Submitted by: Margaret Roper 
Director of Education and Development Division
Khulisa Management Services, Pty Ltd. 
26 7th Avenue
Parktown North, Randburg
Johannesburg, South Africa 
Tel: +27 11 327 6411
Email: MROPER@KHULISA.COM
www.khulisa.com 
YOUNG AFRICAN LEADERS INITIATIVE REGIONAL 
LEADERSHIP CENTER SOUTHERN AFRICA
(YALI RLC-SA)
Outcome Evaluation: Final Report
This page is intentionally left blank
Final submission: 31 August 2023
Resubmission after UNISA and USAID feedback: 1 September 2023
Contract Number: CT2022/03 YALI RLC-SA Outcome Evaluation
Activity Start Date and End Date: 01/30/2023 to 08/31/2023
SUBMITTED TO:
Karen Haycock
University of South Africa (UNISA)
AUTHORS
Margaret Roper (Director, Khulisa)
Tamar Boddé-Kekana (Senior Evaluator)
Wendy Dube (Associate)
Rumbidzai Mandioma (Data Collection & Qualitative Analysis Support)
CONTRACTUAL INFORMATION
Khulisa Management Services Pty Ltd. (Khulisa) produced this Report for the University of South 
Africa (UNISA). 
CONTACT INFORMATION
Margaret Roper 
Khulisa Management Services, Pty Ltd.
26 7th Avenue
Parktown North, Randburg
Johannesburg, South Africa 
Tel: +27 11 327 6411
Email: mroper@khulisa.com
DISCLAIMER:
This document is made possible by the support of the American People through the United States Agency for 
International Development (USAID). The contents of this report are the sole responsibility of Khulisa Management 
Services, Pty Ltd. and do not necessarily reflect the views of USAID or the United States Government.
Outcome Evaluation: YALI RLC-SA. Final Report
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TABLE OF CONTENTS
1 INTRODUCTION ..........................................................................................................................1
2 PROJECT BACKGROUND...........................................................................................................1
2.1 Public Management & Governance......................................................................................................................... 1
2.2 Civic Leadership........................................................................................................................................................... 2
2.3 Business & Entrepreneurship Leadership Track.................................................................................................. 2
2.4 Sector-Specific Editions............................................................................................................................................. 2
2.4.1 Education Changemakers....................................................................................................................................... 2
2.4.2 Women in Energy .................................................................................................................................................... 2
2.4.3 Water, Sanitation, and Hygiene (WASH).......................................................................................................... 3
3 EVALUATION PURPOSE AND SCOPE ....................................................................................3
4 EVALUATION DESIGN AND DATA COLLECTION METHODS .........................................3
4.1 Evaluation Design ........................................................................................................................................................ 3
4.2 Data Collection methods.......................................................................................................................................... 3
4.3 Survey Tools................................................................................................................................................................. 4
4.3.1 Main Alumni Survey................................................................................................................................................. 4
4.3.2 Mentorship Survey Tool......................................................................................................................................... 4
4.4 Interview Guides ......................................................................................................................................................... 4
4.4.1 YALI RLC-SA Alumni.............................................................................................................................................. 5
4.4.2 Donors........................................................................................................................................................................ 5
4.4.3 Partners ...................................................................................................................................................................... 5
4.4.4 YALI RLC-SA Staff................................................................................................................................................... 5
4.4.5 Alumni Coordinators/Alumni Chapter Coordinators ................................................................................... 5
4.4.6 Mentors/Employers................................................................................................................................................. 5
5 FINDINGS .......................................................................................................................................6
5.1 Response Rates............................................................................................................................................................ 6
5.2 General Respondent Information ........................................................................................................................... 6
5.3 YALI RLC-SA participants’ understanding and skills within their respective technical tracks................ 8
5.4 YALI RLC-SA program alignment to identified problems..............................................................................11
5.4.1 Emotional Intelligence........................................................................................................................................... 13
5.4.2 Ethical Leadership .................................................................................................................................................. 14
5.4.3 Inclusivity .................................................................................................................................................................. 14
5.5 YALI RLC-SA graduates’ levels of networking and collaborations...............................................................16
5.6 Mentorship..................................................................................................................................................................18
5.7 Alumni Engagement and Wishlist..........................................................................................................................19
6 RECOMMENDATIONS AND CONCLUSION ........................................................................20
6.1 Recruitment................................................................................................................................................................20
6.2 Content and Facilitation ..........................................................................................................................................20
6.3 Mentorship..................................................................................................................................................................21
6.4 Alumni Engagement..................................................................................................................................................21
6.4.1 Social Media ............................................................................................................................................................. 21
6.4.2 Reunions................................................................................................................................................................... 22
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6.4.3 Exchange Program Opportunities..................................................................................................................... 22
6.5 Sharing of Success Stories.......................................................................................................................................22
6.6 Summary of Recommendations.............................................................................................................................23
6.7 Conclusion ..................................................................................................................................................................23
6.7.1 To what extent did the participants improve soft leadership skills within their respective technical 
tracks, such as Public Business and Entrepreneurship, Civic Leadership, Public Management and 
Governance and Women in African Power? ................................................................................................................. 24
6.7.2 To what extent is the RLC-SA program aligned to the identified problems?....................................... 24
6.7.3 To what extent did the YALI RLC-SA graduates have increased levels of networking and 
collaboration among themselves and with supporting stakeholders?..................................................................... 24
6.7.4 To what extent did the YALI RLC-SA graduates demonstrate leadership behaviors in their 
communities, businesses, and governments? ................................................................................................................. 25
7 ANNEXES.....................................................................................................................................26
7.1 Tools.............................................................................................................................................................................26
7.1.1 Alumni survey tool ................................................................................................................................................ 26
7.1.2 Mentorship survey tool ........................................................................................................................................ 34
7.2 Countries of Respondents (1337 responses) ....................................................................................................35
7.3 Countries of Respondents (698 full responses)................................................................................................36
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ACRONYMS 
NPS Net Promoter Score
RLC-SA Regional Leadership Centre Southern Africa 
SBL School of Business Leadership
ToC Theory of Change
UNISA University of South Africa 
YALI Young African Leaders Initiative
LIST OF TABLES & FIGURES
TABLE 1. NUMBER OF INTERVIEWS PER STAKEHOLDER GROUP ................................... 6
TABLE 2. ECONOMIC STATUS OF RESPONDENTS ................................................................ 6
TABLE 3. NUMBER OF EMPLOYEES EMPLOYED BY YALI ALUMNI.................................... 7
TABLE 4. RATING OF TRACK UNDERSTANDING PRIOR TO YALI PROGRAM 
ENROLMENT (N = 704)................................................................................................. 8
TABLE 5. RATING OF TRACK UNDERSTANDING AFTER YALI PROGRAM 
COMPLETION (N = 704) ............................................................................................... 9
TABLE 6. DIFFERENCE BEFORE AND AFTER YALI PROGRAM UNDERSTANDING 
RATINGS ................................................................................................... 9
TABLE 7. NPS SCORES PER TRACK .............................................................................................10
TABLE 8. EMOTIONAL INTELLIGENCE STATEMENT RATINGS ALUMNI .....................13
TABLE 9. ETHICAL LEADERSHIP STATEMENT RATINGS ALUMNI ..................................14
TABLE 10. REQUESTED ALUMNI ENGAGEMENTS (N = 737).............................................19
TABLE 11. RECOMMENDATIONS SUMMARY............................................................................23
FIGURE 1. CONTENT RATING PER TRACK (N = 1091).......................................................12
FIGURE 2. FACILITATOR RATING PER TRACK (N = 1091) .................................................12
FIGURE 3. ALUMNI-SUPPORTED AREAS OF INCLUSIVITY (N = 744) .............................15
FIGURE 4. ALUMNI THAT SUPPORT "NONE OF THE ABOVE" AREAS OF DIVERSITY
.................................................................................................15
FIGURE 5. PERCENTAGE OF COUNTRY RESPONDENTS PROMOTING SEXUAL 
ORIENTATION INCLUSIVITY....................................................................................16
FIGURE 6. MEETINGS WITH MENTORS .....................................................................................18
Outcome Evaluation: YALI RLC-SA. Final Report
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1 INTRODUCTION
Khulisa Management Services Pty (Ltd) (Khulisa) is pleased to submit the Deliverable 3: Draft
Report for the Young African Leaders Initiative (YALI) Regional Leadership Center – Southern 
Africa (RLC-SA) program. 
2 PROJECT BACKGROUND
The Young African Leaders Initiative (YALI) is a signature effort to invest in the next generation of 
African leaders. The need to invest in supporting strong, results-oriented leaders comes out of the 
statistics: nearly 1 in 3 Africans are between the ages of 10 and 24, and approximately 60% of 
Africa's total population is below the age of 35. YALI promotes three models designed to identify 
and empower young leaders: the YALI Mandela Washington Fellowship, the YALI Network, and 
now the establishment of Regional Leadership Centers (RLCs) across Africa.
The RLCs are established at higher education institutions in sub-Saharan Africa and offer leadership 
training programs to young leaders between the ages of 18 and 35. This is achieved through in￾person and online training, networking, and professional development opportunities, and the RLCs 
serve as a place for young African leaders to collaborate. The RLCs are funded and managed by the 
United States Agency for International Development (USAID) in close partnership with The 
MasterCard Foundation and other private sector partners. Each center is managed as a public￾private partnership.
There are four Regional Leadership Centers offering leadership training throughout the year.
