninety-four percent rated training of trainers’ (TOT) teacher training (n=50), and 93.3% rated employment and labor market information (n=15) as most effective. Refer to Annex II, Table B.3. Finding 1a.5: In twelve group discussions with SUTE officers (n=105), ten groups agreed that the training they received was transferred to other teachers inside the school, while two groups reported not transferring their training to non-SUTE teachers within their schools. Finding 1a.6: Twenty-eight percent of non-SUTE teachers surveyed (n=259) had received at least one WISE training delivered by SUTE officers (n=73), 29% received from two to nine trainings (n=74), and 43% of non-SUTE teachers had not received any form of SUTE training (n=112). Finding 1a.7: Twenty percent of non-SUTE teachers (n=259) reported receiving training in classroom management, SMART board, human development, and other soft skills related training. Finding 1a.8: In ten group discussions with non-SUTE teachers (n=105), nine groups agreed that SUTE training covered theory and practical areas of teaching. One group was undecided. Finding 1a.9: In key informant interviews and group discussions, 75% of the SUTE officers (n=59) from the Training and Skills Enhancement departments of the 12 technical schools visited reported that the teacher training sessions they delivered improved non-SUTE teachers’ teaching skills. Finding 1a.10: One hundred thirty-eight SUTE teachers surveyed (68 males and 65 females) ranked the activities they thought should be introduced in all other TVET secondary schools. The highest ranking activities were career guidance and counseling (51%, n=70), graduate student job placement (33%, n=46), and teacher support training (33%, n=46). Refer to Annex II, Figure B.3. 11 Finding 1a.11: Roughly 77% of non-SUTE teacher respondents (n=197) reported that they received WISE training between January and December 2017. Refer to Annex II, Figure E.1. Finding 1a.12: Throughout KIIs and group discussions, SUTE teachers emphasized the need to institutionalize SUTEs and LUTEs to ensure sustainability of the WISE interventions. Finding 1a.13: Of the 12 schools surveyed, 74.6% of SUTE officers in the Training and Skills Enhancement department (n=59) rated their department’s training of non-SUTE teachers as very effective for improving their teaching skills; 20.3% rated the training sessions as neither positive nor negative for improving teaching skills. Refer to Annex II, Table B-8. Recommendation 1.a.1: In line with the institutionalization of the Transition to Employment Units within the Technical Education Sector at the Ministry of Education, sustaining continuous capacity building of SUTE teachers/officers through a formal progressive professional development program in career guidance and entrepreneurship is highly recommended. A well￾established mechanism to transfer knowledge among SUTE teachers under the supervision of qualified WISE trainers will help in further upscaling SUTE activities among technical schools while ensuring delivery of high quality trainings. Recommendation 1.a.2: Coordinate with training and quality accreditation related activities held by the MoETE in order to ensure the sustainability of the SUTE Skills Enhancement Department activities and avoid inconsistency with current institutional setup and practices. Evaluation Question 1b: How effective has the capacity building provided to the Transition to Employment Units been with regard to improving the skills of the students through career guidance and entrepreneurship? Conclusion 1b.1: Through the Transition to Employment Units,’ student soft skills training, guidance counseling, participation in internships and entrepreneurial competitions, the SUTEs were able to effectively impart knowledge, as well as entrepreneurial, innovation, soft skills and work experience to assist students explore employment opportunities and make more informed career choices. Finding 1b.1: In the 12 schools visited, 97.9% of SUTE officers (n=47) in the career guidance department (equivalent to 17 males and 29 females) reported that career guidance courses were effective for the students. One SUTE teacher/officer expressed a neutral opinion. Finding 1b.2: In the 12 schools visited, 85.7% of SUTE officers from the entrepreneurship department (n=28) reported that the entrepreneurship courses were effective for the students. Four SUTE officers expressed neutral opinions. 12 Finding 1b.3: Of the 666 students from grades 1, 2, and 4 who participated in career guidance sessions, 85.0% reported that the material was useful, 11.7% reported a neutral opinion, and 3.3% reported that the material was not useful. As of the date of the fieldwork (3-20Dec18), Career guidancesessions have been formally offered to grades 1 and 2 in three- and five-year schools. Accordingly, all grade 4 participants (n=40) have elected to voluntarily attend the sessions, despite their not being formally offered to their grade level. Refer to Figure 2 below. 13 Figure 2: Percentage of Students Reporting Career Guidance as "Helpful," Disaggregated by Grade and Gender Note: The total number of students in grade 1 is 297 (138 males and 158 females). The total number of students in grade 2 is 250 (98 males and 152 females). The total number of students in grade 4 is 21 (13 males and 8 females). Finding 1b.4: Of the 412 students surveyed from grades 1, 2, and 4 who participated in entrepreneurship sessions, 73.5% reported that the material was helpful, 61.0% reported a neutral opinion, and 4.6% reported that it was not helpful. As of the date of the fieldwork (3-20Dec18), entrepreneurship sessions have been formally offered to grade 2 in three￾year schools, and grade 4 in five-year schools. Accordingly, all grade 1 participants (n=90) have elected to voluntarily attend the sessions, despite their not being formally offered to their grade level. Refer to Figure 3 below. Figure 3: Percentage of Students Reporting Entrepreneurship as “Helpful,” Disaggregated by Grade and Gender Note: Total number of students in grade 1 is 62 (20 males and 42 females). The total number of students in grade 2 is 181 (69 males and 112 females). The total number of students in grade 4 is 60 (33 males and 27 females). 89.60% 71.50% 59.10% 96.60% 88.90% 44.40% 93.40% 81.20% 52.50% 0% 20% 40% 60% 80% 100% 120% Grade 1 Grade 2 Grade 4 Total Females Males 57.10% 71.10% 70.20% 76.40% 77.20% 81.80% 68.90% 74.80% 75.00% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% Grade 1 Grade 2 Grade 4 Total Females Males 14 Finding 1b.5: Of the 483 students surveyed from grades 1, 2, and 4 who participated in soft skills training sessions, 78.0% reported that the material was helpful, 15.7% reported a neutral opinion, and 6.2% reported that it was not helpful. As of the date of the fieldwork (3-20Dec18), entrepreneurship sessions have been formally offered to grade 2 in three￾year schools, and grade 4 in five-year schools. Accordingly, all grade 1 participants (n=194) have elected to voluntarily attend the sessions, despite their not being formally offered to their grade level. Refer to Figure 4 below. Figure 4: Percentage of Students Reporting Soft Skills Training as “Helpful,” Disaggregated by Grade and Gender Note: Total number of students in grade 1 is 162 (83 males and 78 females). The total number of students in grade 2 is 201 (105 males and 96 females). The total number of students in grade 4 is 14 (7 males and 7 females). Finding 1b.6: In key informant interviews, participating technical school principals (n=6), LUTE managers (n=3), and SUTE officers (n=8) confirmed that training in career guidance and entrepreneurship were effectively transferred to non-SUTE teachers. Finding 1b.7: As much as 99.6% of surveyed students currently enrolled in grades 1, 2, and 4 (n=704) have heard about the SUTE unit in their respective technical secondary schools. Refer to Tables A-2.1 and A-2.2 in Annex II. Finding 1b.8: As much as 91.8% of surveyed students currently enrolled in grade I (n=318) are “satisfied” with SUTE activities in their respective technical secondary schools. Refer to Table A-3 in Annex II. Finding 1b.9: Some 82.6% of surveyed students currently enrolled in grade 2 (n=310) are “satisfied” with SUTE activities in their respective technical secondary schools. Refer to Table A-3 in Annex II. Finding 1b.10: Some 68.8% of surveyed students currently enrolled in grade 4 (n=77) are “satisfied” with SUTE activities in their respective technical secondary schools. Refer to Table A-3 in Annex II. 79.00% 77.20% 36.80% 88.60% 81.40% 43.80% 83.50% 79.10% 40.00% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% Grade 1 Grade 2 Grade 4 Total Females Males 15 Finding 1b.11: As much as 93.4% of grade 1 (n=318), 81.2% of grade 2 (n=308), and 52.5% of grade 4 (n=40) students reported career guidance as “helpful.” Refer to Annex II, Figure A-1. Finding 1b.12: A total of 68.9% of grade 1 (n=90), 74.8% of grade 2 (n=242), and 75.0% of grade 4 (n=80) students reported entrepreneurship as “helpful.” Refer to Annex II, Figure A-1. Finding 1b.13: As much as 95.4% of surveyed grade 1 students who work while attending school (n=99) found their jobs either by themselves, or through family and/or friends. Refer to Annex II, Table A-13. Finding 1b.14: 87.3% of surveyed grade 2 students who work while attending school (n=135) found their jobs by themselves, or through family and/or friends. Refer to Annex II, Table A-13. Finding 1b.15: 88.8% of surveyed grade 4 students who work while attending school (n=27) found their jobs by themselves, or through family and/or friends. Refer to Annex II, Table A-13. Finding 1b.16: Examples of students’ successful entrepreneurial activities were gathered through KII discussions. For example, the three winning teams from the technical education track at the NAWAH Social Entrepreneurial Challenge 2017 were from WISE￾assisted schools. Finding 1.b.17: In key informant interviews, three of the five LUTE managers rated the effectiveness of career guidance and entrepreneurship training (in terms of improving student attitudes) as “very high;” two LUTE managers rated their effectiveness as “average.” Finding 1.b.18: SUTE officers surveyed (n=138) recommended that four activities in particular be implemented across all TVET schools. These include: (a) career guidance (50.7%), (b) graduate job placement (33.3%), (c) teacher support training (33.3%), and (d) entrepreneurship sessions (29.0%). Figure 5: SUTE Officers’ (n=138) Recommendations of Activities to be Applied in all TVET Schools 16 Recommendation 1b.1: USAID should consider providing supplemental funding to MTC in order to conduct tracer studies, based on statistically representative stratified random samples, of graduated students from WISE-assisted schools across multiple sectors in order to evaluate select TEU model outcomes; including for example, graduated student employment rates, employer retention rates, sector-specific financial compensation, alignment of TVET curriculum with labor market skill requirements, et. al, as well as to enable analyses of gender differentiated results. Recommendation 1b.2: SUTE Guidance Departments should consider extending career counseling services to include the local community to support a) opportunity and work awareness and b) transition to employment skills for non-student populations. Recommendation 1b.3: MTC, in collaboration with MoETE, should further develop the Career Guidance curriculum to include modules tailored to targeted specializations in technical education in order to help the students better plan for their career path. Specializations should be complemented by counselling emphasizing the importance of business-related skills; e.g., language, computer, and soft skills as well as advising on the availability of quality providers of training on these skills in their local communities. Recommendation 1b.4: WISE should pilot providing training on a small scale to SUTE officers/teachers in relevant aptitude and personality tests to assess the change in students’ behavior and attitudes as a result of WISE promoted subjects of study (e.g., Career Guidance and Counselling, Entrepreneurship and Innovation). Applying such tools will also assist in the end-of-term evaluation of WISE project activities. If this training proves successful and useful to WISE, USAID should consider it for future program design. 47.1% 38.2% 20.6% 14.7% 32.4% 23.5% 55.4% 27.7% 21.5% 41.5% 35.4% 18.5% 50.7% 33.3% 21.7% 29.0% 33.3% 20.3% Counseling and Career Guidance Graduates Job Placement Paid apprenticeship for the students Entrepreneurship Sessions Teacher Support Training Occupation Safety and Health Committee Total Female Male (n=28) (n=12) (n=16) (n=46) (n=23) (n=22) (n=40) (n=27) (n=10) (n=30) (n=14) (n=14) (n=46) (n=18) (n=26) (n=70) (n=36) (n=32) 17 Recommendation 1b.5: MTC should pursue linking the SUTE’s Entrepreneurship and Innovation Departments with incubators in order to help students get qualified technical support to further develop their ideas into commercially viable projects and serve as a venue for access to finance. Recommendation 1b.6: MTC should ensure the dissemination of the developed Directory for Entrepreneurs among schools and students and assist the SUTE officers at the Entrepreneurship and Innovation department to start creating linkages with listed organizations/incubators. Evaluation Question 1c: How effective has the capacity building provided to the Transition to Employment Units been with regard to creating more linkages between the schools and the private sector through the employment and Labor Market Information Department under the Transition to Employment Units? Conclusion 1c.1: As a result of the capacity-building training provided to the Transition to Employment Units. effective linkages have been established as evidenced by a) signing memorandums of understanding (MOUs) and Letters of Commitment (LOCs) and b) since the start of the project (November 2015), a total of 5,707 graduates have gained employment, and 5,363 enrolled students have received in-company training. Finding 1c.1: Of 63 surveyed graduates employed through SUTEs, 81% were employed within two months (n=51) of approaching the SUTEs for a job placement. This was equivalent to 22% males (n=11) and 78% females (n=40). Refer to Annex II, Table C-3. Finding 1c.2: Twenty-eight members (20 males and 8 females) of the Employment and Labor Market Information (LMI) Departments were selected to participate in a condensed introductory training course (January 28-30, 2017). This enabled them to begin collecting employment data and placing students in internships and jobs. WISE field officers monitored their performance, assisted them in developing action plans, and facilitated linkages to the private sector by signing memodrandums of understanding (MOUs) and Letters of Commitment (LOCs) (WISE Quarterly Report, Year 2 Quarter 3, 12-13). Finding 1c.3: In Year 2, WISE-supported SUTEs (Phase I and Phase II combined) secured employment for a total of 5,187 school graduates (3,833 males and 1,354 females), and in-company training for 4,870 students (2,401 males and 2,469 females). Since the start of the project (November 2015), a total of 5,707 graduates (4,174 males and 1,533 females) have gained employment, and 5,363 (2,508 males and 2,855 females) have received in￾company training (Draft WISE Year 2 Annual Report, 19-20). It is also to be noted that apart from the formal placement of currently enrolled students in internship programs and graduates in jobs among more than 139 participating firms through SUTE activities, analysis of evaluation survey results of currently enrolled students (grades 1, 2 and 4) reveals that Phase I WISE assisted school teachers were also helpful for a) securing internships for currently enrolled students during the 2017 summer months as well as b) for locating part-time jobs for financially needy students while attending school. Refer to Annex II Table A-7 for summary statistics on the means by which surveyed students 18 secured internship and Annex II Table A-13 for summary statistics on the means by which surveyed students located part-time jobs. Finding 1c.4: As of September 2017, 139 private sector firms are reported to be actively cooperating with WISE to offer employment and/or grant internships to graduates in the WISE Phase I governorates: Alexandria (n=72), Ismailia (n=31), Port-Said (n=9), Red Sea (n=26), and Aswan (n=1). (MTC M&E Reports). Finding 1c.5: Of 59 employed graduates surveyed, 42.4% reported that their school specialization helped them in the jobs they located through SUTE assistance. However, 35.6% reported that the jobs they located through SUTEs required different skills from what they learned in school. Refer to Annex II, Table C-6. Finding 1c.6: Some 74.6% of surveyed graduates employed through SUTEs (n=59) reported their monthly salary to be between EGP 1,000 and EGP 1,999, 28.3% reported EGP 2,000 and above, and 10.2% reported less than EGP 1,000. In Table 3 listed below, it can be seen that the mean wage reported for males is approximately 67% higher than that for females. Table 1: Average Monthly Wages for Employed Graduates Disaggregated by Gender3 Gender N Average Maximum Minimum Standard Deviation Male 233 1243.21 4800 0 805.698 Female 27 745.19 2000 110 430.799 Total 260 1191.49 4800 0 789.480 Note: The reported 0 minimum value refers to one student who works in a family business. Fifteen respondents were reported as employed, but did not report wages. The exchange rate for 1 USD was equal to 17.8 Egyptian Pounds at the time fieldwork was conducted, i.e., December 2017. Finding 1c.7: In the 2017/2018 academic year, a curriculum for pursing a diploma in Logistics was successfully piloted in two WISE-assisted Phase I schools; refer to Annex VI for a list of Phase I WISE assisted schools, and corresponding areas of specialized technical and vocational education and training. Further, at the time of the field work (December 2017), the evaluation team was informed that a competency-based Renewable Energy curriculum was currently under development. Finding 1c.8: Some 61.9% of employed graduates surveyed (n=63) reported that SUTEs helped them locate a job in less than a month, 30.2% reported locating a job in two to six months, and 7.9% reported a period of more than six months. Refer to Annex II, Table C-3 and Figure 5-A below. Refer to Figure 5-B for the amount of time surveyed graduates have reported as being employed. 3 The majority (71%) of surveyed graduates employed through SUTEs (n=59) reported working between 8 to 9 hours per day in a work week of 5 to 6 days. Refer to Annex II, Table C-7 for details. 19 Figure 5-A: Average Time SUTE Took to Place Graduates in Jobs, By Gender Figure 5-B: Amount of Time Graduates have been Employed Finding 1c.9: In the 12 schools surveyed, 70.4% of SUTE officers in the Employment and Labor Market Information department (n=28) reported that the department’s support services for helping graduates get jobs were very helpful to the graduates; 29.6% rated the support services as neither helpful nor unhelpful. Refer to Annex II, Table B-9. Finding 1c.10: In the 12 schools surveyed, 77.3% of SUTE officers in the Employment and Labor Market Information department (n=22) reported that the department’s support services for assisting students get internships were very helpful to the students; 22.7% rated the support services as neither helpful nor unhelpful. Refer to Annex II, Table B-9. 0 10 20 30 40 50 60 70 Male Female Total Number of Observations More than six months From three to six months From two to three months From one to two months Less than one month 0 10 20 30 40 50 60 Male Female Total Number of Observations More than six months From three to six months From two to three months From one to two months Less than one month 20 Finding 1c.11: In the 12 schools surveyed, 68.8% of SUTE officers in the Employment and Labor Market Information department (n=22) reported that the department’s entrepreneur sessions were very helpful to the students; 12.5% rated the sessions as neither helpful nor unhelpful, and 18.8% rated the sessions as not helpful. Refer to Annex II, Table B-9. Finding 1c.12: Some 62.7% of surveyed graduates employed through SUTEs (n=59) were offered jobs that were relevant to their school specialization, whereas 37.3% reported the jobs located with the assistance of SUTEs were not related to their school specialization. Refer to Annex II, Table C-6. Finding 1c.13: A total of 71.2% of surveyed graduates employed through SUTEs (n=59) reported working between eight to nine hours per day, 22% reported working between 10 and 12 hours per day, and 6.8% reported working between five and seven hours per day. Refer to Annex II, Table C-7. Finding 1c.14: Some 59.3% of surveyed graduates employed through SUTEs (n=59) reported working six days a week, and 37.3% reported working five days a week. Refer to Annex II, Table C-7. Recommendation 1c.1: MoETE should a) build on the advances of the “Logistics” and “Renewable Energy” curriculum development to improve linkages between student skills acquired in TVET training (supply) and private sector needs (demand) for skilled labor and b) introduce additional emerging areas of specialization as requested by the private sector and agreed upon with the MoETE. Recommendation 1c.2: USAID should encourage the development of training centers and specialized curricula within the WISE-assisted technical schools supported by the private sector.This would be a work-based learning model that addresses the problem of the relatively obsolete equipment and machinery of the schools facilities. The contractual arrangements for collaboration between the schools and and the private sector can be adaptable to the individual cases of such a collaboration. Job creation due to this work-based learning system would be substantial, with likely higher levels of employability of the students involved. Evaluation Question 1d: How effective has the capacity building provided to the Transition to Employment Units been with regard to establishing a system of sustainability through the Local and Central Units for Transition to Employment? Conclusion 1d: The capacity building of the Transition to Employment unit was effective. However, a system of sustainability is dependent on the continual support of the MoETE. Finding 1d.1: On 18 November 2017, the Deputy Minister for Technical Education informed the USAID WISE project manager of the Supreme Council for Pre-University Education’s 26 August 2017 decision to issue three resolutions to facilitate and enhance the activities of the Transition to Employment units. 21 Resolution 1 refers to integrating the curricula of (a) Career Guidance and Counselling, and (b) Entrepreneurship and Innovation into the set of mandatory subjects of study for students in all technical schools, starting with the 2018/2019 school year. Two classes per week are to be scheduled for each of the new curricula. As no examination is stipulated, the new curricula will not be part of the students’ final grades. Resolution 2 acknowledges the Ministry of Education’s formal approval of the Transition to Employment Unit’s 2017-2022 Strategic Plan. Resolution 3, as part of the institutional restructuring of the Technical Education Sector, states that the Transition to Employment units are to be institutionalized as sub￾divisions of the General Administration for the Centre of Technical Education Development, under the jurisdiction of the Central Administration for Technical Education Development. Finding 1d.2: The need to institutionalize SUTEs with dedicated functions and budgets within the MoETE’s was identified in KII interviews with MoETE senior officers (n=3), LUTE managers (n=3), school managers (n=1), and SUTE officers (n=4). Recommendation 1d.1: The Ministry of Education and Technical Education (MoETE) should provide financial incentives or training accreditation to participating SUTE officers and non￾SUTE teachers who currently participate on a voluntary basis if the institutionalization of the Transition to Employment Units as sub-divisions of the General Administration for the Centre of Technical Education Development is not implemented in the short term. It is assumed that the formal institutionalization of LUTEs and SUTEs will result in increased operating budgets for WISE-assisted schools so as to provide for fair compensation to participating more highly trained SUTE officers and non-SUTE teachers. Evaluation Question 2a: To what extent do WISE interventions in the areas of workforce skills, productivity upgrades and improvements in human resource strategies (3R) contribute to improving the efficiency (e.g., labor productivity, workers’ turnover) of participating firms? Conclusion 2a.1: Results of the 3R and PIP interventions are not measurable. This is due to: (a) the relatively early stages of implementation (of the action plans drawn up by the 3R consultants), and (b) the absence of SMART key performance indicators (KPIs), which – even with the completion of action plans’ implementation – would represent an obstacle to calculating any measurable results. Finding 2a.1: In Year 2, WISE signed agreements with 48 new private sector companies, for a total of 57 companies on one or more of the three programs (3R, PIP, ER). Of nine private sector firms visited, six have participated in the 3R and PIP programs, one has participated in only the 3R program, and two have not participated in either of the two programs. 22 Finding 2a.2: At the end of Year 2, WISE had interventions underway with 10 private sector companies for implementing tailored PIPs. Finding 2a.3: Through the 3R Program, WISE provided HR basics training for 25 private companies, conducted pre-assessments of those same companies, and implemented 18 interventions. Finding 2a.4: Five companies have provided pulsing turnover data. These indicate that, three to five months from the 3R intervention, the reduction in workers’ turnover averaged 1.6 percentage points (refer to Table 4 below). Table 2: 3R Firms – Pulsing Turnover Results Company Governorate Month Prior to Implementation 2017 % Sep-17 Improvement Steignberger Daw Red Sea Jul-17 5.5% 3.9% -1.6% Steigenber Aqua Magic Red Sea Jul-17 7.8% 4.7% -3.1% Maarib Al-sharkia Jul-17 10% 8.5% -1.5% Jade Textile Al-sharkia May-17 2.8% 2.6% -0.2% Givrex Alexandria May-17 12.4% 10.6% -1.8% Source: MTC (January 8, 2018) Finding 2a.5: WISE trained 120 representatives from 12 companies. Some 15 Training Achievement Records (TARs) were developed for the food processing, tourism, ready￾made garment, and furniture sectors in workshops facilitated by WISE. Recommendation 2a.1: WISE 3R consultants and PIP experts should work with the task forces of participating companies to set SMART (specific, measurable, accepted, relevant, and time-bound) key performance indicators (KPIs). These would be monitored and measured throughout implementation of the action plans recommended in the assessment reports that were prepared in the course of the two interventions conducted to date. Examples of such KPIs are included in Annex II, Table G8. Evaluation Question 2b: Does the current M&E system provide necessary data to estimate the benefits stream from these interventions as compared to cost? Conclusion 2b.1: Three of WISE’s nine Result B M&E indicators relate indirectly to the estimation of the benefits streams generated from the 3R and PIP interventions. These are: (1) number of companies with improved labor productivity, (2) number of firms with reduction in workforce turnover, and (3) number of firms with improved training practices as a result of USG assistance. Such reported data do not allow derivation of measurable streams of benefits. Data relevant to costs are not being captured in the framework of the current WISE M&E system. 23 Finding 2b.1: In terms of measurement units, and given the indicator-type limitation, the three performance indicators mentioned above are confined to monitoring numbers of firms that, respectively, demonstrate: (1) improved labor productivity, (2) reduction in workforce turnover, and (3) improved training practices. However, measurement of the benefits streams is not possible by the mere counting of firms in the M&E reports. Numbers of firms are necessary, but not sufficient, performance indicators. Recommendation 2b.1: WISE should adopt the recommendations under EQ 5, as related to the quantification of benefits and the disaggregation of costs. These recommendations are directly related to the measurement of the efficiency improvements of the 3R and PIP participating firms. Evaluation Question 2c: If not, what additional data need to be tracked? Conclusion 2c: Data of key performance indicators related to the 3R and PIP interventions need to be tracked. Descriptions and examples of those types of data are presented in Annex II, Table G7. Finding 2c.1: No key performance indicators have been developed for the 3R and PIP interventions. One exception is the employees’ turnover rate, as set under the ‘Retain’ component of the 3R intervention. Recommendation 2c.1: WISE 3R consultants and PIP experts should work with the task forces of the companies participating in the 3R and PIP interventions to set SMART KPIs for the activities they are implementing as a result of their assessment reports. Systematic and routine monitoring of KPIs should be an integral part of participating firms’ implementation plans. Evaluation Question 3a.1: Are the activity’s initial assumptions and operating environment still valid; i.e., does the bilateral relationship between the GOE and the USG remain positive and fully collaborative? Conclusion 3a.1: Although bilateral relationships with the MoETE and NAQAAE remain positive and collaborative, due to the NGO law, other bilateral relationships with NGOs, including business associations, are not able to be formed. Finding 3a.1: Throughout the KIIs and group discussions, MoETE senior officials (n=12) and the NAQAAE manager expressed satisfaction with and highly praised the USAID￾funded intervention. In this regard, and as further evidence of the bilateral relationship between the GOE and the USG remaining positive and fully collaborative, the 18 November 2017 letter from the Deputy Minister for Technical Education informing USAID of three resolutions (refer to Finding 1d.1), issued by the Supreme Council for Pre￾University Education to facilitate and enhance the activities of the Transition-to￾Employment Units, begins with the opening phrase, “Within the framework of our fruitful and continuous cooperation.” 24 Evaluation Question 3a.2: Are the activity’s initial assumptions and operating environment still valid; i.e., does the GOE maintain trained teachers and implement a sustainability plan? Conclusion 3a.2: The GOE sustains trained teachers for a minimum of three years. Finding 3a.2.1: In response to WISE requests, MoETE issued a resolution stipulating that SUTE officers/teachers not be seconded or transferred, nor assigned supervisory or substitution tasks over their regular classroom and SUTE duties for a minimum of three years. Finding 3a.2.2: Resolution 2 of the 18 November 2017 letter from the Deputy Minister for Technical Education to USAID acknowledges the Ministry of Education’s formal approval of the Transition to Employment Units’ 2017-2022 Strategic Plan. Evaluation Question 3a.3: Are the activity’s initial assumptions and operating environment still valid; i.e., does USG assistance to the private sector remain unimpeded by new GOE regulations? Conclusion 3a.3: The WISE Activity’s critical assumption regarding “USG assistance to the private sector remains unimpeded by new GOE regulations” is no longer valid. Finding 3a.3: Private sector firms are indirectly affected by the delay in the issuance of the NGO Law Executive Regulation (Law No. 20 of 2017, the Law of Associations and Other Foundations Working in the Field of Civil Work) and the associated uncertainties that the delay conveys. Entities directly affected include business associations and NGOs providing services to the private business sector (e.g., advisory and advocacy organizations, and other business-related think tanks). The aforementioned NGO law has had a direct, negative impact on the ability of WISE to assist the private sector, through strategic alignments and MOUs, with associations such as Egypt National Competitiveness Council (ENCC) and Egyptian Federation of Investors Association (EFIA). Evaluation Question 3a.4: Are the activity’s initial assumptions and operating environment still valid (i.e., are funding/resources available to implement planned interventions)? Conclusion 3a.4: The evaluation team found no evidence to indicate that there is a lack of availability of the funding/resources required to implement [WISE] planned interventions. Evaluation Question 3b: What parts [of the WISE Activity] are doing exceptionally well and which face challenges? Conclusion 3b.1: Select interventions are generating positive results while others face challenges. Finding 3b.1: Aspects of WISE interventions doing exceptionally well include: 25 • Change in student behaviour as a result of career guidance and entrepreneur skills training (KIIs & GDs). • Approval and implementation of Logistics and Renewable Energy curricula. Industry input in the development of competencies ensures alignment with industry needs, thereby improving job seekers’ opportunities for gainful employment and suitable internships. • Development of industry based curricula for other specialties is a paradigm shift for MoETE. • Improvements in SUTE and non-SUTE teacher techniques/performance as a result of training (KIIs and GDs). • Cooperative development between WISE and NAQAAE of a manual to rate the quality standards of technical education schools. • Developing and Publishing the Directory for Entrepreneurs and Guidelines for technical school students. The following analyses are based on MTC’s quarterly reporting on the achieved verses targeted performance indicators for Years 1 and 2. Refer to Annex II, Part I, Table I.1. Conclusion 3b.2: As measured by progress on performance indicators, overall performance on WISE interventions demonstrate mixed results. Result A activities have exceeded their targets with a 172% demonstrated performance. Result B activities have nearly achieved their targets with a 79% demonstrated performance whereas Result C activities lag behind with a 50 % achievement of planned targets. Finding 3b.2.1: Result A.1 (i.e., schools' capacity improved to provide students with technical, practical, entrepreneurial, innovation, and soft skills needed by the market to enhance their employability) is reported to have achieved 81% of its target. Performance ranged from a minimum of 77% to a maximum of 110%. Only two of its 12 targeted outputs were not achieved. Finding 3b.2.2: Result RA.2 (i.e., curricula developed and implemented that meet international standards and address market needs) exceeded its targets demonstrating a 350% performance against targets. The principle output responsible for this over performance is the implementation of entrepreneurship curricula in 20 schools with a reported performance of 600%. Finding 3b.2.3: Result RA.3 (i.e., quality of education enhanced through quality control and assurance system benchmarked to international best practices), exceeded its targets with the “training for the core team of assessors” reporting a 168% level of achievement. Finding 3b.2.4: Result RA.4 (i.e., school governance and management improved) achieved 88% of its planned targets. Finding 3b.2.5: Three of the four Result B performance indicators were nearly achieved; of the four indicators, “in-company mentors trained on using TAR Tool” was reported to have achieved162% of its planned target. However, the “productivity assessments and 26 improvement plans for selected companies” performance indicator was reported to be significantly underperforming at 16% of its planned target. Finding 3b.2.6: Result C reports 50% achievement of its targeted performance. Achievement varies among the eight performance indicators. Activities related to the completion of the 1) labor market study, 2) EPC model, and 3) study tour report have all been achieved. However, the following performance indicators have significantly lagged behind: 1) the institutional setup of the Policy Advocacy Unit, 2) selection criteria and operational guidelines for member associations of the Policy Advisory Group, 3) defined role, strategy and implementation plan of the Policy Advocacy Unit, 4) EPCs established in selected governorates and 5) documentation of EPC meeting minutes. Multiple stakeholders contend that a major impediment to the effective and timely implementation of Result C activities has been the delay in the issuance of the Executive Regulations of the NGOs Law. Evaluation Question 3c: How can implementation be adjusted to address those changes/ challenges and speed up the intervention that has lagged behind (if any)? Challenge: Planned productivity assessments and implementation plans for select Result B private sector firms were not achieved due, in part, to the limited labor market supply of well-qualified productivity experts resulting in a relatively slow pace of progress in PIP activities. A contributing factor to the slow progress is the limited supply and unanticipated high cost of (exceeding USAID local compensation plan (LCP) limits) productivity assessment subject matter experts. Mitigation Strategy: MTC may wish to consider a cost-share solution for billing for 3R and productivity assessment subject matter experts at the prevailing market rate to help cover the true cost of service. Challenge: There are challenges with assistance to selected NGOs/associations in developing strategies to advocate for policy reforms related to labor market efficiency and the new NGO law is creating uncertainties among all stakeholders of development initiatives in Egypt. Since the Executive Regulations of the Law are still under preparation, such uncertainties and delays of collaborative assignments with NGOs (e.g., ENCC, NCHRD, and EFIA) remain unresolved. Mitigation Strategy: Given the delay in the issuance of the Executive Regulations of the NGO Law, MTC should explore alternative strategies to advocate for policy reforms addressing labor market efficiencies in closer collaboration with government entities. Box 1 “[As a result of SUTE training] the behavior of teachers changed inside the classroom; used better teaching methods and better teaching tools plus relationship with colleagues improved- now have attitude to help others; this is a volunteering job that takes much time and effort.” (SUTE KII, Huraira) 27 Evaluation Question 4a: To what extent did the project succeed in addressing gender gaps? Conclusion 4a: Current training programs include, and future training programs are programmed to include gender awareness. Gender awareness among stakeholders (education officers and employers) helps bridge the gender gap between education and employment. Women account for a significant share of Egypt’s workforce. However, they have yet to reach their full economic potential, as they continue to be disadvantaged in the labor market. Gender equality, then, is a major priority for WISE interventions. Under Result A, WISE targets women when recruiting for such positions as SUTE members and/or career guidance counselors. Also, capacity-building activities emphasize equal participation of men and women. Under Result B, WISE emphasizes the engagement of firms employing female workers, namely, the RMG, food processing, and tourism/hospitality sectors. Other sectors demonstrate certain challenges related to the employment of females. Accordingly, the challenges facing women in the labor market can be addressed by introducing approaches aimed at improving the employment and retention of female workers in the workforce. Finding 4a.1: Of the 32 Phase 1 technical schools, 13 are male-only enrollments (40%), eight are female-only enrollments (25%), and 11 are mixed-gender enrollments (35%). When combining female-only and mixed-gender schools, a total of 60% of Phase 1 technical schools (n=19) provide access to female students. Finding 4a.2: At the request of the WISE Project, the MoETE introduced the newly approved specializations of “Renewable Energy” and “Logistics” into five Phase I mixed￾gender technical secondary schools in order to ensure that girls have an equal educational opportunity to pursue careers in these non-traditional sectors. The Renewable Energy program is offered in two mixed-gender schools in Aswan and one all-female school in the Red Sea. The Logistics program is offered in one mixed-gender school in Ismailia, and one all-male school in Port Said. Finding 4a.3: One hundred percent of employed graduates (n=65) in five group discussions agreed that jobs found by the SUTEs were equally available to males (n=19) and females (n=46). Finding 4a.4: WISE is integrating gender-related modules into training of trainers (TOT) for SUTE officers and for the Ebdaa Rehletak (Start Your Journey) Units (ERU) to raise private sector comprehension and commitment to gender equity in workforce development and employment (Sustainability Plan, December 2016, 6). Fifty-four staff from the National Center for Human Resources Development participated in WISE capacity building workshops to enable them to lead Ebdaa Rehletak activities for job seekers (WISE Year 2 Annual Report, 4). Finding 4a.5: Since the WISE activity began in November 2015, a total of 5,707 graduates have gained employment through 60 Phase I and Phase II WISE-supported SUTEs. Of these, 28 26.9% (n=1,533) are females. Of the 5,363 students who have received in-company training through the 60 WISE-supported SUTEs, 53.2% (n=2,855) are females. Finding 4a.6: According to the WISE Sustainability Plan (December 2016), and in recognition of diverse participant backgrounds, technical assistance and capacity building is offered equally to both men and women so that no teachers, trainers, students, entrepreneurs, and/or job seekers are discriminated against. Finding 4a.7: In the 12 schools visited, SUTE officers reported that there is no gender disparity among male and female teachers’ opportunities to deliver training to other teachers and/or students. Finding 4a.8: Some 39.9% of surveyed students currently enrolled in grade 1, grade 2, and grade 4 (n=692) reported working during the school year. This is equivalent to (a) 59.4% males and 4.5% females (n=312) in grade 1; (b) 81.3% males and 13.1% females (n=307) in grade 2; and (c) 80.9% males and 15.4% females (n=73) in grade 4. Refer to Annex II, Table A-12. Recommendation 4a.1: In order to ensure equal access for female students to non￾traditional subjects, such as “Renewable Energy” and “Logistics, MTC should raise awareness among students, teachers, family, community members, and local employers to actively encourage females to pursue non-traditional TVET specializations. Evaluation Question 4b: To what extent did the project succeed in enhancing the economic empowerment of women?4 Conclusion 4b: The training provided to the Transition to Employment Units successfully enhanced the economic empowerment of women. Finding 4b.1: In eight of nine key informant interviews with private sector firms (88.9%), employers asserted that female workers are recognized and rewarded for their work contribution, afforded respect, and paid according to their position and assigned tasks. 4 Economic empowerment is the capacity of women and men to participate in, contribute to, and benefit from growth processes in ways that recognize the value of their contributions, respect their dignity, and make it possible to negotiate a fairer distribution of the benefits of growth (Women's Economic Empowerment - OECD.org). Box 3 “Girls started marketing their products inside and outside of school. The girls have increased confidence in themselves and in their skills and knowledge. For example, some girls started to refuse some inappropriate work. Some girls have a source of income from their products to the extent that they have become their household heads.” (School Management KII, Alexandria). 29 Finding 4b.2: Key informant interviews with LUTE managers (n=3), school principals (n=6), SUTE officers (n=8), and currently enrolled students (n=5) reported that entrepreneurial activities were successful and well received among students. This was evidenced by the fact that three award-wining teams in the NAWAH Social Entrepreneurship Challenge 2017 were from three WISE-assisted schools; two teams included three female participants. Refer to Box 2 and Box 3. Finding 4b.3: Key informant interviews with LUTE managers (n=3), school principals (n=6), and SUTE officers (n=8), and group discussions revealed that employment opportunities facilitated through SUTEs increased female employment, due to greater support from parents. Refer to Box 4. Recommendation 4b.1: Partner with employers’ associations to encourage internship placements for female students, and advocate for internship opportunities that accommodate logistical constraints women may face, such as start and end work hours, location, transportation, and safety. Evaluation Question 5a: How much value did the interventions under Result B (improved skills and productivity of the workforce in selected governorates and economic sectors) create and contribute to the assisted firms? Conclusion 5a: Both the 3R and PIP interventions have resulted in tangible benefits for the participating firms, albeit at a variable pace and progress. The evaluation team was able to document, through primary and secondary sources of data and information, that those benefits did, in fact, materialize. However, those data are neither recorded, nor verbally expressed in monetary terms. Thus, a monetized cost-benefit analysis is not possible at the current implementation stage of Result B interventions. Accordingly, the evaluation team has selected an alternative approach to the comparison of monetary costs and benefits, namely, the presentation of case studies. Based on WISE assessments and analyses of the results of the 3R and PIP interventions, case studies have been selected and documented. The rationale for using case studies is to derive proxies and orders of magnitude of the benefits that would be generated for the private sector as results of certain levels of expenditure on activities typical Box 4 “As the company provided separate transport for females and the SUTE arranged the job placement, the employed graduates were encouraged to accept the job as trust was built with the families and they were comfortable with their daughter travelling alone.” (Employed graduates GD, Ismailia [RMG & textile firms] Box 2: NAWAH Social Entrepreneurship Challenge 2017 [For] the third year in a row, ILO, MCSBE, USAID, and GIZ announce the call for application[s] to Nawah Competition, the Egyptian Innovation Award for Social Entrepreneurship Competition for innovative business plans that can impact Egyptian society and drive business growth….[The objective of] Nawah’s Social Entrepreneurship Challenge [is] to contribute to a flourishing, collaborative, and conscious entrepreneurship ecosystem by empowering young entrepreneurs to develop their skills…and expand their network and resources. (Source: http://egyptinnovate.com/en/%D9%81%D8%B9%D8%A7%D9%84%D9%8A %D8%A7%D8%AA-%D9%88- %D8%A7%D8%AC%D8%AA%D9%85%D8%A7%D8%B9%D8%A7%D8%AA /nawah-competition-2017). 30 of those performed under Result B interventions. Refer to Annex II, Table G1: Status of 3R Interventions as of End of Year 2. Finding 5a.1: Benefits generated for firms participating in the 3R and PIP interventions are not available on a regular basis for all participating firms. WISE’s quarterly and annual reports highlight operational conditions, management practices, and the perceptions of some staff in the individual firms as underlying reasons for this limitation. Finding 5a.2: According to WISE reporting on the 3R-related deliverables, implementation of firm-level action plans is underway for 10 firms, whereas six have not begun implementation. Therefore, no measurable results are available at this time, except for turnover pulsing data for five firms. The WISE Year 2 Annual Report indicates that “3R final report with impact and lessons learned is planned for Year 3.” Finding 5a.3: During Year 2, only four firms, out of a planned 25, participated in the PIP intervention. WISE reports attributed the low progress to: “Delays in sourcing qualified productivity experts, which resulted in delays of the assessments and engagement in companies.” Similar to the case of the 3R intervention, though for different reasons, this has resulted in insufficient measurable outputs (not to mention outcomes) of the PIP activities. Finding 5a.4 In key informant interviews with executives/HR managers of 3R and PIP participating firms (n=9), a majority (n=7) attached substantial value to the 3R and the PIP interventions. The remaining two firms did not actually participate in any of the interventions due to: (1) cancellation of the MOU by WISE (for lack of commitment on the firm’s side), and (2) their inability to adopt practices and procedures that were different from those set by their international headquarters. All respondents also confirmed that their firms did not incur any costs in the course of implementing the 3R or PIP activities. Finding 5a.5 Key informant interviews confirm that the objectives of the 3R and PIP interventions are expected to be achieved. Five out of seven firms responded positively to the question of whether the expected progress in terms of outputs had been properly achieved. All seven firms agreed that the quality of outputs (including those of capacity￾building support) were satisfactory. Six out of seven firms believed that the outputs (including capacity building) are still likely to lead to the expected outcomes. Finding 5a.6: Regarding the status of the 3R intervention, the WISE Year 2 Annual Report indicates that the 3R consultants have completed pre-assessment assignments for 17 firms. Refer to Annex II, Table G1. Sectors include RMG/textile, food processing, and tourism/hospitality. One firm in the food processing sector was found to be already applying all 3R-related systems and practices, hence, no further technical assistance is needed. Of the remaining 16 firms, action plans were developed for 12, while four are still in the process of preparing action plans. Actual implementation of the 3R activities is ongoing for 10 firms. 