., - ~nforriition Technology for Youth (IT4Youth 
In Rural Communities in the West Bank 
US& Cooperative Agreement # 294-A-00-00-00070-00 
Summary 
able of Contents 
11. Program evaluation methodology used for this report 
III. The impact of the IT4Youth program during its first year of implementation 
Al. Results achieved , . - ~nfp&&~kr~ . . . 
- Curriculum development . ~ 
' -.~a~acity..buildin~ 
- . Household . survey ~. , 
. .. ~ 
~2. R&ults planned but not achieved 
.- Infrastrbcture 
. . - capacity building . . 
COP 
HHS 
rR 
IT 
IT4Youth 
IYF 
JCSC 
MOE 
MOLG 
PMO 
USAID 
WA 
MC 
RITC 
International Youth Foundahh 
Annual Evduaiion Reporf, April I, 2001-Mmeh 31,2002 
Abbreviations 
Chief of Party 
Household Survey 
Intermediate Results 
Information Technology 
Information Technology for Youth 
International Youth Foundation 
Joint Community Senices Council 
Minisw of Education 
Ministry of Local Government 
Program Management Organization 
United States Agency for International Development 
Welfare Association 
Management Committee 
Regional Information Technology Center 
Znternndbnnl Yo& Fowtdndbn 
Annual Evaluation Repo* ApriII, 2001-March 31,2002 
IT 4 Youth Program lSt Annual Evaluation Report 
I. Summary 
A. Background. This report presents an assessment of the performance of the 
IT4Youth program during its first year of implementation (April 2001-March 
2002). The program, developed in partnership by the International Youth 
Foundation (WF) and the Welfare Association (WA), is funded by the United 
States Agency for International Development. 
The IT4Youth program works with local partners to assist schools and community 
organizations in a selected cluster of villages in the northern region of the West 
Bank to provide access to and training in computer-based IT for youth. It is 
designed to promote IT use in the community for education, work, and recreation 
to enhance the learning skills and employability of its participants, leading to a 
better quality of life. 
The program targets an estimated 7,000 mal students and youth, 25 computer 
skills teachers, 50 non-IT teachers, and 300 hundred parents and adult community 
members in a cluster of eight villages and three hamlets (population 30,000) in 
adjoining areas of Nablus and Jenin districts: in Jenin, the villages of Silet ad￾Dhahr, Jaba', Fandaqomiya and al-Attara and the hamlet of A1 Assaa'ssa; and in 
Nablus, the villages of Burqa, Bizariya, Beit Imrin, Sebastiya and the hamlets of 
Nisf Jbeil and Ijnisinya. 
The program is implemented in cooperation with a wide range of local institutions 
including: the MOE of the Palestinian Authority, local village councils, schools, 
the ~uturekids~ Center, training institutions, and the youth center in Silet ad￾Dhahr, and reaches youth thtough two mechanisms: 
IT Labs in Schools Program: Through the construction/renovation of 14 
computer labs in MOE schools, development of the IT curricula (Futurekids@ 
program), and training of IT teachers and non-IT teachers. 
Community Progmm: Through the establishment of a Regional Information 
Technology Center (RITC) in Silet ad-Dhahr, two mobile IT units, an out-of￾school IT program, and IT vocational training programs. 
Management of the IT4Youth Program is by the Program Management Council 
(PMC), comprised of three members from IYF and three fiom WA. The PAW 
meets 4 times a year to review progress, to consider issues raised by staff, to 
provide any needed guidance to the project team, to review the quarterly reports, 
and to discuss fkmcial and programmatic issues the reports raise. The PMC 
submits quarterly progress reports to USAID. It also submits to USAID requests 
for budget re-allocation, project enhancement and project expansion. 
Znternanbnal Youth Foundanbn 
Annual Evaluaabn Rep04 April I, ZOOI-March 31,2002 
The implementation of the program is carried out by the Program Management 
Organization (F'MO). Program staff consists of a COP, three coordinators, a 
financial controller, an office assistant and a regional field IT administrator. 
At the co111111unity level, program implementation and supervision is carried out 
through two committees: the Joint Community Services Committee (JCSC), 
which consists of one representative fiom each local village council and assumes 
a supervisory role on pro& implementation, and a Management Committee 
(MC), which' consists of 16 youth who support the implementation of program 
activities and promotes the program at the community level. 
The program is evaluated by a team of three external evaluators. The team has: 
developed the tools and plan for a baseline household and community survey; 
planned and put in place a process for evaluating indicators based on the annual 
indicators submitted in the evaluation plan; worked with mouth staff to 
develop reporting formats and information; and made field visits with project staff 
to check on progress and talk informally with community leaders, school and 
government staff. In addition, the evaluation team assisted staff in the monitoring 
of the project performance and data generation fiom the field. 
B. - Main Findings. 
1. A total of 14 labs have been constructedfrenovated. Each lab was provided 
with a package of furniture and equipment. This package included an average 
of 21 computers, computk tables, chairs, curtains, a scanner, a printer, 
networks, wiring, lighting requirements, Classnet sohare, and other 
technical needs. 
In light of the complicated political situation, the process of construction, 
renovation, and equipping of labs was remarkable and has been carried out 
according to plan. The technical problems that occurred involved a few 
computers and monitors that were not functional. 
2. Cooperation agreements have been reached between the IT4Youth program, 
the MOE, and the ~uturekid? Center for piloting the Futurekids' program for 
grades 8-10. Model 1 bf the Futurekids@ curriculum was prepared and adapted 
to local needs based on feedback provided by the MOE. 
3. A series of training courses was organized for Ilteachers and staff of the 
MOE. Training was designed to provide trainees with knowledge and skills to 
implement an improved IT program for students, to effectively manage the IT 
labs (set-up, maintenance, etc.), and to train other teachers. Training was 
supposed to be accompanied by field support and follow up by the 
Futurekids@ Center. However, due to closures and mobility restrictions, no 
field visits were able to be carried out. Instead, follow-up was carried out 
Iniernational Youih Foundnnbn 
Annual EvaIuntion Repo* April I, 2001-hh 31,2002 
through telephone and e-mail, an arrangement that was understandably not 
satisfactory. 
4. Two courses on basic computer skills were organized for 40 non-IT teachers 
(i.e. teachers of regular subjects). 
5. The IT4Youth program gave special attention to building the capacity of the 
staff of the MOE. An average of six to ten staff members from the MOE have 
attended training courses. This was seen as an important step towards: 
building strong partnerships between the program and the MOE; improving 
the ability of the MOE to support and monitor the implementation of the 
project in their schools; and strengthening the capacity of the MOE to expand 
the project to other regions in future. 
6. Several training courses were organized for members of the JCSC and MC 
(communication, voluntary work and fundraising). Members of the JCSC and 
MC have also benefited from the joint planning and implementation of 
program activities. 
7. A number of activities were carried out to strengthen the capacity of IT4Youth 
staff members, including: a trip to the USA to visit effective IT programs and 
to attend an IYF workshop on sustainability; a visit to Cairo for training on 
USAD procedures; technical support from IYF staff and consultants; and 
close and regular follow-up and coordination with IW. 
