EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 i
USAID/DRC INTEGRATED YOUTH DEVELOPMENT ACTIVITY (IYDA)
FINAL PROGAM PERFORMANCE EVALUATION
DO Number and Name: Cooperative Agreement 720066078CA00003
Activity Start and End Dates: April 6, 2018 to September 30, 2022
Total Estimated Cost: $27.5 million 
AOR: Pascal Tshimanga, USAID/DRC/Education
Implemented by: Education Development Center, Inc.
Partners: FHI 360, Catholic Relief Services 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 0
Table of Contents
ACRONYMS........................................................................................................................................1
FIGURES………………………………………………………………………………………………………………………………………………2
TABLES………………………………………………………………………………………………………………………………………………..2
PART I. INTRODUCTION .................................................................................................................3
1.1. Positive Youth Development Framework and Establishing a Foundation for Resilience ..............................3
1.2. Consortium Composition and Roles in Implementation.............................................................................5
PART II. METHODOLOGY.................................................................................................................5
2.1 The Evaluation Criteria ............................................................................................................................5
2.2 Data Tools & Collection ...........................................................................................................................6
2.2.1 Primary Data Collection .............................................................................................................................. 6
2.2.2 Data Entry and Processing .......................................................................................................................... 7
2.2.3 Secondary Data Review .............................................................................................................................. 8
2.3 Limitations..............................................................................................................................................8
PART III. EVALUATION RESULTS........................................................................................................8
3.1. OECD Evaluation Criteria Applied to All Intermediate Results....................................................................9
3.1.1. Relevance – Is the Intervention Doing the Right Things?........................................................................... 9
3.1.2. Coherence and Cohesiveness – How Well Does the Intervention Fit? .................................................... 10
3.1.3. Effectiveness – Is the Intervention Achieving Its Objectives? .................................................................. 11
3.1.4. Efficiency – Limitations and Timeliness – How Well Were the Resources Used?.................................... 13
3.1.5. Impact – What Difference Is the Intervention Making? ........................................................................... 14
3.1.6. Sustainability – Will the Benefits Last? ..................................................................................................... 16
PART IV. CONCLUSIONS AND ADDITIONAL RECOMMENDATIONS ....................................................18
REFERENCES ....................................................................................................................................20
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 1
Acronyms 
ALP Accelerated Learning Program
BYOB Be your Own Boss
CAP Centres d’Apprentissage Professionnel
CDCS Country Development Cooperation Strategy
CLA Collaborating, Learning and Adapting
COP Chief of Party
CRS Catholic Relief Services
CYM Community Youth Mapping
DCOP Deputy Chief of Party
DIVAS Division des Affaires Sociales (Division of Social Affairs)
DIVIJEUNESSE Division de la Jeunesse (Division of Youth)
DNH Do No Harm
DRC Democratic Republic of Congo
ECCN Education in Crisis and Conflict Network
EDC Education Development Center, Inc.
ERSA Education Recovery Support Activity
GBV Gender-based violence
GIS Geographic Information System
GRDC Gouvernement de la République Démocratique du Congo
ICT Information Communications Technology
IYDA Integrated Youth Development Activity
M&E Monitoring and Evaluation
MEL Monitoring, Evaluation and Learning
MIS Management Information Systems
MoE Ministry of Education
OECD Organization for Economic Co-operation and Development
PIRS Performance Indicator Reference Sheet
PMP Performance Management Plan
PYD Positive Youth Development
RCT Randomized control trial
RERA Rapid Education and Risk Analysis
RISD Research Initiatives for Social Development
SILC Savings and Internal Lending Communities
SPSS Statistical Package for Social Sciences
VC Value chain
WBL Work-Based Learning
WRN Work Ready Now
YDA Youth Development Alliances
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 2
Figures 
Figure 1: USAID PYD Measurement Toolkit...................................................................................................4
Figure 2: OECD Better Criteria for Better Evaluation.....................................................................................6
Figure 3: Female participants vocational tracks pursued............................................................................15
Figure 4: Male participant vocational tracks pursued.................................................................................15
Tables 
Table 1: Distribution of actors in individual and group interviews................................................................7
Table 2: Distribution of focus groups by site and by actor ............................................................................7
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 3
Part I. Introduction 
The USAID/DRC Integrated Youth Development Activity (IYDA) was a three-year U.S. Agency for 
International Development (USAID)-funded program that was extended to four years. IYDA was
implemented by Education Development Center, Inc. (EDC), and a consortium of partners: Catholic 
Relief Services (CRS), Family Health International 360 (FHI 360), and for a time, Souktel. The primary 
objective of IYDA was to support vulnerable youth in developing basic assets for resilience, as well as to 
capitalize on emerging socioeconomic opportunities. IYDA’s strategy was to create inclusive learning and 
livelihoods pathways for vulnerable youth and to develop youth-serving networks to support those 
pathways and inclusive economic opportunities. These learning pathways and economic opportunities 
were reinforced by systems actors and support services, such as tutoring and mentoring. The activity 
was implemented in the Provinces of North Kivu (NK) and South Kivu (SK) of the Democratic Republic of 
the Congo (DRC), specifically in the urban cities of Goma, Beni and Butembo (NK), and Bukavu (SK), and 
in the rural South Kivu Territories of Kalehe, Kabare, Walungu, and Idjwi. The project worked with 
existing structures—education and vocational training centers, government officials, the private sector,
and local youth-serving organizations. In particular, IYDA worked with accelerated learning programs
(ALPs or Centres de Rattrapages Scolaires [CRSs]), vocational training centers (Centres d’Apprentissage 
Professionnel [CAPs]), community literacy programs, and youth-led and youth-serving organizations
(YLSOs). 
