FINAL EVALUATION REPORT
UMCOR
YOUTH HOUSE PROJECT
Funded under USAID GRANT
119-001-G-00-9008
February 2002
Prepared by:
Jane Ayieko Andanje
jayieko@hotmail.com
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Acknowledgements
Many thanks to the UMCOR head of Mission in Tajikistan, Mr. Erik Blender, his 
friendly welcome and for giving me the opportunity to assess the Youth House Project, 
for providing valuable information and organising the logistical arrangements.
Thanks also to the staff, teachers, parents and pupils of the Youth Houses and staff of 
Partner Agencies and Government Officials for their hospitality and openness in 
providing relevant information.
Special thanks to my family and my friends Timothy Mander, for editorial support and 
background information on Tajikistan and Steven Hind, Gerald Kofi and Brenda Puech 
for their support and encouragement.
I would like to convey to the staff of Youth House my respect for their achievements and 
my very best hopes for them as they face their future challenges.
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Index
 Page
Executive Summary 1
1. Introduction : 2
1.1 Evaluation Terms of Reference 2
1.2 Evaluation Methodology 2
2. Programme Preparation and Design 3
3. Relevance of Programme 6
3.1 General Background 6
3.2 Government Policy 6
4. Evaluation Findings 7
4.1 Efficiency of Programme
4.1.a Organisation and Management Structure 7
4.1.b Programme Methodology 7
4.1.c Intervention Methods 7
4.1.d Monitoring and Evaluation 8
4.2 Effectiveness of the Programme 9
4.2.a Objective 1 9
4.2.b Objective 2 12
4.2.c Objective 3 13
4.2.d Objective 4 13
4.3 Impact 13
4.4 Sustainability 14
5. Recommendations 17
6. Conclusions 18
Annex 1. Evaluation Itinerary 20
2. Organizational Structure 22
3. Status of Project Proposals 23
4. Success Stories 24
5. Logical Framework – Comments against Indicators 26
1
EXECUTIVE SUMMARY
This is the report of the final evaluation of the second phase of the United Methodist 
Committee on Relief (UMCOR) Youth House Project. The evaluation considers the 
Youth Houses in Kurghon-Teppe and Dushanbe and was conducted in February 2002. 
In 1999, UMCOR received an award from the U.S. Agency for International 
Development (USAID) to implement the Youth House Project in two cities of Tajikistan, 
Dushanbe and Kurghon-Teppa. The project spanned an 18-month period from the 1st
August 1999 to the 31st January 2001. The goal of the project was to foster psychological 
stabilization and rehabilitation of children ages 10-18 through improved access to 
educational and extra-curricular activities and psychosocial treatment of post-war trauma 
in children and youth. 
The Youth House in Dushanbe was officially opened on the 21st February 2000 and in 
Kurghon-Teppa on the 24th April 2000. Since then, the Youth Houses (YH) have 
provided an important first step in treating post-war stress through healthy activities and 
intervention from professional psychologists, such that young people who have been 
traumatized and displaced by war and the collapse of the economy are given opportunity 
to learn and explore their potential in a stimulating environment. They can begin to work 
towards a future in which they are active players for the establishment of a peaceful and 
democratic society.
An evaluation of this first phase of the project revealed several notable achievements, 
including:
ß Development, implementation and evaluation of various educational, recreational and 
extra-curricular programming for vulnerable youth ages 10-18.
ß Development, implementation and evaluation of psychological programming, which 
has resulted in positive behavioral changes in vulnerable youth
ß Dialogue among youth from different ethnic and regional groups
ß Employment creation
ß Successful partnering with local NGO’s
UMCOR received a further $300,000 to continue the development and operation of the 
Dushanbe and Kurghon-Teppa Youth Houses from 1st February 2000 to 31st July 2002 
with the aim of leaving behind a community-initiated, community-driven, and self￾sustaining local institution. 
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Project Objectives
To improve access to educational and extra-curricular activities for children and youth in 
order to foster their intellectual and social development;
To provide children and youth with psychological counseling services to assist them with 
the process of coping with post-war trauma, displacement and other psychosocial 
issues;
To promote ethnic and social integration among youth by providing a non-threatening 
environment where all vulnerable children can gather to learn and play;
To assist the Youth Houses in beginning the process of transition into independent, self￾sustaining local NGOs.
Above objectives were seen as appropriate as they originate from participatory needs 
assessment process with beneficiaries as well as recommendations of the previous 
evaluation.
In the opinion of the evaluator the Youth House Project has met the stated objectives and
demonstrates many laudable successes. The overall positive tone of the evaluation should 
not, however, serve to disguise the severe challenges facing The Youth House NGO as it 
strives to become a self sustaining and effective institution in Tajikistan.
1. INTRODUCTION 
1.1 Evaluation Terms of Reference
The Terms of Reference of the evaluation were to form an opinion with regard to the 
following:
® Project progress in the workplaces of Dushanbe and Kurghon-Teppa
® Establishment of systems in the workplaces of Dushanbe and Kurghon-Teppa
® Implementation of planned activities in Dushanbe and Kurghon-Teppa
® Achievement of objectives in Dushanbe and Kurghon-Teppa
® Effectiveness of project in Dushanbe and Kurghon-Teppa
® Impact of project in Dushanbe and Kurghon-Teppa
® Efficiency/cost-effectiveness of project over-all and in Dushanbe and Kurghon-Teppa
® Management and Organizational Structures
® Assessment of Youth House – NGO ability to continue quality programming into the 
future.
1.2 Evaluation Methodology
The mission of the evaluation was to make a final review of the programme in light of 
stated objectives and results obtained in the Dushanbe and Kurghon-Teppa youth houses. 
This was achieved through familiarization with project documents (project proposals, 
narrative and financial reports, past evaluation report, policy documents etc), interviews 
with Project staff, target groups and other stake holders, meetings with focus groups and 
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observation of activities on site visits. The duration of the evaluation was 11th
–20th
February, 2002. (see annex 1 for schedule of field visits and people met).
The evaluator used unstructured interviews, adopting less formal techniques appropriate 
to understanding the sociological change of beneficiaries and assessing the measurement 
of success and sustainability from staff, and other beneficiaries.
The report is presented using the standard Project Cycle Management format favoured by 
most Aid Agencies.
2. Programme Preparation and Design
UMCOR/Tajikistan’s approach to assisting the former refugee, IDP and vulnerable youth 
in Dushanbe and Kurghon-Teppa is one that encompasses education, recreation, and 
psychological counseling in an effort to promote healthy adjustment and eventual 
understanding and reconciliation among ethnic and regional groups. UMCOR has 
continued to strengthen the education, recreation and psychological components of the 
Youth House programs through evaluation and modification of project activities and 
training of teachers and psychologists. The emphasis of activities at present are on 
expanding current programming and working towards project sustainability. 
Both houses have the same objectives and core issues, however there are some specific 
considerations in the respective locations which demand contextualized and 
individualized programming.
Implementation plans for the Dushanbe and Kurghon-Teppa Youth Houses have been 
prepared and are summarized below.
Objective #1: To improve access to educational and extra-curricular activities for 
children and youth in order to foster their intellectual and social development.
The youth house planned activities as follows:-
Educational Activities, The youth houses will:
· Continue to offer classes in English, Arabic, Computer, Dance, Art, Drama, 
Journalism and Guitar (Dushanbe), Folk Music (Kurghon-Teppa). 