8. The implementation of the ~uturekids~ pro-has varied from one school to 
another. One out of the 14 schools has not implemented the program because 
of an absent teacher. 
9. Some of the planned activities not implemented during this program year 
include: the establishment of an RITC, connecting schools to the Internet; and 
constructing a mobile IT unit. 
10. The quantitative HHS has been completed and analyzed. The qualitative 
component has been delayed as a result of the escalation of violence. 
11. Program evaluation methodology used for this report. This annual evaluation 
utilizes a variety of methodologies for data gathering and synthesis, including: 
A review of the four quarterly status reports; 
In-depth interviews with the IT4Youth program staff; 
A review of the results of individual and group interviews with JCSC and MC 
members in Jenin and Nablus, carried out in April 2002; 
Iniernaiional Youth Foundation 
Annual Evaluation Report, April I, 2001-March 31,2002 
Interviews with the ~uturekids~taff; and 
Household survey results. 
lTI. The impact of the IT4Youth program during its first year of implementation. It 
is important to note at the outset that the continued and escalating violence and the 
disruptions and closures in the region have influenced the implementation of the 
program. Despite these challenges, the vast majority of planned output and outcome 
targets for the first 12 months, according to the Detailed Implementation Plan for 
fiscal year 2001, have been accomplished, especially in schools. The major exception 
is the implementation of a number of community-based activities that were postponed 
as a result of the delay in the construction of the RITC. 
The main assumptions underlying the Detailed Implementation Plan for fiscal 
year 2001 (Section 11) were no longer operative during this reporting period: 
+ That people and goods will be able to move with relative ease to and within 
the West Bank, 
+ That unemployment and poverty will not rise significantly above June 2000 
levels; 
+ That public sector institutions will be able to finance the intended services as 
planned; 
+ That there will be no political obstacles hindering the continuance of the 
program; and 
+ That project partners and participants will be able to continue to fdfill their 
roles and responsibilities in the program. 
Al. Results Achieved. 
Infrastructure. In order to increase the access of students in the cluster area to 
IT, the program has given priority to establishinglrenovating and equipping a 
computer lab in each school. The following has been achieved: 
A total of 14 computer labs have been constructed/renovated. Out of the total, 
four new labs have been constructed and ten have been renovated. Supported 
by the IT4Youth program, 13 labs were completed during the second quarter. 
The 14th laknstructed with the municipality of Silet ad-Dhahr-was 
completed during the third quarter. 
Each lab was provided with a package of furniture and equipment This 
package included an average of 21 computers, computer tables, chairs: 
curtains, scanner, a printer, networks, Classnet sohare, n&g, lighting 
requirements and other technical needs. 
Internntiond Youh Foundation 
Annd Evduotion Report, April I, ZOOI-Mmch 31,2002 
Additional needs of some labs were also met. For example, air conditioning 
was installed in one of the labs, sunroofs were installed in two labs, and steel 
bars were installed in all labs that are located on the ground floor of the 
schools. 
IT4Youth staff installed software and networks (Windows XP and educational 
programs). The installation was expected to be complete before the beginning 
of the second school semester, which started on the 26' of January. However, 
as a result of a two- to three-week delay in receiving the computers due to a 
strike at the Israeli airport and customs department, there was a delay in the 
installation of computers and software and the completion of the preparatory 
phase. 
Observations. 
The implementation strategy and approach had a number of positive elements: 
According to the initial plan as recommended by the MOE, 13 PCs were to be 
provided to each school. This meant that the computer to student ratio would 
be 1:4, which is not acceptable according to international standards 
(UNESCO). However, the IT4Youth program upgraded the initial design to 
increase the computerlstudent ratio. Specs were changed slightly to save some 
money, which was used to buy more computers. As a result, each school now 
has a total of 21 computers. The computer to student ratio has become close to 
1 :2. Such a ratio should increase the quality of student learning. 
The constructionlrenovation work was carried out through a decentralized 
model of implementation to overcome the problem of closures of the 
Palestinian territories by the Israeli army. This decision ensured the 
completion of work on time, created some jobs for youth in the target 
communities, and enhanced the community feeling of ownership of the 
project. The day-to-day site supervision was carried out by an engineering 
consulting firm A1 Hanbali Engineering Firm. Local councils nominated three 
bidders in each region who submitted their bids. A committee composed of 
the IT4Youth manager, engineers £?om the MOE, and A1 Hanbali Engineering 
Firm reviewed the bids and selected the winning bidders based on technical 
and hancial criteria. 
Computer technicians, IT teachers, MOE computer supervisors and IT4Youth 
staff worked together to install software and networking. This provided the IT 
teachers and the MOE computer supervisors with useful practical experience 
in setting up computer labs. 
Program implementation encountered some limitations, including a few 
shortcomings in the labs. Only three computers and monitors did not function 
Internadbnal Youth Foudinion 
Annual Evaluadbn Reporf April I, 2001-March 31,2002 
well and some software was not installed in one lab on time. About five 
wmputers had problems with Classnet, but in general, the networks of wmputers 
functioned well. 
To overcome such problems, especially in the middle of the strict closure of the 
Palestinian tenitories and the lack of regular transportation system, it is 
rewmmended that: 
When the political conditions and mobility of people improve, all labs should 
be tested to identify and correct all operational problems. 
The technical section within the IT4Youth project should develop a lab 
manual that clarifies procedures and guidelines for the maintenance of labs. 
This document should be discussed and agreed upon by the IT4Youth project, 
the MOE and schools. 
The IT4Youth project should give special attention to continuing to build the 
capacity of local IT teachers and the IT department of the MOE to be able to 
cany out simple and routine maintenance of computers. It is highly 
rewmmended that IT4Youth organize an advanced training come on the 
maintenance of wmputer labs. This is especially important in light of the 
continued closure of the Palestinian tenitories and the inability of wmputer 
technicians to reach schools on regular basis. In addition, this step would 
ensure the technical sustainability of the program when it phases out. 
Curricuium development. Cooperation agreements have been reached between 
the IT4Youth program, the MOE and the Futurekids@ Center for piloting the 
Futurekids@ Program in grades 8-10. Model 1 of the Futurekids@ Curriculum was 
prepared to be taught during the second semester of the school year 2001i2002. 
Based on requests by the MOE, some adaptations were suggested to the 
cuniculum by the Futurekids@ Program to make it even more appropriate to local 
needs. Modifications were approved by the three partners. Twenty-two copies of 
both teacher guidebook and curriculum work papers were printed and distributed 
to IT teachers and MOE staff. 
The ~uturekids~ program focuses on building computer skills through practical, 
interactive exercises. In addition to basic computer operation and skills, Module 1 
of the Futurekids@ Curriculum focuses on the Microsoft Tublisher" pro-cram. The 
Module consists of 7 classes (6 are mandatory and one is optional). One of the 6 
mandatory classes includes an evaluation of the students' achievements. 
