FINAL REPORT
FOR
END OF PROJECT EXTERNAL EVALUATION FOR TRANSITIONAL
LIVING PROGRAMME FOR CHILDREN IN STATE CARE PROJECT
PROJECT CODE: AID-532-A-14-00001
Submitted by Dr. J. M. Moncrieffe
MARCH 18, 2021
 
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TABLE OF CONTENTS
1. BACKGROUND 9
2. METHODOLOGY 12
3. ASSESSMENT OF PROJECT RELEVANCE 15
4. ASSESSMENT OF PROJECT EFFECTIVENESS 16
5. CONSTRUCTION OF TLP COMPLEXES 49
6. EFFECTIVENESS OF PROJECT MANAGEMENT, RELATIONSHIPS AND
MANDATES 51
ANNEX 1: TERMS OF REFERENCE 56
ANNEX 2 EVALUATION AREAS AND SUPPLEMENTARY LISTING OF QUESTIONS 63
ANNEX 3 SPECIFIC FOCUS GROUP AND INTERVIEW QUESTIONS - CPFSA
TRAINERS AND CAREGIVERS 65
ANNEX 5 QUESTIONNARE FOR PROJECT IMPLEMENTATION TEAM 75
ANNEX 6 DOCUMENTS REVIEWED 78
ANNEX 7 LIST OF RESPONDENTS 80
1.
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ACRONYMS
Caribbean Child Development Centre CCDC
Child Protection and Family Service Agency CPFSA
Community Training Institution CTI
Employment and Career Services ECS
Government of Jamaica GoJ
Human Employment and Resource Training /National Training Agency HEART/NTA 
Memorandum of Understanding MoU
National Unattached Youth Programme NUYP
Transitional Living Programme TLP
University Project Management Office UMPO
United States Agency for International Development USAID
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TABLES
Table 4.2.1 Effectiveness of the Training Received in Specified Areas 19
Table 4.2.2 Extent to Which Caregivers Have Been Equipped to Provide
Training 21
Table 4.4.1: Progress of Skills Training Component Year 1 – Year 6 by Gender 29
Table 4.5.1 Focus Group Participants and Current Activities 40
Table 4.5.2 Growth Aspects 43
Table 4.5.3. WhatsApp Participants’ Current Activities 46
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EXECUTIVE SUMMARY
The USAID- supported Transitional Living Programme (TLP) for Children in State Care
project, AID-532-A-14-00001 aims to achieve two key overarching goals:
a) “improve the transition to independent living for children leaving State care at 18
years” and
b) “reduce the risk factors associated with low skills development, inadequate life skills
and poor self-image”.
OVERARCHING AND SPECIFIC OBJECTIVES
Beneath these overarching goals are the following specific objectives:
1. “To assess the level of preparedness of the children aged 14-16 who reside in State
care facilities to exit the facility”;
2. “To develop an independent living protocol to prepare the children to exit State care”;
3. “To develop a Standard Operating Procedures guide for preparing children aged 14
to 18 for independent living”;
4. “To equip, through training, 900 children in State care facilities with the necessary skills
and knowledge to reduce the effects of risk factors that affect safety and human rights”;
5. “To build the capacity of 40 trainers and 500 care staff with the techniques in life skills
development training”;
6. “To establish safe places for at least 52 wards of the State, ages 18-21, for a maximum
of two years after leaving State care”;
7. “To increase job/self-employment opportunities for the 52 housed youth”;
8. “To determine through a structured evaluation, the outcomes of the 52 young adults
exposed to independent living facilities”; and
9. “To strengthen the leadership and management capability of the CPFSA to successfully
implement and sustain project activities through the provision of an improved Child Case
Management System and three vehicles to assist with the transportation needs of children
in State care”.
The attending project activities comprised:
1. Life Skills ‘Training of Trainer’ program for the staff of the CPFSA. The trainers then had
responsibility for training 500 care staff and 900 children who were in care;
2. Skills training conducted by HEART NTA and/or other appropriate training institutions
for 500 children in State care facilities.
3. Mental health Training;
4. Standard Operating Procedures (SOP);
5. Starter kits and support with buses, laptops etc.
6. Mentorship
7. The provision of 45 scholarships for youth transitioning out of care. The University of 
the West Indies Open Campus provided the scholarships.
8. Fifty-two youth (males and females) benefiting from the Housing Assistance Program
9. Development of a network of potential employers for the children leaving State care
and who have employable skills.
10. Implementation of the second phase of the CPFSA’s Child Case Management System
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11. Monitoring and evaluation.
METHODOLOGY FOR THE EVALUATION
The Institute for Applied Social Research (IASR) was contracted to conduct a process
evaluation of the TLP, within a limited time frame (two months). In order to accomplish
this, the IASR used diverse research tools, with the expectation and explicit request that
all stakeholders make their full contributions, utilizing the mechanisms provided them.
The research tools comprised:
1. documentary reviews of secondary data (including the Needs Assessment, annual and
monthly reports, project proposal and inception documents, the monitoring and
evaluation framework),
2. key stakeholder interviews, with senior officials/decision makers within the key
implementing organizations (CCDC, the CPFSA, Vocational Skills Providers,
Mentorship) and the Chair of the TLP Project Steering Committee;
3. open-ended questionnaires with all members of the TLP Project Implementation team
(PIT);
4. surveys (with CPFSA trainers and caregivers); and
5. focus group discussions with the Project Implementation Team, a cohort of youth who
occupy transitional housing and managers of the care facilities; and
6. electronic group discussions with children/youth who participated in the Life Skills,
Entrepreneurship and Vocational Skills components.
OBSERVATIONS AND CONCLUSIONS
This evaluation concludes that the TLP Project succeeded in most components, although
there were organization and management constraints that undermined some key aspects
of project implementation. With respect to the Life Skills component, it is clear that the
CPFSA’s capacity has been built; however, it is difficult to ascertain the actual reach and
impact of the training since the monitoring and accountability mechanisms are
inadequate. Further, the assumption that training would “trickle” from CPFSA trainers to
caregivers does not necessarily obtain. 
The report has identified challenges with implementing the vocational skills and
mentorship components; however, these have, in many respects, been used to devise
circumventing tactics and strategies.
While the TLP project managed to construct two of three anticipated housing facilities,
that component was plagued with delays and, otherwise, negatively affected by the
inability to procure a suitable site within the required time frame:
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RECOMMENDATIONS
Against the background of these findings, the evaluation team concurs with Project
Management that the following actions are required to ensure that the TLP produces
substantive outcomes for the children/youth who are exiting State care.
Project Management
1. There is need for a dedicated team within CPFSA whose explicit mandate is to
manage independent living planning for children and youth who are exiting care.
2. It is critical to enhance monitoring and accountability mechanisms and processes
in order to measure the quality of training received, how training is being
implemented and the real consequences for children and youth. 
3. It is important to build skills in strategic project management, including the
definition and monitoring of qualitative/outcomes targets.
4. The production of instructional guides is important for ensuring institutional
knowledge. It may also be helpful to produce electronic copies of training
materials and refresher courses, since these would remain even though staff may
leave the institutions.
Training for Sustainability
1. Provide ongoing training to strengthen and improve training undertaken as a part
of the project.
2. Ensure that all staff within CPFSA are trained in Trauma Informed Care. This training
should equip staff to deal with their own traumatic experiences as well as treat
children and youth with greater compassion and respect. Training such as the Life
Skills training of care staff requires ongoing reinforcement and updating if gains
are to be sustained. The case management system needs to be embedded in the
work of the agency, and sufficient training for the persons who will input the
records.
3. Dealing with discrimination: This involves “continuing sensitization on the issue of
stigmatization of the youth because of their status as wards or former wards of the
state”.
4. Increased caregiver awareness of the stages of growth and the skills required for
managing relationships with children and youth across age groups.
Ensure Equitable Access to TLP
1. It is important to ensure that all children have access to the TLP: This means
appending a transitioning/aftercare plan to the care plan of each youth in care.
2. It is critical to pay careful attention to the youth who are least likely to transition
successfully; that is, those less prone to participate in programs; for these, those
not involved in higher education or in vocational skills. This cohort of youth, likely
the most at risk, must also transition. Without innovative and effective approaches
and strategies, this cohort can be relegated to unemployment and drawn into
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circles of crime and violence. Success with this category of youth will provide a
good indicator of the effectiveness and impact of the TLP.
Increase Resources:
1. The Government needs to ensure that the resources are available to CPFSA for
them to be able to implement and improve the TLP. Further, resources should be
allocated to the implementation of the SOP and the construction of additional
facilities, including for males and children with disabilities.
Finalize the Standard Operating Procedures
1. The Standard Operating Procedures needs to be in place and a policy document
formulated to embed the operations. The SOP has been drafted and will be
finalized with recommendations from this evaluation.
2. The key components in the SOP includes an educational plan for youth who want
to pursue technical or tertiary education, life skills coaching as well as
opportunities for internships and entrepreneurial training.
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1. BACKGROUND
Vision 2030, Jamaica’s National Development Plan (NDP), provides the backdrop for the
USAID- supported Transitional Living Programme (TLP) for Children in State Care project,
AID-532-A-14-00001. Specifically, Goals 1 and 2 of the NDP envisions the Jamaican
Society as secure, cohesive and just, thereby empowering individuals to meet their full
potential. The Government of Jamaica (GoJ) recognizes that in order to meet their full
potential, children and youth need to be properly prepared to exit State care.
Accordingly, the UWI Open Campus and the Child Protection and Family Services
Agency (CPFSA) designed the TLP project in order to meet these critical needs. 
Prior to implementation of the TLP project, a ‘needs assessment’ was conducted in order
to evaluate the status and experiences of wards of the state as well as their readiness to
exit state care. In conducting the needs assessment, information was sought across the
CPFSA divisions of South East (Kingston & St. Andrew, St. Catherine, St. Thomas);
Southern (Manchester, Clarendon, St. Elizabeth); North East (St. Ann, St. Mary, Portland)
and the Western Region (St. James, Westmoreland, Hanover, Trelawny) as well as from
current and former beneficiaries of the state-care system, members of the management
team, care-providers, and private sector stakeholders. The study examined the areas of:
(a) life in care (b) perceptions and experiences of leaving care (c) youth preparedness to
transition from care (d) challenges faced by youth transitioning from care, and (e) care
planning. Having canvassed stakeholders, care providers and state-care beneficiaries, the
process yielded several concerns, which resulted in recommendations for introduction
of, or improvement in, the following areas:
(i) care plans
(ii) life-skills coaching
(iii) education
(iv) life-skills training
(v) employment
(vi) housing
(vii) staff support
(viii) proactive and robust care system, and
(ix) children with special needs
These recommendations were further translated into a streamlined programme to
prepare those exiting state-care to transition with key skill-sets into independent living.
The TLP’s overarching aims were as follows:
a) “improve the transition to independent living for children leaving State care at 18
years” and
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b) “reduce the risk factors associated with low skills development, inadequate life skills
and poor self-image”.
Accordingly, the Transitional Living Programme for Children in State Care Logic Model
depicts the Project Inputs, Outputs and Outcomes.
PROJECT OBJECTIVES AND ACTIVITIES
The USAID/UWI Open Campus agreement has been modified on a number of occasions. 
Modification 7, which contains the final amendments to the agreement lists the following
specific objectives:
1. “To assess the level of preparedness of the children aged 14-16 who reside in State
care facilities to exit the facility”;
2. “To develop an independent living protocol to prepare the children to exit State care”;
3. “To develop a Standard Operating Procedures guide for preparing children aged 14
to 18 for independent living”;
4. “To equip, through training, 900 children in State care facilities with the necessary skills
and knowledge to reduce the effects of risk factors that affect safety and human rights”;
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5. “To build the capacity of 40 trainers and 500 care staff with the techniques in life skills
development training”;
6. “To establish safe places for at least 52 wards of the State, ages 18-21, for a maximum
of two years after leaving State care”;
7. “To increase job/self-employment opportunities for the 52 housed youth”;
8. “To determine through a structured evaluation, the outcomes of the 52 young adults
exposed to independent living facilities”; and
9. “To strengthen the leadership and management capability of the CPFSA to successfully
implement and sustain project activities through the provision of an improved Child Case
Management System and three vehicles to assist with the transportation needs of children
in State care”.
Correspondingly, the project activities comprised:
1. Life Skills ‘Training of Trainer’ program for the staff of the CPFSA, initially led by the
Social Welfare Training Centre (SWTC) personnel and then assumed by CCDC. The
trainers then had responsibility for training 500 care staff and 900 children who were
in care;
2. Skills training conducted by HEART NTA and/or other appropriate training institutions
for 500 children in State care facilities. Children were then assisted to find
employment. Approximately 50 youth, who after vocational skills training opted to
pursue entrepreneurial ventures, were provided with start-up funding or other
resources;
3. Mental health Training;
4. Standard Operating Procedures (SOP);
5. Starter kits and support with buses, laptops etc.
6. Mentorship
7. The provision of 45 scholarships for youth transitioning out of care. (The University of 
the West Indies Open Campus provided the scholarships.)
8. Fifty-two youth (males and females) who successfully achieved the program goals,
were either working, in school and had no safe space to go back to on ageing out of
care, were assisted with transitioning into adulthood and, upon exiting State care,
provided with a shared apartment facility. Youth were supported by a CPFSA Officer
based at each transitional housing facility in order to assist them with sustaining a safe
and responsible lifestyle, on their own, by age 21. All youth were housed in a shared
one-bedroom apartment (two adults/room) in a safe setting that is convenient to bus
routes, community resources, employment opportunities and shopping. The facilities
were fully furnished and equipped to allow the youth to fully concentrate on
completing their education, succeed in vocational training, obtain employment, and
develop a meaningful career path.
9. Development of a network of potential employers for the children leaving State care
and who have employable skills.
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10. Implementation of the second phase of the CPFSA’s Child Case Management System
work-plan to enhance the operations of the Agency, improve information flow, and
strengthen decision-making for the benefit of children who interface with the child
protection system. Phase one was completed on or about March 2016. The execution
of Phase two would take place at the CPFSA offices and facilities island-wide.
11. At the end of the implementation of the Child Case Management System, the system
would be able to interface with the Family/Children Courts, the National Children’s
Registry, the Centre for the Investigation of Sexual Offences and Child Abuse, and the
Ministry of Education.
12. Monitoring and evaluation.
2. METHODOLOGY
Consistent with USAID evaluation guidelines, the Terms of Reference (ToR) stipulates that
the assessment should focus on the following:
i. Project Relevance – the extent to which the goals and objectives were consistent with
beneficiaries’ needs and priorities;
ii. Project Effectiveness – the extent to which the targeted project objectives were
achieved (or are expected to be achieved);
iii.Project Efficiency – how efficiently the processes were carried out to achieve the
results (time, other resources);
iv. Project Sustainability – the extent to which the project activities are likely to continue
after the project; and
v. Project Outcomes – inferences on the likely long-term effects produced by the project
(directly, indirectly, intended and unintended).
Given the stage of implementation (some activities are still incomplete), the UWI/Open
Campus requested a process evaluation rather than one that evaluates impact and the
attending outcomes. Therefore, the scope of the evaluation reflects this. Specifically, the
evaluation studies project relevance, effectiveness, efficiency and sustainability.
