NGO Projects Ethiopia

Office IX
DGCS Evaluation
NGO Projects in Ethiopia
• “Reinforcing and promoting of basic education and improving social conditions for children and
young people in marginal areas of Addis Ababa” AID No. 8244
• “Social and economic development, promoting and protecting cultural heritage of Konso Special
Woreda” AID No. 8242
• “For the protection of the right of the child: prevention and rehabilitation programmes for street
children in Addis Ababa” AID No. 8073
2013 Evaluation
Evaluation Team:
Christian Schingo and Mariasara Castaldo -
ARS Progetti SPA
1
Contents
Acronyms ............................................................................................................................................ 4
1. INTRODUCTION ...................................................................................................................... 5
2. METHODOLOGICAL ASPECTS ........................................................................................... 6
2.1 Evaluation phases ................................................................................................................ 7
2.2 Guidance questions.............................................................................................................. 7
Part A ................................................................................................................................................ 10
“REINFORCING AND PROMOTING OF BASIC EDUCATION AND IMPROVING
SOCIAL CONDITIONS FOR CHILDREN AND YOUNG PEOPLE IN MARGINAL AREAS
OF ADDIS ABABA”........................................................................................................................ 10
AID: No. 8244 ................................................................................................................................... 10
NGO: CISP ....................................................................................................................................... 10
a.1 Summary of the evaluation ....................................................................................................... 11
a. 2 General framework ............................................................................................................... 12
a.2.1 Summary of the project ...................................................................................................... 12
a.2.2 Summary of the mission ..................................................................................................... 12
a.2.3 Analysis of the project implementation ............................................................................ 13
a.3 Summary of results achieved .................................................................................................... 14
a.4 Analysis according to evaluation criteria................................................................................. 18
a.4.1 Relevance ............................................................................................................................. 18
a.4.2 Quality of the Logical Framework design ........................................................................ 19
a.4.3 Efficiency.............................................................................................................................. 19
a.4.4 Effectiveness ........................................................................................................................ 21
a.4.5 Impact .................................................................................................................................. 22
a.4.6 Sustainability ....................................................................................................................... 22
a.5 Conclusions ................................................................................................................................. 23
a.6 Recommendations .................................................................................................................. 24
a.6.1 For the Italian Ministry of Foreign Affairs and UTL...................................................... 24
a.6.2 For the CISP ........................................................................................................................ 24
Part B ................................................................................................................................................ 26
“SOCIAL AND ECONOMIC DEVELOPMENT, PROMOTING AND PROTECTING
CULTURAL HERITAGE OF KONSO SPECIAL WOREDA” ................................................. 26
b.1 Summary of the evaluation ....................................................................................................... 27
b. 2 General framework................................................................................................................... 28
b.2.1 Brief summary of the project ............................................................................................. 28
b. 2.2 Summary of the mission .................................................................................................... 29
b.2.3 Analysis of the project implementation ............................................................................ 30
b.3 Summary of results achieved .................................................................................................... 31
b.4 Analysis of evaluation criteria .................................................................................................. 37
b.4.1 Relevance ............................................................................................................................. 37
b.4.2 Quality of the Logical Framework design ........................................................................ 38
b.4.3 Efficiency ............................................................................................................................. 38
b.4.4 Effectiveness ........................................................................................................................ 39
b.4.5 Impact .................................................................................................................................. 39
b.4.6 Sustainability ....................................................................................................................... 41
b.5 Conclusions ................................................................................................................................. 42
b.6 Recommendations ...................................................................................................................... 43
b.6.1 For the Italian Ministry of Foreign Affairs and UTL ..................................................... 43
b.6.2 For the CISS ........................................................................................................................ 43
Parte C .............................................................................................................................................. 44
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“FOR THE PROTECTION OF THE RIGHTS OF THE CHILD: PREVENTION AND
REHABILITATION PROGRAMMES FOR STREET CHILDREN IN ADDIS ABABA” .... 44
c.1. Summary of the evaluation....................................................................................................... 45
c.2 General framework .................................................................................................................... 46
c.2.1 Brief summary of the project ............................................................................................. 46
c.2.2 Summary of the mission ..................................................................................................... 47
c.2.3 Analysis of MAE project implementation ......................................................................... 47
c.3 Summary of results achieved .................................................................................................... 48
c.4 Presentation of results ................................................................................................................ 50
c.4.1 Relevance.............................................................................................................................. 50
c.4.2 Quality of the Logical Framework design......................................................................... 51
c.4.3 Efficiency .............................................................................................................................. 51
c.4.4 Effectiveness ......................................................................................................................... 52
c.4.5 Impact ................................................................................................................................... 52
c.4.6 Sustainability ....................................................................................................................... 53
c.5 Conclusions ................................................................................................................................. 55
c.6 Recommendations ...................................................................................................................... 55
c.6.1 For the Italian Ministry of Foreign Affairs ...................................................................... 55
c.6.2 For the VIS and Salesians of Don Bosco ........................................................................... 56
List of Annexes
Annex 1 – Logical Frameworks
Annex 2 – Schedule
Annex 3 – Interview Forms
Annex 4 – Preliminary Interview Transcriptions
Annex 5 – ToRs
3
Acronyms
BoFED Bureau of Finance and Economic Development

BoLSA Bureau of Labour and Social Affairs
Directorate General for Development Cooperation (Direzione Generale per la
DGCS Cooperazione allo Sviluppo)
JSO Job Service Office
KDA Konso Development Association
MAE Italian Ministry of Foreign Affairs (Ministero degli Affari Esteri)
MFI Micro Finance Institution
PCM Project Cycle Management
LF Logical Framework
SDB Salesians of Don Bosco
TVET Technical and Vocational Education and Training
EU European Union
UNESCO United Nations, Education, Scientific and Cultural Organization
UNICEF United Nations International Children’s Emergency Fund
UTL Local Technical Unit (Unità tecnica locale)
WASH Water, Sanitation and Hygiene
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1. INTRODUCTION
The subject of the present ex-post evaluation regards three NGO projects in Ethiopia financed by
Italian Cooperation in the period between 2006 and 2011.
Table 1 - Initiatives under evaluation
Ethiopia
AID Project No. 8242
Title: REINFORCING AND PROMOTING OF BASIC EDUCATION AND
IMPROVING SOCIAL CONDITIONS FOR CHILDREN AND YOUNG PEOPLE IN
MARGINAL AREAS OF ADDIS ABABA.
Duration: 36 months.
Budget: EURO 1,082,898.00
Title: SOCIAL AND ECONOMIC DEVELOPMENT, PROMOTING AND
PROTECTING CULTURAL HERITAGE OF THE KONSO SPECIAL WOREDA
Title: FOR THE PROTECTION OF THE RIGHTS OF THE CHILD: PREVENTION
AND REHABILITATION PROGRAMMES FOR STREET CHILDREN IN ADDIS
ABABA.
The Federal Democratic Republic of Ethiopia is one of the poorest countries in Africa, with a total
population of 84.73 million, a per capita income of $370 and a life expectancy at birth of 59 years. 1
Ethiopia is a priority country for Italian Cooperation, which has been operating there since 1986.
The OECD DAC data on (2010) provisions put Italy in thirteenth place among donor countries.
Activities currently relate to the following priority areas: education, health, rural development,
energy, water and environmental health, in line with both national priorities and the strategies of the
Ethiopian government. Italian Cooperation has also launched a new emergency programme in the
areas of Ethiopia affected by drought in 2011.
The Italian NGOs present in the country are operating in these same areas.
The presence of Italian Cooperation actors has always been very strong, despite having had to face,
and still having to face an administrative system that makes their working conditions problematic
and complex.
Since 2009, all relations between the Ethiopian government and NGOs are regulated by the Charity
and Society Agency, an organisation responsible for monitoring the activities of local and
international NGOs operating in the country. The control mechanisms of Charity Agency –
regarding registration procedures, work permits for expatriate staff, and audit procedures – are strict
and highly complex. Moreover, regulations are often changed, resulting in additional costs for the
actors who are required to comply with them. For example, the registration procedures for NGOs
are often changed, causing delays and postponements in the implementation of the projects. It
should be emphasised that, by and large, all of the NGOs met with for purpose of the present
evaluation, both Italian and local, have come up against difficulties with bureaucracy. These issues
were also confirmed by the Local Technical Unit (UTL) of the Italian Embassy in Addis Ababa.
1
World Bank Data, 2011 - http://data.worldbank.org/country/ethiopia
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In general, most of the projects managed by NGOs are carried out in rural areas or in regions with
high levels of poverty and environmental risk (drought, famine). There are, however, activities that
involve the capital, Addis Ababa, which is currently undergoing a period of great change,
characterised by a high rate of urbanisation (one sixth of the national population lives in the
capital), significant urban changes and high migratory flows, especially of the poor, who move to
the capital from other areas of the country in search of better living conditions. All of this has
considerable repercussions on the economic and social fabric of the city, and is able to make a deep
impact on an already vulnerable context. The intervention of authorities and civil society is,
therefore, necessary in order to find solid solutions to important issues (education, vulnerable
children, employment, gender issues). Two of the projects evaluated (CISP and VIS) fall within this
first area.
At the same time, Ethiopia is a country with a rich cultural heritage, comprising numerous ethnic
groups, each carrying their own knowledge and their own history, which are often in conditions of
deep poverty. For these people, specific development projects must therefore be proposed, which
aim to improve their living conditions, while at the same time being able to protect their roots. The
third project evaluated (CISS) falls within this second area.
2. METHODOLOGICAL ASPECTS
During the assessment of the three initiatives, joint methodological principles have been applied as
explained below.
The evaluation followed the canonical criteria of: relevance, efficiency, effectiveness, impact and
sustainability. Being an evaluation which is performed approximately two years after the
initiatives’ conclusion, the aspects relating to impact and sustainability are particularly important
and have guided the methodology of the evaluation, determining whether the expected impact of the
project was actually achieved, and identifying the causes for any deviations. For sustainability, the
long-term effects of the initiatives were identified and qualified.
In this framework, the terms of reference indicate the following evaluation objectives:
• Assess the relevance of the objectives and their level of achievement;

• Assess the efficiency, effectiveness, impact and sustainability of the projects;
• Examine the means put in place for implementing of projects in order to identify best
practices and lessons learned, and to reflect on them in future initiatives;
• Analyse the sustainability and the impact that the projects have had on the educational and
cultural conditions of the country.
In particular, the following specific objectives are set out for each of the three initiatives:
For the CISP project:
- Evaluate the effectiveness and impact of the technical assistance and training provided and
of the tools used for this purpose;
- Assess the functioning of preschool education centres, non-formal education centres and
extra-curricular support services;
- Analyse the management skills of organisations involved in the programme.
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For the project CISS:
- Evaluate the participation in the training programme and the placement into employment of
young people and women;
- Assess the level of acquisition of technical skills for managing cultural heritage;
For the VIS project:

- Evaluate the effectiveness of the prevention interventions;
- Evaluate the functioning of the vocational training courses and assess the degree of
inclusion of the trainees in the job market;
The evaluation is based on data and information available in existing documents, relating to the
projects under assessment, including the project documents, monitoring reports, studies, statistics,
previously conducted research, as well as on the results of the field mission. The quantitative data
shown in the reports, upon completion of the initiatives, were compared with the quantitative data
collected during the mission phase. During this phase, investigative tools were used, such as in-
depth interviews with key figures (project staff, local authorities, beneficiaries, etc.), the focus
groups and direct observation.
2.1 Evaluation phases
The assessment was divided into the following phases:
1. Preliminary phase in which reference documentation was examined and the mission
programme was planned;
2. Field phase, in which interviews and meetings were conducted with representatives of the
various figures involved;
3. Quantitative and qualitative analysis phase of the information collected;
4. Preparation of the report and presentation of the results in a workshop that will take place at
the Ministry of Foreign Affairs;
5. Presentation of the final report containing the additional information required by the
Directorate General for Development Cooperation (DGCS) and NGOs.
2.2 Guidance questions
As previously mentioned, the impact and sustainability criteria bore a greater weight than other
criteria and, based on their assessment, it has been possible to work backwards to identify the
factors that led to a given impact. In the blueprint, the following questions were drawn upon:
Criterion 1: Relevance
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• Were the specific objective and overall objectives of the project in line with the policies
of the local government?
• Was the project in line with the policies of Italian Cooperation and with development
priorities?
• What criteria were used to identify target groups?
• Were there any elements of added value in the strategic choice of target groups, such as
women’s empowerment, the needs of people with disabilities, ethnic or linguistic
minorities or the environment?
• What collaboration was launched with other programmes or donors?
Criterion 2: Quality of the project design
• Did the Logical Framework (LF) clearly indicate the relationship between the activities,
results and expected impact?
• Were the results, specific objective and overall objectives drawn up with a logical
structure and did they respond to clearly identified needs?
• Did the LF include SMART indicators (Specific, Measurable, Achievable, Realistic and
Time-bound)?
• Were the external conditions and risks taken into account?
• Was sustainability an integral part of the project design?
Criterion 3: Efficiency
• To what extent were the projects implemented on schedule for a timely completion of
activities?
• To what extent were the various inputs provided at the estimated costs?
• Were the inputs and activities monitored in a consistent manner?
• Were the procedures applied correctly?
• Was the LF used as a management tool?
• Was there a work plan and was it used by all parties involved?
• What activities and respective products have been achieved?
Criterion 4: Effectiveness
• Were there appropriate indicators in the LF, and were they used to measure what has
been achieved?
• What results and services have been achieved?
• Were there factors that prevented the target groups from benefiting from the results of
the project?
• Have there been unexpected effects (positive and/or negative), and what solutions were
found in the event of negative effects?
Criterion 5: Impact
8
• What are the main impacts achieved within the framework of intervention?
• Are there external factors that endangered or are endangering the programme’s impact?
• Have there been or are there currently any unexpected effects (positive and/or negative)
on the target groups or communities?
• Did the programme take action to counteract any negative effects?
Criterion 6: Sustainability
• Are the target groups currently accessing / using the services and products implemented?
• If the services set up by the project need to be supported financially, what are the
mechanisms in place to make these funds available?
• Are the services / products currently within the financial means of the target groups?
• Are the beneficiaries, institutions and local authorities currently able to take on the
potential maintenance costs of the services implemented?
• To what extent was the programme implemented using local facilities?
• Was the programme supported by existing local policies?
• To what extent did the project build the skills of the beneficiaries, partners and local
institutions?
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Part A
“REINFORCING AND PROMOTING OF BASIC EDUCATION AND IMPROVING