· Continue to offer classes in remedial education to those children who are 
identified as being in need. (Dushanbe) 
· Create new classes offering courses such as Russian language for native Tajik 
speakers and Tajik language for native Russian speakers. (Kurghon-Teppa). 
· Create new classes offering puppet theatre (Kurghon-Teppa).
· Create further additional class sections on an as needed basis. 
· Create new classes and activities such as design/sewing and Young Naturalists.
· Provide information on various topics such as health/hygiene, personal safety and 
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sex education. 
· Continue to offer a course on civic education that is attended by all Youth House 
participants which covers topics such as self-esteem building, leadership skill 
building, community involvement, Convention on the Rights of the Child and 
conflict resolution skills training.
· Increase the number of clubs. The type of clubs created will depend on student 
demand but may include nature club, debate club and dance club.
· Create a common space where students can listen to music, watch videos and 
socialize in a relaxed atmosphere. 
· Install a library.
Extra-Curricular Activities
· UMCOR/Tajikistan will assist the Youth House to organize summer camps where 
children have the opportunity to get outside the capital city and explore their 
natural surroundings. This will also give youth the opportunity to exercise and 
relax together.
· UMCOR/Tajikistan will assist the Youth to organize excursions within and 
outside of Dushanbe.
· The Youth House (Kurghon-Teppa) will continue to offer sports activities such as 
football, volleyball and basketball.
Dushanbe Youth House faces a particular problem due to its location. The challenge is to 
ensure access to the Youth House for children from outlying areas of Dushanbe. For 
2001/02 the winter efforts were to provide transportation for children to and from central 
pick-up points throughout the outlying regions of Dushanbe. During the winter months, 
because of the unstable security situation in Dushanbe, it is not advisable to have children 
traveling unaccompanied after dark.
Total participants proposed for 2001/02 Dushanbe Youth House: 1,948 participants.
Total participants proposed for 2001/02 Kurghon-Teppa Youth House: 2,544 
participants.
Objective #2: To provide children and youth with psychological counseling services to 
assist them with the process of coping with post-war trauma, displacement and other 
psychosocial issues.
In the 2001/2002 program, psychological services in the form of individual and group 
counseling will continue to be offered to Youth House participants and their families in 
an effort to address their on-going psychosocial needs.
· On-going training plan for psychologists in assessment and treatment of post war 
trauma.
· Consultation with psychiatrists about assessment and treatment of identified 
children using group or individual methodologies with themes such as play and 
art therapy, as well as conflict resolution. 
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· Inclusion of parents and family members into psychological services such as 
counseling, assistance with developing parenting skills, information on ways to 
resolve family conflicts and assistance with developing communication skills. 
· Career counseling for youth. 
Objective #3: To promote ethnic and social integration among youth by providing a non￾threatening environment where all vulnerable children can gather to learn and play.
The Youth Houses will:
· Have children from different ethnic groups and different regions of Tajikistan 
continue to attend classes and participate in activities together in a safe, fun, 
nurturing environment.
· Offer a course on civic education that is attended by all Youth House participants 
which covers topics such as self-esteem building, leadership skill building, 
community involvement, Convention on the Rights of the Child and conflict 
resolution skills training.
· Continue to conduct a ten-week conflict resolution group with children and youth 
who have been identified as having aggressive tendencies or have exhibited 
intolerant behavior.
· Encourage staff and teachers to work together on the Cultural/Regional 
Recognition Weeks where different ethnic and regional cultures and traditions are 
highlighted in all classes throughout a one-week period.
Objective #4: To assist the Youth Houses in beginning the process of transition into 
independent, self-sustaining local NGOs.
In the 2001/2002 program, UMCOR/Tajikistan will work closely with the Youth House 
staff to create a center for children and youth that will be self-sustaining after the 
departure of international humanitarian aid organizations. 
ß UMCOR/Tajikistan will assist in creating a Board of Directors for the Dushanbe 
Youth House. 
ß Project staff will receive training on NGO management
ß UMCOR will assist the Youth House and the Board of Directors to formulate a 
strategy for continued financial support. 
In Dushanbe, the Youth House had severe problems with their landlord, The Ministry of 
Labour. UMCOR faced requests from ministry officials which did not form part of the 
agreement when the premises were originally offered. Eviction was threatened when the 
requests were refused. Relations deteriorated to the point at which UMCOR approached 
USAID for an amendment to the grant budget to allow the purchase of new premises for 
the Dushanbe Youth House. This was approved and the new premises became 
operational in January 2002. 
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3. RELEVANCE OF THE PROGRAMME
3.1 General Background
Since independence in 1991, Tajikistan has witnessed the severe deterioration of the state 
of its children. The civil war, displacement and the ongoing threat of sudden violence has 
left a population of youth traumatized psychologically and socially. The education system
is plagued by chronic under funding, inadequate human and material resources, and an
outdated curriculum. Children are thus deprived of the right to develop their intellectual
abilities and social skills in a healthy environment. In addition, children and adults do
not have access to psychological counseling services to address psychosocial needs.
Many children did not receive formal schooling during and after the war and their lack of
attendance at school continues due to various factors including lack of financial
resources. Tensions between ethnic Tajiks and Uzbeks and people from different regions 
continue to divide Tajikistan’s population, young and old alike. Moreover, an uncertain
future has created an atmosphere of malaise and hopelessness. The government is ill
equipped to assist in the healing and transition process. 
Drug use among teenagers in Tajikistan has risen sharply, and youth are showing signs of
depression, low self-esteem and aggression. There is an urgent need for psychological
and education programs for these youth. 
The overall approach and strategy has been consistent with the problem and intended 
effect as evidenced in the four key objectives. Post war- traumatized children who are a 
by-product of violence may eventually threaten the future and stability of the community. 
The project is also relevant as it helps the youth to overcome the trauma they have 
suffered and contributes to a healthy future generation. 
3.2 Government Policy
Other than mainstream education which itself needs to be reviewed, the Government of 
Tajikistan does not have youth houses as there were during the Soviet times nor does it 
offer psychological assistance to the youth.
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4. EVALUATION FINDINGS
4.1 Efficiency of the Programme
4.1.a Organization and Management Structure
· The two youth houses have been registered as an independent local NGO. Until the 
end of February, 2002 overall responsibility for organizational management has been 
taken by UMCOR headquarters in Washington, through the Head of Mission based 
in Dushanbe. He has been responsible for programme implementation and staff 
deployment, supervision and development in addition to donor liaison.
· Working under the supervision of the Head of Mission are; Project Managers for each 
of the two youth houses. There is also a Finance/Administrative Director, who is the 
account holder, and who will also be leaving at the end of February. In-house training 
has been given to his Assistant as well as to the Assistant Programme Manger. 
· Other staff employed by the projects are the Assistant Project Managers, psycho￾social counselors, finance support staff and the Office Manager. Office support staff 
report to the office manager. ( see Annex 2, Organizational Structure) 
· The current organizational / management structure is geared towards a participatory 
approach and sustainability. Programme Managers and their assistants are 
responsible for managing day to day activities working closely with the Head of 
Mission and have demonstrated their ability to deputize in the absence of their 
colleagues. Programme managers have received in-house and external training on 
various appropriate fields.