Capacity building. Capacity buildiig represents a core component of the 
IT4Youth program. Capacity building strategies include: classroom trainin=, 0. on￾the-job training; follow-up and support through field visits; joint planning; 
International Youth Foundation 
Annual Evaluation Report, April I, 2001-.Wareh 31,2002 
monitoring and evaluation of activities, etc. Following is a description of the main 
activities carried out: 
A. Capacity Building of Schools. 
1. IT teachers. Training of IT teachers has been aimed at providing them with 
the knowledge and skills to implement an improved IT program for students, 
to effectively manage the IT labs (set-up, maintenance, etc.) and to train other 
teachers. An assessment of training needs of schoolteachers (including IT 
teachers) was carried out during the first quarter. Based on this, a three-year 
training plan has been developed. 
During the first year, the IT4Youth program contracted a number of trainers to 
carry out a series of training activities aimed at upgrading the technical skills 
of IT teachers in schools. It is worth noting.that the IT teacher tra-g 
program represents an on-going activity that will be implemented over the 
coming two years. Capacity building of IT teachers included the following: 
a. Training courses. During the first year of the implementation of the 
project, a series of training courses for IT teachers was carried out 
Training targeted 13 IT teachers, who attended training courses on 
Windows 2000 Professional, Windows 2000 Server, set-up of computer 
labs parts 1 & 2, and the Classnet training course (see table below). 
A 9-day training of trainers course for 13 IT teachers on the 
implementation of the Futurekids'@ package was prepared and 
implemented by the ~uturekids'@ Center. The objective was to equip IT 
teachers with the knowledge and skills to implement the Futurekids' 
program in an effective manner. 
Internafional Youth Foundation 
Annual Evaluhn Rqort, April I, 2001-March 31,2002 
Table 1: Training Courses 
Course title I Trainers 1 Duration 
Windows 2000 1 Amra 1 3 days 
Professional I Training - I (21 hours) 
Center 
server Training (14 hours) 
Center 
'rovided to IT Teachers ant 
Participants 
15 participants 
(1 1 IT teachers, 2 computer 
supervisors, 2 heads of 
technical departments at the 
MOE) 
17 participants 
(1 1 IT teachers, 2 computer 
suoervisors, 2 heads of 
Staff of the MOE 
Notes 
Half of the trainees were not able 
to attend the first day of mining 
because of the closures. The first 
day's training ajas repeated the 
next day. 
A pre-test was carried out and 
showed that the performance of 
the majority of the participants 
was much lower than expected. 
rn This training represented part 2 of 
the previous training session. 
Trainiog was delayed mice due 
to Israeli closure of the territories. 
Part 1 
I 
I 
te&nical dkarments at the 
MOE, 2 computer engineers I - ! 
from the MOE 
Set up of Staff of the 1 day 19 participants . The main objective was to 
comvuter labs IT4Youth omare lT teachen and MOE 
Set up of 
computer labs 
Part 2 
Computer 
Department 
' 
(12 IT teachers, 2 computer officials to manage and 1 
supervisors, 2 heads of maintain the computer labs. 1 
technical departments at the . Course n.as postponed as a 
MOE, 2 computer engineers result of closure of territories. 
from the MOE. 1 comDuter 
engineer 6om the General 
Technical De~ment ofthe 
MOE) 
Staff of the 3 hours per 
IT4y0uth school 
Computer 
Department 
12 participants This mining was carried out 
during the set-up of each 
(12 IT teachers) computer lab and a hands￾on training session. 
All the IT teachers pamcipated 
in the set up of the computer 
lab. 
A few of the teachers could not 
participate due to closure of 
their areas. 
21 participants 0 Training u~cluded theoretical 
and practical components. 
(13 IT teachers, 2 computer Each trainee was given a 
supervisors, 2 heads of package of the futurekids' 
technical departments at the resource materials to help in the 
MOE, 4 computer supervisors implementation of the program 
60m the directorates of the in schools. 
MOE in Qalqilia, Tulkarem, 
Salfeet and Nablus. 
I 
Training of ; Futurekidsw : 9 days 
trainers on 
~uturekids" 
Center . ~ 
Inmlrtional Poufh Foundation 
Annual Evaluahbn Report, April I, 2001-March 31,2002 
b. Practical Training. Most IT teachers worked with the computer 
technicians during the installation of the computer networks and software. 
This step was seen as practical training for the IT teachers. 
It was agreed with the MOE to use the services of two of the trained IT 
teachers to train other non-IT teachers (see below). This will provide IT 
teachers with practical training experience and encourage them to train 
other teachers in their schools. 
c. Follow-up on-the-job training by ~uturekids~ Center. In addition to the 
training of IT teachers, and in accordance with the agreement behveen 
IT4Youth and the ~uturekids@ Center, staff eom the Futurekids" Center 
are to cany out monthly monitoring visits to each teacher to follow up on 
progress, assess the implementation process, and provide teachers xvith 
support and guidance. It has also been agreed that the ~uturekids~ Center 
will be involved in a comprehensive evaluation of the Futurekids" 
program at the end of each semester by helping to collect data for analysis 
by the IT4Youth evaluation team. 
The implementation of the Futurekids@ Program started in 12 out of the 14 
schools. Later in the semester the other two schools implemented the 
program. The delay was due to lack of power in one village and lack of 
power in the computer lab in the other. The implementation in one of the 
schools was cancelled after the first week because, as a result of a very 
strict closure, the IT teacher was not able to reach the school (see below). 
Observations. 
All training courses were evaluated after the trainings. Results showed that 
there were an equal number of male and female participants in each 
training course and that the trainings included theoretical and practical 
skills. Pre-training assessment showed that the technical skills of teachers 
were not satisfactory. Post-tests showed varied degrees of improvement 
Most training courses were attended by 19 persons (13 IT school 
teachers', two heads of technical departments at the MOE, two computer 
supervisors at the MOE and two maintenance engineen at the MOE). The 
participation of heads of the technical departments, the IT supervisors and 
the maintenance engineers will assist in strengthening the capacity of 
those departments and improving their support and supervision of IT 
teachers in other regions. 
FGDs with IT teachers showed a high level of enthusiasm about the 
Number of teachers is 13 while the number ofschools is 14 because one of the teachers teaches in hso of 
the targeted schools. 
Znrenrational Youth Foundnfion 
Annual Evaluation Repori, April I, 2001-March 31,2002 
training. Some trainees indicated that the training was very useful in 
developing their skills and in introducing them to more advanced and up￾to-date computer skills. Others reported that the training was useful for 
their self-development and will open new opportunities for them. They 
thought that the organization and effectiveness of the training were very 
good. 
Observations of participants regarding the trainings focused on the following: 
Trainings were very intensive and their duration were short (this 
was done in compliance with MOE's wishes); 
Transportation to training events were too costly and difficult; 
One lab was not fully functional at the time of training. A 
participant indicated that if the lab had been functional, the training 
would have had better effects because they would have been better 
able to apply what they had learned during the training courses. 