The purpose of this study is to provide an evaluation of the overall program performance. This 
performance evaluation seeks to (1) determine if IYDA succeeded in obtaining its program objectives
and (2) make some recommendations for future programming.
1.1. Positive Youth Development Framework and Establishing a Foundation 
for Resilience
The overarching activities in the activity were designed to help foster resilient youth who could join the 
workforce and/or contribute to their community’s well-being. Youth enrolled in the activity were 
provided with theoretical and practical skills to improve their own lives, but they also engaged in a series 
of community-based activities that positioned them to contribute to their community and (trickle up) 
toward the national development objectives. 
The intervention was designed to support USAID’s Positive Youth Development (PYD) Framework as a 
means to guide the intervention to work with and for youth to “improve their Assets, Agency, 
Contribution and Enabling Environment.” Figure 1 illustrates the framework.
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 4
Figure 1: USAID PYD Measurement Toolkit1
The IYDA’s theory of change stated the following:
“IF youth gain relevant skills and have opportunities for social and economic engagement, and IF 
community stakeholders are supportive of youth efforts, THEN youth will be more resilient to 
the impact of conflict and violence.”
2
This theory of change reflects alignment with the PYD Framework, addressing the transformation of the 
structures and enabling environment needed to foster and encourage youth resilience. IYDA objectives 
were achieved by pursuing the following three intermediate results (IR):
IR1: Youth gain and apply relevant skills for improved educational and social outcomes. 
Under IR1, the consortium strengthened and provided the principal nonformal education service 
providers in the Kivus with teaching and learning materials as well as professional development 
investments. These were divided into three pathways: 
Pathway 1 – Accelerated learning programs CRS/ALPs
Pathway 2 – Vocational training schools or professional training centers (CAP)
Pathway 3 – Community-based literacy programs and community-based organizations (CBOs)
IR2: Youth are positively engaged in community activities. 
Interventions under IR2 strengthened youth participants’ social-emotional and life skills by affording 
them safe spaces, opportunities for belonging and agency, social networks, and supportive relationships 
with adults to help them become drivers of and actors in community-building initiatives.
1 Youth Power Learning, Hinson, L, Kapungu, C., Jessee, C., Skinner, M., Bardini, M., Evans-Whipp, T. (2017). Power youth development 
measurement toolkit (p. 22). https://www.youthpower.org/positive-youth-development-pyd-framework
2
IYDA Program Document, Cooperative Agreement between USAID and EDC, Inc. 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 5
IR3: Youth are engaged in economic activities. 
Interventions under IR3 focused on livelihoods training and the transition to entrepreneurship or the 
workforce to provide youth with basic resilience, adaptation, and market-driven skills, all of which can
assist youth in times of stress; to identify immediate opportunities; and to provide a foundation for 
future prosperity.
At the end of Year 3 of IYDA, which had a total budget of $22.5 million USD, a 12-month cost and time 
extension was allocated to the activity, providing an additional funding of $5 million USD. The total 
duration of the activity, which also benefited from a six-month no-cost extension before the cost 
extension, was therefore four years and six months with a budget of $27.5 million USD. The extensions 
were granted in large part to the project as a means to mitigate some of the negative impacts that the
COVID-19 pandemic (2020-2022) and the Mount Nyragongo volcano eruption (May 2022) had on the 
activity and to provide additional resources to focus on promoting sustainability through the creation of 
lasting relationships among the youth, nonformal education institutions, the private sector, and the 
community. 
1.2. Consortium Composition and Roles in Implementation 
IYDA was implemented by a consortium with EDC as the project prime (the lead). FHI 360 and Catholic 
Relief Services (CRS) were the international subawardees with technical roles and implementation 
responsibilities. Souktel was also a subawardee but closed as an organization around the time that their 
project tasks were completed. While AVSI was noted in design documents as a back-up solution to work 
with the CRS and livelihood activities, they were not engaged in the project. RISD, a Congolese data 
collection firm, was identified as a local resource partner and supported the IYDA with monitoring and 
evaluation tasks. 
With regards to the roles and responsibilities on the technical aspects of the project, EDC was largely 
responsible for IR1 and IR3. FHI 360 drove IR2 interventions, and CRS supported IR3 interventions 
through the creation of savings and internal lending community groups (SILCs). 
Part II. Methodology 
This performance evaluation used a light touch approach and focused on the macro level of IYDA’s 
performance and achievements to qualify its overall performance over the four-year activity period.
2.1 The Evaluation Criteria
This evaluation used the criteria of the Organization for Economic Co-operation and Development 
(OECD) to examine IYDA’s overall performance.
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 6
Figure 2 : OECD Better Criteria for Better Evaluation3
The OECD criteria was applied from different perspectives to evaluate the overall success of the 
consortium. Specific focus was paid to how the project was able to apply the PYD Framework to the 
IYDA design, implementation, and impact and results. Using the criteria, the evaluation asked, “Was the 
EDC program and activities able to help youth achieve resilience or self-reliance?”
2.2 Data Tools & Collection
Two approaches were used to carry out this evaluation: a literature review of the activity documents 
and a qualitative data collection, conducted in the form of focus groups and semi-structured interviews 
with participants, staff, stakeholders, and the donor. Data was collected in South Kivu, including Bukavu 
and the rural areas of Walungu, Katana, Kalehe, and Minova. In North Kivu, the study areas were Beni, 
Butembo, and Goma.
The literature review was conducted reviewing both project documents and studies. Part of the 
literature review also included conducting general research about other education programming (formal 
and nonformal) and Congolese rules and national objectives around education and regional objectives 
for economic development. The project shared the activity design, baselines, evaluations, and the 
curriculum with the consultant team. These documents were reviewed by the lead consultant, discussed 
with the field team, and integrated into the analysis and reporting. 