The Methodology was structured to achieve evaluation objectives within a very limited
time frame (two months). Given the challenge of completing a comprehensive evaluation
of such a broad project within an extraordinarily tight time period, the IASR considered it
prudent to use diverse research tools, with the expectation and explicit request that all
stakeholders make their full contributions, utilizing the mechanisms provided them. The
research tools comprised:
1. documentary reviews of secondary data (including the Needs Assessment, annual and
monthly reports, project proposal and inception documents, the monitoring and
evaluation framework),
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2. key stakeholder interviews, with senior officials/decision makers within the key
implementing organizations (CCDC, the CPFSA, Vocational Skills Providers,
Mentorship) and the Chair of the TLP Project Steering Committee;
3. open-ended questionnaires with all members of the TLP Project Implementation team
(PIT);
4. surveys (with CPFSA trainers and child carers); and
5. focus group discussions with the Project Implementation Team, a cohort of youth who
occupy transitional housing and managers of the care facilities; and
6. electronic group discussions with children/youth who participated in the Life Skills,
Entrepreneurship and Vocational Skills components.
2B. RESEARCH LIMITATIONS
A. Locating Respondents
One of the challenges to data collection was in locating children/youth who had
benefited from the TLP project and were now out of care. The IASR team requested the
children/youth’s contact information; however, the TLP Project team explained that some
of these children/youth had changed their telephone numbers and could not be located.
They proposed working with the subset of youth, whom they would have better prospects
of locating. 
IASR also contacted the CPFSA for assistance with locating children and youth. While it
was possible to speak with youth in care, CPFSA noted that except for youth in transitional
homes, those who are resident in the care facilities would not be able to comment on the
TLP (see reasons in Point B below). The CPFSA also acknowledged that they do not have
contact with the majority of youth who were now out of care. The evaluation team
recognized the need for a system that would keep better track of this cohort.
There was an added complication: Given the protocols stipulated since the Covid-19
pandemic, it was considered prudent to conduct the meetings online. This further
restricted the sample to respondents who had access to internet services. After much
deliberation and full consideration of the potential advantages and limitations, IASR
decided to consult with youth in the transitional homes and, with CPFSA support, youth
from the vocational and entrepreneurship groups who were part of online discussion
groups.
B. Difficulties with Assessing TLP
The TLP built on and streamlined initiatives, which the CPFSA had been implementing
beforehand. Therefore, it was difficult for children/youth, CPFSA trainers and service
providers to actually attribute the gains made to TLP, as opposed to the ongoing
interventions. Many children had not heard of TLP. The only cohort of children/youth
who was in a position to make conclusive statements on TLP was those who currently live
in the transitional facilities. Therefore, as noted above, our team concentrated on
conducting incisive focus group discussions with the youth who live in the housing
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assistance facilities. Interviews were also conducted with youth who participated in the
Entrepreneurship and Vocational Skills components.
Given the limitations with locating respondents, IASR was not able to conduct the
comparative analysis of youth who had benefited from employment opportunities and
scholarships and those who had not.
C. Levels of Responsiveness
There was a low response rate to the questionnaires, despite repeated written and
telephone requests for participation. Recognizing that caregivers had limited time to
devote to completing the questionnaires (some also appeared daunted by the prospect
of responding to the online survey), the IASR team opted to conduct telephone interviews
and online focus groups with each care facility. This strategy proved fruitful. The team
offered similar services to the CPFSA trainers; however, all the persons contacted
preferred to complete the questionnaires themselves rather than being assisted with this.
Despite their commitment, a low proportion (approximately 20%) of CPFSA trainers
responded.
Of the TLP project team, 9 officers responded to the invitation to complete an
unstructured survey; eight of these were from CCDC and one from the CPFSA. These
invitations were sent on different occasions; however, there was no increase in the
number of respondents from the CPFSA.
The IASR also facilitated other opportunities for input from the project management team. 
Two focus groups were held with the TLP project oversight team, two key stakeholder
interviews with CPFSA staff and one with CCDC; one interview was held with the Chair of
the TLP Steering Committee. Some key CPFSA officials did not respond to repeated
requests for feedback to open ended questionnaires or to invitations to focus group
discussions; therefore, views from the CPFSA are underrepresented in the evaluation.
No response was received to requests for interviews with USAID representatives. Both
IASR and CCDC submitted these. Further, attempts to organise group discussions with
mentors proved unfruitful, although the IASR was able to meet with MultiCare Youth
Foundation, which had responsibility for the administration of the mentorship component
of the TLP. 
Finally, despite requests, the IASR was not provided with a draft copy of the Standard
Operating Procedures for review.
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3. ASSESSMENT OF PROJECT RELEVANCE
This section of the evaluation addresses the relevance of the project. It focuses on two
key questions:
How pertinent is the project to national development priorities? How pertinent is the
project to realizing international obligations?
The Transitional Living Programme for Children in State Care project, AID-532-A-14-
00001 is pertinent to Vision 2030, Jamaica’s National Development Plan, which commits 
to building a secure, cohesive and just society, in which individuals are empowered to 
meet their full potential. 
The TLP also supports Jamaica’s bid to meet its international obligations to protect 
children’s rights to life and development, as specified in a range of human rights 
instruments to which the country is signatory: the Convention on the Rights of the Child 
(CRC); the Convention on the Eradication of all Forms of Discrimination against Women; 
ILO Optional Protocols on Child Labour (Conventions 138 and 182); the Beijing Rules (UN 
Standard Minimum Rules for the Administration of Justice); the Riyadh Guidelines (UN 
Guidelines for the Prevention of Juvenile Delinquency); UN Rules for the Protection of 
Juveniles Deprived of their Liberty); and the Declaration on Survival, Protection and 
Development of Children. In 2017, Jamaica also became a party to the Hague Convention 
on the Civil Aspects of International Child Abduction. Note, further, that the Government 
of Jamaica’s Child Care and Protection Act (2004) underpins the TLP.
To what extent were the project goals and objectives consistent with beneficiaries’ needs 
and priorities?
The Transitional Living Programme for Children in State Care project was designed to
respond to identified youth needs and priorities. The needs analysis showed that
children/youth (a) were fearful and apprehensive about leaving state-care (b) considered
themselves inadequately prepared for independent living despite programmes to
promote these skills being offered (c) were dependent and not ready psychologically to
exit state-care; (d) required mental health support (h) had poor or no prospects of
returning to a family.
Correspondingly, the TLP’s Project Staff notes that in order to prepare youth for
independent living, the project aimed to equip them with life skills coaching, skills
training, mentorship and the provision of safe spaces in the form of dedicated housing
for youth transitioning from state care to independent living.
The TLP was also geared to meeting CPFSA’s needs and priorities. Thus, one key
objective was to “streamline existing programmes” and upgrade the transitioning out of
care protection system.
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4. ASSESSMENT OF PROJECT EFFECTIVENESS
What institutional changes/outputs/achievements have taken place? How have these
changes/outputs/achievements been brought about? What stated objectives were
achieved? What have been the unintended and unexpected outputs of the project
activities?
LIFE SKILLS
4.1 Background
In order to assess the quality of the changes/outputs and achievements, the evaluation
team conducted detailed reviews of the annual and quarterly reports as well as surveys,
focus groups and interviews, where pertinent.
In the first project year, the project management team focused on “the review of 
literature; development of measures for data collection; receiving ethical approval for the 
needs assessment phase; consultations with the CPFSA stakeholders; visits to facilities to 
inform the development of the interventions and the Independent Living Protocol and 
Standard Operating Procedures documents; development of the life-skills curriculum 
and manual; initiation of the skills training enrolments; identification of lands for the 
housing complex; drafting and review of the MOU and the Training of Trainer workshops, 
which started on September 14, 2015” (Annual Report 2014-2015). The first amendment 
to the cooperative agreement was made during this period, as additional funds were 
required to cover the costs of capacity building (this increased of the project budget by 
US$67,868.00); a portion of the funds was used for travel to the Unites States to visit 
transitional living programmes in order to learn the ways in which their operations could 
be used to develop the local initiatives. 
Project activities were, largely, consistent with the workplan, although the pace of 
implementation was slower than envisioned. Specifically, the project was on target with 
the literature review, development of measurements for the needs assessment and the
Exit Readiness analysis, and for application for ethical approval. However, as the ethical 
approval was granted later than anticipated, the Exit Readiness assessment was pushed 
back to Year 2. 
Though the consultation sessions with stakeholders within CPFSA (including selected 
children’s homes) provided some of the material required for developing the Life Skills 
Curriculum, consultations with the private sector and the youth were not completed in 
the first year. This means that curriculum development, the design of training materials 
and the first Trainer of Trainers in Life Skills was started in September 2015, without the 
desired input from the youth.
The Annual Report (2014-2015) notes that 16 CPFSA officers comprised the first 
September 2015 cohort and 24 officers comprised the second cohort. The feedback 
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garnered was positive, although there was a view that the child carers should have been 
included. 
The drafting of the Independent Living Protocol and the Memorandum of Understanding 
(MoU) between the University of the West Indies and the CPFSA begun during this period.
The purpose of the MoU was to formalize the cooperation amongst the three entities, 
commitment to the project and sustainability of action
In the second year of the project, the TLP focused on finalising consultations with the 
children, youth and private sector in order to complete the needs assessment phase. The 
pilot phase of the training of caregivers component was initiated during this period.
In Year 3, following feedback and review of the initial training, the training material was 
revised, finalized and printed. These comprised 500 copies of the Life Skills for Children 
in State Care: Caregivers’ Coaching Manual, 150 copies of the Life Skills Development 
Programme for Youth Transitioning State Care: Facilitators’ Guide and 400 copies of the
Independent Living Guide for Youth Transitioning from State Care. The rollout
commenced but was then halted while the revisions to the material was being done. After
the manuals were printed, a refresher training with trainers was convened in September 
2017. 
Life Skills Training sessions were later (November 20-21, 2017) held across the regions. 
Participants included Social Workers, Monitoring Officers, and Foster Care Officers. 
These officers were then expected to train residential care staff and foster parents. Each 
region had two days of training. The Annual Report (2017-2018) noted that the feedback 
was positive. In Year 4 of the TLP, life skills training with carers was rolled out and life skills 
coaching with youth began. The project team’s effort at ensuring accountability is 
noteworthy:
“To ensure quality as well as to address any issues that the trainers may face in training 
the caregivers, the CCDC team observed multiple training sessions in each region, 
particularly in the initial phases of the training roll-out. The project team members from 
the CCDC team conducted 5 observations and the life skills consultant conducted 2 
observations. A CCDC member was also present during the youth coaching session.” 
(Annual Report 2017-2018)
The report highlights the challenges encountered; specifically, the CPFSA team had
difficulty with scheduling and adhering to training dates due to the dynamic nature of 
their work.” It is worthwhile to highlight salient issues with monitoring and evaluation:
“The CCDC team experienced issues in tracking the staff who attended and completed 
the training sessions. The monitoring and evaluation instruments initially designed 
were not used as intended. Issues included many forms not being filled out completely, 
or had not been completed at all. Some respondents perhaps misinterpreted some 
questions and provided irrelevant information. The CCDC team therefore created a 
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new, simpler registration form for use at each training session to capture the 
information necessary to meet reporting requirements, and requested that trainers 
utilise this new form. However, the team continued to encounter difficulties as some 
trainers did use this form, while others continued to use their own registers, which has 
made it difficult to standardise the information received. The CCDC and CPFSA teams 
continue to coordinate to streamline the process.”(Annual Report, p. 13)
In Year 5, trainers completed 11 sessions with caregivers across all four regions. One 
hundred and six 106 caregivers received training; 11 completed the training, meaning 
that they attended 80% of the training modules. 
The report notes that the challenges with accountability continued: “Receiving registers 
of workshop participants from CPFSA in a timely fashion has been an ongoing challenge.” 
Further, “the CPFSA team continued to experience challenges adhering to a training plan 
due to the dynamic nature of their work; staff, caregivers, and youth are often impacted 
by emergencies that arise”
The Covid-19 pandemic caused delays in Life Skills Training; however, the Annual report 
notes that 235 training sessions were completed; 10 young ladies received Life Skills 
Training (bringing the total to 720 youth) and the CPFSA team assigned an officer to assist 
with meeting the training targets for caregivers and youth.
This synopsis outlines the progress of the Life Skills Component; it includes the 
challenges encountered, particularly with implementing monitoring and accountability 
procedures and in meeting targets, given the demands on the time of the CPFSA staff. 
Sections 4.2 – 4.4 presents findings from surveys and discussions with CPFSA trainers and 
caregivers. These help to provide a more rounded picture of the effectiveness of this 
component of the TLP.
4.2. FINDINGS FROM SURVEYS COMPLETED BY CPFSA TRAINERS
The IASR received a listing of trainers from the CPFSA. With support from the CPFSA,
questionnaires were dispatched with requests for their completion. Twenty-four females
completed the online questionnaires; 25% (6) had been employed by the CPFSA for 15-
19 years; 16% (4) for 10 -14 years and 33% (8) for 5 - 9 years. Respondents had diverse
responsibilities, including social work, foster care managers, supervisors for children who
are on Fit Person Orders and Supervision Orders; investigators; and case management
supervision. All were aware of the TLP and were clear on the objectives: to prepare
children and youth for independent living. Seventy percent (16) of the respondents were
aware of the life skills component only while the remaining 30% claim to be aware of all
components.
Respondents were asked to state the number of training sessions they attended. The
responses ranged from between two weeks to five years prior (2015). Fourteen percent
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had attended 1 training session; another 14% attended 2 sessions; 9% attended 3
sessions and another 9 attended 4 sessions. One respondent reported attending 5
sessions. Table 4.2.1 below shows the trainers’ perspectives on the effectiveness of
differing components of the training they received.
The majority (82%:18) considered the training methods to be adequate; however, 9%
suggested differing methodological approaches:
“The topics are heavy. Each trainer should have been given at least 5 days training”
“There should have been smaller group cohorts”
“The sessions were long, and interest was lost in the later sessions”. 
CPFSA trainers were asked to state how many sessions they had conducted with
caregivers since receiving training. Twenty three percent (5) had conducted 10 or more
sessions; 27% (6) conducted between 2 and 4 sessions. 
Table 4.2.1 Effectiveness of the Training Received in Specified Areas
Very effective Effective Somewhat 
effective
Ineffective N/a I did 
not receive 
training in 
this area
Total Weighted 
average
Prepare children to apply for 
their birth certificates, 
passports, TRN
38.10%
8
23.81%
5
4.76%
1
0.00%
0
33.33%
7
21 2.67
Prepare children to manage 
their money through 
budgeting, opening a bank 
account, etc.
36.36%
8
31.82%
7
18.18%
4
0.00%
0
13.64%
3
22 2.23
Prepare children to manage 
their daily living (washing 
clothes, cooking a meal, etc.)
38.10%
8
38.10%
8
9.52%
2
4.76%
1
9.52%
2
21 2.10
Prepare children to solve 
daily problems they may 
encounter
33.33%
7
47.62%
10
14.29%
3
0.00%
0
4.76%
1
21 1.95
Prepare children to manage 
anger
30.00%
6
50.00%
10
10.00%
2
0.00%
0
10.00%
2
20 2.10
Prepare children to resolve 
conflict
35.00%
7
40.00%
8
15.00%
3
0.00%
0
10.00%
2
20 2.10
Prepare children to apply for 
jobs
28.57%
6
28.57%
6
28.57%
6
0.00%
0
14.29%
3
21 2.43
Prepare children to access 
healthcare
25.00%
5
50.00%
10
10.00%
2
0.00%
0
15.00%
3
20 2.30
Prepare children to make their 
own living arrangements such 
as searching for a place to 
live, renting, purchasing, etc.
15.00%
3
50.00%
10
20.00%
4
0.00%
0
15.00%
3
20 2.50%
20 of 87
Fifty six percent (10) of the trainers considered the caregivers they trained to be very
receptive; 33% (6) thought they were receptive and 11% (2) somewhat receptive. 
Nevertheless, training would be more effective if the following amendments were made:
“Information could be delivered in the form of video-taped skits”
“More use of electronic technology”
“CPFSA staff offered more frequent refresher sessions to caregivers and other facility
staff”.