31 Finding 5a.7: At the inception of the 3R interventions, WISE delivered structured training and guidance to the HR managers and line managers involved. A total of 25 firms participated in the training by nominating 82 HR and line-managers (73 males and 9 females). Refer Annex II, Table G2. Finding 5a.8: Pulsing turnover results indicate that there is reduced worker turnover as a result of the 3R activities. As of September 2017, five firms reported an average reduction of 1.64 percentage points in their workers’ turnover rate three to five months from the start of 3R activities. Refer Annex II, Table G3. Finding 5a.9: Table G4 in Annex II summarizes the status of the PIP intervention as of October 2017 (WISE Year 2 Annual Report). Nine firms in the food processing, RMG, furniture, and tourism/hospitality sectors in Alexandria, Sharquia, and Red Sea have been included in the reporting. There has been an average of three visits to each of the firms by productivity experts. Four of nine participating firms have reported results. Finding 5a.10: Productivity enhancement training has been given to 120 employees (100 males and 20 females) in 25 firms. Refer Annex II, Table G5. Finding 5a.11: The 3R action plans for the individual companies are included in Annex II, Table G6. All action plans lack key performance indicators. They only take the form of recommendations, the fulfillment of which would only show deliverables (should those recommendations be implemented). Therefore, even with completion of the action plans’ implementation, no benefits would be measureable, as compared to the baselines, or pre￾implementation status, except for the turnover of employees. Finding 5a.12: Four PIP assessment reports were made available to the midterm evaluation team for review. The following salient observations are noted. First, assessment processes are limited in scope to aspects of the companies’ productivity. Second, in the context of capacity building for the companies’ task forces, there is limited usage/coverage of available productivity improvement tools (e.g., the range of lean manufacturing tools). This falls short of meeting the sustainability objectives of the PIP intervention. Refer to Annex II, Tables G6, G7, G9, and G10 for a list of 3R and PIP assessment reports, and a recommended short list of KPIs and associated tools for monitoring/measuring performance. Recommendation 5a.1: WISE should encourage firms participating in 3R and/or PIP activities to implement the tasks included in their respective action plans. A recommended incentive could be certificates of recognition, both for the firm and for members of their assigned task forces. Recommendation 5a.2: WISE should report routinely (quarterly is recommended) and systematically on implementation results. In this regard, reporting templates could be developed by the subject-matter experts to include quantifiable results for multiple implementation parameters/indicators. Not all parameters/indicators need be expressed in monetary terms. Select parameters could be related to productivity/management performance, in terms of (a) 32 output per time or per worker, (b) rate of compliance with quality standards, and (c) industry/location workers’ turnover rate. Monetization can take place in a subsequent step. Recommendation 5a.3: MTC should sign non-disclosure agreements with participating firms to ensure confidentiality of firm-specific results, while guaranteeing anonymity in results reporting. Recommendation 5a.4: 3R assessments should include key performance indicators. This would be instrumental in monitoring, measuring, and evaluating results of the 3R interventions in order to calculate benefits generated for the firms, and, ultimately, enable relevant parties to conduct cost-benefit analysis and calculate a project-wide return on investments on Result B intervention. Refer to Annex II, Table G8 for examples of KPIs for 3R interventions. Recommendation 5a.5: PIP interventions need to focus on building the capacities of companies’ productivity task forces and technical/middle managers to monitor lean manufacturing. To date, PIP interventions have addressed only a few of the tools available for doing so. Refer to Annex II, Table G10 for a comprehensive listing of 25 tools and corresponding descriptions of the uses and benefits. Knowledge and use of these tools would ensure a greater probability of sustaining intervention results through the rest of the project performance period and beyond project closeout. Parenthetically, it is advisable to develop KPIs for monitoring capacity building of productivity task force personnel and technical/middle managers for advancing this objective. Evaluation Question 5b: Did the value created by interventions under Result B outweigh the cost? Conclusion 5b: Data on Result B expenditures are available on an aggregate basis. However, data on results (benefits) are not. Therefore, calculations of benefits vis-à-vis costs are not possible at the current stage of Result B interventions. Finding 5b.1: WISE data on 3R and PIP-related expenditures are available on an “aggregate” basis. No disaggregation is currently available by sub-activity (e.g., training, assessment, technical assistance, other) or by firm. At this point in time, the lack of disaggregated data does not adversely affect calculations, owing to the absence of data on corresponding monetary benefits. However, this limitation is worth noting for the purpose of future prospective analyses aimed at comparing costs and monetized/ quantifiable benefits. It is also worthy to note that, given the absence of pre-intervention baseline data, final estimates on the return on investments on Result B interventions will likely be underestimated, unless proxy baselines can be reconstructed. Recommendation 5b.1: MTC should maintain records of expenditures classified by sub￾activity and firm. Consider tracking other cost coefficients to help conduct cost efficiency and cost effectiveness, as well as benchmark the cost data over time and on a cross-sectional basis (i.e., across activities). 33 OVERALL CONCLUSION The WISE initiatives are well established in participating schools and private sector firms visited by the evaluation team in Alexandria, Port Said, Ismailia, Red Sea, and Aswan governorates. The results of the midterm evaluation demonstrate improved job opportunities for students and graduates, as well as improved human resource and production systems for participating firms. The training and support given to the Transition to Employment Units has provided a vehicle by which to more effectively align the placement of graduated technical secondary school students in gainful employment with the private sector’s need for up-skilled workers. The USAID-funded WISE interventions have: (a) assisted the MoETE in establishing a systematic approach for increasing technical and vocational education teacher skills and improving teacher attitudes, (b) established Transition to Employment Units at the central, local, and secondary school levels to assist in the development and placement of work-ready graduates with employers, and (c) assisted private sector firms in establishing and/or improving on existing human resource and productivity systems and processes that will likely contribute to overall long-term increased operational effectiveness and profitability. 1 ANNEXES 2 ANNEX I: EVALUATION STATEMENT OF WORK 1. Evaluation Rationale a. Evaluation Purpose The USAID/Egypt Mission is conducting a mid-term project performance evaluation of its Workforce Improvement and Skills Enhancement Activity (WISE). The evaluation will examine the effectiveness of the interventions under WISE, in particular the interventions related to upgrading technical education and improving labor productivity and human resource management at the firm level, as measured both by outcomes and perceptions of beneficiaries and stakeholders. The evaluation will be used to inform activity implementation in the remaining years, based on the recommendations on how to address current challenges and strengthen WISE activity best practices and successful achievements to date. b. Audience and Intended Uses The primary audience of the evaluation report will be USAID/Egypt, specifically the Office of Economic Growth (OEG). Secondary audiences include the Government of Egypt’s Ministry of Education and Technical Education (METE), Ministry of Trade and Industry (MTI), Ministry of Investment and International Cooperation (MIIC), WISE assisted technical schools, the Federation of Egyptian Industries, the Investors’ Association, and private sector firms benefiting from WISE technical assistance. USAID/Egypt will review and share the executive summary, final report and recommendations with the METE, and the general public via the Development Education Clearinghouse (DEC). II. Summary Information Activity Name Workforce Improvement and Skills Enhancement Project (WISE) Implementer Management and Training Corporation (MTC) Cooperative Agreement # AID-263-C-16-00002 Total Estimated Ceiling of the Evaluated Activity(TEC) $ 24,648,432 Life of Activity November 2015- October 2019 (including option year) Active Geographic Regions Phase 1: Alexandria, Port-Said, Ismailia, Aswan, Red Sea, Phase 2: Add: Sharqiya, Gharbiya, Beni-Sweif, Damietta, Fayoum, and Menoufiya Development Objective(s) (DOs) 4.1 Egyptian Economy is More Competitive and Inclusive USAID Office Office of Economic Growth, USAID/Egypt III. Background Over 800,000 job seekers enter the Egyptian labor market annually, but businesses have not been able to keep pace with the number of jobs needed. The unemployment rate was 5.2 percent in 1980 and has since risen to 12.8 percent. Many seek employment with small and 3 medium enterprises (SMEs), as they constitute more than 95 percent of private enterprises and generate over 80 percent of private sector employment in Egypt. But while incomes have risen across the board since 1975, SMEs account for only ten percent of investment in Egypt and 25 percent of GDP. A constraint to SME growth is low employability of Egypt’s youth. Secondary education is primarily rote memorization, and technical secondary schools do not provide students with marketable skills to enhance their employability. Further, schools lack linkages with the private sector to prepare students for the needs of the market and connect students with employment opportunities. Workforce Development USAID/Egypt initiated the TIPE (Trade and Investment Promotion in Egypt) project to work toward the development objective: “Inclusive Economic Growth Accelerated”. The goal of the TIPE project is to promote inclusive economic growth and improve the competitiveness of the private sector in Egypt through the development of MSMEs (Micro, Small, and Medium Enterprises), entrepreneurship, and workforce skills. The TIPE project is expected to create new jobs and generate additional income for Egyptian small business owners, laborers, and entrepreneurs, especially women and youth. Youth is defined for the purpose of this activity as individuals who are between ages of 15 and 29 years old. The TIPE project has three sub￾purposes: (1) “MSME Development and Entrepreneurship Supported;” (2) “Technical Education and Vocational Training and Workforce Development Improved.”; and (3) “Macroeconomic Foundation for Growth Improved.” Project Description The WISE (Workforce Improvement and Skills Enhancement activity) contract focuses its technical assistance and training activities on improving labor skills, creating job opportunities, promoting innovation, and advocating for necessary policy and regulatory reform related to human capital development. It also aims at reducing the current skills mismatch and improving labor productivity and employability especially among the youth and females. Through the WISE project, USAID is collaborating with the MOETE and MTI to improve technical secondary education to meet the needs of the job market, benefiting vocational school students and teachers as well as the private sector; and to improve labor productivity. The activity is establishing partnerships between businesses and technical schools in order for the schools to understand skills needed for employment – reducing the current skills mismatch, creating a pool of qualified candidates, and linking students with jobs. WISE is also partnering with the Federation of Egyptian Industries and the Investors Association to improve the performance of the private sector through training in improved human resource strategies that reduce staff turnover. WISE will seek to build the capacity of business associations to advocate for reforms related to labor market efficiency. Main activities: Result A: • Improving technical secondary education and labor skills to meet the needs of the market by establishing and building the capacity of 60 Transition to Employment Units in 11 governorates, developing two new specialization curricula, training teachers, and linking schools to the private sector. 4 • Promoting innovation and quality assurance at technical schools. This will include establishing innovation clubs in 24 technical schools, to be rolled out by the METE to more schools. • Establishing partnerships between businesses and technical schools in order for schools to reflect an understanding of skills needed for employment, creating a pool of qualified candidates, and ultimately linking students with jobs through career centers and employment fair. Result B • Improving the performance of the private sector through enhanced labor productivity gained via training and improved human resource strategies that reduce workers’ turnover. Assistance will be targeted to 25-50 firms. • Building the capacity of the Alexandria Business Association Vocational Training and Employment Center to offer certified training and work opportunities • Improving the skills of selected job seekers through on the job training and linking them with the private sector for employment. Result C: • Building the capacity of business associations to work with the government agencies towards reforms related to workforce development and labor market efficiency. Achievements to Date: Result A: • Established School Transition to Employment Units (SUTE) in 28 technical schools in five governorates and built the capacity of the 382 members of those units • Built the capacity of 30 members in the Local Units for Transition to Employment (LUTEs) members in the 5 governorates and 11 Central Unit members • Drafted the Strategic Plan for the Central Unit for Transition to Employment (CUTE) • Trained 59 school managers from the 28 WISE schools on leadership and management • Trained 114 career guidance facilitators and supported the introduction of the Career Guidance materials and sessions in the 28 schools, benefiting more than 8000 students • Succeeded in providing employment for 1979 school graduates through the School Transition to Employment Units (SUTE) • Provided internships to 1840 students and supported the introduction of the Career Guidance materials and sessions in the 28 schools, benefiting more than 8000 students • Provided entrepreneurship training to more than 5800 students • Worked with the ILO, GIZ, UNIDO and EU on developing an Entrepreneurship curriculum for technical schools based on the ILO Know About Business (KAB) and UNIDO material • Trained 98 entrepreneurship facilitators, benefiting more than 5800 students • Developed basic occupational safety and health (OSH) material and trained 87 OSH school supervisors on the material • Currently building the capacity of the members of the School Unit for Transition to 5 Employment (SUTE)s in the new selected 32 schools in the additional six governorates • Developed curricula and assessment materials for the first two semesters of instruction for the three new logistics specialties (warehouse operations, transportation supervision, and stevedoring) that were introduced for the first time in 2 technical secondary schools in Port Said and Ismailia. • Currently developing curricula and assessment materials for the first two semesters of instruction for the two new Renewable Energy specialties (solar and wind) Result B: • Finalized the Labor Skills, Productivity, and Human Resources Management Strategy that identifies the challenges and issues faced by job seekers and employers, recommends the sectors and governorates for WISE activities, identifies constraints in the labor market, and provides stakeholder mapping to guide activities related to advocacy • Selected and started building the capacity of the Ebdaa Rehletek (Start Your Journey) Training for Employment Program Units at the Investors association in the eleven governorates. • Trained 23 master trainers on the 3R (Recruit-Retrain-Retain) methodology to work with the selected private sector companies to improve their human resource strategies. Trained an additional 10 participants representing the Federation of Egyptian Industries (FEI) and 4 of its affiliated Industrial Chambers as potential candidates for the 3R function that has been established at the FEI. These trainers are currently providing technical assistance to 15 firms. • Developed productivity surveys for workers and employers in 30 selected companies to be used in establishing a baseline for the productivity of each partner company. Started productivity training in 5 companies. One firm reported a 40% increase in productivity after the training. IV. Development Hypothesis The economic challenge confronting the GOE is to broaden the base for sustained economic growth in the medium term. The development hypothesis is that broad based economic growth can only be achieved through job creation and an increase in the poor households’ share of the economic benefits of growth, both of which are highly dependent on a strong and highly competitive workforce that meets the demands of the private sector. Upgrading technical education will produce a pool of skilled technical school graduates that meet the current and future demand of the private sector. Improving the soft and technical skills of the current unemployed youth through Training for Employment programs linked to the needs of the firms will serve the purpose of providing decent employment for the youth and meeting the demand for skilled labor by the private sector, both of which will lead to more income generated. This, in addition to the interventions aimed at upgrading the productivity of the existing labor force at the firm level and improving human resource strategies to retain the skilled workers, will maximize the positive impact on business competitiveness and growth, leading to increased productivity and employment growth while reducing poverty. This is especially true when growth is triggered by the sectors that have the highest 6 potentials for generating employment, innovation, diversification of the production base, and linkages to the international global supply chains. The selection of sectors (ready-made garments, textiles, furniture, food processing, tourism, logistics, and renewable energy) and governorates under WISE was based on such considerations. Finally, improving the enabling environment for labor market efficiency will guarantee that the impact and sustainability of the interventions made on the supply side (quality of labor) and demand side (the needs of the market). As such, one of the key conditions for sustainability is to ensure a continuous public private partnership and dialogue to address the constraints impeding labor market efficiency. Critical Assumptions - The bilateral relationship between the GOE and the USG remains positive and fully collaborative; - The GOE maintains trained teachers and implements a sustainability plan; - USG assistance to the private sector is not impeded by new GOE regulations; and - Funding/resources are available to implement planned interventions. V. Relevant Documentation The COR, through USAID/Egypt’s Economic Growth Office, will provide relevant activity documents within 5 days of award of contract. These documents include: 1. Original contract and amendments 2. Available quarterly and annual reports 3. WISE work plan 4. WISE monitoring and evaluation plan and results 5. WISE Reports (e.g. Labor Market Assessment study) 6. WISE Gender Assessment and Gender Action Plan In addition to the above list, the evaluation team shall review other secondary literature deemed relevant to the evaluation work. VI. Evaluation Questions The evaluation will answer the following questions focusing on capacity Building for Transition to Employment Units and Technical Assistance and Training to Private Firms in Alexandria, Port- Said, Ismailia, Red Sea and Aswan: 7 Questions Suggested Data Sources (*) Suggested Data Collection Methods Data Analysis Methods 1. How effective has the capacity building provided to the Transition to Employment Units been with regard to: i) improving the skills of the teachers, ii) improving the skills of the students through career guidance and entrepreneurship, iii) creating more linkages between the schools and the private sector through the employment and labor market information Department under the Transition to Employment Units, , , and iv) establishing a system of sustainability through the Local and Central Units for Transition to Employment? - Activity progress reports. - Surveys with teachers, students and private firms on public private partnerships, skills and student’s perception of the new interventions. - Secondary data and records of the Transition to Employment Units. - Desk review - Survey - Focus Group Discussion - Key informant interviews - Analyze results of survey and key informant interviews, and disaggregate results by geography and other important characteristics where needed. 2. To what extent do WISE interventions in the areas of workforce skills, productivity upgrades and improvements in human resource strategies (3R) contribute to improving the efficiency (e.g., labor productivity, workers turnover) of participating firms? Does the current M&E system provide necessary data to estimate the benefits stream from these interventions as compared to cost? If not, what additional data need to be tracked? - Surveys with 3R Master Trainers - Surveys with participating firms. - Secondary data from firms regarding pre-and post-WISE intervention productivity levels as measured by in the ratio of the output of goods and services to the labor hours devoted to the production of that output/service. - Desk review - Survey - Key informant interviews - Use desk review to determine the extent of the implementation of the 3R intervention. - Analyze results of surveys, disaggregate results by sex, geography and other important characteristics. 3. Are the activity’s initial assumptions and operating environment still valid? What parts are doing exceptionally well and which face challenges? How can implementation be adjusted to address those changes/ challenges and speed up the intervention that has lagged behind (if any)? - Activity progress reports - Interviews with stakeholders - Interviews with sub￾contractors - Desk review - Survey - Key informant interviews - Define and determine “operating environment.” - Analyze results of survey and key informant interviews. 4. To what extent did the project succeed in addressing gender gaps and enhancing the economic empowerment of women? - TIPE Gender Assessment - WISE Gender Assessment - Desk Review - Surveys - Analyze results of survey and key informant interviews. 8 - WISE Work plan - Key informant interviews 5. How much value did the interventions under Result B create and contribute to the assisted firms, and did it outweigh the cost? - WISE budget and expenditure - Survey impact on productivity - Survey impact labor retention and secondary data from firms records - WISE Expenditure - Survey - Estimate total cost and total benefits of Result B interventions - Estimate payback period - Estimate internal rate of return 9 VII. Evaluation Design and Methodology This is a mid-term performance evaluation and intended to focus on how WISEE Is implemented, what the Activity has achieved to date, whether expected results were attained according to the Activity design and underlying development hypothesis, and how activities are perceived and valued by stakeholders. Evaluators will use a mix of quantitative and qualitative data collection and analysis methods to answer the questions of interest in this evaluation. All person-level data should be disaggregated by sex. The evaluation must follow the principles and guidelines for high quality evaluations outlined in the USAID Evaluation Policy (Updated October 2016) https://www.usaid.gov/sites/default/files/documents/1870/USAIDEvaluationPolicy.pdf Data Collection Methods: The evaluation team must develop data collection tools that are consistent with the evaluation questions to ensure high quality analysis. The evaluation team is required to share data collection tools with the USAID Evaluation Program Manager for review, feedback and/or discussion with sufficient time for USAID’s review before they are applied in the field. The evaluation team must complete the review of all debriefing materials cited in the “Relevant Documentation” section prior to the team leader’s arrival in Egypt.” The evaluation team may also review additional resources to the extent necessary to perform its work. Data collection methods may include a combination of the following: a. Desk review of relevant documentation: USAID/Egypt will provide the Evaluation Team with soft copies of the activity related documents before arrival to Cairo, (including success stories with the beneficiaries who received technical assistance and training from WISE, including technical schools and private sector firms). All team members shall review these documents in preparation for the initial team planning meeting. b. Key informant interviews - sample size will be determined by the evaluation team; c. Group discussions with beneficiaries and other counterparts and stakeholders (disaggregated by sex). d. Survey of students and graduates. e. Survey (complete enumeration) of firms. Interviews and Site Visits: Fieldwork will take place in Alexandria, Port-Said, Ismailia, Red Sea, and Aswan. These are the 5 governorates in which WISE worked during phase one of the project. WISE activities in the remaining six governorates started in July 2017, with extensive training being given to the selected School Transition to Employment Units taking place over the period July-September 2017. Key Informant and Group Interviews will include, but may not be limited to: • USAID/Egypt Office of Economic Growth COR. • Teachers and principals from the 28 technical schools in the 5 governorates • METE Deputy Minister, Head of Technical Education Sector, and other staff. • Staff from the Local Units of Transition to Employment in the 5 governorates. • Staff from the Central Unit of Transition to Employment at the MOETE. • Private sector firms benefiting from WISE assistance. 10 • Technical school students and graduates from the 28 schools. • Members of Transition to Employment Units Employees (200) and school principals (28) who benefited from WISE training. The evaluation team must provide a more detailed explanation of the proposed methodology for collecting data. A list of interviewees and key stakeholders will be provided by USAID prior to the assignment’s inception. Data Quality Standards: The evaluation team must ensure that the data they collect clearly and adequately represents answers to the evaluation questions, is sufficiently precise to present a fair picture of performance, and is at appropriate level of details. Data Analysis Plan: Prior to the start date of data collection, the evaluation team must develop and present, for USAID/Egypt review and approval, a data analysis plan that details how focus groups and key informant interviews will be transcribed and analyzed; what procedures will be used to analyze qualitative and quantitative data from key informant and other stakeholder interviews and surveys; and how the evaluation will weigh and integrate qualitative data from these sources with quantitative data from performance indicators, secondary data from firm records, and records of Transition to Employment Units and the activity performance monitoring records to reach conclusions about the effectiveness and efficiency of the capacity building provided to the Transition to Employment Units and the productivity and human resource interventions at the firm level. Data will be disaggregated by sex when applicable, to identify how the activity benefitted women. The comparison of financial benefit and cost associated to the WISE activity interventions can be challenging since it largely involves human capacity building with longer term impacts. The Evaluation Team is expected to use widely accepted assumptions and common practice in conducting this type of analysis. In particular, the team must propose guidelines on how to classify activity expenditures for inclusion as activity cost. The team must also propose a methodology of estimating the benefits derived from the activity as well as the procedure of collecting the necessary data to support such estimate. The team must use standard activity appraisal measures to compare the cost and benefit of the activity. Data Limitation: USAID expects that all issues affecting validity be discussed and documented during the evaluation planning. Measures to mitigate these issues will be addressed with all team members and USAID in the implementation phase and detailed in the final report. VIII. Evaluation Products A. Deliverables o USAID Team Planning Meeting: A team planning meeting must be held in Egypt at the outset of the evaluation. This meeting will allow USAID/Egypt to discuss the purpose, expectations, and agenda of the assignment with the Evaluation Team. In addition, the 11 team will: - Finalize team members’ roles and responsibilities; - Review and make recommendations for improving the precision of evaluation questions; - Review and finalize the assignment timeline; - Present and discuss data collection methods, instruments, tools and guidelines; and - Review and clarify any logistical and administrative procedures for the assignment. o Work Plan: A well-written, detailed methodology and data analysis plan (evaluation design, data analysis steps and detail, operational work plan) must be prepared by the team and discussed with USAID during the planning meeting. An interview schedule will be submitted as part of the work plan. USAID will provide the evaluation team with an initial list of interviewees, from which the evaluation team can work to create a more comprehensive list. The evaluation team will construct an interview schedule that includes different stakeholders, and then share with USAID the updated lists of interviewees and schedules as meetings/interviews take place and informants are added to/deleted from the schedule. A final list must be sent to USAID within three working days after the USAID Team Planning Meeting. The evaluation team should submit the Work Plan and evaluation methodology to the Evaluation Manager for approval. o Evaluation Design: The evaluation team must submit to the Evaluation Manager an evaluation design (which will become an annex to the Evaluation report). The evaluation design will include: (1) a detailed evaluation design matrix that links the Evaluation Questions in the SOW to data sources, methods, and the data analysis plan; (2) draft questionnaires and other data collection instruments or their main features; (3) the list of potential interviewees and sites to be visited and proposed selection criteria and/or sampling plan (must include calculations and a justification of sample size, plans as to how the sampling frame will be developed, and the sampling methodology); (4) known limitations to the evaluation design; and (5) a dissemination plan. Data collection instruments will be shared with USAID’s Evaluation Program Manager for review, feedback and/or discussion and approval prior to start of fieldwork. o Mid-term Briefing: The evaluation team is expected to hold a mid-term briefing to discuss the status of data collection and preliminary findings. This presentation will be scheduled as agreed upon during the Team Planning Meeting. This briefing is mainly for the EG Office and is to present preliminary findings, conclusions and emerging recommendations. o Debriefing with the USAID OEG and the Implementing Partner: The evaluation team must present its findings to the implementing partner. The debriefing must include a discussion of findings, including project achievements and challenges, as well as recommendation for the future activity designs and implementation. o Final presentation: The evaluation team must present their final findings to USAID/Egypt within 15 business days after conducting the field visits. The Mission debriefing must include a discussion of achievements and issues as well as recommendations for WISE implementation. The team must consider any USAID/Egypt comments and revise the 12 draft report as appropriate. o Draft Report: The draft evaluation report should be consistent with the guidance provided in Section IX: Final Report Format. The report will address each of the questions identified in the SOW and any other issues the team considers to have a bearing on the objectives of the evaluation. Any such issues can be included in the report only after consultation with USAID. The team leader will submit a draft report of findings as per the attached timeline, conclusions and recommendations to QED/SIMPLE for review and comment. QED will submit the draft evaluation report to the USAID Evaluation Manager within 15 business days of the team leader’s departure. The written report must clearly describe findings, conclusions and recommendations for future programming. The submission date for the draft evaluation report will be determined in the evaluation work plan. Once the initial draft evaluation report is submitted, it must undergo a peer review and the Mission will have 10 business days in which to review and comment on the initial draft, after which point the Evaluation Manager will submit the consolidated comments to the evaluation team. o Final Report and data sets: The final report must be submitted within five business days from receiving USAID’s comments. The final report must not exceed 30 pages in length (not including appendices, lists of contacts, etc.). The format must include an executive summary, table of contents, glossary, methodology, findings, and conclusions. The report must be submitted initially in English, electronically, and later, an Arabic translation of the Executive Summary must be submitted within seven business days. All project evaluation data and records will be submitted in full and should be in electronic form in easily readable format, organized and documented for use by those not fully familiar with the intervention or evaluation, and owned by USAID. At the time of submission, the final English language report, the survey instruments, interviews and data sets must be submitted on a flash drive to the evaluation program manager. USAID/Egypt intends to disseminate the report within USAID and to stakeholders. All quantitative data collected by the evaluation team must be provided in machine-readable, non-proprietary formats as required by USAID’s Open Data policy (see ADS 579). The anonymized data should be organized and fully documented for use by those not fully familiar with the activity or the evaluation. USAID will retain ownership of the survey and all datasets developed. IX. Evaluation Report Requirements FINAL REPORT FORMAT The evaluation final report should include an abstract; executive summary; background of the local context and the strategies/projects/activities being evaluated; the evaluation purpose and main evaluation questions; the methodology or methodologies; the limitations to the evaluation; findings, conclusions, and recommendations. For more detail, see “How-To Note: Preparing Evaluation Reports” and ADS 201mah, USAID Evaluation Report Requirements. An optional evaluation report template is available in the Evaluation Toolkit. 13 The executive summary should be 5-7 pages in length and summarize the purpose, background of the project being evaluated, main evaluation questions, methods, findings, conclusions, and recommendations and lessons learned (if applicable). The executive summary should also be translated to Arabic. The evaluation methodology shall be explained in the report in detail. Limitations to the evaluation shall be disclosed in the report, with particular attention to the limitations associated with the evaluation methodology (e.g., selection bias, recall bias, unobservable differences between comparator groups, etc.) The annexes to the report shall include: • The Evaluation SOW; • All data collection and analysis tools used in conducting the evaluation, such as questionnaires, checklists, and discussion guides; • All sources of information, properly identified and listed, including secondary literature review; and • Signed disclosure of conflict of interest forms for all evaluation team members, either attesting to a lack of conflicts of interest or describing existing conflicts. • Any “statements of difference” regarding significant unresolved differences of opinion by funders, implementers, and/or members of the evaluation team. • Summary information about evaluation team members, including qualifications, experience, and role on the team. In accordance with ADS 201, the contractor will make the final evaluation reports publicly available through the Development Experience Clearinghouse within three months of USAID formal written approval of the final report (English only), executive summary (English and Arabic) and corresponding infographics (English and Arabic). Criteria to Ensure the Quality of the Evaluation Report Per ADS 201maa, Criteria to Ensure the Quality of the Evaluation Report, draft and final evaluation reports will be evaluated against the following criteria to ensure the quality of the evaluation report. See ADS 201mah, USAID Evaluation Report Requirements and the Evaluation Report Review Checklist from the Evaluation Toolkit for additional guidance. • Evaluation reports should represent a thoughtful, well-researched, and well-organized effort to objectively evaluate the strategy, project, or activity. • Evaluation reports should be readily understood and should identify key points clearly, distinctly, and succinctly. • The Executive Summary of an evaluation report should present a concise and accurate statement of the most critical elements of the report. • Evaluation reports should adequately address all evaluation questions included in the SOW, or the evaluation questions subsequently revised and documented in consultation and agreement with USAID. • Evaluation methodology should be explained in detail and sources of information properly identified. • Limitations to the evaluation should be adequately disclosed in the report, with 14 particular attention to the limitations associated with the evaluation methodology (selection bias, recall bias, unobservable differences between comparator groups, etc.). • Evaluation findings should be presented as analyzed facts, evidence, and data and not based on anecdotes, hearsay, or simply the compilation of people’s opinions. • Findings and conclusions should be specific, concise, and supported by strong quantitative or qualitative evidence. • If evaluation findings assess person-level outcomes or impact, they should also be separately assessed for both males and females. • If recommendations are included, they should be supported by a specific set of findings and should be action-oriented, practical, and specific. The final evaluation report must be submitted to USAID/Egypt’s Evaluation Program Manager in electronic format (Microsoft Word) as well as printed and bound copies (five copies in English and five in Arabic for the executive summary. The Arabic translation of the executive summary must be submitted to USAID within 7 working days after USAID formal written approval of the evaluation report. The entire report must be no longer than 30 pages, single-spaced in Times New Roman font, size 12 type fonts. The evaluation report is not to exceed the 30 page and will serve as the document of reference for creating an Infographics version (English and Arabic) of the evaluation report. All data and materials are to be surrendered to and will remain the property of USAID. X. Evaluation Management A. Logistics USAID will provide overall direction to the evaluation team, identify key documents, and assist in facilitating a work plan. USAID will assist in arranging meetings with key stakeholders identified by USAID prior to the initiation of field-work. The evaluation team is responsible for arranging other meetings as identified during the course of this evaluation and advising USAID/ Egypt prior to each of those meetings. The evaluation team is also responsible for arranging transportation as needed for site visits in and around Cairo and other governorates. The evaluation team will be responsible for arranging its own work/office space, computers, internet access, printing, and photocopying. The evaluation team is also responsible for procuring and paying for translation services for interviews, reports and any other evaluation related task. Evaluation team members will be required to make their own lodging and travel payments. USAID personnel will be made available to the team for consultations regarding sources and technical issues, before and during the evaluation process. B. Scheduling: Work is to be carried out over a period of approximately 8 weeks. Each week will be a 6 working day week. 1. Desk Review 2. Preparation for data collection tools 3. Team planning meeting with USAID including submission of the draft schedule of data collection interviews, draft methodology, and data analyses plan 4. Submission of final methodology, final schedule of data collection interviews and data analysis plan 15 5. Conduct data gathering 6. Conduct compilation and analysis 7. Oral Debriefing session with USAID 8. Draft Report and Executive Summary in English 9. USAID will provide written comments to the evaluation team as the per the draft report peer review outcome. USAID reviews within 5-7 business days from draft report submission 10. Final Report in English 11. Executive Summary in Arabic 12. Infographic in English 13. Infographic in Arabic a. Team Composition: The team shall include the following personnel and all efforts should be made for the team to be compromised of a balanced number of male and female members. Evaluation Team Leader: The team leader should be a senior international expert with 10 years’ experience in conducting evaluations of technical and vocational programs and conducting monitoring or evaluation for workforce development and private sector competitiveness activities. S/he must be familiar with evaluating technical, career, or vocational education schools, particularly at the secondary level (curriculum, pedagogy, instruction, and school to work) and be knowledgeable about the vocational education sector and development needs of Egypt. Previous experience in conducting evaluations of training programs in the Middle East region with particular focus on economic cost and benefit is highly desirable. S/he must also have experience in designing monitoring and evaluation systems, leading data collection teams, analyzing data and summarizing findings as well as leading evaluation teams, and excellent interpersonal relations and professional writing skills. Previous experience in conducting evaluations in the Middle East region is highly desirable. Team members: 1) Senior Workforce Development (WD) Expert: The Evaluation Team shall include a local WD expert. It is strongly recommended that the following characteristics be reflected in the WD Expert: fluency in Arabic language; 8-10 years of past experience in monitoring and evaluation of WD development projects; extensive field experience in Egypt or the MENA region; strong written and verbal communication skills. 2) Mid-level Monitoring and Evaluation Expert: The Evaluation Team shall include a local monitoring and evaluation expert. The following characteristics must be reflected in the monitoring and evaluation expert in in order to maximize use of time and effectiveness of the survey: fluency in Arabic and English language; 4-5 years past experience in monitoring and evaluation of workforce development and labor productivity development projects; extensive field experience in Egypt; and strong written and verbal communication skills. 3) The Local Logistics Coordinator: A local consultant will serve as local logistics coordinator. The person should be fluent in written and spoken Arabic. He/she will provide logistical, administrative, and clerical support to the team. He/she will have at least four years of experience in an administrative support role. 16 XI. Estimated LOE Task/Deliverable Team Leader WD and private sector competitiveness expert M&E Local Expert Logistical Support Coordinator 1 Travel to Egypt 2 days 0 0 0 2 Review background documents, draft work plan, methodology and data collection tools 5 days 5 days 5 days 0 3 Team Planning meeting and meeting with USAID/Egypt 4 days 4 days 4 days 0 4 Data collection. Includes interviews with key stakeholders (stakeholders and USAID staff) and site visits 20 days 20 days 20 days 20 days 5 Preparation of Draft Report 15 days 15 days 15 days 1 day 6 Discussion, analysis, and draft evaluation report in country 8 days 8 days 8 days 0 7 Exit briefing with the EG Team and Debrief meeting with USAID and key stakeholders (preliminary report due to USAID); and presentation to Mission 2 days 2 days 2 days 0 8 Depart Egypt/travel to US 1 day 0 0 0 9 USAID/Egypt provides consolidated comments on draft report 7 days 0 0 0 10 Team revises draft report and submits final to USAID 5 days 5 days 5 days 0 11 Translation of Executive Summary and Infographics 0 5 days 5 days 12 Submission of final report to the USAID DEC 1 day 1 day 1 day 13 Total estimated LOE 70 days 65 days 65 days 21 days 17 ANNEX II: TABLES AND GRAPHS Part A: Current Students in Selected Schools (Paper and Pencil Survey) (n=712) Table A-1: Distribution of Current Students by Governorate, School, Gender, and Grade Male Female Total Grade 1 Grade 2 Grade 4 Total Total Alexandria Mohamed Ali Decorative and Architectural Technical School 60 0 60 32 28 0 60 60 Roushdy Industrial School, Girls 0 63 63 30 33 0 63 63 El Wardian Industrial (Technical) School, Girls 0 61 61 31 30 0 61 61 Total 60 124 184 93 91 0 184 184 Ismailia Ismailia Advanced Hotel & Tourism School, Mixed 15 38 53 30 23 0 53 53 Fayed Industrial (Technical) School, Boys 59 0 59 29 30 0 59 59 Abo Atwa Technical School, Girls 0 60 60 26 34 0 60 60 Total 74 98 172 85 87 0 172 172 Port Said Port Foad Advanced Technical School, Boys 91 0 91 23 34 34 91 91 Maritime Industrial School, Boys 30 0 30 24 6 0 30 30 Total 121 0 121 47 40 34 121 121 Red Sea Hurghada Industrial School, Boys 48 0 48 27 21 0 48 48 El Qussier Advanced Technical Hotels Schools, Mixed 5 29 34 5 13 16 34 34 Total 53 29 82 32 34 16 82 82 Aswan Aswan Advanced Technical Hotels School (5 years), Mixed 35 54 89* 30 29 31 90 90 Martyr Mohamed Mohsen Industrial School, Girls 0 63 63 32 30 0 62* 63 Total 35 117 152* 62 59 31 152* 153 Total 343 368 711 319 311 81 711 712 *One observation missing, gender and grade 18 Table A-2: Students' Participation in SUTE's Activities, by Gender and Grade (%) SUTE's Activities Grade 1 Grade 2 Grade 4 Male Female Total Male Female Total Male Female Total N % N % N % N % N % N % N % N % N % Have heard about the SUTE unit Yes 153 98.7 162 100 315 99.4 139 99.3 169 100 308 99.7 48 100 33 100 81 100 No 2 1.3 0 0 2 0.6 1 0.7 0 0 1 0.3 0 0 0 0 0 0 Total 155 100 162 100 317 100 140 100 169 100 309 100 48 100 33 100 81 100 Attending the classes of the career guidance course Never 1 0.6 0 0 1 0.3 2 1.4 1 0.6 3 1 28 58.3 16 48.5 44 54.3 Few times 12 7.7 1 0.6 13 4.1 12 8.6 5 2.9 17 5.5 7 14.6 11 33.3 18 22.2 Many times 48 31 57 35 105 33 67 47.9 71 41.5 138 44.4 9 18.8 6 18.2 15 18.5 All the time 94 60.6 105 64.4 199 62.6 59 42.1 94 55 153 49.2 4 8.3 0 0 4 4.9 Total 155 100 163 100 318 100 140 100 171 100 311 100 48 100 33 100 81 100 Attending entrepreneurship sessions I never heard of it 133 85.8 109 66.9 242 76.1 44 31.4 31 18.1 75 24.1 1 2.1 0 0 1 1.2 Heard about it but never attended 13 8.4 39 23.9 52 16.4 18 12.9 23 13.5 41 13.2 3 6.3 2 6.1 5 6.2 Attended few times 7 4.5 11 6.7 18 5.7 50 35.7 55 32.2 105 33.8 23 47.9 22 66.7 45 55.6 I always attend 2 1.3 4 2.5 6 1.9 28 20 62 36.3 90 28.9 21 43.8 9 27.3 30 37 Total 155 100 163 100 318 100 140 100 171 100 311 100 48 100 33 100 81 100 Attending soft skill training (CV writing, interviews…) I never heard of it 48 31 75 46 123 38.7 6 4.3 58 33.9 64 20.6 28 58.3 20 62.5 48 60 Heard about it but never attended 25 16.1 35 21.5 60 18.9 36 25.9 28 16.4 64 20.6 11 22.9 7 21.9 18 22.5 Attended few times 43 27.7 36 22.1 79 24.8 65 46.8 45 26.3 110 35.5 9 18.8 4 12.5 13 16.3 I always attend 39 25.2 17 10.4 56 17.6 32 23 40 23.4 72 23.2 0 0 1 3.1 1 1.3 Total 155 100 163 100 318 100 139 100 171 100 310 100 48 100 32 100 80 100 19 Table A-3: Participation of Students in Three Grades in SUTE's Activities, by Gender (numbers and percentages) SUTE's Activities Responses Totals for Three Grades Male Female Total N % N % N % Have heard about the SUTE unit Yes 340 99 364 100 704 99.6 No 3 1 0 0 3 0.4 Total 343 100 364 100 707 100 Attending the classes of the career guidance course Never 31 9 17 5 48 7 Few times 31 9 17 5 48 7 Many times 124 36 134 37 258 36 All the time 157 46 199 54 356 50 Total 343 100 367 100 710 100 Attending entrepreneurship sessions I never heard of it 178 52 140 38 318 45 Heard about it but never attended 34 10 64 17 98 14 Attended few times 80 23 88 24 168 24 I always attend 51 15 75 20 126 18 Total 343 100 367 100 710 100 Attending soft skill training (CV writing, interviews…) I never heard of it 82 24 153 42 235 33 Heard about it but never attended 72 21 70 19 142 20 Attended few times 117 34 85 23 202 29 I always attend 71 21 58 16 129 18 Total 342 100 366 100 708 100 20 Table A-4: Students' Perceptions of the SUTE Activities/Materials, by Gender and Grade SUTE Activities Grade 1 Grade 2 Grade 4 Boys Girls Total Boys Girls Total Boys Girls Total N % N % N % N % N % N % N % N % N % General satisfaction of SUTE activities Not Satisfied 6 3.9 1 0.6 7 2.2 5 3.6 4 2.3 9 2.9 3 6.3 0 0.0 3 3.9 Neutral 13 8.4 6 3.7 19 6.0 27 19.4 18 10.5 45 14.5 13 27.1 8 27.6 21 27.3 Satisfied 135 87.7 156 95.7 292 91.8 107 77.0 149 87.1 256 82.6 32 66.7 21 72.4 53 68.8 Material of the career guidance sessions Not Helpful 3 1.9 1 0.6 4 1.3 10 7.3 3 1.8 13 4.2 3 13.6 0 0.0 3 7.5 Neutral 13 8.4 4 2.5 17 5.3 29 21.2 16 9.4 45 14.6 6 27.3 10 55.6 16 40.0 Helpful 138 89.6 158 96.9 297 93.4 98 71.5 152 88.9 250 81.2 13 59.1 8 44.4 21 52.5 Material of the entrepreneurship session Not Helpful 5 14.3 6 10.9 11 12.2 11 11.3 6 4.1 17 7.0 1 2.1 0 0.0 1 1.3 Neutral 10 28.6 7 12.7 17 18.9 17 17.5 27 18.6 44 18.2 13 27.7 6 18.2 19 23.8 Helpful 20 57.1 42 76.4 62 68.9 69 71.1 112 77.2 181 74.8 33 70.2 27 81.8 60 75.0 Material of the soft skills training sessions Not Helpful 5 4.8 0 0.0 5 2.6 13 9.6 2 1.7 15 5.9 5 26.3 5 31.3 10 28.6 Neutral 17 16.2 10 11.4 27 13.9 18 13.2 20 16.9 38 15.0 7 36.8 4 25.0 11 31.4 Helpful 83 79.0 78 88.6 162 83.5 105 77.2 96 81.4 201 79.1 7 36.8 7 43.8 14 40.0 Notes: (1) The scale was 1 to 5. However, due to the small numbers, 1 and 2 were combined into the category “Not Helpful” or “Not Satisfied;” 3 is “Neutral;” and 4 and 5 were combined into the categories “Helpful” and “Satisfied.” (2) Students’ perceptions include only those who ever participated in or attended a SUTE activity. 21 Table A-5: Students' Knowledge of Availability of SUTE Activities, by Gender and Grade (%) SUTE's Activities Grade 1 Grade 2 Grade 4 Boys Girls Total Boys Girls Total Boys Girls Total N % N % N % N % N % N % N % N % N % Do you have a committee of occupational safety and health in this school? No we don't 9 5.9 1 0.6 10 3.2 7 5 21 12.3 28 9 7 14.6 3 9.1 10 12.3 Never heard of it 51 33.3 10 6.1 61 19.3 45 32.1 24 14 69 22.2 6 12.5 6 18.2 12 14.8 Yes we do, but not a member in it 84 54.9 140 85.9 224 70.9 71 50.7 106 62 177 56.9 33 68.8 23 69.7 56 69.1 Yes we do and I am a member 9 5.9 12 7.4 21 6.6 17 12.1 20 11.7 37 11.9 2 4.2 1 3 3 3.7 Total 153 100 163 100 316 100 140 100 171 100 311 100 48 100 33 100 81 100 Do you have a peer help program “together we soar” in this school? No we don't 37 24.3 68 42 105 33.4 32 23.4 40 23.4 72 23.4 12 25 22 66.7 34 42 Never heard of it 75 49.3 9 5.6 84 26.8 59 43.1 37 21.6 96 31.2 29 60.4 11 33.3 40 49.4 Yes we do, but not a member in it 29 19.1 75 46.3 104 33.1 30 21.9 62 36.3 92 29.9 7 14.6 0 0 7 8.6 Yes we do and I am a member 11 7.2 10 6.2 21 6.7 16 11.7 32 18.7 48 15.6 0 0 0 0 0 0 I don't know 152 100 162 100 314 100 137 100 171 100 308 100 48 100 33 100 81 100 Total 153 98.7 162 100 315 99.4 139 99.3 169 100 308 99.7 48 100 33 100 81 100 22 Table A-6: Students' Satisfaction with Health and Occupational Safety at School, by Gender and Grade Satisfaction Grade 1 Grade 2 Grade 4 Boys Girls Total Boys Girls Total Boys Girls Total N % N % N % N % N % N % N % N % N % Not Satisfied 26 20 5 3 31 11 28 21 20 12 48 16 14 32 4 15 18 26 Neutral 24 19 23 14 47 16 20 15 31 18 51 17 18 41 6 23 24 34 Satisfied 77 61 135 83 212 73 87 64 117 70 204 67 12 27 16 62 28 40 Table A-7: Students' Participation in Internship Last Summer, by Gender and Grade (%) Participation in Internship Last Summer Boys Girls Total N % N % N % Grade 1 Yes 4 2.6 7 4.3 11 3.5 No 150 97.4 156 95.7 306 96.5 Total 154 100 163 100 317 100 Grade 2 Yes 29 21.2 19 11.1 48 15.6 No 108 78.8 152 88.9 260 84.4 Total 137 100 171 100 308 100 Grade 4 Yes 9 18.8 4 12.1 13 16 No 39 81.3 29 87.9 68 84 Total 48 100 33 100 81 100 23 A-8: Medium through which Student got Internship Last Summer, by Gender and Grade (%) Medium of Internship Boys Girls Total N % N % N % Grade 1 Myself 1 25 2 28.6 3 27.3 Family or friends 3 75 4 57.1 7 63.6 A teacher in the school 0 0 1 14.3 1 9.1 Total 4 100 7 100 11 100 Grade 2 Myself 8 27.6 2 10.5 10 20.8 Family or friends 6 20.7 1 5.3 7 14.6 A teacher in the school 7 24.1 7 36.8 14 29.2 SUTE 8 27.6 9 47.4 17 35.4 Total 29 100 19 100 48 100 Grade 4 Myself 2 22.2 0 0 2 15.4 Family or friends 1 11.1 0 0 1 7.7 A teacher in the school 4 44.4 4 100 8 61.5 SUTE 2 22.2 0 0 2 15.4 Total 9 100 4 100 13 100 A-9: Length of Students' Internships Last Summer, by Gender and Grade (%) Length of Internship Boys Girls Total N % N % N % Grade 1 From two to four weeks (less than one month) 0 0 2 28.6 2 18.2 From one to two months 2 50 3 42.9 5 45.5 More than two months 2 50 2 28.6 4 36.4 Total 4 100 7 100 11 100 Grade 2 Two weeks or less 9 32.1 6 31.6 15 31.9 From two to four weeks (less than one month) 3 10.7 2 10.5 5 10.6 From one to two months 5 17.9 1 5.3 6 12.8 More than two months 11 39.3 10 52.6 21 44.7 Total 28 100 19 100 47 100 Grade 4 Two weeks or less 1 11.1 0 0 1 7.7 From two to four weeks (less than one month) 1 11.1 0 0 1 7.7 From one to two months 0 0 3 75 3 23.1 More than two months 7 77.8 1 25 8 61.5 Total 9 100 4 100 13 100 24 A-10: Average Monthly Wage Received during Internship, by Gender and Grade (%) Gender N Mean Maximum Minimum* Std. Deviation Boys 35 1192.57 2500 0 687.395 Girls 27 688.52 1800 0 484.117 Total 62 973.06 2500 0 653.258 Note: 10 observations did not report their wages; 7 were unpaid interns. A-11: Relevance of Internship to Study Specialty by Medium of Internship Attainment, by Gender and Grade (%) Medium of Internship Attainment Gender Boys Girls Total N % N % N % Training was not through SUTE* Grade 1 Yes 1 25.0 3 42.9 4 36.4 No 3 75.0 4 57.1 7 63.6 Total 4 100.0 7 100.0 11 100.0 Grade 2 Yes 10 47.6 4 40.0 14 45.2 No 11 52.4 6 60.0 17 54.8 Total 21 100.0 10 100.0 31 100.0 Grade 4 Yes 2 28.6 3 75.0 5 45.5 No 5 71.4 1 25.0 6 54.5 Total 7 100.0 4 100.0 11 100.0 Total Yes 13 40.6 10 47.6 23 43.4 No 19 59.4 11 52.4 30 56.6 Total 32 100.0 21 100.0 53 100.0 Training was through SUTE Grade 2 Yes 5 71.4 7 77.8 12 75.0 No 2 28.6 2 22.2 4 25.0 Total 7 100.0 9 100.0 16 100.0 Grade 4 Yes 2 100.0 0 0.0 2 100.0 Total 2 100.0 0 0.0 2 100.0 Total Yes 7 77.8 7 77.8 14 77.8 No 2 22.2 2 22.2 4 22.2 Total 9 100.0 9 100.0 18 100.0 Notes: (1) All other options (Myself, Family or friends, and Teacher at school) were combined. (2) Answers reflect students' perceptions. 