After February 2002 both youth houses will be managed from the Dushanbe Youth 
House, which has become the Headquarters of the NGO. Staff will be reduced and only a 
few members of staff will remain full-time NGO employees.
4.1.b Programme Methodology
The scope of the evaluation is to review the programme within the framework of the 
programme proposal. The adopted methodology relied on direct programme 
implementation by UMCOR staff with the strategy of building a sustainable, local 
institution. An alternative strategy would have attempted to involve the Government of 
Tajikistan to take greater responsibility for the social and psychological well being of 
children. Contemporary experience of other NGOs in Tajikistan, including UMCOR, 
would indicate that the Government ministries and departments do not always make 
sympathetic partners and UMCOR was probably correct in its approach. 
4.1.c Intervention Methods
The concept of Youth Houses is not new in Tajikistan; it is similar to the “Pioneer 
Houses” run during the Soviet era. This would appear to have facilitated community 
acceptance and involvement in the UMCOR project, as their was a familiarity with the 
concept.
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4.1.d Monitoring and Evaluation
Program monitoring and evaluation has occurred throughout the project period including:
The Programme Managers and program support staff provide daily guidance on curricula, 
organization, management and development activities. The Head of Mission has been 
active in his monitoring of the Dushanbe Youth House on a day to day basis and on 
weekly visits to Kurghon-Teppa. The Programme Manger of Kurghon -Teppa attends 
coordination meetings with the Programme manager and the Head of Mission in 
Dushanbe.
Remedial actions are drawn from lessons learned in the modification of curricular 
activities. Examples of this flexibility and learning from experience are:
ß Elimination of lessons that are not popular or well attended.
ß A proposed addition of social workers following the recognition of the importance of 
the linkage between psycho-trauma and social behaviour. 
ß The purchasing of designated property for the Dushanbe Youth House after 
recognition that the relationship with the existing landlords, The Ministry of Labour, 
was untenable. 
ß Changes to curricula offered being taken in consideration of feedback from 
beneficiaries, teacher evaluations and parental suggestions. 
ß Quarterly evaluations which take into account recommendations made in the course 
of the period.
Monthly reports are prepared by Programme Managers and monthly financial reports 
prepared by Director of finance for submission to the Head of Mission1
. The Head of 
Mission and Finance Director prepare and submit quarterly narrative and financial reports 
to the donor. 
In February 2001, a mid-term evaluation was conducted which focused on progress, 
organizational development, the development of the educational and psychological 
programme and sustainability. All significant recommendations therein have been 
implemented. 
 
1
Tasks performed by the Head of Mission have progressively been shared with senior members of the 
National staff team in order to facilitate the hand over process.
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4.2. EFFECTIVENESS
4.2.a Objective #1: To improve access to educational and extra-curricular activities 
for children and youth in order to foster their intellectual and social development.
Dushanbe Youth House:
The total number of beneficiaries projected for Dushanbe Youth House for 2001/2002 
was 1,948 but the total number2
 registered was 1,983. These are youth from IDP, refugee 
returnee, and low income families who have received free quality education. 
In line with project sustainability and lessons learned, the Youth House NGO now 
occupies its own building in Dushanbe. Renovations have been completed and rooms 
equipped with necessary fittings. There is an outdoor covered gazebo area which 
provides a common meeting place for the youth. At the time of the evaluation, there was 
a Valentines Extravaganza organised by students in the gazebo area. 
Although the rooms are small and some, like the English class and the library, do not 
have natural light, the students reported that they were happy to have a place that they felt 
was their own, with a conducive atmosphere for class and informal activities. However, 
the complex is not big enough to accommodate all the classes. Dance and drama classes 
are still being held in the old school. Free bus service for IDP and returnee children living 
in low income families was provided in September and lasted for a few months. The 
transport issue, which had been included in the new grant request for the Youth House 
NGO, remains a problem needing more attention. 
The new facilities have one cubicle toilet each for boys and girls. It is recognised that this 
is a huge improvement over local government schools. As there are regularly over 100 
students at the Youth House this equates to 1 cubicle for each 50 students. Guidelines 
available in the Sphere Project minimum standards, to which UMCOR is a signatory, 
stipulate that there should be a maximum of 20 people per toilet.
In the second phase of the programme the following learning equipment and materials 
were purchased: 5 computers, 1 printer and 1 scanner, 2 portable players,2 VCRs and 2 
TVs, 3 sewing machines,1 video camera and 2 photo cameras, assorted furniture,
Headstart and Headway English books, and English and German language short 
storybooks. 
Educational Activities
Civic Education and “Young Naturalist” classes have been added to existing English, 
Arabic, computer, dance, art, drama, and journalism, sewing, remedial education and 
 
2 Until the arrival of the current Head of Mission in April, 2001 there was a weakness in the programme in 
compiling statistics. Vital information such as total numbers of male and female beneficiaries is therefore 
not available. However, total registration of males and females between the 4th and 8th cycles reveal 40% 
female and 60% male attendance.
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sport, during the second phase. The cycles have been extended by one month making it 
three cycles of four months each, per year.
Computer classes, which are the most popular, have additional lessons on Saturdays. 
Students have been trained in Microsoft WORD, Imaging programmes and recently the 
INTERNET, HTML design, PageMaker and PhotoShop which serve also as vocational 
skills.
Games and crossword puzzles, field visits and joint ventures with other classes have been 
incorporated in the English lessons. Club activities were organised by English teachers 
and the Head of Mission in which conversation was encouraged in English only. Plans 
also incorporate visits of American residents of Dushanbe in English club activities. 
Parents who were interviewed reported progress in their children’s English speaking 
abilities.
Remedial classes continued with improved means of identification and therapy of 
children in need.
Students of Journalism are making active use of the new equipment for Youth House 
events and production of newspapers of improved quality. They organised a celebration 
of “National Language Day” to which local authorities, NGO and International 
organizations, parents and other community members were invited.
The music and dance classes have utilized their abilities in performances at various civic 
celebrations attended by the international community, Local NGOs and the Tajik 
Government.
In June 2001, 50 children were given medical examinations before admission to the 
sports club which revealed high levels of malnutrition. In total, 70 students were given 
basic vitamins for the summer period. 
There have been additional classes in traditional martial art of “Wushu” sponsored by the 
Wushu Federation in Tajikistan. Over 60 boys and girls registered for this sport. 
The sewing class produced handmade toys which were distributed to local disabled 
orphans during the International Children’s Defense Day. The class also produced 
costumes for the various dance performances.
A new ecological class called “Young Naturalist” was added and in April, students 
volunteered and took part in cleaning up the neighborhood and planting trees around the 
Youth House.
Drama and art classes have been integrated into psychology classes to help depressed or 
traumatized children act out their pent-up feelings and to release them through drawing. 
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Civic education was started in June 2001 in partnership with a local NGO, CCCID
(Coordination Child Center for International Development), which includes textbook 
studies, student council formation and activities in team, leadership and civic action. 
Children have been divided into three different classes according to age. 
Kurghon-Teppa Youth House
The total number of beneficiaries projected for Dushanbe Youth House for 2001/2002 
was 2544. New students enrolled in the second phase are 2912. These are youth from 
IDP, refugee returnee, and low income families who have received free quality 
education. 