Beginning in 2019, the RLCs began to jointly coordinate and collaborate under YALI Africa, a body 
that connects the Centers and serves as a central point for mobilizing resources and maintaining a 
unified mandate and vision.
The YALI Regional Leadership Center Southern Africa (RLC-SA) governs the leadership programs in 
Southern Africa. The conceptualization, development, and curriculum content of the RLC-SA as led 
by the University of South Africa (UNISA), were heavily influenced by the developmental, political, 
and economic dynamics of the Southern African Development Community (SADC) region. The 
program trains young African leaders across 14 Southern African countries (Angola, Botswana, 
Comoros, Lesotho, Malawi, Madagascar, Mauritius, Mozambique, Namibia, Seychelles, South Africa, 
Kingdom of Eswatini, Zambia, and Zimbabwe) in the main tracks of Business and Entrepreneurship, 
Civic Leadership and Public Management since its inception in 2015.
The RLC-SA collaborated with Power Africa to build the leadership skills of young women active in 
Africa's energy sector. The training joined the RLC-SA's expertise in developing leadership skills of 
young Africans with Power Africa's expertise in the energy sector. The RLC-SA has begun to 
replicate this success by approaching the private sector, and public sector organizations as potential 
customers. This led to developing and delivering a successful program for the Education sector in 
partnership with the Trevor Noah Foundation. The participants immerse themselves in a 4-week in￾person study in Pretoria for the sector-specific training. 
2.1 Public Management & Governance
This track is tailored to those who work or aspire to work in any level of government (including 
elected positions), regional organizations such as the African Union, international organizations such 
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as the United Nations, or other publicly minded organizations or think tanks. It exposes 
participants to public management models and best practices. The curriculum framework uses 
Mckinsey 7's Model for efficiency and effectiveness. It aims to build technical and leadership capacity 
in areas such as transparency, procurement, public financial management, government tender 
processes, legislative/executive collaboration, citizen engagement and outreach, human resource 
management, program implementation, and policy formulation.
2.2 Civic Leadership 
This track caters to those who are or aspire to be civically engaged and serve the public through 
non-governmental organizations, community-based organizations, or volunteerism. The Social 
Business Model Canvas is the curriculum framework supported by governance aspects involving
transparency and ethics. It exposes participants to the meaning of civic leadership while building 
technical and leadership capacity in areas such as citizenship, community building, economic 
development, grassroots activism, political organizing and leadership, and volunteerism. Sub-themes 
such as organizational management, strategic planning, fundraising, community relations and 
outreach, advocacy, monitoring and evaluation, media, and coalition-building may also be explored 
depending on the needs and desires of the participants within the region.
2.3 Business & Entrepreneurship Leadership Track 
This track caters to the range of emerging or aspiring entrepreneurs who hope to take on 
leadership roles within the private sector or build their own business ventures on the continent. It 
exposes participants to business and entrepreneurial approaches, including those employed to 
address social issues. This is done using the Business Model Canvas (BMC) as the curriculum 
framework and is further enriched with lessons from business finance, marketing, and human 
resource management. Each RLC tweaks and combines modules to align with the learning needs of 
their region. The focus is on discussing best practices in applying the theory as well as challenging 
participants to imagine how they could apply it for themselves.
2.4 Sector-Specific Editions
2.4.1 EDUCATION CHANGEMAKERS
The Education Changemakers sector program through the RLC-SA completed its third cohort in 
2023, the first two cohorts are included in this study. Teachers are faced with many challenges in 
inspiring, educating, developing, and protecting the youth of Southern Africa. This complex career is 
oftentimes hindered by a lack of resources to affect true change in classrooms. The Education 
Changemakers program is designed to provide leadership development training to educators and 
young leaders who can bring their entrepreneurial mindset and spirit into their classrooms to inspire 
their learners. 
2.4.2 WOMEN IN ENERGY
The Women in Energy sector program was designed in partnership with Power Africa, a 
government-led partnership coordinated by USAID. The low numbers of women participating in 
the energy sector, particularly in leadership roles, led to the development of this sector program. It 
focused on basic leadership skills, as well as entrepreneurship and public management within the 
energy sector. 
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2.4.3 WATER, SANITATION, AND HYGIENE (WASH)
This specialized program piloted in 2022, aiming to empower young leaders involved in water supply 
and sanitation service provision, water resource management and hygiene practices. Much like the 
other YALI programs, it is intended to foster entrepreneurial and innovative thinking, collaborations, 
and complex problem solving through critical thinking. For this sector-specific program that would 
mean identifying opportunities to improve water security and access to sanitation, with the aim of 
increasing community resilience and reducing levels of poverty and health issues.
3 EVALUATION PURPOSE AND SCOPE 
Main evaluation question: To what extent has the implementation of YALI RLC-SA 
program been effective in achieving its intended outcomes? 
1. To what extent did the participants improve soft leadership skills within their respective 
technical tracks, such as Public Business and Entrepreneurship, Civic Leadership, Public 
Management and Governance and Women in African Power? 
2. To what extent is the RLC-SA program aligned to the identified problems? 
3. To what extent did the YALI RLC-SA graduates have increased levels of networking and 
collaboration among themselves and with supporting stakeholders? 
4. To what extent did the YALI RLC-SA graduates demonstrate leadership behaviors in their 
communities, businesses, and governments? 
As of December 2022, the RLC-SA YALI Alumni totaled 6,667, having completed their programs 
between 2015 and 2022. All 6,667 YALI Alumni were contacted to participate in this study. 
4 EVALUATION DESIGN AND DATA COLLECTION METHODS 
The following activities were undertaken during the Evaluation Phase: 
4.1 Evaluation Design
In the initial proposal, the team proposed a mixed methods approach, utilizing the evaluation 
approaches of outcomes harvesting, impact stories, casual mapping through contribution analysis, 
and collaboration and network analysis. 
As discussed with the YALI RLC-SA Team, all the above-mentioned approaches were embedded in 
the survey tool and the interview guides. Social media analytics are only measured through the 
WhatsApp engagements as judged by the Alumni Coordinators and Alumni Chapters, per their 
interviews. Further social media analysis could not be conducted due to the absence of data and 
was hence agreed upon to be excluded from the evaluation. 
4.2 Data Collection methods 
The Khulisa Team developed all of the survey and interview tools and hosted a Tool Development 
Workshop with the RLC-SA Team. This provided an opportunity for input from various team 
members to request particular questions and provide insight into how the findings will be used.
Additionally, the Khulisa Team also developed one-pagers to be sent to each group of respondents, 
explaining the involvement of Khulisa and the reason for the surveys and interview requests. The 
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one-pager for the alumni was sent directly to YALI RLC-SA, who distributed it to all alumni via 
WhatsApp. The one-pagers for all other stakeholders were sent to the relevant parties via email by 
the Khulisa Team. 
A QR code and link for the Alumni Survey tool was distributed via the Khulisa Team to the YALI 
RLC-SA Alumni Coordinator, who sent them through to the Alumni Chapters. These Chapters all 
have their own WhatsApp groups and forwarded the link, QR code, and as reminders, via this 
channel. To provide additional support in collecting sufficient responses, the Khulisa Team sent
email reminders to all alumni. The shorter Mentorship Survey was sent to the relevant alumni 
directly by the Khulisa Team via email. 
All stakeholder interviews were scheduled and conducted by the Khulisa Team. 
4.3 Survey Tools
4.3.1 MAIN ALUMNI SURVEY 
The main survey sent to all YALI alumni contained the following sections for alumni to respond to: 
General information, YALI Training questions, YALI Mentorship questions, Use of YALI-learned 
Skills questions, YALI Alumni Collaboration questions, Track-specific and Leadership questions, 
Future Engagement questions. 
These questions were geared to (partially) answer all four evaluation questions, with the interview 
guides providing further information and triangulation of data. To incentivize the Chapters, and in 
an attempt to increase response rates, a prize of ZAR7,000 was given to the Chapter that achieves 
the highest response rate. In addition to this all respondents providing full responses to the survey 
were entered into a blind raffle held on 14 July 2023, from which three winners received R1,000 
each. Each of the eligible respondents were emailed a unique number prior to the raffle and an 
online random number generator selected three numbers corresponding to the three winners. All 
winners have been contacted and the RLC-SA provided them with their prize money in August 
2023. 
4.3.2 MENTORSHIP SURVEY TOOL
The Khulisa team was sent a list of 50 YALI alumni who received mentorship through the YALI 
program, with the knowledge that a previous mentorship survey run by RLC-SA to this same cohort 
rendered 21 responses. A short Mentorship Survey was sent to these alumni to determine the 
value of the mentorship they received. 
All surveys were created on SurveyMonkey, and links and QR codes were shared via the channels 
discussed with the relevant alumni. 
4.4 Interview Guides
Interview tools have been developed to dive deeper into all four evaluation questions and to 
triangulate some of the impact stories received through the Alumni Survey Tool. It is important to 
note that these interview tools are in fact guides, leading the conversation, but keeping it open to 
spontaneous input and impact stories from the respondents. The following stakeholders were 
interviewed: 
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4.4.1 YALI RLC-SA ALUMNI
The interviews were designed to collect and dive deeper into impact stories, as well as received 
more information on collaboration amongst YALI alumni, and of YALI alumni with their broader 
communities and the YALI partners and stakeholders. 
4.4.2 DONORS
The interviews were designed to dive deeper into their motive for funding the YALI program, the 
efficacy of their funding, their connection with YALI alumni, and the sustainability of the program 
through a donor's eyes. 