2.2.1 Primary Data Collection
The tools developed to collect data from evaluation participants included qualitative interview and focus 
group questionnaires. There tool design was informed by EDC HQ staff (the Monitoring and Evaluation 
[M&E] Lead and the Program Director), but they were designed and finalized by the consultant team, led 
by consulting firm Green Action Development. The score system using the OECD criteria was developed 
by Green Action Development based on the OECD approach.
3 Organisation for Economic Co-operation and Development. (2020, February). Better criteria for better evaluation.
https://www.oecd.org/dac/evaluation/evaluation-criteria-flyer-2020.pdf
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 7
During the field visits, information was gathered via the following methods:
• Individual Interviews with different groups of actors: school principals and teachers, mobilizers, 
SILC supervisors, project partners (non-governmental organizations), donors, young 
entrepreneurs, parents of young people, young employees, etc. (Table 1). In total, 62 interviews 
were conducted. 
• Focus groups were held with youth from SILC, CRS, and CAP pathways who had completed a 
pathway that supported transition to the workforce. They were graduates from Cohort 1 and 
Cohort 2. For each discussion, 10 youth were gathered each time. Table 2 shows the 
distribution.
Table 1: Distribution of actors in individual and group interviews 
Sites
School 
Director
s
Teachers
EDC 
Staff 
IR1, IR2 
& IR3
FHI 
Staff 
& 
Part
ners
EDC 
Staff 
for 
IR2
Self￾Employ
ed
Youth
Employ
ed
Youth 
EDC 
Partn
ers 
for 
IR2
EDC 
Partner 
IR2
Mobili
zers &
Superv
isors
Youth 
Parents 
& 
Employ
ers
Public 
Service
DIVAS
Donor 
USAID Total
Bukavu 3 4 2 4 2 2 3 3 2 25
Goma 2 3 2 1 1 2 2 1 14
Katana 
Kalehe 1 1 2 2 6
Walungu 1 1
Minova 1 1 1 3
Beni 
(phone) 1 1 3 5
Phone 3 4 1 8
Total 7 9 8 4 1 4 3 3 4 8 7 3 1 62
Table 2: Distribution of focus groups by site and by actor
Sites Youth CAP Youth CRS Youth ONG Youth SILC Youth YCA Total
Bukavu 1 1 2
Goma 1 1 1 3
Kalehe Katana (Kabare) 1 1
Walungu 1 1
Total 2 1 2 1 1 7
In addition, the evaluation team engaged in discussions with FHI partner associations under the IR2 
component, which included the following: Action Humanitarian pour la Sante et le Developpement
(AHUSADEC), Action pour le Bien etre de la Femme et L’Enfant au Congo (ABFEC), Reseau des 
Associations autochthones Pygmes (RAAPY), and Generation Epanoui (GEP). The team also engaged with 
three community mobilizers in Bukavu. 
2.2.2 Data Entry and Processing 
A data entry grid was provided in Word for each interviewer to record information noted in the field. 
The information recorded in the field was supplemented by audio recordings so that the interviewer 
could be sure that all of the information provided by the respondent had been accurately recorded on 
the grid. 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 8
The content analysis was carried out to identify the main trends according to region, gender, route, and 
pre-established sampling criteria. Data processing was carried out by combining youth data (focus 
groups and interviews) as appropriate and information from the literature review. 
2.2.3 Secondary Data Review
As the evaluation budget and time frame were limited, and as the study was designed to be qualitative, 
much of the quantitative information and data were provided by IYDA and the project Monitoring, 
Evaluation, and Learning (MEL) Director. The data provided by the project were cleaned and treated,
and at times disaggregated, by year or gender etc. Upon request, some of the raw data was shared on 
Excel spreadsheets. This permitted the evaluation team to cross check quantitative indicators or targets 
(number of youth employed, etc.) and to make visuals, graphs, and tables presented in this report. 
2.3 Limitations
The greatest challenge to conducting and completing this evaluation was the limited availability of time. 
During the first week after the contract signing in Goma, Beni, and Butembo, the towns experienced 
massive disruptions and violence by the population toward MONUSCO, forcing the shutdown of the 
cities. This disruption impacted the project’s ability to hit the ground running regarding data collection. 
Nonetheless, by the Thursday of that same week, data collection had started. These constraints,
however, resulted in the decision to no longer physically visit Beni and Butembo, and thus interviews 
were conducted by telephone. It is important to also note that interviews and data collection on the 
ground are often written in French (translations and reading take more time). 
It should also be noted that the interviews with Beni and Butembo only occurred during the week of 
August 15–18 (when the actual report was due) as the local partners requested that we interview them 
after the manuals, kits, and some activities were completed with EDC. Their feedback was limited in 
some of the questions—especially those on the scorecard- as they did not feel like they had enough 
time to evaluate the activity or its impact on them yet. For Year 4 participants in Beni and Butembo, kit 
distributions occurred after most of the data collection for this study was completed. Thus the timing of 
the interviews was not ideal. 
The quality of this evaluation has been impacted by the initial explanation of the type of report desired, 
that is “a light touch overall program evaluation,” and by not building in sufficient time for an external 
consultant to absorb all of the details. IYDA was a complex multi-year intervention with multiple moving 
parts, players, and locations as well as layered interventions. To truly grasp the activity, and to fully 
evaluate the nuanced impact (as opposed to general overall impact) of the activity, more time should 
have been given. 