25 A-12: Internship's Need of Skills Attained through SUTE or Otherwise, by Gender and Grade (%) Internship's Need of Skills Gender Boys Girls Total N % N % N % Training was not through SUTE Job doesn't need any skills 1 3.2 2 9.5 3 5.8 Job needs different skills than I learned 16 51.6 4 19.0 20 38.5 I haven't learned any skills here 2 6.5 0 0.0 2 3.8 My education helped me in the job 12 38.7 15 71.4 27 51.9 Total 31 100.0 21 100.0 52 100.0 Training was through SUTE Job doesn't need any skills 1 2.6 2 6.7 3 4.3 Job needs different skills than I learned 17 43.6 8 26.7 25 36.2 I haven't learned any skills here 3 7.7 0 0.0 3 4.3 My education helped me in the job 18 46.2 20 66.7 38 55.1 Total 39 100.0 30 100.0 69 100.0 Notes: (1) All other options (Myself, Family or friends, and Teacher at school) were combined. (2) Answers reflect students' perception. Table A-13: Student Employment, by Gender and Grade (%) Currently working, or ever worked during school year? Gender Boys Girls Total N % N % N % Grade 1 Yes 92 59.4 7 4.5 99 31.7 No 63 40.6 150 95.5 213 68.3 Total 155 100.0 157 100.0 312 100.0 Grade 2 Yes 113 81.3 22 13.1 135 44.0 No 26 18.7 146 86.9 172 56.0 Total 139 100.0 168 100.0 307 100.0 Grade 4 Yes 38 80.9 4 15.4 42 57.5 No 9 19.1 22 84.6 31 42.5 Total 47 100.0 26 100.0 73 100.0 Total Yes 243 71.3 33 9.4 276 39.9 No 98 28.7 318 90.6 416 60.1 Total 341 100.0 351 100.0 692 100.0 26 A-14: Medium through which Student got Job, by Gender and Grade (%) Medium of Job Attainment Gender Boys Girls Total N % N % N % Grade 1 Myself 39 42.4 4 57.1 43 43.9 Family or friends 50 54.3 1 14.3 51 51.5 SUTE 0 0 2 28.6 2 2 Other 3 3.3 0 0 3 3.1 Total 92 100 7 100 99 100 Grade 2 Myself 50 44.2 7 31.8 57 42.2 Family or friends 53 46.9 8 36.4 61 45.1 A teacher in the school 4 3.6 0 0 4 3 SUTE 3 2.7 4 18.2 7 5.3 Other 3 2.7 3 13.6 6 4.5 Total 113 100 22 100 135 100 Grade 4 Myself 12 52.2 0 0 12 44.4 Family or friends 10 43.5 2 50 12 44.4 A teacher in the school 0 0 1 25 1 3.7 SUTE 0 0 1 25 1 3.7 Other 1 4.3 0 0 1 3.7 Total 23 100 4 100 27 100 Note: This table reports on students who had jobs. Fifteen of them who reported they did work did not respond to this question. A-15: Job's Average Monthly Wage, by Gender and Grade (%) Gender N Mean Maximum Minimum Std. Deviation Male 233 1243.21 4800 0 805.698 Female 27 745.19 2000 110 430.799 Total 260 1191.49 4800 0 789.480 Note: The 0 appeared for only one student who works with family. Fifteen who reported working did not report the wage. 27 A-16: Relevance of Job to Study Specialty by Medium of Job Attainment, Gender, and Grade (%) Medium of Job Attainment Gender Boys Girls Total N % N % N % Job was not through SUTE Grade 1 Yes 9 10.1 0 0.0 9 9.6 No 80 89.9 5 100.0 85 90.4 Total 89 100.0 5 100.0 94 100.0 Grade 2 Yes 18 16.7 6 35.3 24 19.2 No 90 83.3 11 64.7 101 80.8 Total 108 100.0 17 100.0 125 100.0 Grade 4 Yes 4 17.4 1 33.3 5 19.2 No 19 82.6 2 66.7 21 80.8 Total 23 100.0 3 100.0 26 100.0 Total Yes 31 14.1 7 28.0 38 15.5 No 189 85.9 18 72.0 207 84.5 Total 220 100.0 25 100.0 245 100.0 Job was through SUTE Grade 1 No 0 0.0 2 100.0 2 100.0 Total 0 0.0 2 100.0 2 100.0 Grade 2 Yes 2 66.7 3 75.0 5 71.4 No 1 33.3 1 25.0 2 28.6 Total 3 100.0 4 100.0 7 100.0 Grade 4 No 0 0.0 1 100.0 1 100.0 Total 0 0.0 1 100.0 1 100.0 Total Yes 2 66.7 3 42.9 5 50.0 No 1 33.3 4 57.1 5 50.0 Total 3 100.0 7 100.0 10 100.0 28 A-17: Job's Need of Skills by Medium of Job Attainment, Gender, and Grade (%) Job's Need of Skills Gender Boys Girls Total N % N % N % Job was not through SUTE Job doesn't need any skills 42 19.2 2 8.7 44 18.2 Job needs different skills than I learned 106 48.4 8 34.8 114 47.1 I haven't learned any skills here 8 3.7 0 0.0 8 3.3 My education helped me in the job 59 26.9 12 52.2 71 29.3 I haven't learned any skills in the internship 4 1.8 1 4.3 5 2.1 Total 219 100.0 23 100.0 242 100.0 Job was through SUTE Job doesn't need any skills 0 0.0 1 14.3 1 10.0 Job needs different skills than I learned 1 33.3 3 42.9 4 40.0 My education helped me in the job 2 66.7 3 42.9 5 50.0 Total 3 100.0 7 100.0 10 100.0 A-18: Percentage of Students who Ever Approached SUTE for Internship, by Gender and Grade (%) Did you try asking SUTE for help in finding an internship? Gender Boys Girls Total N % N % N % Grade 1 Yes 24 16.2 56 34.6 80 25.8 No 124 83.8 106 65.4 230 74.2 Total 148 100.0 162 100.0 310 100.0 Grade 2 Yes 35 25.7 54 32.1 89 29.3 No 101 74.3 114 67.9 215 70.7 Total 136 100.0 168 100.0 304 100.0 Grade 4 Yes 9 34.6 19 59.4 28 48.3 No 17 65.4 13 40.6 30 51.7 Total 26 100.0 32 100.0 58 100.0 Total Yes 68 21.9 129 35.6 197 29.3 No 242 78.1 233 64.4 475 70.7 Total 310 100.0 362 100.0 672 100.0 29 Figure A-1: Percentage of Students Reporting Career Guidance as "Helpful," by Gender and Grade Figure A-2: Percentage of Students Reporting Entrepreneurship as “Helpful,” by Gender and Grade Figure A-3: Percentage of Students Reporting Soft Skills Training as "Helpful," by Gender and Grade 89.6% 71.5% 59.1% 96.9% 88.9% 44.4% 93.4% 81.2% 52.5% Grade 1 Grade 2 Grade 4 Total Female Male 57.1% 71.1% 70.2% 76.4% 77.2% 81.8% 68.9% 74.8% 75.0% Grade 1 Grade 2 Grade 4 Total Female Male 79.0% 77.2% 36.8% 88.6% 81.4% 43.8% 83.4% 79.1% 40.0% Grade 1 Grade 2 Grade 4 Total Female Male 30 Figure A-4: “Is Your Job Relevant to Your Specialty?” Responses from Graduates Employed by SUTE Figure A-5: Student Participation in Internships through SUTE (Summer 2017) 3 34 37 13 9 22 Male Female Total Yes No 69.4% 60.0% 100.0% 55.6% 75.0% 74.0% 30.6% 40.0% 0.0% 44.4% 25.0% 26.0% Alexandria (n=36) Ismailia (n=5) Port Said (n=15) Red Sea (n=9) Aswan (n=8)Total (n=73) SUTE 31 Part B: SUTE Officers in the Selected Schools (Paper and Pencil Survey) (n=138) Table B-1: Distribution of SUTE Officers' Sample, by Governorates, School, and Gender Demographics for SUTE Teachers Gender Male Female Total Alexandria Mohamed Ali Decorative and Architectural Technical School, Boys 5 6 13* Roushdy Industrial School, Girls 3 5 8 El Wardian Industrial (Technical) School, Girls 2 7 9 Total 10 18 30* Ismailia Ismailia Advanced Hotel & Tourism School, Mixed 3 7 10 Fayed Industrial (Technical) School, Boys 11 1 12 Abo Atwa Technical School, Girls 3 10 13 Total 17 18 35 Port Said Port Foad Advanced Technical School, Boys 11 4 15 Maritime Industrial School, Boys 7 0 7 Total 18 4 22 Red Sea Hurghada Industrial School, Boys 9 3 12 El Qussier Advanced Technical Hotels Schools, Mixed 4 4 9* Total 13 7 21* Aswan Aswan Advanced Technical Hotels School (5 years), Mixed 4 7 13* Martyr Mohamed Mohsen Industrial School, Girls 6 11 17 Total 10 18 30* Total 68 65 138* Note: *Five observations are missing gender. 32 Table B-2: Wise Training Received by SUTE Officers, by Gender (%) Have you received WISE training in any of the following? Gender Total Male Female N % N % N % Career guidance No 52 76.5 34 52.3 91 65.9 Yes 16 23.5 31 47.7 47 34.1 Peer Help program No 62 91.2 54 83.1 121 87.7 Yes 6 8.8 11 16.9 17 12.3 Employment and labor market information No 55 80.9 61 93.8 119 86.2 Yes 13 19.1 4 6.2 19 13.8 SUTE operation No 54 79.4 52 80.0 108 78.3 Yes 14 20.6 13 20.0 30 21.7 Competencies, assessment, and curriculum for logistics No 65 95.6 64 98.5 134 97.1 Yes 3 4.4 1 1.5 4 2.9 Competencies, assessment, and curriculum for renewable energy No 67 98.5 65 100.0 137 99.3 Yes 1 1.5 0 0.0 1 0.7 ToT teacher training No 41 60.3 43 66.2 86 62.3 Yes 27 39.7 22 33.8 52 37.7 Entrepreneurship No 56 82.4 50 76.9 109 79.0 Yes 12 17.6 15 23.1 29 21.0 Innovation club No 64 94.1 57 87.7 126 91.3 Yes 4 5.9 8 12.3 12 8.7 Occupation safety and health No 51 75.0 56 86.2 112 81.2 Yes 17 25.0 9 13.8 26 18.8 33 Table B-3: SUTE Officers' Evaluation of WISE Training in Relation to their Skills’ Enhancement, by Gender (%) Training Subjects Gender Total Male Female N % N % N % Career Guidance Least 0 0.0 0 0.0 0 0.0 Neutral 1 6.7 1 3.3 2 4.4 Most 14 93.3 29 96.7 43 95.6 Peer Help Program Least 0 0.0 0 0.0 0 0.0 Neutral 2 50.0 0 0.0 2 14.3 Most 2 50.0 10 100.0 12 85.7 Employment and Labor market information Least 0 0.0 0 0.0 0 0.0 Neutral 1 10.0 0 0.0 1 6.7 Most 9 90.0 3 100.0 14 93.3 SUTE Operation Least 0 0.0 1 9.1 1 4.8 Neutral 2 22.2 1 9.1 3 14.3 Most 7 77.8 9 81.8 17 81.0 Competencies, Assessment, and Curriculum for Logistics Least 1 50.0 0 0.0 1 33.3 Neutral 0 0.0 0 0.0 0 0.0 Most 1 50.0 1 100.0 2 66.7 Competencies, Assessment, and Curriculum for Renewable Energy Least 0 0.0 0 0.0 0 0.0 Neutral 0 0.0 0 0.0 0 0.0 Most 0 0.0 0 0.0 0 0.0 ToT Teacher Training Least 1 3.8 0 0.0 1 2.0 Neutral 1 3.8 1 4.8 2 4.0 Most 24 92.3 20 95.2 47 94.0 Entrepreneurship Training-of-Trainers Least 0 0.0 1 7.1 1 3.7 Neutral 1 9.1 1 7.1 2 7.4 Most 10 90.9 12 85.7 24 88.9 Innovation Club Teacher Training Least 2 66.7 1 14.3 3 30.0 Neutral 0 0.0 0 0.0 0 0.0 Most 1 33.3 6 85.7 7 70.0 Health and Occupational Safety Least 3 18.8 0 0.0 3 13.0 Neutral 1 6.3 0 0.0 1 4.3 Most 12 75.0 7 100.0 19 82.6 Notes: (1) The scale was 1 to 5. However, due to the small numbers, 1 and 2 were combined into the category “Least,” 3 is Neutral, and 4 and 5 were combined into the category “Most.” (2) Those who did not attend are excluded. 34 Table B-4: Percentage of SUTE Officers Receiving Training Each Workshop, by Gender (%) (n=138) Workshop Subjects Gender Total Male Female N % N % N % Training and skills enhancement 17 25.0 15 23.1 33 23.9 Counseling and career guidance 14 20.6 31 47.7 45 32.6 Employment and labor 10 14.7 4 6.2 17 12.3 Entrepreneurship and innovation club 11 16.2 12 18.5 23 16.7 Teacher support training 4 8.9 2 3.6 6 4.3 Health and occupational safety 15 22.1 5 7.7 20 14.5 Notes: (1) Multiples answers are allowed. (2) Five observations are missing gender, so adding by gender does not equal the total. (3) The percentage is out of the total (male (65)/ female (68)/ teachers (138)). (4) Seven observations did not report the department; four of them were corrected based on the information given in the questionnaires; and three remained unidentified. (5) Nine teachers reported that they are officers in two departments. 35 Table B-5: SUTE Officers' Evaluation of Effectiveness of WISE Activities, by Gender (%) (n=138) WISE Activities Gender Total Male Female N % N % N % Career guidance and counseling Not Effective 1 2.1 1 1.9 2 2.0 Neutral 2 4.2 5 9.6 7 6.9 Effective 45 93.8 46 88.5 93 91.2 Peer helping program ‘’Together We Soar” Not Effective 4 19.0 4 20.0 8 19.5 Neutral 1 4.8 3 15.0 4 9.8 Effective 16 76.2 13 65.0 29 70.7 Graduates job placement Not Effective 6 15.0 1 2.9 7 8.9 Neutral 13 32.5 5 14.3 18 22.8 Effective 21 52.5 29 82.9 54 68.4 Paid apprenticeship for the students Not Effective 6 21.4 0 0.0 6 10.7 Neutral 9 32.1 4 16.7 13 23.2 Effective 13 46.4 20 83.3 37 66.1 Innovation club Not Effective 6 30.0 3 23.1 9 26.5 Neutral 9 45.0 0 0.0 9 26.5 Effective 5 25.0 10 76.9 16 47.1 Entrepreneurship sessions Not Effective 4 9.5 1 2.5 5 5.9 Neutral 2 4.8 0 0.0 2 2.4 Effective 36 85.7 39 97.5 78 91.8 Teacher support training Not Effective 2 4.7 1 3.0 3 3.8 Neutral 7 16.3 0 0.0 7 9.0 Effective 34 79.1 32 97.0 68 87.2 Health and occupational safety and committee Not Effective 2 4.0 1 2.5 3 3.3 Neutral 7 14.0 1 2.5 8 8.7 Effective 41 82.0 38 95.0 81 88.0 Notes: (1) The scale was 1 to 5. However, due to the small numbers, 1 and 2 were combined into the category “Not Effective,” 3 is Neutral, and 4 and 5 were combined into the category “Effective.” (2) Table excludes those who said not available yet and those who did not answer. 36 Table B-6: SUTE Officers' Recommendation of the Two Activities that can be Applied in all TVET Schools, by Gender (%) (n=138) WISE Activities Gender Total Male Female N % N % N % Counseling and Career Guidance 32 47.1 36 55.4 70 50.7 Peer Help Program "Together we Soar" 8 11.8 10 15.4 18 13.0 Graduates Job Placement 26 38.2 18 27.7 46 33.3 Paid apprenticeship for the students 14 20.6 14 21.5 30 21.7 Innovation Club 10 14.7 15 23.1 25 18.1 Entrepreneurship Sessions 10 14.7 27 41.5 40 29.0 Teacher Support Training 22 32.4 23 35.4 46 33.3 Health and Occupational Safety Committee 16 23.5 12 18.5 28 20.3 Note: The percentages are out of the total (male: 68/ female: 65/ teachers: 138), and present how many chose the activity. Table B-7: SUTE Teachers’ Recommendation of the Two Activities that can be Applied in all TVET Schools, by Gender (%) (n=138) SUTE Teachers responses to: What are the main two activities that can be applied in all other TVET schools? Male Female Total Counseling and Career Guidance 47.1 55.4 50.7 Graduates Job Placement 38.2 27.7 33.3 Paid apprenticeship for the students 20.6 21.5 21.7 Entrepreneurship Sessions 14.7 41.5 29.0 Teacher Support Training 32.4 35.4 33.3 Occupation Safety and Health Committee 23.5 18.5 20.3 37 Table B-8: SUTE Officers' Evaluation of Training Benefits of the Main Activities, by Gender (%) Teachers' evaluation of training benefits Gender Total Male Female N % N % N % From Scale 1 to 5, where 1 is the least and 5 is the most, how much do you think these training sessions for the teachers did improve their teaching skills? Least 3 8.6 0 0.0 3 5.1 Neutral 8 22.9 4 17.4 12 20.3 Most 24 68.6 19 82.6 44 74.6 Total 35 100 23 100 59 100 From Scale 1 to 5, where 1 is the least and 5 is the most, how much do you think these career guidance helpful for the students? Least 0 0 0 0 0 0 Neutral 1 5.6 0 0.0 1 2.1 Most 17 94.4 29 100.0 46 97.9 Total 18 100 29 100 47 100 From Scale 1 to 5, where 1 is the least and 5 is the most, how much do you think the entrepreneurship sessions were helpful for the students? Least 0 0 0 0 0 0 Neutral 2 13.3 2 15.4 4 14.3 Most 13 86.7 11 84.6 24 85.7 Total 15 100 13 100 28 100 Note: (1) The scale was 1 to 5. However, due to the small numbers, 1 and 2 were combined into the category “Least,” 3 is Neutral, and 4 and 5 were combined into the category “Most.” (2) Only officers of the same department answered these questions. Table B-9: Evaluation by SUTE Officers in Employment Departments as to the Main Activities’ Effectiveness on Students, by Gender of SUTE Officers (%) From Scale 1 to 5 , where 1 is the least and 5 is the most, how much do you think these activities were helpful for the students, even if you didn't participate in? Gender Total Male Female N % N % N % Helping students get internship Least 0 0.0 0 0.0 0 0.0 Neutral 4 26.7 1 25.0 5 22.7 Most 11 73.3 3 75.0 17 77.3 Help graduates get jobs Least 0 0.0 0 0.0 0 0.0 Neutral 7 38.9 1 16.7 8 29.6 Most 11 61.1 5 83.3 19 70.4 The training sessions to students on soft skills (writing CV, having an interview…….) Least 1 6.7 0 0.0 1 4.2 Neutral 5 33.3 2 33.3 7 29.2 Most 9 60.0 4 66.7 16 66.7 The entrepreneur sessions Least 2 16.7 1 33.3 3 18.8 Neutral 1 8.3 1 33.3 2 12.5 Most 9 75.0 1 33.3 11 68.8 The job fair Least 3 33.3 0 0.0 3 18.8 Neutral 1 11.1 1 25.0 2 12.5 Most 5 55.6 3 75.0 11 68.8 38 Table B-10: Average Number of Males and Females who Approached SUTE for Employment since Beginning, as Reported by SUTE Officers (%) Since SUTE started, on average how many graduates approached SUTE for employment opportunities? Males Females N % N % Less than 10 2 10.5 2 13.3 10 – 30 13 68.4 7 46.7 30-50 0 0 1 6.7 More than 50 4 21.1 5 33.3 Total 19 100 15 100 Table B-11: Average Percentage of Males and Females Employed by SUTE, as Reported by SUTE Officers On average, what percentage of graduates did SUTE manage to find job opportunities for? Males Females N % N % Less than 25% 5 26.3 9 60 25 – 50% 7 36.8 1 6.7 More than 50% 6 31.6 2 13.3 All of them 1 5.3 3 20 Total 19 100 15 100 Table B-12: Main Challenges SUTE Officers Face in Teacher Training, as Reported by SUTE Officers (%) As SUTE officer, what are the main challenges that you face in the following activities, starting with the most important challenge to the least important challenge in teacher training? Challenges First Challenge Second Challenge Third Challenge N % N % N % No incentive 8 11.3 5 13.2 2 11.1 Heavy schedule / not enough teachers 8 11.3 7 18.4 3 16.7 I don't know 14 19.7 0 0 0 0 I am not in charge 5 7 0 0 0 0 lack of facilities / no room 4 5.6 5 13.2 4 22.2 Not enough / we need more 6 8.5 0 0 1 5.6 Weakness of teacher's turnout 6 8.5 1 2.6 1 5.6 No joint free time / no time 14 19.7 12 31.6 3 16.7 Head of department is not cooperative 0 0 2 5.3 0 0 Other 6 8.5 6 15.8 4 22.2 Total 71 100 38 100 18 100 39 Table B-13: Main Challenges SUTE Officers Face in Entrepreneurship Sessions, as Reported by SUTE Officers (%) As SUTE officer, what are the main challenges that you face in the following activities, starting with the most important challenge to the least important challenge in entrepreneurship sessions? Challenges First Challenge Second Challenge Third Challenge N % N % N % No specific timing the schedule 9 16.7 2 11.8 4 36.4 Students' Carelessness 3 5.6 1 5.9 0 0 Lack of facilities / no room 3 5.6 4 23.5 5 45.5 Few Number of students in the school 2 3.7 0 0 0 0 Only few sessions 2 3.7 0 0 0 0 I don't know 27 50 0 0 0 0 Not in charge 2 3.7 0 0 0 0 No available 2 3.7 0 0 0 0 Class high density 0 0 2 11.8 0 0 Facilitators have crowded schedule 0 0 4 23.5 0 0 Teachers' sarcasm 0 0 1 5.9 1 9.1 Other 4 7.4 3 17.6 1 9.1 Total 54 100 17 100 11 100 Table B-14: Number and Percentage of SUTE Members Reporting Training’s Effectiveness in Improving their Skills Male Female Total N % Female % N % Career Guidance 14 93.3 29 96.7 43 95.6 Employment and Labor market information 9 90.0 3 100.0 14 93.3 SUTE Operation 7 77.8 9 81.8 17 81.0 ToT Teacher Training 24 92.3 20 95.2 47 94.0 Entrepreneurship Training-of￾Trainers 10 90.9 12 85.7 24 88.9 Occupation Safety and Health 12 75.0 7 100.0 19 82.6 40 Figure B-1: Number of SUTE Teachers Who Received WISE Training, by Subject (n=138) Figure B- 2: Percentage of SUTE Teachers Reporting Training’s Effectiveness in Improving their Skills 16 6 13 14 3 1 27 12 4 17 31 11 4 13 1 0 22 15 8 9 47 17 19 30 4 1 52 29 12 26 Career Guidance Peer Help Program Employment and Labor market information SUTE Operation Curriculum for Logistics Curriculum for Renewable Energy ToT Teacher Training Entrepreneurship Innovation Club Occupation Safety and Health Male Female Total 0 20 40 60 80 100 Career Guidance Employment and Labor market information SUTE Operation ToT Teacher Training Entrepreneurship Occupation Safety and Health % Total Female Male 41 Figure B-3: SUTE Officers’ Recommendation of Two Activities that can be Applied in all TVET Schools (n=138) Figure B-4: Evaluation by SUTE Officers in Employment Departments as to the Main Activities’ Effectiveness on Students 47.1% 38.2% 20.6% 14.7% 32.4% 23.5% 55.4% 27.7% 21.5% 41.5% 35.4% 18.5% 50.7% 33.3% 21.7% 29.0% 33.3% 20.3% Counseling and Career Guidance Graduates Job Placement Paid apprenticeship for the students Entrepreneurship Sessions Teacher Support Training Occupation Safety and Health Committee Total Female Male (n=28) (n=12) (n=16) (n=46) (n=23) (n=22) (n=40) (n=27) (n=10) (n=30) (n=14) (n=14) (n=46) (n=18) (n=26) (n=70) (n=36) (n=32) 0 5 10 15 20 25 30 Helping the Students Getting Internship Help Graduates Getting Jobs The training sessions to students on soft skills The Entrepreneur Sessions Least Neutral Most 42 Figure B-5: Percentage of SUTE Officers Who Rated the Contribution of Courses to Other Teachers' Skills as 4 and 5 (Most) Figure B-6: Number and Percentage of SUTE Officers Who Thought Entrepreneurship Courses Effective for Students 68.6% 82.6% 74.6% Male Female Total 17 94.400 29 100 46 97.9 13 86.667 11 84.6 24 85.7 0 20 40 60 80 100 120 N % N % N % Male Female Total Career Guidance Entrepreneurship sessions 43 Figure B-7: Number of SUTE Officers Who Received WISE Training, by Subject 16 13 14 27 12 17 31 4 13 22 15 9 47 19 30 52 29 26 Career Guidance Employment and Labor market information Training on SUTE Operation ToT Teacher Training Entrepreneurship Training-of￾Trainers Occupation Safety and Health Male Female Total 44 Part C: Employed Graduates (Phone and Paper and Pencil Survey) (n=63) Table C-1: Distribution of Employed Graduates, by Governorate, School, and Gender Demographics of Employed Graduates Gender Male Female Total Alexandria Mohamed Ali Decorative And Architectural Technical School, Boys 7 0 7 Roushdy Industrial School, Girls 0 4 4 El Wardian Industrial (Technical) School, Girls 0 23 23 Other 5 1 6 Total 12 28 40 Ismailia Fayed Industrial (Technical) School, Boys 0 4 4 Abo Atwa Technical School, Girls 0 11 11 Other 2 2 4 Total 2 17 19 Port Said Total (Only from Other) 1 0 1 Red Sea Total (Only from Other) 2 0 2 Aswan Aswan Advanced Technical Hotels School (5 years), Mixed 2 0 2 Other 0 1 1 Total 2 1 3 Total 19 46 65 Note: (1) Other indicates graduates from the surrounding community. Table C-2: Employed Graduates, by Graduation Year and Gender Graduation Year Male Female N % N % No Degree 1 0.6 0 0 Before 2015 8 49.8 2 4.3 2015 to 2017 8 49.8 44 95.7 Total 16 100.0 46 100.0 Note: There is one male with an elementary degree. Table C-3: Average Time SUTE Took to Place Employed Graduates in Jobs, by Gender (%) Duration to Work Gender Male Female Total N % N % N % Less than one month 9 52.9 30 65.2 39 61.9 From one to two months 2 11.8 10 21.7 12 19.0 From two to three months 3 17.6 2 4.3 5 7.9 From three to six months 1 5.9 1 2.2 2 3.2 More than six months 2 11.8 3 6.5 5 7.9 Total 17 100 46 100 63 100 45 Table C-4: Percentage of Employed Graduates Who Remained in Jobs found through SUTE, by Gender (%) Same Job Found by SUTE? Gender Male Female Total N % N % N % Yes 16 94.1 43 93.5 59 93.7 No 1 5.9 3 6.5 4 6.3 Total 17 100.0 46 100.0 63 100.0 Table C-5: Economic Activity of Employed Graduates, by Gender (%) Economic Activity Gender Male Female Total N % N % N % "RMG" 9 56.3 29 72.5 38 67.9 Porcelain 0 0.0 9 22.5 9 16.1 Cafe 1 6.3 0 0.0 1 1.8 Tourism 2 12.5 0 0.0 2 3.6 School (as Bus driver or proctor) 2 12.5 1 2.5 3 5.4 Other 2 12.5 1 2.5 3 5.4 Table C-6: Employed Graduates' Perception of their Job's Required Skills, by Gender (%) Job Skills Gender Male Female Total N % N % N % Is your job relevant to your specialty you did study at school? Yes 3 18.8 34 79.1 37 62.7 No 13 81.3 9 20.9 22 37.3 Does your job need any specific skills? My job doesn't need any skills 4 25.0 7 16.3 11 18.6 Job needs different skills than I learned 9 56.3 12 27.9 21 35.6 I didn't Learn any Skills at the School 1 6.3 0 0.0 1 1.7 My Specialty Helped me in the Job 2 12.5 23 53.5 25 42.4 Other 0 0.0 1 2.3 1 1.7 46 Table C-7: Job Quality based on Job's Characteristics, by Gender (%) Job Characteristics Gender Male Female Total N % N % N % Having a Contract Yes 12 75.0 27 62.8 39 66.1 No 4 25.0 16 37.2 20 33.9 Monthly Wage in Egyptian Pound Less than 1000 0 0.0 6 14.0 6 10.2 1000-1499 4 25.0 21 48.8 25 42.4 1500-1999 7 43.8 12 27.9 19 32.2 2000-2499 4 25.0 4 9.3 8 13.6 2500 and above 1 6.3 0 0.0 1 1.7 Working Hours per Day 5 1 6.3 0 0.0 1 1.7 6 1 6.3 1 2.3 2 3.4 7 1 6.3 0 0.0 1 1.7 8 4 25.0 21 48.8 25 42.4 9 9 56.3 8 18.6 17 28.8 10 0 0.0 10 23.3 10 16.9 12 0 0.0 3 7.0 3 5.1 Working Days per Week 4 0 0.0 1 2.3 1 1.7 5* 9 56.3 13 30.2 22 37.3 6 6 37.5 29 67.4 35 59.3 7 1 6.3 0 0.0 1 1.7 Note: *One individual reported working 5 to 6 days per week. However, it was considered 5 days/week. Table C-8: Main Challenges Employed Graduates Face at Work What are the main two challenges you are facing in the job? Gender Male Female Total N % N % N % Long working hours 0 0.0 13 30.2 13 22.0 Doesn't match my skills 1 6.3 2 4.7 3 5.1 Far from home 1 6.3 14 32.6 15 25.4 Bullying from workmates 1 6.3 1 2.3 2 3.4 Bullying from boss 0 0.0 4 9.3 4 6.8 Working environment makes me uncomfortable 1 6.3 1 2.3 2 3.4 Total Observations 16 43 59 Note: (1) The percentage represents how many out of the total (16 males, 43 females, 59 total) reported this challenge. (2) Most of the interviews in the firms were conducted in the presence of the employers. (3) The total does not add up, because two challenges were asked for, and many did not complain of any problems. 47 Figure C-1: Average Time SUTE Took to Place Graduates in Jobs, By Gender Figure C-2: Average Time Employed Graduates Working in Job 0 10 20 30 40 50 60 70 Male Female Total Number of Observations More than six months From three to six months From two to three months From one to two months Less than one month 0 10 20 30 40 50 60 Male Female Total Number of Observations More than six months From three to six months From two to three months From one to two months Less than one month 48 Figure C-3: Employed Graduates’ Economic Activity Figure C-4: Job's Relevance to Field of Study, by Gender 0 10 20 30 40 50 60 Male Female Total Number of Observations Other School (as Bus driver or proctor) Tourism Cafe Porcelain RMG 3 34 37 13 9 22 Male Female Total Yes No 49 Figure C-5: Skills Needed in Job Figure C-6: Employed Graduates' Job Quality 4 7 11 9 12 21 1 0 1 2 23 25 Male Female Total my job doesn't need any skills Job needs different skills than I learned I didn't learn any skills at the school My specialty helped me in the job 66% 34% Having a Contract Yes No 47% 36% 15% 2% Monthly Wages 1000-1499 1500-1999 2000-2499 5% 51% 44% Daily Working Hours 5 to 6 7 to 8 9+ 4 days 2% 5 days 37% 6 days 59% 7 days 2% Working Days per Week 50 Part D: Job Seekers through SUTE (Phone Survey) (n=28) Table D-1: Distribution of Job Seekers, by Governorate and Gender Governorate Gender Male Female Total Alexandria 3 6 9 Port Said 3 3 6 Aswan 13 0 13 Total 19 9 28 Table D-2: Job Seekers, by Graduation Year and Gender Graduation Year Male Female Total N % N % N % No Degree 1 5.3 0 0.0 1 3.6 Before 2015 16 84.2 4 44.4 20 71.4 2015-2017 2 10.5 5 55.6 7 25.0 Total 19 100 9 100.0 28 100 Table D-3: Average Time Job Seekers Spent since Approaching SUTE/LUTE for a Job, by Gender (%) Time since Approaching SUTE/LUTE for a Job Gender Male Female Total N % N % N % Less than a week 2 11.1 0 0.0 2 7.7 Less than one month 1 5.6 3 37.5 4 15.4 From one to two months 2 11.1 2 25.0 4 15.4 From two to three months 0 0.0 0 0.0 0 0.0 From three to six months 0 0.0 0 0.0 0 0.0 More than six months 13 72.2 3 37.5 16 61.5 Table D-4: Current Working Status of Job Seekers, by Gender Current Working Status Gender Male Female Total N % N % N % Working: 11 61.1 1 12.5 12 46.2 Self employed 2 18.2 0 0.0 2 16.7 In a small shop 5 45.5 0 0.0 5 41.7 In a firm 4 36.4 1 100.0 5 41.7 Not Working 7 38.9 7 87.5 14 53.8 Total 18 100.0 8 100.0 26 100.0 51 Part E: Non-SUTE Teachers in Selected Schools (Paper and Pencil Survey) (n=259) Table E-1: Distribution of Non SUTE Teachers, by Governorate, School, and Gender Demographics for Non-SUTE Teachers Male Female Total Alexandria Mohamed Ali Decorative and Architectural Technical School, Boys 21 10 33* Roushdy Industrial School, Girls 2 26 29 El Wardian Industrial (Technical) School, Girls 1 30 31 Total 24 66 93 Ismailia Ismailia Advanced Hotel & Tourism School, Mixed 2 13 15 Fayed Industrial (Technical) School, Boys 16 6 22 Abo Atwa Technical School, Girls 3 22 25 Total 21 41 62 Port Said Port Foad Advanced Technical School, Boys 5 22 27 Maritime Industrial School, Boys 10 9 19 Total 15 31 46 Red Sea Hurghada Industrial School, Boys 6 9 15 El Qussier Advanced Technical Hotels Schools, Mixed 3 7 10 Total 9 16 25 Aswan Aswan Advanced Technical Hotels School (5 years), Mixed 2 14 16 Martyr Mohamed Mohsen Industrial School, Girls 0 17 17 Total 2 31 33 Total 71 185 259 Note: One to three observations are missing gender. 52 Table E-2: WISE Training Received by Non SUTE Teachers, by School and Gender (%) Have you received WISE training in any of the following areas? Gender Male Female N % N % Career guidance No 53 74.6 140 75.7 Yes 18 25.4 45 24.3 Peer help program No 66 93.0 154 83.2 Yes 5 7.0 31 16.8 Employment and labor market information No 69 97.2 152 82.2 Yes 2 2.8 33 17.8 SUTE operation No 63 88.7 155 83.8 Yes 8 11.3 30 16.2 Competencies, assessment, and curriculum for logistics No 67 94.4 181 97.8 Yes 4 5.6 4 2.2 Competencies, assessment, and curriculum for renewable energy No 69 97.2 181 97.8 Yes 2 2.8 4 2.2 ToT teacher training No 66 93.0 177 95.7 Yes 5 7.0 8 4.3 Entrepreneurship No 66 93.0 156 84.3 Yes 5 7.0 29 15.7 Innovation club No 65 91.5 160 86.5 Yes 6 8.5 25 13.5 Health and occupational safety No 61 85.9 106 57.3 Yes 10 14.1 79 42.7 Other training No 56 78.9 88 47.6 Yes 15 21.1 97 52.4 Table E-3: Other WISE Training Received by Non SUTE Teachers, by Gender (%) Other Training Gender Male Female N % N % Smart board 11 69 40 23 Computer skills 2 13 17 10 Human development 0 0 44 25 Active learning 2 13 41 24 School logistics 1 6 20 11 Arabic language 0 0 6 3 Technical training 0 0 6 3 Total 16 100 174 100 53 Table E-4: Training Received by Non SUTE Teachers, by Governorate and Gender (%) Governorate Gender Total Male Female Alexandria No 9 6 15 Yes 15 60 75 Total 24 66 90 Ismailia No 7 6 13 Yes 14 35 49 Total 21 41 62 Port Said No 10 12 22 Yes 5 19 24 Total 15 31 46 Red Sea No 4 3 7 Yes 5 13 18 Total 9 16 25 Aswan No 0 2 2 Yes 2 29 31 Total 2 31 33 Total No 30 29 59 Yes 41 156 197 Total 71 185 256 54 Table E-5: Non SUTE Officers' Evaluation of WISE Training on Enhancement of their Skills, by Gender (%) Training Subjects Gender Male Female Total N % N % N % Teacher training Least 3 17.6 6 14.0 9 15.0 Neutral 6 35.3 7 16.3 13 21.7 Most 8 47.1 30 69.8 38 63.3 Peer helping program facilitators Least 1 25.0 3 12.0 4 13.8 Neutral 1 25.0 4 16.0 5 17.2 Most 2 50.0 18 72.0 20 69.0 Employment and LMI: Labor market information systems Least 0 0.0 3 9.4 3 8.8 Neutral 1 50.0 8 25.0 9 26.5 Most 1 50.0 21 65.6 22 64.7 SUTE operation Least 0 0.0 5 25.0 5 20.8 Neutral 3 75.0 6 30.0 9 37.5 Most 1 25.0 9 45.0 10 41.7 Competencies, assessment, and curriculum for logistics Least 1 33.3 0 0.0 1 20.0 Neutral 1 33.3 0 0.0 1 20.0 Most 1 33.3 2 100.0 3 60.0 Competencies, assessment, and curriculum for renewable energy Neutral 1 50.0 0 0.0 1 20.0 Most 1 50.0 3 100.0 4 80.0 ToT teacher training Least 1 50.0 1 12.5 2 20.0 Neutral 0 0.0 1 12.5 1 10.0 Good 1 50.0 6 75.0 7 70.0 Entrepreneurship training-of￾trainers Least 2 40.0 4 16.0 6 20.0 Neutral 1 20.0 9 36.0 10 33.3 Most 2 40.0 12 48.0 14 46.7 Innovation club teacher training Least 1 25.0 5 23.8 6 24.0 Neutral 1 25.0 3 14.3 4 16.0 Most 2 50.0 13 61.9 15 60.0 Health occupational safety Least 1 11.1 6 8.8 7 9.1 Neutral 2 22.2 16 23.5 18 23.4 Most 6 66.7 45 66.2 51 66.2 Don't know 0 0.0 1 1.5 1 1.3 Notes: (1) The scale was 1 to 5. However, due to the small numbers, 1 and 2 were combined to into the category “Least,” 3 is Neutral, and 4 and 5 were combined into the category “Most.” (2) Those who did not attend are excluded. 55 Table E-6: Non SUTE Officers' Knowledge of WISE Activities, by Gender (%) WISE Activity Gender Male Female Total N % N % N % Career guidance and counseling No 21 30.4 41 22.4 62 24.6 Yes 48 69.6 142 77.6 190 75.4 Peer helping program No 54 78.3 115 62.8 169 67.1 Yes 15 21.7 68 37.2 83 32.9 Graduates job placement No 29 42.0 52 28.4 81 32.1 Yes 40 58.0 131 71.6 171 67.9 Paid apprenticeship to the students No 49 71.0 111 60.9 160 63.7 Yes 20 29.0 71 39.0 91 36.3 Innovation club No 54 79.4 141 77.9 195 78.3 Yes 14 20.6 40 22.1 54 21.7 Entrepreneurship sessions No 51 73.9 100 54.6 151 59.9 Yes 18 26.1 83 45.4 101 40.1 Teacher support training No 33 47.8 78 42.6 111 44.0 Yes 36 52.2 105 57.4 141 56.0 Health and occupational safety No 31 44.9 44 24.0 75 29.8 Yes 38 55.1 139 76.0 177 70.2 56 Table E-7: Non SUTE Officers' Evaluation of Effectiveness of WISE Activities, by Gender (%) WISE Activities Gender Male Female Total N % N % N % Career guidance and counseling Not Effective 4 9.3 8 5.8 12 6.6 Neutral 12 27.9 30 21.6 42 23.1 Effective 26 60.5 94 67.6 120 65.9 Don't know 1 2.3 7 5.0 8 4.4 Total 43 100.0 139 100.0 182 100.0 Peer helping program “Together We Soar” Not Effective 2 14.3 3 4.8 5 6.5 Neutral 6 42.9 17 27.0 23 29.9 Effective 3 21.4 39 61.9 42 54.5 Don't know 3 21.4 4 6.3 7 9.1 Total 14 100.0 63 100.0 77 100.0 Graduates job placement Not Effective 3 7.9 7 5.6 10 6.1 Neutral 9 23.7 16 12.7 25 15.2 Effective 22 57.9 87 69.0 109 66.5 Don't know 4 10.5 16 12.7 20 12.2 Total 38 100.0 126 100.0 164 100.0 Paid apprenticeship for students Not Effective 0 0.0 2 13.3 2 11.1 Neutral 1 33.3 5 33.3 6 33.3 Effective 2 66.7 8 53.3 10 55.6 Total 3 100.0 15 100.0 18 100.0 Innovation club Not Effective 2 15.4 3 8.1 5 10.0 Neutral 6 46.2 2 5.4 8 16.0 Effective 4 30.8 25 67.6 29 58.0 Don't know 1 7.7 7 18.9 8 16.0 Total 13 100.0 37 100.0 50 100.0 Entrepreneurship sessions Not Effective 1 5.6 3 3.8 4 4.1 57 Neutral 5 27.8 14 17.7 19 19.6 Effective 8 44.4 46 58.2 54 55.7 Don't know 4 22.2 16 20.3 20 20.6 Total 18 100.0 79 100.0 97 100.0 Teacher support trainings Not Effective 3 8.8 7 7.1 10 7.5 Neutral 11 32.4 6 6.1 17 12.8 Effective 19 55.9 76 76.8 95 71.4 Don't know 1 2.9 10 10.1 11 8.3 Total 34 100.0 99 100.0 133 100.0 Health and occupational safety committee Not Effective 2 5.6 11 8.1 13 7.6 Neutral 3 8.3 23 17.0 26 15.2 Effective 30 83.3 93 68.9 123 71.9 Don't know 1 2.8 8 5.9 9 5.3 Total 36 100.0 135 100.0 171 100.0 Note: Only teachers who knew about the activity reported their evaluation. Please note some missing observations. Table E-8: Non SUTE Officers' Recommendation of the Two Activities in all TVET Schools, by Gender (%) Wise Activities Gender Male Female Total N % N % N % Counseling and Career Guidance 30 42.3 75 40.5 106 42.2 Peer Help Program "Together we Soar" 2 2.8 16 8.6 19 7.6 Graduates Job Placement 39 54.9 103 55.7 144 57.4 Paid apprenticeship for the students 14 19.7 50 27.0 65 25.9 Innovation Club 2 2.8 15 8.1 17 6.8 Entrepreneurship Sessions 5 7.0 25 13.5 30 12.0 Teacher Support Training 40 56.3 71 38.4 111 44.2 Health and Occupational Safety Committee 27 38.0 68 36.8 96 38.2 Note: Percentages are out of the total (male: 71/ female: 185/ teachers: 259), and present how many chose this activity. 58 Figure E-1: Percentage and Number of Non-SUTE Teachers Who Received Training through WISE Activity Figure E-2: Number of Non-SUTE Teachers Who Received WISE Training, by Subject 62.5% 66.7% 33.3% 55.6% 100.0% 57.7% 90.9% 85.4% 61.3% 81.3% 93.5% 84.3% Alexandria Ismailia Port Said Red Sea Aswan Total Male Female 18 5 2 8 4 2 5 5 6 10 15 45 31 33 30 4 4 8 29 25 79 97 63 36 35 38 8 6 13 34 31 89 112 1. Career Guidance 2. Peer Helping Program Facilitators 3. Employment and L 4. Training on SUTE 5. Logistics 6. Renewable Energy 7. ToT Teacher Trai 8. Entrepreneurship 9. Innovation Club 10. Occupation Safe 11. Other training Total Female Male 59 Figure E-3: Number of Non-SUTE Teachers Who Received SUTE Training in Other Subject Areas Figure E-4: Number of Trainings Received by Non-SUTE Teachers Surveyed through WISE Activity (Jan-Dec 2017) 11 2 0 2 1 0 0 40 17 44 41 20 6 6 51 19 44 43 21 6 6 Smart board Computer skills Human developement Active learning School logastics Arabic langauge Technical training Total Female Male 28 31 6 7 8 80 130 134 24 21 76 385 158 165 3 28 84 465 Alexandria Ismailia Port Said Red Sea Aswan Total Male Female Total 60 Part F: WISE Performance Reporting Table F1: Performance Indicators # Indicator Indicator Type Unit of measures, Definition, Disaggregation Data Collection Method, Source Frequency, Responsible party Target Year 1 Year 2 Year 3 Year 4 LOP 13 Number of companies with improved labor productivity Outcome, custom from contract Companies that show improvements in workforce productivity disaggregate by size of company, governorate, size and sector Productivity assessments before and after interventions/ company surveys Annually, Result B Technical lead 0 15 15 15 45 14 Number of firms with reduction in workforce turnover Outcome, custom from contract Companies with lower annual turnover disaggregate by sector, size of company and governorate HR functions assessment/ company surveys Annually, Result B Technical lead 0 10 10 10 30 15 Number of firms with improved training practices as a result of the USG assistance Outcome, custom from contract Companies with self￾developed training needs assessment and training plans HR functions assessment/ company surveys Annually, Result B Technical lead 0 10 10 10 30 Source: WISE M&E Plan – Annex 8 61 Table F2: Performance Reporting RESULT B: Improved Skills and Productivity of Workforce in Selected Sectors and Governorates # Indicator Baseline Year Baseline Value Baseline explanation Target and Progress Year 1 Planned Year 2 Planned Year 3 Planned Year 4 Planned LOP Planned 13 Number of companies with improved labor productivity FY16 0 Assessment of labor productivity will be conducted before intervention will reveal current productivity within companies 0 15 15 15 45 14 Number of firms with reduction in workforce turnover FY17 0 Intervention hasn't started. Assessment before intervention will be conducted to record baseline 0 10 10 10 30 15 Number of firms with improved training practices as a result of the USG assistance FY17 0 Intervention hasn't started. Assessment before intervention will be conducted to record baseline 0 10 10 10 30 Source: WISE M&E Plan – Annex 10 62 F3: Performance Reporting – Y2 Q3 RESULT B: Improved Skills and Productivity of the Workforce in Selected Sectors and Governorates # Indicator Target and Progress Total Project to Date Year 2 Planned Year 2 Actual Q1 Q2 Q3 Q4 Total Q1 Q2 Q3 Q4 Total 13 Number of companies with improved labor productivity 0 0 5 10 15 14 Number of firms with reduction in workforce turnover 0 0 5 5 10 1 1 1 15 Number of firms with improved training practices as a result of the USG assistance 0 0 5 5 10 Source: WISE Y2 Q3 Report – Annex A 63 Table F4: WISE Reporting on Deliverables, as of End of Year 2 No. Deliverable Progress Update Comment Unit of Measurement Tool Year 1 Planned Year 1 Progress Year 2 Planned Year 2 Progress RB.3: Productivity of the existing labor force improved 1 Productivity assessments and improvement plans for selected companies 25 The project is currently recruiting subject-matter experts to engage them in formal assessments with client companies. Document 50 improvement plans for 50 companies 2 Impact of intervention per company 25 1 One company has started productivity implementation. Formal assessment hasn't been conducted. Document Progress reports, quarterly reports RB.4: Firms better able to recruit, retrain and retain their staff 1 3R implementation approach 1 1 3R roadmap and 3R implementation approach developed and submitted to USAID. Document Guidelines for implementing 3Rs 64 2 Institutional setup for 3Rs Unit within partner organization(s) 1 It was agreed that the 3R unit will start as a function undertaken by the HR team and will develop into a unit as it matures. Document MOU with partner organization and structure or 3Rs unit 3 Service Package Document 3R Service Manual including costing model, pricing model and marketing approach 4 3R local experts selected and trained 25 23 Local experts trained Database of trained personnel, quarterly reports 5 Assessment of HR functions in companies 15 Assessments are starting in Q3 Document Company assessment reports 6 Implementation reports of 3Rs in selected companies 15 Document Quarterly reports, intervention reports Source: Year 2 Annual Report – Annex C 65 Part G: Results of 3R and PIP Interventions Table G1: Status of 3R Interventions as of End of Year 2 Company (1): Naga (RMG, Alexandria) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: Underway • Pre-assessment Results: Recruitment: 53% / Retraining: 16% / Retention: 37% / Turnover: 12% • Intervention Status: o Identifying company strategy (vision, mission, goals, values). Conducted SWOT analysis to identify strategic objectives. Developing performance management system, reward system guide, and job evaluation system o Providing assistance on conducting job analyses and formulating job descriptions, and recruitment and selection process, manpower plan, competency-based interviews, and exit interviews. Conducted job analysis and created job description for cost accounting manager position. Trained HR personnel on designing job descriptions, which are now being utilized. Reviewed manpower plan. Reviewed Naga recruitment application form and amended. o Presented task analysis and determining the knowledge, skills, tools, conditions, and requirements needed to perform a job by gathering, organizing, evaluating, and reporting work-related information. o Presented job rotation strategy implementation, monitoring and evaluation, and how to set a systematic movement of employees form one job to another. o Set hierarchy of career path for six departments—Production, Cost Accounting, Shipping, Maintenance, HR, Quality Assurance. o Presented step-by-step method for establishing training department, generated training plan and training evaluation system. Company (2): Marseilia Beach (Tourism, Alexandria) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: Underway • Pre-assessment Results: Recruitment: 81% / Retraining: 61% / Retention: 52% / Turnover: 6.3% • Intervention Status: o Reviewing company strategy (vision, mission, goals, values) with the department heads. o Held workshop on company core values with the department heads. o Held workshop and identified and defined seven core values. o Finalized communications plan, defining staff responsibilities employee and client awareness. o Assisting in conducting job analysis for finance and quality control department head positions, and food and beverage and housekeeping department positions. o Assisting in conducting job analysis for food and beverage, housekeeping, laundry, and kitchen department positions. 66 • In June 2017, the WISE expert began implementation with the hotel. Through July-August, the human resources department became increasingly uncooperative. WISE contacted senior management who were unresponsive. In September, WISE requested a written letter of commitment from senior management that the hotel would cooperate with WISE. The deadline to receive this commitment passed, and WISE discontinued working with the hotel in September. Company (3): Jade Apparel (RMG, Alexandria) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: Underway • Pre-assessment Results: Recruitment: 53% / Retraining: 11% / Retention: 65% / Turnover: 6.4% • Intervention Status: o Implementation delayed due to internal conflicts in the company and worker strikes. Implementation expected to start in October 2017 with: o Drafting a communications strategy—emphasizing human resources policies and designed resolve issues between workers and top management. o Establishing supervisor assessments based on competencies. o Designing and implementing an induction program. o Drafting a policy for internal vacancies. Company (4): Jade Textile (Textiles, Ismailia) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: Underway • Pre-assessment Results: Recruitment: 97% / Retraining: 78% / Retention: 85% / Turnover: 1.3% • Intervention Status: o Delivered and explained list of competencies according to type of work in garment industry to human resources team, and conducted workshop on job competencies and difference between skills and competencies. The human resources team selected competencies for both blue- and white-collar jobs to be added to each job description. The human resources team will complete remaining job descriptions with competencies that they select from the list. The human resources team has finalized adding competencies to job descriptions and received management approval. o Presented how to conduct training needs assessment, and conducted a workshop with human resources team to design a company-specific assessment document. Recommended adding other sources of training needs assessment (e.g. legal requirements, client requirements, performance management outputs) to the document. The document was finalized and the human resources team conducted a training needs assessment for one of three departments selected for piloting. 67 o Held a workshop on workers’ satisfaction survey methods and analysis. The human resources team selected a best method for the company and developed a workers’ satisfaction survey for the company. Following management approval, the team distributed survey to workers. Company (5): Givrex (Food Processing, Alexandria) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: Underway • Pre-assessment Results: Recruitment: 64% / Retraining: 50% / Retention: 52% / Turnover: 25% • Intervention Status: o Assisting in prioritizing action plan with top management and human resources team. o Assisting in hiring the new human resources manager. o Began developing organizational chart for all factories. o Training taskforce on calculating turnover and data-collection for this purpose. o Coaching human resources team with the new tasks o Assisting taskforce with writing new job description for employees, coding files, and developing checklists. Company (6): Egypt Tailoring (RMG, Ismailia) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: Underway Pre-assessment Results: Recruitment: 53% / Retraining: 6% / Retention: 35% / Turnover: 6% • Intervention Status: o Presented recruitment and selection strategy to human resources team, and discussed development and implementation of the strategy. o Presented employee satisfaction survey, and discussed development and implementation of the survey. Company (7): Swiss Garments (RMG, Ismailia) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: Underway • Pre-assessment Results: Recruitment: 56% / Retraining: 6% / Retention: 35% / Turnover: 6% • Intervention Status: o Presented recruitment and selection strategy to human resources team, and discussed development and implementation of the strategy. o Presented employee satisfaction survey, and discussed development and implementation of the survey. Company (8): Steinberger Al Dau (Tourism, Red Sea) & Steinberger Aqua Magic (Tourism, Red Sea) • Pre-assessment: Completed • Action Plan: Developed and approved by management 68 • Implementation: Underway • Pre-assessment Results: Recruitment: 83% / Retraining: 68% / Retention: 78% / Turnover: 9% • Intervention Status: o Discussed with human resources managers of the two hotels and taskforce members the Steigenberger’s different strategy components and how to relate each to achieving guest and employee satisfaction, as well as profits. o Conducted a workshop with human resources team and taskforce members on how to reflect hotel’s core values in individual performance appraisal forms. o Reviewed and discussed current interview process, sample job descriptions, and hiring template. Conducted workshop, guiding taskforce on development of new hiring form, which was submitted for management approval. o Reviewed and discussed current exit interview process and current exit interview template. Through an interactive workshop, guided the taskforce on developing a new exit interview form, which was submitted for management approval. Created an exit interview database and provided it to management and human resources team for their use, if appropriate. o Reviewed current orientation/induction program and offered enhanced program for possible use. o Oriented taskforce on concept and application of training needs assessments. Conducted a workshop, guiding taskforce on application of a training needs assessment, based on selected Steigenberger job descriptions, and coaching the team training others to implement a training needs assessment. Company (9): El Horreia (Food Processing, Sharquia) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: Underway • Pre-assessment Results: Recruitment: 57% / Retraining: 33% / Retention: 67% / Turnover: 5% • Intervention Status: o Provided technical assistance to review and improve company hiring policy and recruitment procedures to human resources manager and staff, who made recommendations for improvement. Human resources manager and staff are revising and enhancing the hiring policy and recruitment procedures, and the draft will be finalized in consultation with the WISE 3R expert. o Coached the company’s 3R taskforce, quality control manager, and other managers, as appropriate, on development of training needs assessments. Explained how to structure and establish a training needs assessment program for company departments, and how to develop a related training plan. Company (10): Marib International (RMG, Sharquia) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: Underway Pre-assessment: Completed • Action Plan: -- • Implementation: -- • Pre-assessment Results: Recruitment: 42% / Retraining: 39% / Retention: 48% / Turnover: 6.9% 69 • Intervention Status: o Conducted conduct SWOT analysis with taskforce in order to set company strategies. o Delivered technical assistance and coached taskforce on setting company goals and objectives according to the balance scorecard system, objective characteristics, and SWOT analysis. o Worked with taskforce to set initial company goals and objectives. Company (11): Hilton Long Beach (Tourism, Red Sea) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: -- • Pre-assessment Results: Recruitment: 67% / Retraining: 87% / Retention: 100% / Turnover: 6.7% • Intervention Status: o Following the pre-assessments of the Hilton Long Beach (and the Hilton Hurghada), these hotels stated interest in only the WISE recruitment services. Despite approval of senior management to implement the 3R Program, the hotels’ human resources departments reported they were obliged to follow certain approaches as dictated by the corporation, and thus, cannot benefit from the 3R Program. Work with this hotel ended in August 2017. Company (12): Hilton Hurghada (Tourism, Red Sea) • Pre-assessment: Completed • Action Plan: Developed and approved by management • Implementation: -- • Pre-assessment Results: Recruitment: 97% / Retraining: 100% / Retention: 97% / Turnover: 3.7% • Intervention Status: o Following the pre-assessments of the Hilton Hurghada (and the Hilton Long Beach), these hotels stated interest in only the WISE recruitment services. Despite approval of senior management to implement the 3R Program, the hotels’ human resources departments reported they were obliged to follow certain approaches as dictated by the corporation, and thus, cannot benefit from the 3R Program. Work with this hotel ended in August 2017. Company (13): Halwani Brothers (Food Processing, Sharquia) • Pre-assessment: Completed • Action Plan: -- • Implementation: -- • Pre-assessment Results: Recruitment: 86% / Retraining: 83% / Retention: 94% / Turnover: 0.4% • Intervention Status: o The pre-assessment of Halwani Brothers revealed that the company has an extremely low turnover rate and is already implementing effective 3R systems. Therefore, it was agreed that Halwani Brothers would not benefit from continuation with the WISE 3R Program. 