The factors that facilitated achievement of the learning targets included the willingness of
the participants; incorporating skits and activities and offering incentives; and the quality
of the material: “the material provided was very detailed and helpful”. Conversely, the
caregivers’ sporadic availability was the major factor that compromised training
outcomes.
“Not all staff members were able to attend all the sessions as some had to be rostered to
provide supervision and care to the children at the facilities”.
However, there were other factors:
1. “The modules are too long; not enough time”.
2. “Caregivers financial constraints, which hinders attendance”
3. “Caregivers inability to comprehend information received”.
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Specified Areas
Considering the children in State care within your region, what could future versions of
the TLP add to its life skills training menu in order to meet the needs of those wards who
are exiting the homes? Here, the CPFSA trainers recommend the following components:
§ On time monetary assistance and housing solution for each ward, up to 1 year
§ Cooking and home management skills
§ I would love to see more everyday topics be taught such as being responsible,
having manners, public speaking etc.
§ Collaboration with organizations, such as Courts, Singer or ATL, in order to be
able to provide our youth who are transitioning with basic furniture and
appliances
§ A dedicated caseworker
§ Driving lessons and applying for a driver's license.
§ Job placement within agencies
§ Practical demonstrations of training (practicum aspect) where the children are
taken on field trips to make the experience come alive for them
§ Relationship management
§ Navigating social media
Table 4.2.2 Extent to Which Caregivers Have Been Equipped to Provide Training in
Specified Areas
1-Not 
equipped
2- Partially 
equipped 
3-
Equipped
4- Not 
equipped
5- I am 
unable to 
assess
Total Weighted 
average
Prepare children to apply for 
their birth certificates, 
passports, TRN
0.00%
0
13.64%
3
31.82%
7
22.73%
5
31.82%
7
22 3.73
Prepare children to manage 
their money through 
budgeting, opening a bank 
account, etc.
0.00%
0
18.18%
4
50.00%
11
9.09%
2
22.73%
5
22 3.36
Prepare children to manage 
their daily living (washing 
clothes, cooking a meal, 
etc.)
0.00%
0
9.52%
2
38.1O%
8
28.57%
8
23.81%
5
22 3.45
Prepare children to solve 
daily problems they may 
encounter
0.00%
0
18.18%
4
40.91%
9
18.18%
4
22.73%
5
21 1.95
Prepare children to manage 
anger
0.00%
0
31.82%
7
40.91%
9
4.55%
1
22.73%
5
22 3.18
Prepare children to resolve 
conflict
0.00%
0
22.73%
5
50.00%
11
4.55%
1
22.73%
5
22 3.27
Prepare children to apply for 
jobs
4.76%
1
19.09%
4
38.10%
8
14.29%
3
23.81%
5
21 3.33
Prepare children to access 
healthcare
0.00%
0
9.09%
2
40.91%
9
22.73%
5
27.27%
6
22 3.68
Prepare children to make 
their own living 
arrangements such as 
searching for a place to live, 
renting, purchasing, etc.
0.00%
0
23.81%
5
33.33%
4
14.29%
3
28.57%
6
21 3.48%
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With respect to modifications in training for the caregivers, CPFSA trainers recommended
the following actions:
• Dividing the module into two components where trainers would do one phase of the
training and return for evaluation and training in Phase 2 for roll out - being guided by
what obtained in phase 1 to improve on effectiveness;
• Including a component on mental illness;
• Providing one week’s training for caregivers;
• Incorporating a home management component, which includes cooking;
• Increasing the number of refresher courses and including periodic evaluations;
• Including a 'practicum' component where the information is put in practice and
trainees give a report on the outcomes as a result of their interventions;
• More hands-on activities to prevent caregivers from writing;
• Ensuring all caregivers are provided with the resources to assist children; and
• Increasing refresher training for the caregivers who were trained, in which they would
prepare mock training sessions for the youth. “This would allow us to better assess
their level of readiness.”
4.3 SUMMARY OF FINDINGS FROM INTERVIEWS AND DISCUSSIONS WITH
CAREGIVERS
The evaluation team conducted interviews with respondents from all the children’s homes
that were listed in documentation provided by the CPFSA. The interviews were necessary
since many of these respondents were reluctant to complete the questionnaires, even
with assistance. Thus, the methodology had to be changed. The interviews addressed
the matters that were outlined in the questionnaires (See Annex). The findings are
summarized below.
Facility 1
Interviews were conducted with three (care) staff members. Respondents qualified that
many of the residents are not cognitive; therefore, much of the training has not been
pertinent. The training has been useful, primarily for one young man.
Respondent: “You see, the thing is this, most of the residents that we care for are not
cognitive [that is, not able to understand the material presented]. There is only one
young man whom we have been working with for some time now. He's 24 years old.
The staff has been dealing with him because of his behaviour. I see a little change
there; it's not much of an improvement, but there is some improvement.”
Respondents were asked to assess the value of the Trauma Informed Care component.
Here, the staff concluded that this component has been useful primarily for one young
girl, who is 10 years old. There was one boy who needed this trauma informed approach;
however, he has been placed in another facility.
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Given the needs of the home, staff explained that they would profit more from training
that addressed development of their techniques, such as in feeding the clients (such as
through the use of tubes and by hand] and providing adequate medical care. 
Nevertheless, they had been able to apply those aspects of Life Skills training that focused
on matters such as hygiene and self-care.
Across homes, staff requested increased training for themselves, such as to deal with their
own experiences of trauma. Staff explained that there have been instances where their
peers were unable to deal with the disrespect meted out to them by the children.
Furthermore, while they receive some support, the type of care they are required to
provide takes an emotional toll on the caregivers.
Facility 2
Staff reported that six persons attended training in October 2020. Training was carried
out for two days, lasting four hours each. The material taught included conflict resolution,
budgeting, decision making and time management.
Respondents considered the training to be effective; however, they rated its effectiveness
for their institution at 4 out of 10, with 10 be the highest. This is because training was not
entirely applicable, given their clientele. (With respect to the training they received and
the general knowledge provided, they ranked this at 8/10.)
Caregivers explained that they do not need refresher courses in Life Skills but, instead,
training for rehabilitation or patient care for children who had little mobility. They are clear
on how to implement the training received, although it is not applicable to them.
Facility 3
Two persons received training either in 2017 or in 2018; respondents were not clear on
the date. One respondent, who was listed by CPFSA as having received training, stated
that she did not, in fact, attend the training sessions. Another who received training
confirmed that this occurred a long time ago and so she does not remember much. 
However, she did recall that it was a good experience, which reinforced what she already
knew. Nevertheless, all respondents believed that staff support and the psychosocial care
components were insufficiently addressed.
Interestingly, staff noted that, thus far, the children who had transitioned from the homes
were still dependent on them for assistance with rent and other amenities. Thus, they
questioned the effectiveness of the TLP.
Facility 4
Staff from this institution stated that one person received training recently; that is,
sometime in October or November 2020, via Zoom. The training was described as
informative; it reminded them of critical problem-solving strategies. Staff recalled aspects
of the Trauma Informed Care component, which included a session in which their peers
shared their personal traumatic experiences. However, they indicated that much more
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help is required in this area. They also believe that the training was too short; there was
one Life Skills session that lasted 3-4 hours only.
Despite these limitations, staff suggested that the children are benefiting from the
training they received; they had seen changes in the children’s behaviours. Caregivers
now do things differently; for example, they were less prone to “rush or get angry" with
the children. Since training, they now tell themselves that the children have been affected
by trauma in some way or the other; therefore, they now try to take things easier on them
and talk things out more. Prior to the training, the caregivers would be quick to punish
the children.
Respondents believe that the training should be an ongoing process and “not just a
onetime thing”. They suggest that training could be held “every three months, preferably
face to face while enforcing the necessary protocols”. The caregivers agreed that it was
difficult to concentrate on the material being presented during Zoom meetings; thus,
learning is limited through that medium; many are unable to recall details from some of
the topics.
Facility 5
Interviews revealed that some persons whom the CPFSA office listed as trainees did not
participate in the TLP sessions. Further, there are others, also listed, who care for persons
with disabilities; therefore, the training was not applicable to them.
Staff noted that in 2018, the CPFSA provided them with two manuals. Training received
since then has been informative; however, they pointed to the limitations of receiving
training via Zoom: these sessions did not allow for much interaction.
Overall, while training helped, in some part, with the children; more focus is needed on
behaviour management rather than just life skills.
Staff pointed out that the training sessions “added a bit of trauma to them”. They noted
that they were unable to focus while training was taking place, as their minds were
occupied with whether or not things were operating smoothly with the children in their
absence.
Respondents felt that team building exercises to promote unity should have been
included, as well as activities to build staff motivation. Respondents consider themselves
to be parents, teachers, and, indeed, all the resources that the children need in one, while
having “their own problems to deal with”.
Staff made special note of the conditions at one location. There, staff live on site and are
most times at work with no relaxation time or “me- time”, in a space that is very chaotic.
Caregivers go beyond call of duty at all times; therefore, more talks to make them feel
appreciated are needed along with more living space.
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Facility 6
Eight persons completed the training in October 2020. Training lasted for two days, with
two four-hour sessions each.
Caregivers recall being taught how to assist children with various life skills such as:
• applying for bank accounts and other necessary documents.
• managing money
• home maintenance
• benefits of saving
They rate the effectiveness of the training at 9 out of 10.
Respondents have used the information from the Life Skills Training to help children in
need of documents to get them. Nevertheless, refresher courses are needed. Staff are
not clear on how to implement what was taught since the Zoom sessions went very
quickly; however, they do have a manual that they can consult when needed.
Facility 7
All staff who received training have since left this institution; no knowledge was
transferred. One respondent explained that there is a high staff turnover rate at the
institution, given the rampant disrespect they experience and underscore their
reluctance to continue
SUMMARY
The findings indicate that while the trainings were useful for a significant proportion of
children and youth, there are particular cohorts who needed more context relevant
training. Furthermore, given the needs identified in the initial analysis (Needs
Assessment), the Life Skills component could have included more psychosocial
components and other practical subjects. While the psychosocial/ mental health
component was addressed later in the project through the trauma informed care training,
it would have been useful if this component were included earlier in the project.
One assumption behind this Life Skills component is that it would provide a sound
example of effective “trickle-down” training. However, without adequate monitoring
mechanisms, it is difficult to gauge the extent to which the training actually profited the
children. In this stream of activities, respondents indicate that the training provided to
CPFSA trainers was, largely, effective. However, while the training transmitted to the
caregivers confirmed material they knew and/or provided new knowledge, it was not, in
some cases, applicable given the clients served. In addition, respondents note that they
would have benefited from greater emphasis on the psychosocial component as well as
the techniques required to serve in their own contexts.
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There is some agreement that the training period was too brief and that additional
sessions were needed in order to reinforce the material.
The findings also raise questions about data accuracy. CPFSA staff maintain that the listing
of persons who received training is correct; however, caregivers state that some persons
who have been listed did not attend sessions.
CPFSA trainers raise the need for greater monitoring and the conversations with
caregivers confirmed that implementation has been patchy. In order to ensure that this
training component has maximum impact, the CPFSA is encouraged to strengthen the
corresponding management and accountability mechanisms.
27 of 87
4.4. EFFECTIVENESS OF THE VOCATIONAL SKILLS, ENTREPRENEURSHIP AND
MENTORSHIP COMPONENTS
Vocational and entrepreneurship activities, accompanied by job placement, addressed
an important part of the second goal of the Transitional Living Programme (TLP) for
Children in State Care, namely: “To reduce the risk factors associated with low skills
development, inadequate life skills and poor self-image”. Correspondingly, two of the
13 anticipated results at the end of the project related, specifically, to this area:
1. Five hundred youth in State care trained in a vocational skills training programme.
2. Provision of employment for 92 youth, through a network of public and private
companies.
PROCEDURE AND METHODOLOGY
In order to conduct a reliable assessment of the changes/outputs and achievements, the
evaluation team conducted detailed reviews of the annual and quarterly reports as well
as interviews and case studies with service providers: Cobbla Skills Training Centre,
Spalding, Clarendon; Children First, Kingston/St Andrew and St Catherine; and 24/7
Productions.
IASR project administrators made several attempts to contact all service providers. The
team was unsuccessful in its efforts to secure interviews with HEART NTA and AVASANT. 
The findings from the documentary reviews and interviews are outlined below.
4.4.1 APPROACHES TO PROJECT IMPLEMENTATION
A. SKILLS TRAINING
Initially, the joint CCDC/CPFSA Project Management Team focused on getting wards
accepted into HEART courses. Youth who had no subjects were given the standard
diagnostic test in Maths and English; less than one third (30%) passed and were eligible
to enter a HEART course. Thirty-three per cent were eligible for pre-Tech programme
placement while 37% required remedial education. Those youth who had two or three
subjects were eligible for direct acceptance. Applications were submitted later than
desired; therefore, by the time the tests were taken and results given, all the various
centres offering courses had completed enrolment.
In Year 2, of the 314 tested, 41% passed. In this first year in which the youth took courses,
113 enrolled, 13 dropped out and six completed. In the second year of the programme,
the Project Management Team embarked on a series of sensitization sessions with
stakeholders, HEART Community Training Institution (CTI) managers and CPFSA staff
and youth. The aim of these sessions was to address the issues that arose in the first
project year and refine the vocational skills component. The sensitization sessions
revealed the young people’s desire for wider course offerings. The following year
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recorded more than double the enrolment, surpassing the target, and a much higher
rate of completion, some likely rolling over from the previous year.
Therefore, the project’s key partner in this component, whose training held the key to
employment and to entrepreneurship, was found to be oversubscribed and under￾resourced. In principle, once a trainee was successful, he/she should have received a
Statement of Competency from HEART to verify that they have completed their course.
Within a reasonable time, they should then receive their Level 2 Certification. (Employers
may accept a statement of competency when the trainee has recently graduated;
however, after a while they may not acknowledge this if no certificate can be produced.)
By the end of Year 2, only 5% of the youth had received the initial Statement of
Competency. By Year 4 only 118 trainees out of the 275 who had been trained had
received their Statement of Competency; this proved an impediment to job placement.
The project managers had no recourse but to keep a good relationship in this essential
partnership, while pressing for certification and seeking other ways to train their charges.
A number of the training institutions, such as St. Joseph’s Teacher’s College, Avasant
Foundation and Excelsior Community College, had their own recognized certification.
Against this background, members of the project team met with HEART’s Executive
Director to elicit his buy-in and voice their concerns about the challenges being
experienced with placements. It emerged that HEART was experiencing an
oversubscription to its courses. The Executive Director, nevertheless, proposed that the
youth be accommodated under the National Unattached Youth Programme (NUYP),
which was implemented through CTIs. He pointed out that course applications tend to
come in late; therefore, it was agreed they should be sent in as soon as anyone wanted
to apply. Other mechanisms were also developed for closer communication and
improved sorting of applications.
In light of the hurdles which resulted from oversubscription to HEART, coupled with the
inability of many youths to pass the diagnostic test, the Project Management Team
approached USAID for approval to contract additional accredited skills training
institution and for customized programs. This request was approved. The options,
outside of HEART, not only widened the scope of offerings; in some instances, they
offered a new approach to teaching that incorporated a life skills approach, reaching
students not just at the cognitive level but also at the level of their emotions through
various tools, for example the Performing Arts.
By the end of the project, wards had graduated in the following courses, with the first
seven being the most popular: Cosmetology, Housekeeping, Allied Health and Practical
Nursing, Commercial Food Preparation, Photography and Videography, Call Centre
training, Food and Beverage, Plumbing, Administrative Assistance, Massage Therapy,
Computer Servicing and Support, Furniture Making, Professional Driving, Front Office
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Concierge, Welding, Data Operations, Early Childhood Education, Dining and
Bartending, Electrical Installation, General Agriculture, Digital Animation and Art and
Craft.