Part III. Evaluation Results 
IYDA accomplished the majority of its objectives in part or in full within the life of the activity. The 
partners and populations where the activity was implemented appreciated the original design and 
flexibility to make changes in the activity as it advanced or encountered obstacles. For example, such 
flexibility allowed the activity to improve the curriculum by translating it not only into French but also 
into Swahili and even adding curriculum when the need was highlighted. The IYDA also demonstrated 
flexibility and a desire to improve with each revision, as shown in the following example: After the first 
market study and assessment, the project’s recognized that the results did not show sound livelihood 
options for the youth. Coupling this with the recognition of youth capacity and ability to conduct their 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 9
own labor market analyses, the project successfully piloted and then scaled a youth-driven local labor 
market analysis that produced tangible results in the form of a business catalogue for interested youth. 
In this vein, the project was successful as it continually molded itself to meet the demands of youth and
the evolving opportunities that accompanied a project that was able to invest multiple years of work 
with key youth service providers. 
3.1. OECD Evaluation Criteria Applied to All Intermediate Results 
3.1.1. Relevance – Is the Intervention Doing the Right Things?
Overall Design
IYDA was designed within USAID’s objectives and is found to have responded the strongest to youth 
beneficiary needs through curriculum and job transition support. The activity aligned with policy for the 
Government of Congo and the donor. Its contribution to curriculum for Level 3 ALPs was recognized and 
validated by the Government of the DRC. However, the adoption of the workforce preparedness 
program curriculum was not within IYDA’s control. 
IYDA documents and assessments could have done more to assess the power dynamics within the 
structures and communities in which they were working to mitigate negative externalities that could 
have been foreseen, especially surrounding teachers. This is important to highlight because teachers are 
marginalized and exploited within the existing education system, which is fragile and disjointed, 
especially within the alternative education system. While the activity did provide training to the 
teachers, it did not provide stipends to teachers or subsidize school fees in any manner. At the same 
time, the activity trained and provided a stipend to volunteer tutors, youth who provided after-school 
learning support to youth. However, as the tutors took on an increasing amount of responsibility—
especially during the COVID-19 pandemic when program staff could not visit field sites—and given that 
the stipend was two to three times higher than what teachers and trainers earned, tension arose
between the teachers and the volunteer tutors. While engaging youth as tutors contributed to the 
activity objectives, this setup undermined the social hierarchy that existed in these areas. However, the 
project did recognize the issue and addressed it in the last year of the project when it transitioned to a 
system of community mobilizers whose greater role and responsibilities were more clearly 
communicated to the community. 
IR1: The life skills curriculum Work Ready Now (WRN) and entrepreneurship training Be Your Own Boss 
(BYOB) were relevant and complementary to the technical curriculum for CAPs. WRN was relevant and
contributed to CRS students’ final exam preparation and transition to the formal education system. The 
SILCs were highly relevant and contributed to financial literacy and entrepreneurship for all youth who 
were members.
With regards to the material support IYDA provided to the CRS and CAP schools, while it was aligned 
with a School Improvement Planning (SIP) exercise, future projects should do more in guiding the 
schools to select materials and equipment that support priority vocational tracks. For IYDA, this was a 
challenge for a number of reasons, including poor basic infrastructure of the schools and outdated 
teaching approaches. While resources that the project was able to provide—furniture, basic teaching 
materials, and limited equipment—did have a positive impact on the learning facilities, the value, the 
manner of procurement, and the disbursement mechanisms did not allow the activity to support what 
could have actually been more relevant to these schools, which was equipment for their vocational 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 10
trainings. It is extremely important to help the students truly master their vocational track. As a note, 
however, the provision of more modern equipment would need to be accompanied by updated course 
curriculum and training for service providers. 
The project responded in part to the needs of the nonformal education sector by helping to build a 
foundation of basic knowledge and life skills to enhance the current courses. However, the actual 
national education system (both formal and nonformal) from Kinshasa outwards and the trickle down of 
budgets, policies, and support remained an obstacle that IYDA could not address through this program, 
but which did negatively impact its overall success and sustainability.
IR2: Civic engagement and community development activities organized through the activity effectively 
developed and strengthened community ties and solidified youth’s positive role in the community. 
Although these activities were needed and highly relevant, they did not provide solutions for income 
generation for youth participants. While the project did endeavor to layer the approach with other IR 
areas, there was unrealized opportunity to better leverage the link between community interventions 
that supported income generation for youth and youth graduating from one of the project’s pathways.
IR3: The project guided youth in the selection of their professional track or trade. In other words, it did 
not impose choice on participants, something that built their sense of independence and drive. The 
income-generating activities and professional tracks chosen by the young people were based on their
preferences and their understanding of the job opportunities in the community. Supporting youth in
selecting and pursuing their own pathways contributed to the project’s relevance. 
3.1.2. Coherence and Cohesiveness – How Well Does the Intervention Fit?
Overall Design
The activity was designed so that the curriculum would be adopted by the national education system for 
integration into the nonformal education system and then eventually positioned to be used at scale. The 
project succeeded in getting the curriculum adopted. It was developed in coordination with the DIVAS 
and DIVIJEUNESS4
regionally and validated by the relevant ministries at the national level. At the 
provincial level, division inspectors were trained to become master trainers, positioning them to provide 
continued support to schools who adopted the curriculum. National scale is thus possible, but rollout 
requires additional resources in a stronger education system, something that is outside of IYDA’s 
purview. 
IR1: Curriculum was complementary to the existing curriculum and/or improved on existing curriculum. 