4.4.3 PARTNERS
Different types of partners have engaged with the YALI program. Some placed numbers of alumni in 
their organizations, others were involved in supporting the program, or in lecturing or content 
development of specific tracks or sector-specific programs. The questions were therefore tailored 
to different types of partners, asking about their knowledge of the YALI alumni's learned soft skills, 
observations of alumni-interactions, their contact and communication with YALI leadership, and the 
sustainability of the program. 
4.4.4 YALI RLC-SA STAFF
The YALI staff has the most insight into day-to-day observations during training, development of the 
program and the differences between cohorts, the delivery, and the ability to assist in documenting 
the model. For this reason, the staff interview guide centered around these areas and collected 
further impact stories, as well as data on communication between the different RLCs. This provided
insight into regional-specific learnings and sustainability, which are crucial for the continuation and 
growth of the program. 
4.4.5 ALUMNI COORDINATORS/ALUMNI CHAPTER COORDINATORS
Through running and participating in the different alumni WhatsApp groups, the Alumni 
Coordinator and Chapter coordinators were able to provide more insight into collaboration 
observations and contact intensity. 
4.4.6 MENTORS/EMPLOYERS
In order to get a better understanding of the mentorship matching, the team interviewed a number 
of the mentors who worked alongside the YALI alumni who were matched with them. The 
interview guide asked them more about their specific engagement and their observations of the 
(leadership) skills of the alumni. 
The Khulisa Team selected a sample of the YALI alumni employers to interview to determine what 
they know about the YALI program, what the growth paths of the YALI alumni have been, and the 
reasons they hired YALI alumni. This provided more insight into collaborations between YALI 
alumni and the broader community, as well as the sustainability of the program through the eyes of 
employers. 
Impact story data collection was embedded in all the survey and interview tools, to record the views
and stories from a broad spectrum of stakeholders and partners. All tools were created in 
collaboration with the YALI RLC-SA team through a Tool Development Workshop. After this 
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workshop the final versions of tools were sent to the management team and approved in writing 
prior to deploying. 
5 FINDINGS 
5.1 Response Rates
In total 1,337 responses to the alumni survey were received (20% of 6,667 possible respondents), 
out of which 698 were full responses (10% of all alumni, and 52% of all survey responses). A 
minimum of 363 survey responses were needed for a 95% confidence level and a 5% margin error, 
this was quadrupled in terms of actual responses, ensuring the sample of respondents provided 
generalizable findings. The majority of respondents identified as female (715 or 53%), 45% (606) 
identified as male, less than one percent (10) identified as "other", and less than one percent (6) did 
not answer this question. Four percent of the respondents (56) have a disability. 
Twelve responses were received to the mentorship survey (24% of all 50 possible respondents and 
57% of the 21 respondents that had completed a prior survey with the YALI RLC-SA Team).
Table 1 shows the interviews completed with each of the stakeholder groups. 
Table 1. Number of interviews per stakeholder group
Stakeholder group Interviewed
YALI Alumni 34
YALI partners 6
YALI donors 4
YALI staff 3
5.2 General Respondent Information
The respondents were asked if they are working, started their own businesses, and/or if they 
employ others. Table 2 shows their current economic status. 
Table 2. Economic Status of Respondents
Economic Status N
% of 
Respondents
I am employed (Part Time or Full Time) and intend to become 
an entrepreneur at some stage in the future 452 34%
I am employed (Part Time or Full Time) and have a side 
hustle/business 400 30%
I am unemployed 167 12%
I am self-employed or a solo entrepreneur 160 12%
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As can be seen in Table 2, a total of 58% are currently employed and intending to become 
entrepreneurs, or are entrepreneurs already. The 105 entrepreneurs that stated having employed 
people, have created employment for the amount of people as per Table 3. 
Table 3. Number of Employees employed by YALI Alumni
Number of people employed N % of Respondents
1-4 employees 53 50%
5-9 employees 28 27%
10-49 employees 21 20%
50+ employees 3 3%
The range of employment created according to the above table is therefore between 553 and 1643 
jobs. However, this number could actually be higher as there are three entrepreneurs that employ 
any number above 50 employees. For this calculated range, the assumption was made that those 
three entrepreneurs employed 50 people each. 
In terms of employment sectors, 32% (422) of respondents work in the private sector, 25% (329) 
work in the public sector, 21% (278) work in the NPO/NGO sectors, 5% (65) work in the social 
enterprise sector, another 5% stated they work in a mixture of sectors and 13% (172) did not 
respond to this question. 
Twelve percent of respondents (167) indicated being unemployed as per Table 2. Further 
investigation and contacting of these alumni showed that the majority of those respondents (62%) 
are currently setting up their own business and working on obtaining funding or finalizing their 
business plans. Technically, they do not have a consistent stream of income at the moment, but 
they are actively working on that. 
Only 6% of the 167 respondents (10) state that they do not have a job and are looking for 
opportunities everywhere. 
Some of the respondents that are applying for funding, as well as some that are truly unemployed 
and do not have a job in the pipeline, are using their YALI-learned leadership skills in social 
development areas by volunteering (35% in total). 
One of the goals of the YALI program is to reach participants that are committed to positively 
impacting the continent, their own countries, and their own communities. This is particularly true 
for those coming from disadvantaged backgrounds, or rural areas within their countries. The survey 
respondents were asked to determine if their place of birth was urban or rural, and how they would 
classify their current places of residence and work. The majority of respondents classified their 
birthplace as urban (59% or 783), and 41% (or 554) classified their birthplace as rural. Out of the 
I am an entrepreneur that employs other people 105 8%
I am employed (Part Time or Full Time) and have no intention 
to become an entrepreneur
53 4%
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554 respondents who were born in rural areas, 339 (or 61%) moved to urban areas for work.
Interestingly, out of the 783 respondents who classified their area of birth as urban, 103 (13%) 
moved to rural areas to serve communities there. That means that currently, 76% of respondents 
(1019) live and work in urban areas, and 318 respondents (24%) live and work in rural areas. 
5.3 YALI RLC-SA participants’ understanding and skills within their 
respective technical tracks
The respondents were asked to retrospectively rate their understanding of the track they enrolled 
in prior to commencing their YALI program. The results are shown in Table 4: 
Table 4. Rating of track understanding prior to YALI program enrolment (n = 704)
Excellent Good Adequate Needed 
improvement
Underdeveloped
I do not 
remember
Total
Business & 
Entrepreneurship 
Development
85 34% 89 36% 31 13% 34 14% 8 3% 1 0% 248
Civic Leadership 66 28% 73 31% 42 18% 42 18% 15 6% 0% 238
Public Management 
& Governance 53 28% 61 32% 36 19% 26 14% 8 4% 4 2% 188
Education Change 
Makers
3 23% 5 38% 4 31% 0% 1 8% 0% 13
WASH 1 9% 2 18% 4 36% 4 36% 0% 0% 11
Women in Energy 1 17% 0% 2 33% 2 33% 1 17% 0% 6
As can be seen, most respondents rated themselves as having a good or excellent understanding of 
their respective tracks. This is not the case for WASH nor Women in Energy, where the 
respondents recognized they needed to increase their track-understanding through the program. In 
many cases, people rate themselves differently prior to completing a program, and as they go 
through the program, not only do they learn more about the content, but they see their prior 
understanding in a different light as well. It helps them realize they did not know exactly what they 
thought they knew, leading them to rate their post-course understanding a bit more conservative 
than their pre-course understanding. 
The respondents were thereafter asked to rate their understanding of the track they enrolled in 
after having completed their YALI program. These results are shown in Table 5 below. As can be 
seen, in Table 5, the levels of understanding of respondents lean more heavier towards “Excellent” 
and “Good” than they did prior to completing their YALI program.
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Table 5. Rating of track understanding after YALI program completion (n = 704)
Excellent Good Adequate Needed 
improvement
Underdeveloped Total
Business & 
Entrepreneurship 
Development
122 49% 99 40% 24 10% 3 1% 248
Civic Leadership 101 42% 114 48% 17 7% 6 3% 238
Public Management & 
Governance 84 45% 84 45% 15 8% 4 2% 1 1% 188
Education Change 
Makers
8 57% 3 21% 2 14% 13
WASH 7 64% 4 36% 11
Women in Energy 5 83% 1 17% 6
Table 6 provides more insight into improving or lowering of ratings per individual in each of the 
tracks. Highlighted in red are the percentages of improved ratings, or those that could not improve 
any further (they rated their understanding as “Excellent” both before and still after their YALI 
program completion). These added-up percentages showed the highest increase for WASH (82% 
improved ratings and 9% remained “Excellent”), followed closely by Women in Energy (83% 
improved ratings). Both of these had low response numbers. The Civic Leadership Track showed an 
increase of 70% (48% improved ratings and 22% remained “Excellent”), Public Management & 
Governance showed an increase of 69% (47% improved ratings and 22% remained “Excellent”), 
Business & Entrepreneurship Development showed an increase of 66% (38% improved ratings and 
28% remained “Excellent”), and Education Change Makers, with relatively low response numbers, 
showed an increase of 61% (46% improved ratings and 15% remained “Excellent”). 