Table 4.4.1 below demonstrate that the project was largely successful in achieving its
enrolment targets in Skills Training and exceeded them in some cases.
Table 4.4.1: Progress of Skills Training Component Year 1 – Year 6 by Gender
Year Target
Enrolment
Actual
Enrolment
Target 
Completion
Actual 
Completion
Drop 
outs 
Yr 1 -
2015
0 0 0 0 0
Yr 2 –
2016
160 113 
(69%F, 31%M)
16 6 
(100%F)
13
Yr 3 –
2017
240 249
(89%F, 11%M)
136 108
(73%F, 
27%M)
64
Yr 4 –
2018
180 181
(59%F, 41%M)
175 161
(60%F, 
40%M)
40
Yr 5 –
2019
95 214
(66%F, 34%M)
150 179
(64%F, 
36%M)
63
Yr 6 -
2020
0 13
(69%F, 31%M)
46 52
(69%F, 
31%M)
0
Total: 679 770
(66%F, 
34%M)
523 506
(64%F, 
36%M)
180
N.B. Some participants who dropped out later returned to repeat a course but numbers or age
or gender breakdown have not been provided.
However, the evidence indicates that there was a dropout rate of one in four trainees.
The Annual Reports noted that youth have dropped out of the skills training courses
for reasons including:
-Pregnancy
-Lack of interest
-Family commitments
-Maladaptive behaviour
-Indecision
-Inadequate stipend (bus fare and lunch)
-Other financial problems
30 of 87
-Ill health
-Deferral of course (perhaps for some of the above reasons).
Therefore, except for Years 5 and 6, actual completion rates were lower than targeted. 
Consistent with national trends, higher proportions of males than females completed
training courses.
The Importance of Comprehensive Strategic Interventions
Some of the youth who participated in two major customized programmes, the BPO
training course run by Avasant Foundation1 and the St. Joseph’s Teacher’s College
Workforce Transition and Competency programme, presented serious behavioural
issues. These behavioural issues included defacement of property, group conflicts and
profanity. Partner meetings were convened to discuss problem-solving strategies,
including unannounced visits by CPFSA and CCDC teams to meet with students.
Eventually, some youth had to be taken off the courses and efforts made to find other
options.
The Project Management Team’s response was to institute Life Skills sessions. The Team
also determined that, for the future, youth were to be exposed to life skills coaching
before the commencement of their programmes. Furthermore, expectations regarding
behaviour and attendance had to be stated from the beginning.
The evaluation team conducted detailed interviews with two agencies who had
responsibility for providing vocational skills training. The accounts (depicted below)
demonstrate the types of comprehensive intervention strategies that are critical for
behaviour change and successful outcomes.
Trainers from three quite different settings were interviewed:
1.Cobbla Skills Training Centre, Spalding, Clarendon is a community training institution
(CTI) that offers one-year Level 2 HEART courses. Since 2017, they have had 5 wards of
the State (3 males and 2 females) take courses at different times in Commercial Food
Preparation, Cake Baking and Decorating, and Beauty Therapy and Cosmetology. Two of
the male wards dropped out, one because of mental illness and the other for unknown
reasons. He said he had financial problems but did not disclose that CPFSA was supplying
the funds to enable him to attend training.
Of the three that completed their courses, the male works as a baker in a company in
Mandeville, one female went on to complete another HEART course and is now a teaching
assistant, and the other runs a cosmetology business from her home.
1 The Avasant Foundation trained 92 wards, found employment for 19 and one internship. The
Foundation also facilitated interviews for 14 other graduates (outcome unknown). Ninteen youth
successfully graduated from the St. Joseph’s Teachers College.
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The wards attending Cobbla CTI did not exhibit any behavioural problems and got on
well with the other students; however, two dropped out. In the photography and
videography course, officially entitled Basic Digital Media Production and Information
Technology, it took the wards two weeks to settle down. Remarks like:
“Me nuh know how dis a go help!” “Waste a time business!” (I do not know how this
will help. This is a waste of time) were heard.
One student was particularly disruptive. By the third week, however, the teaching team of
three reported that “There was a complete transformation.” They became fully engaged.
The trainers’ analysis was that, at the beginning, the youth thought that this was another
situation “where they would be judged”, including by their peers, as most of them did
not know each other.
Cobbla’s program managers have suggested that the youth were attracted to the hands￾on, very practical course, which is a learning approach that is particularly suited to most
boys. This course gave immediate gratification as youth could instantly see their
photograph or video clip. After two weeks, according to the Photography and Video
teacher, they were taking selfies of each other at lunch time (he had told them to practice
their skills on their phones) and correcting each other, repeating the trainer’s instructions
where they thought it was relevant. He found it “a very exciting time” to watch them as
their relationships with each other became transformed and they threw themselves into
the work. Every Friday, he took them on a field trip which was (as for all students on any
course) the highlight of the week. They explored Kingston with new eyes, getting
exposure, in addition, to many places they had never been to before.
This was not the only aspect of the course. There was a life skills component teaching
personal development through, among other approaches, the Performing Arts. The
Trainer in Personal Development and Performing Arts commented that within three
months the youth had moved from “a total absence of self-confidence and self-worth to
feeling very good about themselves”. He noted that Performing Arts reaches deep into
people, touching their emotions. At the same time, he noted, they understood firmness;
they recognized when this was required. What they needed was attention from people
who cared about them.
The teachers acknowledged that this applied to one young man who was the worst
behaving participant at the beginning. He is now pursuing a degree in the field of Creative
Arts at the University of Technology; his focus is on Videography. His teacher was moved
by a recent phone call, in which this young man asked if he could do anything to help him,
especially during holidays and when he had spare time. He was not just looking for paid
work but to voluntarily help because he, himself, had benefited so much from his teacher’s
expertise and support.
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2. Children First, an NGO that offers HEART Level 1 certified courses, carried out two
three-month, 3-day a week, customized courses, one in Cosmetology and the other in Art
and Craft, for 26 wards resident in the Homestead Place of Safety for Girls, Stony Hill. The
Children First Cosmetology Course is a Level 1 course which, by arrangement with HEART,
gives the successful graduate matriculation into the Level 2 Cosmetology course. The
Children First Art and Craft Level 1 course, again by arrangement with HEART, makes the
successful graduate eligible to enter the HEART Special Arts Programme in jewellery
making. It can be noted that the latter courses were customized courses, attended only
by wards of the State.
The Children First team reported that they experienced challenges on several levels:
1. Inadequate facilities & Supplies: The allocated training room was considered
inappropriate and in dire need of renovation. Children First hired a handyman and,
over four days, he repainted the room, fixed the door and windows and undertook
other small renovations. Consequently, all the wards, not just those selected for this
TLP project, wanted to join the courses. The freshly painted new-look training room,
itself a magnet, combined with the course activities attracted all the wards. Children
First adopted an inclusive approach; they reached out to all children regardless of the
behaviour. This resulted in the courses being “flooded” within two weeks by most of
the older Homestead wards, whether or not they were selected to be in the TLP.
Children First ended up with course batches of 27 and 24 students, which required
strategic management to ensure the training courses were effectively managed and
delivered.
2. Youth with Mental Disorders: Children First assisted approximately eight students who
displayed major abnormal behaviours and possibly mental health issues. The Executive
Director engaged a psychologist who conducted:
- Sessions with the Training Team on how to (a) deal with mental illness and (b)
classroom management. It was decided that the Team Lead, who had to attend every
session, should hold first degree qualification in Psychology. She would provide on the
spot one-on-one counselling or mediation, should behavioural issues become
disruptive.
- One-on-one assessment of the most obvious ‘problem’ students.
- Two one-day sessions with all the Homestead staff, some of whom were described
as “just too angry”. These staff comprised caregivers, cooks, groundsmen, drivers and
office personnel. The staff were divided into two groups, with one day allotted to each
for psychological intervention. Children First would have liked that more time be
allotted to this; however, this was not possible.
For this reason, the Executive Director continued to hold sessions with the caregivers
during the training period. Most had emotional issues, which they needed help with
working through. One session, entitled ‘Young Again’, went back into childhood and
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revealed that most staff had experienced abusive or challenging childhoods. The anger
from these experiences was still there. Some were former wards of the state.
Role play was used among students and staff in their different sessions. Some wards used
drawings to depict staff as animals, which revealed the serious tensions within the home.
 
Behaviour Progression through the Courses
The youngsters’ behaviours gradually transformed as the training progressed. They were
addressed as ‘Ladies’ and this, along with the provision of uniform T-shirts from Children
First, led first to much better care with their appearance. Life skills training covering self￾esteem, having a sense of purpose, and conflict resolution were incorporated into the
classes. Every morning started with a “Come mek we reason” (Come and let us talk)
session to resolve the conflicts that occurred throughout the course of the sessions. On
occasion, this conflict resolution session extended for the entire period allotted for
training. 
For both customized courses, Children First acknowledged that participants displayed
transformed behaviours and a tremendous sense of achievement. At the end of the
course, which was convened at Excelsior, students had to produce a video. Trainers noted
that the students were committed to the process. They regarded this activity as important
for their own sense of self-worth; it was important to them that they prove to their teachers
(and to themselves) that they could complete the task. Students displayed a great sense
of pride when they produced the video. All passed the course.
The Homestead girls demonstrated heightened levels of pride in their activities and in
themselves. At the end of the course, Children First hosted an exhibition of products,
which elicited genuine praise from surprised parents and staff, the latter however already
having recognized positive changes.
Case Example of the Effectiveness of Vocational Skills Training 
24/7 Productions offers training courses in digital photography and videography
at Excelsior Community College. The course also includes some
entrepreneurship training. Trainers taught a customized three-month, 5-day a
week course at the College for 15 wards of the State, 14 of whom were males.
All successfully graduated, each having made a video as their course output.
The company has information on four graduates: one is now at UTech; one
graduate is very talented as a musician and in composing songs and the
company is helping him to produce these; a third graduate is now in the army
and keeps in touch with one team member, who gives him advice from time to
time; and the single female graduate, who held her own very well with the group,
is now pursuing a business course at Excelsior Community College.
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A. Job placement
The target for this project component, although relatively low at 18%, was the most
difficult to achieve. The management team had conceptualized an Employment
Network lobbying group and, from Year 2, they endeavored to accomplish this through:
•Organizing early in the second year a breakfast meeting attended by several
important corporate businesses
•Attending another NGO organized network breakfast to which they were invited.
•Meeting with the Jamaica Employers’ Federation
•Holding individual meetings with employers like Boss Furniture and Manpower &
Maintenance Services
•Meeting the HEART Trust/NTA Employment and Career Services (ECS) Department
•Other fact-finding missions taking them to other government ministries and
agencies, and a World Bank project in digital animation.
•Meeting the Executive Director of the Avasant Foundation to discuss the creation of
a customized Business Process Outsourcing (BPO) training programme for wards of
the State.
•Taking the necessary steps to expand the UWIOC Scholarship, recognizing the
need so assist the wards to obtain qualifications such as CSEC Math and English.
•Following up on all networking opportunities that gradually arose from this work.
In one early meeting, which was held with the Programme Coordinator for the USAID￾supported New Path programme at the South Camp and Metcalfe Juvenile Remand
Centres, the management team was advised that there are several similar programmes
currently existing “that compete in the same space for private sector support with job
placements. Hence, although organizations may indicate initial enthusiasm, their
experience has been that it has not sustained well enough to culminate into the desired
numbers of job placements” (Annual Report Year 2, 2015-2016, p. 13). Added to this
was the traditional reluctance to employ youth in care due to stigma and pre-conceived
perceptions. Meeting the project target was therefore no mean feat.
B. Transition to work
The Transition to Work component constituted another thrust towards achieving
employment for youth in State care by getting internships for those who possessed two
or more CXC passes. It was hoped that they could be placed through the HEART
Trust/NTA Employment and Career Services (ECS) Department. A meeting was
scheduled, in which stakeholders would discuss the programme with interested youth.
Several attempts to convene the session proved unsuccessful; correspondingly, the
team decided to employ a new strategy whereby interested youth would be matched
with participating companies and the HEART ECS department would implement the
monitoring aspect of the programme.
The reports indicate that the stability of the youth in this programme proved
problematic. Some who were eligible for the programme were indecisive or indicated
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they were not interested in working or pursuing training. By Year 5, of the 16 youth
placed the year before, 13 had dropped out, one to take up a training course instead.
Punctuality also proved problematic for some. One on one coaching was provided in
these cases. Some companies were very understanding and recognized that a
mentoring approach was essential. The mentoring programme, once established,
would in the future also be a useful support for youth in internships. By the end of the
project, 30 youth had passed through the Transition to Work programme; some have
found permanent employment via this route.
C. Entrepreneurship
The Entrepreneurship component of the TLP was implemented in Year 4 of the project.
This component was to be restricted to those who had successfully completed a
vocational skills training course. Members of the TLP management team had
encouraged various training groups to collaborate in providing this component of the
TLP; however, they received responses from two only: Junior Achievement Jamaica
(JAJ) and the Business Entrepreneurial Empowerment Programme (BEEP). JAJ’s
approach is to train facilitators from within the interested organization; therefore, two
CPFSA staff members were trained, along with two project staff members as back-stop.
Under this component, USAID provided a number of grants for business starts. Youth
were invited to submit an application, outlining a business plan. They were taken
through a training session to improve the business plan, after which they participated
in a pitch event. The judges either recommended the youth for business start-up
support or for further development of business plans. The 19 youth who graduated
with the Certificate in Workforce Transition and Competency Programme, a
customized course held at the St. Josephs’ Teachers College in which they were
exposed to an entrepreneurship module, were also invited to compete for these
grants.
In Year 5 of the TLP, entrepreneurship training started with the first cohort of youth. A
second and third cohort were trained in Year 6. Every effort was made to give practical
assistance to those who were successful in the first pitch for grants. The initial
disbursement to the group came in February 2020 and was used for the registration of
their businesses with the Companies Office of Jamaica as well for opening business
accounts with a commercial bank of their choice. Business registration applications
were completed, after which the group was chaperoned to the Companies Office of
Jamaica to submit the documentation and to register their businesses. However, of the
seven (7) in attendance, only five youth were able to successfully register. The two
Cosmetology business applicants were informed that they needed to first obtain a
license from the Municipal Council in order to practice as Cosmetologists. The next
step was to obtain quotations for the equipment and supplies they needed for start￾up. The project team would then purchase the items on behalf of the trainees. The
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process was conducted with rigour and they were expected to adhere to the budgets
in their business proposals.
With COVID-19, Cohort 2 was forced to pause their final pitch event. However, plans
were put in place to continue the training of Cohort 3, virtually, and to take up the final
steps for Cohorts 1 and 2, once restrictions were eased. Interested residents from the
Mona and Lady Musgrave Apartment complexes were also included in the
Entrepreneurship Training Sessions.
D. Mentorship
The MultiCare Youth Foundation (MYF) had responsibility for implementing the
mentorship component of the TLP. MYF signed a contract in May 2018 and initiated what
should have been an 18 month programme. However, although this component was
slated for completion in October 2019, two extensions were requested and granted.
A mentor programme committee, comprising representatives from the MYF, the UWI 
Open Campus, CCDC, CPFSA, the SWTC and the Project Management Office was 
appointed to steer this component.
An interview was conducted with the Executive Director of MultiCare Youth Foundation. 
While lauding the achievements of this component, she noted that there were some key 
challenges that slowed the progress of implementation.
First, there was slow recruitment of mentors and, especially, mentees. CPFSA was
responsible for recruiting mentees. These mentees had to fit certain criteria for inclusion
in the programme. For example, mentees had to be part of the TLP Housing Assistance.