Evaluation participants—especially those in the education system—indicated that they would have liked 
all teachers and school administrators at each participating school to have benefited from the course 
materials and training. This finding brings into question how well the cascade model worked, as 
normally trained school directors and teachers should have been able to share their knowledge and 
materials with colleagues. There was also mention of frustration on how training and tutors, volunteers,
and mentors fit into the existing education system strategy. 
IR2: Youth community interventions that promoted culture and community, such as dance and music,
were supported by IYDA and seen as contributing factors to building cohesion in an inclusive manner 
4 DIVAS stands for Division des Affaires Sociales (Social Affairs Division), and DIVIJEUNESS stands for Division de la Jeunesse 
(Youth Division).
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 11
that resonated with a diverse group of stakeholders. The activity’s ability to invest in cultural events and 
support more artistic endeavors that celebrated community and tradition was considered to have added 
value to the intervention. 
IR3: With the very high rates of unemployment, especially among the youth population, support for
transitioning to the workforce was very relevant and needed. However, in the first labor market 
assessment, the jobs opportunities and private sector partnerships identified did not match the 
vocational tracks pursued by their beneficiary population. Furthermore, the salaries were on the lower 
end. A more appropriate analysis of the regional and national economies and markets could have 
directed the activity, learning facilities, and students toward sectors that (1) had significant amounts of 
public and private funding (e.g., energy, electrification, and solar installation); (2) had a high need for 
technical skills that these schools could, or should have offered; and (3) could have contributed to 
community development and both community and individual resilience. However, supporting local CAPs
and CBOs in offering these skills training would have taken more resources and a larger mandate than 
what was allocated to IYDA. 
Modifications, Adaptions, and Recommendations
While the curriculum was adapted for each group (CRS, CAPS, etc.) and for accelerated learning, it was 
too accelerated. One respondent speaking about CAP students noted, “For the young people with great 
capacities, it was adapted, but for the average and weak young people the duration was too short to 
allow them to understand the training. The older youth (around 22 years of age) were more adapted to 
learn the material than the younger youth (around 16 years of age.”
Over the course of the project lifetime, some modifications and revisions were made that contributed to 
uptake. These included providing materials in Swahili, extending the training time, working with CRS and 
CAPs to sequence the training, and providing refresher trainings to teachers and trainers, all of which 
contributed to improved uptake and understanding. The addition of tutors available to provide support 
for the workforce development curriculum and the availability of business mentors to support business 
planning and start-up also allowed for increased uptake (understanding) for the students, although it 
also created some duplication in roles between the teachers and tutors. 
Overall, the activity was very coherent within the USAID-funded education activities.
3.1.3. Effectiveness – Is the Intervention Achieving Its Objectives?
Overall Design
IYDA responded to the nonformal education system’s needs in terms of improved competency-based 
curriculum, professional development, and the distribution of teaching and learning materials to 
traditionally underserved nonformal schools. The sole focus on CRS Level 3 was felt by many 
respondents to be a weakness, who recommended that the modules should be provided at all levels. 
Thus the link between the ACCELERE investments in Levels 1 and 2 could not be established in this 
review. 
The activity was effective in obtaining its objectives. The intervention results were largely achieved 
across groups. According to the IYDA’s indicator tracking table, out of 19–20 targets, the activity
surpassed the majority of them. This does not, however, mean that the target was sufficient or 
adequate to meet the needs of their beneficiaries. For example, IYDA had a target of distributing 19,022 
teaching and learning materials, but by 2021, IYDA had distributed more than 30,312 textbooks, 
surpassing their target and achieving 157%. However, these numbers do not actually illustrate a 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 12
comprehensive consideration of effectiveness, which would have included the question, Does every 
student and admin have all the textbooks that they need to teach or learn? While the project distributed 
tens of thousands of textbooks, learning conditions were not conducive to the conservation of materials 
over long periods, and thus schools reported a continued need for textbooks during the evaluation. The 
project notes that as a result of the school closures during the pandemic and the displacement from the 
volcanic eruption in Goma, a significant number of teaching and learning materials were lost.
IR1: IYDA added a number of teacher’s manuals to the schools. This access for the teachers has led to 
good quality of teaching, as well as to improvements in the school climate and environment. The activity
encountered initial delays in the distribution of manuals due to the time it took to adapt the curriculum. 
However, the manuals and these adaptations were highly appreciated and impactful on the testing and 
learning uptake. This IR was largely considered a success and effective by both the participants and the 
activity. 
The in-kind materials provided to schools to support their improvement plans was a solution to help 
address some of the technical or organizational needs for each school or learning facility. IYDA realized 
that basic equipment, such as a computer and teaching materials (besides the manuals) like chalk pens 
etc., was often lacking in the supported structures. IYDA used small grants as a solution to reduce some 
of these ongoing small burdens that the administration faced. The small grants program could not, 
however, address bigger systemic issues, such as staff salaries. 
IR2: According to the IYDA’s indicators targets table, the activity evaluated that they were the least 
effective in this IR, achieving a nominal percentage of many of the IR2 targets. They were most effective 
on improving youth perception. While they helped establish or strengthen youth development alliances, 
they did not seem to work as effectively in achieving their targets for strengthening systems that served
vulnerable populations. There were also a number of hiccups in the material distribution that was 
designed to support youth community activities, such as providing great quality musical equipment, like 
an electric guitar, but then not providing the energy source. 
IR3: The materials provided to learners and grants given to schools were appropriate as based on our 
participants own requests. However, the effectiveness of the material support provided to youth 
starting a business depended on the geographic areas. Youth from disadvantaged areas were more 
successful with their entrepreneurship endeavors because they generally seemed to face less obstacles
in carrying out their activities. On the other hand, young people from the city had more business￾associated expenses, including higher rent and taxes, which reduced the effectiveness of the kits.