Table 6. Difference before and after YALI Program understanding ratings
Improved 
Rating
Remained 
Excellent
Remained the 
Same (other 
than 
Excellent)
Lowered Rating Total
Business & Entrepreneurship 
Development 93 38% 69 28% 64 26% 22 9% 248
Civic Leadership 114 48% 52 22% 49 21% 23 9% 238
Public Management & 
Governance 88 47% 41 22% 43 23% 16 8% 188
Education Change Makers 6 46% 2 15% 4 31% 1 8% 13
WASH 9 82% 1 9% 1 9% 11
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Women in Energy 5 83% 1 17% 6
As can be seen, there are low numbers of respondents (ranging from 8% to 17%) that rated their 
levels of understanding lower after completing the YALI program as compared to before their 
participation. A follow-up call with one of the alumni showed that for that individual this was due to 
the fact that they “thought they knew exactly what my program was about, but during and after 
completing it I realized I had a lot more to learn and humbled myself a little”. The evaluation
suggests this could be the case for other respondents that lowered their rating as well. 
The overall program, regardless of track or sector, is aiming to address a lack of leadership skills 
development opportunities for youth in Africa.
In order to get a clearer understanding of how the alumni rate the overall YALI programme, a 
question within the alumni survey was formulated to garner a Net Promoter Score (NPS). This is a 
common metric used to measure loyalty and satisfaction. This NPS score is determined based on a 
single question: "On a scale of 0 to 10, how likely are you to recommend the YALI program to a 
friend or colleague?" Respondents are divided into three categories: Promoters (alumni who gave a 
score of 9-10), Passives (alumni who gave a score of 7-8), and Detractors (alumni who gave a score 
0-6). To calculate NPS, one subtracts the percentage of Detractors from the percentage of 
Promoters. The resulting score can range from -100 to +100. A higher NPS indicates a stronger 
base of customers who are likely to recommend the business, reflecting overall satisfaction and 
potential for growth. In this case there were 558 promoters (80%), there were 97 passives (14%) 
and there were 43 detractors (6%). The Net Promoter Score (NPS) that came from this rating was 
therefore 74 for the overall YALI programme (n = 698), which is high for educational programs. 
There are quite a few passives, who are satisfied, but not as enthusiastic as the promoters. They 
contribute to the overall balance between promoters and detractors. While they are not actively 
promoting the program, they are also not detracting from it. 
The NPS scores per track are shown in Table 7. 
Table 7. NPS scores per track
N NPS Score
Women in Energy 6 83
Public Management & Governance 184 81
Civic Leadership 237 74
[What we are trying to address:] It's really the leadership. In 2013, when the Mandela 
Washington fellowship has expanded. The response for 500 spots was unbelievable, what we 
could learn from there was that probably the biggest deficit that we have is a large enough 
opportunity for leadership skills development and networking opportunities for young people in 
the continent. That's basically why we then went on to establish the four leadership centres.
YALI Partner - Donor
Outcome Evaluation: YALI RLC-SA. Final Report
11
Business & Entrepreneurship Development 247 71
WASH 11 64
Education Changemakers 13 54
The YALI Women in Energy program received the highest NPS score, but due to its low number of 
respondents (<1% of all responses to this question) this is difficult to compare to the other tracks.
Public Management and Governance received a high NPS score of 81, from a large amount of 
respondents (26% of all question respondents). The WASH program has only had one iteration to 
date, and the NPS score can improve. 
5.4 YALI RLC-SA program alignment to identified problems
The YALI program content centers around leadership, a focus that is shared and supported by its 
partners and donors. The below quote provides an insight into one of the partner's visions of the 
YALI program and its goals. 
Additionally, one of the YALI donors stated that the motive for funding the program was to "build a 
network of young professionals in a multitude of sectors". This will be discussed further in Section 
5.5. 
To dive deeper into the content discussed during the YALI programs, the alumni were asked to rate 
the content of their respective tracks in terms of usefulness. Those results are displayed in Figure 1
below. As Figure 1 indicates, the majority of respondents found the content very useful, confirming 
the relevancy of said content to their lives. 
I think UNISA, like any other public university has a mandate for community development. One 
of the requirements for every academic at UNISA is what we call engaged scholarship. So, the 
university has got that mandate for engaged scholarship and looking at our communities being 
associated with that kind of development for the university is a good thing. It also means that we 
are not just an ivory tower, but we also contribute to the development of young people. And 
looking at all the participants over the years that I've seen, most of them coming up with brilliant 
leadership skills and business ideas means that the university was contributing towards social 
cohesion, economic development, and generating new business leaders essentially right across 
certain regions – YALI Partner
Outcome Evaluation: YALI RLC-SA. Final Report
12
Figure 1. Content rating per track (n = 1091)
The most common comment made in the survey was that the YALI program content is still being 
used today, and the alumni use the materials in their current jobs, or in their entrepreneurship 
journeys. The Business Model Canvas, in particular, has been used by the alumni after completing 
their YALI program. Furthermore, the value of networking and the communication skills that can 
assist with that, learned through the YALI program, were mentioned as reasons for rating the 
content "useful" and "very useful". This links to the donor’s comment on building networks, to be 
discussed further in Section 5.5. Those who stated it was "not very useful" or "not at all useful"
mentioned that the lack of practical experience and the higher focus on theory was not as beneficial 
as they would like it to have been. 
Additionally, the alumni were asked to rate their facilitators throughout their YALI program. These 
ratings can be seen in Figure 2 below. As can be seen in Figure 2, the majority of respondents found 
their facilitators “great” or “good”, indicating the high standards of facilitators. 
Figure 2. Facilitator rating per track (n = 1091)
The alumni were asked to state whether or not they saw any positive changes in themselves since 
their YALI participation. Out of the 774 respondents to this question, 751 (97%) stated that they 
68% 70% 67% 64% 67%
82%
26% 25% 29% 28% 25%
18%
5% 4% 5% 6%
1%
1% 8%
1%
0%
20%
40%
60%
80%
100%
Business &
Entrepreneurship
Development
Civic Leadership Public
Management &
Governance
Education Change
Makers
WASH Women in
Energy
Very Useful Useful Somewhat Useful
Not Very Useful Not At All Useful Do not recall
63% 62%
38%
58% 42% 55%
32% 34%
57%
37% 58% 45%
4% 2% 5% 4%
0%
20%
40%
60%
80%
100%
120%
Business &
Entrepreneurship
Development
Civic Leadership Public
Management &
Governance
Education Change
Makers
WASH Women in Energy
Great Good Neutral Bad Do not recall
Outcome Evaluation: YALI RLC-SA. Final Report
13
did see positive changes. Out of those 751 respondents, 77% (578) attributed those changes to the 
YALI program, 21% (160) stated they think these changes would have happened with or without 
YALI, and two percent (13) did not respond to that question. 
The YALI program wishes not to solely inspire and empower leaders, it also aims to ensure these 
new leaders and entrepreneurs address current issues within their communities. In order to do so, 
to inspire others and to get buy-in to one's vision, there are some key aspects of leadership one 
must exhibit; emotional intelligence, ethical leadership, and inclusivity. The alumni were asked 
specific questions regarding these aspects in the alumni survey, as well as through the alumni 
interviews. The responses are outlined below. 
5.4.1 EMOTIONAL INTELLIGENCE
The YALI program recognizes that emotional intelligence is a vital part of leadership and integral to 
having a successful working relationship with others, and with yourself. It can help manage stress, 
help manage your own emotions and the emotions of others, create healthy workplace relationships 
and inform inclusive business practice. Emotional intelligence related content is therefore featured 
heavily into the YALI curriculum. 
The alumni were, therefore, asked to rate five statements related to emotional intelligence. The 
results are shown in Table 8. Highlighted in red are the mode responses, those that occurred most 
frequently for each of the statements. 
Table 8. Emotional Intelligence statement ratings alumni
Excellent Good Adequate Needed 
improvement
Underdeveloped Total
I recognize how my feelings 
affect my performance
317 45% 315 45% 45 6% 23 3% 3 0% 703
I present myself with self￾assurance; I have "presence"
268 38% 341 49% 72 10% 19 3% 2 0% 702
I smoothly handle multiple 
demands, shifting priorities and 
rapid change
260 37% 313 45% 97 14% 27 4% 3 0% 700
I seek out fresh ideas from a 
wide variety of sources
354 51% 265 38% 57 8% 19 3% 4 1% 699
I am decisive and able to make 
sound decisions despite 
uncertainties and pressures
291 42% 301 43% 73 10% 31 4% 3 0% 699
As can be seen, the ability of alumni for all of the above statements is mostly rated "excellent" or 
"good" (ranging between 82 – 90%). The statement the alumni are least confident in is that of "I 
smoothly handle multiple demands, shifting priorities and rapid change", this finding is something that 
can be taken into consideration when revising the YALI program content. A larger focus on stress-
Outcome Evaluation: YALI RLC-SA. Final Report
14
management, the physical and mental demands of entrepreneurship, and managing one's ability to 
multitask could help participants.
5.4.2 ETHICAL LEADERSHIP
The YALI program aims to provide a holistic understanding of the term leadership and the traits this 
includes. One of those traits is ethical leadership. The YALI program offers an online course in the 
fundamentals of responsible leadership for entrepreneurs. Five statements on ethical leadership 
were provided to the alumni in the main survey and they were asked to rate their level of expertise 
for those statements. The results are shown in Table 9 below. Highlighted in red are the mode 
responses, those that occurred most frequently for each of the statements. 