Programme. As delays were experienced in the Housing Component, this affected the
pace at which mentees were recruited. Nevertheless, she reported that the team worked
together to define a solution; it was decided that mentorship would be extended to youth
who were participating in other programmes, such as the Vocational Skills and
Entrepreneurship components. The Director described other challenges, such as the
problems with securing appropriate matches and in sustaining relationships between
mentors and mentees.
MYF’s Final Report confirmed completion of the following deliverables, despite the 
identified constraints: 
(i) “Assessing existing mentorship programme materials from the Child Protection 
and Family Services Agency to ensure that there was no duplication of efforts in the 
creation of this programme”;
(ii) “Drafting and submitting mentorship guidelines and a mentor training plan, along 
with a training handbook”;. 
(iii) “Revising mentorship guidelines and training handbook, based on feedback from 
the project team”;
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(iv) “Reviewing mentee profile form and mentor application form”;
(v) “Reviewing and revising mentor/mentee matching criteria and procedures”;
(vi) “Conducting all training sessions with mentors and mentees, including refresher 
sessions”; and
(vii)“Creating and executing a preliminary evaluation plan with accompanying 
instruments for the mentorship training to assess the following components: 
a. The success of the mentor/mentee match 
b. The success of the mentorship training 
c. Any other component deemed necessary based on research or in consultation with 
the mentor programme team 
d. Attending meetings with the mentor programme team to provide updates. 
e. Submitting a report based on outcomes of the mentor training, to include 
strengths, challenges, and recommendations for future training. 
f. Finalising mentorship guidelines and training handbook, including graphics and 
copyediting, for publication. 
SUMMARY
The Vocational Skills, Entrepreneurship and Mentorship Components of the Transitional
Living Programme for Children in State Care Project were, in large part, successful.
Lessons for the future development of this very important programme can be learnt and
gaps and insufficiencies strengthened.
In terms of its effectiveness, the TLP:
1. Achieved many of its targeted outputs, despite the challenges experienced.
2. It built capacity in CPFSA and CCDC, at times through trial and error, to organize a
skills training programme for wards in State care, to seek job placements, and to
manage an entrepreneurship programme, which aimed at placing youth with the
appropriate talents on the path to micro and small business.
3. It succeeded in overcoming a number of unexpected hurdles, such as HEART’s inability
to provide enough course spaces, by finding alternative options, such as in customized
courses.
There are some noteworthy considerations, which the evaluation questioned but was
unable to resolve. First, in selecting youth for mentorship, the TLP prioritized those who
qualified for housing assistance and/or were enrolled in vocational skills or
entrepreneurship programmes. It is critical to consider the implications for children who
have not been selected. How consistent is the selection process with principles of equity?
Second, in 2012, there were 5,336 children in State care, 50.5% being female and 49.5%
being male (TOR. 1.3, p. 47). Yet, of those who completed skills training 64% were
females. While this disparity is consistent trends in the Jamaican context, how does the
TLP plan to address it? This question is especially pertinent in Jamaica’s socio-economic
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context, where the major victims and perpetrators of violence are male youth who lack
education and skills.
It is noteworthy that the TLP has been making efforts to include groups who suffer
compounded forms of disadvantage. Notably, in Year 5, the project reached out to a
group of children with disabilities, those in the Mustard Seed Communities and a cohort
of 30 participated in the Avasant BPO training; 21 of them graduated.
These questions and observations are presented as challenges; they indicate the depth
of programming that may be required to meet the needs of those least likely to transition
successfully out of care.
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4.4 EFFECTIVENESS OF THE TLP: VIEWS FROM YOUTH LIVING IN TRANSITIONAL
HOUSING
After several revisions of the target, the TLP aimed to reach 52 youth for inclusion in
the transition housing intervention. These youth were to be placed in one of two
transition housing complexes, both in the corporate area. The two-year initiative would
allow youth to apply skills learned in the life-skills intervention while living
independently. To be selected for the Transition Housing Programme, participants had
to be enrolled in a training or tertiary education programme, be able to pay the
nominal rental, if employed, and have no housing option on exiting state care. While
the TLP While the TLP has provided a capacity for 52 youth; 38 are currently in housing
due to COVID-19 Social Distancing requirements that restricts double occupancy.
The evaluation team considered views from this group of youth to be especially
valuable, given their participation in the varied aspects of the TLP and demonstrated
capacity to assess the project components. Correspondingly, the IASR convened a
focus group and subsequent Whats App survey with youth currently residing at the
Lady Musgrave and Palmoral locations in Kingston and St. Andrew. As noted, the
objective of the group discussion was to garner youth perspectives on the
effectiveness of the TLP and its related activities. The CPFSA facilitated this
engagement. 
The following questions formed the basis of the Focus Group Discussion. They were
taken from the original list of interview questions and some were modified and aligned
to specific themes of: (a) readiness for independent living, (b) knowledge and attitude
improvement, (c)interpersonal relationships and social interaction; and (d) programme
relevance and applicability.
Readiness for independent living
1. How prepared were you to live on your own after leaving state care?
Modified: Do you feel the programme prepared you for independent living?
Knowledge or attitude improvement
1.What skills had you (a) learnt and (b) mastered?
Modified: What skills have you learned or mastered as a result of the programme?
Interpersonal relationships and Social Interaction
1. How did you relate to other children in care?
Modified: How has the programme helped you to relate to peers, caregivers, or peers at
school?
2. How do you handle conflict?
3. Did you have experiences or interactions in which you feel you were treated differently
(for example, being pre-judged, discriminated against, marginalized)
Programme Relevance and Applicability
1.Were you comfortable with the group activities in which you participated?
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2.Did you have any issues with the material from the training session?
In addition to these four (4) themes, participants were asked to reflect on their personal
development from an emotional and psychological perspective, and evaluate their
current competence of accountability, responsibility, and discipline.
PROCEDURE AND METHODOLOGY
With consent from the CPFSA, participants were informed of the invitation to the Focus
Group. The invitation was facilitated by the Manager of one of the sites, and the Zoom
Link was sent to her and shared with the participants. We were informed that there
were approximately 38 possible participants. It was uncertain whether they would all
be allowed to attend, as some had exams and would be on their way from school.
The discussion was conducted using the Zoom platform which allowed participants to
join via cellular phone, computers, either with or without an enabled video camera. The
focus group methodology facilitated an easy conversational exchange between
interviewer and interviewees. The session was recorded and has been used to
summarize the findings presented in this report.
The session had a total of 13 participants: 12 females from the Lady Musgrave facility
and one male from the Palmoral facility. Participants were engaged in varying
programmes in higher education programmes, as outlined below.
Table 4.5.1 Focus Group Participants and Current Activities (N=13)
Gender Current Programme of
Study
Point of
Completion
Institution
F Economics 2nd year UTECH
F Business Administration 1st year UTECH
F BSc – Nursing 2nd year UTECH
M Law 3rd year UWI
F Practical Nursing 1st year Distinction
College
F Business
Management/Computer
Studies
Final year UTECH
F Dental Studies 2nd year UTECH
F Sociology/Psychology 2nd year UWI
F
Public Policy and
Management &
Political Science
3rd year UWI
F Science Education
Final year Shortwood
Teachers
College
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F Guidance and Counselling 2nd year Mico University
F Environmental Biology Completed Internship
F Literature/Language Final year Mico University
College
Participants were allowed to introduce themselves and inform the interviewer about
their current status and activity and encouraged to speak freely. They were assured of
confidentiality, and that if any specific comments were to be repeated, that would be
done under absolute anonymity. The questions were posed generally, and to ensure
each had a chance to contribute to the discussion, individuals were called upon to
respond. In addition to the Zoom audio responses, at least three participants used the
Chatroom to send their written questions or comments. The session was conducted
with free and open-ended questioning, allowing for the conversational style of focus
group interaction
This section summarizes the discussions and comments resulting from the questions.
A. Benefits of the Programme
Several aspects of the programme were described positively. The comments are
summarized as follows:
Social interaction
Here, respondents had grown in the following areas:
• Patience and appreciation of persons
• Appreciating diversity and different values, social experiences, responding to
conflict and appreciating others’ perspectives
• Learning to advocate for others
Life skills
Respondents noted that they benefited from improved skills in:
• Budgeting and financing
• Preparation to take care of yourself
• Cooking, problem solving (dealing with difficult situations)
• Applying for important documents (bank accounts, Drivers License, passport)
• Transitioning to full independence
• Taking the lead in one’s life
• Full independence
• Different experiences in communal living
• Opportunities for entrepreneurship
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Group activities
Most activities were described favourably. Many of the activities that led to improved
tolerance, social interactions, conflict resolution were described as helpful to their
overall development. The sessions were described as being interactive and enough to
promote a good feeling, allowing participants to appreciate different perspectives.
Mentorship
Participants were more interested in talking about the mentorship programme, which
received mixed reviews. Note the following perspectives:
Reasons for Positive Experiences with Mentorship
• Relationships with mentors were maintained because of similar interests
• Some mentorships have been good matches, leading to emerging friendships
• Mentors maintain contact, are caring and are nice
Reasons for Negative Experiences with Mentorship
• Inconsistency with mentors who started out in the mentorship commitment
• Interactions and relationships were not always consistent
• Attempts to initiate contact were not mutual
• Relationships discontinued because of frustration trying to find mentor
(‘relationship went nowhere’)
Two responses of note are stated here. One participant expressed absolutely no need
for a mentor relationship based on how her mentor interacted with her. As she stated:
‘I have tried and I’ve concluded I can do without a mentor.’
In another instance, one mentor started out with the CPFSA’s mentorship program. The
mentee reported that this mentor declined to be part of the formal mentorship
programme because of a dislike of the position CPFSA took on certain matters. (The
specifics were not shared, but it is important to mention it here because despite this
observation, the person has continued to mentor this individual). Three other
participants declined to clarify but stated they did not have a good experience with the
mentorship programmes. Of the total 13 participants, 77% (10) viewed the mentorship
component of the programme favourably.
In order to allow an element of self-evaluation, participants were given five (5)
developmental aspects with which to determine their growth. They were asked to think
about (a) emotional growth (b) psychological growth (c) responsibility (d)
accountability and (e) discipline. The most frequent responses are captured in the table
below.
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Table 4.5.2 Growth Aspects
Growth Aspects Examples of growth
Emotional Growth Learning to compartmentalize, conflict resolution
Psychological Growth More accepting of leadership skills, approaches were
realistic, learned to be more egalitarian
Accountability Learning to deal with consequences of distraction,
managing information, personal development
Responsibility Developed more of a sense of community, more
community-oriented, greater level of personal responsibility
Discipline Time-management needs to be improved, working on self￾discipline over regimentation
More specific elaboration on the responses indicated varying degrees of growth and
impact of the programme elements on their development. For example:
Emotional growth
• While four (4) participants attributed their overall emotional and psychological
growth to the general transition initiative, one stated emphatically that the
mentorship programme had the most lasting impact on her development.
• One participant credited the programme for her significant growth in the area of
conflict resolution.
• Another participant indicated that while there was some growth, it needed to be
concretized, as more time was needed to develop the skills.
• One participant stated that she had maintained her level of emotional growth, and
that the programme had no significant impact on this.
Of the 13 participants, 12 (93%) viewed the programme as having added to their
emotional development.
Psychological growth
The perspectives on psychological growth revealed general acknowledgement of the
positive impact of the programme. Participants noted the following:
• The training from the programme allowed for more considerate behavior
toward others, and a readiness to advocate for others.
• One participant commented on the realistic approach and its impact on
developing coping skills while being in a new environment
• Another participant explained that she had learnt to function with restraint
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• The sole male participant stated that while he would not necessarily attribute
his psychological growth to the programme; his experience with the
programme influenced him to be more accepting of his leadership abilities.
Seventy-seven (77%) considered the programme to have influenced their growth
positively.
Accountability
All participants acknowledged that accountability, defined as ‘taking ownership of
one’s actions and the related consequences’ was an area in which they were growing.
• One participant indicated that, because of personality training, she was
engaged in more reflection and self-assessment.
• Another elaborated on her growth experiences and stated that she had grown
and was learning how to manage her personal development.
All participants (100%) commented positively on their overall development in this
aspect.
Responsibility
The aspect of responsibility was defined as ‘a sense of duty to self and others’. All
participants commented on their growth in this area.
• Two participants explained that they had maintained their sense of personal
responsibility. One explained that she often took on tasks to help others if they
needed help. Describing herself as the ‘mother of her group’ she stated that the
programme had not added to her sense of responsibility. She credited the
experiences of the programme to developing a more responsible awareness of
community.
• The other explained that the programme had not necessarily increased his
sense of responsibility but had allowed him to maintain what was shown early
in his development.
• Another participant expressed her gratitude for the experiences through the
programme which allowed her to develop a deep sense of service to others,
and a desire to give back to community to others through acts of kindness.
Of the 13 participants, 11 (85%) agreed that the programme had contributed to their
improved sense of responsibility.
Discipline
In evaluating the aspect of discipline, participants were asked to distinguish between:
acting on their own will (self-discipline), as opposed to doing what needed to be done
because someone was watching, or they were told to do so (regimentation). The
responses were varied, and while one indicated that she was always self-disciplined,
others indicated that they were working on self-discipline.
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• One participant commented that socialization and greater integration in
different situations required more internal discipline.
• Another expressed the need to do better with time-management and self￾discipline, particularly being in a higher education programme.
Of the 13 participants, 12 (92%) indicated that the programme had influenced this
aspect of their development positively.
Concerns About Living in the Transitional Home
Youth shared concerns about their experiences with living in the transitional housing.
These included:
Rigidity and inflexibility of leadership
• Bureaucratic approach
• Daunting and intimidating interaction
• Leadership style causing undue stress
• Invasion and breach of privacy (searching through personal belongings in the
absence of the residents)
• Leadership style is emotionally stressful and harmful to wellbeing
• Leadership can be an issue primarily with communication styles
• Communication between manager and residents can be difficult
• Leadership sometimes immature and unwilling to listen, results in toxic and
stressful environment
• Unpleasant interactions because staff tended to project feelings on to residents,
instead of dealing with the problem
• Some members of staff in general, not knowing how to talk to persons with
sensitivity
• Method of interaction can be emotionally devastating and crushing
• Caregivers need to know how to treat different people differently
Unfairness and inconsistency
• Contravening general values ... saying, insisting on one thing then doing the
absolute opposite as exemplars
• Unreasonable control over personal interactions or personal associations
formed
• Judging and dictating the interactions or relationships that should occur
• Segregation among residents
• Objection to exercise of rights to expedite situations –
• Public embarrassment caused if residents go above someone in the chain of
command to resolve an issue
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• Personal biases imposed on objections or opinions of residents,
• Threat of being blacklisted for being assertive or advocating for self and others
• Conformity through state care experiences leads to conformity at this level
Findings from the Electronic Survey
Another phase of information-gathering was conducted with two cohorts of youth who
had participated in the Entrepreneurship Programme. It was discovered that one of the
participants in the Focus Group was also added to the WhatsApp groups. In this case,
that person was excused from this activity.
Table 4.5.3 provides details on the respondents current activities. Eight of the ten
participants responded regarding their current level of activity
Table 4.5.3. WhatsApp Participants’ Current Activities
Gender Current Activity Institution
M Unemployed/Unengaged N/A
M Higher education UWI
F Unemployed (Seeking) N/A
F Out of school (programme interruption) VTC
F Higher education UTECH
F Unemployed (Seeking) N.A
F Higher education UWI
F Higher education UWI
Ten respondents provided their answers via text or voice recordings. Of those referred
for the survey, eight were actually living in the housing facilities in the corporate area.
Respondents were asked: ‘What were the most helpful or memorable skills you learned
in the entrepreneurial program?’ The skills reported included: communication,
budgeting, time-management, finance, taking risks, patience building a business,
starting a business, comparison shopping, writing a business plan, customer service,
etiquette, talking to people more confidently, and registering a business.