Modifications, Adaptions, and Recommendations
Procurement appears to be the largest obstacle to achieving effectiveness encountered IYDA. The 
procurement and distribution of the manuals was delayed in Year 1 due to the adaptation process. 
While the activity managed to distribute the manuals in a timely way in the following years, the CRS 
students, who had previously been given manuals to keep, were no longer provided these manuals as 
the manuals were allocated to schools rather than students. 
Procurement of the business start-up kits was also extremely challenging. The activity attempted both 
direct procurement and the use of vouchers, as well as direct cash distributions (for SILC members). 
Each approach presented its own opportunities and challenges. From a program perspective, the use of 
vouchers was the most efficient. Surveys indicated that the communication around the kit distributions 
was not always well understood by youth. 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 13
3.1.4. Efficiency – Limitations and Timeliness – How Well Were the Resources Used?
Overall Design
The activity as designed was efficient. The consortium’s approach was relatively flexible and adaptable, 
pivoting to meet the constraints of the COVID-19 pandemic and the May 22, 2021, volcano eruption in 
Goma, and benefiting from the extension periods. However, the duration of the 12-month cost 
extension, during which time the project was to expand programming both geographically and 
thematically (introduction to English and the YSYLO Advocacy manual), was insufficient to ensure quality 
rollout, implementation, and follow-up of the new initiatives. 
IR1: The duration of the learning cycles was short. Both students and teachers at the CAP and the CRS 
could have benefited from longer training cycles. While the ALP curriculum was strong, some of the 
topics were new to both teachers and students and required more time for uptake. To support teachers’
adoption of the materials, the project held regular refresher trainings, but these could have been longer, 
especially for a population with high levels of mobility, which resulted in the participation of many 
previously untrained teachers. 
Despite IYDA support, schools’ poor infrastructures were challenging. Site visits by the evaluation team 
noted the CRS and CAPs as marginalized run-down institutions, especially when run by the State. For 
example, the CRS in Minova is housed in a primary school where the CRS director is given a small room 
behind the primary school director’s office to store his computer and school material (provided by the 
IYDA). The CRS teaching and learning hours take place after the primary school classes have finished for 
the day, and they are in the same classrooms. The CRS pays rent to the primary school for the use of 
space, creating a kind of hierarchy between the two systems, with neither of them willing to take 
responsibility for property and classroom maintenance. In another CRS visited, the building was made 
entirely of wood and consisted of two floors, the second of which felt extremely unstable. Here the 
classrooms were dusty and filled with used paper and trash. The existing infrastructure, such as desks 
and posters, were provided by the USAID/UKAID UNICEF/IRC Program. The assistant director was able to 
clearly identify which items and materials were provided by IYDA versus UNICEF, and there was no 
duplication as IYDA provided curriculum and materials that were complementary to the other project’s 
donations. 
Photos 1, 2, 3, 4 (left to right): CRS Minova, an oven at Caps Minova, a sewing machine, and literacy classes at 
CRS/CAPS Badirika
IR2: This was the most complex IR to evaluate as the impact was not only on the individual but also on 
the community. Additionally, the extension period provided opportunity to build out activities under this
IR. The results of FHI’s intervention seem somewhat effective, but may not have been considered 
efficient by EDC as they elected to develop their own material over continuing with FHI’s system in Beni 
and Butembo during the extension. EDC designed its own approach and materials to support YSYLO in
community advocacy and activism efforts. The evaluation found that EDC’s materials were appreciated 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 14
for their quality. However, as noted above, IYDA should have been provided more time to implement all 
of the activities planned for the costed extension period. 
The Young Women and Adolescent Girls Mentoring Pilot was effective and highly appreciated by all 
participants, but it was time consuming for the mentors, who volunteered their time and donated their 
resources (transport, participation and calls) to the pilot. While this reduced efficiency, IYDA succeeded 
in implementing a mentorship program with vulnerable populations and leaders on a purely voluntary 
basis. As the goal was to provide support to the mentees, and when the mentors were willing to give 
this time, the pilot was a value added irrelevant of the inefficiency. 
IR3: The youth-led local labor market assessment piloted was more efficient and effective than the labor 
market assessment conducted by the international consultant. 
The start-up kit procurement and distribution to youth on the entrepreneurship track suffered from 
inefficiency during the last year when EDC shifted to a centralized regional procurement approach (vs 
the use of a voucher system that supported youth choice and developing local markets). Future 
programming should carefully consider how business plans are approved. Approval of the business 
plans—a pre-requisite to receiving the start-up kit—was decentralized to mentors, tutors, and program 
representatives during the last year. This approach provided the project with limited oversight of the 
process and product, and contributed to potentially negative power dynamics between the youth and 
the mentor. 
3.1.5. Impact – What Difference Is the Intervention Making?
Overall Design
The activity did have a positive impact on its participants, as well as future students passing through 
programs offered by CRS, CAP, and CBOs, who partnered with IYDA and who have decided to continue 
to integrate the curriculum into their teachings. As the overall impact of the activity has been the 
primary topic of discussion in the majority of this document, this section will be brief. 
IR1: The consortium and EDC were particularly impactful with IR1 and the activities therein. The IYDA
beneficiary feedback, gathered throughout the life of the project and then during the data collection for 
this study, indicated an overall high level of satisfaction with IYDA contributions to both the learning 
facilities and the regional entities that supported them (i.e., DIVAS and DIVIJEUNESS). Trainers who were 
interviewed indicated that they not only taught the students the lessons that they were trained on, but 
they also applied the Be Your Own Boss and Work Ready Now in their daily lives and activities. Investing 
in the DIVAs and DIVIJEUNESS created the opportunity to scale the intervention to new schools.