SOCIAL CONDITIONS FOR CHILDREN AND YOUNG PEOPLE IN MARGINAL AREAS
OF ADDIS ABABA”
AID: No. 8244
NGO: CISP
Donor Italian Government

Start date 1 July 2007
End date 30 June 2011
Budget EURO 1,082,898.00
PAID BY THE DGCS: EURO 758,028.00
(plus social security and insurance costs Euro 52,500.00)
PAID BY CISP: EURO 162,435.00

PAID BY THE LOCAL NGO “PRO-PRIDE”:
EURO 162,435.00
Local counterpart Pro-Pride

Technical area Training
Type of assessment INDEPENDENT EX POST EVALUATION
Evaluation mission period 10-02-2013 – 23-02-2013
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a.1 Summary of the evaluation
REINFORCING AND PROMOTING OF BASIC EDUCATION AND IMPROVING SOCIAL CONDITIONS FOR CHILDREN AND YOUNG PEOPLE IN MARGINAL AREAS OF ADDIS
ABABA - AID No. 8244 - CISP
Criteria Strengths Weaknesses
Relevance - Correspondence with national strategies and with the priorities
of Italian Cooperation
- Correct identification of beneficiaries
- Good collaboration with the counterpart and with the community
of reference
- Positive perception of the usefulness of the initiative among the
beneficiaries
Efficiency - Overall efficient use of MAE resources - Long delays in the implementation and completion of
- Good management performance of Pro Pride, the local building activities
counterpart - Failure to complete some of the activities planned
- Efficient monitoring and compliance with the procedures laid - Support from local institutions (allocation of areas and
down by the local authorities facilities)
- Inflation
- Political change and instability
- Absence of the expatriate project leader
Effectiveness Achievement of the overall number of beneficiaries and Limited effectiveness with regard to the number of expected
implementing activities over the course of the project, even without beneficiaries divided into the various educational pathways
the planned facilities
Impact Positive impact in the following components: Low impact in the following components:
- Opening of a school in a marginal area - Awareness of gender issues
- Opening of a reading centre available to a large number of - Capacity building of the Iddir
beneficiaries, also from outside of the school’s courses.
- Awareness of the community with regard to the issue of
education
Sustainability Failure to achieve the planned sustainability strategy
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a.2 General framework
a.2.1 Summary of the project
The project “Reinforcing and promoting of basic education and improving social conditions
for children and young people in marginal areas of Addis Ababa” was approved by the
Steering Committee for Development Cooperation with Resolution No. 122 of 25/10/05. It
began on 1 July 2007 and ended on 30 June 2011, with an actual duration of 48 months as
opposed to the 36 months anticipated, following the request for three extensions (extension
of four months for the first year, extension of three months for the second year, and an
extension of five months for the third year).
The project in question is line with the strategies of Italian Cooperation in Ethiopia and ties
in with the national and local development plans. The government of the Federal
Democratic Republic of Ethiopia is fully aware of the issue concerning the conditions of
children in a state of extreme vulnerability and their mothers; it has ratified the Convention
on the Rights of the Child, adopted the objectives of the World Conference on the Child, and
has adopted a National Action Plan that puts the welfare of the child at the centre of
development.
The overall objective of the project, as set out by the original Logical Framework was “to
help to improve the living conditions of children and adolescents in marginal areas of Addis
Ababa, by reinforcing the educational system in the framework of global strategies to
combat poverty”. The specific objective was “to introduce real improvements in the lives of
children and poor families in the areas selected”.
The initiative was divided into four basic components:
A. Infrastructure component: refurbishment and equipping of five preschool education

centres, five non-formal education centres and the opening of five reading and research
centres.
B. Education component
C. Capacity building for institutions and the community
D. Income-generating activities for families at risk
The initiative not only had serious delays in the implementation phase, but was radically
resized. The activity of building and equipping 15 education centres has not been completed
as planned, but has been replaced with the building of a single multi-purpose centre. This
building was inaugurated at the end of the 48-month period; the delay meant that some of
the activities planned failed to be implemented and, therefore, only 84% of the MAE
funding was spent.
a.2.2 Summary of the mission
Before and during the evaluation mission, extensive documentation was conducted
including:
- a funding proposal of the NGO and the respective UTL technical and economic evaluation;
- five no-cost change requests and the relevant technical advice;
- Socio-Economic Baseline Survey performed by Shalom Consulting;
12
- progress reports on the three years of the project;
- ongoing evaluation report by the UTL;
- progress reports on the NGO local counterpart Pro-Pride.
During the mission, the team conducted a series of interviews with the key figures and
stakeholders of the project:
- UTL
- CISP Office Ethiopia;
- Local counterpart Pro-Pride;
- Education Office of the beneficiary sub city;
- groups of project beneficiaries (children and teachers attending the multi-purpose
centre, members of the Girls Clubs, members of the parents’ committee, the
association that should take on the management of the centre from September 2013,
families who have benefited from microcredit activities).
The following facilities were visited:
- Multi-purpose Centre in the Sub City of Addis Ketema
- Arada School in the Sub City of Arada
A critical issue discovered in the information collected was the lack of the UTL’s final
evaluation report. The team had to base itself on the only ongoing report, which was dated
May 2009. Having the final evaluation would have provided a further piece of evidence to
use in the triangulation of information.
a.2.3 Analysis of the project implementation
The intervention was performed in two sub cities of Addis Ababa: Addis Ketema and Addis
Arada. Most of the beneficiaries reside in Addis Ketema, the area where the activities were
carried out. In Addis Arada, there was a small school for children which the project
supported, and for which it planned to provide a more suitable location.
As confirmed by the ongoing evaluation of the UTL and progress reports on the project, this
initiative encountered various problems during its implementation, which undermined its
impact and prevented activities from being achieved with regard to the infrastructure
component. Indeed, the initiative had identified 15 pavilions to organise, furnish and make
fit for use as non-formal education centres. The problem arose when the organisation of
reference (Sub City of Addis Ketema) did not allocate the facilities identified, as agreed in
the identification phase of the project due to unexpected amendments to the town planning
programme. No longer having the land and facilities available, the project planned to build
two multi-purpose centres from scratch. At the end of the project, however, due to a sharp
rise in the price of building materials, it was possible to build one building only. As for the
other educational activities set out by the project, they were implemented as planned in
spaces provided by local authorities, within a school located near the area where the new
training facility was erected.
The initiative underwent five no-cost changes:
13
No-cost Change 1 (year 1): Given the unexpected unavailability of the buildings identified,
it was necessary to amend the original design of the project. By moving €48,238.45 from the
“Equipment” line to the “Building” line, we requested to build six facilities from scratch and
rebuild only one of the original facilities.
No-cost Change 2 (year 2): The expatriate project leader returned to Italy for health reasons
and was not replaced. A request was made, therefore, to reallocate € 48,842.00 to the “aid
worker” line for a consultant in Italy and for further missions of technical support from an
Italian expert.
No-cost Change 3 (year 2): Due to the ongoing problems related to the allocation of
building land and in order to complete the activities, we requested to proceed with the
building of two multi-purpose centres which include non-formal education activities and
reading centres. The number of direct beneficiaries remains the same as the original.
No-cost Change 4 (year 2): This took place shortly after the third change. Given the
increase in price of building materials and the amendment to the allocation of building land,
we requested an additional amendment to proceed with the building of a single centre. Here
also, the further decrease in the number of spaces has no impact on the number of
beneficiaries, thanks to an agreement reached with the School of Addis Ketema where
preschool and school age children will be able to continue their educational activities.
No-cost Change 5 (year 4): The request was made for an additional reallocation of the
budget items to build a facility within the “Melkam Ermjachin” school to house the
preschool activities for the centre of Arada. The new facility includes one side used for
teaching rooms and the other for a shop, which would generate the proceeds to sustain the
school.
This change failed to be achieved due to the refusal by the authorities to allocate the spaces
within the “Melkam Ermjachin” school.
a.3 Summary of results achieved
The results achieved by the project upon its conclusion are described below following the
wording of the LF (see Annex 2). Let us begin with the first three results:
Result 1 - Increased access to quality preschool education
Result 2 - Increased access to non-formal and post-school education services
Result 3 - Improved performance of assisted students and a reduced number of early school
leavers
Despite the changes that the project underwent during the implementation phase, these
results were achieved.
Description of activities
The changes approved by the MAE amended the original programme, with the planning of a
multi-purpose centre as a single infrastructure.
The evaluation team visited the centre during a day of classes. The centre is open in the
morning and afternoon with a system of double shifts; it offers preschool level and three
different levels of non-formal education (Access), after which beneficiaries may be placed
into formal education. During the visit, three of the classrooms were operational, despite the
number of children being lower than expected. The data provided by the local counterpart
Pro-Pride, which currently manages the school, reported 157 to be the total number of
14
students enrolled in the current year. This number is approximately half of the annual
average of beneficiaries specified in the project documents (310).
The reading centre is open every day during the morning and afternoon. The number of
registered members is currently 200, with an additional 20 members who are responsible for
managing the centre. The data indicate a daily average of 100 users. It should be noted,
however, that during the visit, the library did not appear to be very well-frequented. It was
found to have books and materials provided by the project.
The school’s staff are currently composed of four teachers, two of whom were present from
the beginning of the activities. We interviewed the head teacher and a newly-arrived
substitute teacher (see Annex 4). Both followed the training provided by the project (issues
regarding street children, child psychology and pedagogy) deeming them to be useful for
their work. Both had previous experience of teaching in formal schools and one of the
teachers belongs to the community of reference. A very low drop-out level was reported and
the teachers pointed out that the displacement of families to other areas of the city was its
major cause. They reported two main difficulties in their work: 1) the location of the school;
indeed, the land allocated is not particularly suitable as the site of a school: it is steep and
very close to a stream whose water level rises during the rainy season, running the risk of
flooding and putting the facility itself and its users at risk. Moreover, access to the school is
not very safe. The children are, in fact, required to cross an unsafe bridge that often means
that adults (parents and teachers) have to accompany the children right into the facility; 2)
poor level of concentration amongst children in the classroom due to food shortage (the
school does not provide meals, only a snack).
With regard to the Arada school, the team was able to visit during a morning lesson. There
are currently 42 children enrolled.
Photo 1 - Teaching room of the multi-purpose centre
Result 4 - increased awareness of the community and local institutions on gender issues.
As shown below, the activities were carried out correctly, yet may be considered to be
partially achieved given the political and social context.
During the project, five Girls Clubs were organised, that is to say, meeting places located
within schools in the intervention area where boys and girls, educators and community
representatives could meet to explore topics, such as equality of rights between men and
15
women, prevention of domestic violence and access to education. The Girls Clubs also
included art activities, such as theatre, music and poetry.
The activity of the Girls Clubs ended upon termination of the project. A girl who took part in
the activities was interviewed (see Annex 4), who emphasised their importance, hoping that
such activities might be taken up again in the future.
Awareness campaigns have been carried out on the issues of women and campaigns aimed
at increasing girls’ access to education. With regard to girls’ access to education, the overall
project data and current data indicate that the percentage of girls enrolled at preschool level
is higher, in the first three levels of non-formal education, than that of their male peers. This
figure, however, is not attributable to the project activities, but reflects the country average.
The rate of enrolment of girls in their first years of schooling is, therefore, higher than that
of males, while progressively decreasing in the later levels.
Result 5 - increased skills of representatives of local institutions in managing and