Table 9. Ethical Leadership statement ratings alumni
Excellent Good Adequate Needed 
improvement
Underdeveloped Total
I meet commitments and keep 
promises
326 46% 308 44% 46 7% 19 3% 4 1% 703
I admit my own mistakes 329 48% 285 41% 55 8% 19 3% 3 0% 691
I confront unethical actions in 
others
192 27% 302 43% 154 22% 47 7% 5 1% 700
I take tough, principled stands 
even if they are unpopular
277 39% 290 41% 96 14% 34 5% 6 1% 703
I build trust by being reliable 
and authentic
414 59% 232 33% 44 6% 6 1% 3 0% 699
Most alumni consider themselves "excellent" or "good" at ethical leadership matters, as seen by the 
red highlights in the table above. The most difficult statement is that of confronting unethical 
actions in others. While the alumni agree that they can take tough, principled stands, even if they 
are unpopular, they find it harder to point out unethical actions in other people and confront them. 
Three survey respondents mentioned that the focus on ethics was the most important focus of the 
program, and that they use this daily in their professional lives. 
5.4.3 INCLUSIVITY
Another important trait of leadership is inclusivity. In the recent requests for YALI participant 
applications, this point is stressed explicitly to all applicants. The alumni were asked to indicate for 
which areas of diversity they actively promote(d) an inclusive environment in their businesses or 
work environments. They were able to select one, multiple or all areas of inclusivity, the results are 
shown in Figure 3. 
Outcome Evaluation: YALI RLC-SA. Final Report
15
Figure 3. Alumni-Supported Areas of Inclusivity (n = 744)
As can be seen, the most supported area of inclusion is that of gender (64%), followed by age (51%).
The least supported area of inclusivity is that of sexual orientation (32%). This could be due to a 
number of factors, it is a more controversial topic than some of the others, and some countries 
outlaw same-sex relationships. 
Religion is less high on the list (41%), and this could be due to the fact that in some countries, there 
is limited religious diversity, therefore, this is not an area that requires further support. 
To break this down further, one can look at each of the areas of diversity and the percentage of 
each country's respondents that state they promote a safe environment for that particular area. 
Only 32 respondents stated that they do not promote an inclusive environment for any of the 
mentioned areas of diversity. These respondents represent between zero to seven percent of their 
countries' respondents, as can be seen in Figure 4. 
Figure 4. Alumni that support "None of the Above" areas of diversity
A follow up call with two of the Madagascan respondents showed that one "did not think special 
attention needed to be paid to anybody in the workplace". The other respondent stated that they 
"accept anything, but do not actively promote anything". 
Figure 5 shows the percentage of respondents per country that promotes an inclusive environment 
for diverse sexual orientations. 
64%
51% 45% 42% 41% 41% 39%
32%
4% 0%
10%
20%
30%
40%
50%
60%
70%
Gender Age Nationality Disabilty Ethnicity Religion Race Sexual
Orientation
None of
the Above
7% 6% 5%
4%
2% 2% 2% 2% 1% 1% 1% 1% 0% 0% 0%
Outcome Evaluation: YALI RLC-SA. Final Report
16
Figure 5. Percentage of country respondents promoting Sexual Orientation Inclusivity
Upon following up with three alumni from Malawi, four from Angola and two from Mozambique, the 
feedback was that it was simply not seen as an important aspect of a professional career, therefore,
there was no need to make special accommodations for any sexual orientation. 
One of the survey respondents (from Botswana) stated that there was "an overload on LGBTQI 
content […] there was content shock during my time" and another from Zimbabwe stated that "I 
felt as if we were made to accept homosexuality despite our different religious beliefs". Another 
alum from Botswana stated the opposite in that they would want a "more gender-conscious […], 
more human-rights-centric approach" worked into the YALI content. 
Alumni also commented on whether or not the work they do could be done by anyone with the 
same competencies. Out of 704 respondents, 89% (627) stated that this was the case and that 
anyone with the same type of capabilities, regardless of background, would be able to do what they 
do. Eleven percent stated this was not the case, of which five percent have disabilities themselves.
The most commonly provided explanation as to why nobody else could do their job, even if they 
had the exact same capabilities, was that they "are unique" and that their "experiences are unique.
Nobody will do it the same way". One of the respondents with a disability that stated not 
everybody could do their job, stated that the fact that they had a disability was actually what 
allowed them to excel in their role. People with similar capabilities, but no lived experience of what 
it is like to have a disability would not be able to perform the same role with the same success, 
according to the alum.
5.5 YALI RLC-SA graduates’ levels of networking and collaborations
One of the program's aims is to encourage communication and multicultural collaboration among
alumni.
The survey asked alumni whether they had ever worked with other alumni. This was answered by 
758 alumni, of which 307 (41%) stated that they had done so or are currently working with other 
alumni. Of these 307 respondents, 286 provided the number of alumni collaborated with, ranging 
from one to 100. 
Through the interviews with various stakeholders, these collaborations were unpacked and 
discussed. A lot of the alumni that collaborated (96 or 31%) mentioned that the YALI program 
30%
23% 22% 20% 20% 20% 19% 17% 16%
13% 13% 13% 12%
6%
0%
Outcome Evaluation: YALI RLC-SA. Final Report
17
allowed them to see that collaboration is a win for all parties involved, and that combining skills and 
sharing business strategies will not hinder their competitive edge, but rather increase the success 
rates of their businesses and increase productivity within their roles. 
Others mentioned that they incorporated their 
learnings from the ethical leadership components of the 
YALI program into their business communications 
strategies, with one alum commenting “I [learned about] 
accountability, ethics, policy implementation […] which 
as a young leader I am able to apply in my day-to-day 
work and in my community”. It allowed them to better 
connect with the community, ensure people are on 
board and support new initiatives. 
The 
collaborations 
between 
alumni did 
not remain 
within their own countries only, alumni from different 
countries collaborated to expand their services into 
international territory and help each other set up their 
projects in new environments. One alum mentioned 
having worked with alumni from “many different 
countries” to engage in discussions on inclusivity and 
sustainability. One Zimbabwean alum stated they worked with a South African alum to get their 
TedX license, in order to further share their skills with a larger public through this platform. 
Some of these collaborations were done online, and information was exchanged via WhatsApp as 
well. Out of the 329 respondents that are employed in the public sector, 75 (23%) confirmed having 
worked with other YALI alumni. One of these alumni 
mentioned they worked across governments in 
attempting to oppose the newly gazette anti￾homosexuality laws in Uganda, and in promoting 
inclusivity in different countries. Another alum stated 
they worked on the electoral process in Zambia through 
the United States Embassy, promoting voter education to 
the wider community and monitoring the voting stations. 
The overall collaborations between alumni, and with 
other YALI stakeholders, center around improving 
community services, education, and inspiring youth to 
continue their education and empower themselves with 
knowledge. 
In fact, 242 out of 294 alumni (82%) who described their collaborations with other alumni, used 
their YALI-learned skills to educate their communities or each other on their topics and projects of 
interest. This demonstrates a huge sharing of capacities, knowledge, and YALI-learnings across the 
alumni and from the alumni in their respective communities. 
I would cite one of the 
collaborations with [YALI ALUM]
when we created the BiMi platform 
and where most speakers were 90% 
YALI alumni – Male Business 
Development & 
Entrepreneurship Alum, 
Madagascar
We were working on GAIT 
(Generation of African Intellectual 
Trust) aimed at holding the 
government accountable for not 
providing providing access to quality 
education as promised in the 
constitution of the republic of 
Namibia. – Male Public 
Management & Governance 
Alum, Namibia
We shared our business perspectives,
he became my customer and gives me 
more customers. I contracted him to 
provide his services and I have 
recommended him to other 
customers. I advertise his work. He 
helped me find more funding for my 
business through a loan facility from 
his circle. We share ideas on business 
expansion as well as capacity building–
Female Business Development & 
Entrepreneurship Alum, Malawi
I spoke in […] lectures. For 
example, [YALI ALUMNI] founded 
the Angola Leadership Academy in 
Luanda (capital of Angola) and I´m 
the coordinator in my town 
(Benguela) since 2021. We already 
trained more than 150 leaders –
Female Civic Leadership Alum, 
Angola
Outcome Evaluation: YALI RLC-SA. Final Report
18
5.6 Mentorship
Mentorship and coaching are important aspects of the YALI program. YALI participants have the 
option to sign up for a mentorship program that connects them to a suitable industry mentor.
Thereafter mentees get matched to suitable mentors, which is not possible in all cases, so not every 
participant who signs up receives a mentor. 
Alumni were asked whether or not they had signed up for the mentorship program. Out of the 
1091 respondents, 363 (33%) stated they had indeed signed up for the program. Those who had 
not signed up stated that they were unaware this was an option, that they did not read the email 
regarding the option, or that they were too busy to further engage. As per the respondents, if 
more reminders of the existence of the mentorship program had been sent, it could have resulted in 
95% of them signed up. 
The separate survey sent to 50 alumni that completed the mentorship program, garnered 12
responses. All of them stated they signed up to gain more industry-related (soft) skills and to 
broaden their exposure to (civic) work. The alumni also commented on the value of the 
mentorship program, with a third commenting it was "extremely" or "very valuable", a third stating it 
was "somewhat valuable", and another third rating it "not very" or "not at all valuable". 
Only four respondents (33%) completed their mentorship program. Those that did not complete 
their program stated this was due to non-communication with their mentors, or their mentors not 
having the time to meet as required. One alum stated they "[…] haven't met. We didn't even have 
a plan or proper communication", another alum mentioned that their "[…] mentor disappeared on 
me. I didn't have the best experience at all". The evidence suggests that this wide range of 
experiences seems to depend on the interpersonal connection between the mentors and mentees, 
as well as the commitment levels of both parties, particularly that of the mentors. The more 
engaged the mentor is, the better the experience for the mentees. 