70 Company (14): Crystal (Textiles and RMG, Beni Suef) • Pre-assessment: Completed • Action Plan: Due in November 2017 • Implementation: -- • Pre-assessment Results: Recruitment: 69% / Retraining: 6% / Retention: 30% / Turnover: 7.6% • Intervention Status: o The company’s pre-assessment was complete late in Quarter 4. Company (15): Emessa Denim (RMG, Beni Suef) • Pre-assessment: Completed • Action Plan: Due in November 2017 • Implementation: -- • Pre-assessment Results: Recruitment: 19% / Retraining: 11% / Retention: 40% / Turnover: 11.7% • Intervention Status: o The company’s pre-assessment was complete late in Quarter 4. Company (16): NatureTex (Textiles and RMG, Sharquia) • Pre-assessment: Completed • Action Plan: -- • Implementation: -- • Pre-assessment Results: Recruitment: 81% / Retraining: 72% / Retention: 83% / Turnover: 2% • Intervention Status: o Development of the action plan was due to begin in late October 2017. Company (17): Isis Organic (Food Processing, Sharquia) • Pre-assessment: Completed • Action Plan: -- • Implementation: -- • Pre-assessment Results: Recruitment: -- / Retraining: -- / Retention: -- / Turnover: -- • Intervention Status: o Pre-assessment was completed in late October 2017, but the related reports were still being developed at the end of Year 2. 71 Table G2: Structured Training and Guidance to the HR Managers and Line Managers Involved in 3R Interventions Date Participating Firms Participants by Gender Males Females Total March 12-16, 2017 Marseilia Beach 18 6 24 Jade Apparel Jade Textile Naga April 23-27, 2017 Hilton Long Beach 11 0 11 Hilton Hurghada Steigenberger Al Dau Steigenberger Aqua Magic May 21-25, 2017 Nature Tex 19 1 20 Isis Organic Marib International Egypt Tailoring Swiss Garments Halwani Brothers El Horreia Green Land Group July 6-10, 2017 Golden Fabric 25 2 27 Town Team Delta Pastries Arab Novelties Mahalla Apparel Golden Yarn Emessa Denim Crystal Table G3: 3R Firms – Pulsing Turnover Results Workers' Turnover Improvement (Rate 2 – Rate 1) Company Governorate Rate (1)* Date (1)* Rate (2)** Date (2) Jade Textile Sharquia 2.8 May-17 2.6 Sep-17 -0.2 Givrex Alexandria 12.4 May-17 10.6 Sep-17 -1.8 Steigenberger Dau Red Sea 5.5 Jul-17 3.9 Sep-17 -1.6 Steigenberger Aqua Magic Red Sea 7.8 Jul-17 4.7 Sep-17 -3.1 Marib International Sharquia 10.0 Jul-17 8.5 Sep-17 -1.5 72 Table G4: Status of PIP implementation, as of End of Year 2 Company (1): Givrex (Food Processing, Alexandria) • No. of Visits: 4 • Gap Analysis: a) flowchart for packing area, b) 5S for packing area, c) study process time for each step in packing area, d) breaking frozen okra better than current method. • Improvement Plan: a) draw packing process flowchart and record number of operators for each step, b) sort process for items inside packing area. • Results: Increased production rate by 52% in packing area. Company (2): El Horreia (Food Processing, Sharquia) • No. of Visits: 4 • Gap Analysis: a) housekeeping is very poor, not up to standard, b) factory layout is not built to standard—production line equipment not installed in any standard shape (line, U, etc.), is unbalanced, and very crowded. • Improvement Plan: a) study reconfiguration options for chocolate kitchen layout to reduce handling time, b) redistribute workers in packaging area to raise production line performance, c) reconfigure layout of flow-back lines to reduce packaging time. • Results: a) removed and stored unused equipment from “Wafer Hall #3” , b) rearranged reception area of raw materials and final products, c) marinating equipment and cream leakage has been reduced. Company (3): Steigenberger Al Dau and Aqua Magic Hotels (Tourism, Red Sea) • No. of Visits: 2 • Gap Analysis: a) substantial amounts of broken dishes in back area, b) bad smell of dishes after washing • Improvement Plan: a) create flowchart for dishes moving from front area to back area, b) create flowchart for dish handling in back area, c) analyze each step in the dish-handling process, d) monitor dishwashing machines. • Results: a) reduced number of broken dishes, b) eliminated bad smell of dishes. Company (4): Afro Egypt/ Sunny Wood (Furniture, Sharquia) • No. of Visits: 1 • Gap Analysis: raw material inventory area requires housekeeping • Improvement Plan: a) remove unnecessary materials, b) organize materials. • Results: a) removed unnecessary materials, b) sorted required materials according to size and type. Company (5): NatureTex (RMG, Sharquia) • No. of Visits: 2 • Gap Analysis: unbalanced production line • Improvement Plan: a) rearrange sequence of production process, b) redistribute worker tasks, c) improve handling within production lines. • Results: Not reported. Company (6): Isis Organic (Food Processing, Sharquia) • No. of Visits: 4 • Gap Analysis: local market vegetable plant has poor housekeeping with no separation between raw materials, waste, and packaging materials, and final products are located same place, but without clear identification. • Improvement Plan: a) implement 5S concept in vegetable plant, b) implement 5S concept in herb plant, c) reconfigure layout of the two local-market vegetable production lines, d) 73 measure time of local market vegetable production lines, redistribute workers to reduce packing time. • Results: Not reported. Company (7): Naga (RMG, Alexandria) • No. of Visits: 4 • Gap Analysis: a) handling in production line inadequate, b) handling by operators inadequate. • Improvement Plan: a) videotape each process in production line, b) draw “Spaghetti diagram” for production line. • Results: Not reported Company (8): Marib International (RMG, Sharquia) • No. of Visits: 4 • Gap Analysis: a) lack of knowledge of productivity improvement, b) increasing number of defects in production lines. • Improvement Plan: a) develop awareness plan, b) conduct root cause analysis to determine cause of production line defects; Improvement plan completed but waiting for management approval • Results: N.A Company (9): Jade Apparel (RMG, Alexandria) • No. of Visits: 1 • Gap Analysis: Under preparation Table G5: Productivity Enhancement Training Sector Dates Participating Companies Participation by Gender Males Females Total Food Processing Jan 16-26, 2017 Givrex 20 8 28 RMG Jan 18-23, 2017 Elite 2 2 4 Textiles, RMG & Tourism Apr 30 -May 4, 2017 Jade Textile 15 2 17 Naga Marseilia Beach RMG & Food Processing Jul 9-13, 2017 Marib International 18 0 18 El Horreia RMG, Food Processing & Furniture Jul 16-20, 2017 Isis Organic 12 4 16 Nature Tex Afro Egypt/Sunny Wood Tourism Jul 23-27, 2017 Steigenberger Al Dau 13 3 16 Steigenberger Aqua Magic Tourism Aug 20-24, 2017 Steigenberger Al Dau 20 1 21 Steigenberger Aqua Magic 74 Table G6: 3R Assessment Reports (as performed by WISE 3R Consultants) Areas of Assessment (Standard approach adopted for all companies) Strategy • Does the company have a written strategy? • Is there a clear objective and goal for the company? • Is there a vision/mission statement of what your company wants to accomplish? • Are there clear key values of the business? • Does the company use its values to challenge regularly the culture and behavior of the organization and to inspire everyone to improve continuously? Recruiting Company • Techniques you use to recruit new employees • Hiring policy • Workforce plan for new hires • Selection techniques used • Internal vacancies offered to existing employees • Job rotation system in the company • Organization chart and job description for all jobs • Training plan for new staff • Job applicants’ interview system • Exit interview technique Employees • Employees /workers have a labor contract • Employees have a clear understanding about your job description Retraining • Training Needs Assessment • Annual Training Plan for each department • Company offer skills-enhancement trainings • Company provides regular trainings based on the needs assessment? • Job grading system in the company • Known career path for all jobs Retaining Performance management system • Performance management system implemented • Clear key performance indicators (KPIs) • Performance appraisal system • Schemes to increase employees’ performance • Employees performance management enable managers to coach employees • Employee satisfaction survey implemented Rewarding system (compensation and benefits) • Compensation system regular review • Pay structure and compensation policy evaluated periodically • Additional allowances (e.g. shift, special post) • Benefits system applied • Overtime system applied • Rewarding schemes based on performance Communication strategy and other benefits • Informal workers’ representation in the company • Open-door policy with the employees • Suggestion or complaint boxes • Non-monetary motivational schemes implemented in the company • Effective salary payment system in the company 75 • Salaries increase system implemented in the company Turnover • System to measure the turnover rate • System to lower the percentage of absenteeism • Turnover rate Action Plans (company-specific, as recommended by WISE 3R consultants) Jade Textiles - RMG • Communication plan for company's vision and strategy • System for cascading monthly targets for departments • Reviewing current criteria, and creating an extensive recruitment and selection policies and procedures, including the required forms. • Creating a full on-boarding process for new employees. • Implement competency-based interview; this includes training for HR staff. • Activate job rotation at workplace. • Update the current exit interview system. • Create job description for all positions, especially blue collar, and create communication plan. • Set criteria for internal recruitment in the company. • Implement training needs assessment in the company. • Activate career paths for blue collar workers. Steigenberger – Two hotels • Task force is to be trained on how to deliver interactive orientation to staff on Grade 2/3, as well as full team of core administrative staff such as HR and finance (junior to middle management). • Task force/ HR staff is to be oriented on how to set a SMART definition of the four core values of Steigneberger, and embed it in each staff members’ performance evaluation forms (grades 1 to 5). • Hiring policy should be shared with/emailed to concerned staff members such as HR, finance, supervisors, and middle management. It can be posted on hotel’s intranet. • Adding some job related questions to the hiring form of waiters such as “Do you mind delivering Alcohol?” • Task force/HR staff is to be oriented on how to apply an effective exit interview, then capture interview data in a report to be accumulated and reported monthly to the HR manager concerned. • Review induction components of major functions, and extend its content and length according job grade and customer exposure. • Job description should be explained and handed to each employee upon hiring. • JD of grade 4 and 5 might need to be translated to Arabic upon required qualifications of each job. • A statement can be added on the footer that this is not an exclusive list of job duties, and that relevant assignment can be added based on business needs. • Staff members should sign for receiving, and the copy should be placed in employee’s file attached to his/her contract. • Task force/HR staff is to be oriented on how to relate Training Needs Assessment to employees’ job descriptions and hotel’s core values versus their actual performance. • Identified needs should be reported by department heads to the Training and Development director/HR Manager quarterly or semiannually. • Task force/HR staff is to be oriented on how to set smart and well-defined KPI's on sample key jobs. • Performance evaluation scale (1 to 5) should be given SMART definition. Task force will be oriented on how to measure qualitative and quantitative performance outputs. • Task force/HR staff is to be oriented on how to train others on setting SMART and well defined KPIs, as well as how to avoid main problems of performance appraisal. • Orientation for staff members of grades 1, 2 & 3 (i.e., all supervisors and managers should be included even if they belong to grade 4 or 5) on how to coach, write clear SMART objectives, and avoid performance appraisal problems. • Ensure that all staff performance evaluation (grades 1-5) forms include: o smart KPIs o well-defined performance evaluation scale 76 o semiannual performance appraisal (June and December every year) • Phase 2 (Future Plan): Job Specification needs to be included for each job. • Phase 3 (Future Plan): Based on job descriptions and specification, core and technical competencies need to be drafted. • Phase 2 (Future Plan): Create career path based on hotels' existing grading structure, then communicate to employees. • Future Plan: one of the HR staff members of both hotels is to be assigned to distribute an annual satisfaction survey, accumulate/ gather data, and report it to the HR manager concerned. Givrex – Food Processing • Working on improving the company’s strategy. • Working on cascading the strategy for all staff. • Determining how to calculate the turnover rate • Developing the HR manual and procedures. • Developing and practices on hiring flow chart (process). • Training and practices on job descriptions updating for all positions • Review contracts for all employees with signed signature as copy I received by employees. • Training and practices on workforce plan must be updated every three months. • Developing the exit interview and questionnaire practices. • Practices on orientation program training for new candidates, as food safety or hygiene must be well documented and planned. • Developing and practices on training needs assessment • Practices on training plans • Introduction to soft skills and interpersonal skills trainings • Training on turnover data gathering and how to analyze • Training and practices on performance appraisal development • Compensation system examples and procedures practices • OT payment must comply with legal law. • Practices on communications system with employees • Working hours and shifts must be adapted according to work and season plans, also to comply with law orientation and practices. • Activate performance appraisal for the company with its criteria • Implement satisfaction survey. • Create simple pay grades. • Create a proposed saving plan. • Activate individual incentives plans. • Evaluate supervisory level leadership skills. Egypt Tailoring - RMG • Coach the internal task force to build an HR strategic vision, mission and core values that is aligned with the current company strategy. • Coach the internal task force to focus on connecting employees with company's vision, mission and core values, (e.g., tying the company vision to team and individual goals) and reinforce shared values. • Coach the internal task force to create and implement creative ways to promote and communicate the company strategy more effectively (example: make it visible to everyone). • Coach the internal task force to create and implement a recruitment and selection policy. • Coach the internal task force to create and implement internal hiring procedures. • Coach the internal task force to create and implement exit checklist and exit interview procedure • Coach the internal task force to create and implement an employee referral program. • Coach the internal task force to create and Implement a proper induction program. • Coach the internal task force to incorporate employee learning and development plans into the performance management process. • Coach the internal task force to create and implement training and development procedures. 77 • Coach the internal task force to design and implement an employee satisfaction survey (to know what employees like most and least about their company). • Coach the internal task force to create and implement service recognition programs. • Coach the internal task force to create and implement an effective PMS to all employees. • Coach the internal task force to design and implement (appreciation awards / punctuality award/ employee of the month). • Coach the internal task force to design an HR notice board for blue collar workers, and post any important updates on it. • Coach the internal task force to build and implement saving schemes or retirement plan to encourage the long service. • Coach the internal task force to design and implement a good absence management policy to reduce absenteeism • Coach the internal task force to improve the current pay structure and benefits system as much as possible. Hilton Hurghada • Helping them in recruiting new calibers, and having a database in their system with potential candidates to join whenever needed. • Supporting them with the articulation of Hilton's brand for recruitment requirement. • Working on tools to identify the personalities and the needs of the newly hired. • Supporting with the target fulfillment to hire 5%-10% female workers training sessions on how to accept and deal with the new target of female workers. • Follow up on the turnover rate of all staff members including female workers; to be hired after training. • Follow up the updates and implementation of HOD KPIs to include staff motivation and gender inclusion; turnover reflection. (Note: The assessment report does not define the HOD KPIs). Hilton Long Beach • Revise sourcing strategy, and conduct a brainstorming session on how to reach out to as many sources for workers as possible. No creativity whatsoever in finding recruits. • Recruiting females to achieve the target of 5-10% increase in female workers. Brainstorm a strategy for obtaining female workers. • Training HODs on gender issues. • Designing the recruitment presentation/ package to acquire female talent. • Training supervisors and HODs on employee motivation and action plan to reduce turnover of workers in Housekeeping, F&B, and Kitchen in particular. • Training material creation and delivery and follow up (3+3+2) = 8 days • Revisit KPIs to include female hires and retention. • Revisit KPIs to tie employee turnover per department to manager KPIs. (No KPIs are defined in the assessment report). • Revisit all compensation and benefit schemes and tie them to the new needs: gender inclusion and decreasing turnover. Marseilia Hotel • Company objectives and mission should be developed. • Company values need to be revised to enforce employees to change behavior and culture. • Hiring policy should be revised and developed. • JDs need to be updated after the company objectives, mission, values & KPIs. • Employment contract is poorly written with no clear employee/employer rights. • No training plan only a fixed personal development plan for employees extracted from the performance appraisal system, performance appraisal system should be developed more, then linking the management system to the main company objectives and cascading objectives to individuals. • Creating job grading system from the scratch. • After developing the organization structure and the JDs; a clear career path linked to the grading system results. • Developing a compensation management system with policies and procedures across all level. 78 • A complete system for employees’ complaints and escalation policy for fair treatment. Jade Apparel • Company improve to adjust JDs by adding KPIs. Competences for all jobs then to re distribute updated JDs to all workers. • Company needs to establish TNA system and perform TNA to be used as a main input in processing training plan. • Company needs to work on job grading system. • Company needs to identify career paths for all jobs. • Company needs to identify KPI for all jobs to be used as a main element PMS. • Company needs to perform employees’ satisfaction survey periodically, and analyze result in order to maintain an action plan. Swiss Textiles – RMG (Note: This action plan is the typical the action plan drawn up for Egypt Tailoring.) • Coach the internal task force to build an HR strategic vision, mission and core values that is aligned with the current company strategy. • Coach the internal task force to focus on connecting employees with company's vision, mission and core values (e.g., tying the company vision to team and individual goals) and reinforce shared values. • Coach the internal task force to create and implement creative ways to promote and communicate the company strategy more effectively (example: make it visible to everyone). • Coach the internal task force to create and implement a recruitment and selection policy. • Coach the internal task force to create and implement an internal hiring procedures. • Coach the internal task force to create and implement an exit checklist and exit interview procedures. • Coach the internal task force to create and implement an employee referral program. • Coach the internal task force to create and implement a proper induction program. • Coach the internal task force to incorporate employee learning and development plans into the performance management process. • Coach the internal task force to create and implement a training and development procedures. • Coach the internal task force to design and implement an employee satisfaction survey (to know what employees like most and least about their company). • Coach the internal task force to create and implement service recognition programs. • Coach the internal task force to create and implement an effective PMS to all employees. • Coach the internal task force to design and implement (appreciation awards/ punctuality award/employee of the month). • Coach the internal task force to improve the current pay structure and benefits system as much as possible. • Coach the internal task force to ensure overtime is paid according to the labor law. • Coach the internal task force to design an HR notice board for blue collar and post any important updates on it. • Coach the internal task force to build and implement saving schemes or retirement plan to encourage the long service. • Coach the internal task force to design and Implement a good absence management policy to reduce absenteeism. Naga Homme – RMG • Working with the HR task force to identify the company’s strategy (Setting Vision - Mission - Goals - Values) • Conducting SWOT analysis • Identifying strategic objectives, performance management system, reward system guide and job evaluation • Implement strategic management • Working with the HR task force on how to conduct job analysis and to formulate job description. • Recruitment and selection process, manpower plan, competency based interview and exit Interview. • Working with the HR task force on how to conduct task analysis, job rotation implementation, job rotation monitoring and evaluation, career path, employee’s relation, and communication guide. 79 Notes: (1) Standard structure of the 3R assessment reports (for 10 companies): The purpose is to show that the assessment structure does not include key performance indicators for any of the assessment topics (strategy, recruit, retrain and retain). Exceptions are: (i) calculation of the turnover rate, and (ii) mentioning of KPIs as components of the strategy assessment. However, no specific, relevant results are shown in the assessments or the action plans based on those assessments. (2) Action plans: These action plans (for the individual companies) are included in the annex for the purpose of showing that – without exception – they are void of any key performance indicators. They are mere recommendations, the fulfillment of which would only show deliverables, should those recommendations be implemented. Even for such outputs/deliverables, no reporting is available. There is a common understanding about the reason underlying the inexistence of such reports, namely, the early stages of implementation, for some companies or the non-initiation of implementation for others. (3) Recommended KPIs for the 3R companies: The purpose of recommending those KPIs is to help measure, monitor and evaluate results of the 3R interventions, thus, develop estimates of the benefits generated for the companies and ultimately conduct a cost-benefit analysis and calculate ROI. 80 Table G7: SMART Key Performance Indicators – KPIs (Recommended by WISE midterm evaluation team for monitoring & measuring progress and results of WISE 3R Intervention) A. KPIs for Training & Development Training penetration rate: Number of employees completing content areas of training, as a ratio of the total number of employees. Average no. of training hours per employee: Total number of training hours divided by the number of employees. This average can be classified by job family, organizational level, gender Ratio of training hours: Number of total training hours divided by the total of working hours (quarterly and annually). HR budget spent on training: Percentage of Human Resources budget spent on training. Ratio of high-performing employees: Number of employees in the a high- performance band, divided by the total number of employees. This ratio can be classified by job family, organizational level, tenure, gender Training ROI (%): % or level of increase (e.g., on a 3- or 5-point scale) in knowledge or capability assessed, measured on the bases of pre- and post-training tests A. Recruitment & Retention New-hire retention: Percentage of new- hire retention after a certain period (e.g. 6-12 months). This is considered an opposite KPI of the turnover rate. It is useful for the focus on the new hires. Job satisfaction index: Satisfaction score of employees’ satisfaction, measured through periodic surveys. Most commonly covered aspects are: i) communication with managers, ii) cooperation with colleagues, iii) working conditions, iv) long-term career opportunities, and v) salary and benefits. Employee-engagement index: Percentage of employees “Engaged”, as concluded through a workforce engagement survey. This differs from employee “satisfaction.” An employee may be satisfied, (i.e., perceived to be treated well), but not aligned with the goals/values of the organization. Human-capital value added: Revenue – (operating expense – ([compensation cost + benefits cost]) / total number of employees (full-time equivalent–FTE) 81 Table G8: Examples of Key Performance Indicators (KPIs), expressed in terms of Cost Coefficients Cost coefficient KPIs for measuring effectiveness of the 3R interventions Indicators under this category focus on the intervention outcomes. The following examples are related to the 3R intervention. Corresponding indicators for the PIP intervention are not standardized so, due to the heterogeneity of the problems addressed in the individual companies. A. Cost per one-percentage-point reduction in turnover 3R assessments have included detailed calculations of employees turnover cost. So, what’s required is to: i) monitor progress of turnover rates in the individual companies; ii) calculate the associated cost (based on the cost parameters already calculated in the 3R assessment reports) and iii) derive the cost per one-percentage point reduction in employees’ turnover. B. Cost per one-point score difference of training tests results Following are the steps involved: i) Pre- and post-tests of the training courses(s) are assessed (on a 5-point Likert scale). Such tests are presumed to be measuring trainees’ knowledge, skills and attitudes (KSA), as related to the topic/competence of training. ii) Differences in scores are calculated, per employee(s) and training course(s). iii) Cost coefficient of per one-point score difference is calculated by dividing the average cost per trainee/course by the number of score-point difference. iv) Recurrent application of this exercise to all courses under the 3R intervention would reveal improvement, or otherwise, of the training activities effectiveness. C. Cost per one-point score difference of job satisfaction Several 3R assessment reports recommend implementation of job-satisfaction surveys. Findings of such surveys are presumed to be reflecting results of the 3R interventions. So, it’s recommended that, throughout the remaining period of WISE activity, two rounds of job satisfaction surveys be conducted for each of the participating companies. The difference in the score of satisfaction, as revealed by the respective survey rounds could be associated with the cost (incurred by WISE) in the Recruiting and Retraining components of the company-specific 3R intervention (costs of 3R consultants in for consulting, training and coaching to the company taskforces and management). D. Cost per one-point score difference of employee engagement The same concept and rationale of the KPI © above applies here. The exception is that employee engagement measure is recommended by the mid-term evaluation team, as a tool complementing the job satisfaction survey. Cost coefficient KPIs for measuring efficiency of the 3R interventions • Indicators under this category focus on the intervention outputs. The following examples are related to both the 3R and PIP interventions. • The underlying concept is calculation of unit cost of all activities performed then, monitoring and assessing the progress of those unit costs. • The purpose of calculating those costs is to develop benchmarks for assessing efficiency of the expenditure. Benchmarks can be cross-sectional (i.e., cross-company) or time-based. • Calculation of these KPIs does not require additional cost calculation burden. It’s presumed that aggregate cost figures are summations of disaggregated ones. Also, given the fact that all costs are incurred by WISE activity, the derivation of those figures would not be problematic. • Examples of the efficiency-related KPIs include: o Cost per training course. o Cost per trainee. o Cost per new hire (baselines are included in the 3R assessment reports). o Cost per firm assisted, broken down into: ▪ Consultants costs ▪ Other costs 82 o Cost per firm assisted, classified by size (number of employees), sector of activity and governorate. 83 Table G9: WISE PIP Assessments (as performed and reported on by WISE PIP experts) Company-level Assessment Findings & Recommendations N.B. The midterm evaluation team had access to only four detailed PIP assessment reports. Assessments of additional six companies are still being prepared. Steigenberger Hotel A. Findings/problems • The dishes were not organized • The water was dropping on the floor • Dishwasher detergents portions were not used properly • Long working hours (up to 15 H) • No clear stewards’ roles and responsibilities • Low motivation • Usage of dirty towels • No stainless steel squares for soaking • Service employees are not walking on the right route • Different dishes sizes are not organized well on the trolley & tray B. Recommendations • Implementing 5S concept (Sorting) • Drying the Floor • Wearing safety boots • Conducting a training courses to stewards to enhance their skills • Assigning clear roles & responsibilities • Developing incentives plan • Purchasing new towels & tools • Training steward to use the best route and organize trolley • Putting tags and marks on the counter for different dishes sizes C. WISE Conclusion By applying WISE’s PIP, taskforce team solved the problem of bad dishes smell and they do not have any guest complains regarding this problem. The management team has sent a “thank you” e-mail to WISE project for such an achievement. Naga Homme – RMG A. Findings/problems A.1 Production Line • Inventory waste • Waiting time • Non-value added activities • Ability to handle problems A.2 Maintenance Department • Worker chairs is not comfortable • Machine attachments • Unused tables B. Recommendations B.1 Production Line • Time & motion study • Line balancing • 5S implementation B.2 Maintenance Department • Purchasing new chairs • Purchasing machine for shelves C. WISE Conclusions • The new design of the production line providing space in the production hall facilitated the sequence of the production steps. • The new layout decreased the handling time and motion between machines. • The calculated time measured (actual time) was less than the estimated time calculated by the planning department. 84 • Top management agreed on project recommendation and it will be done according to the priorities and the cost. • Top management agreed on project recommendation given to the planning department to recalculate the estimated time. Jade Apparel A. Findings/problems A.1 Packing area • Unorganized packing area • Time of packing per box A.2 Production line • Unnecessary movement • Excess of production time A.3 Training department • Few skilled/trained labor • No skill test after training B. Recommendations B.1 Packing area • 5S implementation B.2 Production line • Time & Motion study B.3 Training department • Design a training course • Design a training test C. WISE conclusion As an example in one process which is the sleeve bending, the actual time is less by 140% from the target time and the target percentage of the production. Comment by WISE midterm evaluation team: o The first part of above statement is not logical. Logically, maximum time decrease would be 100%, i.e., reaching 0 time. What’s the meaning of 140% decrease? Can time be negative?! o The second part of the above statement ‘….and the target percentage of the production’ is not clear. Givrex – Food Processing A. Findings/problems A.1 Packing area • Unused material and equipment • Layout for the packing area • welding machines BDs A.2 Abies plant • Some issues in Quality A.3 Maintenance workshop • There is no real maintenance activity B. Recommendations B.1 Packing area • Start implementing 5S concept (Sorting) • Draw a layout chart to measure the productivity • Measure the BD times and frequency. • Provide a spare m/c beside the packing lines to recover any sudden BD and not affecting the productivity. B.2 Abies plant • Prepare an action plan for Quality strategy not only QMS. B.3 Maintenance workshop • Assign responsible for Maintenance. 85 • Prepare an action plan for establishing Maintenance Management System to enhance the machines' productivity. C. WISE Conclusion Based on the assessment findings of the packing area, the following tasks were assigned to the taskforce team: • Drawing the packing process flow chart. • Writing down the number of operator for each step. • Sorting process for the items inside the packing hall. • Generating ideas to be studied. • Rearranging the layout of the packing tables. • Generating new ways for breaking the frozen products better than the current way. Notes: (1) The purpose of doing the company-level PIP assessments is to show that they were void of any KPIs or objectives that can be measured or monitored. Moreover, the assessments include results of the interventions, a matter implying that the PIP intervention was a one-time completed activity, with results reported (i.e., no further follow up or measurement of results is deemed necessary). Comments by the evaluation team on these assessments are trifold, namely, (i) the limited scope of the productivity aspects addressed, (ii) the limited focus on the capacity-building of the companies’ taskforces, a matter which contradicts with the sustainability issue of the PIP intervention, and (iii) the inevitable result of the first two, being the very narrow selection of the productivity improvement tools recommended for the companies. (2) Recommended tools for assessing PIP intervention are selected from the core pool of tools, which is the lean manufacturing tool package. The purpose is to recommend usage of more than the limited two to three lean manufacturing tools recommended and used by the PIP experts. A full list/menu of the lean manufacturing (25 tools) is recommended to be used the PIP experts, as appropriate for each company’s needs, in the course of the capacity-building or consulting services. The aim is to permit the measuring and monitoring of the intervention’s outputs and outcomes, to ensure sustainability of the program, as well as to enable evaluators to conduct CBA and calculate ROI. 86 Table G10: Recommended Lean-Manufacturing Tools for Monitoring and Measuring Progress of WISE PIP Interventions 1. 5S • Approach: Organize the work area: o Sort (eliminate that which is not needed) o Set In Order (organize remaining items) o Shine (clean and inspect work area) o Standardize (write standards for above) o Sustain (regularly apply the standards) • Benefit: Eliminates waste that results from a poorly organized work area (e.g. wasting time looking for a tool). 2. Andon • Approach: Visual feedback system for the plant floor that indicates production status, alerts when assistance is needed, and empowers operators to stop the production process. • Benefit: Acts as a real-time communication tool for the plant floor that brings immediate attention to problems as they occur – so they can be instantly addressed. 3. Bottleneck Analysis • Approach: Identifies which part of the manufacturing process limits the overall throughput and improve the performance of that part of the process. • Benefit: Improves throughput by strengthening the weakest link in the manufacturing process. 4. Continuous Flow • Approach: Manufacturing where work-in-process smoothly flows through production with minimal (or no) buffers between steps of the manufacturing process. • Benefit: Eliminates many forms of waste (e.g. inventory, waiting time, and transport). 5. Gemba (The Real Place) • Approach: A philosophy that reminds managers to get out of our offices and spend time on the plant floor – the place where real action occurs. • Benefit: Promotes a deep and thorough understanding of real-world manufacturing issues – by first-hand observation and by talking with plant floor employees. 6. Heijunka (Level Scheduling) • Approach: A form of production scheduling that purposely manufactures in much smaller batches by sequencing (mixing) product variants within the same process. • Benefit: Reduces lead times (since each product or variant is manufactured more frequently) and inventory (since batches are smaller). 7. Hoshin Kanri (Policy Deployment) • Approach: Align the goals of the company (Strategy), with the plans of middle management (Tactics) and the work performed on the plant floor (Action). 87 • Benefit: Ensures that progress towards strategic goals is consistent and thorough – eliminating the waste that comes from poor communication and inconsistent direction. 8. Jidoka (Autonomation) • Approach: Design equipment to partially automate the manufacturing process (partial automation is typically much less expensive than full automation) and to automatically stop when defects are detected. • Benefit: After Jidoka, workers can frequently monitor multiple stations (reducing labor costs) and many quality issues can be detected immediately (improving quality). 9. Just-In-Time (JIT) • Approach: Pull parts through production based on customer demand instead of pushing parts through production based on projected demand. Relies on many lean tools, such as: Continuous Flow, Heijunka, Kanban, Standardized Work and Takt Time. • Benefit: Highly effective in reducing inventory levels. Improves cash flow and reduces space requirements. 10. Kaizen (Continuous Improvement) • Approach: A strategy where employees work together proactively to achieve regular, incremental improvements in the manufacturing process. • Benefit: Combines the collective talents of a company to create an engine for continually eliminating waste from manufacturing processes. 11. Kanban (Pull System) • Approach: A method of regulating the flow of goods both within the factory and with outside suppliers and customers. Based on automatic replenishment through signal cards that indicate when more goods are needed. • Benefit: Eliminates waste from inventory and overproduction. Can eliminate the need for physical inventories (instead relying on signal cards to indicate when more goods need to be ordered). 12. KPIs (Key Performance Indicators) • Approach: Metrics designed to track and encourage progress towards critical goals of the organization. Strongly promoted KPIs can be extremely powerful drivers of behavior – so it is important to carefully select KPIs that will drive desired behavior. • The best manufacturing KPIs: o Are aligned with top-level strategic goals (thus helping to achieve those goals) o Are effective at exposing and quantifying waste (overall equipment effectiveness - OEE is a good example) o Are readily influenced by plant floor employees (so they can drive results) 13. Muda (Waste) • Approach: Locating anything in the manufacturing process that does not add value from the customer’s perspective. • Benefit: The elimination of muda (waste) is the primary focus of lean manufacturing. 88 14. Overall Equipment Effectiveness (OEE) • Approach: Framework for measuring productivity loss for a given manufacturing process. Three categories of loss are tracked: o Availability (e.g. down time) o Performance (e.g. slow cycles) o Quality (e.g. rejects) • Benefit: Provides a benchmark/baseline and a means to track progress in eliminating waste from a manufacturing process. 100% OEE means perfect production (manufacturing only good parts, as fast as possible, with no down time). 15. PDCA (Plan, Do, Check, Act) • Approach: An iterative methodology for implementing improvements: o Plan (establish plan and expected results) o Do (implement plan) o Check (verify expected results achieved) o Act (review and assess; do it again) • Benefit: Applies a scientific approach to making improvements: o Plan (develop a hypothesis) o Do (run experiment) o Check (evaluate results) o Act (refine experiment; try again) 16. Poka-Yoke (Error Proofing) • Approach: Design error detection and prevention into production processes with the goal of achieving zero defects. • Benefit: Find all defects through inspection, and correcting defects typically gets significantly more expensive at each stage of production. 17. Root Cause Analysis • Approach: A problem solving methodology that focuses on resolving the underlying problem instead of applying quick fixes that only treat immediate symptoms of the problem. A common approach is to ask why five times – each time moving a step closer to discovering the true underlying problem. • Benefit: Helps to ensure that a problem is truly eliminated by applying corrective action to the “root cause” of the problem. 18. Single-Minute Exchange of Dies (SMED) • Approach: Adoption of techniques including: o Convert setup steps to be external (performed while the process is running) o Simplify internal setup (e.g. replace bolts with knobs and levers) o Eliminate non-essential operations o Create Standardized Work instructions • Benefit: Enables manufacturing in smaller lots, reduces inventory, and improves customer responsiveness. 19. Six Big Losses • Approach: Six categories of productivity loss that are almost universally experienced in manufacturing: o Breakdowns o Setup/Adjustments o Small Stops 89 o Reduced Speed o Startup Rejects o Production Rejects • Benefit: Provides a framework for attacking the most common causes of waste in manufacturing. 20. SMART Goals • Approach: Goals that are: Specific, Measurable, Attainable, Relevant, and Time-Specific. • Benefit: Helps to ensure that goals are effective. 21. Standardized Work • Approach: Documented procedures for manufacturing that capture best practices (including the time to complete each task). Must be “living” documentation that is easy to change. • Benefit: Eliminates waste by consistently applying best practices. Forms a baseline for future improvement activities. 22. Takt Time • Approach: The pace of production (e.g. manufacturing one piece every 34 seconds) that aligns production with customer demand. Calculated as Planned Production Time/Customer Demand. • Benefit: Provides a simple, consistent and intuitive method of pacing production. Is easily extended to provide an efficiency goal for the plant floor (Actual Pieces/Target Pieces). 23. Total Productive Maintenance (TPM) • Approach: A holistic approach to maintenance that focuses on proactive and preventative maintenance to maximize the operational time of equipment. TPM blurs the distinction between maintenance and production by placing a strong emphasis on empowering operators to help maintain their equipment. • Benefit: Creates a shared responsibility for equipment that encourages greater involvement by plant floor workers. In the right environment this can be very effective in improving productivity (increasing up time, reducing cycle times, and eliminating defects). 24. Value Stream Mapping • Approach: A tool used to visually map the flow of production. Shows the current and future state of processes in a way that highlights opportunities for improvement. • Benefit: Exposes waste in the current processes and provides a roadmap for improvement through the future state. 25. Visual Factory • Approach: Visual indicators, displays and controls used throughout manufacturing plants to improve communication of information. • Benefit: Makes the state and condition of manufacturing processes easily accessible and very clear – to everyone. 90 Part H: Unemployment Statistics Figure H.1: Egypt’s Unemployment Rates, January 2015-July 2017 Source: TradingEconomics.com, CAMPAS. Viewed January 16, 2018 https://tradingeconomics.com/egypt/unemployment-rate) Figure H.2: Egypt’s Unemployment Numbers, January 2015-July 2017 Source: TradingEconomics.com, CAMPAS. Viewed January 16, 2018 https://tradingeconomics.com/egypt/unemployment-rate. 91 Table H.3: Unemployment Rates, 1993-2017 Source: TradingEconomics.com, CAMPAS. Viewed January 16, 2018 https://tradingeconomics.com/egypt/unemployment-rate Table H.4: Labor Information, 1993-2017 92 Part I: WISE Outputs and Deliverables Table I.1: WISE Activity - Achieved vs. Planned Outputs & Deliverables (Years 1 & 2) Outputs & Deliverables Planned for Years 1 & 2 Achieved in Years 1 & 2 % Achieved Result A: Upgraded technical secondary education to meet the needs of the market in selected governorates and sectors RA.1: Schools' capacity improved to provide students with technical, practical, entrepreneurial, innovation and soft skills needed by the market to enhance their employability Schools receiving support – via establishment of SUTEs - through WISE 60 60 100 Teachers trained to operate SUTEs 600 464 77 Innovation clubs established 10 10 100 Seed funding for Prototyping innovations 15 0 0 Innovation competition 1 1 100 Entrepreneurship competitions at schools and governorates 1 1 100 Handbook for connecting individuals to funding opportunities 1 1 100 Work based learning model and evaluation report 1 1 100 Institutionalized LUTEs in 10 governorates 10 11 110 LUTEs supported to roll out SUTE model 20 17 85 Strategic Planning for SUTE model implementation 1 1 100 Delivery of IT equipment to SUTES and LUTES 72 0 0 Average % Achieved (RA.1) 81 RA.2.: Curricula developed and implemented that meet international standards and address market needs Curricula for 2 new specialties 2 2 100 Implementation of entrepreneurship curricula in 20 schools 10 60 600 Average % Achieved (RA.2) 350 RA.3: Quality of education enhanced through quality control and assurance system benchmarked to international best practices Training for core team of Assessors 100 168 168 RA.4: School governance and management improved Off-shore training for school management/ senior officials 20 15 75 Basic OSH materials 1 1 100 Average % Achieved (RA.4) 88 Average % Achieved (Result A) 172 Result B: Improved skills and productivity of the workforce in selected sectors and governorates RB.1: Labor skills, productivity and HR management problems faced by private firms and major policy constraints contributing to restrictive labor regulations analyzed and understood Labor Market Analysis Report 1 1 100 RB.2.: Technical, practical and soft skills of selected job seekers upgraded and those job seekers linked to the private sector for employment 93 Design document and work plan of Ebdaa Rehletak 1 1 100 Communication strategy of Ebdaa Rehletak 1 1 100 Partnership with Federation of Investors Association (NCHRD) 1 1 100 Number of Ebdaa Rehletak units established 15 12 80 Companies engaged in WISE interventions 50 44 88 Trained personnel within Ebdaa Rehletak units 60 58 97 In-company mentors trained on using TAR Tool 50 81 162 Alexandria-focused labor market assessment and a business plan for VTEC 1 1 100 Capacity building plans and implementation for VTEC 1 1 100 Average % Achieved (RB.2) 103 RB.3: Productivity of the existing labor force improved Productivity assessments and improvement plans for selected companies 25 4 16 RB.4: Firms better able to recruit, retrain and retain their staff 3R Implementation guide/ approach 1 1 100 Institutional setup for 3Rs Unit within partner organization 1 1 100 3R local experts selected and trained 50 34 68 Assessment of HR functions in companies 15 19 127 Average % Achieved (RB.4) 99 Average % Achieved (Result B) 79 Outputs and Deliverables for Result C : Improved labor market efficiency environment RC.1: Policy issues and other challenges that prohibit efficient labor market dynamics are identified and interventions for improvements are proposed Labor market study with focus on policy issues: stakeholders map; key policy challenges; Recommendations 2 2 100 RC.2.: Selected NGOs/associations are assisted in developing strategies to advocate for policy reforms related to labor market efficiency Institutional setup for Policy Advocacy Unit including: structure and JDs; operational plans; sustainability measures 1 0 0 Policy Advisory Group model including: scope; selection criteria for member associations; operational guidelines 1 0 0 Policy advocacy strategy and implementation plan with defined role of PAU in the strategy implementation 1 0 0 Average % Achieved (RC.2) 0 RC.3: Stakeholders at the governorate level are supported in addressing identified challenges to labor market efficiency EPC model including design document, members definition and governance setup, and Central Unit for Economic Growth and Employment 1 1 100 EPCs established in selected governorates 5 0 0 Minutes of meetings of EPCs 10 0 0 Study tour report 1 1 100 94 Average % Achieved (RC.3) 50 Average % Achieved (Result C) 50 Average % Achieved (Total WISE Intervention) 100 95 ANNEX III: EVALUATION METHODS AND LIMITATIONS The evaluation team used a mixed methods approach for answering the midterm performance evaluation questions. The use of mixed methods enables triangulation of qualitative and quantitative data of the subject under study, thereby strengthening the validity, reliability, and integrity of the observed findings. By mixing both quantitative and qualitative results, the evaluator offsets weaknesses inherent in using a singular approach. The evaluation team conducted a desk review of all project-related qualitative and quantitative materials as identified in the scope of work, additional cost benefit TVET-related technical references gathered from a review of the literature, and additional materials made available by collaborating organizations in the course of field work. Refer to Annex VIII for a list of bibliographic references. Content analysis, summarized in tally sheets, was used to quantify qualitative data. Recurring themes, supplemented by outlier themes, were identified, tabulated, and analyzed. Quantitative and qualitative findings were triangulated/integrated to cross-validate the findings. The evaluation team systematically met after site visits to consolidate findings, confer on lessons learned, and ensure that the quality of the data met USAID standards as per the agency’s Evaluation Policy of January 2011 (updated October 2016). Data were collected in five governorates (Alexandria, Ismailia, Port Said, Red Sea, and Aswan) from December 2 through December 20, and supplemental telephone interviews were held on December 24, 26, and 27, 2017 in order to mitigate emerging risks associated with low response rates. Quantitative Data Sources The evaluation team used five paper and pencil surveys for collecting primary quantitative data. These were derived from a purposive sample of beneficiaries and service providers, which resulted in the following sample sizes: 6. A sample of students currently enrolled in grades 1, 2, and 4 (n=712) from 12 technical schools (4th grade is available only in the 5-year schools).5 7. Available SUTE officers/teachers from the 12 technical schools (n=138). 8. Non SUTE teachers from the 12 technical schools (n=259). The first three surveys were conducted face-to-face with the participants. 