supervising educational programmes.
The activities relating to this result were carried out, yet the result, as described in detail
below, was not achieved.
Various training courses were implemented for different groups of beneficiaries: courses for
teachers (new methods and approaches to education), courses for the staff of Pro-Pride
(PCM), courses for representatives of official institutions and for the Iddir (basic education,
disadvantaged children, life skills training, gender and HIV). Moreover, two Iddir 2 were
created. The management of the centre should have been entrusted to one of these
associations at the end of the project. This handover did initially take place, yet a lack of
management skills and interest on the part of the Iddir became apparent. Indeed, the
members of the Iddir had not properly assessed the commitment that the management of the
centre required in terms of time and resources. After an initial management period, there was
increased awareness of the actual workload; the representatives, together with Pro Pride,
therefore decided to look for alternative solutions for the management of the centre.
Photo 2 - Arada school during recreation time
2
Iddir are voluntary associations consisting of approximately 10-20 members appointed by the community of reference
in order to organise fundraisers to tackle and solve the problems of the community itself (support for low-income
families, provision of educational materials for schools, organisation of funerals, minor maintenance of public facilities,
etc.).
16
Result 6 - increased family income of poor families and families at risk of child
abandonment.
The activities were carried out and the result has been achieved.
We identified 273 families at risk living in the target area. For them, vocational training
courses based on microcredit were carried out. The kits used to implement the income-
generating activities, which were originally planned, were no longer distributed following
“no-cost change 3”. The funding assigned to the kits was reallocated to build the multi-
purpose centre. The project simply brought together people who were trained with two
micro-finance institutions (Gasha MFI and Addis MFI) in order to facilitate access to credit.
A sample of three women were interviewed (chosen by random selection - see Annex 4)
who participated in the courses and who obtained micro-financing for the creation of small
businesses (laundry services, bakery, injera, processing of spices). All respondents
confirmed the usefulness of the courses and the fundamental importance of the activities
with regard to the total family income. Currently, all three are continuing to pursue these
activities. To confirm the findings reported in the interviews, is the data collected in the
annual reports drawn up by Pro Pride and submitted and approved by the BoFED.
Photo 3 - Producer of injera, microcredit beneficiary
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a.4 Analysis according to evaluation criteria
a.4.1 Relevance
The project is in line with the global strategies of the Ethiopian Government and Italian
Cooperation in Ethiopia.
With regard to government policies, the project applied the overall strategy to combat
poverty described in the text, “Ethiopia: sustainable development and poverty reduction
programme”, published by the Ministry of Finance and Economic Development in July
2002. This document recognised the need to promote appropriate forms of long-term
development of urban areas, for the city to drive growth and become a place of human
capital formation.
Italian Cooperation has always included amongst its priorities, the need to promote
children’s rights and for concrete policies to protect these rights, as well as the formation of
human capital and the importance of education.
These political strategies continue to be the point of reference for the various figures
involved in basic education and support of children in Addis Ababa who are in a state of
vulnerability. The importance of initiatives that have the specific objective of fostering non-
formal education was reiterated during an interview with the Vice-executive Head of the
Office of Education and Training of the Sub City of Addis Ketema (see Annex 4). The Vice-
executive Head emphasised how the initiative tied in with the government’s current policies
aimed at supporting non-formal education as a valid alternative to formal education, which
low-income families are unable to afford. To date, non-formal education has been supported
primarily by local and international NGOs. In view of its importance, the Ministry of
Education is conducting research to identify good practices and existing data in order to
widen the range of education institutions also in this area, extending it to secondary school
and to adults.
The initiative took place in two marginal areas of the city with a high population density and
high rates of poverty.
To identify the groups of beneficiaries, the local counterpart worked in close collaboration
with local authorities and the community. The identification of children to be placed into the
education activities was based on the following criteria:
-Social and economic situation of families (single parent families or “secondary” families);
-Dependency ratio reported in families (percentage of economically dependent members
compared to those who are economically active);
-Interest shown by the families;
-Gender equity (the project had set itself the target to achieve a minimum of 40% female
users).
Similar selection criteria were followed for the selection of families to be beneficiaries of
microcredit.
The initiative was deemed to be useful and relevant by the beneficiary groups. From
interviews conducted with the representatives of the parents’ committee (see Annex 4), the
opinion proved to be very positive for two main reasons: it allows families, who would
otherwise be unable, to provide basic education for their children, and it facilitates their
entry into formal education.
18
a.4.2 Quality of the Logical Framework design
We took the original project document and subsequent variations as a starting point. It
should be stressed that the Logical Framework did not prove to be a reliable tool for analysis
since it appeared to be poorly structured and poorly updated following the necessary
changes.
The overall objective “to help to improve the living conditions of children and adolescents
in marginal areas of Addis Ababa, by reinforcing the educational system in the framework
of global strategies to combat poverty” lacks indicators. Its assessment sources are not
reliable given that the Base Line Survey, indicated in the Logical Framework and
established at the beginning of the project, was only undertaken during the third year.
Moreover, there is no evidence of annual evaluation reports produced by external experts
who were required to give an indication of whether the objective was archived.
The description of the specific object, “to introduce real improvements in the lives of
children and poor families in the areas selected” is muddled and has not been correctly
outlined. In the original Logical Framework, together with the specific objective, the
indicators were also outlined, while the indicator box provided a repetitive list which was
not objectively verifiable. In the latest version of the Logical Framework, the specific
objective was summarised, despite continuing to be poorly outlined.
The expected results are well-written and contribute to partly implementing the specific
objective as described. The indicators are objectively verifiable, while the assessment
sources indicated are of little use.
The activities in the original Logical Framework are well-outlined and sufficiently
correspond to the expected results. However, despite the disruption that the project
underwent in the section relating to the activities, these changes are never clearly outlined,
other than in the form of notes and comments.
It would have been appropriate to include a reference to the necessary preconditions. Indeed,
these preconditions, reflected by the refusal to grant authorisations (for buildings and land),
were the main cause for the significant changes undergone by the project.
a.4.3 Efficiency
The initiative underwent long delays, which meant that the entire section on building was
not completed at the end of the project. Besides political, bureaucratic and administrative
factors, the project was also affected for financial reasons: indeed, due to inflation, the cost
of building materials virtually doubled.
Not all activities were completed. The subject of the last change, i.e. moving the school of
Arada to an (already identified) public school facility failed to be achieved. Also in this
case, the agreements previously made with the relevant authorities were not upheld. Given
the imminent termination of the project, it was not possible to find alternative solutions.
Therefore, part of the provisional budget was not spent, which related to the following
items: local staff, training of managers, equipment and building.
19
Table 2 - CISP project items of expenditure
ITEMS OF EXPENDITURE Expected Cost Actual Cost

ITALIAN STAFF SELECTION AND TRAINING
Aid worker selection and training 1,033.00 1,033.00
ITALIAN STAFF SALARY AND BENEFITS
Aid workers salary and benefits 46,432.00 44,791.75
Operating expenses of volunteers and aid workers 2,410.00 2,065.80
OTHER ITEMS OF EXPENDITURE
Other Italian staff 103,028.00 110,148.95
Local staff 265,770.00 211,818.86
Training of managers 85,500.00 57,413.00
Equipment 242,580.00 171,489.52
Building 125,142.00 117,099.25
Additional financial resources 87,000.00 74,176.85
Assessment and evaluation missions 27,322.00 24,974.21
Project identification and management costs 29,587.00 29,586.56
General expenses 67,093.00 67,091.95
TOTAL 1,082,898.00 911,690.17
Overall, the resources allocated by MAE funding were used efficiently, even where the
project underwent several changes. The only item that is deemed not to have been efficient
concerns the training of managers. Indeed, even if the amount actually spent was lower than
anticipated, we believe, nonetheless, such expenditure to be excessive with regard to the
result that was hoped to be achieved. Furthermore, the use of resources for the “building”
line was not entirely efficient, since the only centre built was erected on an area that was not
entirely fit for purpose.
The actual implementation of the project was entrusted primarily to the local counterpart
Pro-Pride. The original expatriate project leader had to return to Italy for health reasons after
the first year and went on to manage and monitor the project remotely for the second year.
Although the CISP intended to replace the project leader, in light of new Ethiopian
legislation, under which expatriate staff may only be recruited in the absence of similar local
professional figures, it was no longer possible to hire other expatriate staff. Monitoring was,
therefore, provided by the CISP country representative.
Pro-Pride provided the monitoring and reporting required by the local authorities (BoFED)
by way of annual reports.
With regard to the monitoring by the MAE DGCS, an ongoing evaluation report was
produced during the second year and a monitoring report drawn up by the UTC in May
2010.
20
a.4.4 Effectiveness
The initiative was less effective than anticipated. The project achieved the following results
in terms of direct beneficiaries:
Table 3 - Beneficiaries
Period of 2007-2008 2008-2009 2009-2010 2010-2011 Expected Actual

Reference Total Total
Preschool 166 145 138 128 600 577
Access 102 165 145 236 1600 648
Tutorial 912 626 632 0 670 2170
As may be seen from the table, the total number of beneficiaries has generally been
achieved. However, the changes undergone by the project had a significant impact in terms
of the quantity and quality of the results. It should be noted that this result was achieved
primarily through the number of participants in the mentoring courses and, above all, in
summer mentoring courses. In fact, while the number of participants involved in these
courses is higher than originally expected (2170 as opposed to the 670 children anticipated),
on the other hand, the number of beneficiaries attending Access education courses is
significantly lower than expected (648 out of the 1,600 children anticipated). Naturally, the
type of course carried out affects the quality assessment of the training provided.
The data relevant to the project objective is, in fact, that relating to the Access education
courses which provide continuous education and which, in many cases, enable the
participants’ entry into formal education.
Moreover, this data also relates to the activities that were temporarily performed at another
school facility during the construction work for the centre. Only as of the year 2010/2011
did the first data appear on the attendance of the new centre. Mentoring activities ended with
the opening of the new reading centre. Here, children can find the educational materials they
need and a space to study.
The current data, which concerns the only facility of the education centre, confirm a level of
progress below expectations and, without compromising the important of the initiative and
its function in the area of intervention, a lower level of effectiveness than expected.
Table 4 - Current beneficiaries
Period of reference 2011/2012 2012/2013
Preschool + Access 141 157
21
a.4.5 Impact
The effects of the initiative, though positive, proved weaker than originally anticipated. The
main cause is due to factors external to the project: political changes (2005 elections),
changes in the institutional partners of the project, economic changes (sharp increase in
inflation), and changes in regulation that caused the original plan to be reduced. The project
attempted to address these causes, albeit with different results for the various components.
Positive effects were found in the following points:
• Opening of a school in a marginal area;
• Opening of a reading centre available for a large number of beneficiaries, also
from outside of the school’s courses;
• Awareness of the community with regard to the issue of education.
With regard to these first three points, two years after its conclusion, the initiative is
continuing to have a positive impact, albeit to a limited extent. In particular, there are a good
number of students who have successfully completed the three years of training. Of these,
272 children were subsequently placed into formal education centres.
Components that had little effect are:
• Awareness of gender issues;
• Capacity building of the Iddir;
• Microcredit activities.
In regard to the awareness campaign, although the organisation of the Girls Clubs was very
successful in the implementation phase, there is currently no trace of this initiative. The
closure of the Girls Clubs was due to an Ethiopian regulation, namely the Charity and
Society Proclamation of 2009, which restricts the work of human rights organisations. The
lack of awareness of the gender issue is confirmed by the data on school attendance,
demonstrating a gradually lower presence of women in the school as age increases. Indeed,
during adolescence the majority of girls drop out of school to dedicate themselves to the
home or to marriage.
The capacity building of the Iddir, focusing on the management activities of the new
education centre, also had an effect that was below expectations. This activity should have
provided the representatives of the community with knowledge and know-how to manage
the administrative and financial aspects of the centre after the end of the project. However,
subsequent to the initiative, the Iddir, as mentioned above, proved to be incapable of taking
on this management, consequently having a negative impact on the initiative’s
sustainability.
The microcredit activities were subject to a major budget cut, and the provision of kits for
income-generating activities was transformed into training courses and into facilitating
access to credit provided by other institutions. As a result, the impact of improving living
conditions of families in the area may be attributed to external factors and, to a limited
extent, to the project.
a.4.6 Sustainability
22
The economic and financial sustainability of the project essentially relates to the education
centres: the new centre in Addis Ketema and the school in Addis Arada.
The criteria of economic sustainability were already identified during the project
implementation phase with the approval of the Office of Education: the Iddir, being trained
in administration, fundraising and financial management, would have ensured the
continuation of the activities. This plan proved not to be feasible. A few months after the
end of the project and inauguration of the centre, Pro Pride reported the management
failings of the Iddir that was left in charge. To ensure the survival of the centre, Pro Pride
itself took on its expenses and management, while seeking alternative solutions with the
community, the parents’ committee and the Office of Education. There are currently two
possible solutions: the first is for the centre to be directly managed by public authorities.
This would help ensure economic sustainability, yet Pride Pro fears that the institutions
might assign the building to other uses. In the past, the idea to transform the centre into
administrative offices was, in fact, proposed by the Office of Education.
The second solution is for the management of the centre to be entrusted to an association
(Admas Education Association), which runs a similar centre and which Pro Pride helped to
establish. During the evaluation, an interview was conducted with the Project Officer of the
Admas Education Association, who presented the strategy of their own association to ensure
the sustainability and survival of the centre (see Annex 4).
Both of these solutions are under consideration by a commission consisting of the parents’
committee, the representatives of the Iddir and the Office of Education, in order to reach a
decision that ensures the sustainability of the centre, while meeting the needs of the
community.
Economic self-sustainability measures were also set out for the school of Arada. These
measures were never implemented, yet the school is currently able to continue its activities
thanks to private funding from the CISP.
a.5 Conclusions
After analysing the data and the field visit, the initiative may be deemed relevant in that it
responds to the basic needs of the target area: it creates a viable educational alternative,
provides materials and study areas, which are otherwise non-existent, and it strove to carry
out awareness-raising activities on important issues such as gender.
An undeniable strength was the effective management of Pro-Pride, which always tried to
involve the community. Pro Pride proved to be a reliable and professional partner.
Nevertheless, following the unexpected challenges faced by the project, its effects were
limited. It may be stated that the external challenges, though not directly attributable to the
proposing NGO and its counterpart, could have been better predicted during the
identification phase. Indeed, both associations have excellent knowledge of the area and of
the institutions, which was not adequately exploited.
As noted by the ongoing evaluation, confirmation has been given of the concerns regarding
the land on which the centre was built. Despite having completed the work to make the
premises secure, as suggested by the UTL, the premises themselves continue to be
unsuitable.
23
Similarly, with regard to project sustainability, the surprising decision was made to involve
the community, through the Iddir, in the management of the centre, a solution which was
later realised to be unreliable. Indeed, on the basis of the interviews, it emerged that the
Iddir had not taken account of the actual commitment that the management of the centre
entailed. This is a strategic error, which runs the risk of endangering the future survival of
the centre.
An ongoing controversial point is the relations with local authorities. On one hand, (as
confirmed during the evaluation) the Office of the Education of the Sub City deems this
initiative to be useful and in line with government policies, while, on the other, it was the
same authorities that caused the amendments to the project, undermining its continuation.
a.6 Recommendations
a.6.1 For the Italian Ministry of Foreign Affairs and UTL
The time period between presenting the project and its approval, brought about several
amendments to the structure of the project, which underwent five no-cost changes. The first
version of the project was, in fact, presented in May 2004 and approved in October 2005,
while the initiative was launched in July 2007. It is recommended, at this stage of reviewing
the procedures for presenting and managing projects promoted by NGOs, that the approval
and funding times be made faster in order to avoid excessive discrepancies between the
initial project (feasibility study), the context and real needs or, alternatively, that flexibility
be granted to enable the project to be updated immediately after it is approved and before it
starts.
The suggestion is also made that, for initiatives that are particularly problematic, the
supervision of the UTL be more consistent and thorough in order to ensure a greater
understanding of the challenges and a faster response during the amendment phase.
Additionally, with regard to projects supporting education, it has become clear that, given
the Ethiopian political and administrative context, the initiatives that involve the
construction of buildings from scratch (with land allocation), or those that involve
converting existing buildings into educational facilities, are problematic and run the risk of
not being completed. Risk mitigation measures or alternative actions should, therefore, be
established in the drafting phase. Moreover, it is recommended that action be taken on
existing facilities which are already assigned to school use, thereby facilitating the
intervention and ensuring a positive impact and improved sustainability. This
recommendation also applies to NGOs in the identification phase.
a.6.2 For the CISP
Given the complexity of the initiative, due to causes not attributable to the CISP, the fact
that the expatriate project leader could not be replaced with a similar figure did not help to
resolve the problems that arose. In future, in order to improve coordination and facilitate
management, it is suggested that the CISP allocate a full-time resource (even on a local
level) to manage such complex initiatives.
24
The CISP is also invited to take account of the lessons learned in this project, further
developing the identification phase and, in particular, considering the risks linked to
activities that involve land allocations and facilities in Ethiopia.
Additionally, it is recommended to conduct a more accurate and careful preparation of the
Logical Framework, as well as to perform an update of the same, in order for it to be used as
a useful working tool.
25
Part B
“SOCIAL AND ECONOMIC DEVELOPMENT, PROMOTING AND PROTECTING