Figure 6 shows how often the mentees met with their mentors. Only a third of respondents met 
with their mentors weekly, and 50% either met less then once every two months (3), or do not 
remember at all (3). 
Figure 6. Meetings with Mentors
Fortunately, some a had a much better experience, with one mentioning the project management 
skills they learned from their mentor, and one stating "My YALI mentor is my best friend and has 
inspired me to sharpen my skills in relationship building, proposal writing, professional development, 
communications management and partnership development. The weekly sessions helped me when I 
was low". 
4
1 1
3 3
Weekly Once a Month Every 2 Months Less Than That Do Not
Remember
Outcome Evaluation: YALI RLC-SA. Final Report
19
5.7 Alumni Engagement and Wishlist
The YALI RLC-SA not only keeps a database of all alumni that completed their programs, they also 
spend time and effort in engaging with alumni after program completion. 
Each Chapter has its own WhatsApp group through which alumni can stay connected to each other 
as well as to YALI staff. This mode of communication is appreciated by the alumni, four of them 
confirmed during their interviews that they prefer the WhatsApp groups to other social media 
forms, as they are able to mute the group messages when they are busy and engage with the group 
when they have more time to do so. 
Seven alumni mentioned during their interviews that they receive too much email communication 
from YALI and are, therefore, less engaged with the content shared with them. The sheer volume 
of communication stops them from focusing on the type of engagement they would like from the 
YALI RLC-SA Team. Table 10 shows the type of YALI engagement requested by the alumni when 
provided with these options to select from. As can be seen, the top 3 requests are for the RLC-SA 
Team to provide alumni with seminars, networking events, and for there to be Communities of 
Practice. 
Table 10. Requested Alumni Engagements (n = 737)
N Percentage
Seminars/Workshops/Webinars 566 77%
Networking Events 540 73%
Communities of Practice 458 62%
Alumni WhatsApp Groups 311 42%
Newsletter 208 28%
Other 45 6%
None of the Above 5 1%
The alumni were also asked for their own suggestions for YALI engagements. Suggestions provided 
were funding activities or fundraising training, so that they are able to continue their entrepreneurial 
efforts. Seven alumni suggested (via the survey as well as via interviews) to arrange pitching 
competitions where funding is made available for projects that meet funding-worthy criteria. 
I know that they have a vast alumni network. And I know that they have an alumni, the alumni 
network is structured so that there are different chapters, there are different subgroups based 
on industry or area of focus. I think those structures are good. As far as I know, they do provide 
like capacity for their capacity building for those individuals and they organize mentors.– YALI 
Partner - Donor
Outcome Evaluation: YALI RLC-SA. Final Report
20
Others suggestions made by respondendents included reunions and opportunities to collaborate 
with fellow YALI alumni, as well as opportunities to go abroad on exchange programs, with special 
mention of the exchange opportunity provided through the Mandela Washington Fellowship. This 
was reiterated during the alumni interviews, adding that they would be interested in work and 
internship opportunities. The below quote by one of the YALI Partners reiterates the linkage 
between YALI and the U.S. 
The respondents were asked what, if anything, they would like to change about their experience. 
Out of the 603 respondents that were part of the online cohorts, 35% (211) stated that they would 
like it to have been more interactive and to have gained more practical experience, or for there to 
be in-person reunions and opportunities to meet after the online delivery of content. 
6 RECOMMENDATIONS AND CONCLUSION
6.1 Recruitment
Studies focusing on specific YALI Alumni attributes and personality traits can be conducted, by 
looking at those alumni who have had a large reach, started successful companies or NGOs, or have 
implemented successful projects. This could then inform the type of YALI participants to recruit 
and admit into the program to ensure a higher societal impact from the alumni. To start this 
process, the database of alumni has been updated with information on employment creation 
information and shared with YALI RLC-SA Center. 
The pilot of the WASH program was successful, however, some of the alumni feedback alerted us 
to a misunderstanding of the focus. The alumni stated that while they were aware YALI focuses on 
leadership, they had the impression a stronger WASH-related content would be taught. Part of the 
marketing efforts for future sector-specific YALI programs could focus more heavily on explaining 
the intent of their YALI program and its emphasis on leadership, not solely on the sector-specific 
content. 
6.2 Content and Facilitation
The content and facilitation of the YALI program for each of the tracks and sector-specific programs 
were mostly well received and deemed useful. The alumni indicated that the most valuable skills 
learned were those to start a business or project, and those they needed to work on still were skills 
to help them sustain or grow a business and project. The YALI team could incorporate more of 
those skills into the program, or alternatively provide the alumni with pathways to continue their 
learnings and growth and gain those skills elsewhere through referrals and existing YALI networks. 
Content centered around inclusivity should be focused more heavily in each program. This will 
allow participants and alumni to develop skills to create safe (work) environments within their own 
businesses, projects and ventures. The follow-up conversations with alumni indicated that tolerance 
The idea of YALI was really to build a movement of the next generation of young leaders on the 
African continent, who have strong networks, amongst each other, a strong understanding of 
key development challenges on the continent as they are unfolding, and also have linkages to the 
US because this is a US government initiative. - YALI Partner - Donor
Outcome Evaluation: YALI RLC-SA. Final Report
21
is seen as an important value, but tolerance is not the same as actively ensuring a safe environment 
for people of all backgrounds. 
The WASH program received one of the lowest NPS scores and its content was rated slightly lower 
than the other programs, as eight per cent stated the content was "Not very useful". This is,
however, based on one respondent only, but can be taken into consideration for future WASH 
programs. 
6.3 Mentorship 
The Khulisa team has seen the efforts that the YALI Team has put into marketing the mentorship 
options in the various programs. The alumni still claim not to know about the option and that if 
they were aware, they would have signed up for mentorship with industry experts. The YALI RLC￾SA team can take this into consideration when developing their communication plan in order to 
increase participation in the mentorship option. 
Furthermore, those who did complete mentorship mentioned issues with the consistency of their 
mentors. More stringent vetting and briefings or engagement with mentors by the YALI Team can 
ensure higher commitment levels to the mentees. 
Several existing scholarship programs have a pay-it-forward-structure built into their programs, 
where alumni are expected to engage with new participants. A similar structure could be 
considered for the YALI program, where alumni are encouraged to become YALI program 
facilitators or mentors to new participants. 
6.4 Alumni Engagement
The specific requests alumni made regarding engagement activities were outlined in Section 5.7. The 
below recommendations are designed to meet some of the alumni expectations, and to provide 
discussion topics for the YALI team to consider for future outreach options. 
6.4.1 SOCIAL MEDIA
Information sharing with alumni has been somewhat of a challenge, particularly in that some alumni 
have noted they receive too much email communication from various YALI sources. To combat 
this, a strong communication plan can assist in combining departmental information into less 
frequent, but more targeted modes of communication. 
This also includes the optimization of YALI social media accounts, not just Facebook. This allows 
YALI alumni to follow or sign up for their chosen mode of communication, which will increase 
number of followers and levels of content engagement. Posting high-quality content on various 
platforms is key to this strategy. This can include YALI Q&A sessions, polls, showcasing alumni 
achievements, and more. 
Categorizing content according to themes can also help alumni choose what content to follow and 
consume, ultimately increasing their engagement. Examples of themes would be further scholarship 
opportunities, career development opportunities, YALI reunion events, and the content mentioned 
in the previous paragraph. 
One way of minimizing the number of emails or posts sent to alumni without withholding relevant 
information would be by creating a dashboard. This dashboard could house various websites for 
academic/skills development courses, memberships to join, collaboration groups, as well as assorted 
Outcome Evaluation: YALI RLC-SA. Final Report
22
projects and initiatives. This way the alumni can select which resources and announcements to look 
at. Each alum would have a unique ID with which they can log on to the dashboard system, where 
they can fully customize which content they want to receive notifications for. This could also 
present an opportunity for alumni to store further data, communicate with other alumni or YALI 
staff, and it would simplify YALI administration and ensure up-to-date contact details for the alumni.
Examples of such software include Vula, used by the University of Cape Town, or ClickUp. Prior to 
investing in such a system, it could be useful to poll this with the alumni and strategize together to 
ensure the highest engagement levels. 
Key to any and all communication plans is to regularly update communication channels, as users will 
lose interest when they see the same information for days on end. This requires a significant 
investment of time for the YALI RLC-SA Team. 
6.4.2 REUNIONS
The alumni have been quite vocal about wanting in-person, as well as virtual reunions. For some,
this meant meetings between country chapters to learn from each other's interventions and 
projects; for others, itwas a way to reconnect with their peers . The Chapter WhatsApp groups are 
currently the hubs of inter-alumni communication and are used to organize smaller reunions 
between alumni that have the means and opportunities to meet. 
Another frequently requested type of interaction with the YALI RLC team and other alumni, is the 
offering of masterclasses, or other seminars and workshops that YALI alumni could sign up for. To
maximize on already-established partnerships and agreements, YALI alumni could be given the 
opportunity to attend (online) lectures or workshops offered by the YALI partners. Allowing them 
to slot into existing lecture/workshop/seminar structures will help them continue their professional 
development and solidify relationships with YALI partners. 
6.4.3 EXCHANGE PROGRAM OPPORTUNITIES
The alumni stated their wish to automatically slot into the Mandela Washington Fellowship program, 
as this would include a visit to the United States of America. As the Mandela Washington 
Fellowship is another leadership program, not intended as an extension of the YALI RLC program, 
an automatic nomination for the Fellowship is not a viable option. It was noted however, during the 
final presentation of the evaluation results, that the YALI RLC alumni that do apply for the 
Fellowship submit exceptionally strong applications and are strong contenders. 