9. Graduates and individuals from the surrounding community (n=63), who were employed through SUTE. A subset filled out the questionnaire face-to-face, and some were interviewed by phone. 10. Job seekers (n=28) who approached SUTE for a job, but who were not yet hired through SUTE. This whole sample was interviewed by phone. Sample Selection A purposive school sample selection was conducted in two stages. The first stage was a non-random selection of 12 WISE-assisted technical schools from a candidate pool of 32 Phase I schools (equivalent to 37.5%). Six schools were excluded from selection due to either (a) unnecessarily high-risk security/safety considerations (Qantara Sharq Industrial Secondary School in Ismailia), (b) certain schools (El Batoul Technical School in Port Said and Gamal Abdel Nasser Technical Secondary School in Port 5 In the Egyptian educational system, graduating from a five-year technical school is equivalent to a two year higher educational degree. 96 Said) did not receive full support until project implementation Year 2 (November 2016 - January 2017) and (c) technical training programs in renewable energy and/or logistics were in the initial stages of roll￾out (Alexandria Advanced Technical School in Alexandria, Heavy Equipment Technical School in Ismailia and Mohamed Saleh Harb Advanced Technical School in Aswan). Notwithstanding, the number of schools selected from a given governorate was directly proportionate to the geographic distribution of the remaining 26 WISE-assisted Phase 1 technical schools. However, a minimum of two schools were selected from each governorate. (Refer to Table III.1 for a list of schools disaggregated by gender and governorate). Table III.1: Schools' Geographic and Gender Distribution in the Population and Selected Sample Schools' Characteristics Total WISE Phase I Technical Schools Schools Selected Students' Gender Boys Only 13 5 Girls Only 8 4 Mixed 11 3 Location Alexandria 10 3 Ismailia 8 3 Port Said* 7 2 Red Sea 4 2 Aswan 3 2 *Port Said Advanced Technical Schools were reported as mixed in WISE Y2Q3 report, but during the field visit, it was found to be a boys-only school. The second stage of sampling targeted (a) currently enrolled students in each selected school, (b) SUTE officers within each selected school, and (c) teachers who are not in the SUTE unit (non-SUTE teachers) within each selected school. Although the entire population of SUTE officers was targeted, only 30 students from each of the grades 1, 2, and 4 (where applicable) were targeted. A sample of 30 non￾SUTE teachers from each school was targeted. A non-probabilistic purposive sample was used to select the students’ and non-SUTE teacher samples. To the extent possible, enumerators sought to achieve gender balance. Table III.2 shows the samples as a percentage of the targeted populations. Table III.2: Population and Achieved Sample Sizes of Targeted Groups in the Evaluation Cohort Achieved Sample Size Sample as Percentage of Targeted Population Targeted Stakeholders/ Beneficiaries Phase I Wise-Assisted Schools 12 37.5 12 of 32 SUTE Teacher/Officers 138 96 144 (estimated average of 12 per school) Non-SUTE Teachers 259 72 360 (30 from each school visited) Currently Enrolled Students 712 66 1,080 30 from each of Grades 1, 2 and 4 per school visited Employed Graduates 63 N/A Not applicable 97 (14 telephone interviewees) Job-Seeking Graduates 28 N/A Not applicable (28 telephone interviewees) Result B Firms 9 82 9 of 11 Sampling from the graduates was more complicated, as there was no contact data available for graduates prior to the start of the field work. Therefore, the team targeted employed graduates while visiting firms. As for graduate job seekers, sampling depended heavily on coordinating and networking in the field itself, which failed to locate a pool of qualified candidates. Data Collection In-person surveys were conducted during field visits from December 2 to December 20. Owing to the difficulties in accessing graduate job seekers, and the few number of employed graduate questionnaires received in the field, lists of graduates' contacts were requested of and provided by SUTEs and LUTEs during the field visits. The lists included graduate job seekers who applied for SUTEs while searching for jobs, and employed graduates by SUTEs in factories/companies. From the lists provided by the SUTEs and LUTEs, a total sample of 96 graduates (42 job seekers and 54 employed graduates) was randomly selected. Although the lists did not include the entire population of employed graduates, nor the job seekers who approached SUTE for a job, a systematic random sample was used in selecting the names to be called by phone. This is shown in Table III.3. Table III.3: Graduates' Phone Survey's Response Rates Based on Achieved and Targeted Sample Size, by Governorate Selected Sample Total Actual Response Total Governorate Job Seekers Employed Graduates Job Seekers Employed Graduates Alexandria 21(*) 14 35 9 4 13 Aswan 21() 15 36 13 6 19 Ismailia -- 19() 19 --- 2 2 Red Sea --- 6() 6 ---- 2 2 Total 42 54 96 22 14 36 Notes: (*) The selected sample represented three main schools in Alexandria, and was distributed evenly across them. The three schools are Mohamed Aly El Zokhrafia; Roshdy Industrial School for Girls; and Al Wardian Industrial School for Girls. () The list of names and contact details in Aswan was provided by the LUTE. () Among the selected sample of employed graduates in Ismailia (19), four were provided by SUTE in the Hotel and Tourism School in Ismailia, and 15 were provided by the Swiss Garments Co. () List of Employed Graduates in the Red Sea was provided through the LUTE. Seven observations were selected from each list provided by schools. The names from each school were numbered and listed. In order to have seven observations, an interval was computed and a random number generated by STATA software based on the interval (for example r). Next, each individual ranked r+7 was selected in the sample. All names were selected if the list contained seven or fewer individuals. 98 The response rate from the phone calls was 52.4% for job seekers, and 26% for employed graduates. Non-response reasons varied according to the following — no answer, unavailable cellular number, and inaccurate names. Limitations Encountered With regard to sampling, a general limitation was reliance on a non-probabilistic purposive sample which does not permit the use of in-depth statistical inferential analysis. In addition, there was a possible selection bias associated with interviewed individuals being provided by SUTE coordinators. Limitations associated with the data collection stage include: 1. A lack of reading and writing proficiency among TVET students required enumerators to read the questions one by one. 2. Some of the schools had only a small number of students. Hence, the target number of enrolled students could not be achieved.6 (Refer to Table III.4) 3. Select field visits coincided with exam week in one of the schools which likely limited the participation of some students and teachers. 4. Collecting data from employed graduates was problematic; for example, two of the firms visited refused to allow their employees to leave the production line to be interviewed and in four of the workplaces visited, reported hired graduates already left their jobs. 5. Potential response bias among employed TVET school graduates who were required to complete the survey in the presence of a supervisor during the workplace site visit. 6. Two schools were replaced in the original purposive sample due to 1) the renovation of school facilities (SIMPLE replaced the mixed gender RMG, textile and furniture Borg Elarab Technical School in Alexandria with the all-boys RMG and furniture Mohamed Ali Decorative and Architectural Technical School in Alexandria); and 2) the early start of school mid-term exams (SIMPLE replaced the all-boys food processing El Ras El Swoda Technical School in Alexandria with the all-girls RMG Rowshdy Technical School in Alexandria). 7. The lack of a reliable TVET graduate registration system which resulted in difficulty in locating job-seeking and/or employed graduates. Table III.4: Currently Enrolled Students' Response Rates Based on Achieved and Targeted Sample Size, by Governorate and School Governorate School's Name Achieved Sample Size Targeted Sample Size* Response Rate % Alexandria Mohamed Ali Decorative and Architectural Technical School 60 60 100.0 Rowshdy Industrial School, Girls 63 60 105.0 El Wardian Industrial (Technical) School, Girls 61 60 101.7 Ismailia Ismailia Advanced Hotel & Tourism School, Mixed 53 60 88.3 Fayed Industrial (Technical) School, Boys 59 60 98.3 6 El Qussier Advanced Technical Hotels Schools in Red Sea, and Maritime Industrial School in Port Said are small schools and had the lowest response rates. 99 Abo Atwa Technical School, Girls 60 60 100.0 Port Said Port Foad (Port Said) Advanced Technical School, Boys 91 90 101.1 Maritime Industrial School, Boys 30 60 50.0 Red Sea Hurghada Industrial School, Boys 48 60 80.0 El Qussier Advanced Technical Hotels Schools, Mixed 34 90 37.8 Aswan Aswan advanced technical hotels school(5 years), Mixed 90 90 100.0 Martyr Mohamed Mohsen Industrial School, Girls 63 60 105.0 Total 712 1080 65.9 * 60 students were expected from three-year schools, and 90 from five-year schools. Data Coding With the exception of open-ended questions, questionnaires were designed to be pre-coded. Due to the relatively small number of observations (n=138) in the SUTE officers’ dataset, open-ended questions investigating the problems that SUTE officers’ face regarding teacher training and entrepreneurship programs of study were post-coded following data entry by the senior statistician. Data Entry and Data Cleaning Data collection took place in the field from December 3 through December 20, 2017. Data entry began after the first week of data collection and ended one week following data collection. Due to time concerns in reviewing and double entering the questionnaires, the following steps were taken to ensure the quality of the data: 1. Double data entry was used on all paper and pencil surveys; i.e., each questionnaire was individually entered by two different data entry personnel and files were compared to ensure that both files matched. Mismatched files were verified against the hard-copy questionnaire to ensure correctness and completeness. 2. Ten percent of the completed questionnaires collected after the first week of data collection were randomly selected and back-checked against hard-copy questionnaires. 3. All employed graduates or job seeking graduates unfamiliar with SUTEs and/or LUTEs were eliminated from the data set as an unqualified respondent. Software Used Both SPSS 20 and STATA 13 statistical software packages were used to clean and analyze the data. 100 Data Anonymization In order to minimize possible response bias, questionnaires did not require recording respondent names. Phone numbers were requested from SUTE officers and of Non-SUTE teachers to resolve any shortcomings that might appear in the collected data so as to ensure a high response rate. However, telephone numbers were not recorded in order to ensure the anonymity (removal of personally identifiable information) within the dataset. Data Analysis (Across Data Sources) Descriptive analyses were conducted on all primary quantitative datasets for generating frequency tables and cross tabulations disaggregating data by gender and grade. 101 ANNEX IV: DATA COLLECTION INSTRUMENTS Following is the full text (translated into English) of surveys, interview protocols, and discussion protocols used by the evaluation team during data collection. These instruments are listed below. Paper and Pencil Questionnaires Tool 1 Currently Enrolled/Graduated Students Paper and Pencil Questionnaire Tool 2A Graduated Students Working in the Firms Paper and Pencil Questionnaire Tool 2B Graduated Students in SUTE Paper and Pencil Questionnaire Tool 3A School Unit for Transition to Employment (SUTE) Officers Paper and Pencil Questionnaire Tool 3B School Teachers Paper and Pencil Questionnaire Key Informant Interview Protocols Tool 4A Protocol for Key Informant Interview of Ministry of Education and Technical Education (MoETE) Tool 4B Protocol for Key Informant Interview Technical Education Directorates (at the Governorate Level) and Ministry of Local Development (MoLD) Tool 4C Protocol for Key Informant Interview of Ministry of Trade and Industry (MoTI) Tool 4D Protocol for Key Informant Interview of National Authority for Quality Assurance and Accreditation Education (NAQAAE) Tool 4E Protocol for Key Informant Interview of Central Unit for Transition to Employment (CUTE) Tool 5 Protocol for Key Informant Interview of Egyptian National Competitiveness Council (ENCC) Tool 6 Protocol for Key Informant Interview of Private Sector Tool 7 Protocol for Key Informant Interview with United States Agency for International Development (USAID) Tool 8A Protocol for Key Informant Interview of German International Cooperation Agency (GIZ) Tool 8B Protocol for Key Informant Interview of International Labor Organization (ILO) Tool 8C Protocol for Key Informant Interview of United Nations Industrial Development Organization (UNIDO) Tool 9A Protocol for Key Informant Interview of Federation of Egyptian Industries (FEI) Tool 9B Protocol for Key Informant Interview of Egyptian Federation of Investor’s Association (EFIA) Tool 9C Protocol for Key Informant Interview of Alexandria Business Association (ABA) – Vocational Training and Employment Center (VTEC) Tool 10 Protocol for Key Informant Interview of Local Unit for Transition to Employment (LUTE) Tool 11 Protocol for Key Informant Interview of School Management Tool 12 Protocol for Key Informant Interview of School Unit for Transition to Employment (SUTE) Tool 13A Protocol for Key Informant Interview of Experts-3R Master Trainers and HR Consultants Tool 13B Protocol for Key Informant Interview of Productivity Experts Tool 14 Protocol for Key Informant Interview of WISE/MTC Group Discussions Tool 15 Current Students Group Discussion Tool 16 Graduated Students Group Discussion Tool 17 School Teachers Group Discussion Tool 18 SUTE Officers Group Discussion 102 The Arabic version of these instruments follow the English translations. The question numbers and parenthetical notations such as (1a), (2a), etc. refer to the relevant Evaluation Question (EQ) from USAID’s Statement of Work. Those EQs are: (1) How effective has the capacity building provided to the Transition to Employment Units (TEU) been with regard to: (1a) Improving the skills of the teachers? (1b) Improving the skills of the students through career guidance and entrepreneurship? (1c) Creating more linkages between the schools and the private sector through the Employment and Labor Market Information Department under the Transition to Employment Units? (1d) Establishing a system of sustainability through the Local and Central Units for Transition to Employment? (2a) To what extent do WISE interventions in the areas of workforce skills, productivity upgrades and improvements in human resource strategies (3R) contribute to improving the efficiency (e.g., labor productivity, workers’ turnover) of participating firms? (2b) Does the current M&E system provide necessary data to estimate the benefits stream from these interventions as compared to cost? (2c) If not, what additional data need to be tracked? (3a) Are the activity’s initial assumptions and operating environment still valid? (3b) What parts are doing exceptionally well and which face challenges? (3c) How can implementation be adjusted to address those changes/challenges and speed up the intervention that has lagged behind (if any)? (4) To what extent did the project succeed in addressing gender gaps and enhancing the economic empowerment of women? (5a) How much value did the interventions under Result B (Improved skills and productivity of the workforce in selected governorates and economic sectors) create and contribute to the assisted firms? (5b) Did the value of the interventions created under Result B outweigh the cost? 103 Tool 1: Currently Enrolled/Graduated Students Paper and Pencil Questionnaire A General Information EQ 1A 1B 1C 4A A-1 Governorate: EQ1A 4A 1. Alexandria 2. Ismailia 3. Port Said 4. Red Sea 5. Aswan A-2 Gender EQ1A 1B, 1C 4A 1. Male 2. Female A-3 School's Name --------------------------------------------------- EQ1A, 1B, 1C 4A A-4 School type EQ1A, 1B, 1C 1-3 Years 4A 2-5 Years A-4 School's Sector(FIELD) EQ1A, 1B, 1C 4A 1. Agricultural 2. Industrial 3. Tourism A-5 What was your specialty while you were in school? EQ1A, 1B, 1C 4A 1. Food Processing 2. Textile 3. Ready Made Garments 4. Furniture 5. Tourism 6. Other (please specify--------------------------------------------------------------) A-6 Which grade are you in? EQ1A, 1B, 1C 4A Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 B) Knowledge and Satisfaction regarding SUTE and its Activities (to be asked to the student) B-1 Have you heard about the SUTE unit in this school? EQ1A, 1B, 1C 4A 1. Yes 2. No---------------- go to section C 104 B.1.1 ONLY If you have heard about SUTE, please answer. From scale 1 to 5, where 1 is the worst and 5 is the most, how satisfied are you with the services introduced by the SUTE? 1 2 3 4 5 Least Most EQ1A, 1B, 1C 4A B 1.2 B 1.2 From scale 1 to 5, where 1 is the worst and 5 is the best, how satisfied are you with the SUTE teachers in general? 1 2 3 4 5 Least Most EQ1A, 1B, 1C 4A B-2 B.2-Did you attend the classes of the Career Guidance course in this school? EQ1A, 1B, 1C 4A 1. Never---------------go to QB.3 2. Few times 3. Many times 4. All the time B.2.1 If you have attended the Career Guidance course From scale 1 to 5, where 1 is the worst and 5 is the most, how helpful was the material introduced in the sessions? 1 2 3 4 5 Not Helpful at all Very Helpful EQ1A, 1B, 1C 4A B.2.2 From scale 1 to 5, where 1 is the worst and 5 is the best, how do you describe the knowledge you gained from the teacher who provided the training? 1 2 3 4 5 Nothing at all Maximum knowledge EQ1A, 1B, 1C 4A B-3 B.3- Did you attend entrepreneurship sessions in this school? EQ1A, 1B, 1C 4A 1. I Never heard of it -----------------------------go to QB-4 2. Heard about it but never attended 3. Attended Few Times 4. I always attend B.3.1 If you have attended the entrepreneurship sessions in this school: B.3.1 From scale 1 to 5, where 1 is the worst and 5 is the most, how helpful was the material introduced? 1 2 3 4 5 Not Helpful at all Very Helpful EQ1A, 1B, 1C 4A B.3.2 From scale 1 to 5, where 1 is the worst and 5 is the best, how do you describe the knowledge you gained from the teacher who provided the training? 1 2 3 4 5 Nothing at all Maximum knowledge EQ1A, 1B, 1C 4A B-4 Did you attend soft skill training (CV writing, interviews…) in this school? EQ1A, 1B, 1C 4A 1. I Never heard of it -----------go to QB-5 2. Heard about it but never attended 3. Attended Few Times 4. I always attend 105 B.4.1 If you have attended the soft skill training (CV writing, interviews…) in this school: B.4.1 From scale 1 to 5, where 1 is the worst and 5 is the most, how helpful was the material introduced? 1 2 3 4 5 Least Most EQ1A, 1B, 1C 4A B.4.2 If you have attended the soft skill training (CV writing , interviews,…) in this school: From scale 1 to 5, where 1 is the worst and 5 is the best, how do you describe the knowledge you gained from the teacher provided the training? 1 2 3 4 5 Not Helpful at all Very Helpful EQ1A, 1B, 1C 4A B-5 Do you have a committee of occupational safety and health in this school? EQ1A, 1B, 1C 4A 1. No we don't 2. Never heard of it 3. Yes we do, but not a member in it 4. Yes we do and I am a member B.5.1 B.5.1 From scale 1 to 5, where 1 is the worst and 5 is the most, how satisfied are you with the occupational safety and health in this school? 1 2 3 4 5 Least Most EQ1A, 1B, 1C 4A B-6 Do you have a peer help program "Together we soar" in this school? EQ1A, 1B, 1C 4A 1. No we don't----------------go to B-7 2. Never heard of it ----------------go to section B-7 3. Yes we do, but not a member in it 4. Yes we do and I am a member B.6.1 From scale 1 to 5, where 1 is the worst and 5 is the most, how satisfied are you with the material introduced? 1 2 3 4 5 6 Least Most Don’t Know EQ1A, 1B, 1C 4A B.6.2 From scale 1 to 5, where 1 is the worst and 5 is the best, how satisfied are you with the teacher responsible for the club? 1 2 3 4 5 6 Least Most Don’t Know EQ1A, 1B, 1C 4A B.7 Have you met any problems in any training or activity provided by SUTE? EQ 4A 1. I haven't attended any training or activity provided by SUTE 2. Yes I faced some problems -----------------Go to B-9 3. No I haven't faced any problems----------------Go to section C B-8 Why didn't you attend any training or activity? Please mention only the main reason. ------------------------------------------------------------------------------------- ------------------ (and go to section C) 106 B-9 What are the main two problems you faced in the training or activity? 1.-------------------------------------------------------------------------------------------- 2.-------------------------------------------------------------------------------------------- C) Internship before graduation (EQ1C) (to be asked to the student) C-1 Did you participate in any internship during last summer? EQ 1C 4A 1. Yes 2. No--------------------------go to section D If he /she did participate in an internship in the summer, please answer the following C.1.1 How did you get the internship? EQ 1C 4A 1. Myself 2. Family or Friends 3. A teacher in the school 4. SUTE 5. Other (Specify-------------------------------------------------- C.1.2 What is the name of the firm you worked in? ----------------------------------------------------------------------------------------------------- EQ 1C 4A C.1.3 What is the firm's main activity? ----------------------------------------------------------------------------------------------------- C.1.4 How long was your internship? 1. Two weeks or less 2. From two to four weeks (less than one month) 3. From one to two months 4. More than two months C..1.5 How much did you get paid per month during in the internship? ---------------------------------------------------------------------------------------- EQ 1C 4A C.1.6 How many hours did/do you work per day? EQ 1C 4A C.1.7 Was your job relevant to your specialty you study? EQ 1C 1. Yes 4A 2. No C.1.8 How can you describe the relation between the skills needed in the job and the skills you learned here? EQ 1C 4A 1. Job doesn't need any skills 2. Job needs different skills than I learned 3. I haven't learned any skills here 4. My education helped me in the job 5. I haven't learned any skills in the internship 107 D) Work while in School (EQ1C) (to be asked to the student) D.1 Are you currently working, or did you work during school year? EQ 1C 1. Yes 4A 2. No----------------go to section E If he /she is currently working or worked during school year D.1.1 How did you get the job? EQ 1C 4A 1. Myself 2. Family or Friends 3. A teacher in the school 4. SUTE 5. Other (Specify-------------------------------------------------- D.1.2 Where do/did you work? EQ 1C 1. Self employed 4A 2. Small enterprise 3. A firm Please specify firm's name-------------------------------------------------------------- D.1.3 How much did you get paid per month? ----------------------------------------------------------------------------------------- EQ 1C 4A D.1.4 How many hours did/do you work per day? EQ 1C 4A D.1.5 Was your job relevant to your specialty you study? EQ 1C 1. Yes 4A 2. No D.1.6 How can you describe the relation between the skills needed in the job and the skills you learned here? EQ 1C 4A 1. Job doesn't need any skills 2. Job needs different skills than I learned 3. I haven't learned any skills here 4. My education helped me in the job 5. I haven't learned any skills in the internship E Did you try asking the SUTE for help to find an internship? EQ 1C 1. Yes 4A 2. No 108 Tool 2A: Graduated Students Working in the Firms Paper and Pencil Questionnaire A General Information EQ1C 4A 4B A-1 Governorate: EQ1C 4A 1. Alexandria 4B 2. Ismailia 3. Port Said 4. Red Sea 5. Aswan A-2 Gender EQ1C 4A 4B 1. Male 2. Female A-3 School's Name --------------------------------------------------- EQ1C 4A 4B A-4 Will you please provide us with the phone number for follow up -------------------------------------------------- A-5 School's Sector(FIELD) EQ1C 4A 4B 1. Agricultural 2. Industrial 3. Tourism A-6 What was your specialty while you were in school? EQ1C 4A 4B 1. Food Processing 2. Textile 3. Ready Made Garments 4. Furniture 5. Tourism 6. Other (please specify--------------------------------------------------------------) A-7 When did you graduate from the school? Year EQ1C 4A 4B 109 If SUTE did EVER place you in a job, please answer the following, even if you have left that job? B-1 How long did you wait until the SUTE found you the job? EQ1C 4A 1. Less than one month 4B 2. From one to two months 3. From two to three months 4. From three to six months 5. More than six months B-2 Are you still working in the same job the SUTE placed you in? EQ1C 4A 1. Yes 4B 2. No B-3 If this is the same job the SUTE placed you in, how long have you been working? EQ1C 4A 4B 1. Less than one month 2. From one to two months 3. From two to three months 4. From three to six months 5. More than six months B-4 What is the firm's name? --------------------------------------------------- B-5 What industry do you work in? --------------------------------------------------- B-6 Is your job relevant to your specialty you did study at school? EQ1C 4A 4B 1. Yes 2. No B-7 Does your job need any specific skills? 1. my job doesn't need any skills 2. Job needs different skills than I learned 3. I didn't learn any skills at the school 4. My specialty helped me in the job 5. Other (please specify -------------------------------------------------) B-8 Do you have a contract? EQ1C 1.Yes 4A 4B 2.No B-9 How much do you gain (wage and incentives) from the job every month? EQ1C 4A 4B 1. less than 1000 2. 1000-1499 3. 1500-1999 4. 2000-2499 5. 2500 and above 110 B-10 How many hours per day do you work? EQ1C 4A 4B B-11 How many days per week do you work? EQ1C 4A 4B B-12 What are the main two challenges you are facing in the job? EQ1C 4A 4B 1.Long working hours 2. Low wage 3. Doesn't match my skills 4. Far from home 5. Bullying from workmates 6. Bullying from boss 7. Working environment makes me uncomfortable 8. Other Please specify----------------------------------------------------------- 111 Tool 2B: Graduated Students in SUTE Paper and Pencil Questionnaire A General Information EQ1C 4A 4B A-1 Governorate: EQ1C 4A 1. Alexandria 4B 2. Ismailia 3. Port Said 4. Red Sea 5. Aswan A-2 Gender EQ1C 4A 4B 1. Male 2. Female A-3 School's Name --------------------------------------------------- EQ1C 4A 4B A-4 Will you please provide us with the phone number for follow up -------------------------------------------------- A-5 School's Sector(FIELD) EQ1C 4A 4B 1. Agricultural 2. Industrial 3. Tourism A-6 What was your specialty while you were in school? EQ1C 4A 4B 1. Food Processing 2. Textile 3. Ready Made Garments 4. Furniture 5. Tourism 6. Other (please specify-----------------------------------------------------------) A-7 When did you graduate from the school? Year EQ1C 4A 4B 112 If SUTE did EVER place you in a job, please answer the following, even if you have left that job? B-1 How long did you wait until the SUTE found you the job? EQ1C 4A 1. Less than one month 4B 2. From one to two months 3. From two to three months 4. From three to six months 5. More than six months B-2 Are you still working in the same job the SUTE placed you in? EQ1C 4A 1. Yes 4B 2. No B-3 If this is the same job the SUTE placed you in, how long have you been working? EQ1C 4A 4B 1. Less than one month 2. From one to two months 3. From two to three months 4. From three to six months 5. More than six months B-4 What is the firm's name? --------------------------------------------------- B-5 What industry do you work in? --------------------------------------------------- B-6 Is your job relevant to your specialty you did study at school? EQ1C 4A 4B 1. Yes 2. No B-7 Does your job need any specific skills? 1. my job doesn't need any skills 2. Job needs different skills than I learned 3. I didn't learn any skills at the school 4. My specialty helped me in the job 5. Other (please specify -------------------------------------------------) B-8 Do you have a contract? EQ1C 4A 1.Yes 4B 2.No B-9 How much do you gain (wage and incentives) from the job every month? EQ1C 4A 4B 1. less than 1000 2. 1000-1499 3. 1500-1999 4. 2000-2499 5. 2500 and above B-10 How many hours per day do you work? EQ1C 4A 4B 113 B-11 How many days per week do you work? EQ1C 4A 4B B-12 What are the main two challenges you are facing in the job? EQ1C 4A 4B 1.Long working hours 2. Low wage 3. Doesn't match my skills 4. Far from home 5. Bullying from workmates 6. Bullying from boss 7. Working environment makes me uncomfortable 8. Other Please specify----------------------------------------------------------- C- If you have left the job SUTE placed you in? Please answer the following C-1 Why did you leave the job SUTE found it for you? EQ1C 4A 1. They fired me 4B 2. Long working hours 3. Didn't match my skills 4. The wage was low 5. Working environment was not suitable 6. I found a better job 7. I decided to stay home 8. Other (please specify------------------------------------------------------------------) C-2 How long did you stay in the job before leaving? EQ1C 4A 1. Less than a week 4B 2. Less than one month 3. From one to two months 4. From two to three months 5. From three to six months 6. More than six months C-3 Are you currently working? EQ1C 4A 4B 1. Yes 2. No -----------------------go to section E C-4 How did you find your current job? EQ1C 4A 1. A teacher in the school who is not a SUTE teacher. 4B 2. I found it through the job fair in the school 3. I found it by myself 4. I started it by myself 5. I work with friends / family members 6. Other (please specify------------------------------------------------------------------) 114 C-5 Where do you work now? 1. Self Employed EQ1C 4A 4B 2. In a small shop (please specify-----------------------------------------) 3. In a firm (please specify name------------------------------------------) C-6 How would you compare you current job with the job the SUTE found for you in terms of the following? EQ1C 4A 4B A) My job now fits my skills better 1. Yes 2. No 3. No difference B) My wage now is better 1. Yes 2. No 3. No difference C) My job now has better relation with colleagues 1. Yes 2. No 3. No difference D) My job now has better working hours 1. Yes 2. No 3. No difference E) My work now is worse 1. Yes 2. No 3. No difference F) Other Please specify-------------------------------------------------) D- If you did ask the SUTE to find you a job, but they never did, please answer the following? D-1 Since when did you ask SUTE to find you a job? EQ1C 4A 1. Less than a week 4B 2. Less than one month 3. From one to two months 4. From two to three months 5. From three to six months 6. More than six months D-2 Are you currently working? EQ1C 1A 1. Yes 4B 2. No---------------------go to section E D-3 If you are currently working, how did you find your current job? EQ1C 4A 1. A teacher in the school who is not a SUTE teacher. 4B 2. I found it through the job fair in the school 115 3. I found it by myself 4. I started it by myself 5. I work with friends / family members 6. Other (please specify------------------------------------------------------------------) D-4 Where do you work now? 1. Self Employed EQ1C 4A 4B 2. In a small shop (please specify-----------------------------------------) 3. In a firm (please specify name------------------------------------------) E- If you are NOT working now? E-1 Why are you NOT working now? EQ1C 4A 4B (You can choose up to three answers) 1. I am looking currently for a work 2. I have to go to the military services 3. I didn't find a job that matches my skills 4. I didn't find a job that is not far from my home 5. The working hours are long 6. My parents / husband don't want me to work 7. Other Specify (-------------------------------------------------------------------------) 116 Tool 3A: School Unit for Transition to Employment (SUTE) Officers Paper and Pencil Questionnaire Serial Number A General Information A-1 Governorate: EQ 1A & 1B 1. Alexandria 2. Ismailia 3. Port Said 4. Red Sea 5. Aswan A-2 Gender EQ 1A & 1. Male 1B & 4A 2. Female A-3 School's Name --------------------------------------------------- EQ 1A & 1B & 4A A-4 Phone Number for Follow-Up (If Possible) ………………………………… A-5 School's Sector(FIELD) EQ 1A 1B 4A 1. Agricultural 2. Industrial 3. Tourism A-6 What is your field specialty in teaching? EQ 1A 1B 4A 1. Food Processing 2. Textile 3. Ready Made Garments 4. Furniture 5. Tourism 6.Logistics 7. Renewable Energy 8. Other (please specify--------------------------------------------------------------) A-7 Have you received any WISE training in any of the following? Please Check all that applies: EQ 1A 1B 0. I haven't attended any workshops 4A 1. Career Guidance and Counseling Teacher Training 2. Career Guidance and Counseling Peer Helping Program Facilitators 3. Employment and LMI: Labor Market Information Systems 4. Training on SUTE Operation 5. Competencies, Assessment, and Curriculum for Logistics 6. Competencies, Assessment, and Curriculum for Renewable Energy 7. ToT Teacher Training 8. Entrepreneurship Training-of-Trainers 9. Innovation Club Teacher Training 10. Occupation Safety and Health 11. Other training (Please specify-----------------------------------------------) 117 A-8 From Scale 1 to 5, where 1 is the least and 5 is the most, how much do you think the courses you did attend enhance your skills? E Q 1A 0 4A Did not attend 1 Least 2 3 4 5 Most 1. Career Guidance and Counseling Teacher Training 2. Career Guidance and Counseling Peer Helping Program Facilitators 3. Employment and LMI: Labor Market Information Systems 4. Training on SUTE Operation 5. Competencies, Assessment, and Curriculum for Logistics 6. Competencies, Assessment, and Curriculum for Renewable Energy 7. ToT Teacher Training 8. Entrepreneurship Training-of-Trainers 9. Innovation Club Teacher Training 10. Occupation Safety and Health 11. Other, Please Specify …………………………………… B-1 In which department of the following are you an officer? Please check all that applies EQ 1A 1B 4A 1. Training and Skills Enhancement Department? 2. Career guidance and counseling Department 3. Employment and Labor Market Information Department 4. Entrepreneurship and innovation 5. Occupation Safety and health Committee B-2 From Scale 1 to 5, where 1 is the least and 5 is the most, how much do think the following activities are effective? 1 2 3 4 5 Least Most Please reply for only those you know about: EQ 1A 1B 4A Rate Not in school yet 1. Career guidance and counseling 2. Peer Helping Program ‘’Together We Soar 3. Graduates Job placement 4. Paid apprenticeship for the students 5. Entrepreneurship and innovation 6. Teacher support training 7. Occupation Safety and health Committee B-3 In your opinion, which are the main two activities that can be applied in all other TVET schools? Please circle them EQ 1A 1B 1. Career guidance and counseling 4A 2. Peer Helping Program ‘’Together We Soar 3. Graduates Job placement 4. Paid apprenticeship for the students 5. Entrepreneurship and innovation 6. Teacher support training 7. Occupation Safety and health Committee 118 B-4 If NONE of these activities can be applied, please write the main reason why? --------------------------------------------------------------------------------------------- EQ 1A 1B C. If you are SUTE officer in the Training and Skills Enhancement Department, please answer the following. C-1 How many workshop training have you received from WISE related to Training and Skills Enhancement Department? 1. Less than 2 EQ 1A 1B 4A 2. 2-4 3. More than 4 4. Other (please specify--------------------------------------) C-2 Did you become a trainer in this department? EQ 1A 1B 4A 1.Yes 2.No C -3 Approximately how many of the school teachers have received training from this department? EQ 1A 1. No one 1B 2. Less than 25% of the teachers 3. Almost 50% of the teachers 4. More than half of the teachers C -4 From Scale 1 to 5 , where 1 is the least and 5 is the most, how much do you think these training sessions for the teachers did improve their teaching skills? 1 (Least) 2 3 4 5 (Most) EQ 1A 1B D. If you are SUTE officer in the Career guidance and counseling Department, please answer the following. D-1 How many workshop training have you received from WISE related to Career guidance and counseling Department? 1. Less than 2 EQ 1A 1B 4A 2. 2-4 3. More than 4 4. Other (please specify--------------------------------------) D-2 Did you become a career guidance facilitator? EQ 1A 1B 4A 1.Yes 2.No D -3 From Scale 1 to 5 , where 1 is the least and 5 is the most, how much do you think these career guidance helpful for the students? 1 (Least) 2 3 4 5 (Most) EQ 1A 1B 4A 119 D-4 Approximately how many of the school teachers have received training from this department? 1. No one 2. Less than 25% of the teachers 3. Almost 50% of the teachers 4. More than half of the teachers EQ 1A 1B E. If you are SUTE officer in the Employment and Labor Market Information Department, please answer the following E-1 How many workshop training have you received from WISE in the Employment and Labor Market Information Department? 1. Less than 2 EQ 1A 1B 4A 2. 2-4 3. More than 4 4. Other (please specify--------------------------------------) E-2 In which of the following activities did you participate? 1.Helping students getting summer internship EQ 1A 1B 4A 2.Helping graduates getting jobs 3. Gave training sessions to students on soft skills (writing CV, having an interview……. 4. Holding job fairs in the school 5. Teaching sessions on the entrepreneurship 6. Other Please Specify…………………………………………….. E-3 From Scale 1 to 5 , where 1 is the least and 5 is the most, how much do you think these activities were helpful for the students, even if you didn't participate in? 1 (Least) 2 3 4 5 (Most) 6 (Not Applied Yet) EQ 1A 1B 4A 1. Helping Students get internships 2. Helping graduates getting jobs 3. Gave training sessions to students on soft skills (writing CV, ..having an interview……. 4. Holding job fairs in the school 5. Teaching sessions on the entrepreneurship 6. Other Please Specify…………………………………………….. E-4 On average, how long it takes you to find a job for the Graduates? EQ 1C 1. Less than 1 month 2. 1 – 3 months 3. 2- 4 months 4. More than 4 months E-5 Since SUTE started, on average how many graduates approached SUTE for employment opportunities? 120 A- Males 1- None 2- Less than 10 3- 10 – 30 4- 30 – 50 5- More than 50, please specify …………………. B- Females 1- None 2- Less than 10 3- 10 – 30 4- 30 – 50 5- More than 50, please specify …………………. EQ 1C, 4A E-6 On average, what is the percentage of graduates did the SUTE manage to find job opportunities for? EQ 1C, 4A A- Males 1- None 2- Less than 25% 3- 25 – 50% 4- More than 50% 5- All of them B- Females 1- None 2- Less than 25% 3- 25 – 50% 4- More than 50% 5- All of them F- If you are SUTE officer in the Innovation and Entrepreneurship Department, please answer the following: F-1 How many workshop training have you received from WISE in the Innovation and Entrepreneurship? 1. Less than 2 EQ 1A 1B 4A 2. 2-4 3. More than 4 4. Other (please specify--------------------------------------) F-2 Did you become an innovation and entrepreneurship facilitator? EQ 1A 1B 4A 1- Yes 2- No F-3 From Scale 1 to 5, where 1 is the least and 5 is the most, how much do you think entrepreneurship sessions were helpful for the students? 1 (Least) 2 3 4 5 (Most) EQ 1A 1B 4A G- For all SUTE officers G￾1 As SUTE officer what are the main challenges that you face in the following activities starting with the most important challenge to the least important challenge? a) Innovation Clubs 1.………………………………………………………………………… 2.…………………………………………………………………………………………………. 3.………………………………………………………………………………………………... b) Teacher Training 1.………………………………………………………………………… 2.…………………………………………………………………………………………………. 3.………………………………………………………………………………………………... c) Entrepreneurship Training 1.………………………………………………………………………… EQ 4A 121 2.…………………………………………………………………………………………………. 3.………………………………………………………………………………………………... G￾2 What are the main challenges that students face in the following activities starting with the most important challenge to the least important challenge? EQ 4A A. Boys B. Girls a) Innovation Clubs 1.………………………………………………… 2.………………………………………………… 3.…………………………………..…………… a) Innovation Clubs 1.…………………………………………… 2.…………………………………………… 3.…………………………………..………. b) Entrepreneurship Training 1.………………………………………………… 2.…………………………………………………. 3.………………………………………………… b) Entrepreneurship Training 1.…………………………………………… 2.…………………………………………… 3.…………………………………………… 122 Tool 3B: School Teachers Paper and Pencil Questionnaire School Teachers (Non SUTE Officers) Serial Number: A General Information EQ 1A A-1 Governorate: EQ 1A 1B 1. Alexandria 2. Ismailia 3. Port Said 4. Red Sea 5. Aswan A-2 Gender EQ 1A 1B 4A 1. Male 2. Female A-3 School's Name --------------------------------------------------- EQ 1A 1B 4A A-4 Cellular Number for follow-up A-5 School's Sector (FIELD) EQ 1A 1B 4A 1. Agricultural 2. Industrial 3. Tourism A-6 What is your field specialty in teaching? EQ 1A 1B 4A 1. Food Processing 2. Textile 3. Ready Made Garments 4. Furniture 5. Tourism 6. Logistics 7. Renewable Energy 8. Other (please specify--------------------------------------------------------------) A-7 Have you received any SUTE/ WISE training in any of the following? Please Check all that applies: Yes No EQ 1A 1B 0. I haven't attend any SUTE/WISE workshops (If yes, please go to section B) 4A 1. Career Guidance and Counseling Teacher Training 2. Career Guidance and Counseling Peer Helping Program Facilitators 3. Employment and LMI: Labor Market Information Systems 4. Training on SUTE Operation 5. Competencies, Assessment, and Curriculum for Logistics 6. Competencies, Assessment, and Curriculum for Renewable Energy 7.ToT Teacher Training 8. Entrepreneurship Training-of-Trainers 9. Innovation Club Teacher Training 10. Occupation Safety and Health 123 11. Other training, Please Specify……………………………..) A-8 From Scale 1 to 5 , where 1 is the least and 5 is the most, how much do think SUTE/WISE courses you did attend did enhance your skills? 1 (Least) 2 3 4 5 (Most) Please reply for only those you did attend: EQ 1A 4A Rate Didn't attend 1. Career Guidance and Counseling Teacher Training 2. Career Guidance and Counseling Peer Helping Program Facilitators 3. Employment and LMI: Labor Market Information Systems 4. Training on SUTE Operation 5. Competencies, Assessment, and Curriculum for Logistics 6. Competencies, Assessment, and Curriculum for Renewable Energy 7. ToT Teacher Training 8. Entrepreneurship Training-of-Trainers 9. Innovation Club Teacher Training 10. Occupation Safety and Health 11. Other Workshops, Please Specify………………………….. Section B B-1 Which of the following SUTE/WISE activities in the school are you familiar with? Please check all that applies EQ 1A 1B 1. Career guidance and counseling 4A 2. Peer Helping Program ‘’Together We Soar 3. Graduates Job placement 4. Paid apprenticeship for the students 5. Innovation Club 6. Entrepreneurship Sessions 7. Teacher support training 8. Occupation Safety and health Committee B-2 From Scale 1 to 5, where 1 is the least and 5 is the most, how much do you think these activities are effective? 1 2 3 4 5 Least Most Please reply for only those you know about: EQ 1A 1B 4A Rate Not in school yet 1. Career guidance and counseling 2. Peer Helping Program ‘’Together We Soar 3. Graduates Job placement 4. Paid apprenticeship for the students 5. Innovation Club 6. Entrepreneurship Sessions 7. Teacher support training 8. Occupation Safety and health Committee B-3 In your opinion, which are the main two activities that can be applied in all other TVET schools? Please circle them. EQ 1A 1B 1. Career guidance and counseling 4A 2. Peer Helping Program ‘’Together We Soar 124 3. Graduates Job placement 4. Paid apprenticeship for the students 5. Innovation Club 6. Entrepreneurship Sessions 7. Teacher support training 8. Occupation Safety and health Committee 9. NONE of these activities 125 Tool 4A: Protocol for Key Informant Interview of Ministry of Education and Technical Education (MoETE) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 With a focus on improving TVET, describe the MoETE role/support to the WISE project. 2 Describe the differences between WISE and the other development projects in the Education sector that have been funded by international cooperatives and donors in Egypt. 3 During the past 18 months, have there been any changes in the relationship between the Ministry and WISE? 3A 4 Describe positive situations/events that have had an impact on the relationship between the Ministry and WISE. 3A 5 Describe negative situations/events that have had an impact on the relationship between the Ministry and WISE. 3A 6 Do you consider that the Ministry and WISE relationship has remained positive and fully collaborative during the WISE implementation period? 3A 7 Give situation/event examples that evidence a positive or negative relationship. 3A 8 Give situation/event examples that evidence collaboration or lack of collaboration between the Ministry and WISE during the WISE implementation period. 3A 9 a) In your opinion, do you consider the Ministry maintains trained teachers? 1D b) Explain your response with an example related to the maintaining of trained teachers 1D c) In your opinion, do you consider the Ministry has implemented a plan to ensure sustainability? 1D d)Explain your response with an example related to the Ministry maintaining sustainability 1D 126 10 In your opinion, do you consider the capacity building interventions that WISE have provided to the Transition to Employment Units are able to be sustained? 11 a) Using examples, explain how sustainability can be achieved through the local Units for Transition to Employment. 1D b) Using examples, explain how sustainability can be achieved through the central Units for Transition to Employment. 12 a) Describe the most important challenges that are expected to face the WISE project interventions at the ministry and other levels. 1D b)Rank the challenges that are related to the standards from most important (1) to least important (5) 13 With a focus on improving TVET in schools, describe the steps to be taken through the WISE project and partners “the Ministry of Education, the Ministry of Local Development, etc.” to support the technical sustainability elements of capacity building activities? 1D 14 Describe what are the steps to be taken through WISE project and partners “the Ministry of Education, the Ministry of Local Development, etc.” to support the financial sustainability elements of capacity building activities? 1D Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 127 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits, and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 128 Tool 4B: Protocol for Key Informant Interview Technical Education Directorates (at the Governorate Level) and Ministry of Local Development (MoLD) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ identifier 1 a) Describe the collaboration opportunities between WISE and MoETE Directorates (to be changed to MoLD, in KII with MoLD relevant officials). 1D b) Describe the collaboration opportunities between the MoLD and WISE in the governorate level (only for MoLD). 1D 2 Describe the differences between WISE and the other development projects in technical Education sector that have been funded by international cooperatives and donors in Egypt. 1D 3 In your opinion, do you consider the capacity building interventions that WISE have provided to the Transition to Employment Units are able to be sustained? Yes No 1D 4 c) Using examples, explain how sustainability can be achieved through the local Units for Transition to Employment. 1D d) Using examples, explain how sustainability can be achieved through the central Units for Transition to Employment. 1D 5 With a focus on improving TVET in schools, describe the steps to be taken through the WISE project and partners “the Ministry of Education, the Ministry of Local Development, etc.” to support the technical sustainability elements of capacity building activities? 1D 6 Describe what are the steps to be taken through WISE project and partners “the Ministry of Education, the Ministry of Local Development, etc.” to support the financial sustainability elements of capacity building activities? 1D 129 7 b) Describe the most important challenges that are expected to face the WISE project interventions at the ministry and other levels. c) Rank the challenges that are related to the standards from most important (1) to least important (5) Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits, and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 130 Tool 4C: Protocol for Key Informant Interview of Ministry of Trade and Industry (MoTI) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 With a focus on improving TVET, describe the MoTI role/support to WISE project. 2 Describe the differences between WISE and the other development projects in the Education sector that have been funded by international cooperatives and donors in Egypt. 3 During the past 18 months, have there been any changes in the relationship between the Ministry and WISE? 3A 4 Describe positive situations/events that have had an impact on the relationship between the Ministry and WISE. 3A 5 Describe negative situations/events that have had an impact on the relationship between the Ministry and WISE. 3A 6 Do you consider that the Ministry and WISE relationship has remained positive and fully collaborative during the WISE implementation period? 3A 7 Give situation/event examples that evidence a positive or negative relationship. 3A 8 Give situation/event examples that evidence collaboration or lack of collaboration between the Ministry and WISE during the WISE implementation period. 3A 9 Give examples of WISE planned activities where the resources allocated were or were not used effectively during implementation. 3D 10 d) Describe the most important challenges that are expected to face the WISE project interventions at the Ministry and other levels. e) Rank the challenges from most important (1) to least important (5) 11 Give examples of WISE planned activities where the results could have been improved during implementation if they were provided further funding. 131 Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits, and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 132 Tool 4D: Protocol for Key Informant Interview of National Authority for Quality Assurance and Accreditation Education (NAQAAE) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 With a focus on improving TVET quality standards and implementation of quality standard in schools, describe the NAQAAE’s role/support to the WISE project. 2 Describe the differences between WISE and the other development projects in the Education sector that have been funded by international cooperatives and donors in Egypt. 3 During the past 18 months, have there been any changes in the bilateral relationship between the NAQAAE and WISE? 3A 4 Describe positive situations/events that have had an impact on the bilateral relationship between the NAQAAE and WISE. 3A 5 Describe negative situations/events that have had an impact on the bilateral relationship between the NAQAAE and WISE. 3A 6 Do you consider that the NAQAAE and WISE relationship has remained positive and fully collaborative during the WISE implementation period? 3A 7 Give situation/event examples that evidence a positive or negative relationship. 3A 8 Give situation/event examples that evidence collaboration or lack of collaboration between the NAQAAE and WISE during the WISE implementation period. 3A 9 d) In your opinion, do you consider the MoETE maintains trained teachers? 3B e) Explain your response with an example related to the MoETE maintaining trained teachers 3B f) In your opinion, do you consider the MoETE has implemented a plan to ensure sustainability? 