CULTURAL HERITAGE OF KONSO SPECIAL WOREDA”
AID: No. 8242
NGO: CISS

Start date 1 September 2007
End date March 2011
PAID BY CISS: EURO 192,200.00

PAID BY THE LOCAL NGO “KDA”:
EURO 446,280.00
Local counterpart LOCAL NGO “Konso Development Association” (KDA)

Technical area Multi-sectoral aid
26
b.1 Summary of the evaluation
“ SOCIAL AND ECONOMIC DEVELOPMENT, PROMOTING AND PROTECTING CULTURAL HERITAGE OF KONSO SPECIAL WOREDA” - AID No. 8242 - CISS
Relevance - Correspondence with national strategies and with the priorities
of reference
beneficiaries
Efficiency - Overall efficient use of MAE resources - Long delays in the implementation and completion of
- Good performance of the proposing NGO activities
- Effective monitoring and compliance with procedures (Ethiopia - Difficult environmental conditions
and MAE) - Failure to complete some of the activities planned
- Inflation
Effectiveness - Achievement of the overall number of beneficiaries and Inconsistency between the activities and the specific objective
implementing activities over the course of the project, even Low level of success for the components of water, promotion
without the planned facilities of tourism and formation of cooperatives
- Highly successful achievement for the components of education,
cultural centre and environmental awareness.
Impact Positive for the following components: education, cultural centre Multi-sectoral nature of the project (impact varies according to
and environmental awareness the component)
Little impact on opening the area to tourism
Low level of success for the components of water, promotion
of tourism and establishment of cooperatives
Sustainability Effective planning of sustainability tools Partial implementation of the tools planned
27
b. 2 General framework
b.2.1 Brief summary of the project
The project, “Social and economic development, promoting and protecting cultural heritage of the
Konso Special Woreda”, began on 1 September 2007 and ended on 31 March 2011, following the
approval of two extensions: Extension 1 for the first year for a period of four months, the Extension
2 for the second year for a period of three months, amounting to a total duration of 43 months as
opposed to the 36 months planned.
The initiative, presented for the first time at the MAE DGCS in 2004, and subsequently in 2005, is
the result of the proposing NGO’s sound knowledge of the Konso region and culture, its needs and
necessities.
Indeed, since 1998, the CISS has had the opportunity to connect with the culture and traditions of
the Konso people, a Cushitic-speaking population inhabiting the area of the African Rift Valley.
They are permanently settled in the far south west of Ethiopia and currently inhabit one of the
Woreda (the administrative districts that divide the Ethiopian territory). The CISS’ focus on the
Konso population is motivated by the various aspects which characterise the local cultural heritage;
the Konso people have achieved remarkable results thanks to the sophisticated system of intensive
cultivation performed by way of terracing with supporting walls made of basalt, allowing the use of
effective irrigation tools and soil conservation and fertilisation measures. Furthermore, the Konso
people are custodians of a unique cultural heritage, which has continued to this day, as seen by the
marvellous architecture of the villages, the sculptural pieces (impressive wooden funeral
monuments) and by the astonishing archaeological discoveries in the area. The various assessments
performed on site by the staff of the CISS identified a series of deficiencies in education and health
in the area, given the widespread poverty, combined with little attention paid by the authorities to
environmental and cultural heritage. The initiative was, therefore, of a multi-sectoral nature; culture
and ecotourism provided the starting points for the development of vocational training, institutional
building, empowerment, inter-ethnic dialogue and income-generating activities aimed at developing
the area.
As outlined in the Logical Framework, the overall objective was to help to improve the social and
economic conditions of the Konso community, in particular, relating to the environment, education
and health, through the specific development of the area’s natural and cultural resources.
The specific objective was to encourage the process of local development, by supporting basic
education, providing vocational training for young people in the field of tourism, and by offering
the possibility of a better water supply.
To this end, the strategy of the project divided the Results and Activities into four components:
1) Enhancing the role of basic education as an element of social development
2) Upgrading the water supply system and improving health in the area
3) Promotion and enhancement of cultural and environmental heritage
4) Training and job placement
The initiative underwent significant changes in terms of the expected results and activities, despite
the fact that the overall objective, specific objective and the components remained essentially
unchanged. In particular, the following elements have changed:
- some of the schools involved in the education component;
28
- achievements and places of the water component;
- the building of the cultural component, which was originally planned to be a museum and
was later changed to become a cultural centre.
Moreover, although the multi-sectoral approach of the project essentially remained, it should be
noted that the cultural component took on greater importance than the others, and that the
component of vocational training for young people in the tourism sector was not achieved.
b. 2.2 Summary of the mission
Before and during the evaluation mission, extensive documentation was conducted including:
- a funding proposal of the NGO and the respective UTL technical and economic evaluation;
- no-cost change request for the second and third year of the project and the relevant technical
advice;
- mission report by the expert on gender in Ethiopia (from 10/08/2009 to 09/10/2009);
- monitoring mission report produced by the NGO desk officer;
- relevant sector documents.
During the mission, the team conducted a series of interviews with key figures and stakeholders of
the project:
- UTL
- Italian Cultural Institute in Addis Ababa
- CISS Office Ethiopia
- Management of the Konso Cultural Centre
- Konso Special Woreda Administrative Office
- TVET Agency of Woreda
- Bureau of Finance and Economic Development (BoFED)
- Konso Cultural Office
- Konso Water Office
- Konso Education Office
- various project beneficiary groups (school staff, cultural centre staff, cooperatives,
villages).

- Konso Cultural Centre
- Karat Elementary School
- Konso Preparatory School
- Fasha Preparatory School
- Mechelo Elementary School
- Village of Debana, premises of the cooperatives
The methodological approach did not encounter any particular barriers in the collection and analysis
of data. Three problems were, however, reported:
29
1) It was not possible to meet the local counterpart, Konso Development Association, despite the
fact that the meeting had been scheduled and that its importance has been reiterated during the
mission days in Konso. The counterpart was, in fact, responsible for the water component of the
project (WASH Committee) which, in several target groups, produced poor results that were
lacking in sustainability.
2) It was not possible to visit all the schools involved in the project; a selection was made of those
which were most representative inasmuch as having a greater number of project activities, some
standing as examples of the activities’ success, and others as examples of the challenges
encountered.
3) The UTL’s final evaluation was not produced. Having this document would have allowed the
evaluation team to draw upon another important assessment source.
b.2.3 Analysis of the project implementation
The initiative was subject to two extensions:

- Extension 1 for the second year for a period of four months. A number of obstacles resulted in the
planned activities being delayed: 1. Lengthy bureaucratic procedures to register the NGO CISS with
the Ethiopian authorities. 2. Difficulties in implementing the museum in the village of Dokatu
(overlapping with an initiative of the same kind brought forward by the Institut des études
Ethiopiens, and funded by French Cooperation). The initiative was replaced by the creation of a
cultural centre located in the new village (Karat). 3. In June 2008, following a period of extreme
drought, the local communities were severely affected by famine, causing the activities to be
suspended. 4. Conflict situations between the Konso region and neighbouring regions, which
compromised the stability of the area of intervention.
- Extension 2 for the second year for a period of three months due to delay for the same reasons as
Extension 1.
Furthermore, the initiative underwent a no-cost change for the second and third years, which was
approved in February 2010 and included the following changes:
Education component:
1. The budget provided for the educational facilities of the schools of Karat and Fasha was
reduced given the involvement of other donors. At the same time, the price of school desks
sharply increased.
2. The Gesergyo school, which has already been refurbished through a project by Save the
Children Finland, was replaced with that of Sawgame. This change resulted in an increase in
the number of beneficiaries.
3. Instead of external literacy spaces, as planned for the schools in the villages of Sawgame,
Debana and Darra, school libraries were set up for three schools in the villages of Sawgame,
Debana and Mechelo. This change was advocated by the local authorities (Office of
Education), given the opening of public schools in some of the villages originally included
in the project.
4. The content of the training courses for teachers was amended, given that the planned courses
(pedagogy and English) had already been implemented by other donors. The new courses
focus on training in hygiene, environmental education and visual communication
techniques.
30
Water component:
1. The renovation of wells in the villages of Dokatu and Sawgame was replaced by the
installation of two rainwater collection systems in schools in the villages and Michelo and
Debana. This change brought about an increase in the number of beneficiaries reached.
2. The budget savings obtained from the previous activity was allocated to the building of a
storage area for equipment and maintenance of water infrastructure.
3. The feasibility study from the Fujuja source was no longer necessary, given that the area has
become highly populated, thereby making it unsuitable for supplying the communities who
do not reside in the vicinity of the source. The study was, therefore, undertaken for the urban
area of Karat.
“Cultural Promotion” support component:

1. With regard to the work of cooperatives, the need became apparent to create a physical
space to promote their products. Moreover, materials and equipment were found to have
lower costs than estimated. The budget savings obtained, therefore, from the purchase of
tools and equipment, allowed local handicraft groups to be supported through the promotion
of points of sale, which are accessible to tourists, and through setting up joint warehouses as
a base for production and storing tools.
2. Considering the change from a Museum to a Cultural Center, a new list of equipment was
drawn up for the Cultural Center, which had been reduced compared to the previous year.
Likewise, changes were made to the furnishings and functions of the centre, in order to
avoid a duplication of the activities of the up-and-coming museum.
b.3 Summary of results achieved
Result 1 - Enhancing the role of basic education as an element of social development.

This result is considered to be achieved as far as the upgrading of school infrastructure is
concerned. The section concerning teacher training was partially achieved as outlined below.
Overall, however, this upgrading had no direct effect on the social development of the area.
Village schools in Karat, Fasha, Mechelo and Sawgame were refurbished, equipped and
secured. Three of these schools were equipped with a library.
The evaluation team visited the schools in Karat, Fasha and Mechelo. The facilities were in
good condition, in relation to the context, equipped with school furniture provided by the CISS
and attended by a very high number of students. The library services launched through the
project are still up and running. In interviews with principals and teachers of the above-
mentioned schools (see Annex 4), they confirmed their participation in the training activities
organised during the project. It should be noted, however, that the frequent turnover of teachers
is a weak point of the training activities. Teachers often change schools or jobs and, therefore, in
the long term, the schools involved do not benefit from update courses.
Result 2 - Upgrading the water supply system and improving health conditions in the area.
The result was achieved.
31
Following the change, five tanks were built for the collection and distribution of rainwater in
three schools in the district. Three WASH Committees 3 were also established in the schools
involved. Following our visit, the existence of these tanks was verified, yet, three of them were
found not to be in good condition. Specifically at Karat high school, the tank pipes were broken
and the taps had been vandalised. At Michelo school, the tank was empty (the assessment was
performed in the dry season) and a malfunctioning in the pipes and taps was reported. The
school in Fasha has two tanks, one is working and one is not. The management of these
facilities is entirely entrusted to local institutions.
An analysis study was carried out on the water supply sources in Karat, yet this study has not
been followed up.
Photo 4 – Mechelo Primary School
Result 3 - Promotion and enhancement of cultural and environmental heritage

A Cultural Centre was built (477 sqm); the existing terracing was restored and renewed
(approximately 3200 sqm); three traditional ‘Konso’ buildings were built and set out as
exhibition and learning centres; facilities were built for the centre’s handicraft promotion
activities.
The centre was opened at the end of the project (for the above-mentioned reasons), it is still up
and running and in excellent condition. The team visited the central facility, made up of a
meeting room, a conference/cinema room and an internet point. The conference room is rented
3
School committees for hygiene and management of water resources, run in collaboration with the relevant local authorities (Water
Authority of Woreda) and other organisations engaged in the area (NGO WaterAid).
32
to local authorities for meetings (during this mission, a three-day meeting was taking place) and
is also used as a cinema for the screening of films and documentaries of cultural interest. The
internet point, opened in December 2012, is attended by a large number of users on a daily
basis. The computers, donated by the European Union, were always being used during our visit.
The connection cost is one birr per hour and, so far, the proceeds have covered the expenses
(electricity and connection).
The exhibition huts hold a permanent photographic exhibition on Konso culture.
The exhibition spaces intended for products of handicraft cooperatives were created, but up to
now have been unsuccessful. The centre has a cafeteria that has become a very popular meeting
place for the community.
The centre is also equipped with a rainwater collection system used to irrigate the
garden/orchard, organised according to the principles of permaculture, as explained in the next
section. Overall, the centre is aesthetically pleasing, lively and operational.
During the project, three information and awareness campaigns (one per year) were also carried
out for approximately 450 people on the topics of environmental education and the value of
cultural heritage.
These campaigns were among the most successful activities of the project. Three pilot
environmental clubs were created in three of the schools involved. The designated topic was
environmental protection and dissemination of permaculture 4. The teacher and student training
was followed by a practical activity to protect school land through the provision of seeds and
equipment. As a result, school orchards and nurseries were created and managed according to
permaculture techniques. During the evaluation mission, four school orchards were visited.
They differ in magnitude, care and productivity, but they are all well taken care of and in good
condition. The activities of the environmental clubs are continuing and the clubs are currently
running. A seeding nursery was established for the exchange and dissemination of plants and
seeds among the various schools (moringa, sweet potatoes, banana trees, mango, papaya).
Twice a year, update courses are organised for the teachers who are in charge of their school’s
gardens. The first trainers were trained through the project, who then, in turn, trained the
following trainers. The orchards are irrigated through rainwater collection facilities which were
built through the project. The proceeds of fruit and vegetable farming contribute to the
economic sustainability of the schools, which can either sell the produce or decide to keep it to
sustain their students.
Due to the delayed implementation phase and the fact that the centre was inaugurated only at the
end of the project, the promotional campaign, aimed at promoting the “Konso tourism product”
to approximately 50 specialised tour operators, failed to be achieved.
4
Permaculture (from permanent agriculture, then evolved into permaculture, from permanent culture) was created as a model of
sustainable agriculture. Permaculture is based on the idea that, by applying ecological principles and strategies, it is possible to
restore the balance of the systems that are the basis of life. It is an integrated practice for the conscious and ethical planning and
conservation of productive ecosystems that results in a sustainable, stable, durable, balanced and aesthetic environment.
Permaculture can be defined as a holistic approach to agriculture that takes account of human activities and needs, aiming to
reconcile them with those of nature by seeking a balance between natural environment and man-made environment (from the CISS
project document).
33
Photo 5 - The Internet Point of the Cultural Centre
Result 4 - Training and job placement