Main recommendations include: 
0 More training during the holidays (being planned); 
More use of Arabic language during the training (more emphasis 
on Arabic, while maintaining the requisite content in English); and 
More training on networking and lab management (being planned). 
2. Non-IT teachers. Two (3-day) basic computer training courses were 
organized for 40 computer-illiterate teachers (20 from Jenin and 20 f?om 
Nablus). The training was carried out by one of the IT teachers and one of the 
MOE computer supervisors. 
B. Capacity building of the MOE staff. The IT4Youth program has given 
special attention to building the capacity of the staff of the MOE. This was 
seen as an important step towards building strong parinership between the 
Program and the MOE, improving the ability of the MOE to support and 
monitor the implementation of the project in their schools, and strengthening 
the capacity of the MOE to expand the project to other regions in kture. 
Towards this end, an average of six to ten staff members from the MOE have 
attended training courses on: Windows 2000 Professional; Windows 2000 
server; set up of computer labs parts 1 & 2; Classnet h-aining course; as well 
as the ~uturekids~ program. For more details please see Table 1 above. 
It is worth noting that the two IT supervisors in Jenin and Nablus and the two 
heads of Technical Departments in the two regions in addition to one of the 
International Yo& Foundaiion 
Annual Evaluaiion Report, April 1,2001-March 31,2002 
IT4Youth staff, attended the training on ~uturekids~ program to become able 
to monitor the implementation in schools. 
C. Capacity Building of Members of the JCSC and MC. In the second quarterer 
the Joint Council Services Committee (JCSC) was formed. The JCSC consists 
of representatives of each village council in the project cluster. During the 
initial phase, members of the JCSC met on a monthly basis. However, due to 
the strict closure and the inability of members to meet on a regular basis, it 
was decided to split the committee into two (one for Nablus and one for Jenin) 
and to maintain coordination through the Coordinator of each committee. The 
Nablus JCSC was officially registered with the MOLG. The Jenin JCSC was 
registered before the initiation of the project. However, the registration does 
not include Jaba' village. An official application has been filed with the 
MOLG for the registration of Jaba' village with the Jenin JCSC. 
The commitment of members of the JCSCs remains an important tool for 
ensuring the sustainability of the project at the community level. 
Two Management Committees, one in Jenin and one in Nablus, were created 
during the third quarter. Local councils nominated the candidates of the 
committees in both areas according to a set of criteria developed by the JCSC 
and the IT4Youth staff. There are 16 members of the two MCs (nine males 
and seven females). Four sub-committees have been established within each 
MC. During the 3rd quarter the two MCs have undergone a reshucturing 
process because some of the members had to quit for personal reasons. Each 
member who left the committee was replaced by another member om the 
same village. The total number and gender balance was maintained. JCSC 
members and other MC members oriented the new members. 
Capacity building of members of the JCSC and MC was canied out through 
the following: 
1. Training. A training plan aimed at developing the skills and knowledge of 
members of the JCSC and MC was developed during the visit of the IYF 
Director of Capacity Building Services. Special focus has been given to 
discussing roles and responsibilities, legal issues related to the constitution 
of the JCSC and MC, building effective team work, improving 
communication among members of the committees, improving the 
reporting abilities, etc. 
Identified training areas for JCSC members included: legal issues related 
to JCSC structure and function; skills of board members, maintenance and 
operation of infixstructure; basic computer skills; personal skills 
(communication skills and conflict management); and sustainability. 
Identified training areas for MC members include basic management and 
administration skills; financial management; management of meetings; 
Infernahbnal Youfh Foundaii'on 
Annual Evduotion Repori, April I, 2001-March 31,2002 
event planning and management; computer skills; and personal skills 
(communication skills and conflict management). 
During the kt year, the following training courses were implemented: 
A training workshop on communication skills was organized for 
members of the JCSC; 
A training workshop on voluntary work was organized for members of 
the MC; 
A training workshop on fundraising, especially fundraising 6om the 
Welfare Association, was organized in November 2001 to provide 
capacity-building training and technical assistance to JCSC and MC 
members and local council members. Two workshops were organized 
(one for the seven members of the Jenin JCSC and one for the six 
members of the Nablus JCSC). 
2. Joint Planning and Follow-up. The Youth and Community Coordinator 
(YCC) worked closely with members of the JCSC and MC to clarify roles 
and responsibilities and to develop plans for each committee. 
Special focus has been given to building mutual trust among members of 
the MCs and between those members and the YCC, as well as to 
developing effective communication systems and documentation of 
activities. Some simple adrninisbtion and communication procedures 
were discussed and agreed upon. It has been agreed that MCs will meet 
every two weeks to discuss progress and plan for the activities, in addition 
to a weekly telephone conference between the youth and community 
coordinator and the coordinators of the two MCs to update each other on 
new information and progress. 
With the support of the YCC, both MCs planned a community awareness 
and promotion campaigns. The campaign was not implemented in the 
Nablus district as a result of the closures and subsequent Israeli invasion 
of the district, but it was implemented in the Jenin district. The objectives 
of the campaign included: introducing the concepts and objectives of the 
IT4Youth project; mobilizing .the local community in support of the 
project; raising the awareness of students regarding TT, and promoting 
support of the project. 
Observations. 
Field monitoring showed that the roles, responsibilities and obligations 
of members of the JCSC and MC continue to be somewhat unclear to 
several members. Clarifymg such roles and responsibilities would 
International Youth Foundation 
Annual Evaluation Report, April I, 2001-Mmch 31,2002 
improve the commitment of members, increase their participation in 
the supervision and implementation of the various community 
activities, and enhance their feeling of responsibility towards the 
program and its sustainability. 
Capacity-building activities for members of the JCSC and MC appear 
to need improvement. All training activities use off-the-shelf training 
courses and need to be better customized. 
More efforts should be made to increase the effectiveness of 
coordination and cooperation between the JCSC and MC. 
C. Capacity Building of IT4Youth Staff. During the first year of 
implementation, various activities were implemented to strengthen the 
capacity of the IT4Youth staff. Activities included: 
1. An Information and Learning Exchange in the USA. During this visit the 
team was oriented to IYF in Baltimore, Maryland; attended a three-day 
sustainability workshop; visited USAID in Washington, D.C.; and visited 
information technology educational projects in Washington, D.C. and the San 
Francisco Bay Area, California. 
According to members of the team, the visit was very successful in 
introducing them to: key concepts related to sustainability; different models of 
IT training; exchanging information and experience with a number of IT 
training institutions; expanding the networking activities of the IT4Youth 
project; and discussing potential cooperation between the IT4Youth project 
and other projects in the USA, such as Schools Online. 
2. Support from IYF Staff and Consultants. Throughout the year, IYF has 
maintained close contact with IT4Youth program staff members to strengthen 
their ability in implementing the project. Examples of this support include: 
IYF's Regional Director for AfXca and the Middle East maintained daily 
contact with the program COP and staff to follow up project 
implementation and provide various types of support. 