In relation to the question of skill mastery, respondents were asked: ‘What skills have
you learned or mastered as a result of the entrepreneur program?’ They listed these
skills: patience handling a business, risk-taking as a part of starting a business, money￾management, networking, comparison shopping, managing and running a business,
writing a business plan, registering and managing a business, budgeting and planning,
sales and finance, the do’s and don'ts of customer service, presentation of products,
etiquette, and rapport building. One male respondent clarified that he had not
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mastered a skill, but had learned how to improvise, specifically with repairing broken
phones.
In order to determine the respondents’ thoughts about areas of improvement to the
program, they were asked: ‘What would you suggest could be different about any
aspect of your training or preparation?’ Seventy (70%) of the respondents were
satisfied with the programme as it was delivered. Those who had suggestions
mentioned improving funds disbursement, extending the duration of the programme,
and increasing face-to-face or individual sessions to support those who needed
additional assistance.
Summary
In summary, a total of 23 youth who were formerly in State-care provided their opinions
and perspectives about their experiences prior to and their preparation for
transitioning into independent living. They were engaged through a Focus Group via
Zoom, video conferencing and a WhatsApp survey.
The feedback indicated highly favourable ratings of the effect of the life-skills and
mentorship programmes. Skill areas such as budgeting and planning, starting and
managing a business, money-management, partnering and networking were
highlighted as being particularly beneficial. Personal growth areas, including conflict
resolution, communication skills, appreciating differences and living as a community
were also highlighted as important areas of development.
However, there were some aspects of the TLP that were identified as requiring some
attention, notably funds disbursement and the period of time allotted for the
programme: youth believed that the TLP Project interventions should be implemented
over a longer time frame.
In addition, youth raised significant concerns about their interactions with the staff,
inclusive of current facility managers and previous care-providers. The potential for
youth who are exiting state-care may be overshadowed if these issues are not
examined and addressed. For example, the youth felt that current staff tend to treat
residents disrespectfully. Specific examples of these disagreeable staff actions include
instances of the following:
• Staff imposition of personal preferences for peer-to-peer associations;
• Staff retaliation toward a resident if they act proactively to resolve an issue;
• Staff invasion of the privacy of residents by conducting searches in the absence
of residents; and
• Staff communication style with residents, which contributes to a toxic
environment.
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It is worthwhile to note that residents from both housing facilities highlighted what they
perceived to be challenges with staff interactions. Although there was some hesitation
to discuss this matter, given their fears of repercussions, all respondents confirmed that
their concerns are real. The youth were adamant that there is need for greater staff
awareness that the approach used with children who are growing up should not be
employed with adolescents and youth. The youth described those staff, whom they
viewed as offending in these ways, as “immature and disrespectful”. Youth suggested
that all staff, including current managers, needed to be trained in how to interact with
children who are in and transitioning out of State-care.
The following considerations are noteworthy:
1. One of the objectives of this evaluation activity was to have some comparison of
youth in the housing complexes and those who have re-integrated with families.
Given the relatively small sample of youth who were involved in discussions, there
is definite need for a follow-up activity to ensure a greater range of perspectives
and experiences is considered and used to inform subsequent steps of the
evaluation of outcomes and impact.
2. The monitoring and evaluation plan noted the intent to match comparison groups
(housed and not housed) for a two-year longitudinal study to assess impact and
outcomes. In addition, a more substantive aspect of this activity would need to
include a comparison of the exit-readiness profile with the current status of the
youth who have gone through the programme. If possible, such an activity could
be considered as a follow-up to this project.
3. The question which was asked to determine emotional and psychological
development yielded positive responses from 80% of the respondents. In an
expression of gratitude one participant commented that: ‘ ... it was good to know
there are people out there who love them and see their potential.
4. Although we were unable to administer a formal evaluation of psycho-emotional
status, it was important to determine their perspectives about their psychological
and emotional growth as elements of their ability to transition and navigate the
stresses and challenges related to the assumption of adult roles and
responsibilities.
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5. CONSTRUCTION OF TLP COMPLEXES 
5.1 Background
In its original conception, a transitional housing complex was to be developed for 40 female
wards transitioning out of care. This was modified to three complexes (2 in Kingston and 1
in rural Jamaica); for 40 females, 40 males and 12 co-ed. In the end, two complexes were
agreed for 40 females and 12 co-ed (both located in Kingston).
According to the first (2014-2015) annual report, the first site that was earmarked for
development became unavailable during the first quarter. The CPFSA then managed to
secure another site in Mona, Kingston. However, the University Project Management Office
(UMPO) indicated that this site was smaller than recommended for housing 40 occupants. 
A second site, located in Trelawny, was identified, and UMPO agreed that both locations
could be used. A third location in St. Elizabeth or St. Ann was also identified to benefit 40
males. Ultimately the original site in Kingston (Lady Musgrave Road) was released to the
project in addition to the site at Mona (Palmoral Avenue). The inability to secure the
appropriate site at an early date contributed to a delay to the start of construction. 
On November 20, 2015, ground was broken for the first transitional living complex, located
at 24 Lady Musgrave Road. Contracts with the design team were signed in March 2016.
This team indicated that the budget was insufficient for covering the costs of the proposed
building. USAID b. At this stage, boundary survey tests revealed covenant restrictions on
the title that required amendment. CPFSA undertook to have the amendment rectified in
the Supreme Court.
In the third year, increases in construction costs and size of the building at Lady Musgrave
resulted in a proposal to USAID that a number of activities be re-scaled in order to
accommodate these. USAID approved “an increase the budget cap from US$500,000.00
to US$850,000.00 for two of the three sites, without increasing the overall project budget.”
Project activities were re-organized to facilitate the additional amount required for
construction: the scope of some activities was expanded while others were scaled down.
Meanwhile, the project team issued advertisements of Requests for Proposals for
Architectural and Engineering services at the second, Palmoral Avenue, site.
The Annual Reports identified the challenges with changes to Scope of Works, securing
timely permits and approvals, establishing a reliable sewer connection, escalating
construction costs and slow response times from Government agencies. Other challenges
which continued/manifested in Years 4 and 5 included missed timelines for completion of
construction and delays in acquiring approval of a third site, which was designated as a
facility for males.
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In Year 6, the quarterly reports noted challenges with contractors completing repairs to
defects involving plumbing and electrical works. Defects were eventually completed either
by the contractor or sub-contractors as agreed by the main contractor so that project
accounts could be closed. Furniture was procured for both sites separately from the
construction contracts. Occupancy of both complexes commenced in November to
December 2019.
5. 2 Feedback on the Challenges Presented Throughout the Construction Process
One of the project team’s most frequently mentioned disappointments is that the living
complex for boys was not realized, given problems with procuring a suitable site within the
required time frame:
“I'm saddened that the third facility couldn't be built for the males, as they are often a
forgotten group in society. I'm also concerned that some youth were not able to benefit
from the project due to some choices they have made, but you cannot force anyone to
do something they are not ready to do."
As noted, the analysis of project documentation points to substantial challenges with the
construction process, which resulted in delays. The project team confirmed that the
“consultants who were charged with leading construction activities did not perform as
expected”.
According to one respondent:
“The failure to realize the male complex was a complicated issue. The original site was
objected to, and there were tremendous delays in getting information for the second
choice, such as titling, lot size and details, which pushed possible construction beyond the
time frame of the project. There were problems with the agency—-perhaps there was
insufficient buy-in from some of the management—-although kudos to the others who were
outstanding.”
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6. EFFECTIVENESS OF PROJECT MANAGEMENT, RELATIONSHIPS
AND MANDATES
How have relationships between partners helped or hindered the “delivery of outputs”?
How can these relationships be improved?
How have the mandates of each key stakeholder (CCDC, CPFSA, USAID) helped or
hindered the accomplishment of the project objectives?
How effective have the project’s monitoring, management and financial systems been?
How could these be improved?
The Mixed Outcomes of Financial Probity
The TLP profited substantially from employing accounting procedures that ensured
financial probity. However, the evidence suggests that the project would have benefited
from greater flexibility in certain critical areas, such as approval for property for housing.
The project outcomes demonstrate the importance of greater dialogue and cooperation
between international development partners and local implementation agencies.
Relationships Between the CPFSA and UWIOC
Interviews with the teams from the University of the West Indies and those from CFPSA
presented differing pictures of the process of project management and relationships
between the key partners. One respondent from the UWIOC expressed what appears to
be a fairly common frustration:
“The research design could not be carried out as planned. The exist readiness profile
should have been carried out in one wave, in the first year of the project. Instead, data
collection was done over three years as it was difficult to identify participants. This also
meant that all the interventions were not provided to the same group of youth
beneficiaries. There is, therefore, no way to measure how the basket of interventions
impacted a group of beneficiaries.”
Another explained:
“The responsiveness of CPFSA was not what I had hoped. While there was good
camaraderie, and some excellent input by some people at times, there was sometimes
a sense that the project was not of great importance to the CPFSA, that they were just
anxious for the buildings to be finished so that they could get access and use them as
they wished, and some of the staff were not up to the tasks assigned.”
Others pertinent comments included:
“CPFSA had too much to manage. The staff was handling multiple responsibilities. In
the latter part, COVID-19 mandates impacted implementation of several activities.”
“The project was seen as a partnership; however, as it took so long to receive
information, it was necessary to question the partnership”.
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“For construction, once project delays became protracted, consultants' attention
shifted to other projects, further exacerbating the situation”.
“Project activities were undermined because of miscommunication and politics”.
“The movement of youth in and out of care and among different care programmes
made it difficult to provide the interventions to collect data and track youth. There was
no clear system to track youth once they aged out of care and, therefore, no longer on
caseload.”
“The delays in implementation led to shifts in project timelines. Delayed
implementation is leading to slow rate of achieving output indicators
Positive Unintended Effects of Managerial Challenges
In many respects, these managerial challenges led to the development of innovative
options: “We learnt how to work with these and develop another strategy”. However,
they also qualify the impact of the capability building component.
Respondents were asked: How would you qualify the level of impact that the project has
had on CPFSA's capacity to manage projects such as these? The following is a selection
of the responses:
“The project helped streamline and standardize several activities, that will impact youth
preparedness to leave care. Also, the case management system, the Standard
Operating Procedure document and other capacity building support such as buses,
laptops, tablets etc. will equip the CPFSA management better to prepare children for
transition.”
“There has been positive impact, as we have strengthened some internal systems. It is
important to note that they have had a transitional living programme but it was more
ad hoc and not structured. The TLPCSC project assisted with streamlining”.
“There has been significant impact. The TLP was able to make a difference in the lives
of young people who otherwise would not have a place to go, it helped to cement a
programme of transition and create housing, which is a big factor for the poor in
Jamaica”.
Other respondents were more guarded:
“It has had a medium level impact. Since the inception of the project, CPFSA recruited
staff specific to the TLP CSC project as well as a project manager and has taken the
effort to develop the Standard Operating Procedure to institutionalize the TLP
programme.”
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“The project was not managed by CPFSA, rather it was managed by the UWI. A
statement on level of impact would be subjective. However, aspects of the project have
been streamlined within CPFSA operations, and with the capacity building provided,
the Agency should be able to implement some similar activities.”
Now, in hindsight, the Project Team concludes that the following actions would have
improved processes and outcomes:
1. A revision of some project targets and objectives, in order to ensure that the more
feasible ones are addressed.
2. Proper scoping of the project.
3. Preparation of major stakeholders to improve understanding of the project concept.
Narrow the target population a smaller number of youths in fewer homes in an effort
to implement the intervention in a more controlled environment.
4. Better engagement and communication strategy with the care staff and other officers
who engage directly with the youth.
5. Include, at an earlier stage, a Project Officer within CPFSA, with responsibility for
managing the project at the CPFSA. The Transitional Office has now been established,
and CPFSA has included budgetary provisions to sustain the interventions at different
levels. For example, they will maintain the housing complexes and provide monthly
allowance to residents.
6. Greater technical support for construction activities.
7. Less rigidity with certain reporting requirements (that is to USAID), which ended up
confusing the project partners and significantly delaying reporting.
8. Greater flexibility in shifting when there was obvious difficulty in execution.
The team agrees that the principal threats to project sustainability include:
1. Funding and human resources needed to carry out duties;
2. Organization and political will to keep the gains of the apartment complex, such that
it does not become another children's home;
3. Budget limitations, especially for aftercare services for youth aged out of care. These
could be mitigated through scholarships, adopt a child programmes and Government
moving the age for ageing out from 18 to 21 years;
4. CPFSA not sufficiently tapping into existing social services, which could be mitigated
by keeping an updated database of available services, for easy referral;
5. A decision to utilize the independent living facilities for other purposes; for example,
for youth still in care rather than transitioning youth;
6. A change in senior management and new appointees not agreeing with the thrust of
the independent living arrangements but deciding that 'care' will end once the youth
exit.
7. Lack of Formal agreement for CPFSA to provide support for youth over 18 years. A
Cabinet decision may be required to secure this.
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7. CONCLUSIONS AND RECOMMENDATIONS
The TLP succeeded in most components, although there were organization and
management constraints that undermined some key aspects of project implementation.
With respect to the Life Skills component, it is clear that the CPFSA’s capacity has been
built; however, it is difficult to ascertain the actual reach and impact of the training since
the monitoring and accountability mechanisms are inadequate. Further, the assumption
that training would “trickle”from CPFSA trainers to caregivers does not necessarily obtain. 
The production of instructional guides is important for ensuring institutional knowledge. 
It may also be helpful to produce electronic copies of training materials and refresher
courses, since these would remain even though staff may leave the institutions.
The report has identified challenges with implementing the vocational skills and
mentorship components; however, these have, in many respects, been used to devise
constructive circumventing tactics and strategies.
While the TLP project managed to construct two of three anticipated housing facilities,
that component was plagued with delays and otherwise negatively affected by the
inability to procure a suitable site within the required time frame:
Against the background of these findings, the evaluation team concurs with Project
Management that the following actions are required to ensure that the TLP produces
substantive outcomes for the children/youth who are exiting State care.
Project Management
1. There is need for a dedicated team within CPFSA whose explicit mandate is to
manage independent living planning for children and youth who are exiting care.
2. It is critical to enhance monitoring and accountability mechanisms and processes
in order to measure the quality of training received, how training is being
implemented and the real consequences for children and youth. 
3. It is important to build skills in strategic project management, including the
definition and monitoring of qualitative/outcomes targets.
Training for Sustainability
1. Provide ongoing training to strengthen and improve training undertaken as a
part of the project.
2. Ensure that all staff within CPFSA are trained in Trauma Informed Care. This
training should equip staff to deal with their own traumatic experiences as well
as treat children and youth with greater compassion and respect. Training such
as the Life Skills training of care staff requires ongoing reinforcement and
updating if gains are to be sustained. The case management system needs to
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be embedded in the work of the agency, and sufficient training for the persons
who will input the records.
3. Dealing with discrimination: This involves “continuing sensitization on the issue
of stigmatization of the youth because of their status as wards or former wards
of the state”.
4. Increased caregiver awareness of the stages of growth and the skills required
for managing relationships with children and youth across age groups.
Ensure Equitable Access to TLP
1. It is important to ensure that all children have access to the TLP: This means
appending a transitioning/aftercare plan to the care plan of each youth in care.
2. It is critical to pay careful attention to the youth who are least likely to transition
successfully; that is, those less prone to participate in programs; for these,
those not involved in higher education or in vocational skills. This cohort of
youth, likely the most at risk, must also transition. Without innovative and
effective approaches and strategies, this cohort can be relegated to
unemployment and drawn into circles of crime and violence. Success with this
category of youth will provide a good indicator of the effectiveness and impact
of the TLP.