Training and job placement activities were implemented and the cooperatives were established.
The result was therefore achieved, although its impact was limited (see § b 4.5).
Three training and update sessions were organised for local managers, the officials of the
Ethiopian Ministry of Culture, and for young people to be placed in the cooperative that would
manage the activities related to the cultural centre.
During the evaluation mission, representatives of public institutions were interviewed, all of
whom stressed the importance of these update courses (see Annex 4).
Originally, three cooperatives had been planned: a cooperative for the management of museum
activities, a women’s cooperative for the manufacturing and marketing of local handicraft
products, a cooperative for the dissemination of hydraulic techniques and farmland terracing
techniques typical of the area.
During the first year, with no additional costs other than those budgeted, five handicraft
cooperatives were formally established, with a much broader impact than expected in terms of
beneficiaries. Furthermore, during the first year, the first market exhibition of artisan Konso
products was set up, and, later in the project, several representatives of handicraft cooperatives
attended a market exhibition in Addis Ababa with the support of the Karat Culture Institute and
the CISS.
With regard to the cooperative for the management of the centre, there are staff in charge of
management, however they are not yet formally recognised as a cooperative. It is noted that
current Ethiopian legislation does not yet recognise cooperatives for cultural services.
As for the handicraft cooperatives, three are currently up and running (metalworking, weaving
and ceramics). The team interviewed representatives of two cooperatives, which are both active
in the village of Debana (see Annex 4). The number of members has decreased since the
34
beginning, yet this had a positive effect: only those actually interested in working and
contributing chose to remain. The number of women is very low and for now the proceeds are
insufficient. The exhibition areas in the cultural centre do not provide real support.
35
Summary of activities planned versus those achieved:
Table 5 - Comparison between activities planned and actually achieved
Activities Planned Activities Achieved

Result A) Enhancing the role of basic education Result A) Enhancing the role of basic education as an
as an element of social development. element of social development.
1- Two high schools in Karat and Fasha refurbished, equipped 1- Activity achieved
and secured for approximately 2,000 students each
2- Two village schools were established but in Mechelo and
2- Two village schools in Mechelo and Gesergyo established Sawgame for a total of approximately 1,000 children
for a total of approximately 700 children
3- Instead of the literacy spaces, three school libraries were
3- Three “literacy and reading spaces” established in Sawgame, established in Sawgame, Debana and Mechelo for a total of
Debana and Darra for a total of approximately 1,000 children approximately 1,000 children
4- Three training and update sessions carried out for 80 4- Activity achieved
school teachers from the area.
Result B) Upgrading the water supply system and improving Result B) Upgrading the water supply system and improving
health conditions in the area. health conditions in the area.
1- Two wells in the area of Dokatu and Sawgame renewed 1- Instead of the wells, five rainwater collection systems were
and secured for approximately 8,000 beneficiaries built in Mechelo, Karat, Fasha and Debana schools, as well as
one storage facility for maintenance equipment of the water
2- A feasibility study drawn up for the construction of a water infrastructure.
pipeline from the perennial source of Fujuja to Karat
(approximately 25,000 potential people) 2- An analysis study of the water supply sources was drawn up,
but for Karat and nearby villages (approximately 25,000
3- One rainwater collection system set up for the two potential people)
high schools in Karat and Fasha for approximately 2,000
students 3- See point 1.
Result C) Promotion and enhancement of cultural and Result C) Promotion and enhancement of cultural and
environmental heritage. environmental heritage.
1- The Village Museum created and existing ethnographic 1 - Instead of the Village Museum, the Cultural Centre was built,
artefacts exhibited: the Dokatu “House of Fitawrari” refurbished existing terracing was restored and renewed (approximately 3200
and made accessible to the public; the existing terracing restored sqm); three Konso traditional buildings were set up as exhibition
and renewed (approximately 3200 sqm); 15 traditional Konso and learning centres; four new facilities were built to host the
buildings set up as the Village Museum’s exhibition and learning centre’s handicraft promotion activities; the village walls of the
centres; eight facilities built from scratch to hold essential entire site were renewed and restructured.
activities for the museum; village walls of the entire site renewed
and restructured. 2- Activity achieved
2- Iconic objects of Konso cultural heritage collected and 3- Activity not achieved
exhibited.
4- Activity achieved
3- Further ethnographic artefacts collected.
5- Activity not achieved
4- Three information and awareness campaigns (one per year)
carried out on the topics of environmental education and the
value of cultural heritage for approximately 450 people.
5- A promotional campaign carried out in order to promote the

“Konso tourism product” to approximately 50 specialised tour
operators.
36
Result D) Training and job placement. Result D) Training and job placement.
1- Preliminary training for trainers provided (four modules of six 1- Activity achieved
hours each for a total of 12 people).
2- Activity achieved
2- Three training and update sessions were organised for local
managers, officials of the Ethiopian Ministry of Culture, and for 3- Activity achieved
young people to be placed in the cooperative that will run the
activities relating to the management of the Village Museum and 4 and 5- Five handicraft cooperatives were established and
to tourism (four modules of 90 hours each for four groups of 15 supported
people).
3- A cooperative for the activities related to the management of

the museum established and supported.
4- A women’s cooperative established and supported that deals

with the manufacturing and marketing of local handicraft
products.
5- A cooperative established and supported that deals with the

dissemination of hydraulic techniques and farmland terracing
techniques typical of the area.
b.4 Analysis of evaluation criteria

b.4.1 Relevance
This initiative is part of the Ethiopian Government strategies aimed at encouraging the social
and economic growth of rural areas through the direct involvement of local communities in the
protection and enhancement of the local cultural heritage and through the improvement of
health and environmental aspects. In particular, its objectives were in line with the national
guidelines for the development of a sector policy (Cultural Policy), the achievement of the
Millennium Development Goals (MDGs) and poverty alleviation (Sustainable Development and
Poverty Reduction Programme - SDPRP).
The intervention methods were deemed to be particularly suitable for enhancing an area of
outstanding potential given its immense material and immaterial cultural heritage and its unique
ecosystem. The meeting with representatives of Woreda local authorities confirmed that the
initiative was in line with the development strategies of their offices (Education, Water and
Culture). Moreover, for some activities, the project involved the direct participation of the
Ministry of Culture via the Woreda of Karat.
Further evidence of the relevance of a project that promotes and enhances cultural heritage in
the target area is the addition of Konso to the list of UNESCO World Heritage (2011).
In the selection of beneficiaries, the applicant’s gender was taken into account in order to
support the involvement of women in all activities of the project. To this end, the proposing
NGO ensured the collaboration of a gender expert charged with the following activities:
1) assisting the project leader in the management of aspects related to gender issues;
2) running training activities in their area of their specialisation;
3) supporting awareness campaigns.
A weakness of the project was the lack of coordination with other initiatives in the area of
intervention. Indeed, a partial duplication of the activities of other donors was observed for all
components. This brought about a rather large amendment throughout the project document, but
37
also emphasised a weakness of the feasibility study, which did not adequately take into account
other possible interventions in those areas. It should be underlined that the excessive amount of
time which elapsed between the presentation of the project, its approval and its commencement,
has certainly had a significant influence.
b.4.2 Quality of the Logical Framework design
The Logical Framework, both in the original and updated version, is well-structured and
sufficiently detailed. The activities are clear and contribute, with a logical approach, to the
achievement of the results, which respond to clearly specified needs.
The weakness of the design is the drafting of the specific objective, which is partly related to the
overall objective, the results and the activities. This wording clearly specifies the education
component and water component, whereas the cultural component, the true core of the project,
goes unmentioned.
The overall objective, however, succeeds in fully expressing the multi-sectoral nature of the
project.
The indicators are objectively verifiable, assessment sources are detailed, and the external
conditions and risks are clearly outlined, some of which actually occurred, causing delays in the
project.
b.4.3 Efficiency
The initiative was subject to long delays and not all activities were achieved. Specifically, all
activities related to the promotion of tourism, which should have started after the inauguration
of the centre, did not take place.
The project suffered due to the harsh environmental conditions and high inflationary pressure,
which led to a redistribution of the budget for certain components.
In other cases, the costs related to training activities (particularly cooperatives) were
overestimated with respect to the actual needs.
All this resulted in an overall saving, which meant that 70% of the originally planned MAE
contribution was actually used.
ITEMS OF EXPENDITURE Expected Cost Actual Cost