During the second quarter, IYF's Director of capacity Building Services 
visited Palestine, made site visits and worked with staff in assessing 
training needs of members of the JCSC and MC and in developing a 
capacity building plan for the two committees. 
IYF's Director of Technical Support Services visited Palestine, made site 
visits and worked with staff and the Field External Evaluator to review 
project progress, develop the annual Detailed Implementation Plan, 
prepare the expansion and enhancement proposals and provide 
Internntional Youth FoundazSon 
Annual Evaluation Repori, April I, ZOOI-March 31,2002 
consultation and advice on various issues related to project 
implementation. 
During the first quarter, the Field External Evaluation team leader visited 
Palestine, made site visits and worked with IT4Youth staff and other 
members of the evaluation team to develop a detailed evaluation plan for 
the project. Throughout the year, the Evaluation Team maintained daily 
contact with IT4Youth staff to assist staff in the monitoring of the project 
performance and data generation from the field, assess project 
achievements, strengthen the capacity of staff in reporting, project 
monitoring, evaluation of training activities and provide consultation and 
advice related on issues related to monitoring and evaluation of project 
activities. 
When asked about the support of IYF, the COP and staff of the IT4Youth staff 
emphasized the importance of the direct and professional relationship between 
IYF and the program staff.2 
According to the COP of the IT4Youth Program, IYF "...has been online. IYF staff and consultants have 
always been there when we needed them. Many innovative and useful ideas were provided to us. The only 
problem is the complications associated with the visits of expatriate staff and consultants to Palestine in the 
middle of a very complicated political situation. This has sometimes led to delays or cancellation of some 
visits, evacuation of some consultants, etc. In addition, the mles sometimes prevent consultants fium 
visiting Palestine when the situation is risky, and even if those staff or consultants are willing to take such 
risks. Therefore, and until the situation improves, it is recommended to use the services of local 
consultants." 
Internrrtional Youth Foundnrion 
Annual Evaluahbn Report, April I, 2001-March 31,2002 
D. Capacity Building of Students. Following the completion of the Futurekids@ 
training of trainers course, IT teachers started the implementation of the 
program in their schools for grades 8-10. The total number of students in the 
14 schools is 5,372 (3,090 males and 2,282 females), of whom 2,011 are 
students in grades 8-10. 
According to the agreement between the IT4Youth program and the 
Futurekids@ Center, staff from the Futurekids@ Center would visit each school 
once a month to follow up on project implementation, monitor progress; and 
provide consultation and support to IT teachers. However, due to the strict 
closure imposed on the tenitories, trainers of the Futurekids@ staff were 
unable to carry out any field visits to schools. Implementation was followed 
up through e-mail and phone contacts between IT teachers and staff of the 
Futurekids@. According to Futurekids@ Staff, program implementation has 
been as follows: 
Table 2: Imolementation of the ~uturekids~ momam 
. - in schools 
until the 28" of March 2002. 
Status 1 No. of schools 
Schools that had implemented the Futurekids@ curriculum 1 7 
Schools that had provided a theoretical introduction to the ~uturekids~ I 3 
curriculum but nit practical applications I 
1 
I 
Schools that had not implemented the program because of the inability 
of the teachers to reach the school due to the strict closure 
The implementation of the program was not assessed because 3 
Futurekids@ staff could not get in touch with the IT teachers 
International Youth fiundation 
Annual Evalrmtion Report, April I, 2001-March 31,2002 
3. Fandaqurniya Boys 
School 
1. Jaba' Boys 
2. Jaba' Girls 
-- Table : 
rota1 no. 
--- in sc 
M 
564 
- 
4.Fandaqumiya Girls I - 
] 6. Silet ad-Dhnltr Girls I 
.......... -. .., 
5. Silct ad-Dl~ahr Boys 
1 7. Scbastiya Boys 
.... 
DetSIed 
students 
~1- - 
. F 
- 
546 
:sentation of the Stat 
No. of st 
grad1 
M 
136 
163 
176 
149 
ents in 
1-10 
F ...... 
191 
156 
140 
, of Program - Implementation in Schools 
Progress until 28 March 2002 
PD ' According to 1:uturckids proyrnm stnlT, contact with the IT tcnchcrs was not possible. I W Until 28 March 2002, no pructicul upplicution was curried out bccuusc, uccording to the tcf~chcr, Clnssnct wns not insti~llcd. 1:utnrckid~ rcporkd [hut Clnssnct 
OD is not n rcquircmcnt ibr implcmcnting tl~c Futurekids Curriculum. 
Until 28 Mi~rcll 2002, no pructicnl upplicntion was cnnictl out hccuusc, the l~cnd tcacher tlccidctl not to use the computer lnb, l'l~is rccloircd 1110 intervention of 
tllc l'I'4Youtl1 program wit11 the MQE. The prnctical application started in April 2002. 
-~ - 
School 
- 
B. Sebastiya Girls 
9. Beit Imrin Boys 
10. Beit Imrin Girls 
11. Bizariya Boys 
13. Ihtrqa Boys 
14. B~trqa Girls 
Total No. of 
school 
F 
278 
No. of students in 
"lci~cl~cr could not rcl~ch school due to closurc. 
"No clcctricity in the village due to rcl~ubili~ation ofthe clcctricily network. 
International Youth Foundation 
Annual Evaluation Report, April I, 2001-March 31,2002 
- 
Progress until 28 March 2002 
, , , . -. - . 
Unit 5 ... 
Unit 5 -. -- 
Unit 3 . - 
Unit 2 . 
All units ...... 
Unit 1 ... .- 
Unit 1 ~ ~ 
Unit 1 ... 
Program not implemented6 ~~ 
Program not implemented 
Program ......... not implcmcntcd 
Program not implemented7 
Prog;am not . implcmcnted 
Program not implemented 
Unit 3 
Unit 3 
G? ' According to I~uturokids program staff, contact with tho IT tcacl~crs wns not possible. 
International Youth Foundation 
Annual Evaluation Report, April I, 2001-March 31,2002 
International Youlh Foundnnbn 
Annual Evaluation Repori, April I, 2001-.+larch 31,2002 
Observations. 
According to Futurekids@ staff, IT teachers who implemented the program 
were confident and capable of maintaining a good quality. Students were 
enthusiastic about the program and reacted positively. 
Monitoring of the implementation by Futurekids@ program staff, IT4Youth 
staff, and the MOE was not optimum. The implementation process was lei? to 
the initiative of each teacher resulting in differences in the pace and quality of 
instruction. 
Although the Futurekids@ program is based on practical application and skill 
development concepts, the implementation of the program in three schools 
was limited to a theoretical introduction without involvement of ITlYouth 
staff, Futurekids@ staff, or the MOE. 
Household Survey. In an effort to assess the level of knowledge, interest and use 
of computers in the project villages, a household survey (HHS) was designed by 
the Evaluation Team. Through a random sample of households, the HHS aimed to 
establish baseline information on knowledge, attitudes and practices of 
community members in relation to IT at an early stage of the mouth project's 
life span. 