The Youth House has been allowed by the local Government and the Education 
Department to renovate and use one wing of school No.11. An in-house library and 
resource room was opened in February 2001 and a registration database installed. 
Although half of the premises are being used for mainstream school activities, the Youth 
House wing maintains its own privacy and an atmosphere conducive for their various 
activities. Both institutions co-exist peacefully with no apparent friction arising from the 
additional resources available to the Youth House. During the evaluation, the Local 
Government signed a contract with the Youth House NGO allowing it to use the school 
building for the next 5 years. 
Equipment purchased during the second phase includes; a keyboard for the music class, 
twenty chairs cabinets and other furniture, 4 computers, 1 printer and 1 scanner, 3 
portable record players, 3 VCRs and 3 TVs, 3 sewing machines,1 video camera and 2 
photo cameras, Headstart and Headway English books, English and German language 
short story books.
Educational Activities
During the second phase, Civic Education, Russian and Tajik languages and “Young 
Naturalist” classes have been added to existing English, Arabic, computer, dance, art, 
drama, and journalism, sewing, remedial education and sports classes. Cycles have been 
extended by one month making it three cycles of four months per year.
Computer classes which are the most popular have additional lessons on Saturdays. 
Students have been trained in Microsoft WORD, EXCEL Imaging programmes and 
recently the INTERNET, HTML design, PageMaker and PhotoShop which serve also as 
vocational skill.
Games and crossword puzzles, field visits and joint ventures with other classes have been 
incorporated in the English lesson. Club activities were organised by English teachers 
and the Head of Mission in which conversation was encouraged in English only. Plans 
also incorporate visits of American residents of Dushanbe in English club activities. 
Parents who were interviewed reported progress in their children’s English speaking 
abilities.
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Students of Journalism are making active use of the new equipment for youth house 
events and production of newspapers of improved quality. The music and dance classes 
have performed in the different community celebrations attended by the community, 
including local and international institutions, and the local government. 
The sewing class produced costumes for various performances in over 10 local events 
between April and June 2001.
The KT Youth House has a well developed sports department and a place in the school 
for indoor games. The girls basketball team and the boys basketball, volleyball and 
soccer teams have been involved in regional tournaments, winning a number of them. 
In May 2001, the drama class began to film its moral tales for children which are now 
being broadcasted by the Khatlon region TV.
Drama and art classes have been incorporated with those of psychology to help depressed 
or traumatized children find an artistic outlet for repressed emotions. There has been 
various exhibitions by the arts class of their work.
An ecological class called “Young Naturalist” was added and in April 2001, students and 
teachers planted over 25 trees on the grounds of school No. 11 and the Youth House.
Civic education was started in June 2001, again in partnership with CCCID , the same 
activities were followed as those in Dushanbe. A summer camp for 15 days was 
organised for vulnerable children of ages between 8-12, which included civic education, 
games and plays.
4.2.b Objective #2: To provide children and youth with psychological counseling 
services to assist them with the process of coping with post-war trauma, 
displacement and other psychosocial issues.
With the help of parents and teachers, children’s counseling services were continued by 4 
qualified psycho-social counselors in both Youth Houses. In March 2001, two “Grief 
and Loss” groups were formed to help children from bereaved families overcome their 
loss. New questionnaires were established which formed the basis of initial assessment 
of children’s psychosocial needs. A work plan for the psychological support team was 
prepared on a monthly basis under supervision of the Head of Mission. To date 54 boys 
and 54 girls in Dushanbe Youth House and 78 girls and 41 boys in Kurghon -Teppa have 
received psycho-social counseling. 
Counseling of individual youth covered problems such as depression, assault, aggression, 
family conflict, grief and loss, shyness and phobias using new methods and skills from 
recent training. Questionnaires have been distributed to parents to help gauge the 
progress of their children. Psycho-social counselors have integrated concepts of conflict 
resolution in their counseling techniques so as to deal with individual cases of violence. 
Private rooms for therapy sessions have been arranged and equipped and are in use in 
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both Dushanbe and Kurghon-Teppa. Psycho-social counselors are helping older children 
to choose future fields of study based on their talents.
4.2.c Objective #3: To promote ethnic and social integration among youth by 
providing a non-threatening environment where all vulnerable children can gather 
to learn and play.
Events that mark traditional days such as Old New Year, Men’s Day, Women’s Day, 
Navrus (coming of spring) Sports competition, 10 years of Tajik independence, as well as 
the 1st anniversary of the Youth Houses were celebrated together with the two Youth 
Houses with performance by youth which not only not only brought parents and 
community members together, but also served to advertise the work of the Youth Houses 
to the community. Moreover, newspapers produced by Youth Houses are being 
distributed to wider readers in schools.
It was reported that tensions among students along ethnic or social lines were non￾existent. However, the duration of this evaluation precluded the evaluator from forming 
an independent view on this. 
Given the causalities and issues of the civil war, it would appear slightly surprising that 
the project documentation does not explicitly consider different religious beliefs as a 
potential cause of conflict. 
The civic education syllabus includes conflict resolution techniques.
4.2.d Objective #4: To assist the Youth Houses in beginning the process of transition 
into independent, self-sustaining local NGOs
Youth House NGO has bought its own premises in Dushanbe.
Youth House has been registered as a local NGO, the complexities of this transition 
appears to be well in hand. 
The Board of Directors has been constituted but the Policy Manual has not yet been 
formulated. 
Project staff have received training on NGO organizational development and 
management. They have already been engaged in an aggressive fund-raising campaign 
through a network of donors in Dushanbe. Although the staff is hopeful, only one grant 
has been approved to date.
UMCOR has assisted the Youth House and Board of Directors to formulate a strategy for 
continued financial support. (see annex -3 )
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4.3. IMPACT
The Youth House students are learning and playing in a way that they enjoy, in an 
environment that is supportive and caring. This has given them self-confidence and a 
sense of responsibility both to themselves and to the community as evidenced during the 
interviews when they tried to overcome cultural and linguistic barriers to communicate 
with the evaluator. They spoke lucidly about their growth and development as a result of 
the programme. This was reconfirmed in meetings with parents, teachers and others. 
Parents reported enthusiasm in their children to go to the youth houses and older children 
explained concern about finishing classes at the Youth Houses.
A few youth from both houses who have completed vocational training notably, the 
computer course, have been employed in firms such as a research company called 
“Sham,” an Epidemiological station in Kurghon -Teppa and a radio station in Dushanbe.
Members of the community interviewed and notably parents confirmed the effectiveness 
of the programme and along with teachers and psycho-social counselors reported that 
there has been remarkable change in the behaviour of youth affected by trauma as 
evidenced in many success stories. ( see Annex 4). 
English students have responded well to the new teaching methodology using Headstart
and Headway and are able speak some English. Two groups of the more talented 
students in both houses entered the Freedom Support Act Future Leaders Exchange 
competition by ACIE:ACCELS, and two of these students still await final competition 
results as to whether they will study in America for one year.
Students come for registration voluntarily. Although figures of total registration by 
gender are not available, there seems to be 60% male and 40 % female attendance. Due 
to culturally ascribed roles, the sewing and dance classes are predominantly female. 
However, boys are now enrolling in sewing classes, a development which would appear 
likely to be linked with internalization of the content of civic education classes. 