IR2: This IR was impactful in material and subject matter, especially with youth and especially with 
regards to supporting sports and dance. Musical activities had some issues because of the equipment; 
however, the sports improved community interaction and contributed to greater social cohesion
between youth and elders. 
IR3: For those who received the complete start-up kit, IYDA was impactful. For those who did not, they 
still learned how to write a business plan and were given the life and basic business skills necessary to 
manage a business or be an optimal employee. These are skills that are not traditionally taught in either 
formal or informal education. The SILCs were successful in helping youth become financially literate.
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 15
During the period that the evaluation data was collected, 42.8% of CAP students (of a total of 1,838 
students) were on one vocational track—sewing. While sewing creates economic opportunity, it can be 
extremely limiting, especially when the market is saturated, and the negative impact can have a ripple
effect. Future projects should do more in terms of orienting CAPs and CBOs on the type of trade courses 
offered and in supporting youth to invest in more promising (or less saturated) sectors.
While sewing and tailoring were the top vocation pursued by females, it was a positive sign to see a 
higher percentage of females engaged in vocations that were considered to be more traditional male 
vocations, such as welding (21%) and carpentry (9%). It was not clear from the data provided what type 
of livelihoods activities those youth engaged in the SILCS pursued, but the situation should be the same. 
Figure 3 : Female participants vocational tracks pursued
There were a number of results in this study indicating declining rates of participation among males. This 
is not only in the proportion of males to females attending the technical schools and learning facilities 
but also in the number of males versus females on job retention. 
Figure 4: Male participant vocational tracks pursued
The chart illustrates the 
vocational tracks taken by 
females attending 
CAPS/technical schools. At 
35%, sewing remains a top 
vocation for females. 
However, the chart also 
shows growing interest and 
investment by females in 
higher paid vocations. 
This study highlights a few 
trends that are also reflected 
globally, like higher numbers 
of females versus males being 
educated and increasing their 
technical diversity. 
While it is very 
positive to see 
female 
participation in 
other vocations, it 
is important to 
also see increasing 
numbers of males 
engaged in higher￾skilled and higher￾paying vocations. 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 16
Given the limited value of the start-up kit (up to $150), IYDA could have considered encouraging youth 
to form groups to invest in joint business ventures as a means to leverage resources. Such ventures
could be encouraged especially for trades that have more expensive start-up costs due to the price of 
basic materials and equipment. This community-based approach can create an added layer of 
complexity, but it can also create positive learning experiences, such as sharing a workshop, or promote 
specialization of trades among the group members. 
Modifications and Adaptions
The transition of the Lead in IR2 from FHI to EDC in Beni and Butembo during Year 4 allowed for 
additional quality curriculum to be developed. However, the 12-month extension period did not provide 
enough time to implement the a comprehensive civic engagement intervention that included 
accompaniment and would contribute to achieving the maximum impact. 
3.1.6. Sustainability – Will the Benefits Last?
Overall Design
IYDA’s aim was that sustainability would be obtained by having the national Ministry of Education 
formally adopt the curriculum and integrate it into the national and regional nonformal education 
systems. But this did not occur due to the Government’s consistent failings at managing the education 
system. IYDA’s lasting or overarching objectives of promoting youth learning to mitigate violence should 
be sustainable, but it can only be measured over time. 
IR1: The curriculum developed is sustainable and scalable. IYDA left some manuals and a pool of master 
trainers. By leaving soft copies, they can ensure that these institutions have access to the curriculum 
into the future, which can be supported by master trainers. Some of the learning facilities visited 
indicated that they plan to maintain their use of the IYDA curriculum. For example, CAP Anna Micheli 
decided to integrate the IYDA curriculum into its national program, so that the curriculum would 
become an integral part of its basic training program. It should also be noted that currently all the 
centers throughout the country belonging to the congregation of Anna Micheli’s followers have decided 
to integrate these trainings into their respective programs. At the moment, other IYDA partners (CAPs, 
CRS, CBOs) are calling on the expertise of the Anna Micheli staff to provide the same training. 
It is not clear if actual safe spaces were created during the life of the activity. The learning facilities could 
be considered safe spaces and were improved through professional development, increased 
collaboration with local institutional inspectors, and the receipt of equipment and materials through in￾kind grants. However, site visits showed many continued to lack actual clean and safe environments
with sufficient materials and equipment.
IR2: Where FHI and EDC worked with the same local partners, such as La Colombe, interviews suggested 
that partners felt they received adequate support. However, a multi-pronged approach was not always 
feasible given competing priorities and limited time. In some cases, diversifying the partner pool 
between the two partners expanded the projects investments. 
IR3: Youth who become entrepreneurs had a high level of sustainability—continuing their businesses
and generating revenue. It appears that those who entered the workforce via the SILCs had more 
capacity to continue to strengthen their entrepreneurship activities, but all avenues pursued that 
offered income-generating opportunities were appreciated by the participants. Job placements and 
using the activity’s network were less effective and less sustainable than the kits and the SILCS. 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 17
Early on, EDC was able to identify potential programs, enterprises, industries, and value chains where
youth could find economic opportunities. On paper, these types of collaborations sounded easy and
seemed a natural fit, but in reality, with conflict and shifting program dynamics all with their own 
constraints, they often became difficult-to-accomplish activities. Furthermore, many of the activities 
identified were focused on agricultural value chains, which were not really an ideal partnership as most 
of the skills that the students and youth were pursuing were technical trades and not related to 
agriculture. Only 82 youth out of more than 12,000 youth received agriculture-related start-up kits,
according to the data provided by the activity. This small number could be because IYDA was able to 
offer entrepreneurship and employment that promoted trades or because this population had very little 
interest in agriculture. 