Creating merit-based trips to meet with likeminded youth from around the world is something to 
consider and support. One such idea, coming from Aleta Musvoto, is to explore the possibilities of 
a Summer School program designed for networking purposes, where successful alumni would be 
exposed to international markets and connections. Such a competitive selection of participants 
provides another incentive for YALI participants and alumni to work towards excellence. 
6.5 Sharing of Success Stories
Many of the YALI alumni have achieved excellent success and have touched many lives. It is 
important to share these success stories with the wider public, not solely to find more YALI 
participants, but also to set them up with a stronger network of potential private funders. Many 
funding programs are looking for civic leadership projects to support and the YALI alumni are prime 
candidates for such. The current social media channels can be used to profile alumni at regular 
Outcome Evaluation: YALI RLC-SA. Final Report
23
intervals, providing the general public with an opportunity to learn more about the impact of the 
YALI program and its alumni. 
LinkedIn is particularly effective for such sharing, as it will assist both YALI and its alumni to expand 
their networks and connect with potential partners. 
6.6 Summary of Recommendations
Table 11 below summarizes abovementioned recommendations per focus area. 
Table 11. Recommendations Summary
Focus Area Recommendation
Recruitment
Conduct studies on successful YALI Alumni to inform recruitment 
criteria
Update alumni database with employment creation information
Clarify program intent in marketing materials to avoid misconceptions
Content & Facilitation
Incorporate more skills for business sustainability
Focus on inclusivity content
Consider feedback from WASH program for improvements for 
subsequent WASH intakes
Mentorship
Improve communication about mentorship opportunities
Ensure consistent mentor commitment through vetting and engagement
Explore pay-it-forward model for alumni involvement in facilitating or 
mentoring
Alumni Engagement
Optimize communication with targeted approaches
Enhance social media presence and content quality
Create a dashboard system for personalized information sharing
Plan regular updates for engagement channels
Organize in-person and virtual reunions
Facilitate masterclasses and workshops for professional development
Explore merit-based international (exchange) trips and networking 
opportunities
Sharing Success Stories
Highlight alumni success stories on social media, especially LinkedIn
Utilize success stories to attract funders interested in (civic) leadership 
projects
6.7 Conclusion
In conclusion, the YALI program has lived up to its expectations over its years of implementation. 
Short summaries of each of the evaluation question answers are outlined below. 
Outcome Evaluation: YALI RLC-SA. Final Report
24
6.7.1 TO WHAT EXTENT DID THE PARTICIPANTS IMPROVE SOFT LEADERSHIP 
SKILLS WITHIN THEIR RESPECTIVE TECHNICAL TRACKS, SUCH AS PUBLIC 
BUSINESS AND ENTREPRENEURSHIP, CIVIC LEADERSHIP, PUBLIC 
MANAGEMENT AND GOVERNANCE AND WOMEN IN AFRICAN POWER?
The respondents' pre-program understanding of their respective tracks showed that most
respondents rated their understanding as good or excellent. However, the WASH and Women in 
Energy tracks indicated a need for increased understanding through the program. The respondents' 
post-program understanding of their tracks showed that the respondents reported an overall 
increased understanding after completing YALI.
The NPS score of 74 for the overall YALI program reflects high satisfaction, calculated from 
respondents' likelihood to recommend the program. NPS scores per track show that Women in 
Energy received the highest score, while Public Management & Governance and Civic Leadership 
also had notable scores.
This information collectively confirms that participants' understanding of their tracks improved after 
completing the YALI program, their soft skills developed and improved, and the NPS scores suggest 
a strong level of satisfaction and likelihood to recommend the program.
6.7.2 TO WHAT EXTENT IS THE RLC-SA PROGRAM ALIGNED TO THE IDENTIFIED 
PROBLEMS?
The YALI program is centered around leadership and aims to address issues within African 
communities. The evaluation results included a partner's vision of the YALI program and a donor's 
motive to build a network of young professionals.
The content of the YALI program was rated by respondents in terms of usefulness. The majority of 
respondents found the content very useful. Alumni reported using the program materials in their 
current jobs and entrepreneurial endeavors, confirming its relevance to their day-to-day lives.
Alumni were asked to rate their facilitators, and most respondents rated them as "great" or "good," 
indicating high standards. The positive changes seen in themselves post-YALI participation were 
reported by 97% of respondents. Out of those, 77% attributed these changes to the YALI program.
The program aims to instill emotional intelligence, ethical leadership, and inclusivity. The alumni 
provided data on how they rated themselves in these aspects, such as recognizing their emotions' 
impact on performance and confronting unethical actions in others. The inclusivity aspect was
highlighted, with alumni indicating which areas of diversity they actively promoted. The results
showed respondents supporting various areas of inclusivity, along with individual country insights.
Overall, the results outlined that the YALI program aligns with the identified problems by fostering 
skills and attributes needed for effective leadership and addresses key aspects of leadership, ethics, 
and inclusivity in each of the tracks and sector-specific programs. 
6.7.3 TO WHAT EXTENT DID THE YALI RLC-SA GRADUATES HAVE INCREASED 
LEVELS OF NETWORKING AND COLLABORATION AMONG THEMSELVES AND 
WITH SUPPORTING STAKEHOLDERS?
The YALI program aims to encourage communication and collaboration among alumni. The 
evaluation survey asked alumni whether they had worked with other alumni, and 41% stated that 
they had done so or are currently working with other alumni. Collaboration between alumni is 
Outcome Evaluation: YALI RLC-SA. Final Report
25
highlighted as a key outcome of the program. The evaluation found that alumni collaborated to 
combine skills, share strategies, and expand their services internationally. Some collaborations were 
completed online, using platforms like WhatsApp.
The results also showcase mentorship, which is an important aspect of the YALI program. Alumni 
had the option to sign up for a mentorship program that connected them to industry mentors. A 
portion of the alumni signed up for this program; however, their experiences varied. The 
effectiveness of the mentorship program seems to depend on the interpersonal connection and 
engagement levels of mentors.
Alumni engagement is emphasized, with the YALI program making efforts to stay connected with 
alumni after program completion. WhatsApp groups and other modes of communication are used 
to engage with alumni and alumni use these platforms to engage with each other as well.
The alumni's future engagement preferences showed that the majority of alumni requested seminars, 
workshops, webinars, networking events, and communities of practice. Alumni suggestions for 
engagement include funding activities, pitching competitions, reunions, exchange programs, work and 
internship opportunities, and more interactive and practical experiences.
The results provided insights into the high levels of collaboration among YALI RLC-SA graduates, 
the mentorship program's impact, and the alumni's engagement preferences and suggestions.
6.7.4 TO WHAT EXTENT DID THE YALI RLC-SA GRADUATES DEMONSTRATE 
LEADERSHIP BEHAVIORS IN THEIR COMMUNITIES, BUSINESSES, AND 
GOVERNMENTS?
The results showed the alumni partake in knowledge sharing, and the use of YALI-learned skills for 
community education and improvement. These are important aspects of leadership and demonstrate 
the impact of YALI RLC-SA graduates in their communities and beyond. The evaluation showed that
YALI graduates showcased leadership qualities, initiated positive changes, influenced decision-making, 
managed conflicts, fostered inclusivity, empowered others, and displayed ethical and responsible 
leadership practices within their respective contexts, whether in businesses, governments, or 
communities. 
Most respondents work in the private sector, where they influence their direct communities and 
businesses they interact with. One alum stated having worked with and at the United States 
Embassy in Zambia to increase voter rights knowledge for the general public during the Zambian 
election period. More specific examples and stories of government-influence can be collected in 
future from the cohort that works, or has worked, in the public sector. 
Outcome Evaluation: YALI RLC-SA. Final Report
26
7 ANNEXES
7.1 Tools
7.1.1 ALUMNI SURVEY TOOL
YALI Alumni Survey
You are receiving this survey, as you are an alum of the Young Africa Leaders Initiative (YALI). 
This year (2023), the YALI-Regional Leadership Center, Southern Africa (YALI RLC-SA) 
commissioned an independent and external consulting company (Khulisa Management Services: 
WWW.KHULISA.COM) to evaluate the RLC-SA programmes.
Kindly take 20 minutes of your time to complete it. Your honest and frank opinions are 
important to improve the programmes going forward. Your responses will be kept strictly 
confidential. We are only asking for your personal details to ensure we can allocate the correct 
track, training year, and cohort content to your profile, or to follow up personally with a short 
interview. This information and your individual responses will not be shared with YALI. 
The information collected will be used to determine whether program objectives have been 
obtained, and to inform any program changes. 
Please note that your participation is entirely voluntary and you will not be disadvantaged in any 
way should you choose to withdraw or not participate. 
Thank you for taking the time to complete this survey. If you have any questions or concerns, 
please contact Tamar Boddé-Kekana at TBODDE-KEKANA@KHULISA.COM
Do you consent to 
participate in this survey? 
Yes
No
First Name
Surname
Date of Birth
Gender
Male
Female
Other
Prefer not to say
Country of Birth 
City/Town of Birth
DD/MM/YYYY
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27
Would you classify your 
birth area as rural or urban?
Rural
Urban
Country of Current 
Residence 
City/Town of Current 
Residence
Would you classify the place 
(town, city, plot) you 
currently live in as rural or 
urban?