Demand for the services of the Youth Houses is substantially greater than Youth House 
capacity, although no numbers are available to quantify this situation. The total number 
of enrolled beneficiaries since project inception is 7,407 including those who have 
continued for second and third cycles. Total number of individual beneficiaries since 
project inception is 5,479.
A representative of the Regional Education Department spoke of the Youth Houses being 
models and the teaching methodologies are being copied in mainstream schools. This 
official also commented favorably on the drama and dance classes for helping to maintain 
a knowledge of Tajik culture.
15
4.4 SUSTAINABILITY
Insofar as it is possible to be confident in the independent continuation of a young 
institution in such an uncertain operating environment, the measures taken by UMCOR 
over the 18 months to date auger well for future the Youth House NGO. 
Registration: In September 2001, the Youth House was registered with the Tajikistan 
Ministry of Justice as a local NGO, which will help to broaden funding possibilities.
Premises: Dushanbe Youth House owns its building in support of the core mission of 
UMCOR and long-term sustainability and has it own Students Council. The Kurgon￾Teppa Youth House has a new 5-year lease agreement for its premises that is free of rent 
charges.
Human Resources: Since April, 2001 the Youth House has made significant steps 
towards sustainability. A solid relationship has been formed with the local Education 
Departments. Government bodies and International Organizations are aware of the 
project and it enjoys community support. Staff have been prepared to take charge of its 
future development and other aspirations. 
Most importantly, UMCOR will leave behind sound human resources which have been 
developed as follows:
ß In January 2001, Social work training for the 4 psycho-social consultants for 3 
months by youth Social Work/Psychological intern from University of Michigan 
covering in a whole range of psychological issues about new assessment methods, 
treatment planning and monitoring tools. Consultants utilize their own computers and 
printers.
ß In February 2001, staff received security training from Church World Services. 
Security measures have been put in place. 
ß In February, psycho-social counselors attended two day training with UNICEF on 
group dynamics of children with post-war trauma issues.
ß In May 2001, Civic education trainers attended a workshop with UNICEF in teaching 
of the Convention on the Rights of The Child.
ß Teachers in Kurghan-Teppa were given computer and English courses at their 
request.
ß Programme Managers participated in training seminar by Counterpart Consortium in 
“NGO Financial Management”.
ß Kurghan –Teppa Youth House Managers participated in training by Fidokor on 
“NGO and Society” topics including cooperation with government organs, accentual 
documents, and needs assessment.
ß English teachers received training on how to use new methodology with Headstart
and Headway textbooks and cassettes followed by training in “Communicative 
Methodology” ESL training with CADA.
ß In June, a Dutch psychologist was contracted for three months as a therapeutic 
supervisor and trainer for the 4 psycho-social counselors.
16
ß In August, Program staff received intensive project design training by Counterpart 
International and CCCID leading to initial drafts of proposals for psycho-social and 
civic education programmes.
ß Youth House staff received extensive training in “grants-writing and project design” 
from UMCOR Head of Mission.
ß In August, Youth House Dushanbe Programme Manager /Executive Director was 
selected as finalist for an Agha Khan Foundation training for Central Asian NGO 
female leaders, funded by the US Department of State to be held in March, 2002
Fixed Assets: All of the Fixed Assets currently in use in the programme will be 
transferred to the Youth House NGO.
Standard operating procedures and other Manuals such as security/safety measures; 
Policies, Procedures and Personnel manual (which is yet to be revised to fit in with the 
new NGO); Organizational Charter; Psycho-Social manual; are in place.
Strategic linkages and networks with key people and organizations:
In Kurghon-Teppa, the Head of Mission has worked closely with the Governor and 
provided computer lessons to his office staff. There were huge problems with the former 
Mayor who threatened to shut down the youth house when his demands for gifts or rent 
payments were not met. The new Mayor is very supportive and understands the essence 
of the Youth House. At the time of the visit, the Hukumat agreed to sign a new agreement 
allowing use of school building for the next 5 years. It is assumed that, at the end of this 
period, it will be possible to renew the agreement without incidence. 
Interviews indicated that good relationships had been cultivated with NGOs, local 
government and the Department of Education.
Collaborating Organizations include: 
ß Drizhina Orany Prirody (Friendship in the Protection of Nature) - teacher for Young 
Naturalist classes
ß Coordinating Child Center for International Development (CCCID) partnership in the 
field of civic education
ß Counterpart International - training staff in various development aspects.
ß Counterpart Intl. Affiliate NGO “Fidakor”- training of teachers and other staff in 
development issues.
ß Ghamkori- educational seminars for children on health/ hygiene and sex education
ß Tajikistan Association of Business Women - for extension of junior achievement 
activities in the Youth Houses.
ß Refugee Children & Vulnerable Citizens (RCVC) – Partnership in identification of 
children in need.
ß UNICEF, Soros-OSIS, Mercy Corps, Eurasia Foundation, CRS-India, Swiss 
Development Corporation among others for future funding.
17
ß Wushu Federation of Tajikistan - Partnership is sports activity
Income generating activities will be in form of fee-for-service actives such as computer 
printing services, night language and computer classes for NGOs and an internet café. 
The youth house will also rent out office space. The staff are aware of the taxes and other 
implications if an NGO ventures into income generation.
Further funding and follow-up support - proposals have been sent out to UNICEF, 
SOROS-OSI Swiss Development Corporation (SDC), Eurasia Foundation, and Japanese 
Embassy for possible grants. The first NGO grant was received from UNICEF for “Youth 
Psychological Services professional Development Project”. (See Annex-3)
RECOMMENDATIONS
Dushanbe Youth House
1. Unlike Kurghon-Teppa, Dushanbe does not have a Parents Teachers Association. One 
cannot help the children to change if the parents do not change too 3
. Although 
consultations with individual parents exist, the added value of group dynamics where 
people share and learn is lacking. More than seventy parents came for the group 
focus meeting and majority had not been to the Youth House before. Although all of 
them had positive things to say, they all agreed to meet again in such a forum.
2. The two psycho-social counselors are both female and that might affect some of the 
children who would relate better to a male rather than a female.
Kurghon-Teppa Youth House
3. Some project beneficiaries such as the mayor and the representative of the Regional 
Education Department were not informed about the plans for phase out of UMCOR . 
All beneficiaries have a right to be informed of the phase-out and should be involved 
in the process. 
Youth House NGO
4. Education is dynamic and there are new ideas worldwide. There would be benefit 
inviting volunteers and experts from other parts of Tajikistan and internationally to 
conduct staff training and to give talks to the children especially in the foreign languages 
that they are learning.
5. Some children living far from the centers have had to drop classes or attend only with 
difficulties. Transport issue should be resolved as high priority.
 
3
“ Development in States of War” Deborah Eade , Oxfam (UK and Ireland) 1996, p 63.
18
6. There are three sewing machines in each house that are used by as many as seven, 
predominantly female, students at a time. Consequently queues develop. It is 
recommended that more sewing machines be purchased for this popular vocational 
training.
7. Although some youth have found jobs through the vocational training, many have not 
when they reach the Youth House age limit of 18. Youth House might consider trying 
to develop links with the business community to facilitate expansion of job 
opportunities for their “graduates”.
8. Dushanbe Youth House serves also as the administrative centre of the new NGO. It is 
important that the centre in Kurghon-Teppa does not become marginalized with 
resource allocation decisions favoring the HQ site.