VOL. AND AID WORKERS SELECTION AND TRAINING
Aid worker selection and training 1,033.00 2,066.00
VOL. AND AID WORKERS SELECTION AND TRAINING
Aid workers salary and benefits 155,312.00 123,196.00
Aid workers operating expenses 12,154.00 12,154.00
OTHER ITALIAN STAFF
Consultants in Italy 30,000.00 31,872.00
On-site consultants 4,300.00 3,440.00
LOCAL STAFF
Staff in charge 162,000.00 121,631.00
Consultants 18,300.00 13,258.00
TRAINING
Cost of courses 75,210.00 46,909.00
Training equipment 66,070.00 23,279.00
38
EQUIPMENT
Purchases 109,120.00 58,375.00
BUILDING
Building costs 285,873.00 284,045.00
Existing infrastructure 18,750.00 0
Work supervision 15,590.00 6,000.00
ADDITIONAL FINANCIAL EXPENSES 87,000.00 0
Feasibility study 35,000.00 0
Running costs 36,900.00 13,223.00
EVALUATION AND ASSESSMENT MISSIONS 21,600.00 19,383.00
The funds were spent efficiently, although training activities did not achieve the expected
impact and, in this case, their use war not very efficient.
The initiative was constantly monitored, and the presence of an on-site project leader with
thorough knowledge of the area was crucial, especially in finding effective solutions to
implementation problems.
The Logical Framework was constantly and regularly updated, providing useful support in the
implementation phase.
The proposing NGO also performed a number of monitoring missions, carried out both by the
desk officer and by external experts (water issues, gender issues) whose reports are an integral
part of the project documentation.
The CISS also ensured the monitoring required by local authorities (BOFED), drafting annual
reports on the progress of the project. The reports required by the MAE were also produced.
As for monitoring by the MAE/UTL, two monitoring missions were performed, although a final
evaluation report has not yet been issued.
b.4.4 Effectiveness
The initiative contributed to the achievement of the overall objective, whereas the specific
objective was partially achieved. As previously mentioned, the issue of promotion and
enhancement of cultural heritage was not included in the specific objective, despite being
essential to the project’s development, whereas the section related to the vocational training of
young people in the tourism sector appears to be an insignificant part of the project and was not
fully achieved.
The initiative achieved a good degree of successful in some aspects (education, Culture Centre
and environmental awareness), managing to ensure the active involvement of the community.
The reasons may be said to lie with a thorough knowledge of the area and Konso culture, and
with a correct needs analysis.
Whereas for other components (water issues, the promotion of tourism and the establishment of
cooperatives), effectiveness was limited.
b.4.5 Impact
Due to the multi-sectoral nature of the project, its overall impact is the result of the impact of
individual components which, acting together, should contribute to fostering an integrated
development of the territory.
1) Enhancing the role of basic education as an element of social development
39
The activities related to this component were all achieved, albeit with different effects. The
section related to building had a positive effect on the usability of school spaces and their levels
of hygiene. This section had no direct effect on the increase of enrolments and on the students’
drop-out rate, which varied according other factors.
The section related to teacher training had a positive effect in the short term, but it gradually
declined over time due to the high turnover of the school staff.
2) Upgrading the water supply system and improving health conditions in the area.
The effects of this component did not reach satisfactory levels. Although the construction and
installation of water supply systems was achieved (contributing to the success of other
components, e.g. school orchards), the activities of empowerment and capacity building, though
properly conducted, appear to have failed to generate a widespread sense of belonging amongst
users towards the facilities and topics covered. Indeed, the condition of some of the rainwater
collection facilities (tanks and taps) is a symptom of the failure of the training activities on
water resources and of the management skills of the WASH Committees set up through the
project.
3) Promotion and enhancement of cultural and environmental heritage
This component is the core of the project and includes its most successful aspects. The original
museum project, originally planned by the CISS and then implemented by French Cooperation,
has had a relatively poor impact up to now. However, the idea to create a cultural centre proved
successful. While the museum’s goal is to disseminate Konso culture abroad and its visitors are
primarily tourists, the objective of the centre is to enhance Konso culture among the Konso
population and it serves as a meeting place and service centre for the community. The number
of users of the centre, from its opening to the present time, demonstrates its high popularity as
well as the initiative’s usefulness for the beneficiaries.
The activity of the environmental clubs established in the schools of the beneficiary villages
also had a positive impact. The activity based on permaculture was immediately perceived as
being in line with their own culture and their own farming tradition, and had immediate success.
The gardens, furthermore, are the result of a good synergy between the project components
(irrigation water comes from the rainwater collection systems) and partly contribute to the
financial sustainability of the schools. The presence of seeding nurseries in the schools and in
the cultural centre also fostered contacts and relationships between the schools themselves.
Overall, the impact of the initiative on the promotion of tourism in the region has so far been
inadequate. Comparing the data on tourist flows during the project implementation period until
2012, an increase may be seen in the total number of tourists. This increase was determined by
causes which were external to the project: UNESCO recognition, opening of the road to Kenya,
improvement of accommodation facilities.
Finally, it should be noted that a greater openness to tourism is also causing a series of
unanticipated negative effects, such an increase in mendicancy, which was previously unknown
to Konso, as reported by the NGO. These effects should be examined and properly taken into
account in order to prevent them from taking root in the area and to avoid further social
problems.
4) Training and job placement
The training activity involved public officials and cooperatives. As for the officials, their impact
was difficult to assess, considering the high turnover (similar to the case of the school staff).
40
With regard to cooperatives, however, the impact was relatively poor. The cooperative for the
management of the centre is still awaiting formal recognition, even though its staff are already
working. Two years after the end of the project, the staff do not seem to have fully achieved
autonomous management skills, as the centre still requires the direction of the CISS.
Of the five cooperatives created through the project, only three currently exist. The following
problems emerged from the interviews: 1) production difficulties: the time spent for joint
activities is very limited (most people are engaged mainly in agricultural work) with
consequences on the amount of products manufactured, and 2) marketing difficulties: the
exhibition spaces available at the cultural centre are currently rarely visited. The products must,
therefore, be transported to larger towns (Arba Mich, Awassa or even Addis Ababa) with all the
complications that this entails.
To date, the capital accumulated is very limited and, overall, this activity has not led to
significant improvements in the economic conditions of the members.
Finally, with regard to gender issues, cutting across all activities of the project, it should be
noted that the effects of the activities were significant in terms of awareness (campaigns,
women education, direct involvement in many of the activities), but there were no immediate
effects. It is a very complex area of work, based on ancient social structures which are deeply
rooted in the population; therefore, only collaborative actions, carried out jointly by multiple
actors (institutions, NGOs, associations), can provide concrete results in the long term. In this
regard, it was thanks to a coordinated effort by a number of NGOs operating in the area and to
the collaboration of local authorities, that today most Konso villages have a primary school and
that there is a high enrolment rate of girls at this stage of education.
Overall, the impact of the project did not meet expectations, the cause of which lies with the
challenges posed in implementing a multi-sectoral initiative.
b.4.6 Sustainability
The original project document dealt with the issue of sustainability in detail, taking into account
the institutional, socio-cultural and environmental aspects.
The development of human resources working in public institutions through training activities
ensured, albeit with the limitations identified, the institutional sustainability of the initiative.
The focus on culture, traditions and on the technologies adopted, as well as the similarities and
differences among the various communities, made sure that the project tied in with the context
of implementation.
All activities related to school orchards and gardens, the terracing system, water facilities and
rainwater utilisation show great attention to environmental issues and tend to ensure the full
sustainability of the project in this area.
With respect to financial sustainability, the following was observed.
Since the termination of the MAE funding, the centre is supported by EU funding, which was
launched in 2011. The following approaches were identified to ensure the self-sustainability of
the centre: proceeds generated by the use of the library, internet point, conference room and
cafeteria, as well as the sale of handicraft products and cultural exhibitions. Currently, these
activities alone do not seem able to ensure the self-sustainability of the centre.
In light of the above, the cooperatives are currently not sustainable. The fact that, out of the five
cooperatives established by the project, only three have remained, is highly indicative.
41
b.5 Conclusions
The project had a multi-sectoral approach, yet it was that very approach that became its
limitation. The presence of so many components meant that each of them were managed with
varying levels of detail. It appears clear that the components managed by the CISS in the
implementation phase, and which the CISS continued to support directly, had a greater impact,
greater sustainability and greater support from the community (cultural centre, gardens). The
innovative nature of these components, reinterpreting local knowledge, contributed to this
result. Also important was the presence of cultural mediators who were able to mobilise
communities and ensure their active involvement.
On the other hand, components that appeared to respond to the most immediate needs (WASH
Committee, cooperatives), but for which the CISS’ commitment was reduced after the end of
the project, had poorer results. One element to be taken into consideration is the role of the local
counterpart, which was rather below expectations, influencing the outcome of the initiative. The
KDA was chosen as the local counterpart due to its importance in the area, rather than for a
particular relevance it might have to the issues in question. It was only entrusted with activities
related to the water component and several other training and awareness activities. According to
CISS reports, little attention was paid to these activities, which contributed to their lack of
popularity within the community.
With regard to the Cultural Centre, is should be emphasised that it is one of the first of its kind
in the country. A dozen similar facilities, located in various points of cultural and touristic
interest in Ethiopia, are currently in the identification and creation phase. To this end, the Konso
Cultural Centre can be held as a good example.
A far as tourism is concerned, it can be assumed that the initiative will, on the one hand,
contribute to increasing tourism in the area, through cultural promotion measures based on a
sustainable tourism strategy with no negative effects (exhibitions, international conferences,
publications) and, on the other, it will be beneficial for local communities (revival of handicraft
cooperatives and exhibition areas, greater use of the internet cafe). Moreover, to date, the
Museum and the Cultural Centre have been two parallel venues but without any meeting points.
Currently, the option is being considered to make these facilities collaborative and
complementary, through the study and the implementation of joint initiatives and through
mutual support in terms of advertising and exposure.
42
b.6 Recommendations
b.6.1 For the Italian Ministry of Foreign Affairs and UTL
amendments to the structure of the project, which underwent one no-cost change that relates to
all components. The first version of the project was presented in 2004 and redrawn up in 2005,
while the initiative was launched in March 2007. It is recommended, at this stage of reviewing
the procedures for presenting and managing projects promoted by NGOs, that the approval and
funding times be made faster in order to avoid excessive discrepancies between the initial
project (feasibility study), the context and real needs or, alternatively, that flexibility be granted
to enable the project to be updated immediately after it is approved and before it starts.
Moreover, the suggestion is also made that, for initiatives that are particularly problematic, the
supervision of the UTL be more consistent and thorough in order to ensure a greater
understanding of the challenges and a quicker response during the amendment phase.
We reiterate the importance of the final evaluation, which is a useful reporting exercise on the
achievements of the mission and a programmatic document to guide future initiatives.
Stronger and more operational coordination mechanisms are advised for organisations and
donors, in order to ensure the effectiveness of the aid provided and to avoid duplications of
activities.
Finally, the cultural centre and its activities should be upheld as an example of good practice in
the context of cultural and environmental initiatives.
b.6.2 For the CISS
While taking account of the consequences that the delay had on the project in the approval
phase, the CISS is advised to focus on coordination with other organisations operating in the
area during the project identification, drafting and updating phases, in order to avoid
duplications and subsequent amendments, which constitute a risk to the efficiency and impact of
the project.
Furthermore, attention should be paid, on one hand, to those aspects that had a greater impact
and to which the CISS’ action proved to provide added value, and, on the other, to the causes of
the limited impact achieved in other components.
Finally, where possible, it is advised to choose proactive local counterparts that can effectively
contribute to the management of the initiative and ensure better long-term sustainability.
43
Parte C
“FOR THE PROTECTION OF THE RIGHTS OF THE CHILD: PREVENTION AND
REHABILITATION PROGRAMMES FOR STREET CHILDREN IN ADDIS ABABA”
AID: No. 8073
NGO: VIS

Start date 1 March 2006
End date 28 February 2009
PAID BY THE VIS: EURO 302,574.00