This statistically valid survey will be supplemented by focus groups to develop 
quantitative and qualitative baseline data against which future impact evaluation 
will be compared. Information generated by the HHS will feed into the program 
planning process. Project activities can be more precisely planned based on the 
information generated by the survey. The HHS will be repeated in January 2003 
and January 2004 to assess the achievements of the program, monitor change over 
the course of the program implementation, and evaluate the impact of the 
program. 
The quantitative survey was administered by the Palestinian Economic Policy 
Research Institute (MAS), a Palestinian research organization. Survey data was 
analyzed by the evaluation team. 
The qualitative survey was supposed to be implemented in August 2001. The 
process was delayed because the design, the bidding and the negotiation process 
with research institutions took longer than expected. In addition, the escalation of 
violence resulted in the delay in training of fieldworkers and initiation of 
fieldwork. The qualitative survey was delayed as a result of the massive Israeli 
invasion of the Palestinian territories in March 2002. The report that combines the 
results of the quantitative and qualitative surveys, scheduled to be finalized in 
May 2002, was also delayed. 
The survey included two questionnaires: 
International Youth Founddon 
Annual Evaluation Report, April 1,2001-Mmch 31,2002 
1. A questionnaire aimed at gathering basic information on the household 
(socioeconomic, demographic and educational information). In addition, the 
questionnaire included basic information related to ownership of computers 
and intemet connection by the household. Total completed questionnaires: 
1,008. 
2. A questionnaire that targeted a randomly selected sample of youth 10-24 years 
of age and aimed at assessing their KAP on a range of indicators related to IT. 
Total completed questionnaires: 637. 
Following is a summary of the main findings of the HHS. The complete report of 
the qualitative survey will be completed at a later stage. 
n General information about the household: 
The average household size in the village clusters (7.9 persons per 
household) is larger than the average for other rural areas in Jenin and 
Nablus (5.9 persons per household9). 
Educational level of members of households is relatively low. Around 
55% of family members 10 years and above have completed 6 years of 
education or less. Only 8% of family members 10 years and above have 
obtained a degree above high school. 
0 Only 55.5% of participants in the labor force were employed/ working 
when the survey was carried out. This reflects the high level of 
unemployment in the villages. Only 46% of heads of households were 
employed. 
6.5% of the households are headed by females. 
12.7% of the households owned computers; 46.5% of which were used 
computers when they were purchased. 
29.1% of the households have telephone lines. 
0 0.9% of the households are connected to Intemet. 
b. Information about youth 10-24 years: 
0 The percentage of youth 10-24 in the village clusters (34.1%) is slightly 
higher than the rest of rural areas in Nablus and Jenin (31.5%'4. 
Palestinian Central ~ureau of Statistics, Palestinian National Census, 1997. 
lo bid. 
23 
International Youth Foundation 
Annual Evaluation Reporf April I, 2OOI-Much 3I, 2002 
78.6% of male youth 10-24 years and 66.6% of the females are students. 
59.9% of male youth 10-24 years and 39.1% of female youth use 
computers. 
52.6% of students use computers in comparison with 25.1% of out-of￾school youth. 
Out of those youth who use computers, only 26.6% have daily access to 
computers. 
3.9% of youth 10-24 years of age use Internet, 88% of whom use internet 
for less than 7 hours a week. 
Out of the total number of youth who use Internet 40.8% have e-mail 
addresses and 47.1% know about chatting. 
A2. Results Planned but not Achieved. 
Infrastructure. 
Regional IT Center. The establishment of a Regional IT Center PC) 
represents a first step towards the implementation of community IT activities. The 
Center is envisioned as a base for computer training activities, vocational training 
program, out of school program, etc. The Center is supposed to serve not only 
residents of Silet ad-Dhahr but also residents of surrounding villages. 
During the third quarter, the construction of the Center began even though there is 
a shortfall of funds needed to complete the project that will be requested in the 
enhancement proposal or the reallocation of budget. The best four conttactors 
who participated in the renovation1 construction of school labs were invited to 
submit their bids for the establishment of the regional center according to the 
specifications that have been prepared by the project engineering consultant firm. 
Closed bids were received and reviewed by a committee of the IT4Y staff. The 
winning bidder was contracted. 
It must be highlighted that delay in establishing the RITC has led to a serious 
delay in implementing the vast majority of the community activities. Activities at 
RITC for the community at large (IT and local business growth); for the local 
council members; and for the JCSC had been postponed due to the delay in the 
establishment of the RITC. The following is a summary of activities not 
implemented: 
Hiring, orienting and training the manager and staff of the RITC; 
Znttrnational Youth Foundmion 
Annual EvaIuation Report, Aprill, 2001-March 31,2002 
Hiring a youth specialist to assist the staff of the center in finalizing all the 
legal issues related to the establishment of the IT Youth Club, developing 
internal policy and program documents (mission, vision, goals, bylaws, etc.), 
development and implementation of DIF' and monitoring and evaluation; 
Implementing various training activities for out-of-school youth, municipal 
staff, adult community members, etc.; 
Implementing the vocational training program. 
Classroom Internet Connections. According to plan, all school labs and RITC 
should have been connected to the Internet by the end of year 1. In the absence of 
effective telephone networks, the IT4Youth program examined various options 
for installing Internet connections including wireless connections. This was not 
completed because it took more time than anticipated to complete the installation 
of the labs. It is therefore recommended that the program give more attention to 
this matter in the near future. 
Mobile Units. It has been planned to establish two computer mobile units. The 
objective of the establishment of those units was to increase the access of rural 
youth living in remote are& and smaller villages toIT. The establishment of the 
mobile units has been cancelled after consultation between the IT4Youth program 
staff, IYF, and the CTO of USAID for the following reasons: 
The current political complications have not only resulted in the isolation of 
Palestinian regions from one another, but also the isolation of each to~vn or 
village. Most of the program villages are isolated from one another by Israeli 
military check points. Operating the mobile units under such conditions would 
be an impossible task. Time and effort of coordinating with the Israeli military 
is too demanding and the security of the vans and safety of their drivers and 
staff can not be ensured. 
Most of the paved roads that connect some of the villages with each other 
were severed by the Israeli army. Existing roads are rough agricultural roads. 
If used on regular basis, the dust and roughness of the roads would damage 
the computers. 
h light of the above two factors and provided that there is a shortage of fund 
that delayed the construction of the RTIC, a more important componenf it 
was decided to cancel the mobile units project and redirect those funds (1) to 
the RTIC, and (2) increase the computer to student ratio in the school 
computer labs to internationally acceptable level to improve Student access 
and learning outcomes. 
Iniemational Youth FoundPhon 
Annual Evaluation Repori, April I, 2001-March 31,2002 
A3. Pace of Implementation. In light of the complicated political situation, the pace 
of implementation of the project is remarkable, eipecially the construction/ 
renovation of computer labs. Nevertheless, some tasks were delayed: 
The equipping and setting up labs with furniture, computers, and the set up of 
labs, connections, and final checking of computers took more time than 
expected, resulting in a two to three week delay after the start of second 
semester before they became operational. 