9. Although libraries are functional, there is need for more books for children in foreign 
languages. (The absence of adequate materials in Arabic was particularly noticeable.)
10. The board of trustees policy manual for the new NGO has to be developed.
11. The likelihood of success of strategies put in place to ensure the financial viability of 
Youth House NGO would be enhanced if appropriate staff received training in 
business skills and marketing.
12. The immediate vulnerability Youth House NGO following the hand-over from 
UMCOR could be mitigated if another international NGO would accept to take a role 
of “mentor” to the new agency. This could have multiple benefits which include, 
provision of ideas and organisational experience and providing reassurance to 
potential donors who are often reticent in their trust of indigenous agencies.
13. The likelihood of the government in meeting some of the running costs was muted by 
the Deputy Head of the Regional Hukumat Khatlon, a Youth House board member. 
This possibility should be explored by the Youth House Management. 
14. The Youth House project has not explicitly developed its role in advocacy. The real 
needs that the Youth House have started to meet, and their strong reputation, provide 
a platform for advocacy work with has the potential to achieve a wide impact. 
Explicitly, areas that might be considered for advocacy and public awareness work 
relate to drug abuse, child labour, government responsibilities for the social and 
psychological well-being of children and how they might be addressed. It is 
recommended that Youth House consider developing an advocacy strategy. 
19
6. CONCLUSION
The objectives of the Youth House project, funded by USAID have been met as well or 
better than could reasonably have been expected. The project provided a very valuable 
service which had ceased to exist and indeed remains the only initiative of its type. It has 
realized some remarkable success stories which will no doubt have had a life changing 
impact for the many individuals concerned. Difficult problems and relations with the 
Hukumat of Khatlon and the Ministry of Labour have been satisfactorily resolved and no 
longer present a threat. Youth Houses are equipped with all the necessary elements that 
will hopefully combine to ensure continuation of the work.. 
The success of the Youth House both in attaining the status of independent local NGO 
and meeting all the objectives is attributed to it having dedicated and competent staff who 
have enjoyed the support and devotion of the UMCOR Head of Mission. The ability of 
staff to quickly react on lessons learnt has been a major catalyst to its success. The staff 
has a good grasp of development issues, an understanding of NGO politics and a broad 
network with other NGOs and international community. The sub-grant was used mainly 
to address the biggest threat to the sustainability of Youth House-property issue. Hence 
the “Security of owning an operation base which perpetuates the core mission of the 
UMCOR-Youth House Project and fulfils a major part of organizational sustainability as 
required by the USAID grant”. Although Tajikistan has acute economic problems, the 
international focus on Central Asia may be a blessing to the Youth House.
None of the above should be taken as underestimating the challenges that face Youth 
House over the next few years. The character as well as the skills of project staff will be 
the determining factor in the projects success or failure. Part of this test of character will 
relate to the question of reduced financial conditions available to staff under an 
indigenous structure. 
20
Annex 1
Evaluation Itinerary
11th February, 2002
Dushanbe Youth House
Familiarization with project information
Persons met:
1. Erik Blender - UMCOR Head of Mission
2. Rajab Rakhimov - Project Manager, Kurghon-Teppa Youth House
3. Matluba Padaeva - Programme Manager, Dushanbe Youth House
12th February, 2002
Kurghon –Teppa Youth House
Persons met:
1. Rajab Rakhimov - Project Manager, Kurghon-Teppa Youth House
2. Alisoda Zarina -Asssitant Project Manager, Kurghon-Teppa Youth House
3. Safar -Psychologist
4. Mukhiniso - Psychologist
15. Students from Trauma Counseling class;- Aziza(15yrs), Albina(15yrs), 
Gulia(15yrs), Dinala(14yrs)
16. Dance teacher and 15 girls from the dance class
17. Music teacher and 8 boys from the music class
18. Civic education teacher and 7 girls and 7 boys from the Civic education class.
19. Sewing class teacher and 22 girls from the sewing class.
13th February
Persons met:
1. Zidikovo Zukro - Representative from the Regional Education Department
2. Abdurakhmanovo S. Saidovno-Deputy head of local Hukomat
3. Soleamu Kasimovo - Head of local Education Department
4. Subkhun Rakhimov - Mayor of Kurghon-Teppa
5. Lotofat Sharipova -Deputy head of Regional Hukomat & member of Board of 
Directors of Youth House NGO
6. Isbar - Director of “Fidokor” Partner NGO
7. 17 teachers ( 8 women and 9 men)
8. Drawing class teacher and drawing class
9. Computer class teacher and class
10.English class teacher and class
20. 12 parents (all women)
Note: Meeting with “ Ghamkhori” Partner NGO was not possible due to time constraint 
21
14th February 
Dushanbe Youth House
Persons Met:
1. Erik Blender - UMCOR Head of Mission
2. Nargis Xamidovo -Psychologist
3. Olga Kartashovo -Psychologist.
4. Students from the psychotherapy class: Ganjina (13yrs), Lailo,16, Zarina,15, Hazira, 
15, Takhmina,17.
5. Teachers:2 from computer, English, Arabic, Civic Education, and Journalism classes.
6. Makhima Sharipovo - Deputy Manger of Refugee Children & Vulnerable Citizens￾Partner NGO
7. Matluba Padavaevo -Programme Manager, Dushanbe Youth House
8. Mavzuma Taashpulatovo –Assistant Programme Manager, Dushanbe Youth House
9. Anser Naveed -Finance Director
10. Approximately 70 parents
11. English teacher and class
12. CCCID- Partner NGO
Ibod Sharif - Chairman
Sherovo Shhawbar - Trainer
Barotova Nigina - Trainer of Civic Education
Nurotovo Gulzukhosor - Trainer of Civic Education
Baroton Firuz - Trainer of Civic Education
Liyovera Saida -Programme Officer
13.Abdurahim M. Muhidov - USAID Project Management Specialist/ Dushanbe
22
Annex 2
Organizational Structure
US-Based Program Officer
Washington DC
Psycho-Social Counselors Youth House
Asst. Project Managers
Youth House
Staff
Youth House
Project Managers
Finance Support Staff
Office Support Staff
Office Manager
Finance/Administrative Director
Head of Mission
UMCOR/Tajikistan
UMCOR Executive Director
Washington DC
23
Annex 3
STATUS OF PROJECT PROPOSALS
DONOR PROPOSAL(S) 
submitted
CURRENT STATUS
American Embassy (Democracy 
Commission)
Civic Education Positive decision strongly expected by the 
end of Feb. 2002. YH is in final group
Children's Aid Direct Psycho-Social CAD does not fund directly, but sent 
proposal to UK to be looked at by other 
possible donors. Positive decision not 
expected.
Christian Aid Psycho-Social, 
Education
CA came and went, makes very small 
grants, decision not expected any time soon
Christian Children's Fund Psycho-Social, 
Education, Civic 
Education
CCF is very interested in Psycho-Social 
programs and has come back several times 
to visit and talk with YH-NGO. Postive 
decision strongly expected by mid-March 
2002
Eurasia Foundation Civic Education EF likes the idea but does not typically work 
with students below college age. Has 
asked for some changes and will likely fund 
in that case.