Local counterpart Salesians of Don Bosco
Technical area Other social infrastructure and services
44
c.1. Summary of the evaluation
REINFORCING AND PROMOTING BASIC EDUCATION AND IMPROVING SOCIAL CONDITIONS FOR CHILDREN AND YOUNG PEOPLE IN MARGINAL AREAS OF ADDIS
ABABA - AID No. 8073 - VIS
Relevance - Correspondence with national strategies and with the priorities - Lack of gender component
of reference
beneficiaries
Efficiency - Overall efficient use of MAE resources
- On-schedule implementation of planned activities
- Good performance of the local counterpart
- Efficient monitoring and compliance with planned procedures
(Ethiopia and MAE)
Effectiveness - Actual achievements compared to initial expectations - The effectiveness of the MAE funding was difficult to
attribute to the project as a whole
- Failure to achieve the overall objective, too ambitious for
the project as a whole
Impact - Good for the overall project - The impact of the MAE funding was difficult to attribute to
- Low drop-out rates the project as a whole
- High percentage of employment for participants in training - Poor interaction with similar projects
courses
- Good relations with businesses
Sustainability - Financial self-sustainability tools in the process of being - The sustainability of the MAE funding was difficult to
launched and expanded attribute to the project as a whole
45
c.2 General framework
c.2.1 Brief summary of the project
The project, “For the protection of the rights of the child: prevention and rehabilitation
programmes for street children in Addis Ababa”, was approved by the Steering Committee of
16 March 2005, with deliberation no. 27 and started on1 March 2006. It finished on 28 February
2009 without requiring any extension.
The MAE funding is part of a larger programme that led to the construction of the Bosco
Children welcome and training centre, as well as the launch and the implementation of its
activities. In December 2005, the European Union funded the construction of dormitories and
four workshops for vocational training, while subsequent private funding supported the
completion of the facility (playgrounds, home of the Salesians, gym / theatre, etc). Italian
Cooperation funding constitutes 25% of the total cost of the entire facility; the present
evaluation was therefore unable to assess the effectiveness, impact and sustainability of the
MAE contribution alone. What follows, consequently, is the analysis of the programme as a
whole, indicating, where possible, the activities that can be attributable to Italian Cooperation
funding.
The overall objective, as it appears in the Logical Framework of the initiative, was to contribute
to reinforcing the network of protection of vulnerable children and to reducing the problem of
street children through prevention and rehabilitation measures. The specific objective was to
promote the rehabilitation and social reintegration of vulnerable children at risk of social
exclusion through prevention activities and rehabilitation processes aimed at granting access to
basic education and health services and to vocational training, facilitating the placement into
employment of skilled young people. Both objectives concern the initiative as a whole.
In order to achieve their implementation, the strategy grouped the Results into four components,
which the activities funded by the MAE partly contributed to achieve:
Table 6 – Comparison between the results of the whole programme of the centre with those derived from the MAE funding
Project Results Programme Activities Activities Funded by the MAE
1. Upgrading of facilities and services for -120 children received each year -Creation of an infirmary within the centre
-350 children following the various -Construction and installation of a building
the rehabilitation and reintegration of street
rehabilitation and reintegration workshop and mechanics workshop
children -2,160 food bursaries provided each year
activities proposed by the centre
for 180 street children’s families taking part
each year in rehabilitation and reintegration activities
2. Improvement of skills, competencies and -Establishment of a team of experts
for guidance and reintegration of
knowledge of the local staff in the field of children
childcare -Social worker training
3. New research conducted on street -New research conducted on street
children in Addis Ababa
children
4. Establishment of a system for vocational -50 young people participating in -Vocational building and mechanics
non-formal training courses each
training courses and a path of inclusion in courses.
year
the labour market for street children. -At least 45 young people
completing their course of non-
formal vocational training each year
-50 young people enrolled each year
in formal education courses
-50 young people enrolled each year
at the Vocational Training Office
46
-At least 50 trained young people
being placed in the labour market
All these activities were carried out in compliance with the expected implementation
schedule and using all allocated funds.
c.2.2 Summary of the mission
Before and during the evaluation mission, extensive documentation was consulted, including:
- a funding proposal by the NGO and the respective UTL technical and economic evaluation;
- two requests for no-cost changes to the first year of the project and relevant technical advice;
- final evaluation report by the UTL;
- relevant sector documents. In particular, the following documents were provided and
studied: Baseline Survey of the Nature, Magnitude and causes of Child Streetism (2000),
research on which the feasibility study of the project was based, the new 2009 updated
version (project activities) and the UNICEF report “Head Counting of Street Children in
Addis Ababa” (October - November 2010).
During the evaluation mission, the team organised and supported a series of interviews with
key figures and stakeholders of the project:
- UTL;
- VIS Office Ethiopia;
- Local counterpart Salesians of Don Bosco (SDB);
- Bureau of Labour and Social Affairs of the Sub City of Addis Ababa (BoLSA);
- Woreda TVET Agency;
- Bureau of Finance and Economic Development of the Sub City of Addis Ababa
(BoFED);
- Various groups of project beneficiaries (guests of the rehabilitation centre, teachers,
social workers, young people who completed the course).
- St. Joseph (Bosco I) Guidance Centre
- Bosco Children Welcome/Training Centre
- Mekanissa Prevention Centre
- Addis Ababa Youth Detention Centre
Moreover, the evaluation team participated in an operation of the Street Unit in charge of
initiating contacts with potential beneficiaries in their environment of origin.
The methodological approach did not encounter any particular barriers in the collection and
analysis of data. It should be noted, however, that in two of the institutions involved
(BoLSA and TVET Agency), the interlocutors who were directly involved in the project
were not present; the meeting was, therefore, held with other officials who were only able to
provide a general overview of the issues in question.
c.2.3 Analysis of MAE project implementation
The initiative underwent two no-cost changes:
47
- No-cost Change 1 (year 1): Because of the time period which elapsed between the
presentation of the initiative by the NGO and the funding approval by the DGCS, at the time
of approval, one of the planned buildings (the dormitory) had already been achieved by the
local counterpart thanks to other funding (European Union). The part of budget saved for the
construction of the dormitory was allocated to the extension of the building workshop –
which was already planned – and the construction of a second mechanics workshop.
- No-cost Change 2 (year 1): the recruitment of expatriate volunteers was brought forward to
the first year to ensure efficient planning and that the activities are launched correctly.
Neither amendment had repercussions on the general logic of the project. However, No-cost
Change 1 is indicative of the fact that, as mentioned above, the initiative is part of a wider
programme, supported by various funding.
c.3 Summary of results achieved
The results achieved by the initiative as a whole are described below, indicating those that can be
directly attributed to MAE funding:
Result 1 - Enhancing facilities and services for the rehabilitation and reintegration of street
children and for assistance to their families.
The rehabilitation process for 350 street children and young people was established and divided into
the following stages:
1. First contact with street children in their environment (three months)
2. Accommodation in the day centre (six months)
3. Residential accommodation in a welcome and training centre (maximum three years and
not beyond the age of majority)
4. Assistance towards gaining autonomy (6-12 months)
Alongside this process, the preventive phase is carried out in another centre run by the counterpart
SDB (Mekanissa), which receives an average of 500 young people at risk of social exclusion and/or
exploitation.
The welcome and training centre was built. Four years after the end of the project, the centre
appears to be in good condition and receives 135 young people. The two TVET laboratories, funded
by the MAE, are operational and are part of a complex of six laboratories. The infirmary was also
built, funded by the MAE, and plays an important role both upon the arrival of the young people
and during their stay at the centre.
The staff consist of approximately 50 people. The young people are placed into non-formal basic
education courses (carried out within the centre), in formal education courses (at the Salesian school
in Mekanissa and at other schools) and in non-formal vocational education courses (TVET courses
held within the centre). The course lasts three years and the drop-out percentage is 8%, slightly
higher than in 2009 (2-3%). Extension works were performed, such as the construction of a
gym/theatre, a cafeteria and a cookery workshop. Currently 200 children attend the day programme
48
with a drop-out percentage of 10%. During the mission, we attended a meeting with a group of nine
street children, visited the day centre and interviewed the educators.
Each of the young people are guaranteed medical and psychological support, which aims to
reintegrate them fully into society and into their families of origin.
As of 2009, 70 young people completed the course and were reunited with their families.
A focus group was set up with 10 young people who completed the rehabilitation process. Of these,
six found jobs thanks to vocational courses, four enrolled in formal education courses, seven rent a
house with other young people, two live by themselves and one was reintegrated into his family
(see Annex 4).
As for the preventive aspects, a visit was organised to Mekanissa centre, which receives an average
of 500 vulnerable children and young people, providing health assistance, food, and educational and
recreational activities.
Result 2 - Improving skills, abilities and knowledge of local staff in the field of childcare.
The social workers employed in the centre were interviewed. They are highly-motivated trained
professionals. The turnover since the end of the project has been very low, ensuring consistency and
greater experience in the staff. The centre currently employs eight non-formal educators, 12 TVET
educators, three assistant educators, five social workers, two social assistants, one entertainer and
one coordinator.
Result 3 - New research conducted on street children.
As planned in the project, the research was carried out and used as part of the documentation for
this evaluation. However, there has been no update since the end of the project. On this subject, the
most topical research is that by UNICEF (Head counting of street children in Addis Ababa, 2010).
The public authorities interviewed (BoLSA) could not provide any recent data (see Annex 4).
Result 4 - Establishment of a system for vocational training courses and a path towards inclusion in
the labour market for street children.
Currently, the operational courses are: construction, carpentry, bamboo, mechanics, leather and
cookery, of which mechanics and construction were launched thanks to the MAE funding. These
are non-formal courses but are certified by the government. The level of the courses is very good, as
confirmed to us by the TVET Agency. This year, vocational courses were attended by 53 young
men from the centre and 30 male and female external students.
The vast majority of the young people who attend vocational courses find employment. This is
thanks to the high level of the training and to the links between the centre and businesses.
49
c.4 Presentation of results
c.4.1 Relevance
The problem of street children in Addis Ababa, and Ethiopia in general, continues to be very
widespread. Official estimates (UNICEF) report approximately 80,000 street children in the capital,
most of whom come from rural areas around the city. The causes of this problem are varied and can
be mainly identified in the following factors: economic difficulties of the family (45%), death of
parents (26%), influence of friends (16.8%), and harassment by parents (12.2%) 5. At least 1,000
street children between the ages of 10 and 15 are estimated to live in the area of intervention: 65%
are boys and 35% girls. It is a growing problem that the Government has not yet managed to curb,
despite taking a number of measures. To this end, the initiative played and continues to play a very
important role, in line with government policies. In particular, the project is part of the Ethiopian
Government strategies set out in the Developmental Social Welfare Policy document and put in
place to respond to the problem of street children, through the protection of basic rights, sustainable
development and the adoption of prevention and rehabilitation measures. The organisation
involved, especially BoLSA, provided an overview of the measures in place (rehabilitation actions
and reintegration of children into technical training courses) and confirmed the positive relations of
collaboration with the project.
The project objectives remain relevant for government policies, which, through the governmental
Growth and Transformation Plan (GTP) (2010/11-2014/15), aim to put the country on a pathway of
growth and transformation and lift millions of people out of poverty. The main objectives of the
GTP are to:
• Maintain an average rate of real GDP growth of 11% and achieve the Millennium
Development Goals;
• Expand and ensure the quality of education and health services in order to achieve the
Millennium Development Goals in the social sectors;
• Ensure the sustainability of growth through the implementation of all of the above-
mentioned objectives within a stable macroeconomic framework.
Since the feasibility study, the project has always been based on updated research aimed at studying
the problem of street children, its scope, causes and possible solutions. The whole architecture of
the project is based on an accurate pedagogical approach for the rehabilitation and reintegration of
these children. This research was the basis used for identifying the beneficiaries, their meeting
places, causes of their condition and their place of origin. The identification of beneficiaries is
therefore correct and adequate.
It should be underlined that the problem of street children involves mainly male children. In a
sample of 10,000 children, approximately 70% are male and 30% are female 6. Originally, the
project also included the rehabilitation of girls. However, while carrying out the feasibility study
and while the street unit activity was getting underway, it was realised that street girls needed a
different approach and a different structure, since the problems they face are of a different nature
(exploitation, prostitution, early pregnancies, etc.). Currently, therefore, girls participate in the
meetings with the street unit and in the activities of the day centre (in a very low percentage) but do
5
Data taken from the 2009 research
6
2010 UNICEF research data
50
not have access to the welcome and training centre. The girls are, consequently, assigned to other
specialised associations.
There are other centres in Ethiopia dealing with street children (GOAL ETHIOPIA, A HOPE,
RETRAK ETHIOPIA, GODANAW, OPRIVSE, Youth Detention Centre) with which the Salesians
keep in contact through regular meetings.
In light of the above, and of the interviews held during the evaluation mission, it may be stated that
the project, including the activities undertaken through MAE funding, continues to be relevant and
an example of good practice, both for the governmental institutions concerned and for other
organisations operating in the same sector.
c.4.2 Quality of the Logical Framework design
The analysis of the Logical Framework clearly shows that the MAE funding is complementary to
other funding sources, and contributes only in part to the implementation of the centre and to the
achievement of the project objectives. The Logical Framework, as a whole appears, to be well-
designed. The relationship between activities, results and expected impact is clear and well-
outlined. Nevertheless, the specific objective of the MAE project represents the goal of the centre as
a whole. The results alone, though attributable to the specific objective, cannot contribute to its
achievement.
The results are drawn up in a logical way and respond to identified needs. Whereas, the overall
objective, as stated in the final evaluation of the project drawn up by the UTL on 17/06/2009,
proved to be too ambitious and partly unachievable with regard to the substantial reduction of the
problem of street children.
As far as performance indicators are concerned, they are specific, measurable and realistic. During
the evaluation mission, they were collected and compared with the updated data. During the three
years of the project, the planned number of beneficiaries was reached and this number was
maintained in the following years.
The specific objective indicators are ambitious and difficult to measure, as they related to groups
coming only from the area of intervention. In actual fact, the beneficiaries come from several areas
of Addis Ababa. Moreover, gender indicators are also lacking.
External conditions and risks were adequately taken into account, none of which occurred. The
project ran smoothly reaching the expected number of beneficiaries and, in spite of two no-charge
changes, it was completed on schedule.
The project document failed to indicate the economical and financial sustainability measures clearly
and specifically, mentioning only the generic fundraising abilities of the local counterpart based on
remote support. However, other activities were devised and carried out that should help the centre
to be self-sufficient.
c.4.3 Efficiency
The project was completed on schedule, completing all of the originally outlined activities.
Although there were amendments with regard to the cost of certain items (materials and building),
the planned budget was adhered to and spent fully.
The monitoring for the implementation of activities was ensured through monitoring missions by
the proposing NGO, annual monitoring reports approved by BoFED (as confirmed during the visit
51
of the Office representatives), annual progress reports on the project submitted to Office VII of the
MAE, and UTL missions. The resources allocated by MAE funding were used efficiently.
c.4.4 Effectiveness
During the mission, the nature of the project was reported to be consistent with the overall and
specific objectives of the intervention.
As mentioned before, the overall objective proved to be too ambitious and was only partially
achieved. Indeed, while the project was effective in strengthening the protection network of
vulnerable children, it was not as effective in tackling the problem of street children as a whole. In
light of the research conducted during the project and in light of information provided by BoLSA,
the problem seems to have been exacerbated, mainly due to the high level of urbanisation in Addis
Ababa.
We agree with the final evaluation report in considering that the extent and characteristics of the
project could by no means have affected the size of the problem in such a changing environment.
With regard to the specific objective, the Italian project has certainly contributed to its achievement
through the funded activities. However, its full implementation should be considered in relation to
the other funding that contributed to the creation of the centre.
Nevertheless, the prevention and rehabilitation system established through the initiative serves as a
benchmark for other actors operating in the same sector in Ethiopia. In confirmation of the above,
the following should be noted: 1) the support of local authorities (recognition of professional
qualifications issued by the training centre, positive evaluation of the supervisory bodies); 2) the
successful collaboration with other institutions (youth detention centre); 3) a low drop-out rate and
the successful completion of the rehabilitation process by beneficiaries; 4) the increased demand
from potential beneficiaries to access the services available.
c.4.5 Impact
Four years after the end of the project, the centre and its activities continue to have positive effects
on target groups.
With regard to direct beneficiaries, the centre is very well-known amongst street children, who
often come to begin their rehabilitation process by word of mouth. All of the young people
interviewed expressed their belief in the importance and usefulness of the initiative. This is
demonstrated by the low drop-out rate.
As far as educators and social workers are concerned, the training activities carried out during the
initiative contributed to train valuable and motivated professionals whose expertise are sought after
by other International Organisations and local institutions.
The project also had a positive impact on vocational training and inclusion in the labour market.
They are non-formal courses, with a different duration and a different setting compared to formal
courses, but are, nonetheless, certified, giving young people the opportunity to receive high-quality
professional training within a short timeframe.
This attracted applications even from outside the centre (with a positive impact on the
neighbourhood) and led to a growing demand among businesses for labour. A concrete example is
the recent request by Iveco, wishing to set up vocational training courses aimed at training
specialised staff to be integrated into their establishments.
52
In particular, the centre provided the following statistics on employment rates:
Table 7 – Percentage of students from the centre who entered the labour market
Year of No. graduate students No. those employed

reference
2009-2010 17 students of the centre 70% entered the labour market
2009-2010 41 external students 85% entered the labour market
2010-2011 52 students of the centre 84% entered the labour market
2010-2011 61 external students 87% entered the labour market
Another example is the collaboration developed with the youth detention centre of Addis Ababa,
the only facility of its kind in Ethiopia. As the officials in charge of the detention centre became
aware of the rehabilitation activities of the Salesian centre, and considering that, after serving their
sentence, many young people return to the street, they offered to begin collaborating. Once a week,
a Bosco Children social worker goes to the detention centre to engage with young people who are
interested in a small professional workshop. This way, young people can become aware of the
activities and opportunities offered by the centre, with the option for those who have served their
tern and would otherwise be very likely to become street children, to be placed directly into the
Bosco Children rehabilitation process (see Annex 4).
c.4.6 Sustainability
So far, the project has been supported through different financing channels, both public (MAE and
EU) and private. The local counterpart has an excellent ability to raise awareness and raise funds,
which resulted in the involvement of various donors.
In general, the welcome and training centre is trying to develop a series of activities aimed at
financial self-sustainability. The technical workshops, particularly bamboo, carpentry and leather
goods, assign part of their production to sale, on the basis of specific orders. Receiving a limited
number of orders is, however, essential, since the workshops must preserve their priority role as
educational spaces, and prevent production rhythms and schedules from prevailing over the
workshops’ educational and pedagogical aspects. In addition, the new gym/theatre (which was not
part of the project) is rented out for conferences and weddings.
The managers of the centre intend to encourage this kind of activity in order to ensure greater
economic independence. The opening of a tea room and a pizzeria is also being considered, with a
view to a greater openness towards the neighbourhood.
The centre is very large and functional, but also expensive. Self-financing measures have been
launched, yet the final objective is still far from being achieved. Currently, the quota of self-
financing covers only 10% of the total costs.
On the other hand, the objective of training local staff to be able to manage the centre even without
the support of the local counterpart was achieved, as confirmed by the Salesians of Don Bosco.
53
Photo 6 – Bosco Children Centre
54
c.5 Conclusions
As a whole, the project was successful and, four years after its conclusion, not only did it
maintain the achieved results, but it increased its activities. It is constantly updated and its
methods and approach are adapted on the basis of the changes which occur within the target
group. Similarly, activities related to vocational training are updated and adapted to the situation
of the labour market.
Beneficiaries highly appreciated the initiative, which is deemed to be essential in helping to
improve their lives. In this context, a number of distinctive elements of the success of the
rehabilitation process can be highlighted: the individual psychological support, the teaching
method and the strategy used in the rebuilding of family ties. Another key element of the
project’s success is that the rehabilitation process is based on a free and independent choice of
the beneficiary, both at the initial stage and at all subsequent stages. As a result, only those who
want to complete the rehabilitation process actually achieve it. This ensured a strong feeling of
ownership among the beneficiaries, who feel the need to voice their enthusiasm to other
possible target groups. The staff and operators also warmly embraced the project. The sense of
belonging felt by those working in the rehabilitation process creates close bonds with the young
men entering the centre, contributing to the success of the initiative.
The project proved to be an example of good practice in the target sector, in a context where the
problem of street children continues to grow due to ineffective and inappropriate public policies
that tend to contain problems rather than resolve them. The current collaboration with the youth
detention centre in Addis Ababa, with the two-fold action of prevention and rehabilitation,
stands as a solid example.
Another strong point of the project is the quality of its technical workshops. In this regard, it
should be stressed that the local counterpart has extensive historical experience in the
management of technical schools, both in Ethiopia and in the rest of the world. The centre’s
workshops are part of this network of high-quality technical schools. Its success is further
demonstrated by the employment rate among young people who complete the technical course,
as well as by the large number of requests from businesses in the other.
The only weak point, as emphasised in the final UTL evaluation, is the gender issue. Hence, the
initiative has a strong masculine association and does not have equally effective alternatives for
girls.
c.6 Recommendations
c.6.1 For the Italian Ministry of Foreign Affairs
amendments to the structure of the project, which underwent two no-cost changes. The first
version of the project was presented in August 2002 and approved in March 2005, while the
initiative was launched in March 2006. It is recommended, at this stage of reviewing the
procedures for presenting and managing projects promoted by NGOs, that the approval and
funding times be made faster in order to avoid excessive discrepancies between the initial
project (feasibility study), the context and real needs or, alternatively, that flexibility be granted
to enable the project to be updated immediately after it is approved and before it starts.
55
For future initiatives on the issues of street children and technical-professional training, we
suggest that the project (method and activities) be upheld as an example of good practice.
c.6.2 For the VIS and Salesians of Don Bosco
As already highlighted in the final evaluation, the Salesians of Don Bosco are urged to strengthen
ties further with the other organisations involved in the rehabilitation of street children. Given that
the problem is growing due to the continuous urbanisation of Addis Ababa, we believe that only
coordinated, large-scale action can effectively contribute to reducing the problem, as stated in the
overall objective.
We believe that the VIS should be further involved in order to improve coordination. From what
emerged from the interviews, the project seems to have been managed almost entirely by the local
counterpart, on the strength of its experience in the country and in the topics covered. A greater
contribution by the Italian NGO could have facilitated the coordination activity, creating a more
solid network among other organisations dealing with street children. In this context, coordination
is essential to address gender issues more effectively.
Considering the good practices learned during this initiative, we advise the VIS and the local
counterpart to study and propose a new initiative that is specifically focused on the welcoming,
rehabilitation and training of girls.
Furthermore, we suggest that the 2009 research on street children be updated in order to obtain a
more detailed and up-to-date vision of the causes of the problem and its structure.
56
CISP Project
Intervention logic Objectively verifiable idicators Sources of verifications Assumptions
To help to improve the living conditions of