Rural
Urban
What is your highest level of 
education obtained? 
Doctorate
Master's Degree
Honours Degree
Undergraduate Degree
Vocational qualification/TVET qualification
Secondary School completion (e.g. Matric or High School Diploma)
Did not finish Secondary school
Other (please specify)
What is your current 
economic status?
I am self-employed or a solo entrepreneur
I am an entrepreneur that employs other people
I am employed (Part Time or Full Time) and have a side hustle/business
I am employed (Part Time or Full Time) and intend to become an entrepreneur at 
some stage in the future
I am employed (Part Time or Full Time) and have no intention to become an 
entrepreneur
I am unemployed
Skip pattern
If entrepreneur that 
employs other people
How many people do you 
employ?
1 – 4 employees
5 – 9 employees
10 – 49 employees
50+ employees
Skip pattern
If entrepreneur/ employed, 
respond to the question 
below
In which sector is the 
organisation you work for?
Public sector 
Private sector 
NPO/NGO
Social Enterprise
Other (please specify):
Outcome Evaluation: YALI RLC-SA. Final Report
28
YALI Training Questions
What made you apply for 
the YALI programme? 
How would you rate the 
content taught to you 
during your YALI training? 
Very useful 
Useful
Somewhat useful
Not very useful
Not at all useful
I do not remember
Can you provide an example 
of why you provided this 
rating for your YALI training 
content? 
How would you rate the 
overall quality of your 
facilitators during your YALI 
training? 
Great
Good
Neutral
Bad
Very bad 
I do not remember
Can you provide an example 
of why you provided this 
rating?
If there is one thing you 
could change about the 
YALI curriculum content 
Outcome Evaluation: YALI RLC-SA. Final Report
29
YALI Mentorship Questions
and delivery, what would it 
be? 
Please explain your 
abovementioned answer. 
Did you sign up for the 
mentorship programme?
Yes 
No
Skip pattern
If YES: 
Note: participants will be sent a separate short mentorship questionnaire by 
Khulisa
Skip pattern
If NO:
Why didn't you sign up for 
the mentor programme? 
Under different 
circumstances, would you 
have signed up for the 
mentor programme? 
Yes 
No
Skip pattern
If YES: 
What would have been 
beneficial to you and would 
have pushed you to sign up 
for the mentor programme? 
Outcome Evaluation: YALI RLC-SA. Final Report
30
Use of YALI-learned Skills Questions
Please share with us an 
example of how you've 
applied what you've learned 
as YALI alum within your 
community since completing 
the training?
Is there someone that can 
confirm this story? 
Name
Email
Phone Number
Relationship to you
Please share with us an 
example of how you've 
applied what you've learned 
as YALI alum within any 
organisation you have 
worked for since completing 
the training?
Is there someone that can 
confirm this story?
Name
Email
Phone Number
Relationship to you
What were the most 
valuable skills you learned 
Skills to help me start a business/project
Skills to help me grow a business/project
Skills to help me sustain a business/project
Outcome Evaluation: YALI RLC-SA. Final Report
31
YALI Alumni Collaboration Questions
through participating in the 
YALI training? 
What skills do you still need 
to work on after 
participating in the YALI 
training? 
Skills to help me start a business/project
Skills to help me grow a business/project
Skills to help me sustain a business/project
Have you noticed any 
positive changes in yourself 
since completing the YALI 
program? 
Yes
No
Skip pattern
If YES, please explain what 
positive change(s) you have 
noticed
Skip pattern
If YES, do you think these 
changes would have 
occurred without the YALI 
programme? 
Yes
No
What was the one most 
valuable skill you learned 
through the YALI 
programme? 
Have you ever collaborated 
with any other YALI alum 
since completing the 
training? 
Yes
No
Skip pattern
If yes, respond to the 
questions below
How many different alumni 
have you worked with?
(Please enter a number)
Who did you work with?
(Please list all names of 
alumni you've worked with)
Outcome Evaluation: YALI RLC-SA. Final Report
32
Track-specific Questions
YALI alumni could have enrolled in any one of the following programme tracks or sector 
programmes: 
Business & Entrepreneurship Development
Civic Leadership
Public Management & Governance
Education Changemakers
WASH
Women in Energy
The next set of questions focuses on the programme track that YOU participated in. 
Please share what you 
collaborated on with YALI 
alumni: 
How would you rate your 
understanding of your 
programme track/sector 
programme prior to 
completing your YALI 
training?
Excellent
Good
Adequate
Needed improvement
Underdeveloped 
I do not remember
How would you rate your 
understanding of your 
programme track/sector 
programme now after 
having completed your YALI 
training?
Excellent
Good
Adequate
Needs improvement
Underdeveloped 
Emotional Intelligence
Please rate the following 
statements (matrix)
1 = Underdeveloped
2 = Needs improvement
3 = Adequate
4 = Good
5 = Excellent
I recognise how my feelings affect my performance
I present myself with self-assurance; I have "presence"
I smoothly handle multiple demands, shifting priorities and rapid change
I seek out fresh ideas from a wide variety of sources
I am decisive and able to make sound decisions despite uncertainties and pressures
Outcome Evaluation: YALI RLC-SA. Final Report
33
Future Engagement Questions
Ethical Leadership
Please rate the following 
statements (matrix)
1 = Underdeveloped
2 = Needs improvement
3 = Adequate
4 = Good
5 = Excellent
I meet commitments and keep promises
I admit my own mistakes
I confront unethical actions in others
I take tough, principled stands even if they are unpopular
I build trust by being reliable and authentic
In which diversity areas do 
you feel you actively 
promote an inclusive 
environment? (select any or 
none)
Gender diversity
Sexual orientation
Race
Age
Nationality
Ethnicity
Religion
Disability Status
Do you feel the work you do 
can be done by anyone with 
the same competencies, 
regardless of sexual identity, 
race, disability, or 
nationality? 
Yes
No
Please elaborate on your 
above answer: 
Through your YALI 
programme, you pitched a 
business idea. What makes 
your business idea 
sustainable? 
Which activities would be 
most valuable and 
interesting to you? 
Newsletter
Networking Events
Alumni WhatsApp groups
Seminars/Workshops/Webinars
Outcome Evaluation: YALI RLC-SA. Final Report
34
7.1.2 MENTORSHIP SURVEY TOOL
YALI Mentorship Survey
You are receiving this survey, as you were part of the mentorship programme of the Young Africa 
Leaders Initiative (YALI).
This year (2023), the YALI-Regional Leadership Center, Southern Africa (YALI RLC-SA) 
commissioned an independent and external consulting company (Khulisa Management Services: 
WWW.KHULISA.COM) to evaluate the RLC-SA programmes.
Kindly take 2 minutes of your time to complete it. Your honest and frank opinions are important 
to improve the programmes going forward. Your responses will be kept strictly confidential. We 
are only asking for your personal details to ensure we can allocate the correct track, training year, 
and cohort content to your profile, or to follow up personally with a short interview. This 
information and your individual responses will not be shared with YALI.
The information collected will be used to determine whether program objectives have been 
obtained, and to inform any program changes.
Please note that your participation is entirely voluntary and you will not be disadvantaged in any 
way should you choose to withdraw or not participate.
Thank you for taking the time to complete this survey. If you have any questions or concerns, 
please contact Tamar Boddé-Kekana at tbodde-kekana@khulisa.com
What made you sign up for 
the mentorship programme?
Communities of Practice (CoP)
Other, please specify
On a scale from 1-10. How 
likely are you to 
recommend the YALI 
training to others?
1
2
3
4
5
6
7
8
9
10
Outcome Evaluation: YALI RLC-SA. Final Report
35
Did you complete your 
mentorship?
Yes
No
How often did/do you meet 
with your mentor? (select 
one)
Daily
Weekly
Once every two weeks
Once a month
Once every two months
Less than once every two months
I do not remember
How valuable was YALI 
mentoring to you? (select 
one)
Extremely valuable 
Very valuable
Somewhat valuable
Not very valuable
Not at all valuable 
What was the best part of 
having a YALI-mentor?
7.2 Countries of Respondents (1337 responses)
Country Responses Possible Responses Percentage
Madagascar 122 362 34%
Botswana 158 493 32%
Lesotho 69 280 25%
Zambia 173 717 24%
Outcome Evaluation: YALI RLC-SA. Final Report
36
7.3 Countries of Respondents (698 full responses)
Country Responses Possible Responses Percentage
Botswana 96 493 19%
Madagascar 63 362 17%
Zimbabwe 95 705 13%
Zambia 93 717 13%
Lesotho 36 280 13%
Malawi 86 700 12%
Namibia 39 319 12%
Seychelles 6 57 11%
Kingdom of Eswatini 17 218 8%
Other 4 55 7%
Mauritius 11 167 7%
Comoros 4 61 7%
Angola 24 371 6%
Mozambique 32 501 6%
South Africa 92 1661 6%
Malawi 162 700 23%
Zimbabwe 159 705 23%
Kingdom of Eswatini 47 218 22%
Namibia 62 319 19%
Seychelles 10 57 18%
Mozambique 87 501 17%
Angola 63 371 17%
Other 9 55 16%
Comoros 8 61 13%
South Africa 189 1661 11%
Mauritius 19 167 11%
37
For more information, contact: 
Margaret Roper
Director of Education and Development Division
Khulisa Management Services, Pty Ltd. 
26 7th Avenue
Parktown North, Randburg
Johannesburg, South Africa 
Tel: +27 11 327 6411
Email: mroper@khulisa.com
www.khulisa.com