German Embassy Psycho-Social, 
Education
German Embassy viewed with proposals 
with interest but will make no new decisions 
until summer 2002
Japanese Embassy Education, school repair The Japanese do not do "programming" 
grants, but have agreed to fund the total 
repair for School # 11 in Kurgon-Teppa, 
which has allowed the KTYH to sign a 5-
year lease, 2002-2007, free of rent charges 
with the city.
Mercy Corps Education MC has a 6 month NGO grants program 
that funds these sorts of activities. Positive 
decision strongly expected by end of Feb. 
2002
Open Society Institute Civic Education Proposal was rejected for budgetary 
reasons. OSI asked YH-NGO to resubmit 
with a lower budget
OSCE Civic Education No action was taken by OSCE.
Save the Children - UK Psycho-Social SCF-UK is strongly expected to fund 
Psycho-Social and educational programs at 
KTYH for targeted vulnerable youth. 
Decision to be reached by end of Feb.
Swiss Development Corporation Psycho-Social Expressed interest in $500 for training, but 
claimed psycho-social programs for youth 
do not fit under its "Health" mandate.
UNICEF Psycho-Social training Grant for $15,000 awarded, currently in 
implementation
24
Annex 4.
Success Stories
March – June, 2001
· In May, DBYH psycho-social counselors reported many instances of success: 
conquering fears, overcoming aggression, being able to make friends, etc. One 
particular example is about a Youth House boy who was attacked and raped by his 
neighbor. At first, the boy could not even talk about it, avoided the company of many 
people, and thought all older boys wanted to rape him. By the end of individual 
counseling, the boy was able to detach his emotions from the explanation of events 
and personal consequences. Since having the neighbor brought to justice is not 
realistic or even desirable in Tajikistan, the success has been in helping the victim 
come to terms with the traumatic event and to move on in life.
· Similar success is reported with a boy in group therapy on “Grief and Loss”. He was 
witness to his father’s murder at the end of the civil war. The boy suffered from 
nightmares, desire for revenge, and hatred toward all soldiers. At Youth House, he 
was able to meet other kids with the same problems and was finally able to talk about 
his experience in the group, and then at home with his family. He no longer suffers 
from nightmares and remembers the good things about his father’s life.
· Of the many success stories in KTYH, the psycho-social counselors report, several 
stand out. Psycho-social counselor report one 14 year-old girl from KT in individual 
counseling who refused to be part of a group and was suffering from severe 
depression. The girl’s older brother had committed suicide after a long conflict with 
parents at home. The girl was so depressed, she thought that perhaps she should 
commit suicide as well, so as not to be a bother to anyone. Through 3 months of 
counseling, the girl now realizes there are many possible ways out of a bad situation –
that suicide is not an answer to a problem. Individual counseling continues, as other 
problems exist, but the threat of suicide seems to have abated.
· The psycho-social counselor also reports of an 11 year-old boy in an aggression 
group, who was once proud that when he came out in the courtyard, all the other 
children ran away so that he would not beat them up. He also beat up on his brothers 
and sisters and was always involved in conflict at home. In the course of group 
therapy sessions, the boy said that he understands what anger brings upon people, and 
that he was ashamed, not proud, that other children feared him and he had no friends. 
The boy states that he is now trying to approach other children in his neighborhood 
without offending them, and he tries very hard to keep himself under control.
25
July-September, 2001
· A DBYH psycho-social counselor intervened on behalf of one girl in individual and 
group counseling at her local school. The girl’s single-parent family cannot pay for 
the higher level of educational courses offered at the school. There is a marked 
difference between regular public education classes and the paid classes, though the 
teachers are the same. However, DBYH staff have noticed many talents in the girl 
and decided to advocate her merits with the local school director and if necessary 
with the Ministry of Education. After several meetings and discussions, a school 
committee allowed the girl to take the paid courses for free. The incident highlights 
the need for Youth House social workers to advocate on behalf of beneficiaries in the 
broader community.
· A shy girl who suffered from depression took part in depression groups at DBYH. 
She had suffered from conflict in the home with a sister. During the group counseling 
sessions, students participated in an activity where they learned to compliment each 
other. The girl reported giving a compliment to her sister, which made the sister 
happy. The girl has reported improving relations at home.
· A DBYH psycho-social counselor reports individual counseling with a girl who lost a 
father whom she hated, who beat her mother, and who left the family in poverty. The 
girl wanted to die and had talked about suicide. During the grief and loss group she 
was able to talk about many of these issues with students who had also lost family 
members, but her problems went much deeper. The girl entered individual 
counseling at DBYH and has since improved her ability to communicate with others, 
including her mother, and to think of options other than suicide as answers to her 
problems. Problems are not entirely solved, but significant progress has been made.
· KTYH psycho-social counselor report counseling a young woman who was forced to 
marry a relative when she was pregnant by another man. The new husband kicked 
her out of his house. Her family forced her to get an abortion and treated her with 
contempt. She was on the verge of suicide, feeling that she was needed and loved by 
no one. Through a long process of counseling, she came to realize that she has talents 
to offer and develop and that life is not over if she does not want it to be. She has 
become an active member of KTYH.
· All psycho- social counselors report success with children who cannot control their 
anger and aggression. Through group seminars and teaching children methods for 
relaxation, students have noted the growth in ability to get control of themselves. 
Methods can be as simple as counting to ten and breathing deeply when angered by 
conflict - methods that children had never given any previous thought.
26
Annex 5.
Narrative Summary Verifiable Indicators Means of Verification Comments
Goal:
To foster psychological stabilization and 
rehabilitation of children ages 10-18 
through improved access to educational 
and extra-curricular activities and 
psychosocial treatment of post-war trauma 
in children and youth.
ß Youth educational, recreational and 
psychosocial programming 
operational in Dushanbe and 
Kurghon-Teppa
ß Two established youth educational, 
recreational and psychosocial 
programs
ß Increased academic performance
ß Social integration
ß Psychosocial adjustment
ß Two youth educational , 
recreational and 
psychological programs 
are operational in Dushanbe 
and Kurghon-Teppa
Objective #1:
To improve access to educational and 
extra-curricular activities for children and 
youth in order to foster their intellectual 
and social development
ß Programming in Dushanbe and 
Kurghon-Teppa Youth Houses 
expanded
ß Voluntary attendance rate of at least 
60%
ß Dushanbe and Kurghon-Teppa Youth 
House have more programming
ß At least 10 courses are offered
ß Evaluated registration at the 
beginning of each cycle
ß Daily recording of class attendance
ß Registration records reveal 
an increase in registration :-
3966 in DBYH and 3708 in 
KTYH
ß Computer classes have been 
added on Saturdays
ß Courses offered have been 
increased from 11 to 13 
Outputs Verifiable Indicators Means of Verification Comments
Increased access to activities ß The number of beneficiaries that 
make use of the resource room, 
library, recreational space and other 
available resources (target: 60% of 
those that register)
ß The number of youth that register for 
activities in each program each year 
(target: at least 1000)
ß The number of youth attending 
activities (target: 80% capacity)
ß Post-cycle positive evaluation by 
beneficiaries demonstrating program 
improvement
ß The number of activities offered at 
each program location (target: 
maintain at least 10 classes, 
workshops and recreational 
ß Resource room with library is created
ß Logs are monitored for resource 
room use 
ß Class attendance is checked
ß The number of registered youth is 
tracked for each class, cycle and 
tabulated annually
ß Post-cycle evaluations of 
beneficiaries
ß Resource rooms with library 
have been created and used 
by more than 60% of 
students enrolled.