Increase Resources:
1. The Government needs to ensure that the resources are available to CPFSA for
them to be able to implement and improve the TLP. Further, resources should
be allocated to the implementation of the SOP and the construction of
additional facilities, including for males and children with disabilities.
Finalize the Standard Operating Procedures
1. The Standard Operating Procedures needs to be in place and a policy
document formulated to embed the operations. The SOP has been drafted
and will be finalized with recommendations from this evaluation.
2. The key components in the SOP includes an educational plan for youth who
want to pursue technical or tertiary education, life skills coaching as well as
opportunities for internships and entrepreneurial training.
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 ANNEX 1: TERMS OF REFERENCE
TRANSITIONAL LIVING PROGRAMME FOR CHILDREN IN STATE CARE PROJECT
________________________________________________________________________ 
The University of the West Indies, Open Campus Transitional Living Programme for 
Children in State Care Project CONSULTANCY TO CONDUCT AN EXTERNAL 
EVALUATION _____________________________________________ 
1.1BACKGROUND 
Jamaica’s first long-term strategic plan for national development was tabled in the 
country’s Parliament in May 2009. The plan, ‘Vision 2030 Jamaica,’ its goals and actions 
are meant to lead to the attainment of development status of a first world nation by 2030. 
It envisions, ‘Jamaica, the place of choice to live, work, raise families and do business.’ 
The first of Vision 2030’s four goals speaks to a nation where ‘Jamaicans are empowered 
to achieve their fullest potential.’ This challenges the changing value of the children and 
youth, who between birth and 19 years comprised 34% of the island’s population in 
20101 . Therefore the achievement of the goals must include a stronger approach to 
building the capacity of the country to prepare children in residential care for 
independent living, and in doing so, help improve their chances of achieving their full 
potential. 
1.2 In 2012, the Planning Institute of Jamaica (PIOJ) in collaboration with the Child 
Protection and Family Services Agency (CPFSA) formerly the Child Development 
Agency (the government body with responsibility for children in need of care and 
protection) commissioned a study 2 to assess the adequacy of the child protection 
system of the Jamaican State, its ability to prepare its wards for independent living and 
make recommendations to assist their transition. The study revealed that CPFSA had 
made some efforts to facilitate successful transition for the children leaving care, 
however the agency’s services ended at age 18 and extended services were not 
consistent across the Government and private facilities. 
1.3 As of 2012, there were 50 Children’s Homes and 9 Places of Safety in Jamaica. CPFSA 
stated that there were 5,336 children in State Care, comprising 2,640 males and 2,696 
females. There were also other children who were in private institutions who were not 
wards of the state. At that time 62 percent (3,309) of the total children in care were living 
in a family-based environment (L.I.F.E.) while 43 percent (2,027) were living in the 
residential sector. Robinson-Hall (2012) conducted a review of the Child Protection and 
Family Services Agency’s (CPFSA) capacity to prepare children living in residential 
facilities for Independent Living3 . In the review, the children 1 Economic and Social 
Survey of Jamaica 2010 2 Robinson-Hall, R. (2012). Review of State capacity to prepare 
wards of the State for independent living. Unpublished Planning Institute of Jamaica 3 
Ibid 48 who participated were at the threshold of leaving state care and had been 
exposed to the CPFSA’s current independent living programme. The data collected 
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suggested that the children were not confident about their readiness to exit care and 
did not identify with the current independent living programme, with respect to 
preparedness to enter the adult world. Over 51.5% (both males and females) of those 
interviewed were desirous of continuing with their education and training after leaving 
care as one of their priorities. They were also concerned with how they were going to 
manage in the outside world as they had gotten used to a highly structured way of living 
and now had to be solely responsible for themselves. Among their priorities listed in the 
study were (i) having somewhere to live, (ii) employment, (iii) start-up funds for living 
expenses, and (iv) opportunities for continuing education and training. 
1.4 While some youth will have successful independent living outcomes, others will not 
due to risk factors such as disability, poverty, inadequate schooling, and a history of 
trauma, loss, and maltreatment. The ones who do not have a successful transition 
typically have individual circumstances such as: they do not have families with whom 
reintegration can be planned, or they had to leave their community of origin due to a 
dangerous situation. This is supported by relevant international literature that showed 
that young adults – both males and females – in transitioning from child protection 
systems to adulthood showed notably poorer outcomes in all domains of functioning in 
the adult world when compared with their peers in their respective societies. 
1.5 The risk domains identified in the literature were: unstable living arrangements, 
unemployment, sustained deficits in education and training, poor mental and physical 
health, susceptibility to using drugs and alcohol, conflicts with the law, early parenthood 
and fragile social relationships. Given the risks for poorer outcomes, it is likely that a 
number of youth transitioning out of care in Jamaica will need extended services that 
can enable them to participate in attaining the desired national outcomes that are 
outlined in Vision 2030. 
1.6 Against this background, the University of the West Indies Open Campus (The 
UWIOC), in partnership with Child Protection and Family Services Agency (CPFSA) 
formerly Child Development Agency (CDA) and United States Agency for International 
Development (USAID) sought to implement the Transitional Living Programme for 
Children in State Care project, over six years.
2.0 PROJECT DESCRIPTION On August 27, 2014, U.S. Agency for International 
Development (USAID), mission to Jamaica (Mission) approved the Transitional Living 
Programme for Children in State Care project, AID-532- A-14-00001 for the creation of 
safe neighbourhood spaces and services for protecting and addressing the social needs 
and concerns of marginalized populations. The cooperative agreement AID-532-A14-
00001 was initially approved for $1,388,521. United States Dollars in grant funds to The 
University of the West Indies Open Campus. The scope was increased in February 2016 
together with additional grant funds. 
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2.1 Project Goal: The goals of the project are to i) improve the transition to independent 
living for children leaving State care at 18 years and ii) reduce the risk factors associated 
with low skills development, inadequate life skills and poor self-image. This is to be
accomplished through the development of an exit-readiness programme involving life 
skills and job skills training, to address employability, lifestyle choices, health and the 
family and the 49 environment, as well as, the creation of safe and appropriate 
transitional living facilities to accommodate up to 92 children who have nowhere to go 
upon leaving State care, and create a public-private partnership to improve 
employment opportunities. 
2.2 The specific objectives of the project are: 
i) To assess the level of preparedness of youth 17 years and older in State care facilities 
to transition out of care. 
ii) To develop a standard operating procedure guide for preparing children aged 14 to
18 for independent living. 
iii) To equip 900 children in State care with the necessary life skills and knowledge to 
reduce the effects of risk factors that impact safety and human rights. 
iv) To equip 40 Trainers and 500 care staff with the techniques in life skills development 
training. 
v) To establish safe transitional housing complexes for 46 females and 46 males ages 
18-21 for a maximum of 2 years. 
vi) Increase the opportunity for jobs/self-employment for 500 young adults through 
workforce develop and job placement. 
vii) To determine the outcomes of 92 young adults provided with independent living 
facilities. 
2.3 Outcomes/Results The anticipated outcomes/results at the end of the project are: 
i) Needs assessment to inform the development of the exit-readiness programme. 
ii) A Standard Operating Procedure for preparing youth in State care for independent 
living. 
iii) 40 CPFSA Officers trained as Life Skills Trainers. 
Iv) 500 caregivers equipped by Life Skills Trainers with techniques in life skills coaching. 
v) 900 youth in State care exposed to life skills coaching. 
vi) 500 youth in State care trained in a vocational skills training programme. 
vii) 46 females and 46 males, ages 18-21 years accommodated in safe and appropriate 
transitional housing complexes for a maximum of two years and provided with 
mentoring. 
viii) Provision of employment for 92 youth, through a network of public and private 
companies. 
ix) 400 youth provided with “starter-kits” to facilitate exit preparedness. 
x) A longitudinal study of the outcomes of 92 young adults who are housed in the 
independent living facilities compared with 92 matched young adults not housed in the 
facilities. 
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xi) 45 youth in receipt of scholarships for professional development courses from The 
University of the West Indies Open Campus. 
xii) Strengthening the leadership and management capability of the CPFSA to 
successfully implement and sustain project activities after project implementation 
through the provision of an improved Child Case Management System, trauma￾informed mental health training and procurement of buses for transportation needs and 
a 27-seater bus, retrofitted to support the Mobile Mental Health Programme. xiii) A 
Memorandum of Understanding between The University of the West Indies and the 
Child Protection and Family Services Agency (CPFSA) for the sustainability of the 
programme. 50 
3.0 THE CONSULTANCY 
3.1 The Caribbean Child Development Centre (CCDC), The UWI Open Campus wishes 
to utilize part of the funding provided by the USAID to contract an External Evaluator 
under a Contract for Services to undertake a process evaluation of activities associated 
with the execution of the project. 
3.2 The results of this evaluation are primarily intended for internal use by CPFSA to 
inform future improvements to the operationalization of the Transitional Living 
Programme. The results and findings will also be used by CCDC to improve the design 
of intervention projects, and will be shared with USAID to inform country programme 
development. Relevant results and lessons learned will be shared with other 
stakeholders in academia and civil society. 
3.3 Objectives of the Evaluation: A. Undertake an evaluation to assess the project’s: 
i. Relevance – the extent to which the goals and objectives were consistent with 
beneficiaries’ needs and priorities; 
ii. Effectiveness – the extent to which the targeted project objectives were achieved (or 
are expected to be achieved); 
iii. Efficiency – how efficiently were the processes carried out to achieve the results (time, 
other resources); 
iv. Sustainability – the extent to which the project activities are likely to continue after the 
project; 
v. Outcome – inferences on the likely long-term effects produced by the project (directly, 
indirectly, intended and unintended). 
The evaluation should assess the above in relation to: 
o What institutional changes /outputs/achievements have taken place? 
o How have these changes /outputs/achievements been brought about? In relation to 
this, the evaluation should consider the following sub-questions: What stated objectives 
were achieved? What have been the unintended and unexpected outputs of the project 
activities? Who has benefited (boys, girls, adolescents, men, women), in what ways? Did 
any intended beneficiaries not benefit? Have any changes been achieved in relation to 
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practice/knowledge of decision makers, line staff, etc.? Did any of the outputs achieved 
relate to broader national and international policies, conventions, targets etc.? How was 
the project implemented? How well did the logic framework for the project support the 
implementation of the project? Was it well defined, where were the gaps, how could it 
be adapted and improved for the future? What were the most effective approaches used 
by the project to achieve the goals and objectives? What worked, what didn’t, and why? 
What overall lessons have been learned by the project team? 
5.1How have relationships between partners helped or hindered the ‘delivery of 
outputs”? How can these relationships be improved? How have the mandates of each 
key stakeholder (CCDC, CPFSA, USAID) helped or hindered the accomplishment of the 
project objectives. How effective have the project’s monitoring, management and 
financial systems been? How could these be improved? How readily is project learning 
transferable to local/regional/international knowledge development? 
B. Provide recommendations for improvement, sustainability and replicability. The 
evaluation should be strongly focused on recommendations for improvement relating 
to the central questions outlined above, and in particular – how activities could be 
adapted to better meet the needs of the target beneficiaries in a sustainable way. 
Learning from this evaluation should: Inform plans for the operationalization and
expansion of the Transitional Living Programme within the CPFSA. This learning will also 
aid in the development of policy for the transitioning of youth out of care, with necessary 
budgetary provisions. 
Inform the design, implementation and monitoring of other similar projects by The UWI 
and USAID. 
3.4 Methodology The evaluation should consist of: 
A. A review of project documentation: Review of material related to the project. This 
could include, but is not restricted to: various project reports, workplans, 
communications amongst CCDC, CPFSA and USAID, the original project proposal 
document and relevant modifications, relevant project data stored in databases at The 
UWI and CPFSA, data collection tool(s), training materials etc. This information will be 
provided to the evaluator by CCDC and CPFSA. Any other relevant statistics and 
secondary sources should also be reviewed by the evaluator. 
B. The development of an evaluation approach and data collection tools/methods to 
include: 
Detailed time line and work plan;
Outline of any proposed changes to the scope of the evaluation; 
Key interview questions; 
Proposed sampling framework; 
List of stakeholders to be consulted; and 
Development of associated data collection and evaluation tools 
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C. The Evaluator is welcome to use mixed methods, and particularly participatory 
evaluation methods that are fun and engaging for the youth and stakeholders 
participating. 3.5 Sample size: Based on a target of 500 beneficiaries over 6 years, a 
sampling framework is to be proposed by the consultant. The proposed approach should 
be submitted to CCDC for approval prior to the fieldwork. 52 
3.6 Stakeholders to be consulted: The consultant should plan to include the following 
groups of stakeholders in the evaluation: 
Direct project beneficiaries in CPFSA (potentially disaggregated by those who 
participated in different parts of the project (as indicated in the project summary above) 
CCDC implementing staff 
Relevant CPFSA staff 
Relevant USAID staff 
Volunteer Mentors 
Wider stakeholders – for example members of the Project Steering Committee, Liaisons 
at HEART Trust/NTA and other training institutions, Junior Achievement Jamaica, 
companies involved in Transition to Work programme, etc. 3
3.7 Participate in an inception meeting with CCDC, CPFSA and USAID. This should take 
place immediately after contract signing. 
3.8 Field visits: Field visits should be made to the Transitional Housing Complexes, where 
some beneficiaries are housed in order to conduct interviews or focus groups. 
3.9 Provide a debriefing to CCDC, CPFSA and USAID: using a draft set of results and 
PowerPoint presentation to summarise preliminary findings and recommendations. This 
should be shortly after the end of the field work. 
3.10 Submit a draft evaluation report: that corresponds to the requirements outlined 
below in the ‘Deliverables’ section. 
3.11 Submit a final evaluation report: incorporating any relevant feedback from CCDC, 
CPFSA and USAID on the draft report. 
3.12 Deliverables 
Deliverables should include the following: 
An evaluation work plan, including: planned timeline, methodology /approach, planned 
stakeholders to be consulted and sampling framework, data collection tools if relevant, 
qualitative and quantitative protocols for data collection and analysis; any suggested 
improvements to existing evaluation scope, as outlined in this document 
Presentation of preliminary findings 
Draft evaluation report that meets the requirements outlined below 
Final evaluation report comprising i) One (1) printed bound copy of the clean report, with 
appendices, ii) One (1) electronic file in .pdf format of the clean report, One (1) electronic 
file of the final report with track changes as updated from the Draft report.
One (1) electronic file of the clean (final) qualitative and quantitative data collected. 
Requirements for Final Report –
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The final evaluation report should be written in English, jargon free, clear, concise and 
simply written - The report should include an executive summary (max 2 pages) -
Technical information should be included in appendices only. - Analysis of project 
achievements should always be backed up with relevant data, with reference to the data 
source. 
5.3 - Recommendations should be specific and include relevant details for how they might 
be implemented. - The report should be so organized that information relevant to the key 
stakeholders (CCDC, USAID and CPFSA) can be easily extracted. The structure of the 
report should cover the following: - Executive summary - Project background - Main 
findings relating to the evaluation questions and including detail of any unintended 
outcomes that are resulting from project activities - Recommendations for future action –
In addition, the final report should contain at least the following annexes: 
o Terms of Reference for final evaluation 
o Details of evaluation methodology, 
o Milestone schedule 
o List of meetings/consultations held 
o List of persons interviewed 
o Summary of field visits 
o List of documents reviewed 
o Any other relevant material, including data collection tools 
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ANNEX 2 EVALUATION AREAS AND SUPPLEMENTARY LISTING OF
QUESTIONS
RFP Listing of Questions Supplementary Listing - IASR Respondents
Relevance
To what extent were the project goals and
objectives were consistent with
beneficiaries’ needs and priorities
How pertinent is the project to national
development priorities? How pertinent is the
project to realising international obligations?