Supporting wage employment efforts was not successful given the informal nature of the market and 
economy. In general, in the DRC, wage employment is poorly regulated and paid. As a result, and as the 
interviews often indicated, it is easier, especially when paid so little, to pursue entrepreneurship if the 
means for initial investment exists. The discussion with the young people employed in the companies 
revealed that despite their presence in the employment structures, they were still motivated by the 
desire to work in their own companies. They said that BYOB and WRN prepared them to take care of 
themselves in an autonomous way (Photo 5).
Photo 5: CAP graduate and recently employed carpenter
Modifications and Adaptions
While there was limited time to use the new YSYLO Advocacy and Activism curriculum, it can be used for 
future programming. 
Interview feedback highlighted that IYDA support varied depending on the institution. Some claimed 
that the IYDA modernized schools by providing them with school kits and equipment. The activity also 
provided plenty of teaching materials (chalk, paper, etc.), which improved the educational system for 
teachers and students. Others were able to add vocational tracks—namely the sewing and tailoring 
course—which was not in their CAPs prior to IYDA. They stated that after they added this track, the 
number of new students increased compared to the previous years. Other CAPS also highlighted how 
they had 20 students in cutting and sewing, but during IYDA, the number of students increased to 80. 
While this is a sign of increasing attendance and retention—at least during the life of the activity—it is 
the vocational tracks that had start-up kits readily available, as opposed to tracks that would pay better 
salaries or fees for the services but did not come with quality kits. Thus, the influence of the kit on 
vocational track selection and long-term retention should be examined post-project for final impact and 
sustainability. 
I had too many misconceptions about entrepreneurship, but at the end of my 
training, I understood that to become a great entrepreneur you need a lot of 
courage and patience. Today I am an employee, but my dream is to become my 
own boss. To achieve this, I have to work hard, have a good relationship with my 
boss, and prioritize his work more than money. On the professional side, this 
project helped me to discover and develop my intellectual abilities in terms of 
know-how and creativity. Personally, this project has changed my interpersonal 
character positively in terms of how to live with others and in terms of hygiene at 
work and personal hygiene. 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 18
Part IV. Conclusions and Additional Recommendations 
Despite the many obstacles faced during the life of the activity, IYDA did for the most part manage to 
help build the assets and agency of youth—through the curriculum-driven programming along multiple 
pathways, through youth-driven community engagement, and through the entrepreneurship support. 
The activity’s greatest impact from the perspectives of many IYDA graduates was learning to become 
more independent, autonomous, and accountable. The life-skills curriculum Work Ready Now and the 
job opportunities and entrepreneurship support contributed to youth’s development of positive norms, 
expectations, and perceptions, and youth highlighted these outcomes in the interviews. Youth reported 
having a better idea about general health and hygiene and highlighted newly adopted life skills as 
stemming from the WRN curriculum. 
IYDA also contributed to improving the social standing of youth through youth contribution and 
engagement. The activity helped the youth build healthy self-images and relationships through its
interventions but especially through the support it provided via its network of mentors and volunteers. 
The Young Women and Adolescent Girls Mentoring Pilot—during which vulnerable adolescent girls were 
matched to very successful professional women, such as lawyers, NGO workers, and professional 
photographers—received extremely positive feedback from participants. IYDA also promoted belonging 
and membership through activities such as sports and music with the Pygmies and the Bantu.
Project constraints stemmed from an operating environment that inhibited socioeconomic 
development, especially for entrepreneurs who faced formal and informal taxation that curbed their 
growth potential. The external environment and structural weaknesses in the DRC negatively impacted
program delivery, uptake, and sustainability. The whole system, and especially the education system, 
required significant systemic improvements to maximize investments such as IYDA. However, in the 
context, the activity would have benefited from a greater examination of the socio-cultural context and 
how the power dynamics impact the capacity to do business and/or operate within the market. 
The three main recommendations to strengthen IYDA interventions are as follows: 
1. Provide all students with a manual. Although an expensive commitment, providing a student 
with a manual and a workbook would allow them to study at home and even share their 
knowledge with others. WRN and BYOB were of interest to all stakeholders, from students to 
teachers to employers. 
2. Improve the technical curriculum. WRN and BYOB are highly relevant curriculum for improving 
life skills and initial business management skills, but they do not provide technical or vocational 
skills training nor did IYDA look at how to reinforce the technical curriculum. The activity
provided some complementary and relevant skills, but it did not address the existing issues 
regarding the quality of the technical curriculum—including looking at how to diversify the types 
of vocations that were taught in the learning facilities they collaborated with. Trades should be 
forward looking and green. While this recommendation was outside of the project’s mandate, it 
should be included in future programming. 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 19
3. Improve the efficiency of start-up kits. This recommendation includes both improving delivery 
mechanisms and leveraging investments with SILC group membership, as well as encouraging 
joint business ventures. 
In addition to the three IYDA recommendations, following are larger programmatic recommendations 
for future interventions: 
1. Ensure activities do not exacerbate or perpetuate gender and other social disparities, and work
to reduce disparities where possible. 
2. Empower women, girls, and members of traditionally disadvantaged groups to access education 
and training opportunities that lead to social inclusion and economic growth.
3. Continue to promote positive youth engagement, and invest in shared community initiatives
that celebrate culture and tradition (such as music and dance).
4. Improve access to and integration among age-appropriate and youth friendly services, engage
youth and their families, and connect and integrate health and social services so there is a 
continuum of care and support at the community level.
 
EDC | USAID/DRC IYDA Cooperative Agreement No. 72066018CA00003 20
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