ß No. of youth attending 
activities has been more 
than 80%. Statistics between 
6
th and 7th ( 8th for 
DBYH)cycles show nearly 
90% attendance.
ß Statistics by gender is not 
available
27
activities)
Inputs Verifiable Indicators Means of Verification Comments
Objective #2:
To provide children and youth 
with psychological counseling 
services to assist them with the 
process of coping with post￾war trauma, displacement and 
other psychosocial issues
ß Psychosocial programming in 
Dushanbe and Kurghon-Teppa 
Youth Houses
ß Voluntary participation rate of at 
least 60%
ß Confidential psychological 
reports conducted by staff of 
beneficiaries
ß Recording of beneficiaries 
participation in individual and 
group counseling 
ß Record keeping of confidential 
files for each students has been 
done using new methods. 
ß Voluntary participation has been 
more that 60%
Outputs Verifiable Indicators Means of Verification Comments
Improved psychological health of 
children
ß Content analysis of art, letters, 
stories and articles of youth 
(target 1: Increased propensity 
for expression; target 2: increased 
positive expression)
ß Analysis of psychological tests 
over time (target 1: decreased 
aggressiveness; target 2: 
increased social cooperation)
ß Analysis of social behavior 
(target: trend of increased social 
participation)
ß Self-generated ideas of youth 
increase
ß Youth express plans for the 
future (target: increased 
incidences of expression)
ß Records are kept by the 
psychological teams
ß Confidential files are created for 
each participating beneficiary
ß Results of diagnostic testing are 
kept in each child's file
ß Questions about future plans are 
included in the registration and 
evaluation forms
ß Final exit evaluations/surveys are 
completed
ß Record keeping and tracking in 
place
ß Self- confidence present in 
children interviews. 
28
Inputs Verifiable Indicators Means of Verification Comments
1. Individual and group 
psychological services will be 
offered to youth
2. Visits by Psychologists to classes 
to assess behavior and identify 
those in need of psychological 
services
3. Psychological teams conduct 
individual and group therapy 
sessions
ß A maximum of 12 youth join the 
group therapy sessions
ß Individual sessions are conducted 
with children and youth
ß Each psychologist visits at least 2 
classes each week
ß Records of youth in the group 
and individual sessions are 
maintained in confidential files
ß The psychologist's logbook will 
indicate classes attended and 
observations made
ß Confidential files exist containing 
all necessary information about 
each child including an analysis 
of behaviour.
Objective #3:
To promote ethnic and social 
integration among youth by 
providing a non-threatening 
environment where all 
vulnerable children can 
gather to learn and play
ß Conflict resolution and civic 
education programming in 
Dushanbe and Kurghon-Teppa 
Youth Houses
ß Voluntary attendance rate of at 
least 60%
ß Recording of beneficiaries 
participation in the program
ß Survey analysis of the impact of 
the program on people’s 
perception of one another
ß Civic education is one of the new 
and popular classes. However, 
tensions along ethnic or other 
social lines has not been reported.
Outputs Verifiable Indicators Means of Verification Comments
ß Inter-ethnic and inter-regional 
youth relationships created and 
strengthened
ß Decreased impetus for 
stereotyping
ß Peer youth facilitators in 
mediation, negotiation and non￾violent communication in 
Dushanbe and Kurghon-Teppa
ß Improved communication and 
dialogue skills among the 
program management and staff
ß Impetus for stereotyping 
decreases
ß At least two peer leaders are 
trained in each program location
ß Participatory management and 
decision-making mechanisms are 
implemented
ß Product outcomes (art, 
journalism, photo, video etc.) 
demonstrate increasingly open 
attitudes among youth
ß The number of inter-ethnic and 
inter-regional youth relationships 
developed
ß Analysis of art, photo, video and 
journalism analyzed over time
ß Survey analysis of inter-ethnic 
and inter-regional youth 
relationships conducted, analyzed 
and filed for future comparison
ß Documentation of observations 
of youth interaction
ß Youth have interacted in day to 
day activities in the youth houses 
as well as with other children in 
schools and at various functions. 
Survey analysis of inter-ethnic 
reaction has not been conducted 
as not necessary.
29
Inputs Verifiable Indicators Means of Verification Comments
1. Club activities to promote 
conflict resolution and 
reconciliation processes
2. Training of management and 
staff in conflict resolution and 
non-violent communication skills
3. Training of peer youth leaders in 
conflict resolution and non￾violent communication skills
4. Integration of conflict resolution 
theory and practices into current 
programming
ß A maximum of 12 youth join the 
various established clubs
ß A maximum of 10 youth 
participate in the peer leadership 
training in each program location 
ß Course content reflects 
integration of conflict resolution 
theory and practices
ß A minimum of 3 clubs are 
established
ß Club attendance lists are 
maintained and filed
ß Three program specific training 
sessions conducted
ß Post-cyclical evaluations 
demonstrate integration of 
conflict resolution theory and 
practices
ß Clubs, activities, drama, songs 
and dance have been promoted.
ß There has been integration of 
elements of conflict resolution in 
civic education and other 
activities. 
Objective #4:
To assist the Youth Houses in 
beginning the process of 
transition into independent, 
self-sustaining local NGOs.
ß A transition strategy is developed 
for NGO sustainability in 
Dushanbe and Kurghon-Teppa 
Youth Houses
ß Organizational analysis by an 
independent consultant evaluator 
will document the skills, 
knowledge and awareness of the 
management and staff of each 
Youth House 
ß No independent organisational 
analysis conducted. However 
UMCOR staff have identified 
areas that need improvement.
30
Outputs Verifiable Indicators Means of Verification Comments
ß The Youth Houses each have 
functioning Boards of Directors
ß Management and staff of the 
Youth Houses will demonstrate 
the skill, knowledge and 
awareness related to long-term 
organizational sustainability
ß The Youth Houses have 
developed systems, policies and 
strategies that will assist them in 
reaching sustainability
ß Monthly and annual reports will 
document steps completed in 
organizational system 
development
ß Monthly and Quarterly reports 
document steps taken in staff 
training and development and 
implementation of systems and 
operational documents.
Inputs Verifiable Indicators Means of Verification Comments
1. Boards of Directors are 
established and trained in each 
respective program location
2. NGO development and capacity 
building training and consulting 
is conducted in each respective 
program location
3. Strategic planning sessions 
conducted in each respective 
program location
ß A Board of Directors has been 
established in each program 
location 
ß Strategies developed for 
sustainability in each respective 
program location
ß NGO development and capacity 
building knowledge, skills and 
awareness is present in each 
respective program location
ß A Board of Directors Policy 
Manual outlining roles and 
responsibilities of members
ß Strategic plans documented and 
on file in each respective 
program location
ß NGO development training and 
consultancy reports by 
consultants and Project Director
ß Analysis of the local capacity of 
each respective program 
demonstrates their ability to 
implement and manage the 
program, evaluate the program 
and report on program activity.
ß Board of Directors formed but 
policy manual not yet 
established.
ß Analysis of local capacity not yet 
done but a list of initiatives taken 
towards achieving sustainability 
in program management exists. 
This list includes trainings in 
program management, NGO 
development in addition to the 
registration of the youth houses 
as an NGO and acquisition of 
their own building.