CCDC, CPFSA
 
What institutional changes
/outputs/achievements have taken place?
How have these
changes/outputs/achievements been
brought about? What stated objectives
were achieved? What have been the
unintended and unexpected outputs of the
project activities?
Who has benefited (boys, girls, adolescents,
men, women), in what ways?
Did any of the outputs achieved relate to
broader national and international policies,
conventions, targets etc.?
How was the project implemented?
How well did the logic framework for the
project support the implementation of the
project? Was it well defined, where were
the gaps, how could it be adapted and
improved for the future?
What were the most effective approaches
used by the project to achieve the goals
and objectives? What worked, what didn’t,
and why?
How have relationships between partners
helped or hindered the “delivery of
outputs”? How can these relationships be
improved?
How have the mandates of each key
stakeholder (CCDC, CPFSA, USAID) helped
or hindered the accomplishment of the
project objectives.
Did the project objectives meet the needs of
different sub-categories of youth, both at the level
of outputs and of substantive outcomes?
To what extent have the risk factors to successful
transition been addressed for differing categories of
youth? How was progress measured? Were the
indicators used comprehensive? What categories of
youth have benefited (a) the most and (b) the least?
Why, and with what consequences? 
How were youth selected for employment
opportunities? How has employment provision
affected the lives, broadly, and transition
experience, specifically, of recipients? Have there
been unintended outcomes for non-recipients?
How has this influenced their transition? How has
the project mitigated unintended negative
outcomes?
Are there differential outcomes for youth housed
versus not housed in independent living facilities?
What are the long term programming implications?
Did the project objectives meet the assessed needs
of the key ‘implementing’ stakeholders, both at the
level of outputs and of outcomes?
How was capacity development defined and
measured throughout the project? To what extent
has capacity been built? What is the evidence? 
Where have there been gains? Where are there
gaps?
How was the trauma-informed mental health
training developed and delivered? To what extent
did it add to the CPFSA’s knowledge and skill base?
CCDC,
CPFSA,
Regional
directors,
monitoring
officers,
facility
managers,
care givers,
sample of
children
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How effective have the project’s monitoring,
management and financial systems been?
How could these be improved?
Was project implementation staged in ways that
produced optimal benefits for all stakeholders?
Efficiency
Did the project make the best use of human and
financial resources?
Did the project make the best use of time?
CCDC,
CPFSA,
Regional
directors,
monitoring
officers,
facility
managers,
care givers
 Sustainability
To what extent does the quality and scope of
training facilitate sustainable? What measures have
been put in place to ensure that training is lodged
within the institution’s memory such that the
knowledge gained is sustained even where persons
depart their respective organisations?
Are there sufficient funds to facilitate sustainability? 
If so, over what time period?? Has the relevant
ministry ‘bought in’ to this project such that it
intends to include the necessary funds in its annual
budget? Has this ministry indicated interest in the
evaluation for this reason?
How is the relationship between partners likely
influence sustainability? What mechanisms are in
place to protect against adverse outcomes?
CCDC,
CPFSA,
Regional
directors,
monitoring
officers,
facility
managers,
care givers
Outcomes
What overall lessons have been learnt by
the project team?
What are the likely long term effects for
each group of stakeholders?
How readily is project learning transferable
to local/regional/international knowledge
development?
Did outcomes for youth differ, depending on
variables, such as location, staff complement, sex,
disability, learning disorders, youth at varying levels
of risk etc.? How did the project provide for
expected and unexpected challenges from
different sub-groups?
CCDC,
CPFSA,
Regional
directors,
monitoring
officers,
facility
managers,
care givers
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ANNEX 3 SPECIFIC FOCUS GROUP AND INTERVIEW QUESTIONS -
CPFSA TRAINERS AND CAREGIVERS
RELEVANCE
Prior to the TLP:
- How would you describe the children’s life skills status?
- How would you describe the children’s vocational skills status?
- What proportion and category of the children experienced trauma? How was this displayed?
- How did the TLP affect the children’s/youth development?
EFFECTIVENESS
- How were/are you involved in the TLP?
- Have you received training on how to enhance the children’s life skills capacities?
- How effective has this training been? What have you learnt?
- FOR TRAINERS: - How effectively was training transmitted? 
- How were learning outcomes measured?
- To what extent did the caregivers meet the learning objectives? What evidence exists to support your
response?
- What were the strengths and weakness of the training content and delivery methods?
- What additional project inputs would you recommend to strengthen training programme and process?
- FOR CAREGIVERS: Has your practice, as caregiver, changed since the introduction of the TLP? If so, in
what ways (positive and negative)?
IMPACT
- What changes (in vocational skills, life skills, psychosocial development) have you noticed since the children
participated in TLP? Have outcomes differed across different cohorts of children? If so, how?
- Have you noticed differences between the TLP participants and children who have not had access to any of
the project components (vocational skills, life skills, psychosocial development?
- Of the children who are still participating in the TLP, have life skills and vocational skills consistently
improved or have there been periods of decline in performance and growth? If there have been periods of
decline, what factors account for this?
- Are there additional ways in which you think that TLP could assist children? What improvements would you
recommend?
- Are there additional ways in which you think that you could assist the children’s skills development and
emotional preparedness for exit?
- What other interventions—in addition to PLED— are required to prepare the children for exit from state
care?
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 ANNEX 4 QUESTIONNARE FOR CPFSA TRAINERS OF TRAINERS
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ANNEX 5 QUESTIONNARE FOR PROJECT IMPLEMENTATION TEAM
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 ANNEX 6 DOCUMENTS REVIEWED
Avasant Foundation, Summary, Youth Digital Employment Initiative
MultiCare Youth Foundation, Transitional Living Programme for Children in State Care
Project, 2021
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care, Project Agreement and Modifications
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Workplan. Plan, January 10, 2019
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Workplan. Plan, January 21, 2020
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Workplan. October 5, 2020
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Workplan, November 2017
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Feedback forms used for Life-skills training and Mental Health training
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Project ,Performance report , October, 2017 – September, 2018
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Project ,Performance report , August 27, 2014 to September 30, 2015
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Project, Performance report, October 1, 2015 to September 30, 2016
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Project, Performance report, October, 2016 – September, 2017
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Project, Performance report, October 1, 2018 – September 30, 2019
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Project, Performance report, April 1, 2020 –June 30, 2020
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University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Project, Performance report, April 1, 2020 –June 30, 2020
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Project, Performance report, January 1, 2020 –March 31, 2020
University of the West Indies Open Campus, Transitional Living Programme for Children 
in State Care Project, Performance report, October 1, 2019 – December 31, 2019
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ANNEX 7 LIST OF RESPONDENTS
PROJECT IMPLEMENTATION TEAM CONTACTED FOR EMAIL SUBMISSIONS
Contacts made on December 8, 2020, December 18, 2020
NAME ORGANIZATION
Anaokar, Priya CCDC
Anglin, Claudette USAID
Kenneth Williams USAID
Buchanan, Cerita SWTC
Budhi, Audrey CDA
Campbell, Marva CCDC
Dillion, Nicole CPFSA
Dixon, Rochelle CPFSA
Douglas, Newton CPFSA
Gage Grey, Rosalee CPFSA
Gooden, Marlene CPFSA
Meeks Gardner, Julie CCDC
Minott, Ceceile CCDC
Morrison, Annmarie UWI Finance Office
Perkins, Andrien CCDC
Thomas, Kathi-Ann CCDC
Thomas, Joan CCDC
Thompson, Jessica CCDC
Reid Gleasia CPFSA
Essue Patrick CPFSA
Gooden Kaylyn CPFSA
Brown Boyd Janeil SWTRC
Thomas, Christopher O Projects Office
Morrison, Annmarie Finance Office
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Key Stakeholder Interviewees
Ms. Mary Gibson-Clarke, Chair, Steering Committee
Professor Julie Meeks Gardner, CCDC
Managers of all Care Facilities
Directors of Skill Training Institutions: Children First, 24/7, Cobbla
Ms. Alicia Glasgow, MultiCare Foundation
Nicole Dillion, Training Officer, CPFSA
Mrs Audrey Budhi, Children and Family Programmes, CPFSA
Focus Groups with Project Implementation Team
-September 14, 2020
-November 25, 2020
-March 18, 2021
Interviews with Managers of Care Facilities
Interviews were conducted throughout the month of December, 2020
Focus Groups with Youth
Focus groups were conducted in December 2020
Interviews with Representatives From Skills Training Institutions
Attempts to make contact with CTIs commenced on December 18, 2020. Professional
Development Institution and Girls Town, Kettering, Knockalva and Village Academy were
the first to be contacted.
Mrs. Salmon-Russell from Excelsior Community College (24/7 Jamaica) was also
contacted and an interview scheduled. Mr Russell facilitated an interview for Knockalava.
Contact was made with Children's First and an interview date secured. An interview was
secured with Ms. Angela Bailey of Cobbla Skills Training Centre for December 29,2020.
On December 22, 23 and 28, 2020, attempts were again made to contact all CTIs listed.
These attempts were unsuccessful as the phones either rang without answer (due to
Christmas break), liaison persons were no longer at the institutes and/or promises were
made to return telephone calls but this did not occur.
With respect to HEART Trust, the CPFSA suggested a contact person; however, that
individual was no longer employed to HEART. HEART provided another contact, Mrs Viva
Hines-Gray, out on vacation leave. IASR was then advised that no one else could facilitate
an interview because none of the available officers knew about the Transitional Living
Programme. Numerous attempts were made to contact Mrs Gray on the mobile number
provided; however, the phone consistently rang without an answer.
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Trainer of Trainers Electronic Survey
CPFSA List of Trainers of Trainers. Questionnaires were sent to all email addresses. 
Reminders were sent, electronically, on three occasions. Persons were also contacted by
telephone.
Name of Participant - Phase 1
1. Sanchia Ellis
2. Candice Williams-James
3. Sharon Bradford
4. Sheryl McKenzie
5. Wayne Grant
6. Nicola Dacres
7. Leasia Bromfield
8. Carlette Wallace
9. Carlyn Stewart
10.Kediene Shea Hood
11.Dotlyn Bailey
12.Racquel Remy
13.Dania Walker
14.Stacy Brady
15.Ardine Bartley
16.Georgette Muschette
17.Taneka Cassanova-Durrant
Name of Participant - Phase 2 
1. Shauna Samuels-Clarke
2. Lisa Hill
3. Camille Crooks Wright
4. Michael Clarke
5. Sellean Barracks
6. Morvetia Hunter
7. Carmen Mullings
8. Leonard Leslie
9. Michael Murray
10.Simone Smith Case
11.Julia Wesley
12.Donna Fuller
13.Francine Rhoomes
14.Karen Rowe
15.Nadine Anderson
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South East Region
1. Kayeon Bernard
2. D’Andra Bingham
3. Jesanya Scale Menzies
4. Bobbieanne Johnson
5. Shanice Clarke
6. Lavern Belnavis
7. Chane Campbell
8. Stacy Ann Lindsay
9. Paulette Bannerbie
10. Judine Thompson
11. Shanice Risden
12. Sassah-Gaye McPherson
13. Joan Myrie
14. Fay Bryan
15. Angella Gibbons Suragh
16. Georgia Edwards
17. Sandra Brown
18. Kimesha Mundle
19. Raecine Bailey
20. Ericka Gilbert Hope
21. Remona DAcosta
22. Clive Mohalland 
23. Joy Morrison
24. Judine Webb Brown 
25. Camille Lewin LAmbie
26. Sheryl Hamilton
27. Angilla Gayle
28. Johanna Brown
29. Colette Gooden
30. Alexia Royal
South East Region
1. Carol Cooper Rodriques –
Western Region
1. Oral Hylton
2. Elvis Farquharson
3. Andrea Patterson
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4. Kerry-Ann King
5. Adria Brown
6. Emery Baker
7. Shiona McDonald
8. Nicolette Prout
9. Olivia Kelly-Daye
10.Sasha McIntosh Dawkins
11.Marjon McPherson
12.Shauna Samuels Clarke
13.Avril Warren-Tracey
14.Camille Crooks Wright
15.Sanna Shae Simms (SER) –
16.Kerry Ann Swaby Dennis
17.Sherieka Burton
18.Shavel Desouza
19.Nordia fletcher
20.Candice Williams James (Trainer)
21.Sanchia Ellis (Trainer)
22.Lisa hill (Trainer)
23.Nordalee Stokes (Trainer)
24.Gailann Wilson Dixon (Trainer)
25.Sharon Bradford (Trainer)
Western Region
1. Shereika Burton
2. Emery Baker
3. Shavel Desouza
4. Sasha McIntosh Dawkins
5. Oral Hylton
6. Adria Brown
7. Michael Wedderburn
8. Kerry-Ann King
9. Cnthia o’Connor
10.Nordia Fletcher
11.Elvis Farquharson
12.Olivia Kelly-Daye
13.Shanikee Pinnock
14.Kerry Ann Swaby Dennis
15.Andrea Patterson
16.Stephanie Taylor
17.Marjon McPherson
18.Shelly-Ann Johnson
19.Peter Brown
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20.Sharon Bradford (Trainer)
21.Nordalee Stokes (Trainer)
22.Camille Crooks Wright (Trainer)
23.Candice Williams James (Trainer)
Northeast Region
1. Nediesha Grey Russell
2. Kareen Kelly
3. Shannae Walsh
4. Tanesha Dilworth
5. Patricia Christie
6. Renee lindo
7. Sasha-Gay Brown
8. Valdean Harris
9. Kevin McKenzie
10.Kedar Sharpe
11.Rayboyd Johnson
12.Kediene hood
13.Raquel Mclean remy –
14.Shakira genus Corrodus
15.Patrice McGann
16.Dania Walker (Trainer)
17.Simone Smith Case (Trainer)
18.Carlette Wallace (Trainer)
Northeast Region
1. Andrew Blake
2. Patricia Christie
3. Renee Lindo
4. Tanesha Dilworth
5. Dania Walker
6. Carlette Wallace
7. Nediesha Grey Russell
8. Hylgay Roache Campbell
9. Kevin McKenzie
10.Patrice McGann
11.Kedar Sharpe
12.Valdean Harris (SER)
13.Rayboyd Johnson
14.Vinette Jackson Beckford
15.Kareen Kelly
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16.Kediene Hood (Trainer)
17.Raquel McLean Remy
18.Shakira Genus-Corrodus
19.Simone Smith Case
Southern Region
1. Shereene Palmer Reid
2. Antonette Brooks Blake
3. Althea Knight
4. Kalena Pusey
5. Lorraine Beaton
6. Kimeahia Brown Reid
7. Kay-Ann Williams
8. Kemolyn Frost
9. Dacia Lawrence
10. Shelly Bent Parchment
11. Kimberly Ann Thomas
12. Michael Coward
13. Lacian Colquhoun
14. Genel Taylor
15. Shaneek Ramsaroup
16. Melesia Smile
17. Princton Herron
18. Andrea James Howe
19. Rohan Burrell
Southern Region
1. Althea Knight
2. Antonette Brooks Blake
3. Rohan Burrell
4. Kemolyn Frost
5. Kimberly-Ann Thomas
6. Lorraine Beaton
7. Kimeahia Brown Reid
8. Kay-Ann Wilson
9. Princton Herron
10.Shaneek Ramsaroup
11.Melesia Smile
12.Andrea James Howe
13.Genel Taylor
14.Lacian Colquhoun
15.Michael Coward
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16.Donna Fuller Henry
17.Dacia Lawrence
18.Shelly Bent Parchment
Caregivers Electronic Survey
Questionnaires were sent to the respective care facilities. Reminders were sent,
electronically, on three occasions. Persons were also contacted by telephone. Eventually,
online interviews were conducted, using the questions outlined in the survey.