The installation of software also took much longer than planned resulting in a 
two to three week delay after the start of the second semester. 
The investigation of the options for installing wireless Internet connections in 
school labs took more time than expected. 
B1. Unintended Results. A number of unintended results were identified: 
Positive: 
The project played an important role in constructing a road that connected 
Bazaria (Nablus cluster) with Silet ad-Dhahr (Jenin cluster) without passing 
by Israeli check points. PECDAR has agreed in principle to support a project 
to pave two kilometers of road between Bazaria and Silet ad-Dhahr. When 
implemented, this project will enhance access to the Regional IT Center. 
The project funded 13 computerslclassroom or a computer to student ratio of 
1:4. However, computers were obtained at prices that allowed for more 
computerslclass room thereby reducing the ratio from 1 :2. Such a step should 
contribute to improving the quality of computer training. 
Based on a request from the IT4Youth project and the Evaluation team, some 
of the members of the MC were trained by MAS and participated as 
fieldworkers in the HHS. According to the four members of the MC who 
participated in the fieldwork, the experience has given them more information 
about the project, the current level of knowledge, attitudes and use of 
computers in their villages and helped them in establishing contacts with 
various community members. Such an experience would help them in 
implementing their tasks in future. 
Contact has been initiated with a USAID supported youth employment 
program, managed by PALTRADE. This project co-funds the salary of newly 
graduated students for 6 months. USAID covers 50% and the Palestinian 
company covers the other 50%, with a commitment f?om the Palestinian 
company to employ the person for at least one year. Members of the MC in 
Nablus and Jenin brought application forms from PALTRADE and 
Infernational Youth Foundation 
Annual Evaluation Report, April I, 2001-2Mmeh 31,2002 
encouraged local youth to apply. Ten youth applied and four of them were 
short-listed and called for interviews. The project was temporarily frozen 
following the Israeli invasion of the Palestinian areas. 
Students were very interested in the new computer program. As a result, some 
of the IT teachers decided to teach additional computer classes &om 7:00 am 
to 8:00 am (before the school regular schedule begins) or after school hours or 
both. 
As a means to promote the awareness of private and non-profit organizations 
of the conditions in the targeted villages, each viIlage council started the 
preparation of a "Village Profile". The Profile will include information on 
location, area, classification of each village (areas A, B or C), population 
characteristics, local government unit, economic background, facilities, 
inffastructure and senices, community-based organizations, NGOs active in 
the villages, etc. 
Due to strict closures, the IT4Youth program decided to carry out the 
construction and renovation work through a decentralized approach. This 
included hiring construction contractors in both Nablus and Jenin rather than 
one contractor for bbth areas. This strategy has been extended to hiring local 
craftspeople that handle much of the site construction. The positive outcome 
was the increased feeling of ownership and local accountability and the 
provision of needed &nployment for construction workers who are 
unemployed due to the closures. 
Negative 
Nonenoted. 
C1. Factors that hindered program implementation. Several factors have hindered 
program implementation or limited its effectiveness. Most of those factors are 
external. Of primary concern is the current political situation between Palestine 
and Israel. Random and prolonged Israeli closures that prevent access to the 
geographical areas of the program, and the violent invasion of the cities and 
villages where IT4Youth staff and partners live and work and where the IT4Youth 
project is operating, have disrupted the implementation of the program. Since the 
initiation of the program, the political situation has been steadily worsening. This 
has made the movement of people and goods difficult and time consuming 
impacting most aspects of the program, especially communication and 
transportation. Following is a summary of difficulties that the IT4Youth has 
encountered during the implementation of the program: 
The closure of Palestinian areas and the isolation of various towns and 
villages &om one another have hampered the implementation of many the 
program's planned activities. For example, some of the IT4Y st& have not 
Zniernaiional Youih Foundation 
Annual Evaluation Reporf April I, 2001-March 31,2002 
been able to reach their offices or move out of their houses. It became difficult 
for members of the JCSC and MC to meet on regular basis. Coordination 
mechanisms between the two JCSC and MC became difficult Movement of 
goods to the project became impossible. Training activities, fieldwork and 
follow up of the program were stopped. 
According to the agreement with the IT4Y project, one of the responsibilities 
of the Futurekids@ program is to cany out monthly monitoring visits to each 
teacher to follow up progress, assess the implementation process and provide 
teachers with support and guidance. This was not possible because of the 
Israeli closure and restrictions on movement, impeding program 
implementation. 
The delay of hiring a local contractor by the local council of Silet ad-Dhahr to 
complete the internal electricity networks has delayed the initiation of 
teaching in Silet ad-Dhahr boys school. The rehabilitation of the electricity 
network in al-Attarah village has led to a shortage of power for an extended 
period of time. This has lead to a delay in implementing the program in the 
village school. 
The delay in establishing the RITC in Silet ad-Dhahr has postponed the 
implementation of a number of community activities linked to it. Various 
activities are dependent on having that facility available and equipped. 
A number of training activities were not possible due to closure of territories. 
This has interrupted the planning process and delayed the implementation of 
activities. 
Contacts by IT4Youth program staff with members of the JCSC and MC 
reveal that some members continue to be unclear regarding the respective 
roles and responsibilities of the two committees. In addition, it became 
apparent that coordination mechanisms between JCSC and MC need further 
improvement. 
The restructuring of the MCs, especially the MC in Nablus, has interrupted the 
work of the committee. It will take time before the new members can carry 
their responsibilities effectively. 
The implementation of the program has been slowed down as a result of 
various bureaucratic regulations, especially during the first phase of 
implementation. Agreements that specifies scope of work, roles, 
responsibilities and obligations, coordination mechanisms should be signed 
between the IT4Youth program and the MOE. 
C2. Program areaslactivities that should be modified and why. The program has 
been successful in building an infrastructure and experience in schools and less 
successful at the community level due to the delay in establishing the RITC. 
During the second year, priority should be given to the following: 
International Youth Foundmion 
Annual Evaluation Repo* April I, 2OOI-Much 3I, 2002 
Improving the capacity of IT4Youth staff, ~uturekids@ staff, and MOE staff to 
monitor and report on program implementation. 
Developing quality control policies and procedures. At present more effort 
needs to be expended to ensure quality control of program implementation. 
Developing a decentralized model of implementation. This is especially 
important in light of the continued closure, restrictions on mobility and 
isolation of areas. - 
Defining the various roles of the JCSC and the MC. 
Dl. Opportunities that have arisen. Following is a summary of the main 
opportunities that have arisen as a result of the implementation of this program: 
The program has led to more interest among local councils and local 
community to develop more activities for youth. One of the important ideas 
being explored by Silet ad-Dhahr Village Council is the possibility of 
establishing a branch of a1 Quds Open University in Silet ad-Dhahr. The 
opening of such branch would have important impact on the lives of youth, 
not only in Silet ad-Dhahr, but in all the surrounding villages. Youth, 
especially females, would expand their chances to pursue higher education. In 
addition, the presence of the university branch in the region would have 
positive effects on the project as the academic environment would add to the 
importance of the IT project. Negotiations have been temporarily frozen 
because of the current political crisis. 