3B 133 g) Explain your response with an example related to MoETE maintaining sustainability 3B 10 f) Describe the most important challenges that are expected to face the WISE project interventions at the ministry and other levels. g) Rank the challenges that are related to the standards from most important (1) to least important (5) 11 With a focus on Egyptian vocational education standards, give examples of recommended WISE activities where the results could improve during implementation if they were provided further funding. Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits, and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 134 Tool 4E: Protocol for Key Informant Interview of Central Unit for Transition to Employment (CUTE) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 When did the WISE project start working with the Ministry of Education and Technical Education (MoETE) and the technical education sector? 2 a) How many directorates, departments and schools have worked with the WISE project? b) Describe the criteria used to identify the directorates, departments and schools that worked with the WISE project? 3 Rate the below 1 (most important) to 5 (least important). Career Guidance Skill development Labor market information Occupation health and safety Entrepreneurship and innovation 4 a) What is the extent of your contribution at the Ministry level in the planning - follow-up and evaluation of activities carried out during the WISE project? 1D b) How have your contributions aligned with the Ministry’s Strategic Plan? 1D 5 What activities have been taken by the Ministry - Technical Education Sector - to support the sustainability of WISE capacity building activities in the Transition to Employment Units? 1D 6 Describe the methods the Ministry - Technical Education Sector has used to ensure sustainability after WISE project completion. 1D 7 a) Can the current Ministry provide technical sustainability after project completion? 1D b) What steps have been taken by the Ministry - Technical Education Sector - to support technical sustainability elements and capacity building activities? 1D 135 c) Describe the systems and resources that may be /will be employed to provide technical sustainability. 1D 8 a) Is there a need for decisions to be made or policies to be developed that would support the technical and financial sustainability after project completion? 1D b) Explain your response regarding support for the technical and financial sustainability after project completion 1D 9 a) In your opinion and based on your knowledge, rate the extent you think the decisions of the Ministry - Technical Education Sector support and maintain trained teachers and the implementation of a sustainability plan? 3B b) Explain how the decisions of the Egyptian government support this sustainability plan? Please provide examples. 3B 10 In your opinion, what are the most important challenges facing the WISE project interventions at the ministry level - technical education sector? 3B 11 In your opinion, what are the most important recommendations that can be made to improve the WISE project interventions during the coming period? 3B Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 136 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 137 Tool 5: Protocol for Key Informant Interview of Egyptian National Competitiveness Council (ENCC) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 ENCC collaborated with WISE on the Labor Skills, Productivity and Human Resource Management Study, and also on the initiative to create Enabling Environment Unit (EEU) and the Enabling Environment Advisory Group (EEAG). Are there additional collaborative interventions? 3C, 3D & 3E 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on the collaborative interventions by ENCC and WISE. 3C, 3D & 3E 4 Describe negative situations/events that have had an impact on the collaborative interventions by ENCC and WISE. 3C, 3D & 3E 5 Do you consider that – overall - the collaboration between ENCC and WISE was positive during the WISE implementation period? 3C, 3D & 3E 6 Do you consider the resources (human resources/funding) used in ENCC- WISE collaborative activities have been used efficiently and effectively? 3C, 3D & 3E 7 Give examples of activities where the resources allocated were, or were not, used efficiently or effectively during implementation. 3C, 3D & 3E 8 Give examples of ENCC-WISE future/improved collaborative activities where the results would positively enhance the achievement of the WISE objectives. 3C, 3D & 3E Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 138 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 139 Tool 6: Protocol for Key Informant Interview of Private Sector Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 Your company collaborated with WISE on the Recruit, Retrain and retain (3R) Program and the Productivity Improvement Program (PIP). Are there additional collaborative interventions with WISE? 1C, 2A, 4A, 4B, 5A & 5B 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on the collaboration between your company and WISE. 1C, 2A, 4A, 4B, 5A & 5B 4 Describe negative situations/events that have had an impact on the collaboration between your company and WISE. 1C, 2A, 4A, 4B, 5A & 5B 5 Do you consider that – overall - the collaboration between your company and WISE was positive during the WISE implementation period? 1C, 2A, 4A, 4B, 5A & 5B 6 a) Describe the benefits generated for your company due to the results of the 3R program. b) Rank your list from 1 (highest benefit) to 5 (lowest benefit) 1C, 2A, 4A, 4B, 5A & 5B 7 a) Describe the costs incurred for your company, due to the implementation of the 3R program. b) Rank your list from 1 (highest cost) to 5 (lowest cost) 1C, 2A, 4A, 4B, 5A & 5B 8 a) Describe the benefits generated for your company, as a result of the PIP program. b) Rank your list from 1 (highest benefit) to 5 (lowest benefit) 1C, 2A, 4A, 4B, 5A & 5B 9 a) Describe the costs incurred by your company, due to the implementation of the PIP program. b) Rank your list from 1 (highest cost) to 5 (lowest cost) 1C, 2A, 4A, 4B, 5A & 5B 140 10 Give examples of WISE activities where the resources allocated were or were not used efficiently or effectively during implementation. 1C, 2A, 4A, 4B, 5A & 5B 11 Give examples of future/improved collaborative activities between your company and WISE, where the results would positively enhance the achievement of the WISE objectives. 1C, 2A, 4A, 4B, 5A & 5B 12 In your opinion and based on your knowledge, rate the extent you think the training and capacity building of graduates sent by the SUTE has met your business needs.? 1C 13 Have you provided the students/graduates extra training to improve their capacity or were they able to go directly to the job? 1C 14 a) In your business, are there any preferences related to gender for jobs? b) If there is a gender preference, which gender do you hire? 4A 15 Do you think that female workers in your company are recognized and rewarded for their work contribution, provided respect and paid according to their role? 4B 16 Give an example that illustrates your response. 4B Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 141 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 142 Tool 7: Protocol for Key Informant Interview with United States Agency for International Development (USAID) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: USAID Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 During the WISE implementation period, have there been any changes in the Egyptian TVET environment that indicate the WISE project’s initial assumptions are no longer valid? 3A, B, C, D 2 Describe situations/events that have had a positive impact on the TVET school operating environment and facilitated WISE implementation. 3A, B, C, D 3 Describe situations/events that have had a negative impact on the TVET school operating environment and impeded WISE implementation. 3A, B, C, D Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs 143 a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 3.3 If there is a financial contribution needed for continued access to the benefits of the interventions. Can the stakeholders/beneficiaries afford such payments? 3.4 Has the private sector been involved to ensure the sustainability of the interventions? 3.6 Have the necessary measures been taken into account to ensure equal participation and benefit for women and men? 144 Tool 8A: Protocol for Key Informant Interview of German International Cooperation Agency (GIZ) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 GIZ collaborated with WISE on the career guidance and counseling activities across the TVET sector and entrepreneurship-related activities. Also, there was coordination to resolve overlapping activities in schools and for future collaboration on GIZ￾sponsored TVET activities (Local Market Assessment Observatories, Dual System Expansion, and Employment Services). Are there other collaborative interventions with WISE? 1D, 3C, 3D & 3E 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on the collaborative interventions by GIZ and WISE. 1D, 3C, 3D & 3E 4 Describe negative situations/events that have had an impact on the collaborative interventions by GIZ and WISE. 1D, 3C, 3D & 3E 5 Do you consider that – overall - the collaboration between GIZ and WISE was positive during the WISE implementation period? 1D, 3C, 3D & 3E 6 Do you consider the resources (human resources/funding) used in GIZ- WISE collaborative activities have been used efficiently and effectively? 1D, 3C, 3D & 3E 7 Give examples of activities where the resources allocated were or were not used efficiently or effectively during implementation. 1D, 3C, 3D & 3E 8 Give examples of GIZ-WISE future/improved collaborative activities where the results would positively enhance the achievement of the WISE objectives. 1D, 3C, 3D & 3E 145 Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 146 Tool 8B: Protocol for Key Informant Interview of International Labor Organization (ILO) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ identifier 1 ILO collaborated with WISE on entrepreneurship-related activities in Egypt (particularly, curricula development and training for teachers). Are there additional collaborative interventions with WISE? 1D, 3C, 3D, 3E, 4A & 4B 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on the collaborative interventions by ILO and WISE. 1D, 3C, 3D, 3E, 4A & 4B 4 Describe negative situations/events that have had an impact on the collaborative interventions by ILO and WISE. 1D, 3C, 3D, 3E, 4A & 4B 5 Do you consider that – overall - the collaboration between ILO and WISE was positive during the WISE implementation period? 1D, 3C, 3D, 3E, 4A & 4B 6 Do you consider the resources (human resources/funding) used in ILO- WISE collaborative activities have been used efficiently and effectively? 1D, 3C, 3D, 3E, 4A & 4B 7 Give examples of activities where the resources allocated were or were not used efficiently or effectively during implementation. 1D, 3C, 3D, 3E, 4A & 4B 8 Give examples of ILO-WISE future/improved collaborative activities where the results would positively enhance the achievement of the WISE objectives. 1D, 3C, 3D, 3E, 4A & 4B 147 Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 148 Tool 8C: Protocol for Key Informant Interview of United Nations Industrial Development Organization (UNIDO) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 UNIDO collaborated with WISE on entrepreneurship and innovation-related activities in Egypt (particularly, curricula development and training for teachers). Are there other collaborative interventions? Are there additional collaborative interventions with WISE? 1D, 3C, 3D, 3E, 4A & 4B 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on the collaborative interventions by UNIDO and WISE. 1D, 3C, 3D, 3E, 4A & 4B 4 Describe negative situations/events that have had an impact on the collaborative interventions by UNIDO and WISE. 1D, 3C, 3D, 3E, 4A & 4B 5 Do you consider that – overall - the collaboration between UNIDO and WISE was positive during the WISE implementation period? 1D, 3C, 3D, 3E, 4A & 4B 6 Do you consider the resources (human resources/funding) used in UNIDO- WISE collaborative activities have been used efficiently and effectively? 1D, 3C, 3D, 3E, 4A & 4B 7 Give examples of activities where the resources allocated were or were not used efficiently or effectively during implementation. 1D, 3C, 3D, 3E, 4A & 4B 8 Give examples of UNIDO-WISE future/improved collaborative activities where the results would positively enhance the achievement of the WISE objectives. 1D, 3C, 3D, 3E, 4A & 4B Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 149 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 150 Tool 9A: Protocol for Key Informant Interview of Federation of Egyptian Industries (FEI) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 FEI collaborated with WISE on the 3R program for member companies of 4 manufacturing chambers and for staff members of FEI. Also, there is potential collaboration for capacity building of FEI’s Advocacy Unit to help promote labor market efficiency. Are there additional collaborative interventions with WISE? 2A, 3C, 4A, 4B, 5A & 5B 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on the collaborative interventions by FEI and WISE. 2A, 3C, 4A, 4B, 5A & 5B 4 Describe negative situations/events that have had an impact on the collaborative interventions by FEI and WISE. 2A, 3C, 4A, 4B, 5A & 5B 5 Do you consider that – overall - the collaboration between FEI and WISE was positive during the WISE implementation period? 2A, 3C, 4A, 4B, 5A & 5B 6 Do you consider the resources (human resources/funding) used in FEI- WISE collaborative activities have been used efficiently and effectively? 2A, 3C, 4A, 4B, 5A & 5B 7 Give examples of activities where the resources allocated were or were not used efficiently or effectively during implementation. 2A, 3C, 4A, 4B, 5A & 5B 8 Give examples of FEI-WISE future/improved collaborative activities where the results would positively enhance the achievement of the WISE objectives. 2A, 3C, 4A, 4B, 5A & 5B 151 Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits, and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 152 Tool 9B: Protocol for Key Informant Interview of Egyptian Federation of Investor’s Association (EFIA) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 EFIA collaborated with WISE on Ebdaa Rehlatak activity, and possibly on the prospective Economic Partnership Councils (EPCs). Are there additional collaborative interventions with WISE? 1C, 3C, 4A, 4B, 5A & 5B 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on the collaborative interventions by EFIA and WISE. 1C, 3C, 4A, 4B, 5A & 5B 4 Describe negative situations/events that have had an impact on the collaborative interventions by EFIA and WISE. 1C, 3C, 4A, 4B, 5A & 5B 5 Do you consider that – overall - the collaboration between EFIA and WISE was positive during the WISE implementation period? 1C, 3C, 4A, 4B, 5A & 5B 6 Do you consider the resources (human resources/funding) used in EFIA- WISE collaborative activities have been used efficiently and effectively? 1C, 3C, 4A, 4B, 5A & 5B 7 Give examples of activities where the resources allocated were or were not used efficiently or effectively during implementation. 1C, 3C, 4A, 4B, 5A & 5B 8 Give examples of EFIA-WISE future/improved collaborative activities where the results would positively enhance the achievement of the WISE objectives. 1C, 3C, 4A, 4B, 5A & 5B 153 Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 154 Tool 9C: Protocol for Key Informant Interview of Alexandria Business Association (ABA) – Vocational Training and Employment Center (VTEC) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 ABA-VTEC collaborated with WISE on the strategic planning and capacity building for the VTEC management team. Collaborative activities have specifically covered: courses design, training of trainers (TOT), ISO OSH certification, quality management systems, marketing of VTEC services, fund raising, establishing corporate social responsibility partnerships, among others. Are there additional collaborative interventions with WISE? 1C, 2A, 3C, 4A, 4B, 5A & 5B 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on the collaborative interventions by ABA-VTEC and WISE. 1C, 2A, 3C, 4A, 4B, 5A & 5B 4 Describe negative situations/events that have had an impact on the collaborative interventions by ABA-VTEC and WISE. 1C, 2A, 3C, 4A, 4B, 5A & 5B 5 Do you consider that – overall - the collaboration between ABA-VTEC and WISE was positive during the WISE implementation period? 1C, 2A, 3C, 4A, 4B, 5A & 5B 6 Do you consider the resources (human resources/funding) used in ABA-VTEC- WISE collaborative activities have been used efficiently and effectively? 1C, 2A, 3C, 4A, 4B, 5A & 5B 7 Give examples of activities where the resources allocated were or were not used efficiently or effectively during implementation. 1C, 2A, 3C, 4A, 155 4B, 5A & 5B 8 Give examples of ABA-VTEC-WISE future/improved collaborative activities where the results would positively enhance the achievement of the WISE objectives. 1C, 2A, 3C, 4A, 4B, 5A & 5B Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 156 Tool 10: Protocol for Key Informant Interview of Local Unit for Transition to Employment (LUTE) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 When did the WISE project start working with the Ministry of Education and Technical Education (MoETE) and the technical education sector? 2 c) How many directorates, departments and schools have worked with the WISE project? d) Describe the criteria used to identify the directorates, departments and schools that worked with the WISE project? 3 Rate the below 1 (most important) to 5 (least important). Career Guidance Skill development Labor market information Occupation health and safety Entrepreneurship and innovation 4 Describe the WISE training courses that the LUTE team members attended. 1A 5 Describe the WISE training courses the Teachers in Muderiyya attended. 1A 6 Describe the WISE training courses that school management in Muderiyya attended. 1A 7 Describe the WISE training courses that students in the schools in Muderiyya attended. 1A 8 a) Explain to what extent at the ministry level you are involved in the planning - follow-up and evaluation of activities carried out during the WISE project. b) Give examples that illustrate your contribution at the ministry level in the planning - follow-up and evaluation of activities carried out during the WISE project. 1D 9 Explain how your contributions aligned with the Ministry’s Strategic Plan. 1D 10 a) Rate the effectiveness of the capacity building provided to the LUTE staff through career guidance and entrepreneurship to improve their performance. 1 (high) 2 3 4 5 (low) 1A 157 b) Give examples that illustrate the change (positive or negative) in the capacity of the LUTE staff 11 a) Rate the effectiveness of the capacity building provided to the schools managers and inspectors through career guidance and entrepreneurship to improve their performance 1 (high) 2 3 4 5 (low) b) Give examples that illustrate the change (positive or negative) in the capacity of the schools mangers and inspectors 1A 12 a) Rate the effectiveness of the capacity building provided to the SUTE members through career guidance and entrepreneurship to improve their performance 1 (high) 2 3 4 5 (low) b) Give examples that illustrate the change (positive or negative) in the capacity of the SUTE members 1A 13 a) Rate the effectiveness of the capacity building provided to the students through career guidance and entrepreneurship to improve their performance 1 (high) 2 3 4 5 (low) b) Give examples that illustrate the change (positive or negative) in the capacity of the students 1B 14 c) In your opinion and based on your knowledge, rate the extent you think the decisions of the Egyptian government support and maintain trained teachers and the implementation of sustainability plan? 3B d) Explain how the decisions of the Egyptian government support this sustainability plan? Please provide examples. 3B 15 Explain using an example that illustrates the extent the capacity building contributes to the relations between schools and the private sector at the level of the Directorate. 1C 16 a) Explain the role of the LUTE unit at the level of the Directorate in contacting the private sector. b) Give an example to illustrate your response 1C 17 In relation to communication with the private sector, describe the most important results that should be monitored as they demonstrate change has occurred. 1C 18 Explain the actions and activities that the LUTE have been involved with to support the sustainability of WISE capacity building activities in the Transition to Employment Units. 1D 19 Describe the actions and activities the LUTE have used to ensure sustainability after WISE project completion. 1D 20 a) Describe the actions and activities that have been taken on by the LUTE to support the technical sustainability elements of the WISE project. b) Describe the actions and activities that have been taken on by the LUTE to support the capacity building elements of the WISE project? 1D 21 Describe the systems and resources that may be /will be employed to provide technical sustainability of the WISE project. 1D 22 Is there a need for decisions to be made or policies to be developed that would support the technical and financial sustainability after project completion? 1D Explain your response regarding support for the technical and financial sustainability after project completion 1D 23 In your opinion, what are the most important challenges facing the WISE project interventions at the local level? 3B 158 24 In your opinion, what are the most important recommendations that can be made to improve the WISE project interventions during the coming period? 3B 25 a) Describe the interventions that have been undertaken through the WISE project period to support gender gap reduction? b) Give examples to illustrate your response. 4A 26 a) How would you rate the extent that the WISE project facilitates empowerment of women? 1 (high) 2 3 4 5 (low) b) Give examples to illustrate your response. 4B Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits, and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 159 Tool 11: Protocol for Key Informant Interview of School Management Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 When did the WISE project start working with the Ministry of Education and Technical Education (MoETE) and the technical education sector? 2 e) How many directorates, departments and schools have worked with the WISE project? f) Describe the criteria used to identify the directorates, departments and schools that worked with the WISE project? 3 Rate the below 1 (most important) to 5 (least important). Career Guidance Skill development Labor market information Occupation health and safety Entrepreneurship and innovation 4 Describe the WISE training courses that Teachers in the school attended 1A 5 Describe the WISE training courses that school management (principals, deputy principles) attended. 1A 6 Describe the WISE training courses that students in the schools attended. 1A 7 c) Explain to what extent at the school level you are involved in the planning - follow-up and evaluation of activities carried out during the WISE project. d) Give examples that illustrate your contribution at the school level in the planning - follow-up and evaluation of activities carried out during the WISE project. 1D 8 Explain how your contributions aligned with the Ministry’s Strategic Plan. 1D 9 c) Rate the effectiveness of the capacity building provided to the schools management through career guidance and entrepreneurship to improve their performance. 1 (high) 2 3 4 5 (low) d) Give examples that illustrate the change (positive or negative) in the capacity of the schools management 1A 10 c) Rate the effectiveness of the capacity building provided to the SUTE members through career guidance and entrepreneurship to improve their performance 1A 160 1 (high) 2 3 4 5 (low) d) Give examples that illustrate the change (positive or negative) in the capacity of the SUTE members 11 c) Rate the effectiveness of the capacity building provided to the students through career guidance and entrepreneurship to improve their performance 1 (high) 2 3 4 5 (low) d) Give examples that illustrate the change (positive or negative) in the capacity of the students 1B 12 In your opinion and based on your knowledge, rate the extent you think the capacity building contributes to the relations between schools and the private sector at the school level. Explain using an example that illustrates the extent the capacity building contributes to the relations between schools and the private sector at the school level. 1C 13 c) Explain the role of the school management in contacting the private sector. d) Give an example to illustrate your response 1C 14 In relation to communication with the private sector, describe the most important results that should be monitored as they demonstrate change has occurred. 1C 15 Explain the actions and activities that the school have been involved with to support the sustainability of WISE capacity building activities in the Transition to Employment Units. 1D 16 Describe the actions and activities the school management have used to ensure sustainability after WISE project completion. 1D 17 Describe the systems and resources that may be /will be employed to provide technical sustainability of the WISE project. 1D 18 Is there a need for decisions to be made or policies to be developed that would support the technical and financial sustainability after project completion? 1D 19 Explain your response regarding support for the technical and financial sustainability after project completion 1D 20 c) Describe the interventions that have been undertaken through the WISE project period to support gender gap reduction? d) Give examples to illustrate your response. 4A 21 c) How would you rate the extent that the WISE project facilitates empowerment of women? 1 (high) 2 3 4 5 (low) d) Give examples to illustrate your response. 4B 22 In your opinion, what are the most important challenges facing the WISE project interventions at the school level? 3B 23 In your opinion, what are the most important recommendations that can be made to improve the WISE project interventions during the coming period? 3B 161 Tool 12: Protocol for Key Informant Interview of School Unit for Transition to Employment (SUTE) Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 When did the WISE project start working with your school? 2 When was your SUTE unit established? 3 Describe the criteria used to identify the teachers and students that worked with the WISE project? 4 Rate the below 1 (most important) to 5 (least important). Career Guidance Skill development Labor market information Occupation health and safety Entrepreneurship and innovation 5 Describe the WISE training courses that the Teachers attended. 1A 6 Describe the WISE training courses that the SUTE staff attended. 1A 7 Describe the WISE training courses that students in the school attended. 1A 8 e) Explain to what extent you are involved in the planning - follow-up and evaluation of activities carried out during the WISE project. f) Give examples that illustrate your contribution in the planning - follow-up and evaluation of activities carried out during the WISE project. 1D 9 Explain how your contributions aligned with the Ministry’s Strategic Plan. 1D 10 e) Rate the effectiveness of the capacity building provided to the teachers through career guidance and entrepreneurship to improve their performance. 1 (high) 2 3 4 5 (low) f) Give examples that illustrate the change (positive or negative) in the capacity of the teachers 1A 162 11 a) Rate the effectiveness of the capacity building provided to the SUTE members through career guidance and entrepreneurship to improve their performance. 1 (high) 2 3 4 5 (low) b) Give examples that illustrate the change (positive or negative) in the capacity of the SUTE members 1A 12 e) Rate the effectiveness of the capacity building provided to the students through career guidance and entrepreneurship to improve their performance 1 (high) 2 3 4 5 (low) f) Give examples that illustrate the change (positive or negative) in the capacity of the students 1B 13 In your opinion and based on your knowledge, rate the extent you think the capacity building contributes to the relations between schools and the private sector at the level of the school? Explain using an example that illustrates the extent the capacity building contributes to the relations between schools and the private sector at the school level. 1C 14 e) Explain the role of the SUTE in contacting the private sector. f) Give an example to illustrate your response 1C 15 In relation to communication with the private sector, describe the most important results that should be monitored as they demonstrate change has occurred. 1C 16 Explain the actions and activities that the school have been involved with to support the sustainability of WISE capacity building activities in the Transition to Employment Units. 1D 17 Describe the actions and activities the school have used to ensure sustainability after WISE project completion? - 1D 18 Describe the systems and resources that may be /will be employed to provide technical sustainability of the WISE project. 1D 19 Is there a need for decisions to be made or policies to be developed that would support the technical and financial sustainability after project completion? 1D 20 Explain your response regarding support for the technical and financial sustainability after project completion 1D 21 e) Describe the interventions that have been undertaken through the WISE project period to support gender gap reduction? f) Give examples to illustrate your response. 4A 22 e) How would you rate the extent that the WISE project facilitates empowerment of women? 1 (high) 2 3 4 5 (low) f) Give examples to illustrate your response. 4B 23 In your opinion, what are the most important challenges facing the WISE project interventions at the SUTE level? 3B 24 In your opinion, what are the most important recommendations that can be made to improve the WISE project interventions during the coming period? 3B 163 Tool 13A: Protocol for Key Informant Interview of Experts-3R Master Trainers and HR Consultants Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 You collaborated with WISE on the Recruit, Retrain & Retain (3R) program. Are there additional collaborative interventions with WISE? 2A, 3C, 4A, 4B, 5A & 5B 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on your collaboration with WISE. 2A, 3C, 4A, 4B, 5A & 5B 4 Describe negative situations/events that have had an impact on your collaboration with WISE. 2A, 3C, 4A, 4B, 5A & 5B 5 Do you consider that – overall - your collaboration with WISE was positive during the WISE implementation period? 2A, 3C, 4A, 4B, 5A & 5B 6 a) Describe the benefits generated for the companies you worked with, as results of the 3R program. b) Rank your list from 1 (highest benefit) to 5 (lowest benefit) 2A, 3C, 4A, 4B, 5A & 5B 7 c) Describe the costs incurred by the companies you worked with, due to the implementation of the 3R program. d) Rank your list from 1 (highest cost) to 5 (lowest cost) 2A, 3C, 4A, 4B, 5A & 5B 8 Give examples of activities where the resources allocated were, or were not, used efficiently or effectively during implementation. 2A, 3C, 4A, 4B, 5A & 5B 164 9 Give examples of future/improved collaborative activities between you and WISE where the results would positively enhance the achievement of the WISE objectives. 2A, 3C, 4A, 4B, 5A & 5B Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 165 Tool 13B: Protocol for Key Informant Interview of Productivity Experts Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 You collaborated with WISE on the Productivity Improvement Program (PIP). Are there additional collaborative interventions with WISE? 2A, 3C, 4A, 4B, 5A & 5B 2 If ‘yes’, please identify additional interventions. 3 Describe positive situations/events that have had an impact on your collaboration with WISE. 2A, 3C, 4A, 4B, 5A & 5B 4 Describe negative situations/events that have had an impact on your collaboration with WISE. 2A, 3C, 4A, 4B, 5A & 5B 5 Do you consider that – overall - your collaboration with WISE was positive during the WISE implementation period? 2A, 3C, 4A, 4B, 5A & 5B 6 Describe and quantify the benefits generated for the companies you worked with, as results of the PIP. 2A, 3C, 4A, 4B, 5A & 5B 7 Describe and quantify the costs incurred by the companies you worked with, due to the implementation of the PIP. 2A, 3C, 4A, 4B, 5A & 5B 8 Give examples of activities where the resources allocated were, or were not, used efficiently or effectively during implementation. 2A, 3C, 4A, 4B, 5A & 5B 9 Give examples of future/improved collaborative activities between you and WISE, where the results would positively enhance the achievement of the WISE objectives. 2A, 3C, 4A, 4B, 5A & 5B 166 Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 167 Tool 14: Protocol for Key Informant Interview of WISE/MTC Introduction Following personal introductions, the interviewer reads the Assessment Team’s standardized introductory statement. Date of the meeting: Time of the meeting: Interviewer/ other team members: Notes taken by: Background Information Involvement in WISE Project: Name of Institution: Name of Key Informant: Gender: ___ Female ____ Male Title: Department: Other persons accompanying interviewee: # Questions EQ Identifier 1 During the past 18 months, have there been any major changes in WISE activities? 3D & 3E 2 Describe positive situations/events that have had an impact on WISE performance. 3D & 3E 3 Describe negative situations/events that have had an impact on WISE performance. 3D & 3E 4 Do you consider that relations with WISE stakeholders have started/remained positive during the WISE implementation period? 3D & 3E 5 Give situation/event examples that evidence a positive, or negative, relationship(s). 3D & 3E 3D & 3E 8 Do you consider the resources available to WISE have been used efficiently and effectively? 3D & 3E 9 Give examples of WISE planned activities where the resources allocated were, or were not, used efficiently and effectively during implementation. 3D & 3E Efficiency, Effectiveness and Sustainability Matrix Questions 1. Efficiency: the measure of how economically resources/inputs (funds, expertise, time, etc.) are converted into outputs. 1.1 Are the chosen implementation mechanisms (incl. choice of implementation methods, entities and contractual arrangements) conducive for achieving the expected results? 1.2 Do stakeholders effectively contribute to the planning of the interventions (including capacity development)? 1.3 Inputs a) Do the resources correspond to the needs of the intervention? b) Do stakeholders provide the inputs (human or physical) that would be required to implement the intervention in an efficient manner? c) To what degree are resources (inputs) available in a timely manner from the stakeholders? 1.4 Delays a) If there are delays, how significant are they? 168 b) Have the reasons been identified? c) Have revisions of planning been properly implemented? 1.5 Deliverables/Outputs a) To what degree have the deliverables/outputs been delivered/produced? b) Have the outputs been delivered/produced in a cost-efficient manner? 2. Effectiveness: the extent to which the development intervention’s objectives were achieved, or are expected to be achieved, taking into account their relative importance. 2.1 Has the expected progress in terms of outputs been properly achieved? 2.2 Is the quality of outputs (including those of capacity-building support) satisfactory? 2.3 Are the outputs (including capacity building) still likely to lead to the expected outcomes? 3. Sustainability: the continuation of benefits generated by the interventions after the development assistance has been completed; the probability of continued long-term benefits and the resilience to risk of net benefit flows over time. 3.1 Is an adequate level of human and institutional capacity put in place in order to continue delivering the intervention(s) benefits? 3.2 Are the roles of the beneficiaries in the management and the monitoring of the activities sufficiently supporting the enhancement of their capacities? 3.3 If there is a financial contribution needed for continued access to the benefits of the interventions. Can the stakeholders/beneficiaries afford such payments? 3.4 Has the private sector been involved to ensure the sustainability of the interventions? 3.5 Have the necessary measures been taken into account to ensure equal participation and benefit for women and men? 169 Tool 15: Group Discussion Protocol for Current Students # Group Discussion for Current Students / Question EQ Identifier 1 What type of activities did you participate in with the School Unit for Transition to Employment (SUTE)? 1A 2 For your future, how valuable do you consider the training/learning you received from the school or SUTE teachers? 1A 3 KAP (knowledge, attitudes, skills practice) analysis: Describe the changes in your knowledge and attitude to work through participating in activities and workshops that relate to - Peer Helping Program ‘’Together We Soar(Peer Mediator, Peer Ambassador, Peer Tutor, Career Helper) Ranking - entrepreneurship and employment unit - ranking - innovation clubs and NAWAH competition - ranking 1B 4 a) How did you use the skills and knowledge that you gained from your learning in the workplace? b) Give examples of activities 1B 5 The SUTE has been able to make linkages between you and the private sector. A) Rate the level of effectiveness? 1 (high) 2 3 4 5 (low) B) Give examples that demonstrate effective outcomes C) Give example where improvements can be made to the effectiveness of the SUTE program 1C 6 When you first employed in a private company during summer or after school, did you find that your knowledge and skills gained from the SUTE training was able to be used for tasks that could be used in the workplace. 1C 7 a) Did you think that the jobs offered by the private sector through the SUTE were suitable and appropriate to your qualification? 1C b) Give examples of job situations where a positive outcome was achieved c) Give examples of job situations where a negative result was the outcome 8 Do you believe that the SUTE training period was sufficient to gain the skills that enabled you to join the workplace? 3E 9 Are there any challenges that you face in attending the SUTE training? 3E 10 a) Are there opportunities and/or jobs through the SUTE equitably available for both male and female? b) What are the challenges that you face in accessing jobs for males and females? • Wages • Working hours • Working conditions 4A For female groups only: Were the private sector jobs provided by the SUTE convenient for you as female workers, in term of working hours, social insurance, and other benefits? 11 Give some examples of success stories related to economic empowerment of women, in terms: 4B 170 - finding new income sources - attending paid work - on the job training - starting new business idea 12 What are your recommendations to improve the quality of SUTE services to students in the upcoming period? 171 Tool 16: Group Discussion Protocols for Graduated Students # Question EQ Identifier 1 What type of activities do you know are provided by the School Unit for Transition to Employment (SUTE)? 1C 2 a) Did you participate in SUTE activities before graduation? b) Describe the type of activities. c) How frequently were you able to attend the SUTE activities? 1C 3 The SUTE has been able to make linkages between you and the private sector. D) Rate the level of effectiveness? 1 (high) 2 3 4 5 (low) E) Give examples that demonstrate effective outcomes F) Give example where improvements can be made to the effectiveness of the SUTE program 1C 4 Did you think that the jobs offered by the private sector through the SUTE were suitable and appropriate to your qualification? 1C d) Give examples of job situations where a positive outcome was achieved e) Give examples of job situations where a negative result was the outcome 5 a) Do you believe that you gained the required skills for work “from the school” before graduation? b) Did you find the private sector needed different skills that you didn’t have? c) Give examples of skills needed in the workplace that were not part of your school training 1C 6 a) Do you think you can establish a small commercial project by your own? b) If yes, explain… why you would like to do this? c) What are the challenges that may stop you? d) What activities could assist you in developing a small commercial project? 7 c) Are there opportunities and/or jobs through the SUTE equitably available for both male and female? d) What are the challenges that you face in accessing jobs for males and females? • Wages • Working hours • Working conditions 4A 8 For female groups only: Were the private sector jobs provided by the SUTE convenient for you as female workers, in term of working hours, work location, work condition, social insurance, and other benefits? 4A 9 Give some examples of success stories related to economic empowerment of women, in terms: - finding new income sources - attending paid work - on the job training - starting new business idea 4B 172 11 What are your recommendations to improve the quality of work available for graduates? 173 Tool 17: Group Discussion Protocols for School Teachers # Question EQ Identifier 1 a) What type of training did you receive from the School Unit for Transition to Employment (SUTE) teachers/facilitators? b) What topics were covered in workshops? c) Which SUTE units provided the training you attended? 1A 2 a) Describe the skills/knowledge you gained from the SUTE officers/management mentoring and training which benefited you in improving your teaching skills and knowledge. b) Did the SUTE training cover theory and practical areas of teaching? YES/NO c) Give examples of the areas covered in the SUTE training. 1A 3 How frequently did you use the knowledge and skills gained from the SUTE training with the students in the school? Examples 5 days a week, every day, never, etc. 1A 4 Only for logistic and renewable energy schools a) Do you see advantages in the new curricula developed and implemented through the WISE program? b) Explain your response with examples c) Do you see any disadvantages in the new curricula developed and implemented through the WISE program? d) Explain your response with examples 1A 5 a) Inside your school, which unit/s of SUTE are active and effective? b) Give examples that illustrate their activities are effective. c) Give examples of SUTE activities that need to be improved. 1A 6 For SUTE Career Guidance UNIT: Explain how the SUTE trainings you provided to students enhanced the skills of the students in career guidance and entrepreneurship. 1B 7 For employment and labor market unit Explain the process that you use to create linkages between the schools and private sector. 1C 8 Explain your role in locating employment opportunities for students or graduates. 1C 9 a) Do you think that the jobs offered by the private sector through the SUTE were suitable and appropriate to the student’s qualification? b) Give examples of job situations where a positive outcome was achieved c) Give examples of job situations where a negative result was the outcome 1C 10 Explain types of mechanisms, processes or systems that could assist sustain the SUTE after the project ends. 1D 11 Explain how the WISE interventions considered gender gap and equality, when it comes to participating in workshops and providing services to students. 4A 174 Tool 18: Group Discussion Protocol for SUTE Officers # Questions EQ Identifier 1 c) What type of training did you receive from the WISE project? d) What topics were covered in workshops? e) Which School Unit for Transition to Employment (SUTE) units provided the training you attended? 1A 2 Describe the skills/knowledge you gained that were most beneficial in performing your role/function effectively in SUTE? 3 Have you transferred the training you received to other teachers inside the school? If yes, what processes you used to assist other teachers? 1A 4 Give examples of how that improved the skills of teachers. 1A 5 d) Inside your school, which unit/s of SUTE are active and effective? e) Give examples that illustrate their activities are effective. f) Give examples of SUTE activities that need to be improved. 1A 6 For career guidance UNIT: Explain how the SUTE trainings you provided to students enhanced the skills of the students in career guidance and entrepreneurship. 1B 7 For employment and labor market unit Explain the process that you use to create linkages between the schools and private sector 1C 8 Explain your role in locating employment opportunities for: (a) students (b) graduates (c) people in the community. 1C 9 d) Do you think that the jobs offered by the private sector through the SUTE were suitable and appropriate to the student’s qualification? e) Give examples of job situations where a positive outcome was achieved f) Give examples of job situations where a negative result was the outcome 1C 10 Explain types of mechanisms, processes or systems that could assist sustain the SUTE after the project ends. 1D 11 Explain how the WISE interventions considered gender gap and equality, when it comes to participating in workshops and providing services to students. 4A 175 الطلبة الحاليين بالمدرسة الطلبة الحاليين بالمدرسة A البيانات األساسية المحافظة: A-1 .1 إلسكندرية .2 إلسماعلية .3 بور سعيد .4 البحر ألحمر .5 أسوان النوع: .1 ذكر -2A .2 انثي -3A اسم المدرسة: ........................................................................................................................ -4A يا تري مدرستك: .1 3سنوات. .2 5سنوات. تخصص المدرسة: A-5 .1 زراعي .2 صناعي. .3 سياحي. ايهتخصصك في المدرسة؟ A-6 .1 الصناعات الغذائية. .2 الغزل والنسيج. .3 المالبس ال جاهزة. .4 ألثاث. .5السياحة. المسلسل 176 .6 أخري )تذكر(............................................................................................: يا تري أنت في أي سنة دراسية؟ A-7 .1 السنة ألولي. .2 السنة الثانية. .3 السنة الثالثة. .4 السنة الرابعة. .5 السنة الخامسة. B: قياس درجة المعرفة و الرضا بخصوص وحدة تيسير االنتقال إلى سوق العمل )سوت( و أنشطتها. B-1 سمعت عن وحدة تيسيراالنتقال إلى سوق العمل )سوت(في مدرستك؟ .1 نعم. .2 ال--------------------------------. انتقل إلى قسم C لو سمعت عن وحده تيسي االنتقال إلى سوق العمل )سوت( جاوب علي ما يلي: B-1.1 في تقييم من ،5-1 بحيث 1 هواألقل و5 هواألعلى ما هو درجة رضاءك عن الخدمة اللي بتقدمها وحدة تيسير النتقال إلى سوق العمل )سوت(؟ 1 2 3 4 ألقلرضا 5 ألكثررضا في تقييم من ،5-1 بحيث 1 هواألقل و5 هواألعلى -1.2B ما هو درجة رضاءك عن مدرسين وحدة تيسير االنتقال إلى سوق العمل )سوت(بصفة عامة؟ 1 2 3 4 ألقل 5 األكثر B-2 هل حضرت تدريب الرشاد والتوجيه الوظيفي في المدرسة؟ .1 ابدا------------------.ً انتقل لسؤال -3B .2 مرات قليلة. .3 مرات كثيرة. .4 طول الوقت. 177 لو كنت حضرت تدريباإلرشاد والتوجيه الوظيفي، جاوب على ما يلي: B-2.1 في تقييم من ،5-1 بحيث 1 هواألقل و5 هو ألعلى، اد ايه درجة جودة المنهج التدريبي ليك؟ 1 2 3 4 لم يساعدني ابدا 5 ساعدني جدا B-2.2 في تقييم من ،5-1 بحيث 1 هواألقل و5 هو ألعلى، تقدر توصف كفاءة المدرس الذي قام بتدريس التدريب ليك؟ 1 2 3 4 غير كفؤ على اإلطالق 5 كفاءة عالية B-3 هل حضرت محاضرات ريادةاألعمال في المدرسة؟ .1 ابدا.ً -------------------------انتقل الى -4B .2 مرات قليلة. .3 مرات كثيرة. .4 طول الوقت. لو كنت حضرت محاضرات ريادة ألعمال، جاوب على ما يلي: B-3.1 في تقييم من ،5-1 بحيث 1 هواألقل و5 هو ألعلى، اد ايه درجة جودة المنهج التدريبي ليك؟ 1 2 3 4 لم يساعدني ابدا 5 ساعدني جدا B-3.2 في تقييم من ،5-1 بحيث 1 هواألقل و5 هو ألعلى، تقدر توصف كفاءة المدرس الذي قام بتدريس التدريب ليك؟ 1 2 3 4 غير كفؤ على اإلطالق 5 كفاءة عالية B-4 هل حضرت تدريب مهارات مثل مهارة كتابة السيرة الذاتية في المدرسة؟ .1 ابدا------------------------------.ًانتقل لسؤال -5B .2 مرات قليلة. 178 .3 مرات كثيرة. .4 طول الوقت. لو كنت حضرت تدريب ال مهارات، جاوب على ما يلي: B-4.1 في تقييم من ،5-1 بحيث 1 هواألقل و5 هو ألعلى، اد ايه درجة جودة المنهجالتدريبي ليك؟ 1 2 3 4 لم يساعدني ابدا 5 ساعدني جدا B-4.2 في تقييم من ،5-1 بحيث 1 هواألقل و5 هو ألعلى، تقدر توصف كفاءة المدرس الذي قام بتدريس التدريب ليك؟ 1 2 3 4 غير كفؤ على االطالق 5 معرفة كبيرة B-5 هل عندك في المدرسة لجنة الصحة والسالمة المهنية؟ .1 ال يوجد. .2 لم اسمع عنها من قبل. .3 عندنا ولكن انا مش عضو فيها. .4 عندنا وانا عضو فيها. B-5.1 في تقييم من ،5-1 بحيث 1 هواألقل و5 هو ألعلى، ايه هي درجة رضاءك على الصحة والسالمة المهنية في المدرسة؟ 1 2 3 4 ألقل رضا 5 ألكثر رضا B-6 هل عندكم برنامج مساعدة القران "معا ًننطلق" في المدرسة؟ .1 ال يوجد-----------------------------.انتقل الى 7 B .2 لم اسمع عنها من قبل. -----------------------------.انتقل الى 7B .3 عندنا ولكن انا مش عضو فيها. .4 عندنا وانا عضو فيها. لو عندكم برنامج مساعدة القران "معا ننطلق" في المدرسة، جاوب على ما يلي: -6.1B في تقييم من ،5-1 بحيث 1 هواألقل و5 هو ألعلى، ما هي درجة رضاك عن البرنامج؟ 1 2 3 4 غير راض 5 راض جدا 6 ال أعرف 179 B-6.2 في تقييم من ،5-1 بحيث 1 هواألقل و5 هو ألعلى، ما هي درجة رضاك عن المدرس المسؤول عن نادي المساعدة؟ 1 2 3 4 غير راض 5 راض جدا 6 ال أعرف -7B أنت شاركت في أي أنشطة أو تدريبات وحدة تيسير النتقال إلى سوق العمل )سوت(؟ .1 لم أشارك .2 نعم ............................ انتقل إلى -9B لماذا لم تشارك في أي تدريب أو نشاط تبع وحدة تيسير النتقال إلى سوق العمل )سوت(؟ برجاء ذكر السبب الرئيسي فقط. ............................................................................................... ............................................................................................... انتقل إلى قسم C B-8 هل قابلتك أي مشاكل تتعلق بأنشطة أو تدريبات وحدة تيسيراالنتقال إلى سوق العمل )سوت(؟ .1 نعم واجهتني بعض المشاكل .2 ال لم تواجهني أي مشاكل....................... انتقل إلى قسم C B-9 ما هي المشكلتين الرئيسيتين التي واجهتك في التدريب أو النشاط؟ ...........................................................................................................1 ............................................................................................................2 B-10 C: فترة التدريب قبل التخرج C-1 هل شاركت في تدريب خارج المدرسة في الصيف الماضي؟ .1 نعم. .2 ال--------------------------------. انتقل الى قسم D يجاوب علي األسئلة التالية اللي تلقي التدريب C.1.1 كيف حصلت على التدريب ؟ .1 أنا دورتبنفسي. .2 عن طريق ال هل األصدقاء. .3 عن طريق مدرس في المدرسة. .4 عن طريق وحدة تيسير النتقال إلى سوق العمل )سوت(. 180 أخري تذكر..................................................................................................... .1.2C ايه اسم الشركة اللي تدربت فيها؟ ................................................................................................ .1.3C ايه النشا األساسي للشركة؟ ............................................................................................................. C.1.4 مدة التدريب كانت اد ايه؟ .1 أسبوعين او اقل. .2 من أسبوعين لـ أربعة أسابيع )اقل من شهر(. .3 من شهر لـ شهرين. .4 أكثر من شهرين. كنت بتقبض فلوس قد ايه في الشهر مقابل التدريب؟ .1.5C ................................................................................................................. .1.6C كنت بتتدرب عدد ساعات قد ايه في اليومخالل فترة التدريب؟ ................................................................................................................... C.1.7 هل وظيفتك أثناء التدريب الصيفى لها عالقة بتخصصك في الدراسة؟ .1 نعم. .2 ال. C.1.8 ازاي تقدر توصف لعالقة بين ال مهارات اللي كان التدريب محتاج لها والمهارات اللي تعلمتها في المدرسة؟ .1 الشغل مش محتاج أي مهارات. .2 الشغل محتاج لمهارات مختلفة عن اللي تعلمتها. .3 انا لم اتعلم أي مهارات هنا في المدرسة. .4 تعليمي ساعدني في شغلي. .5 انا لم اتعلم أي مهارات في التدريب 181 D: الشغل اثناء المدرسة. D.1 هل بتشتغل حالياً / أو عمرك اشتغلت أثناء السنة الدراسية؟ .1 نعم. .2 ال---------------------------. انتفل للقسم E لو بتشتغل حاليا / او عمرك اشتغلت اثناء السنة الدراسية جاوب على ما يلي: D.1.1 كيف حصلت على هذا العمل؟ .1 انا دورت بنفسي. .2 عن طريق ال هل األصدقاء. .3 عن مدرس في المدرسة. .4 عن طريق وحدة تيسير النتقال إلى سوقالعمل )سوت(. .5 اخري تذكر. 182 D.1.2 بتشتغل فين / اوكن بتشتغل فين؟ .1 باشتغل لحسابي. .2 فى محل. .3في شركة. اذكر اس مها.......................................... كنت بتقبض فلوس قد ايه في الشهر ؟ .1.3D .............................................................................................................. .1.4D كنت تعمل عد ساعات قد ايه في اليوم ؟ .............................................................................................................. D.1.5 هل شغلتك ليها عالقة بتخصصك في الدراسة؟ .1 نعم. .2 ال. D.1.6 ازاي تقدر توصف لعالقة بين ال مهارات اللي كن التدريب محتاج لها والمهارات اللي تعلمتها في المدرسة؟ .1 الشغل مش محتاج أي مهارات. .2 الشغل محتاج لمهارات مختلفة عن اللي تعلمتها. .3 انا لم اتعلم أي مهارات هنا. .4 تعليمي ساعدني في شغلي. .5 انا لم اتعلم أي مهارات فى التدريب E هل جربت تسأل وحدة تيسير النتقال إلى سوق العمل )سوت( انها تساعدك في إيجاد تدريب خارج المدرسة لك؟ .1 نعم. .2 ال. 183 الخريجين العاملين بالمصانع A البياناتاألساسية المحافظة: A-1 .6 إلسكندرية .7 اإلسماعلية .8 بور سعيد .9 البحر ألحمر .10 أسوان النوع: .3 ذكر -2A .4 انثي اسم المدرسة..............................................................................: A-3 تخصص المدرسة: A-4 .4 زراعي .5 صناعي. .6 سياحي. ما هو تخصصك لما كنت في المدرسة؟ A-5 .7الصناعات الغذائية. .8 الغزل والنسيج. .9 المالبس ال جاهزة. .10 ألثاث. .11السياحة. .12 أخري )تذكر(: .................................................................................. -6A متي تخرجت من مدرستك؟ السنة الخريجين العاملين بالمصانع/ الشركات مسلسل 184 لو كنت من اللي وحدة تيسير النتقال من المدرسة إلى سوق العمل )سوت( شغلتهم، حتي لو سبت الشغل بعد كده جاوبعلي األسئلة اآلتية: قعدت مدة قد ايه لحد لما سوتوفرت لك الشغل؟ B-1 .1 اقل من شهر. .2 من شهر ل شهرين. .3 من شهرين لـ 3شهور. .4 من 3شهور لـ 6شهور. .5 أكثر من 6شهور. هل ما زلت تعمل في نفس الشغل اللي وفره لك سوت؟ B-2 .1 نعم .2 ال --------------------انهى المقابلة لو انت لسه في نفس الشغل اللي وفره لك سوت ، بقالك قدايه تشتغل في الشغل ده؟ B-3 .1 اقل من شهر. .2 من شهر ل شهرين. .3 من شهرين لـ 3شهور. .4 من 3شهور لـ 6شهور. .5 أكثر من 6شهور. اسم الشركة /المصنع التي تعمل بها؟ ..................................................................................................... B-4 اي هو النشاطالرئيسيللشركة / المصنع التي تعمل بها؟ .......................................................................................... B-5 هل شغلك متعلق بتخصصك الذي درسته في المدرسة؟ B-6 .1 نعم .2 ال هل شغلك محتاج لمهارات معينة؟ B-7 .1 ال يحتاج الي أي مهارات. 185 .2شغلي يحتاج الي مهارات مختلفةعن التي تعلمتها. .3 لم اتعلم أي مهارات من المدرسة. .4 تخصصي ساعدني في شغلي. .5 أخري، تذكر............ هل معاك عقد لشغلك؟ -8B .1 نعم .2 ال بتكسب كام من شغل )االجر +الحوافز(فى الشهر؟ B-9 .1 اقل من 1000جنيه. . 1499 – 1000 .2 .1999 – 1500 .3 .2499 – 2000 .4 .5 أكثر من 2500 جنيه. -10B بتشتغل كام ساعة في اليوم؟ عدد الساعات في اليوم -11B بتشتغل كام يوم فياألسبوع؟ عدد أليام في السبوع -12B ما هي أكثر مشكلتين بتقابلهم في شغلك؟ .1 ساعات العمل طويلة .2 أجر قليل .3 مشمناسب ل مهاراتي .4بعيد عن البيت .5مضايقات من زمالء العمل .6 مضايقات من رئيسي .7 بيئة العمل مشمريحة .8 أخرى، تذكر............................................................................................. 186 الخريجين خارج المصانع/ الشركات A البياناتاألساسية المحافظة: A-1 .11 إلسكندرية .12 إلسماعلية .13بور سعيد .14 البحر ألحمر .15 أسوان النوع: .5 ذكر -2A .6 انثي اسم المدرسة..............................................................................: A-3 تخصص المدرسة: A-4 .7 زراعي .8 صناعي. .9 سياحي. ما هو تخصصك لما كنت في المدرسة؟ A-5 .13الصناعات الغذائية. .14الغزل والنسيج. .15 المالبس ال جاهزة. .16 األثاث. .17السياحة. .18 اخري )تذكر(: .................................................................................. -6A متي تخرجت من مدرستك؟ السنة الخريجين خارج المصانع/ الشركات مسلسل 187 لو كنت من اللي وحدة تيسير النتقال إلى سوق العمل )سوت( شغلتهم، حتي لو سبت الشغل بعد كده ، جاوب عل األسئلةاالتية: غير كده انتقل الى القسم D قعدت مدة قد ايه لحد لما سوتوفرت لك الشغل؟ B-1 .6 أقل من شهر. .7 من شهر ل شهرين. .8 من شهرين لـ 3شهور. .9 من 3شهور لـ 6شهور. .10 أكثر من 6شهور. هل ما زلت تعمل في نفس الشغل اللي وفره لك سوت؟ B-2 .3 نعم .4 ال -----------انتقل الى القسم C لو انت لسه في نفس الشغل اللي وفره لك سوت ، بقالك قدايه تشتغل في الشغل ده؟ B-3 .6 اقل من شهر. .7 من شهر ل شهرين. .8 من شهرين لـ 3شهور. .9 من 3شهور لـ 6شهور. .10 أكثر من 6شهور. -4B اسم الشركة /المصنع التي تعمل بها: ........................................................ اي هو النشاطالرئيسيللشركة / المصنع التي تعمل بها؟ ........................................................................................... B-5 هل شغلك متعلق بتخصصك الذي درسته في المدرسة؟ B-6 .3 نعم .4 ال -7B هل شغلك محتاج الى مهارات معينة؟ 188 .6 ال يحتاج الي أي مهارات. .7شغلي يحتاج الي مهارات مختلفةعن التي تعلمتها. .8 لم اتعلم أي مهارات من المدرسة. .9 تخصصي ساعدني في شغلي. .10 أخري، تذكر............ هل معاك عقد لشغلك؟ -8B .3 نعم .4 ال بتكسب كام من شغل )االجر +الحوافز(فى الشهر؟ B-9 .6 اقل من 1000جنيه. . 1499 – 1000 .7 .1999 – 1500 .8 .2499 – 2000 .9 .10 أكثر من 2500 جنيه. عدد الساعات في اليوم -10B بتشتغل كام ساعةفي اليوم؟ -11B بتشتغل كام يوم فياألسبوع؟ عدد أليام في السبوع -12B ما هي أكثر مشكلتين بتقابلهم في شغلك؟ .9 ساعات العمل طويلة .10 أجر قليل .11 مشمناسب ل مهاراتي .12بعيد عن البيت .13مضايقات من زمالء العمل .14 مضايقات من رئيسي .15بيئة العمل مشمريحة .16 أخرى، تذكر C: لو تركت شغل سوت جاوب على ألسئلة آلتية 189 C-1 ايه السبب الرئيسي اللى الك تسيب شغل سوت؟ .1 هم استغنوا عني. .2 عدد ساعات الشغل كثيرة. .3 الشغلال يتناسب مع مهاراتي. .4 الجر صغير. .5بيئة العمل غير مناسبة. .6لقيت شغل أفضل. .7 قررت اقعد في البيت. .8 اخري تذكر.......................... C-2 قعدت مدة قد ايه فى الشغل قبل ما تسيبه؟ .1 اقل من أسبوع. .2 اقل من شهر. .3 من شهر لـ شهرين. .4 من شهرين لـ 3شهور. .5 من 3شهور لـ 6شهور. .6 أكثر من 6شهور. C-3 هل ان بتشتغل حاليا؟ .1 نعم. .2 ال--------------------------------.انتقل الى القسم E C-4 ازاي عرفت تالقي شغلك الحالي؟ .1 عن طريق مدرس، ليس مدرس تبع سوت. .2لقيته عن طريق معرض الوظائف في المدرسة. .3 وجدته بنفسي. .4 بدأته بنفسي. .5 ألصدقاءاألقارب ساعدوني. أخري تذكر--------------------------------------------- C-5 بتشتغل فين دلوقتى؟ .1 بعمل لحسابي الخاص. .2 في محل صغير. اذكر نشاطه............................. .3 في مؤسسة. اذكر اسمه............................ 190 -6C إزايتقدر تقارن شغلك الحالي بالشغل اللي وفره لك سوت من قبل؟ من خالل ما يلي: هل عملك الحالي يناسب مهاراتك أكثر من السابق؟ .1 نعم .2 ال .3 ال يوجد فرق هل اجرك الحالي أفضل من السابق؟ .1 نعم .2 ال .3ال يوجد فرق هل معاملة الناس في مكان العمل حاليا أفضل من السابق؟ .1 نعم .2 ال 3ال يوجد فرق هل عدد ساعات العمل في عملك الحالي أفضل من السابق؟ .1 نعم .2 ال .3 ال يوجد فرق هل عملك الحالي اسوأ من السابق؟ .1 نعم .2 ال .3 ال يوجد فرق انتهت ألسئلةلمن يعمل حاليا D: لو كنت سألت سوتعلى شغل، لكن سوت لم توفره لك. برجاءاإلجابة عما يلي: -1D متي سألت سوت عن شغل؟ 191 .1 أقل من أسبوع. .2 أقل من شهر. .3 من شهر لـ شهرين. .4 من شهرين لـ 3شهور. .5 من 3شهور لـ 6شهور. .6 أكثر من 6شهور. D-2 هل تعمل حالياً؟ .1 نعم. .2 ال. --------------------------------انتقل الى القسم E D-3 لو كنت تعمل حاليا،ً كيف حصلت على هذا العمل؟ .1 عن طريق مدرس، ليس مدرس تبع سوت. .2لقيته عن طريق معرض الوظائف في المدرسة. .3 وجدته بنفسي. .4 بدأته بنفسي. .5 ألصدقاءاألقارب ساعدوني. .6 أخري تذكر.................................................... D-4 أين تعمل حالياً؟ .1 بعمل لحسابي الخاص. .2 في محل صغير. اذكر اسمه............................. .3 في مؤسسة. اذكر اسمها............................ E: لو كنت ال تعمل حالياً جاوب عما يلي: -1E ليه انت مش بتشتغل في الوقت الحالي؟ تقدر تختار لحد 3 اختيارات .1 بدور علي شغل. .2 ألني عندي خدمة عسكرية. .3 ألن مش القي شغل يناسب مهاراتي. 192 .4 ألن مش القي شغل قريب من بيتي. .5 الن الشغل الليبالقيه عد ساعاته طويلة. .6 الن والدي/زوجي مش عايزني اشتغل. أخري تذكر................................................................... 193 المدرسين األعضاء وحدة تيسي االنتقال من المدرسة الى العمل وحدة تيسيراالنتقال من المدرسة إلى سوق العمل )سوت( أعضاء وحدة تيسيراالنتقال من المدرسة الى العمل وحدة تيسي االنتقال من المدرسة إلى سوق العمل )سوت( مسلسل A البيانات األساسية المحافظة: A-1 .16إلسكندرية .17 السماعلية .18بور سعيد .19 البحر ألحمر .20 أسوان النوع: -2A .7 ذكر .8 انثي -3A اسم المدرسة..............................................................................: -4A ممكن من فضلك رقم التليفون للمتابعة: ........................................................ تخصص المدرسة: A-5 .10 زراعي .11صناعي. .12سياحي. ما هو تخصصك الرئيسي في التدريس؟ A-6 .1الصناعات الغذائية. .2 الغزل والنسيج. .3 المالبس ال جاهزة. .4 إلثاث. .5السياحة. .6 أخري )تذكر(................................................................: نعم ال هل تلقيت تدريب تبع وحدة تيسيراالنتقال من المدرسة إلى سوق العمل )سوت(WISE/في أي مما -7A يلي: -)يرجي تحديد كل ما ينطبق.( 194 0لم اتلق أي تدريب تبع وحدة تيسير النتقال من المدرسة إلى سوق العمل )سوت(WISE/ . )انتقل للقسم ------------B) .1تدريب المدرسين فيالرشاد والتوجيه الوظيفي .2تدريب المدرسين لبرنامج مساعدة االقران .3 نظم معلومات السوق. .4 تدريب على برنامج وحدة النتقال من المدرسة لسوق العمل )سوت(. .5 تحضير مناهج اللوجيستيات. .6 تحضير مناهج تجديد الطاقة .7 تدريب مدربين TOT. .8 تدريب لتدريس ريادة ألعمال. .9 تدريب المدرسين على نوادي البتكار. .10تدريب السال مة والصحة المهنية. .11تدريبات أخري )تذكر(................................................................... في تقييم من ،5-1 بحيث 1 هواألقل و5 هواألعلى ما هي درجة تحسين مهارتك بعد تلقي التدريب من WISE؟ اعمل المة √ امام الرقم المناسب A-8 5 االكثر 4 3 2 1 ألقل 0 لم يحضر .1تدريب المدرسين ى االرشاد والتوجيه الوظيفي .2تدريب المدرسين لبرنامج مساعدة االقران .3تيسيراالنتقال لسوق العمل. .4تدريب على برنامج وحدة تيسير االنتقال من المدرسة إلى سوق العمل )سوت( . .5تحضير مناهج اللوجيستيات. .6تحضير مناهج تجديد الطاقة. .7تدريب مدربين TOT. .8تدريب لتدريس ريادة العمال.. .9تدريب المدرسين على نوادىاالبتكار. .10 تدريب السال مة والصحة ال مهنة. .11تدريبات اخري )تذكر(. ................................................................... 195 نعم ال حضرتك مسئول فى اي قسم فى وحدة تيسي االنتقال من المدرسة لسوق العمل وحدةتيسير االنتقال من المدرسة إلى سوق العمل )سوت(في أي مما يلي: -)يرجي تحديد كل ما ينطبق.( B-1 .1 التدريب و تنمية ال مهارات .2 الرشاد والتوجيه الوظيفي .3 التوظيف نظم معلومات السوق .4 البتكار و ريادة االعمال .5 تدريب المدرسين على نوادىاالبتكار. .6 اسال مة المهنية والصحة. B-2 في تقييم من ،5-1 بحيث 1 هواألقل و5 هواألعلى 1 ما تقييمك لكفاءة هذه ألنشطة؟ 2 3 4 ألقل 5 األكثر غير متاح بعد .1 الرشاد والتوجيه الوظيفي. .2برنامج معاً ننطلق لمساعدة االقران. .3توظيف الخريجين. .4 التدريب مدفوع االجر للطلبة .5ادى االبتكار .6 محاضرات ريادة االعمال .7تدريب دعم المدرسين .8 لجنةالسال مة المهنية والصحة فى رأيك ايه اكثر نشاطين يمكن تطبيقهم فى باقيالمدراس الفنية األخرى؟ ضع دائرة حول ارقام الجابتين B-3 .1 الرشاد والتوجيه الوظيفي. .2برنامج معاًننطلق فى برنامج مساعدةاالقران .3توظيف الخريجين. .4 التدريب مدفوع االجر للطلبة. .5 نادى البتكار .6 محاضرات ريادة االعمال .7تدريب دعم المدرسين. .8 اسال مة المهنية والصحة .9 ال يمكن تطبيق اي من البرامج فى باقى المدارس الفنية -4B اذا كان من غير الممكن تطبيق اي نشاط فى باقى المدارس الفنية. اذكر السبب الرئيسي .............................................................................................................. 196 C-إذا كنت من مسئولى وحدة التدريب وتنمية المهارات، ر اء االجابة عما يلى: ما عدد التدريبات التى حصلت عليها فى مج التدريب و تنمية ال مهارات؟ ضع دائرة حو االجابة المناسبة C-1 .1 اقل من .2 .2 من 2الى 4 . .3 اكثر من .4 .4 اخري )تذكر(.............................................................................................: -2C هل اصبحت مدرب فى مجال التدريب و تنمية ال مهارات؟ ضع دائرة حول الجابة المناسبة .1 نعم .2 ال -3C تقريبا ايه نسبة المدرسين فى المدرسة اللى حصلوا على تدريبمن قسم التدريب و تنمية المهارات؟ .1ال أحد .2 اقل من %25 .3 تقريبا نحو %50 .4 أكثر من نصف مدرسى المدرسة -4C في تقييم من ،5-1 بحيث 1 هواألقل و5 هواألعلى، محاضرات التدريب والمهارات رفعت مهارات التدريس لدى المدرسين اد ايه؟ ضع دائرة حول الرقم المناسب 5 4 3 2 1 القل االعلى D- إذا كنت من مسئولى قسماالرشاد و التوجيه ال مهنى، رجاء االجابة عما يلى: ما عدد التدريبات التى حصلت عليها فى مجال الرشاد و التوجيه المهنى؟ ضع دائرة حو االجابة المناسبة D-1 .1 اقل من .2 .2 من 2الى 4 . .3 اكثر من .4 .4 اخري )تذكر(..................................................................................: D-2 هل اصبحت مدرس فى الرشاد و التوجيه المهنى ؟ ضع دائرة حو االجابة المناسبة .1 نعم .2 ال D-3 تقريبا ايه نسبة المدرسين فى المدرسة اللى حصلوا على تدريب فىاإلرشاد والتوجيه المهني؟ ضع دائرة حو االجابة المناسبة .1ال أحد .2 اقل من %25 .3 تقريبا نحو %50 .4 أكثرمن نصف مدرسى المدرسة D-4 في تقييم من ،5-1 بحيث 1 هواألقل و5 هواألعلى، محاضراتاإلرشاد و التوجيه المهنيكانت مفيدة اد ايه للطلبة؟ ضع دائرة حول االجابة المناسبة؟ 5 4 3 2 1 ألقل األعلى 197 E-إذا كنت من مسئولى قسم التوظيف ونظم معلومات السوق، رجاء االجابة عما يلى: ما عدد التدريبات التى حصلت عليها فى مجال التوظيف نظم معلومات السوق؟ ضع دائرة حو االجابة المناسبة E-1 .1 اقل من .2 .2 من 2الى 4 . .3 اكثر من .4 .4 اخري )تذكر(..................................................................................: E-2 ماالنشطة التي شاركت بها؟ ضع دائرة حو االجابة المناسبة .1 مساعدة الطلبة فى الحصول على تدريب صيفى .2 مساعدة الخريجين فى الحصول على عمل .3 مساعدة ناس من المنطقة المحيطة فى الحصول على عمل .3 اعطاء محاضرات تدريبية للطلبة فى تنمية مهارات كتابة السيرة الشخصية او عملمقابالت عمل .4 اعطاء محاضرات تدريبية عن ريادة االعمال 5 . اقامة ملتقى توظيف فى المدرسة .6 انشطة اخرى---------------اذك رها ال يوجد بالمدرسة بعد 5 2 3 4 ألكثر 1 ألقل في تقييم من ،5-1 بحيث 1 هواألقل و5 هواألعلى فى رأيك اد ايهاالنشطة التالية كانت مفيدة للطلبة )حتى لو ماشاركتش انت بنفسك فيها؟ E-3 .1 مساعدة الطلبة فى الحصول على تدريب صيفى .2 مساعدة الخريجين فى الحصول على عمل .3 المحاضرات التدريبية للطلبة فى تنمية مهارات كتابة السيرة الشخصية او عمل مقابالت عمل .4 المحاضرات التدريبية عن ريادة العمال 5 .إقامة ملتقى توظيفى في المدرسة .6 أنشطة أخرى، اذكرها ....................................................................................... تقريبا فى المتوسط بيأخذ وقت اد ايه لحد ما القى شغل للخريج؟ ضع دائرة حو االجابة المناسبة E-4 .1 اقل من شهر. .2 منشهر الثنين . .3 من شهرين ألربعة .4 أكثر من اربع شهور تقريبا فى المتوسط كام خريج جالك يسألك تالقيله شغل من ساعة ما الوحدة ابتدت ؟ ضع دائرة حو االجابة المناسبة E-5 أ- والد ب-بنات .1مافيش .1مافيش .2 اقل من .10 .2 اقل من .10 3 . بين 10 و 30 . .3بين 10 و 30 . 198 4 . بين 30 و 50 .4بين 30 و 50 .5 أكثر من 50 )حد رقم---------------------( 5 .أكثر من 50 )حد رقم------------( تقريبا نسبة د ايه لقيت لهم شغل؟ضع دائرة ول االجابة المناسبة E-6 أ- والد ب-بنات .1ما فيش. .1ما فيش. .2 اقل من %25 . .2 اقل من %25 . .3بين %25 و %50 .3بين %25 و %50 .4 أكثر من %50 .4 أكثر من %50 .5 كلهم .5 كلهم F-إذا كنت من مسئولى قسم البتكار وريا ة األعمال، رجاء االجابة عما يلى: ما عدد التدريبات التى حصلت عليها فى البتكار وريادة العمال ؟ ضع دائرة حو االجابة المناسبة F-1 .1 اقل من .2 .2 من 2الى 4 . .3 اكثر من .4 .4 اخري )تذكر(..................................................................................: F-2 هل اصبحت مدرس فىاالبتكار وريادة األعمال؟ ضع دائرة حو االجابة المناسبة .1 نعم .2 ال -3F في تقييم من ،5-1 بحيث 1 هواألقل و5 هو األعلى : محاضرات ريادة االعمال كانت مفيدة اد ايه لطلبة؟ ضع دائرة حول االجابة المناسبة؟ 5 4 3 2 1 ألقل األعلى G– إلى مسئولي وحدة تيسيراالنتقال من المدرسة إلى سوق العمل )سوت( -1G كأحد مسئولي وحدة تيسير االنتقال من المدرسة إلى سوق العمل )سوت( ما هي المشاكل التي واجهتك في األنشطة اآلتية بدءاً باأل هم األقلاأل همية؟ أ( نوادياالبتكار ........................................................................................................)1 .........................................................................................................)2 ...........................................................................................................)3 ب( تدريب المدرسين ...........................................................................................................)1 ............................................................................................................)2 ............................................................................................................)3 199 ج( تدريب ريا ة األعمال .............................................................................................................)1 .............................................................................................................)2 ...........................)3 -2G ما هي أهم المشاكل التي يواجهها الطلبة في األنشطة اآلتية بدءاً باأل هم فاألقل أهمية. أ. الذكور • نوادياالبتكار ...............................................)1 ...............................................)2 ...............................................)3 • محاضرات ريادة األعمال ...............................................)1 ......)3...............................................)2 ......................................... ب. إلناث • نوادياالبتكار ...........................................)1 .............................................)2 ...................................................)3 • محاضرات ريادة األعمال ...................................................)1 ...................................................)2 ....................................................)3 200 مدرسين المدرسة من غير أعضاء وحدة تيسير النتقال من المدرسة إلى سوق العمل )سوت( مدرسي المدرسة من غير أعضاء وحدة تيسير االنتقال من المدرسة إلى سوق العمل )سوت( مسلسل A البياناتاألساسية المحافظة: A-1 .21 إلسكندرية .22 إلسماعلية .23بور سعيد .24 البحر ألحمر .25 أسوان النوع: -2A .9 ذكر .10 انثي اسم المدرسة..............................................................................................: A-3 -4A ممكن من فضلك رقم التليفون للمتابعة-: ................................................................ تخصص المدرسة: A-5 .13 زراعي .14صناعي. .15سياحي. ما هو تخصصك الرئيسي في التدريس؟ A-6 .7الصناعات الغذائية. .8 الغزل والنسيج. .9 المالبس ال جاهزة. .10 ألثاث. .11السياحة. .12 اللوجستيات .13الطاقة المتجددة 201 .14 أخري )تذكر)---------------------------------------------------------------------- نعم ال هل تلقيت تدريب تبع وحدة تيسيراالنتقال من المدرسة إلىسوق العمل )سوت(WISE/في أي مما يلي: - )يرجي تحديد كل ما ينطبق.( A-7 .0 لم اتلق أي تدريب تبع وحدة تيسيراالنتقال من المدرسة إلى سوق العمل )سوت(WISE/ . -------- )لو نعم انتقل للقسم B .12تدريب المدرسين فيالرشاد والتوجيه الوظيفي .13تدريب المدرسين لبرنامج مساعدة االقران .14 التوظيف نظم معلومات السوق. .15تدريب على برنامج وحدة النتقال من المدرسة لسوق العمل )وحدة تيسير االنتقال من المدرسة إلىسوق العمل )سوت((. .16تحضير من اهج اللوجيستيات. .17تحضير مناهج الطاقة المتجددة .18تدريب مدربين TOT. .19تدريب لتدريس ريادة العمال. .20 تدريب المدرسين على نوادىاالبتكار. .21تدريب السال مة والصحة المهنية. .22تدريبات أخري )تذكر(................................................................... في تقييم من ،5-1 بحيث 1 هواألقل و5 هواألعلى ما هي درجة تحسين مهارتك بعد تلقي التدريب من /WISE وح دة تيسير االنتقال من المدرسة إلىسوق العمل )سوت(؟ A-8 5 االكثر 4 3 2 1 ألقل 0 لم يحضر .12 تدريب المدرسين ى االرشاد والتوجيه الوظيفي .13 تدريب المدرسين لبرنامج مساعدة االقران .14 تيسيراالنتقال لسوق العمل. .15 تدريب على برنامج SUIT. .16 تحضير من اهج اللوجيستيات. .17 تحضير مناهج الطاقة المتجددة .18 تدريب مدربين TOT. .19 تدريب لتدريس ريادة العمال.. .20 تدريب المدرسين على نوادى البتكار. .21 تدريب السال مة والصحة ال مهنة. .22تدريبات أخري )تذكر(.................................................................... 202 قسم B هل تعرف عن أنشطة وحدة تيسير االنتقال من المدرسة إلى سوق العمل )سوت(آلتية؟ )يرجي تحديد كل ما ينطبق.( B-1 نعم ال .1 إلرشاد والتوجيه الوظيفي. .2 برنامج معاً ننطلق فى برنامج مساعدةاالقران .3توظيف الخريجين. .4 التدريب مدفوع االجر للطلبة. .5 نادى البتكار .6 محاضرات ريادة االعمال .7 تدريب دعم المدرسين. .8 لجنة السالمة والصحة المهنية في تقييم من ،5-1 بحيث 1 هواألقل و5 هواألعلى ما تقييمك لكفاءة هذهاألنشطة من خالل ما سمعته؟ B-2 5 ال أعرف 2 3 4 ألكثر 1 ألقل .1 الرشاد والتوجيه الوظيفي. .2برنامج معاًننطلق فى برنامج مساعدةاالقران .3توظيف الخريجين. .4 التدريب مدفوع االجر للطلبة. .5 نادى البتكار .6 محاضرات ريادة االعمال .7تدريب دعم المدرسين. .8 لجنةالسال مة المهنية والصحة فى رأيك ايه اكثر نشاطين يمكن تطبيقهم فى باقى المدراس الفنية االخرى ضع دائرة حول ارقام الجابتين B-3 .1 اإلرشاد والتوجيه الوظيفي. .2 برنامج معاً ننطلق فى برنامج مساعدة االقران .3توظيف الخريجين. .4 التدريب مدفوع االجر للطلبة. .5 نادى البتكار .6 محاضرات ريادة االعمال 203 .7 تدريب دعم المدرسين. .8 اسال مة المهنية والصحة .9 ال يمكن تطبيق اي من البرامج فى باقى المدارس الفنية 204 أداة 4أ-البروتوكول الخاص المناقشة الفردية لمتخذي القرار والخبراء بوزارة التربية والتعليم مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: بوزارة التربية والتعليم اسم الشخص الجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: 1 بالتركيز على دعم التعليم الفنى والتدريب المهنى ما هو الدور الذي قمتم به من الل عملكم في دعم تنفيذ المشروع WISE؟ )مق دمة( 2 من وجهة نظركم ماهو االختالف بين مشروع WISE والمشروعات ألخرى التي تم تمويلها من الل مبادرات التعاون الدولي؟ )مق دمة( 3 الل الثمانية عشر شهر الماضية، هلترون أي تغيير في لعالقات بين وزارة التريبة والتعليم مشروع ال WISE؟ )A3) 4 برجاء وصف المواقف األحداثااليجابية التي أثرت على العالقات بين وزارة التريبة والتعليم مشروع ال WISE؟ )A3) 5 برجاء وصف المواقف/ ألحداث السلبية التي أثرت على لعالقات بين وزارة التريبة والتعليم مشروع ال WISE؟ )A3) 6 هل ترون أن اعالقات بين وزارة التريبة والتعليم مشروع ال WISEكانت تسم باإليجابية والتعاون الل فترة تنفيذ مشروع WISE؟ )3A( 7 برجاء توفير أمثلة / أدلة ذات صلة كي توضح لنا ما المواقف/ألحداث اليجابية والسلبية. )A3) 8 برجاء توفير أمثلة / أدلة ذات صلة كي توضح لنا مواقف للتعاون أو عدم التعاون الل فترة تنفيذ مشروع WISE( A3) أ( 9 أ( ما هي الخطوات التي تم اتخ اذه من خالل الوزارة –قطاع التعليم الفني - لدعم عناصر االستدا مةلالبقاء على المدرسين الذين تم تدريبهم ب( )D1) تعليمات للمقيم: برجاء التركيز على ما يلي: ما هي الطرق المستخدمة لضمن االستمرارية المالية بعد انتهاء المشروع – هل يستطيع فريق العمل الحالي توفيراالست دامة الفنية بعد انتهاء المشروع – ما هي الخطوات التي تم اتخا ذها–القرارات الوزارية –هل يوجد احتياج لقرارات أو سياسات لدعم عناصر االستدا مة الفنية والمالية للمشروع؟ ت( ب( برجاء ذكر أمثلة توضح دور الوزارة فى البقاء على المدرسين الذين تم تدريبهم ت( )D1) ث( ما هي الخطوات التي تم اتخ اذه من خالل الوزارة –قطاع التعليم الفني -لتنفيذ خطة لضمان استدا مة المشروع؟ )1D( 205 ج( ما هو دورك لدعم الستدامة؟ برجاء توفير امثلة )D1) 10 في رأيك هل ترى أنشطة بناء القدرات لوحدات تيسير النتقال من المدرسة إلى سوق العمل )سوت( مست دامة؟ D1 11 أ( كيف يمكن أن تتحقق الستدا مة من الل الوحدات المحية لتيسر االنتقال من المدرسة إلى سوق العمل، برجاء إعطاء أمثلة ب( كيف يمكن أن تتحقق الستدا مة من الل الوحدة المركزة لالنتقال من المدرسة إلى سوق العمل، برجاء ذكر أمثلة. 12 أ( وصف أهم التحديات التي من المتوقع أن تواجه تدخالت مشروع WISEعلى مستوى الوزارة والمستويات األخرى. ب( تصنيف التحديات المتعلقة بالمعايير من أهم )1( لى األقل أهمية )5( 13 بالتركيز على تحسين التعليم والتدريب التقني والمهني في المدارس، برجاء وصف الخطوات التي يجب اتخ اذها من الل مشروع WISE والشركاء "وزارة التربية والتعليم، وزارة التنمية المحلية، الخ" لدعم عناصر االست دامة التقنية ألنشطة بناء القدرات؟ (1D) 14 برجاء وصف ما هي الخطوات التي يجب اتخ اذها من الل مشروع WISEوشركائه "وزارة التعليم، وزارة التنمية المحلية، الخ" لدعم عناصر االستدا مة المال ة ألنشطة بناء القدرات؟ )1D) مصفوفة ألسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المد الت أ. هل تعد الموارد كافيةالحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخير األنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1 المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2الفعالية:معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجاتوالنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المس اهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 206 أداة 4ب-البروتوكول الخاص المناقشة الفردية لمتخذي القرار والخبراء بوزارة التنمية المحلية وزارة التربية والتعليم-اتعليم الفنى على مستوى المحافظة مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية المؤسسة: لمتخذي القرار والخبراء بوزارة التنمية المحلية التعليم الفنى على مستوى المحافظة شكل وآلية التعاون مع المشروع: اسم الشخص الجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: 1 من وجهة نظركم ما هي رؤيتكم للتعاون بين مشروع WISE ووزارة التنمية المحلية على المستوى المركزى او التعليم الفنى على مستوى المحافظة ؟ (1 D) 2 من وجهة نظركم ما هي رؤيتكم للتعاون بين مشروع WISE ووزارة التنمية المحلية على مستوى المحافظات او التعليم الفنى على مستوى المحافظة ؟ (1 D) 3 هل تعتبرون أن انشطة بناء القدرات التي قد مها مشروع ال WISEلوحداتاالنتقال لسوق العمل يمكن است مرارها؟ 1) D) نعم ال (1 4 D) أ( باتخدام األمثلة، وضح كيف يمكن تحقق االستدامة من الل الوحدات المحلية لالنتقال إلى التوظيف. ب( باستدام األمثلة، وضح كيف يمكن تحقيق الستدامة م خالل الوحدة المركزية النتقال إلى التوظيف. 5 بالتركيز على تحسين التعليم الفنى والتدريب المهني في المدارس، وصح الخطوات التي يجب اتخا ذها من الل مشروع WISE و وزارة التنمية المحلية، وزارة التربية والتعليم لدعمعناصر االستدامة الفنية ألنشطة بناء القدرات؟ (1 D) 6 ما هي الخطوات التي يجب اتخاذها من خالل مشروع WISEوالشركاء "وزارة التربية والتعليم، وزارة التنمية المحلية، " لدعم عناصراالستدامة الماليةألنشطة بناء القدرات؟ (1 D) 7 أ( من وجهة نظرك ما هي أهم التحدياتالتي من المتوقع أن تواجه انشطة المشروع على مستوى الوزارة والمستويات المختلفة األخرى؟ ب( ب( رتب التحديات المتعلقة بالمعايي ر من أهم )1( إلى ألقل أ همية )5( 8 بالترکيز علی تحسين التعليم الفنى والتدريب المهني في المدارس، أعط أمثلة علیاألنشطة المخططة لبرنامج WISE حيث کانباإلمکان تحسين النتائج أثناء التنفيذ إذا تم تقديم المزيد من التمويل. مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المد الت أ. هل تعد الموارد كافيةالحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 207 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجاتوالنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطةالمشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحققة على ألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات المالية الالزمة؟ 4.3هل تم إشراك القطاع الخاص لضمان استدا مة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجا للمشاركة في أنشطة المشروع واالستفادة منه؟ 208 أداة 4ج-البروتوكول الخاص المناقشة الفردية لمتخذي القرار والخبراء بوزارة التجارة والصناعة مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: لمتخذي القرار والخبراء بوزارة التجارة والصناعة اسم الشخص الجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: 1 بالتركيز على دعم التعليم الفنى والتدريب المهنى ما هو الدور الذي قمتم به منخالل عملكم في دعم تنفيذ المشروع WISE ؟ 2 من وجهة نظركم ما هاالختالف بين مشروع WISEوالمشروعات األخرى التي تم تمويلها من خالل مبادرات التعاون الدولي؟ (مقدم ة( 3 خالل الثمانية عشر شهر الماضية، هل ترون أي تغيير في العالقات بين وزارة الصناعة ومشروع ال WISE؟ )A3) 4 برجاء وصف المواقف/ األحدا االيجابية التي أثرت على العالقات بين وزارة الصناعة ومشروع ال WISE؟ )A3) 5 برجاء وصف المواقف/األحداث السلبية التي أثرت على العالقات بين وزارة الصناعة ومشروع ال WISE؟ )A3) 6 هل ترى أن التعاون بين الوزارة ومشروع WISEاتسم اإليجابي خالل فترة تنفيذ المشروع؟ )A3) 7 برجاء توفير أمثلة / أدلة ذات صلة كي توضح لنا ما المواقفاألحداثااليجابية والسلبية؟ )A3) 8 برجاء توفير أمثلة / أدلة ذات صلة كي توضح لنا مواقف للتعاون أو عدم التعا ن خال فترة تنفيذ مشروع WISE( A3) 9 برجاء توفير أمثلة عناألنشطة المخطط لها في WISE حيث كانت الموارد المخصصة أو لم تخصص ولم تستخدم بشكل فعال أثناء التنفيذ؟ )3D( 1 0 أ( برجاء وصف أهم التحديا التي من المتوقع أن تواجه انشطة مشروع WISEعلى مستوى الوزارة والمستويات األخرى. ب( تصنيف التحديات المتعلقة بالمعايي ر من أهم )1( إلى ألقل أهمية )5( 1 1 برجاء توفير أمثلة عناألنشطة المخطط لها في WISEالتى من الممكن تحسين النتائج أثناء التنفيذ إذا وفر لها المزيد من التمويل؟ مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 209 3.1المد الت أ. هل تعد الموارد كافيةالحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ 210 التعليمواالعتماد NAQAAEأداة 4د- البروتوكول الخاص بالمناقشة الفردية لمتخذي القرار والخبراء بالهيئة القومية لضمان جودة مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: الهيئة القومية لضمان جودة التعليمواالعتماد اسم الشخص الجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: 1 بالتركيز على تحسين معايير الجودة في التعليم الفنى والتدريب وال مهني وتطبيق معايير الجودة في المدارس، برجاء وصف الدور الذي تقوم به الهيئة القومي لالعتماد وجودة التعليم في مشروع WISE.؟ )مقدمة( 2 من وجهة نظركم ما هاالختالف بين مشروع WISEومشروعات التنميةاألخرى التي تم تمويلها من الل مبادرات التعاون الدولي.؟ )مقدمة( 3 خالل الثمانية عشر شهر الماضية، هل ترون أي تغيير في العالقات الثنائية بين NAQAAEومشروع ال WISE؟ )A3) نعم ال 4 برجاء وصف المواقف/ األحدا االيجابية التي أثرت على العالقات بين NAQAAEومشروع ال WISE ؟ )A3) 5 برجاء وصف المواقف/األحداث السلبية التي أثرت على اعالقات بين NAQAAEومشروع ال WISE ؟ )A3) 6 هل ترون أن الالقات بين NAQAAEومشروع ال WISEكانت تتسمباإليجابية والتعاون خالل فترة تنفيذ مشروع WISE )3A( نعم ال 7 برجاء توفير أمثلة / أدلة ذات صلة كي توضح لنا ما المواقف/األحداث االيجابية والسلبية؟ )A3) 8 برجاء توفير أمثلة / أدلة ذات صلة كي توضح لنا مواقف للتعاون أو عدم التعا ن خال فترة تنفيذ مشروع WISE( A3) 9 أ( إلى أي مدى ترون أن القرارات الخاصة بوزارة التربية والتعليم تدعم البقاء على المدرسين الذين تم تدريبهم ؟ )3B( نعم ال ب( برجاء توضيح رايك بامثلة؟ ج( برأيك، هل تفكر في أن وزارة التربية والتعليم قد نفذت خطة لضمان االستدامة؟ نعم ال د( برجاء شرح ردك مع مثال يتعلق بتنفيذ وزارة التربية والتعليم لخطة االستدامة؟ 10 أ( برجاء وصف أهم التحديات التي من المتوقع أن تواجه انشطة مشروع WISEعلى مستوى الوزارة والمستويا األخرى. ب( تصنيف التحديات المتعلقة بالمعايير من أهم )1( إلىاألقل أهمية )5( 11بالترکيز علیمعايير التعليم الفنى، أعط أمثلة علی ألنشطة لمشروع ال WISEحيث کان من الممکن تحسين النتائج أثناء التنفيذ إذا تم تقديم المزيد من التمويل. مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المد الت 211 أ. هل تعد الموارد كافيةالحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجاتوالنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطةالمشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان استدا مة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 212 أداة 4هـ-البروتوكول الخاص المناقشة الجماعية / الفردية لفريق وحدة تيسير النتقال لسوق العمل على مستوى الوزارة CUTE مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: لمتخذي القرار والخبراء بوزارة التنمية المحلية اسم الشخص الجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: وزارة التربية والتعليم – وحدةتيسير االنتقال لسوق العمل: م السم الوظيفة القطاع الدور بالوحدة السن المؤهل 1 2 3 4 5 6 7 8 9 10 11 12 1 متي بدأ العمل من خالل المشروع مع قطاع التعليم الفني بوزارة التربية والتعليم؟ )مقدمة( 2 أ( ما هي عدد المديريات اإلدارات والمدارس التي تم العمل معها من خالل المشروع ؟ )مقدمة( ب( ما هي معايير تحديد المديريات وإلدارات والمدارس التي تم العمل معها م خالل المشروع ؟ )مقدمة( 3 رتب أهم النشطة من وجهة نظركم؟ 1 االكثر اهمية 5 القل اهمية وحدة التدريب وتنمية المهارات الرشاد والتوجية الوظيفي وحدة التوظيف وبيانات سوق العمل لسالمة والصحة المهنية ريادة العمال واالبتكار 4 أ( ما هي مدى مس اهمتكم على مستوى الوزارة في تخطيط –متابعة وتقييماألنشطة التي تمت خالل المشروع؟ )D1) ب( ما مدى القة مساهمتكم بالخطة الستراتيجية؟ )D1) 5 ما هى أنشطة بناء القدرات التي تم تنفي ذها من خالل المشروع في دعم عناص االستدام ألنشطة المشروع؟ لماذا؟ كيف؟ برجا اإلشارة إلى أمثلة؟ )1D( 6 ما هى الوسائل التى استخدمتها وزارة التربية والتعليم لضماناالستدامة بعد انتهاء المشروع؟ برجاءاإلشارة إلى أمثلة؟ )1D( 213 7 أ( هل بامكان فريق العمل الحالي توفيراالستدامة الفنية بعد انتهاء المشروع ؟ )D1) ب( ما هي الخطوات التي تم ات خاذها من الل الوزارة –قطاع التعليم الفني - لدعم ناصر االستدامة الفنية ألنشطة بناء القدرات؟ )1D( تعليمات للمقيم: برجاء التركيز على ما يلي: ما هي الطرق المستخدمة لضمن االستمرارية الفنية والمالية بعد انتهاء المشروع – هل يستطيع فريق العمل الحالي توفير الست دامة الفنية بعد انتهاء المشروع – ما هي الخطوات التي تم اتخا ذها–القرارات الوزارية –هل يوجد احتياجلقرارات أو سياسات لدعم عناصر االستدا مة الفنية والمالية للمشروع؟ جـ( ما هي الخطوات التي تم اتخ اذها والموارد التى تم تدبي رها منخالل الوزارة –قطع التعليم الفني -لدعم عناصراالستدامةألنشطة بناء القدرات ؟ )1D( 8 أ( ماهى القرارات المطلوبة من الحكومة المصرية المطلوبة لدعم البقاء على المدرسين الذين تم تدريبهم وتنفيذ خطةاالستدامة المالية والفنية بوحدة تيسيراالنتقال لسوق العمل؟ برجاء توفير أمثلة؟ )3B( ب( ما هو دورك تجاهدعم االستدامة بعد انتهاء المشروع؟ )B3) 9 أ( من وجهة نظرك وبناء على معلوماتك ما مدى دعم القرارات الوزارية للعملية الهادفةإلبقاء على المدرسين الذين تم تدريبهم وتنفيذ خطةاالستدامة ؟ )3B( ب( وضع القرارات الوزارية لدعم االستمرارية مع ذكر امثلة؟ )B3) 10 من وجهة نظرك ما هي أهم التحديات التي تواجه االنشطة المشروع على مستوى الوزارة –قطاع التعليم الفني؟ 11 من وجهة نظرك ما هي أهم التوصيات التي يمكن تقدي مها من اللكم لتحسين انشطة المشروع خالل الفترة القادمة؟ مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تمبموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المد الت أ. هل تعد الموارد كافيةالحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجاتوالنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطةالمشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان استدامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 214 أداة -5 البروتوكول الخاص بالمقابلة باالجتماع مع ممثلي المجلس الوطنى للتنافسية مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: المجلس الوطنى للتنافسية اسم المسئولالجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: أسئلة التقييم المناظرة # ألسئلة 3C, 3D & 3E تم التعاون بين المجلس الوطنى للتنافسية ومشروع WISEفى مجال دراسة س وق مهارات العمل وإدارة الموارد البشرية فى مصر، وأيضا (EEU (Unit Environment Enabling والمجموعة ً بشأن المبادرة الهادفة إلى إنشاء وحدة البيئة الداعمة .Enabling Environment Advisory Group (EEAG). مة الداع للبيئة الستشارية هل تم التعاون مع مشروع WISE بشأن أنشطة أخرى؟ .1 .2 إذا كانت إلجابة ‘نعم‘ ، نرج اإلشارة إلى تلك األنشطة إلضافية. 3C, 3D & 3E ماهى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصل بالتعاون المشترك بين المجلس الوطنى للتنافسية ومشروع WISE؟ .3 3C, 3D & 3E ماهى المواقف واألحداث التى أسفرت عن نتائج سلبيةفيما يتصل بالتعاون المشترك بين المجلس الوطنى للتنافسية ومشروع WISE؟ .4 3C, 3D & 3E .5 هل ترون أن التعاون بين المجلس الوطنى للتنافسية و مشروع WISEقد ترتب عليه –بصورة إجمالية –نتائج إيجابية؟ 3C, 3D & 3E هل ترون أن الموارد )البشرية والتمويلية( التى وجهتألنشطة المنفذة فى إطار التعاون بين المجلس الوطنى للتنافسية ومشروع WISEتم استخد امها على نحو يتسم بالكفاءة والفعالية؟ .6 3C, 3D & 3E نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. .7 3C, 3D & 3E نرجو ذكر أمثلة للم ات المستقبلية/المطورة التى يمكن التعاون بشأنها فيما بينالمجلس الوطنى للتنافسية ومشروع WISEبهدف تحقي ق أهداف المشروع على نحو يتسم بالمزيد مناإليجابية. . .8 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج 215 أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات المالية لالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 216 أداة -6البروتوكول الخاص بالمقابلة / باالجتماع مع مثلي شركات القطاع الخاص مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: اسم الشركة: اسم المسئولالجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: أسئلة التقييم المناظرة # ألسئلة 1C, 2A, 4A, 4B, 5A & 5B تم التعاون بين شركتكم ومشروع WISEفى مجال التوظيف، وإعادة التدريب ، والحتفاظ بالقوة العاملة)R3)/برنامج تحسيناإلنتاجية هل تم التعاون مع مشروع WISE بشأن أنشطة أخرى؟ 1 2 إذا كانت إلجابة ‘نعم‘ ، نرج اإلشارة إلى تلك األنشطة إلضافية. 1C, 2A, 4A, 4B, 5A & 5B 3 ماهى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصل بالتعاون المشترك بين شركتكم ومشروع WISE؟ 1C, 2A, 4A, 4B, 5A & 5B 4 ماهى المواقف واألحداث التى أسفرت عن نتائج سلبيةفيما يتصل بالتعاون المشترك بين شركتكم ومشروع WISE؟ 1C, 2A, 4A, 4B, 5A & 5B 5 هل ترون أن التعاون بين شركتكم و مشروع WISEقد ترتب عليه –بصورة إجمالية –نتائج إيجابية؟ 1C, 2A, 4A, 4B, 5A & 5B أ ( نرجو ذكر المنافع والمزايا التى تحققت لشركتكم نتيجة لتنفيذ برنامج R3 ب( نرجو ترتيب تلك المنافع والمزايا وفقاً أل هميتها ):1 األكثر أهمية :5ألقل أ همية( 6 1C, 2A, 4A, 4B, 5A & 5B أ ( نرجو ذكر التكاليف التى قمتم بتحملها نتيجة لتنفيذ برنامج R3 ب( نرجو ترتيب تلك التكاليف وفقاً أل هميتها ):1 ألكثر أهمية :5ألقل أهمية( 7 1C, 2A, 4A, 4B, 5A & 5B أ ( نرجو ذكر المنافع والمزايا التى تحققت لشركتكم نتيجة لتنفيذ برنامج تحسين اإلنتاجية ب( نرجو ترتيب تلك المنافع والمزايا وفقاً أل هميتها ):1 األكثر أهمية :5ألقل أ همية( 8 1C, 2A, 4A, 4B, 5A & 5B ا(نرجو ذكر التكاليف التى قمتم بتحملها نتيجة لتنفيذ برنامج تحسيناإلنتاجية ب( نرجو ترتيب تلك التكاليف وفقاً أل هميتها ):1 ألكثر أهمية :5ألقل أهمية( 9 1C, 2A, 4A, 4B, نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. 10 217 5A & 5B 1C, 2A, 4A, 4B, 5A & 5B نرجو ذكر أمثلة للم االت المستقبلية/المطورة التى يمكن التعاون بشأنها فيما بينشركتكم ومشروع WISEبهدف تحقيق أهداف المشروع على نحو يتسم بالمزيد من إليجابية. 11 فى رأيكم، واستناداً إلى معلوماتكم، هل ترون أن أنشطة التدريب و بناء القدرات التى تم توفير ها C1 للخريجين الذين التحقوا بشركتكم عن طريق وحدا تيسير االنتقال إلى العملتعد مواكبة لمتطلبات العمل بشركتكم؟ 12 هل استلزم ألمر قيامكم بتوفير تدريب إضافى للطلبة/الخريجين بهدف تحسين قدراتهم، أم كان بإمكانه االلتحاق بالوظائف C1 وأدائها بشكل مباشر؟ 13 أ ( للنوع االجتماعى؟ A4 فى رأيكم، هل توجد أفضلية فى مجال التوظيف تبعاً ب( إذا كانت هناك مث تلك األفضلية ، هل تفضلون توظيف الذكور أ اإلناث 14 هل ترى أن العامالت بشركتك/مصنعك يقدرن بالقدر الكافي ويتم إثابتهن ومكافأتهن على مساهمتهن في العمل، وبما B4 يتوافق مع مهام عملهن.برجاء إعطاء أمثلة توضح ذلك. 15 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هليسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات المالية لالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 218 أداة -7البروتوكول الخاص بالمقابلة / باالجتماع مع ممثلي الوكالةاألمريكية للتنمية الدولية (USAID) مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: الوكالة األمريكية للتنمية الدولية اسم الشخص الجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: # ألسئلة سؤال التقييم المناظر 1 الل فترة تنفيذ المشروع، هل حدث أي تغيرات في منظو مة وبيئة التعليم الفني والتدريب المهني تشير إلى أن الفتراضت األولية للمشروع لم تعد صالحة؟ 3A, B, C, D 2 ما هي المواقف األحداث التي أسفرت عن نتائج إيجابية فيما يتعلق ببيئة العمل بمدارس التعليم الفني والتدريب المهني ويسرت تنفيذ أنشطة المشروع؟ 3A, B, C, D 3 ما هي المواقف األحداث التي أسفرت عن نتائج سلبية فيما يتعلق ببيئة العمل بمدارس التعليم الفني والتدريب المهني وأعاقت تنفيذ أنشطة المشروع؟ 3A, B, C, D مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجات ألنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ 219 -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 220 أداة /8أ-البروتوكول الخاص بالمقابلة باالجتماع مع ممثلي الهية األلمانية للتعاون الدولي (GIZ) مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: GIZ اسم المسئولالجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: أسئلة التقييم المناظرة # ألسئلة 1D, 3C, 3D & 3E تم التعاون بين GIZومشروع WISEفى مجالاإلرشاد والتوجيه المهني، األنشطة االستشارية فى مجال التعليم والتدريب الفني، عالوة على مجال ريادة األعمال.كما تم التنسيق بهدف حل التداخل بين أنشطة GIZ وأنشطة مشروع WISEفي بعض المدارس، وأيضا طة التعليم والتدريب الفني التي يجرى تنفي ذها تحت مظلة ً بشأن التعاون مستقبالً فى مجال بعض أنش GIZ( من أمثلتها: مراصد تقييم السوق المحلية، وتوسيع نطاق التعليم المزدوج، والخدمات فى مجل التشغيل(. هل تم التعاون مع مشروع WISEبشأن أنشطة أخرى؟ .1 1D, 3C, 3D & 3E .2 إذا كانت إلجابة ‘نعم‘ ، نرجو إلشارة إلى تلك األنشطة إلضافية. 1D, 3C, 3D & 3E .3 ما هى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصل بالتعاون المشترك بين GIZومشروع WISE؟ 1D, 3C, 3D & 3E .4 ما هى المواقف واألحداث التيأسفرت عن نتائجسلبيةفيما يتصل بالتعاون المشترك بين GIZ ومشروع WISE؟ 1D, 3C, 3D & 3E .5 هل ترون أن التعاون بين GIZ و مشروع WISEقد ترتب عليه –بصورة إجمالية –نتائج إيجابية؟ 1D, 3C, 3D & 3E هل ترون أن الموارد )البشرية والتمويلية( التى وجهتألنشطة المنفذة فى إطار التعاون بين GIZومشروع WISEتم استخدامها على نحو يتسم بالكفاءة والفعالية؟ .6 1D, 3C, 3D & 3E نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. .7 1D, 3C, 3D & 3E نرجو ذكر أمثلة للم االت المستقبلية/المطورة التى يمكن التعاون بشأنها فيمابين GIZومشروع WISEبهدف تحقيق أهداف المشروع على نحو يتسم بالمزيد مناإليجابية. . .8 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 221 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المسته دفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3 هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 222 أداة /8ب- البروتوكول الخاص بالمقابلة / بالجتماع مع منظمة العمل الدولية (منظمة العمل الدولية) مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: منظ مة العمل الدولية اسم المسئولالجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: أسئلة التقييم المناظرة # ألسئلة 1D, 3C, 3D, 3E, 4A & 4B تم التعاون بين من ظمة العمل الدولية ومشروع WISEفى مجال ألنشطة المرتبطة بريادة ألعمال فى مصر )وبصفة خاصة، فى مجالى تصميم المناهج، وتدريب المدرسين(. هل تم التعاون مع مشروع WISE بشأن أنشطة أخرى؟ .1 .2 إذا كانت إلجابة ‘نعم‘ ، نرج اإلشارة إلى تلك األنشطة إلضافية. 1D, 3C, 3D, 3E, 4A & 4B ماهى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصل بالتعاون المشترك بين منظمة العمل الدولية ومشروع WISE؟ .3 1D, 3C, 3D, 3E, 4A & 4B ماهى المواقف واألحداث التى أسفرت عن نتائج سلبيةفيما يتصل بالتعاون المشترك بين من ظمة العمل الدولية ومشروع WISE؟ .4 1D, 3C, 3D, 3E, 4A & 4B .5 هل ترون أن التعاون بين منظ مة العمل الدولية و مشروع WISEقد ترتب عليه –بصورة إجمالية –نتائج إيجابية؟ 1D, 3C, 3D, 3E, 4A & 4B هل ترون أن الموارد )البشرية والتمويلية( التى وجهتألنشطة المنفذة فى إطار التعاون بين منظ مة العمل الدولية ومشروع WISEتم استخدامها على نحو يتسم بالكفاءة والفعالية؟ .6 1D, 3C, 3D, 3E, 4A & 4B نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. .7 1D, 3C, 3D, 3E, 4A & 4B نرجو ذكر أمثلة للم االت المستقبلية/المطورة التى يمكن التعاون بشأنها فيما بينمنظ مة العمل الدولية ومشروع WISEبهدف تحقي ق أهداف المشروع على نحو يتسم بالمزيد مناإليجابية. . .8 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 223 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاصلضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 224 أداة /8جـ - البروتوكول الخاص بالمقابلة باالجتماع مع نظمة األمم المتحدة للتنمية الصناعية (اليونيدو) مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة االجتماع: موعد المقابلة االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناء االجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: اليونيدو اسم المسئول الجاري مقابلته: لنوع االجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: أسئلة التقييم المناظرة # ألسئلة 1D, 3C, 3D, 3E, 4A & 4B تم التعاون بين اليونيدو ومشروع WISEى مجال األنشطة المرتبطة بريادة ألعمال واالبتكار فى مصر ) وبصفة خاصة، فى مجالى تصميم المناهج، وتدريب المدرسين(. هل تم التعاون مع مشروع WISE بشأن أنشطة أخرى؟ .1 .2 إذا كانتاإلجابة ‘نعم‘ ، نرجو إلشارةإل تلك األن طة اإلضافية. 1D, 3C, 3D, 3E, 4A & 4B ماهى المواقف األحداث التى أسفرت عن نتائج إيجابية فيما يتصل بالتعاون المشترك بين اليونيدو ومشروع WISE؟ .3 1D, 3C, 3D, 3E, 4A & 4B ماهى المواقف األحداث التى أسفرت عن نتائج سلبيةفيما يتصل بالتعاون المشترك بين اليونيدو ومشروع WISE؟ .4 1D, 3C, 3D, 3E, .5 هل ترون أن التعاون بين اليونيدوو مشروع WISEقد ترتب عليه –بصورة إجمالية –نتائج إيجابية؟ 225 4A & 4B 1D, 3C, 3D, 3E, 4A & 4B هل ترون أن الموارد ) البشرية والتمويلية( التى وجهتألنشطة المنفذة فى إطار التعاون بين اليونيدو ومشروع WISEتم استخدا مها على نحو يتسم بالكفءة والفعالية؟ .6 1D, 3C, 3D, 3E, 4A & 4B نرجو ذكر أمثلة ألنشطة التى استخدمت – أو لم تستخدم -الموارد المخصصة لها على نحو يتسم بالكفاءة الفعاليةخالل فترة التنفيذ. .7 1D, 3C, 3D, 3E, 4A & 4B نرجو ذكر أمثلة لل جاالت المستقبلية/المطورة التى يمكن التعاون بشأنها فيما بين اليونيدو ومشروع WISEبهدف تحقيق أهداف المشروع على نحو يتسم بالمزيد ن اإليجابية. . .8 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3 هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 226 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 227 أداة /9أ-البروتوكول الخاص بالمقابلة باالجتماع مع ممثلي منظ ات األعمال (اتحاد الصناعات المصرية) مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: اتحاد الصناعات المصرية اسم المسئولالجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: أسئلة التقييم المناظرة # ألسئلة 2A, 3C, 4A, 4B, 5A & 5B تم التعاون بين اتحد الصناعات المصرية ومشروع WISEفى إطار مشروع التوظيف وإعادة التديب واالحتفاظ بالقوة العاملة )R3)، حيث تم تنفيذ هذا المكون للشركات أعضاء أربعة من الغرف الصناعية تحت مظلةاالتحاد.كما توجد مبادرة للتعاون فى مجال بناء القدرات لوحدة حشد التأييد التابة لالتحاد، بهدف تعزيز كفاءة سوق العمل. هل تم التعاون مع مشروع WISE بشأن أنشطة أخرى؟ .1 .2 إذا كانت إلجابة ‘نعم‘ ، نرج اإلشارة إلى تلك األنشطة إلضافية. 2A, 3C, 4A, 4B, 5A & 5B ماهى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصل بالتعاون المشترك بين اتحد الصناعات المصرية ومشروع WISE؟ .3 2A, 3C, 4A, 4B, 5A & 5B ماهى المواقف واألحداث التى أسفرت عن نتائج سلبيةفيما يتصل بالتعاون المشترك بين اتحاد الصناعات المصرية ومشروع WISE؟ .4 2A, 3C, 4A, 4B, 5A & 5B .5 هل ترون أن التعاون بين اتحاد الصناعات المصريةو مشروع WISEقد ترتب عليه –بصورة إجمالية –نتائج إيجابية؟ 2A, 3C, 4A, 4B, 5A & 5B هل ترون أن الموارد )البشرية والتمويلية( التى وجهتألنشطة المنفذة فى إطار التعاون بين اتحد الصناعات المصرية ومشروع WISEتم استخد امها على نحو يتسم بالكفاءة والفعالية؟ .6 2A, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. .7 2A, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة للم االت المستقبلية/المطورة التى يمكن التعاون بشأنها فيما بيناتحاد الصناعات المصرية ومشروع WISEبهدف تحقي ق أهداف المشروع على نحو يتسم بالمزيد مناإليجابية. . .8 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 228 2.1 هليسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدمالمتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات المالية لالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 229 أداة /9ب- البروتوكول الخاص بالمقابلة / بالجتماع مع ممثلي منظمات األعمال (التحاد المصريلجمعيات المستثمرين) مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: التحاد المصريلجمعيات المستثمرين اسم المسئولالجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: أسئلة التقييم المناظرة # ألسئلة 1C, 3C, 4A, 4B, 5A & 5B تم التعاون بيناالتحاد المصرى لجمعيات المستثمرين ومشروع WISE فىمجال االض الع بنشاط "إبدأ رحلتك" ، وأيضافى مبادرة إنشاء مجالس الشراكة القتصادية(EPCs (Councils Partnership Economic ً هل تم التعاون مع مشروع WISE بشأن أنشطة أخرى؟ .1 .2 إذا كانت إلجابة ‘نعم‘ ، نرج اإلشارة إلى تلك األنشطة إلضافية. 1C, 3C, 4A, 4B, 5A & 5B ماهى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصل بالتعاون المشترك بين االتحاد المصرى لجمعيات المستثمرين ومشروع WISE؟ .3 1C, 3C, 4A, 4B, 5A & 5B ماهى المواقف واألحداث التى أسفرت عن نتائج سلبيةفيما يتصل بالتعاون المشترك بين االتحاد المصرى لجمعيات المستثمرين ومشروع WISE؟ .4 1C, 3C, 4A, 4B, 5A & 5B هل ترون أن التعاون بين التحاد المصرى لجمعيات المستثمرين و مشروع WISEقد ترتب عليه –بصورة إجمالية – نتائج إيجابية؟ .5 1C, 3C, 4A, 4B, 5A & 5B هل ترون أن الموارد )البشرية والتمويلية( التى وجهتألنشطة المنفذة فى إطار التعاون بيناالتحد المصرى لجمعيات المستثمرينومشروع WISEتم استخدامها على نحو يتسم بالكفاءة والفعالية؟ .6 1C, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. .7 1C, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة للم االت المستقبلية/المطورة التى يمكن التعاون بشأنها فيما بين االتحاد المصرى لجمعيات المستثمرين ومشروع WISEبهدف تحقي ق أهداف المشروع على نحو يتسم بالمزيد من اإليجابية. . .8 مصفوفة ألسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسساتالمعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 230 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 231 أداة /9جـ- البروتوكول الخاص بالمقابلة / بالجتماع مع ممثلي منظمات األعمال (جمعية رجال األعمال باألسكندرية- مركز التعليم والتدريب الفنى) مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية المؤسسة: جمعية رجال األعمل باألسكندرية- مركز التعليم والتدريب الفنى شكل وآلية التعاون مع المشروع: اسم المسئولالجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: أسئلة التقييم المناظرة # ألسئلة 1C, 2A, 3C, 4A, 4B, 5A & 5B تم التعاون بين جمعية رجال األعم ل باألسكندرية، فى مجال التخطيط االستر اتيجى وبناء القدرات لفريق إدارة مركز التدريب والتعليم الفنى.وقد اشتمل التعاون فى هذا المجال على أنشطة:تصميم برامج التدريب، وتدريب المدربين، وبرامج شهادة أليزو فى م االت السالمة والصحة المهنية، ونظم إدارة الجودة، وتسويق خدمات المركز، وإق امة الشراكات فى مجال المسئولية المجتمعية للشركات، ضمن م االت أخرى. هل تم التعاون مع مشروع WISE بشأن أنشطة أخرى؟ .1 .2 إذا كانت إلجابة ‘نعم‘ ، نرج اإلشارة إلى تلك األنشطة إلضافية. 1C, 2A, 3C, 4A, 4B, 5A & 5B ماهى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصل بالتعاون المشترك بين جمعية رجال األعمال األسكندرية- مركز التعليم والتدريب الفنى ومشروع WISE؟ .3 1C, 2A, 3C, 4A, 4B, 5A & 5B ماهى المواقف واألحداث التى أسفرت عن نتائج سلبيةفيما يتصل بالتعاون المشترك بين جمعية رجال األعمال األسكندرية- مركز التعليم والتدريب الفنى ومشروع WISE؟ .4 1C, 2A, 3C, 4A, 4B, 5A & 5B هل ترون أن التعاون بين جمعية رجال األعمل باألسكندرية- مركز التعليم والتدريب الفنى و مشروع WISEقد ترتب عليه –بصورة إجمالية –نتائج إيجابية؟ .5 1C, 2A, 3C, 4A, 4B, 5A & 5B هل ترون أن الموارد )البشرية والتمويلية( التى وجهتألنشطة المنفذة فى إطار التعاون بين جمعية رجال األعمال األسكندرية- مركز التعليم والتدريب الفنى ومشروع WISEتم استخدا مها على نحو يتسم بالكفاءة والفعالية؟ .6 1C, 2A, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. .7 1C, 2A, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة للم االتالمستقبلية/المطورة التى يمكن التعاون بشأنها فيما بين جمعية رجالاألعمالباألسكندرية- مركز التعليم والتدريب الفنى ومشروع WISEبهدف تحقيق أهداف المشروع على نحو يتسم بالمزيد من إليجابية. . .8 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة 232 .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 233 أداة -10البروتوكول الخاص المناقشة الجماعية / الفردية لفريق وحدة تيسيراالنتقال لسوق العمل على مستوى المديرية مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: وحدة تيسير االنتقال لسوق العمل على مستوى المديرية اسم الشخص الجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: المحافظة: المدرية التعليمية: م السم الوظيفة إلدارة الدور بالوحدة السن المؤ هل 1 2 3 4 5 6 7 8 9 10 11 12 1 متي بدأ العمل من الل المشروع داخ المديرية؟ )مق دمة( 2 أ( ما هي ع د اإلدارات والمدارس التي تم العمل معها من الل المشروع ؟ )مق دمة( ب( ما هي المعايير التى تم بها اختير اإلدارات والمدارس التي تم العمل معها من الل المشروع ؟ )مق دمة( 3 رجاء رتب من 1 )العلى أهمية( حتى 5 )االقل أهمية( ؟ النشطة التي تمت من خالل المشروع على مستوى المديرية؟ )مق دمة( وحدة تدرية وتنمية ال مهارات الرشاد والتوجية الوظيفي وحدة التوظيف وبيانات سوق العمل لسالمة والصحة المهنية ريادة العمال واالبتكار 4 ما هي التدريبات التي تمتألعضاء وحدة تيسير النتقال لسوق العمل على مستوى المديرية؟ )A1) 5 ما هي التدريبات التي تمت للمدرسين )النظري والعملي( من الل المشروع بالمديرية؟ )A1) 6 ما هي التدريبات التي تمت لإلدارة المدرسية منخالل المشروع على مستوى المديرية؟ )A1) 7 ما هي التدريبات التي تمت للتالميذ من الل المشروع على مستوى المديرية؟ )A1) 8 أ( برجاء توضيح ما مدى مساهمتكم كأعضاء لفريق عمل وحدة تيسير ألعمال على مستوى المديرية في تخطيط –متابعة وتقيي األنشطة التي تمت الل المشروع؟ )1A( ب( برجاء ذكر امثلة توضح مساهمتكم فى التخطيط والمتابعة والتقييم؟ )A1) 9 اشرح كيف تتماشى مساهماتك مع الخطة االستراتيجية للوزارة؟ (D1( 234 10 أ( قم بتقييم فعالية بناء القدرات المقدمة لفريق ال LUTEفى الل التوجيه المهني ورياد األعما لتحسين أدائهم (A1( 1 االكثر ( 2 3 4 5 األقل( ب( برجاء إعطاء أمثلة توضح التغير )إيجابي أو سلبي( في بناء القدرات لفريق ال LUTE؟ (A1( 11 أ(قم بتقييم فعالية بناء القدرات المقد مة لالدارة المدرسية فى الل التوجيه المهني وريادة األعمال لتحسين أدائهم ب( (A1( 1 األكثر( 2 3 4 5 )األقل( ب( برجاء إعطاء أمثلة توضح التغير )إيجابي أو سلبي( في بناء القدرات الدارة المدرسية؟ (A1( 12 أ( قم بتقييم فعالية بناء القدرات المقدمة لفريق ال SUTEفى الل التوجيه المهني ورياد األعما لتحسين أدائهم (A1( 1 األكثر( 2 3 4 5 )ألقل( ب( برجاء إعطاء أمثلة توضح التغير )إيجابي أو سلبي( في بناء القدرات لفريق ال SUTE؟ (A1( 13 أ( قم بتقييم فعالية بناء القدرات المقد مة للطلبة فىخالل التوجيه المهني وريادة األعما لتحسين أدائهم (A1( 1 األكثر( 2 3 4 5 األقل( ب( برجاء إعطاء أمثلة توضح التغير )إيجابي أو سلبي( في بناء القدرات للطلبة؟ (A1( 14برأيك واستنادا إلى معرفتك، إلى أي مدى تعتقد أن قرارات الحكو مة المصرية تدعم االبقاء على المعلمين المدربين وتنفيذ خطة الست دامة؟ (3B) 15 اشرح كيف تدعم قرارات الحك ومة المصرية خطة الستدا مة هذه؟ يرجى تقديم أمثلة. (B3( 16 اشرح باستخدام مثال يوضح مدى مساهمة بناء القدرات في العالقات بين المدارس والقطاع الخاص على مستوى المديرية؟ برجاء تقديم أمثلة؟ )1C( 17 أ( ما هو دور الوحدة على مستوى المديرية في التصال بالقطاع الخاص؟ )C1) ب( برجاء ذكر امثلة توضح دور الوحدة فى التصال بالقطاع الخاص؟ )C1) 18 وفيما يتعلق بالتواصل مع القطاع الخاص، برجاء توضيح أهم النتائج التي ينبغي رص ها ألنها تظهر حدوث تغيير.؟ (C1( 19 برجاء توضيحاإلجراءات واالنشطة التي شاركت بها LUTEفي دعم استد امة أنشطة بناء قدرات لمشروع WISE في وحدات النتقال إلى سوق العمل؟ (1D) 20 برجاء توضيحاإلجراءات واالنشطة التي شاركت بها LUTEفي دعم استد امة أنشطة بناء قدرات بعد انتهاء مشروع ال WISEلوحدات النتقال إلى سوق العمل؟ (1D) 21 )أ ( برجاء وصف الجراءات االنشطة التي تم اتخاذها من قبل LUTEلدعم عناصر االست دامة الفن ة النشطة لمشروع WISE. (1D) )ب( برجاء وص االجراءات والنشطة التي تم اتخا ذها من قبل LUTEلدعم انشطة بناء القدرات في مشروع WISE؟ (1D) 22 برجاءوصفاألنظمة والموارد التي قد تستخدم / ستستخدم لتوفير االست دامة الفنية لمشروع WISE.؟ (D1( 23 هل هناك اجة التخاذ قرارات أو وضع سياسات تدع االستدامة التقنية والمالية بعد إنجاز المشروع؟(D1( نعم ال برجاء توضيح دورك بشأن دعماالستدا مة الفنية والمالية بعد انتهاءمشروع ال WISE؟ 24 برأيك، ما هي أ هم التحديات التي تواجه انشطة مشروع WISEعلى المستوى المحلي؟ (B3( 25 برأيك، ما هي أهم التوصيت التي يمكن اتخاذها لتحسين تدخالت مشروع وايز الل الفترة القا دمة؟ (B3( 26 )أ ( برجاء وصف النشطة التي تم إجراؤها من الل فترة مشروع WISEلدعم الحد من الفجوة بين الجنسين؟ (A4( 235 )ب ( إعطاء أمثلة لتوضيح ردكم. 27 )أ ( كيف تقيم مدى إسهام مشروع وايز في تمكين السيدات؟ (B4( 1 األكثر( 2 3 4 5 األقل( )ب ( إعطاء أمثلة لتوضيح ردكم. مصفوفة ألسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المد الت أ. هل تعد الموارد كافيةالحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخير األنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1 المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2الفعالية:معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجاتوالنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3 الستدامة:معيار /مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحققة على ألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الالز مة لضم ٍ ان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 236 أداة 4ب- البروتوكول الخاص المناقشة الفردية لمديري ونواب ومديري المدارس مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: المؤسسة: لمديري ونواب ومديري المدارس اسم الشخص الجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: 1 متى بدأ تنفيذ مشروع WISE مع وزارة التربية والتعليم الفني وقطاع التعليم الفني؟ )مق دمة( 2 أ( كم ع د االدارات, المدارس التي عملت مع مشروع WISE؟ )مق دمة( ب( ما هي المعايير التي منخاللها يتم تحديد المديريات والمدارس التي تعمل مع مشروع WISE؟ )مق دمة( 3 رجاء رتب من 1 )العلى أهمية( حتى 5 )االقل أهمية( ؟ )مق دمة( وحدة التدريب وتنمية المهارات الرشاد والتوجيه الوظيفي ريادة ألعمال واالبتكار وحدة التوظيف وبيانات سوق العمل لسالمة والصحة المهنية 4 ما هي التدريبات التي تم تنفيذها للمدرسين أعضاء في وحدة تيسير النتقال لسوق العمل من الل WISE؟ )A1) 5 ما هي التدريبات التي تم تنفيذها لحضراتكمأعضاء في وحدة تيسير النتقال لسوق العمل من الل WISE؟ )A1) 6 ما هي التدريبات التي تم تنفيذها للطلبة من الل WISE؟ )A1) 7 أ( إلى أي مدى -على مستوى المدرسة-كنت تشارك في تخطيط, متابعة وتقييم النشطة التي نفذت من الل WISE؟ )1A( ب( برجاء توفير امثلة توضح دور حضرتك فى تخطيط, متابعة وتقييم االنشطة التي نفذت من الل WISE؟ )A1) 8 برجاء توضيح دور حضرك لمسا همة فى الخطةاالستراتيجية للوزارة؟ )D1) 9 أ( قم بتقييم فعالية بناء القدرات المق دمةالدارة المدرسة فى الل التوجيه المهني وريادة األعما لتحسين أدائهم (A1( 1 األكثر( 2 3 4 5 )ألقل( ب( برجاء إعطاء أمثلة توضح التغيير )إيجابي أو سلبي( في بناء القدراتالدارة المدرسة؟ (A1( 10 أ( قم بتقييم فعالية بناء القدرات المقدمة لفريق ال SUTEفى الل التوجيه المهني وريادة ألعما لتحسين أدائهم (A1( 1 األكثر( 2 3 4 5 )ألقل( ب( برجاء إعطاء أمثلة توضح التغيير )إيجابي أو سلبي( في بناء القدرات لفريق ال SUTE؟ (A1( 237 11 أ( قم بتقييم فعالية بناء القدرات المقد مة للطلبة فىخالل التوجيه المهني وريادة األعما لتحسين أدائهم (B1( 1 األكثر( 2 3 4 5 )ألقل( ب( برجاء إعطاء أمثلة توضح التغيير )إيجابي أو سلبي( في بناء القدراتا لطلبة؟ (B1( 12 أ. برأيك واستنادا إلى معرفتك، هل تعتقد أن بناء القدرات يسا هم في لعالقات بينالمدارس والقطاع الخاص على مستوى المدرسة؟ (1C) ب( برجاء ذكر امثلة توضح مدى مساهمة بناء القدرات ف العالقات بين المدارس والقطاع الخاص على مستوى المدرسة.؟ (1C) 13 أ( ما هو دور ادارة المدرسة فىاالتصال بالقطاع الخاص ؟ (C1( ب( برجاء ذكر امثلة توضح دور ادارة المدرسة فى التصال بالقطاع الخاص؟ (C1( 14 وفيما يتعلق بالتواصل مع القطاع الخاص، برجاء وصف أهم النتائج التي ينبغي رصده ألنها تظهر حدوث تغيير؟ (1C) 15 برجاء شرح إلجراءات واألنشطة التي شاركت فيها المدرسة لدعم است دامة أنشطة بناء قدرات لمشروع ال WISEفي وحدات النتقال إلى العمالة.؟ (1D) 16 برجاء وصف إلجراءات واألنشطة التي استخدمتها ادارة المدرسة لضماناالست دامة بعد انتهاء مشروع WISE؟ (1D) 17 برجاء وصف األنظ مة والموارد التي قد تستخدم / تستخدم لتوفير االست دامة التقنية لمشروع WISE؟ (D1( 18 هل هناك اجة التخاذ قرارات أو وضع سياسات تدعم الستدامة التقنية والمالية بعد إنجاز المشروع؟ (D1( نعم ال 19 برجاء توضيح دورك في دعم الستدامة التقنية والمالية بعد انتهاء مشروع WISE؟ (D1( 20 أ( برجاء وصف االنشطة التي تم إجر اؤها الل فترة مشروع WISEلدعم الحد من الفجوة بين الجنسين؟ )ب إعطاء أمثلة لتوضيح ردكم.؟ (A4) 21 )أ ( كيف تقيم مدى مساهمة مشروع WISEفي مجال تمكين المرأة؟ 1 األكثر( 2 3 4 5 األقل( )ب ( إعطاءأمثلة لتوضيح ردكم.؟ (B4( 22 من وجهة نظرك ما هي أ هم التحديت التي تواجه انشطة المشروع على مستوى المدرسة؟ (B4( 23 من وجهة نظرك ما هي أهم التوصيت التي يمكن تقديمها من الكم كأعضاء وحدة تيسيراالنتقال لسوق العمل لتحسين انشطة المشروع الل الفترة القادمة؟ (4B) 238 أداة 4ب-البروتوكول الخاص المناقشة لمجموعة للمدرسين المشاركين في وحدة تيسي االنتقال لسوق العمل بالمدرسة مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية المؤسسة: المدرسين المشاركين في وحدة تيسير النتقال لسوق العمل بالمدرسة شكل وآلية التعاون مع المشروع: اسم الشخص الجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: جدول المشاركين في المجموعة البؤرية: م السم الوظيفة الدور بالوحدة السن المؤهل 1 2 3 4 5 6 7 8 9 10 11 12 1 متي بدأ العمل من الل المشروع داخل المدرسة؟ )مق دمة( 2 ومي تم تأسيس الوحدة؟ )مق دمة( 3 ما هى المعايير المستخد مة لتحديد المعلمين وال الب الذين شاركو فى مشروع WISE؟ )مق دمة( 4 رتب أ هم االنش طة من وجهة نظركم؟ )مق دمة( 1 االكثر اهمية 5 القل اهمية وحدة التدريب وتنمية المهارات الرشاد والتوجيه الوظيفي ريادة ألعمال واالبتكار وحدة التوظيف وبيانات سوق العمل لسالمة والصحة المهنية 5 ما هي التدريبات التي تم تنفيذها للمدرسين أعضاء في وحدة تيسير النتقال لسوق العمل من الل WISE؟ )A1) 239 6 ما هي التدريبات التي تم تنفيذها لحضراتكم أعضاء في وحدة تيسير النتقال لسوق العمل منخالل WISE؟ )A1) 7 ما هي التدريبات التي تم تنفيذها للطلبة من الل WISE؟ )A1) 8 أ( ما هو دور حضرتك فى تخطيط وتقيي االنشطة ؟ )A1) ب( برجاء توفير امثلة توضح دور حضرتك فى تخطيط وتقييم االنشطة ؟ )A1) 9 برجاء توضيح دور حضرك لمسا همة فى الخطةاالستراتيجية للوزارة؟ )D1) 10 أ( قم بتقييم فعالية بناء القدرات المقد مة للمعلمين فى الل التوجيه المهني وريادة ألعمال لتحسين أدائهم (A1( 1 األكثر( 2 3 4 5 األقل( ب( برجاء إعطاء أمثلة توضح التغير )إيجابي أو سلبي( في بناء القدرات للمعلمين؟ (A1( 11 أ( قم بتقييم فعالية بناء القدرات المقدمة لفريق ال SUTEفى الل التوجيه المهني وريادة ألعما لتحسين أدائهم (A1( 1 األكثر( 2 3 4 5 األقل( ب( برجاء إعطاء أمثلة توضح التغير )إيجابي أو سلبي( في بناء القدرات لفريق ال SUTE؟ (A1( 12 أ( قم بتقييم فعالية بناء القدرات المقد مة للطلبة فىخالل التوجيه المهني وريادة األعما لتحسين أدائهم (B1( 1 األكثر( 2 3 4 5 األقل( ب( برجاء إعطاء أمثلة توضح التغير )إيجابي أو سلبي( في بناء القدرات الطلبة؟ (B1( 13 أ. برأيك واستنادا إلى معرفتك، هل تعتقد أن بناء القدرات يسا ه في العالقات بينالمدارس والقطاع الخاص على مستوى المدرسة؟ (1C) ب( برجاء ذكر امثلة توضح مدى مساهمة بناء القدرات ف العالقات بين المدارس والقطاع الخاص على مستوى المدرسة.؟ (1C) 14 أ( ما هو دور وحدة ال SUTEف االتصال بالقطاع الخاص ؟ (C1( ب( برجاء ذكر امثلة توضح دور وحدة ال SUTEفىاالتصال باقطاع الخاص؟ (C1( 15 وفيما يتعلق بالتواصل مع القطاع الخاص، برجاء وصف أهم النتائج التي ينبغي رصده ألنها تظهر حدوث تغيير؟ (1C) 16 برجاء شرح إلجراءات واألنشطة التي شاركت فيها المدرسة لدعم است دامة أنشطة بناء قدرات لمشروع ال WISEفي وحدات النتقال إلى العمالة.؟ (1D) 17 برجاء وصف إلجراءات واألنشطة التي استخدمتها المدرسة لضمان االستدامة بعد انتهاء مشروع WISE؟ (D1( 18 برجاء وصف وصف ألنظمة والموارد التي قد تستخدم / تستخدم لتوفير الستدا مةالتقنية لمشروع WISE؟ (D1( 19 هل هناك حاجة التخاذ قرارات أو وضع سياسات تدع االستدامة التقنية والمالية بعد إنجاز المشروع؟ (D1( 240 نعم ال 20 برجاء توضيح دورك فى لدعم الستدا مة التقنية والمالية بعد انتهاء مشروع WISE؟ (D1( 21 أ( برجاء وصف االنشطة التي تم إجر اؤها الل فترة مشروع WISEلدعم الحد من الفجوة بين الجنسين؟ ب( إعطاء أمثلة لتوضيح ردكم.؟ (A4) 22 )أ ( كيف تقيم مدى مساهمة مشروع WISEفى مجال تمكين المرأة؟ 1 األكثر( 2 3 4 5 األقل( )ب ( إعطاءأمثلة لتوضيح ردكم.؟ (B4( 23 من وجهة نظرك ما هي أ هم التحديت التي تواجه انشطة المشروع على مستوى الوحدة؟ (B4( 24 من وجهة نظرك ما هي أهم التوصيت التي يمكن تقديمها من الكم كأعضاء وحدة تيسيراالنتقال لسوق العمل لتحسين انشطة المشروع الل الفترة القادمة؟ (4B) 241 أداة 13أ-البروتوكول الخاص بالمقابلة باالجتماع مع استشاريى الموارد البشرية-المدربين فى مجال برنامج التوظيف، وإعادة التدريب، واالحتفاظ بالقوة العاملة )R3) مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: اسم الخبير النوع الجتماعي: أنثى ذكر المسمى الوظيفي: الشركة: أسئلة التقييم المناظرة # ألسئلة 2A, 3C, 4A, 4B, 5A & 5B تم التعاون بينكم وبين مشروع WISEفى برنامج التوظيف، وإعادة التدريب، واالحتفاظ بالقوة العاملة)R3) هل تم التعاون مع مشروع WISE بشأن أنشطة أخرى؟ 1 2 إذا كانت إلجابة ‘نعم‘ ، نرج اإلشارة إلى تلك األنشطة إلضافية. 2A, 3C, 4A, 4B, 5A & 5B 3 ماهى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصل بالتعاون المشترك بينكم وبينمشروع WISE؟ 2A, 3C, 4A, 4B, 5A & 5B 4 ماهى المواقف واألحداث التى أسفرت عن نتائج سلبيةفيما يتصل بالتعاون المشترك بينكم وبين مشروع WISE؟ 2A, 3C, 4A, 4B, 5A & 5B 5 هل ترون أن تعاونكم معمشروع WISEقد ترتب عليه –بصورة إجمالية –نتائج إيجابية؟ 2A, 3C, 4A, 4B, 5A & 75B ت( نرجو ذكر المنافع والمزايا التى تحققت للشركات التى عملتم معها فى مجال تنفيذ برنامج R3 ث( نرجو ترتيب تلك المنافع والمزايا وفقاً أل هميتها ):1 األكثر أهمية :5 األقل أهمية( 6 2A, 3C, 4A, 4B, 5A & 5B ت( نرجو ذكر التكاليف التى تحملتها الشركات التى عملتم معها فى مجال تنفيذ برنامج R3 ث( نرجو ترتيب تلك التكاليف وفقاً أل هميتها ):1 ألكثر أهمية :5ألقل أهمية( 7 2A, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. 8 2A, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة للم االت المستقبلية/المطورة التى يمكن التعاون بشأنها فيما بينكم وبين مشروع WISEبهدف تحقيق أهداف المشروع على نحو يتسم بالمزيد مناإليجابية. 9 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة 242 .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 243 أداة 13ب-البروتوكول الخاص بالمقابلة / بالجتماع مع خبراء برنامج تحسيناإلنتاجية مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية التعاون مع المشروع: اسم الخبير النوع الجتماعي: أنثى ذكر المسمى الوظيفي: الشركة: أسئلة التقييم المناظرة # ألسئلة 2A, 3C, 4A, 4B, 5A & 5B تم التعاون بينكم وبين مشروع WISEفى برنامج تحسين إلنتاجية لعاملين بشركات القطاع الخاص هل تم التعاون مع مشروع WISE بشأن أنشطة أخرى؟ 1 2 إذا كانت إلجابة ‘نعم‘ ، نرج اإلشارة إلى تلك األنشطة إلضافية. 2A, 3C, 4A, 4B, 5A & 5B 3 ماهى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصلبالتعاون المشترك بينكم وبينمشروع WISE؟ 2A, 3C, 4A, 4B, 5A & 5B 4 ماهى المواقف واألحداث التى أسفرت عن نتائج سلبيةفيما يتصل بالتعاون المشترك بينكم وبين مشروع WISE؟ 2A, 3C, 4A, 4B, 5A & 5B 5 هل ترون أن تعاونكم معمشروع WISEقد ترتب عليه –بصورة إجمالية –نتائج إيجابية؟ 2A, 3C, 4A, 4B, 5A & 75B ج( نرجو ذكر المنافع والمزايا التى تحققت للشركات التى عملتم معها فى مجال تنفيذ برنامج تحسن اإلنتاجية ح( نرجو ترتيب تلك المنافع والمزايا وفقاً أل هميتها ):1 األكثر أهمية :5 األقل أهمية( 6 2A, 3C, 4A, 4B, 5A & 5B ج( نرجو ذكر التكاليف التى تحملتها الشركات التى عملتم معها فى مجال تنفيذ برنامج تحسين اإلنتاجية ح( نرجو ترتيب تلك التكاليف وفقاً أل هميتها ):1 ألكثر أهمية :5ألقل أهمية( 7 2A, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. 8 2A, 3C, 4A, 4B, 5A & 5B نرجو ذكر أمثلة للم االت المستقبلية/المطورة التى يمكن التعاون بشأنها فيما بينكم وبين مشروع WISEبهدف تحقيق أهداف المشروع على نحو يتسم بالمزيد مناإليجابية. 9 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة 244 .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 245 أداة -14البروتوكول الخاص بالمقابلة باالجتماع مع ممثلي الشريك المنفذ لمشروع WISE (MTC) مقدمة بعد التعارف والتقديم الشخصي، يقوم المحاور بتقديم فريق التقييم وفقاً للمقدمة التعريفية التي تم إعداد ها. تاريخ المقابلة/ الجتماع: موعد المقابلة / االجتماع: المحاور/ الحضور من فريق العمل: المسئول عن تدوين الموضوعات الجاري مناقشتها أثناءاالجتماع: بيانات أساسية شكل وآلية العمل بالمشروع: اسم المؤسسة: ‘MTC اسم المسئولالجاري مقابلته: النوع الجتماعي: أنثى ذكر المسمى الوظيفي: القسم: الحضور من الجهة الجاري مقابلتها: أسئلة التقييم المناظرة # ألسئلة 3D & 3E 1 ماهى التغييرات الرئيسة التى تم إدخالها على خطة عمل مشروع WISE الل األشهر الثمانية عشر الماضية؟ 3D & 3E 2 ماهى المواقف واألحداث التى أسفرت عن نتائج إيجابية فيما يتصل بآداء مشروع WISE؟ 3D & 3E 3 ماهى المواقف واألحداث التى أسفرت عن نتائج سلبيةفيما يتصل بآداء مشروع WISE؟ 3D & 3E 4 هل ترون أن اعالقت مع األطراف المعنية بالمشروع بدأت واستمرت فى صورة إيجابية على مدى فترة التنفيذ؟ 3D & 3E 5 نرجو ذكر امثلة لمواقف/أحداث يكون من شأنها أن تبر هن على اعالقات اإليجابية ، أو السلبية. 3D & 3E نرجو ذكر أمثلة للم االت المستقبلية/المطورة التى يمكن أن تؤدى إلى تحقيق أهداف المشروع على نحو يتسم بالمزيد من إليجابية. 6 3D & 3E 7 هل ترون أن الموارد المتاحة لمشروع تم استخدامها بكفاءة وفعالية؟ 3D & 3E نرجو ذكر أمثلة لألنشطة التى استخدمت –أو لم تستخدم - الموارد المخصصة لها على نحو يتسم بالكفاءة والفعالية الل فترة التنفيذ. 8 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المدخالت أ. هل تعد الموارد كاية الحتياجا األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ما هى درجته؟ ب.هل تم تحديد أسباب التأخير؟ 246 جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ما هى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحقة علىاألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناك حاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات الماليةالالز مة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشروع االستفادة منه؟ 247 أداة -15دليل أداة المجموعات النقاشية الخاص بطالب المدارس الفنية تاريخاالجتماع: موعد الجتماع: اسم القائم بالتيسير: اسمم القائم بتدوين تفاصيل الجتماع : معلومات أساسية اسم المدرسة نوعية المدرسة الصف الدراسى للطالب عدد الحاضرين عدد إلناث: ........................عدد الذكور ...............: إلجمالي .................. سؤال التقييم المناظر # ألسئلة 1 ما هى نوعية االنشطة التى شاركت فيها مع وحدة تيسيراالنتقال إلى سوق العمل )سوت(؟ A1 كيف ترى قيمة وأثر التدريب والتعلم الذى حصلت علية من مدرسي/ مسئولي وحدة تيير االنتقال إلى سوق العمل )سوت( على A1 مستقبلك؟ 2 سؤال خاص بتحليل المهارات والتوجهات والممارسات العملية الخاصة بالطالب B1 صف التغير في معلومتك وسلوكياتك الناتج عن مشاركتك فى النشطة وورش العمل، على سبيل المثال: - برنامج معا ننطلق الخاص بمساعدة االقران )الميسر، السفير، المعاون، والمعلم( - وحدة ريادة االعمال والتشغيل - اندي االبتكار ومسابقة نواة 3 أ . كيف استخدمت الم هارات والمعارف التى اكتسبتها من التعليم والتدريب فى موقع العمل؟ B1 ب. رجاء إعطاء امثلة 4 في حالة أن تمكنت وحدة تيسيراالنتقال إلى سوق العمل من خلق حلقة وصل بينك وبين القطاع الخاص وتوفير فرصة عمل/ تدريب: C1 أ. حدد مدى فعالية ذلك 1 )األكثر( 2 3 4 5 )األقل( ب. وضح أمثلة تدل على فعالية عمل الوحدة. ت.وضح أمثلة عن الجوانب التي تتطلب التحسين لزيادة فعالية وحدة االنتقال إلى سوق العمل )سوت( بأقسا مها المختلفة. 5 عندما عملت ألول مرة فى القطاع الخص اثناء االجازة الصيفية او بعد دوام اليوم الدراسى هل وجدت ان المعلومات والمهارات التى C1 اكتسبتها من التدريبات المق دمة من وحدة النتقال إلى سوق العمل )سوت( مكنتك من ا داء مهام العمل؟ 6 هل ترى أن الوظائف المقدمة من القطاع الخاص منخالل وحدة تيسير النتقال إلى سوق العمل بالمدرة تتالءم وتتناسب مع C1 مؤهالت ومهارات ال الب؟ نعم ال أ. برجاء ذكر أمثلة عن نماذج إيجابية لوظائفم توفيرها وتناسبت مع مؤهالت الخريجين واطلبة ممن تم تعينهم / تدريبهم ب. برجاء ذكر أمثلة عن نماذج لوظائف تم توفيرها ولم تكن تتناسب مع مؤهالت الخريجين واطلبة ممن تم تعينهم / تدريبهم 7 8 هل ترىان فترة التدريب التي حصلت عليها من سوت كافية الكتساب مهارات تجعلك قادرا على اللتحاق بسوق العمل؟ E3 9 هل واجهتك اية معوقات/ تديات لاللتحاق بالتدريب منخالل وحدة تيسيراالنتقال إلى سوق العمل )سوت(؟ E3 أ. هل كانت الفرص الوظيفية متاحة لكل من الذكورواالناث على حد السواء ؟ A4 ب. ما هى المعوقات/ التحديات بشكل عم التى واجهت كال من الذكور والناث للحصول على عمل؟ وكذلك فبما يتعلق ب: - ألجر -ساعات العمل - ظروف العمل ￾10مكان العمل 248 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المد الت أ. هل تعد الموارد كافيةالحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت )البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأهداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجاتوالنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلةببناء القدرات( إلى النتائج المتوقعة؟ مجموعات الفتيات فقط )أسئلة من 11 – 12(: هل كانت الوظائف ا لتي تم إتاحتها منخالل وحدة تيسيراالنتقال إلى سوق العمل B4 داخل المدرسة )سوت( مناسبة ومالءمة لكن كفتيات من ناحية ساعات العمل األجر، ظروف العمل، مكان العمل، تأمين صحى واجتماعي، أو مزايا اخرى ؟ 11 اذكر بعض امثلة لقصص نجاح متعلقة بتحسين الوضع االقتصادى للمرأة من ناحية: B4 -ايجاد مصادر دخل جديدة - االلتحاق بعمل يعطى اجر - التدريب أثناء العمل - البدء فى فكرة مشروع جديد 12 13 ما هى التوصيات لتحسين جودة الخدمات التى تقدمها وحدة تيسير النتقال إلى سوق العمل داخل المدرسة )سوت(؟ 249 أداة -16دليل أداة المجموعات النقاشية الخاصة بخريجيالمدارس الفنية تاريخ االجتماع : موعد االجتماع: اسم القائم بالتيسير: اسمم القائم بتدوين تفاصيل الجتماع: معلومات أساسية اسم المدرسة نوعية المدرسة الصف الدراسى للطالب عدد الحاضرين عدد إلناث: ........................عدد الذكور ...............: إلجمالي ................. # ألسئلة EQ 1 أذكر أنواع ألنشطة التيتعرف أنها تقدم منخالل وحدة تيسير االنتقال إلى سوق العمل بالمدرسة )سوت(؟ C1 أ ( هل شاركت فى أنشطة وحدة تيسير االنتقال إلى سوق العمل )سوت(قبل التخرج؟ C1 ب( ما هي ه ه األنشطة؟ ت( ما هي دورية مشاركتك/ ما هو عدد المرات التي شاركت في أنشطة وحدة وحدة تيسي االنتقال إلى سوق العمل )سوت( داخل المدرسة؟ 2 في حالة أن تمكنت وحدة تيسيراالنتقال إلى سوق العمل من خلق حلقة وصل بينك وبين القطاع الخاص وتوفير فرصة عمل/ C1 تدريب: ث. حدد مدى فعالية ذلك 1 ) ألكثر( 2 3 4 5 )األقل( ج. وضح أمثلة تدل على فعالية عمل الوحدة. ح.وضح أمثلة عن الجوانب التي تتطلب التحسين لزيادة فعالية وحدة االنتقال إلى سوق العمل )سوت( بأقسامها المختلفة. 3 هل تظن أن الوظائف التى قدمها القطاع الخاص منخالل وحدة التيسيرلإلنتقال لسوق العمل كانت مناسبه لمؤ التك؟ C1 نعم ال 4 أ ( هل تعتقد أنك اكتسبت مهارات للعمل " من المدرسة" قبل التخرج ؟ C1 نعم ال ب( هل وجدت أن القطاع الخاص يحتاج إلى مهارات مختلفه عن ال مهارات التى اكتسبتها ؟ نعم ال ث( أذكر أمثلة عن المهارات التي يحتاجها موقع العمل والتى لم تكن موجودة في التدريب بالمدرسة. 5 250 أ ( هل تظن أنه يمكنك إنشاء مشروع تجاري صغير خاص بك ؟ C1 نعم ال ب( إذا كات اإلجابة بنعم.............لماذا تريد ذلك؟ ت( ما هي المعوقات التي تشكل لك عقبة في تنفيذ ذلك ؟ ث( ما ي األنشطة التى تساعدك في إنشاء مشروع صغير ؟ 6 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هليسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المد الت أ. هل تعد الموارد كافيةالحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجاتوالنتائج؟ أ( هل هناك فرص و/ا وظائف متاحة بالتساوي لكل من الذكور األناث ؟ A4 ب( ماهي المعوقات /التحديات التي تواجهك في الحصول على وظائف لكل من الذكور اإلناث؟ • الدخل • ساعات العمل • ظروف العمل 7 لمجموعات إلناث فقط:هل قدم القطاع الخاص منخالل وحدة التيسيرلإلنتقال لسوق العمل وظائف مناسبة لك كفتاة عاملة ، A4 من ناحية ساعات العمل ، امكان / محل العمل، ظروف العمل، لتأمين الصح واالجتماعي ، ومزايا أخري 8 أذكر بعض أمثلة لقصص نجاح تتعلق بتحسين الوضع إلجتماعي للمرأة منناحية : B4 -إيجاد مصادر دخل جديدة. - اإللتحاق بعمل بأجر. - التدريب في موقع العمل. - البدء بفكرة عمل جديدة. 9 10 ماهي توصياتك لتحسين جودة العمل المتاح للخريجين ؟ 251 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ 252 أداة :17دليل أداة المجموعات النقاشية الخاصة بمدرسى المدارس الفنية تاريخ الجتماع: وعد االجتماع: اسم القائم بالتيسير: اسمم القائم بتدوين تفاصيل الجتماع: معلومات أساسية اسم المدرسة عدد الحاضرين إناث ذكور تقسيم الحاضرين عدد الحاضرين من وحدة التدريب ودعم ال مهارات عدد الحاضرين من وحدة االرشاد والتوجية المهنى عدد الحاضرين من وحدة التشغيل عدد الحاضرين من وحدةالسالمة والصحة المهنية عدد الحاضرين من وحدة ريادة االعمال سؤال التقييم المناظر # ألسئلة أ( ما هو نوع التدريب الذى تلقيته من مدرسى/ميسري وحدة تيسير النتقال إلى سوق العمل )سوت( بالمدرسة؟ A1 ب( ما هي الموضوعات التي تم تغطيتها فى ورش العمل؟ ج( ما هى األقسام بوحدة تيسيراالنتقال إلى سوق العمل بالمدرسة التي قدمت التدريب الذي حصلت عليه؟ 1 أ( صف المهارات/المعارف التى اكتسبتها من موظفي وحدة تيسير االنتقال إلى سوق العمل /إلدارة التي تتابع التدريب( A1 والتي قد أفادتك في تحسين مهاراتك ومعلوماتك. ب( هل التدريب الذي قامت به وحدة تيسير النتقال إلى سوق العمل بالمدرسة )سوت( يغطى ال مهارات النظرية والعملية للتدريس؟ نعم ال ج( أذكر أمثلة للمجالت التي تم تغطيتها في التدريب من قبل وحدة تيسير االنتقال لسوق العمل )سوت( بالمدرسة. 2 كيف استخدمت المعلومات والمهارات التي اكتسبتها من التدريب من الل وحدة التيسير لالنتقال لسوق العمل بالمدرسة ؟ A1 هل هي قابلة للتطبيق؟ وهل تستخدمه ا باستمرار / أحيناناً /نادراً أو ال تستخدمها إطالقاً؟ 3 لمدارس اللوجستيات والطاقة الجديدة والمتجددة فقط A1 أ ( هل ترى مزايا لمناهج الجديدة المطورة والت يتم تنفيذها من الل مشروع WISE؟ نعم ال ب( ما هي هذه المزايا والفوائد الناتجة عن تطوير هذه المناهج؟ ج( هل رأيت عيوب في المناهج الجديدة المطورة والت يتم تنفي ذها منخالل مشروع WISE؟ د( ما هي هذه العيوب في المناهج المطورة؟ 4 أ(في مدرستك، ما هي ألقسام النشطة والفعالة بوحدة تيسير النتقال إلى سوق العمل؟ A1 ب( أذكرأمثلة توضح نشاطاتها وفاعليتها. ج( أذكر أثلة ألنشطة تحتاجإلى تطوير بوحدة تيسير النتقال إلى سوق العمل بالمدرسة. 5 بالنسبة لوحدةاإلرشاد والتوجيه الوظيفي B1 كيف سا هم التدريبات التي تقوم بها وحدة تيسير النتقال لسوق العمل بالمدرسة في تطوير مهارات الطالب فيما يتعلق اإلرشاد والتوجيه الوظيفي؟ 6 بالنسبة لوحدة التشغيل وسوق العمل )ألسئلة من 7 – 9(: C1 ما هي اآلليات والخطوات الت يتبعها القسم للتواصل وخلق حلقة وصل بين المدرسة والقطاع الخاص؟ 7 8 ما هو دور القسم في تعيين/إيجاد وتوفير فرص عمل للطلبة والخريجين؟ C1 253 هل ترى أن الوظائف المقدمة من القطاع الخاص منخالل وحدة تيسير النتقال إلى سوق العمل بالمدرة تتالءم وتتناسب C1 مع مؤهالت ومهارات ال الب؟ نعم ال ت. برجاء ذكر أمثلة عن نماذج إيجابية لوظائف تم توفيرها وتناسبت مع مؤ الت الخريجين والطلبة ممن تم تعينهم / تدريبهم ث. برجاء ذكر أمثلة عن نماذج لوظائف تم توفيرها ولم تكن تناسب مع مؤ الت الخريجين والطلبة ممن تم تعينهم / تدريبهم 9 ما هي اآلليات و اإلجراءت التي يمكن أن تساعد في استدامة عمل وحدة تيسير االنتقال إلى سوق العمل بالمدرسة بعد D1 انتهاء المشروع؟ 10 كيف راعى مشروع WISEالمساواة بين الذكورواإلناثوتقليل الفجوة النوعيةفيما يتعلق بالمشاركة بورش العمل A4 والتدريبات وكذلك تقديم الخدمات المختلفة للوحدة لل الب؟ 11 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المد الت أ. هل تعد الموارد كافيةالحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجاتوالنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ 254 أداة :18 دليل أداة المجموعات النقاشية الخاصة بمدرسي/ مسئولي وحدة تيسيراالنتقال من المدرسة إلى سوق العمل )سوت( داخل المدارس الفنية تاريخ الجتماع: موعد الجتماع: اسم القائم بالتيسير: اسمم القائم بتدوين تفاصيل الجتماع: معلومات أساسية اسم المدرسة إجمالي عدد الحاضرين إناث ذكور تقسيم الحاضرين عدد الحاضرين من وحدة التدريب ودعم المهارات عدد الحاضرين من وحدة الرشاد والتوجيه المهني عدد الحاضرين من وحدة التشغيل عدد الحاضرين من وحدة لسال مة والصحة المهنية عدد الحاضرين من وحدة ريادة العمال # ألسئلة سؤال التقييم المناظر أ( ما هو نوع التدريب الذي حصلت عليه من مشروع WISE؟ A1 ب( ما هي الموضوعات التي تم تغطيتها في ورش العمل؟ ج( ما هي الوحدات التى استفادت من التدريب؟ 1 صف ال مهارات/المعارف التي اكتسبته والتي كانت أكثر فائدة لك لتأدية واجبك/دورك بكفاءة في وحدة تيسير النتقال A1 إلى سوق العمل )سوت(. 2 هل قمت بنقل التدريب الذي حصلت عليه إلي مدرسين آخرين داخل المدرسة؟ A1 نعم ال فى حالة نعم ما هى آللية/الخطوات التى اتخذتها لمساعدة المدرسين ونقل المعرفة لهم؟ 3 4 أذكر أمثلة توضح كيف ساهم ما قمت به من نقل للمعرفةلزمالئك من المدرسين في تحسين مهاراتهم. A1 أ(في مدرستك، ما هي ألقسام الفعالة والنشطة بوحدةتيسير النتقالإلى سوق العمل؟ A1 ب( أذكر أمثلة توضح فعاليتها ونشاطها. ج( أذكر أمثلة لألنشطة التي تحتاج إلي تحسين بوحدة النتقال إلى سوق العمل )سوت(. 5 لوحدة إلرشاد والتوجيه الوظيفي: B1 إشرح كيف أثر التدريب المقدم من قسم إلرشاد والتوجيه الوظيفي علي مهارات لتالميذ في مال اإلرشاد والتوجيه الوظيفي وريا ة األعمال. 6 لوحدة التشغيل وسوق العمل ) ألسئلة من 7إلى 9(: C1 برجاء شرح اآلليات والطرق التى يتبعها القسم من أجل توصيل الطالب والخريجين لسوق العمل منخالل خلق حلقة وصل مع القطاع الخاص. وكيفية اختيار القطاع الخاص /معايير اختيار القطاع الخاص المشارك. 7 ما هو الدور الذى يقوم به القسم من اجل خلق فرص عمل: C1 أ . لل الب ب.الخريجين ت. غيرهم من األفراد بالمجتمع 8 ج.هل تعتقد ان الوظائف التى توفرت لل الب والخريجين من الل سوت كانت منابة ومال ءمة C1 مؤهالتهم ومهارتهم؟ ح. برجاء ذكر أمثلة عن نماذج إيجابية لوظائف تم توفيرها وتناسبت مع مؤ الت الخريجين والطلبة ممن تم تعينهم /تدريبهم 9 255 خ. برجاء ذكر أمثلة عن نماذج لوظائف تم توفيرها ولم تكن تناسب مع مؤ الت الخريجين والطلبة ممن تم تعينهم /تدريبهم ما هي اآلليات و اإلجراءت التي يمكن أن تساعد في استدامة عمل وحدة تيسير االنتقال إلى سوق العمل بالمدرسة D1 بعد انتهاء المشروع؟ 10 كيف راعى مشروع WISEالمساواة بين الذكورواإلناثوتقليل الفجوة النوعيةفيما يتعلق بالمشاركة بورش العمل A4 والتدريبات وكذلك تقديم الخدمات المختلفة للوحدة لل الب؟ 11 مصفوف األسئلة المتصلة بمعايير الكفاءة، والفعالية، واالستدامة .1 الكفاءة:مقياس – من المنظور القتصادي -للكيفية التى تم بموجبها تحويل الموارد/المدخالت )الموارد المالية، والبشرية، والوقت....،( إلى مخرجات. 1.1 هل أدت آليات التنفيذ )متضمنة أساليب التنفيذ، والمؤسسات المعنية، والترتيبات التعاقدية( إلى تحقيق النتائج المتوقعة للمشروع؟ 2.1 هل يسهم شركاء المشروع –بصورة فعالة –فى تخطيط ألنشطة )متضمنة بناء القدرات(؟ 3.1المد الت أ. هل تعد الموارد كافية الحتياجات األنشطة؟ ب. هل تضطلع األطراف المشاركة فى المشروع بتوفير المدخالت ) البشرية والمادية( لالزمة لتنفيذاألنشطة على نحو يتسم بالكفاءة؟ جـ.إلى أى درجة تعد الموارد )المدخالت( المطلوبة من شركاء المشروع متاحة فى التوقيتات االزمة؟ 4.1تأخيراألنشطة ا. إذا كان هناك تأخير، ماهى درجته؟ ب.هل تم تحديد أسباب التأخير؟ جـ. هل تم تنفيذ الخطط المعدلة على نحو سليم؟ 5.1المخرجات والنتائج أ. ماهى نسبة النجاح في تحقيق المخرجات والنتائج المستهدفة؟ ب.هل تم تحقيق المخرجات والنتائج على نحو يتسم بالكفاءة من حيث التكلفة؟ -2 الفعالية: معيار/ مقياس لدرجة تحقق أو إمكانية تحقق نتائج وأ هداف المشروع أخذاً في االعتبار أ هميتها النسبية. 1.2هل تم إحراز التقدم المتوقع فيما يخص تحقيق المخرجات والنتائج؟ 2.2 هل تم تحقيق المخرجات )متضمنة تلك المتعلقة بناء القدرات( بالجودة المرضية؟ 3.2 ل الزال من المتوقع أن تؤدي المخرجات المحققة )بما في ذلك المتصلة ببناء القدرات( إلى النتائج المتوقعة؟ -3الستدامة:معيار / مقياس لدرجة استمرارية المنافع الناتجة عن أنشطة المشروع بعد انتهاء تنفيذه، احتمالية استمرار المنافع المحققة على ألجل الطويل ومواكبة المخاطر والتحديات. 1.3هل تم بناء القدرات البشرية والمؤسسية بالقدر الزم الستمرارية المنافع الناتجة عن أنشطة المشروع؟ 2.3هل يعد دور الفئات المستهدفة في إدارة ومتابعة/ رصد ألنشطة فعال بالقدر الكافي لدعم وتعزيز قدراتهم؟ 3.3 إذا ما كان هناكحاجة للمساهمات المالية الستمرار المنافع المحققة من أنشطة المشروع، هل تستطيع الفئات المستهدفة توفير / الوفاء )ب( تلك المساهمات المالية االزمة؟ 4.3هل تم إشراك القطاع الخاص لضمان است دامة أنشطة المشروع؟ 5.3هل تم ألخذ في العتبار إلجراءات الالز مة / هل تم وضع التدابير الال ٍ زمة لضمان إتاحة فرص متكافئة لكل من النساء والرجال للمشاركة في أنشطة المشرع واالستفادة منه؟ 256 ANNEX V: DATA COLLECTION SCHEDULE Day Date Site/Stakeholder Team A Team B Team C Day 1 Sunday December 3, 2017 Alexandria Technical Secondary School for Girls (Ready Made Garments) Ismailia Education Directorate LUTE Ismailia Jade Textiles Day 2 Monday December 4, 2017 Alexandria El Wardian Technical Secondary School (Ready Made Garments) Ismailia Advanced Hotel & Tourism Technical Secondary School (Hotels & Tourism) Ismailia Swiss Textiles Day 3 Tuesday December 5, 2017 Alexandria Mohamed Ali Decorative & Architectural Technical Secondary School (Ready Made Garments & Furniture) Ismailia Advanced Hotel & Tourism Technical Secondary School (Hotels & Tourism) Alexandria Nagaa Homme - Ready Made Garments Marseille for Hospitality Alexandria Business Association – Vocational Training & Employment Center ILO Day 4 Wednesday December 6, 2017 Alexandria Education Directorate LUTE Ismailia Fayed Technical Secondary School (Furniture) Alexandria Jade Apparel (Ready Made Garments) Givrex (Food Processing) Day 5 Sunday December 10, 2017 Aswan Education Directorate LUTE Basma Hotel Ismailia Abo Attwa Technical Secondary School (Ready Made Garments) Red Sea Education Directorate LUTE Hilton Hotel Steinberger Hotel Day 6 Monday December 11, 2017 Aswan Mohamed Mohsen Shoeib Technical Secondary School (Ready Made Garments) Phone Interview Former Head of Technical Port Said Education Directorate LUTE Egyptian Federation of Investors Association Red Sea El Qwessier Advanced Technical Secondary School (Hotels & Tourism) 257 Education Sector – Ministry of Education and Technical Education Day 7 Tuesday December 12, 2017 Aswan Advanced Technical Secondary School (Hotels & Tourism) Port Said Maritime Industrial Technical Secondary School (Logistics) Red Sea El Qwessier Advanced Technical Secondary School (Hotels & Tourism) Day 8 Wednesday December 13, 2017 Aswan Advanced Technical Secondary School (Hotels & Tourism) Port Said Advanced Technical Secondary School (Logistics) Red Sea Hurghada Technical Secondary School for Boys (Furniture) Day 9 Thursday December 14, 2017 Port Said Advanced Technical Secondary School (Logistics) Red Sea Business Day 10 Sunday December 17, 2017 Ministry of Education and Technical Education UNIDO WISE 3R consultants & productivity experts GIZ Day 11 Monday December 18, 2017 Management & Training Corporation WISE Task Leaders Day 12 Tuesday December 19, 2017 National Authority for Quality Assurance and Accreditation Curriculum Development Officials In Suez Federation of Egyptian Industries Technical Education Sector Curriculum Development Officer Renewable Energy CUTE Day 13 Wednesday December 20, 2017 Egyptian National Competitiveness Council Day 14 Sunday December 24, 2017 Phone Interviews with Graduate Students and Job Seekers Conducted during Data Analysis Workshop Day 15 Monday December 25, 2017 Phone Interviews with Graduate Students and Job Seekers Conducted during Data Analysis Workshop Day 16 Wednesday December 27, 2017 Key Informant Interview with USAID Activity Manager Conducted during Data Analysis Workshop 258 ANNEX VI: LIST OF WISE PHASE I TVET SECONDARY SCHOOLS Ref School Type Sector Alexandria 1 El Ras El Swoda Technical School Boys Agricultural (Food Processing) 2 Alexandria Advanced Technical School Boys Industrial (Renewable Energy) 3 El Salam Technical School Boys Industrial (Furniture) 4 Alexandria Advanced Hotel and Tourism School Mixed Commercial (Hotels/Tourism) 5 El Wardian Technical School Girls Industrial (RMG) 6 Borg El Arab Technical School Mixed Industrial (RMG/Textiles/Furniture) 7 Rowshdy Technical School Girls Industrial (RMG) 8 Tosson Technical School Boys Industrial (Furniture) 9 Mohamed Ali Decorative and Architectural Technical School Boys Industrial (RMG/Furniture) 10 Mostafa Kamel Technical School Girls Industrial (RMG) Ismailia 11 Ismailia Advanced Hotel and Tourism School Mixed Commercial (Hotels/Tourism) 12 Al Kassassen Technical School Mixed Industrial (RMG) 13 Decorative Technical School Girls Industrial (RMG) 14 Heavy Equipment Technical School Boys Industrial (Renewable Energy) 15 Eng. Ebrahim Ahmed Osman Technical School Boys Industrial (Logistics) 16 Abo Atwa Technical School Girls Industrial (RMG) 17 Fayed Technical School Boys Industrial (Furniture) 18 Qantara Sharq Industrial Secondary School Mixed Industrial (Logistics) Port Said 19 El Tahrir Technical School Girls Industrial (RMG) 20 Port Said Decorative Technical Secondary School Boys Industrial (RMG) 21 Port Said Advanced Technical School Mixed Industrial (RMG) 22 Port Said Hotels School Mixed Commercial (Hotels/Tourism) 23 El Batoul Technical School Girls Industrial 24 Gamal Abdel Nasser Technical Secondary School Boys Industrial 25 Maritime Industrial Secondary School Boys Industrial (Logistics) Red Sea 26 Hurghada Technical Secondary School Boys Industrial (Furniture) 27 El Qussier Advanced Technical Hotels School Mixed Commercial (Hotels/Tourism) 28 Gamal Nazim Advanced Technical School Mixed Commercial (Hotels/Tourism) 29 Safaga Secondary Marine Technical School Boys Industrial (Logistics) Aswan 30 Aswan Advanced Technical Hotels School Mixed Commercial (Hotels/Tourism) 31 Martyr Mohamed Mohsen Shoaib Technical School Girls Industrial (RMG) 32 Mohamed Saleh Harb Advanced Technical School Mixed Industrial (Renewable Energy) 259 ANNEX VII: SELECTION CRITERIA AND TECHNICAL SCHOOLS SELECTED FOR WISE MIDTERM PERFORMANCE EVALUATION The selection of WISE-assisted Phase I technical schools is based on a purposive sample. The total number of Phase I technical schools is equal to 32 distributed across 5 governorates. Refer to Annex VI for a comprehensive list of Phase I technical schools. A total of 6 technical schools were eliminated from the eligible schools list due to a) unnecessarily high risk security/safety considerations, b) certain schools did not receive full support until project implementation Year 2 (November 2016 - January 2017) or 3) renewable energy and/or logistics programs of technical training were in initial stages of roll-out; refer to paragraphs 3, 4, 5 and 6 for identification of the affected schools. In order to ensure the maximum opportunity for geographic, gender, small versus larger school enrollment, and sector-specific representation, a number of selection criteria were established to guide the selection process. Firstly, SIMPLE targeted a sample of not less than 35% of the total number of schools. Secondly, the total number of schools selected from any given governorate was based on the governorate’s share of schools as a percentage of the total number of Phase I schools across the five governorates. However, no one governorate has less than two schools represented in the final selection. Thirdly, the final selection of schools within a given governorate ensures a representative sample of a) small and large student enrollment schools, b) a gender balance of boy, girl or mixed gender schools and c) sector-specific economic activities while ensuring that all 6 sector-specific economic activities were represented. The following observations are noted: 1. Twelve WISE-assisted technical schools have been selected from a candidate pool of 32 Phase I schools; equivalent to 37.5%. Refer to Table 1.a, listed below, for a listing of the selected schools. 2. The number of schools selected from a given governorate is directly proportionate to the geographic distribution of the 32 WISE-assisted Phase 1 technical schools with the exception that a minimum of two schools are selected from each governorate. Accordingly, 3 of a total of 9 schools are selected from Alexandria, 3 of 8 from Ismailia, 2 of 7 from Port Said, and 2 schools were selected from both the Red Sea and the Aswan governorates resulting in the 12 WISE￾assisted Phase I technical school sample. 3. Qantara Sharq Industrial Secondary School (Ismailia) was deemed ineligible for selection due to unnecessarily high risk security/safety considerations. 4. The El Batoul Technical School (Port Said) and Gamal Abdel Nasser Technical Secondary School (Port Said) were deemed ineligible as said schools did not begin to receive full project support until Year 2; i.e., November 2016 - January 2017. 5. The Alexandria Advanced Technical School (Alexandria), Heavy Equipment Technical School (Ismailia), Mohamed Saleh Harb Advanced Technical School (Aswan) were deemed ineligible as said schools are in early stages of rolling-out the renewable energy training program. 6. The Eng. Ebrahim Ahmed Osman Technical School (Ismailia) and Safaga Secondary Marine Technical School (red Sea) were deemed ineligible as said schools are in early stages of rolling￾out the logistics training program. 7. Three of the twelve sampled schools received support under the 2011/14 Egypt Competitiveness Project (ECP) 1); three from the Alexandria governorate (reference numbers 260 1, 5 and 6 in the table listed below) and one from the Aswan governorate (reference number 30 in the table listed below). 8. Four of the twelve sampled schools are “advanced” technical schools consisting of 5 grade levels with students from 14-19 years of age; one from Ismailia, one from Port Said, one from Red Sea and one from Aswan. 9. Of the 12 selected schools, all six sectors are represented; including, a) food processing (1 of 1), b) ready-made garments (4 of 10) , c) textiles(1 of 1), d) furniture (3 of 6), e) hotels/tourism (3 of 5), and f) logistics (1 of 4). The sum of these sectors exceeds 12 due to some schools being active in multiple sectors; e.g., Borg El Arab Technical School in Alexandria (ready-made￾garments, textiles and furniture). 10. Of the 12 selected schools (12 of 32), 4 are all boy schools (4 of 13), 3 are all girl schools (3 of 7) and 5 are mixed gender schools (5 of 9). 11. Sampled technical schools include a combination of a) boys, girls and mixed gender, b) boys and mixed gender or c) girls and mixed gender across the 5 governorates in order to ensure relative gender balance. 12. Technical schools specialized in “Hotels/Tourism” were purposely selected for the Red Sea and Aswan governorates due to the importance that this commercial activity represents for private sector firms/investors. Table VII.1: Technical Schools Selected for the WISE Midterm Performance Evaluation Ref WISE–Assisted Technical Schools Type Sector Opened Saturdays ECP Alexandria 1 El Ras El Swoda Technical School Boys Agricultural (Food Processing) Yes Yes 5 El Wardian Technical School Girls Industrial (Ready-Made￾Garments) (RMG) Yes Yes 6 Borg El Arab Technical School Mixed Industrial (RMG/Textiles/Furniture) No Yes Ismailia 11 Ismailia Advanced Hotel and Tourism School Mixed Commercial (Hotels/Tourism) Yes No 16 Abo Atwa Technical School Girls Industrial (RMG) No No 17 Fayed Technical School Boys Industrial (Furniture) No No Port Said 21 Port Said Advanced Technical School Mixed Industrial (RMG) No No 25 Maritime Industrial Secondary School Boys Industrial (Logistics) No No Red Sea 26 Hurgada Technical Secondary School Boys Industrial (Furniture) No No 27 El Qussier Advanced Technical Hotels School Mixed Commercial (Hotels/Tourism) No No 261 Aswan 30 Aswan Advanced Technical Hotels School Mixed Commercial (Hotels/Tourism) No Yes 31 Martyr Mohamed Mohsen Shoaib Technical School Girls Industrial (RMG) No No Table VII.II: List of WISE-Assisted Result B Private Sector Firms Ref Governorate Sector Alexandria 1 Naga for Ready Made Garments Ready-Made-Garments 2 Marseilia Beach for Touristic Investment Hotels/Tourism 3 Jade Apparel Ready-Made-Garments 4 Givrex (Robert Mansour and Co.) Food Processing Ismailia (Includes 10th of Ramadan) 5 Egypt Tailoring for Ready Made Garments Ready-Made-Garments 6 Jade Textile Egypt Textiles 7 Swiss Garment Company Ready-Made-Garments Red Sea 8 Steigenberger Aqua Magic Hotels/Tourism 9 Steigenberger Al Dau Beach Hotel Hotels/Tourism 10 Hilton Hurghada Long Beach Resort Hotels/Tourism 11 Hilton Hurghada Resort Hotels/Tourism 262 ANNEX VIII: BIBLIOGRAPHY List of External Documents (Economic Related Documents) Adams, A. The Mubarak Kohl Initiative – Dual System in Egypt: An Assessment of its Impact on the School to Work Transition. Cairo: German Technical Co-operation (GTZ), Vocational Education, Training and Employment Programme (MKI-vetEP), 2010. Badawi, A. Egypt Country Report on Career Guidance: Background Report. Turin: European Training Foundation, 2006. Barsoum, G.F. “The Employment Crisis of Female Graduates in Egypt: An Ethnographic Account.” Cairo Papers in Social Science, Vol. 25/3. Cairo: The American University in Cairo Press, 2004. Cully, Mark, Brian Knight, Phil Loveder, Ron Mazzachi, Suelen Priest, and Sian Halliday-Wynes. Governance and Architecture of Australia’s VET Sector: Country Comparisons. Skills Australia Report, 2009. Accessed http://www.skillsaustralia.gov.au/PDFs_RTFs/NCVER72182REPORTfinal.pdf. Dewidar, A. Regional Study on Teacher Policies – Phase II: Egypt Case Study. Washington, DC: World Bank, 2012. Dunkel, Torsten. “Reviewing European VET Policy – Challenges for Comparative Analyses.” In Methods and Instruments for the Evaluation and Monitoring of VET-Systems: Conference Proceedings, edited by Philipp Grollmann and Melanie Hoppe, 39-54. Bonn: Federal Institute for Vocational Education and Training (BIBB), 2009. Economist Intelligence Unit. The Learning Curve: Lessons in Country Performance in Education. London: Pearson, 2012. Accessed http://thelearningcurve.pearson.com/rep orts/the-learning-curve-report-2012. El-Wassal, K.A. “Public Employment Dilemma in Egypt: Who Pays the Bill?” In Proceedings of the 20th International Business Research Conference, 4-5 April 2013. Dubai, UAE. Accessed www.wbiworldconpro.com/uploads/dubaiconference-2013-april/economics/1364460321_220- Kamal.pdf. Elliot, K.M. and M.A. Healy. “Key Factors Influencing Student Satisfaction Related to Recruitment and Retention.” Journal of Marketing for Higher Education (2001). Ersado, L. et al. Arab Republic of Egypt: Inequality of Opportunity in Educational Achievement. Report No. 70300-EG. Washington, DC: World Bank, 2012. European Centre for Development Policy Management (ECDPM). www.ecdpm.org. European Center for the Development of Vocational Training (CEDEFOP) Terminology of European Education and Training Policy: A Selection of 100 Key Terms. Luxembourg: CEDEFOP, 2008. Accessed http://www.cedefop.europa.eu/EN/Files/4064_en.pdf. European Commission. Progress Towards the Common European Objectives in Education and Training. Indicators and Benchmarks 2010/2011. Belgium: EU, 2011. Accessed http://ec.europa.eu/education/lifelong-learning-policy/doc/report10/report_en.pdf. 263 European Training Foundation (ETF). Guidelines for Developing Indicators on Technical and Vocational Education and Training. Torino: ETF. _____. “Mapping of Donor Supported Career Guidance Initiatives in Egypt 2000-2009.” Rolling document shared with the National Task Force and donor organizations in Egypt, Unpublished report prepared by H. Zelloth. Turin: ETF, 2009. _____. “ETF Work Programme 2011.” Turin: ETF, 2010. Last accessed 5 July 2012 at: http://bit.ly/AbR9hZ. _____. “Proposal for Introducing Career Guidance in Egypt: The Need for a Strategic and Integrated Approach to Career Guidance Development.” Results of the work of the National Task Force on Career Guidance in Egypt. Turin: ETF, 2010. _____. “The Torino Process: Evidence-Based Policy Making for Vocational Education and Training.” Turin: ETF, 2011. _____. “SBA meetings with education officials in Egypt.” Minutes of the ETF mission, 23 April 2013, Cairo. _____. “Torino Process 2012: Southern and Eastern Mediterranean.” Turin: ETF, 2013. Accessed www.etf.europa.eu/webatt.nsf/0/BC34444416C97254C1 257B640064ED15/$file/TRP%202012%20SEMED.pdf. _____. “Torino Process 2014: Egypt.” Turin: ETF, 2015. Accessed www.etf.europa.eu/web.nsf/pages/TRP_2014_Egypt. _____. “Key Indicators – Educational Indicators and Policies.” Luxembourg: Office for Official Publications of the European Communities, 2003. European Training Foundation, International Labor Organization, and United Nations Educational, Scientific and Cultural Organization. Proposed Indicators for Assessing Technical and Vocational Education and Training, Inter-Agency Working Group on TVET Indicators, 2012. European Training Foundation and World Bank. Reforming Technical Vocational Education and Training in the Middle East and North Africa: Experiences and Challenges. Luxembourg, Office for Official Publications of the European Communities, 2006. Grollmann, Philipp and Melanie Hoppe, eds. Methods and Instruments for the Evaluation and Monitoring of VET-Systems: Conference Proceedings. Bonn: Federal Institute for Vocational Education and Training (BIBB), 2009. Hoeckel, Kathrin. Costs and Benefits in Vocational Education and Training. Paris: Organisation for Economic Cooperation and Development, 2008. Homs, Oriol. Methodological Notes – Euromed Observatory Function: Indicators for the Governance of Vocational Training Systems. Torino: ETF, 2007. Independent Economics. Cost-benefit Analysis and Returns from Additional Investment in Vocational Education and Training. Report prepared for Technical and Further Education Institutes Directors, Australia, 2013. 264 1. International Institute for Educational Planning/United Nations Educational, Scientific and Cultural Organization. Indicators for Educational Planning. A Practical Guide., Paris: IIEP/UNESCO, 1997. 2. International Labour Office. “ILO Thesaurus.” http://www.ilo.org/thesaurus/defaulten.asp. Kau, Winand. Costs and Benefits of Vocational Education and Training at the Microeconomic Level. Luxembourg: Office for Official Publications of the European Communities, 1998. Kusek, J.Z., and R. Rist. Ten Steps to a Results-based Monitoring and Evaluation System: A handbook for development practitioners. Washington, DC: World Bank, 2004. Levin, H. “Cost-Effectiveness Analysis.” International Encyclopedia of Economics of Education (1995): 381- 386. Mclntosh, Steven. A Cost-Benefit Analysis of Apprenticeships and Other Vocational Qualifications. Research Report 834, Department for Education and Skills, Sheffield University Management, University of Sheffield, 2007. Ministère de l’Éducation, du Loisir et du Sport. “Education Indicators.” Québec, 2006. Accessed http://www.meq.gouv.qc.ca/stat/indic06/indexa.htm. Ministère de l’Éducation nationale, de l’Enseignement supérieur et de la Recherche. The State of Education. Paris, 2005. Accessed http://www.education.gouv.fr/stateval/etat/eetat15/eetat.htm. Organisation for Economic Co-operation and Development (OECD) Learning for Jobs. OECD Reviews of Vocational Education and Training. Paris: OECD Publishing, 2010. Accessed http://dx.doi.org/10.1787/9789264087460-en. _____. Learning for Jobs Synthesis Report. OECD Reviews of Vocational Education and Training. Paris: OECD Publishing, 2010. Accessed www.oecd.org/edu/skills￾beyondschool/Learning%20for%20Jobs%20book.pdf. _____. Capacity Development (November 2010). Accessed https://www.oecd.org/dac/conflict-fragility￾resilience/governance/docs/46682429.pdf. _____. Teachers for the 21st Century: Using Evaluation to Improve Teaching. International Summit on the Teaching Profession. Paris: OECD Publishing, 2013. Accessed http://dx.doi.org/10.1787/9789264193864-en. _____. Education at a Glance. Paris: OECD, 2003. OECD/CERI. Innovation Systems and Policies in VET: Background Document. Paris: OECD, 2007. Sheta, A. “Developing an Entrepreneurship Curriculum in Egypt: The Road Ahead/” Journal of Higher Education Theory and Practice 12/4 (2012). Simone, N. Tuor. “Beyond Traditional Cost-Benefit Analyses of Vocational Education and Training – Workers’ and Firms’ Perspectives.” PhD Diss, University of Zurich, 2009. 265 3. Sutcliffe, S. and Court, J. (2005), Evidence-based Policymaking: What is it? How does it work? What relevance for developing countries?, Overseas Development Institute. Thomas, S. “Results Measurement and Programme-Based Approaches (PBA).” In Methods and Instruments for the Evaluation and Monitoring of VET-Systems: Conference Proceedings, edited by Philipp Grollmann and Melanie Hoppe, 39-54. Bonn: Federal Institute for Vocational Education and Training (BIBB), 2009 4. TVET Reform Programme. “Time for Change: Draft Egyptian TVET Reform Policy 2012-2017.” Sustainable Development and Employment through Qualified Workforce, TVET Reform Programme, co-funded by the European Union and the Government of Egypt, 2012. 5. UNDP. Sources for Democratic Governance Indicators. New York: UNDP, 2004. http://www.undp.org/oslocentre/docs04/Indicator%20Sources.pdf. 6. UNDP/European Commission. Governance Indicators: A User’s Guide. UNDP Oslo Governance Centre/ Eurostat, 2004. http://www.undp.org/oslocentre/docs06/UserGuide.pdf. UNESCO. NFE-MIS Handbook: Developing a sub-National Non-Formal Education Management Information System. Paris: UNESCO, 2005. _____. “UNESCO Thesaurus: Alphabetical List.” 2003. http://www2.ulcc.ac.uk/unesco/terms/list0.htm#. _____. Education for All 2000 Assessment: Statistical Document. Paris: UNESCO, 2000. USAID. Egypt Labor Market Assessment. Washington, DC: USAID, 2015. Viertel, E., S. Nielsen, D. Parkes, and S. Poulsen. “From Project to Policy Evaluation in Vocational Education and Training – Possible Concepts and Tools: Evidence from Countries in Transition.” In The Foundations of Evaluation and Impact Research – Third Report on Vocational Training Research in Europe: Background Report, edited by P. Descy and M. Tessaring. Luxembourg: Office for Official Publications of the European Communities, 2004. Ward, John. “Measuring Student Satisfaction with VET Services...and Getting it Right!” NCVER Research Report, 2008. Accessed http://www.ncver.edu.au/publications/2008.html. Wenzelmann, Felix, Samuel Muehlemann, Stefan Wolter, Harald Pfeifer, and Günter Walden. “Cost and Benefit of Apprenticeship Training: A Comparison of Germany and Switzerland.” Discussion Paper 3465. Germany: Institute for the Study of Labor, 2008. Willcocks, L., C. Griffiths, and J. Kotlarsky. Beyond BRIC: Off-shoring in Non-BRIC Countries: Egypt – A New Growth Market. An LSE Outsourcing Unit report. LSE, 2009. http://eprints.lse.ac.uk/42759/1/ITIDA_Beyond_BRIC_Report.pdf. World Bank. “Tools for Evidence-Based Policy Making.” Accessed http://go.worldbank.org/Q2SRQY5YX0. _____. “World development Indicators.” Accessed https://data.worldbank.org/data-catalog/world￾development-indicators. 266 _____. “Egypt SABER Workforce Development.” Materials from dissemination workshop, Egypt Country Report, Cairo, 2013. _____. SABER Teacher Country Report: Egypt 2010. Washington, DC: World Bank, 2010. World Bank Institute. Capacity Development Briefs – Catalyzing Collective Capacity for Change: Ten Points for a New Operational Approach to Capacity Development. Washington, DC: WBI, 2010. Zelloth, H. “Technical and Vocational Education and Training (TVET) and Career Guidance: The Interface.” In Handbook of Career Development, edited by G. Arulmani et al. New York: Springer, 2014. WISE Activity Documents Contract No. AID-263-C-16-00002 Agreement Modification #3, 2017 Agreement Modification #2, 2016 Management and Training Corporation (MTC). Work Plan Narrative Year 2. Washington, DC: USAID, October 25, 2016. _____. Work Plan Narrative Year 1. Washington, DC: USAID, February 28, 2016. _____. WISE Year 2 Annual Work Plan. Washington, DC: USAID, _____. WISE Year 1 Annual Work Plan. Washington, DC: USAID, _____. WISE Monitoring and Evaluation Plan. Washington, DC: USAID, Revised December 2016. _____. Sustainability Plan. Washington, DC: USAID: December 15, 2016. WISE Annual and Quarterly Reports Management and Training Corporation (MTC). WISE Annual Report Annexes Year 1. Washington, DC: USAID, December 15, 2016. _____. WISE Annual Report Annexes Year 2. Washington, DC: USAID, December 17, 2017. _____. WISE Annual Report Year 2. Washington, DC: USAID, December 17, 2017. _____. WISE Annual Report Year 1. Washington, DC: USAID, February 12, 2017. _____. WISE Quarter 1 Report Year 2. Washington, DC: USAID, March 2, 2017. _____. WISE Quarter 2 Report Year 2. Washington, DC: USAID, May 30, 2017 _____. WISE Quarter 3 Report Year 2. Washington, DC: USAID, August 30, 2017 _____. WISE Quarter 3 Report Annexes Year 2. Washington, DC: USAID, August 30, 2017 _____. WISE Quarterly Report First and Second Quarter 2016. Washington, DC: USAID, May 1, 2016. _____. WISE Quarterly Report Third Quarter 2016. Washington, DC: USAID, August 31, 2016 Progress Reports SUTE progress reports on training and employment of students WISE Assessments and Reports WISE Productivity Assessment Reports Short Term Technical Assistance Annual Reviews and Assessments WISE Internal Annual Assessments Labor Policy Analysis Audit Reports QA bi-annual audit reports (November 2015 - October 2017) QA case studies compiled to date (November 2015 - October 2017) 267 Other WISE Reports Management and Training Corporation (MTC). Labor Skills, Productivity, and Human Resources Management Study: Appendices. Washington, DC: USAID, 2017. _____. Labor Skills, Productivity, and Human Resources Management Study: Final Report. Washington, DC: USAID, 2017. _____. Labor Skills, Productivity and Human Resources Management Study: Appendices. Washington, DC: USAID, 2017. _____. WISE Improved Skills and Productivity of the Workforce in Selected Sectors and Governorates Assessment Report. Washington, DC: USAID, November 14, 2017. _____. WISE Lessons Learned & Ways Forward Report: A Review of the Transition to Employment Units Established during Egypt’s Competitiveness Program. Washington, DC: USAID, July 2016. _____. WISE Project Consolidated Company Selection Criteria. Washington, DC: USAID, July 13, 2016. _____. WISE Best Performing Technical Schools Competition Report. Washington, DC: USAID, May 17, 2016. _____. Market Assessment: ABA Vocational Training and Employment Center. Washington, DC: USAID, November 30, 2016. _____. Business Plan: ABA Vocational Training and Employment Center. Washington, DC: USAID, November 30, 2016. _____. Gender Analysis Report. Washington, DC: USAID, Revised January 2017. _____. “WISE Project Component B-3R Activities, Phase 1-Updated 3R Implementation Approach.” June 2016. _____. “WISE Project Component B-3R Activities, Phase 1-3R Impact Assessment.” June 2016. _____. “WISE Project Component B-3R Activities, Phase 1-3R Road Map.” June 2016. _____. “WISE Improved Skills and Productivity of the Workforce in Selected Sectors and Governorates: Assessment Report.” Labor Market Statistics CAPMAS Economic Census 2012 CAPMAS Labor Market Survey 2013, 2015, 2016 Ministry of Trade and Industry Statistics 268 ANNEX IX: TIMELINE 269 270 271 272 273 274 275 276 277 278 ANNEX X: USAID Criteria to Ensure Quality of Evaluation Report 1. The evaluation report should represent a thoughtful, well-researched and well organized effort to objectively evaluate what worked in the project, what did not work and why. 2. Evaluation reports shall address all evaluation questions included in the scope of work. 3. The evaluation report should include the scope of work as an annex. All modifications to the scope of work, whether in technical requirements, evaluation questions, evaluation team composition, methodology or timeline need to be agreed upon in writing by the technical officer. 4. Evaluation methodology shall be explained in detail and all tools used in conducting the evaluation such as questionnaires, checklists and discussion guides will be included in an Annex in the final report. 5. To the extent possible, evaluation findings will assess differentiated outcomes and impacts on males and females. 6. Limitations to the evaluation shall be disclosed in the report, with particular attention to the limitations associated with the evaluation methodology (selection bias, recall bias, unobservable differences between comparator groups, etc.). 7. Evaluation findings should be presented as analyzed facts, evidence and data and not based on anecdotes, hearsay or the compilation of people’s opinions. Findings should be specific, concise and supported by strong quantitative or qualitative evidence. 8. Sources of information need to be properly identified and listed in an annex. 9. Recommendations need to be supported by a specific set of findings. 10. Recommendations should be action-oriented, practical and specific, with defined responsibility for the action. 279 U.S. Agency for International Development 1300 Pennsylvania Avenue, NW Washington, DC 20523