The participation of women in the MC represents an important opportunity 
that should be expanded. The inclusion of women, which received some 
resistance fiom the local community in the beginning, then acceptance and 
support, would give more access to females in the villages. This approach 
would help consolidate and expand program benefits to more females. 
The involvement of the MOE computer teams in planning and implementing 
the project and the participation of those teams in training activities will help 
in building the capacity of the Ministry to implement the project effectively 
and to expand the project to other areas in the future." 
E. Main findings, lessons learned and recommendations. Following is a summary 
of the main findings, lessons learned and recommendations for next year: 
l' Though not a part of the original plan, the MOE has volunteered its staffand expressed enthusiasm for 
the program. This will build even more ownership for the IT4Youth initiative among the MOE and further 
build its capacity to manage similar programs. 
Znternahbnol Youih Foundonbn 
Annual Evaluation Report, April I, 2OOI-March 31,2002 
1. Stabilization of the Implementation of the R4Youth Program in Schools. 
The program has been successful in laying out the foundations for the 
implementation of the program in schools (labs constructed, equipment 
provided, teachers trained, etc). Now as the program moves from 
inffastructure development to service delivery, more attention should be given 
to improving and upgrading quality of implementation and developing 
policies and procedures that would stabilize program implementation. The 
following is recommended: 
Continue to develop clearer and more effective coordination mechanisms 
with the MOE. This includes well-defined plans that specifies roles, 
responsibilities, obligations, and time frames, for each party etc. 
Improve the follow-up and field monitoring of the program in schools. 
This includes developing quality control policies and procedures related to 
the implementation of the ~uturekids~ cumculum, maintenance of 
equipment, training of teachers, field reporting, etc. 
2. Decentralization. The achievements of the program have benefited from the 
decentralized implementation approach. The establishment of the JCSC and 
MC and decentralized bidding have all contributed to increased local 
participation and promotion of the project. Further steps will be needed in 
future to continue to increase a sense of local ownership to the project. In light 
of the continued closure of the Palestinian territories, restrictions on 
movement, isolation of villages and towns, more attention should be given to 
building local capacity in each village to implement the project effectively. 
3. Strengthening the Community Component of the Program To overcome 
the delay in the community component of the program, special attention 
should be given to the following: 
Construction of the RITC; 
Capacity building of the JCSC and MC with special focus on clarifying 
roles, responsibilities and obligations, improving planning and 
implementation capacity, upgrading technical skills and knowledge; 
Training strategy and capacity building efforts should be upgraded based 
on task-oriented competency based training approaches. 
4. Monitoring and Evaluation Building sound performance monitoring and 
evaluation systems at an early stage of program implementation has been very 
useful in improving the quarterly planning process and the utilization of 
information. Program should give special attention to improving the 
monitoring and evaluation capacity of partners (Futurekids@, MOE and 
JCSC/MC). 
International Youth Fowrdaiion 
Annual Evaluahbn Report, April I, 2OOI-MPrch 31,2002 
Also, the program's monitoring and evaluation procedures between the 
evaluation team and IT4Youth program staff should continue to be improved 
in order to better capture data on progress and impact. 
IV. Financial Report (see attached) 
International Youth Foundaiz'on 
Annual Evaluation Report, April I, 2001-March 31,2002 
Annex 1 
Main Results of the Household Quantitative Survey 
Variable 
Information about the Household I 
Average household size 7.9 persons 
Ihterate 
Able to read and write 
Elemenmy school (Grades 1-6) 
Secondary school (Grades 10-12) 
More than secondary 1 8% I 
Labor force status of family members 10 years and above 
Fdy members 10 years and above in labor force 32.2% I 
Males 10 years and above in labor force 57.6% 
Females 10 years and above in labor force 4.7% 
Employed 
Labor force participants who are employed (n=1766) 55.5% 
Males in labor force who are employed (n=1643) 54.1 % 
Females in labor force who are employed (n=123) 74.6% 
Heads of households 
Females 6.5% 
Labor force status of heads of households 
Employed 46% 
1 Unemployed 38.8% 
I Students 0.5% 
I Housewives 4% 
Others 10.6% 
Household and IT 
Households that own a computer 12.7% 
Condihon of the computer when purchased 
Used 46.5% 
Do not how 1% 
Households that own printers 32.3% 
Main reasons for purchasing a computer 
Children education 36.5% 
Children recreation 3.7% 
Internet 2.5% 1 
1 ~ 
Adult education 33.3% I 
! - Adult recreation il 7% I 
1 Reasons for not purchasi mg a computer I 
Do not how to use the computer 30.5% 
Can not afford the cost 57.7% 
Time consuming 1.8% 
Useless 7.6% 
I 
I Damages the health (sight) 0.1% 
Znternahbnal Youth Foundation 
Annual Evaluation Repoe April I, 2001-Much 31,2002 
18-22 employed 55.8% 
I 22-24 employed 1 26.8% ~ 
School attendance of youth 10-24 I 
Males in school 78.6% 
Females in schools 66.6% ! 
Male youth 10-24 years who use computers 51.9% 
Female youth 10-24 years who use computers 39.1% 
1 Distribution of youth 10-24 who use computers by software used 
1 Games 34.3% 
Educational 25.6% 
1 Word processing 24.8% 
Financial 2.2% 
Spread sheets 0.7% 
Data bases 1.5% 
Internet 4.8% I 
Use of computer by age 
10-14 years 41.7% 
15-17 years 35.9% 
18-24Years 65.1% 
Use of computer by youth 10-24 years by school attendance 
Students using computers 52.6% 
Out of school youth us in^ computers 25.1 % 
Have daily access to computers 26.6% 
Preferred screen interface 
English 11.6% 
Zntern&nal Youth Foundaiiin 
Annual Evaluation Report, April I, 2001-March 31,2002 
Arabic 
Youth 10-24 who use internet by age 
10-14 years 
15-17 years 
Studies 1 43.8% 1 
88.4% 1 
3.8% 
2.2% 
4.4% 
18-24Years 
Main reasons for using internet 
Work 
Increase general knowled~e 
Recreation I 8.3% 1 
Other 11.5% 
Average weekly Internet use hours by youth who use internet 1 I 
Less than 7 hours 88% 
7-20 hours 5.1% 
20-40 hours 6.9% 
Availability of e-mail address among youth who use internet 40.8% 
1 Knowledze of chatting among youth who use internet 47.1% 
12.9% 1 
I 
3.8% 1 
32.6% I 
Reasons for not using internet 
Internet use is costly 8.9% 
Accessible computer not connected to internet 15.5% 
Do not know how to use internet 67.3% 
Do not have free time 0.9% 
Not interested 4.2% 
Computer has advantages 81.3% 
1 Computer has disadvantages 27.7% 
1 Internet has advantages 46.1% I Internet has disadvantages 17.9%