Comparison between a "baseline survey"
children and adolescents in marginal areas of
Overall and initial evaluation studies with the Confirmation of the current priorities of the regional
Addis Ababa, by reinforcing the educational
Objective assistance of external experts at the end government and the local NGO counterpart of the project
system in the framework of global strategies to
of each year
combat poverty
To introduce real improvements in the lives of - - Support the inclusion in the - Data collection The political situation in the country remains sufficiently
Specific children and poor families in the areas selected pre-school educational - Monitoring Reports stable
Objective facilities to at least 600
children (4-6 years)
- - Support for inclusion in The Ethiopian government confirms the current priorities
primary education facilities to defined in the national strategy to combat poverty
at least 1,600 children (7-14
years)
- - Support for at least 670
students at risk of dropping out
- - Support to increasing the
income for at least 300 poor
families
- - Awareness-raising
Community and the sensitivity
of local institutions on the
issue of gender
Results to be 1. Increased access to quality preschool Comparison between the situation before - Reports on the progress, monitoring Availability and interest of beneficiaries
achieved education and after the project in relation to: -Observation Support from local institutions
2. Increased access to non-formal and post-
school education services • Data on the frequency of pre-school
3. Improved performance of assisted centers
students and a reduced number of early • data on the frequency at primary school
school leavers • data on the preparation of the pupils /
students on completion of their courses
4. Increased awareness of the community of frequency
and local institutions on gender issues • data on household incomes
5. Increased skills of representatives of
local institutions in managing and Data on the distribution of the messages
supervising educational programmes conveyed by the project
6. Increased family income of poor families Interviews with local institutions
and families at risk of child abandonment. rappresenati
Activities Result 1 Reports on the progress of the project The financial resources provided will be paid on time
The CISP and Pro Pride confirm the existing excellent
-Rehabilitation and equipment of 5 pre-school Internal monitoring reports relations
education centers
- Purchase of educational materials External monitoring reports by local The CISP and Pro Pride will select appropriate technical and
- Training of educators and practitioners institutions administrative staff to the implementation and monitoring of
- Updating the Educational Curriculum activities
- Selection and inclusion of children Project Accounting
Risult 2 Photographic documentation

- Rehabilitation and equipment of existing
structures 5
- Purchase of educational materials
- Training of operators
- Updating the Educational Curriculum
- Selection and inclusion of children
Risult 3
- Opening 5 centers and in-depth teaching of
reading
- Purchase of books and teaching materials
- Promotion and launch of a library service
(lending and returning books)
Risult 4
- Organization of 5 "Girls Club" and their
orientation
- Organisation of social campaigns focusing on
new issues of women
- Organization of campaigns aimed at
increasing girls' access to educational services
Risult 5
- Training of staff of the woreda
- Equipment of the woreda with means and
tools (Capacity Building)
Risult 6
- Identification of families at risk from the
point of view of the abandonment of childhood
- Inclusion of members of households in
vocational training programs
- Supply of "kits" essential for starting small
businesses
CISS Project
Overall To contribute to the improvement of social - Approximately 60,000 beneficiaries (direct and indirect) are Report agencies N.U. in the area. Socio-political stability at national and
Objective and economic conditions of the inserted and active in a process of organization, promotion and regional level.
community Konso, in particular relating to community development in the communities involved. General macroeconomic data processed by
the environmental, educational and health - Increase awareness of young people and women of their positive the local Woreda. The general situation allows for the
through specific enhancement of natural role in society. mobility of people and goods.
and cultural resources of the area. - Increased community awareness of the needs and problems
related to the sustainable development of tourism in the area. The absence of long periods of drought
- Increase in total revenue in the affected area. in the territory Konso
- Improvement of sanitary conditions in the area.
- Overall increase in employment in the craft sector and tourism.
- Increase the number of tourists that visit the area.
- Quantity and quality of conservation and recovery made
Specific To encourage the process of local - About 14,000 direct beneficiaries were involved in a Report of the project. Collaboration of public bodies, local
Objective development, by supporting basic comprehensive program of training and job placement, animation, authorities and other partners with the
education, providing vocational training promotion and organization of Community Improvement Registers of attendance of participants in staff engaged on the project.
for young people in the field of tourism, economic, health and environmental. the activities.
and by offering the possibility of a better - At least 50% of the people Involved are girls. Support for legislative, economic and
water supply. - Increase percentage of resources allocated by the Local Attendance records of the tourists in the management by local authorities.
Authorities in the management and preservation of local cultural area.
heritage. Recognition of the value of the project
- About 35 between educational facilities, museums and water Economic budgets of local authorities. and participation by local communities.
infrastructure built and / or renovated;
- Increase in the number of cooperatives created locally present; Number of new cooperatives legally
- Increase the availability of water in the area; constituted.
- General improvement of drinking water quality in the area.
Health Report available in the area.
Results to A) Enhancing the role of basic education A1, A2, A3 Report of the project. Entrepreneurial capacity of the local
be achieved as an element of social development - Number of renovated classrooms, schools and school libraries population.
1 - Refurbished, equipped and secured 2 created and made available to the school population (no. square Report on the activities of local
schools of Karat and Fasha for about 2,000 meters and cubic). authorities. Participation of communities and local
students each - Increase the percentage of boys and girls who have access to authorities to the activities and
primary and secondary education in the area (about 3,700 children Photographic documentation and environmental education campaigns.
2 – Built 2 village schools in Mechelo and in total); audiovisual.
Sawgame for about a total of 1,000 - Decreased rate of evasion school (especially girls); Interest of the local population to recover
children - Increase the percentage of the overall level of literacy; Empirical surveys on the ground. its cultural heritage and environmental
- N. set of teaching materials provided. protection.
3 - Three school libraries have been made - Quality and quantity of furniture and teaching materials provided. Technical projects of real estate made.
to Sawgame, Debana and Mechelo for a Interest and availability of tour operators
total of approximately 1,000 children A4 School records. to promote the Konso Special Woreda
- Number of teachers trained and up to date;
4 - Were carried out 3 training sessions - Number of hours of theoretical and practical training activities Records of participants in training and Entrepreneurial capacity of the local
and refresher courses for teachers of 80 given. awareness. population.
schools in the area
Report of health centers in the area. Participation of communities and local
B) Upgrading the water supply system and B1, B2 e B3 authorities to the activities and
improving health in the area - Increase the amount of improved water sources available to the Inventories, registers, catalogs and environmental education campaigns.
1 - Two systems have been implemented local population during the period; entrance of the cultural center.
for the collection of rainwater in schools - General improvement in the social and health conditions in the Interest of the local population to recover
and Mechelo Debana and was made 1 area; its cultural heritage and environmental
deposit for the collection of equipment for - Reduction of diseases related to poor drinking water quality. protection.
the maintenance of water infrastructure. - Increase the percentage of beneficiaries who have access to
improved water sources in the period. Interest and availability of tour operators
2 - It 'a study was undertaken to analyze to promote the Konso Special Woreda
the sources of water supply in the center of
Karat and nearby villages (about 25,000
potential people)
3 - It 'was created 1 system to collect

rainwater for the 2 schools of Karat and
Fasha for about 2,000 students
C) Promotion and enhancement of cultural

and environmental heritage
1 – Built the museum / cultural center and

were exposed expression objects of C1, C2, C3 e C4
cultural heritage Konso: built and made - Quality of the restoration and reconstruction work carried out and
available to the public on Museum / the number and value of the exhibits;
Cultural Center of Karat Konso (477 sqm), - Quality, number and value of ethnographic exhibits on display;
restored the existing terraces (for about - Days and hours of opening of the museum / center;
3200 square meters, built, 3 Konso - Number of visitors to the museum / center;
traditional buildings used as exhibition - Increase of the total income of the area due to activities in the
venues and the center of the didactic; built tourism sector;
4 new structures that house the promotion - Number of awareness campaigns carried out in the period;
of craft center; restored and placed the - Number of people reached and involved in outreach activities.
wall the entire site.
C5
2 - have been collected and exhibited - Quantity and quality of promotional material created;
objects of cultural heritage Konso - Number of operators achieved;
- "Results" of the campaign in terms of increase in the number of
3 - Were collected ethnographic objects. tourists;
4 - Were carried out three information - Percentage increase in the availability of tourist services in the
campaigns and awareness-raising (1 year) area;
on the topics of environmental education
and the value of their cultural heritage for
about 450 people.
5 - Created a promotional campaign in

order to promote the "tourism product
konso" at about 50 specialist tour
operators.
D) Training and job placement
1 – It was created a cycle of prior training

for trainers (4 modules of 6 hours each for
a total of 12 people).
D1 e D2
2 – There were carried out 3 training - Number of beneficiaries and participants trained;
sessions and refresher courses for local - Number of hours of theoretical and practical training imparted.
cadres responsible for the Ethiopian
Ministry of Culture and young people to D3, D4, D5
be included in the cooperative agent - Number of cooperatives created;
undertaking the management of activities- Their operability (registration with the competent authorities, the
related to the management of the Museum activities carried out, etc.).
of the village and the Rest (4 modules of
and profitability;
90 hours 4 each for groups of 15 people - Number of registered members;
each). - Increase the percentage of women's participation in socio-
economic local rate;
3 - It was created and supported a - Increase of the total income of the area due to entrepreneurial
cooperative to manage the activities activities in the artisanal sector and the increase of arable land due
related to the management of the museum to terracing.
4 – It was created and supported a

women's cooperative that deals with make
and sell local handicrafts.
5 - It was created and supported a

cooperative that is concerned with the
external disclosure of hydraulic techniques
and terracing of farmland typical of the
area.
Resources necessary Assumptions
Activities A) Enhancing the role of basic education A), B), C) and D) Costs The cooperation of the local authorities
as an element of social development -1 Project coordinator (36 months); with the staff engaged on the project
-1 Local coordinator (36 months in total); Select. and training volunteers: remains constant and positive.
A1 Restructuring and safety of the 2 -1 Responsible for the activities of animation, and mediation cult. € 2,066.00
higher educational facilities of Karat and (36 months in total) The beneficiaries remain favorable to
Fasha. -1 Local architect (7 months in total); Remuneration and volunteer management: participation in planned activities.
- 1 local expert in ecotourism (7 months in total); € 197,466
A2 Construction of 2 village schools in 2 experienced graphic designers and advertising (60 gg. Each) The costs for human resources,
Mechelo and Mechelo and Sawgame local; Other Italian personnel: equipment and services remain stable.
-1 Secretary, 1 administrative, 1 keeper, 2 drivers, 1 factotum (36 € 34,300.00
A3 Realization of 3 school libraries in months compl. Each); Project staff continues to ensure its
Sawgame, Debana and Mechelo. -supplies, information and advertising Local staff: presence and professionalism.
1 property to rent-furnished and equipped; € 180,300.00
A4 Training and refresher courses for -1 Car;
teachers -1 "Pick-up" 4-wheel drive. Training of local authorities:
€ 141,280.00
B Developing the system of water supply A)
and improving the health conditions of the -6 Teachers for training (18 months in total); Equipment:
-1 expert in training (5 months total); € 109,120.00
B1 Realization of 2 systems for rainwater - tools and materials for the excavation and construction;
harvesting in schools and Mechelo Debana - Educational facilities (school desks, chairs, blackboards cabinets Construction:
and realization of 1 deposit for the and shelving, wood), computer equipment, set of textbooks for € 320,213.00
collection of equipment for the different classes, stationery.
maintenance of water infrastructure. Land:
B) € 87,000.00
B2 Study analysis of sources of water -1 Cooperating hydraulic engineer (7 months compl.).
supply in the center of Karat -labor, tools and materials for the excavation and construction, Additional financial resources:
€ 72,400.00
B3 system to collect rainwater for high
schools of Karat and Fasha. Verification missions and evaluation:
€ 21,600.00
Study of the project:

€ 33,700.00
C Promotion and enhancement of cultural C)
and environmental heritage -1 Consultant in Italy (12 months in total); Overheads:
-1 Naturalist-landscape artist (3 months total); € 77,328.00
C1 Creation of the museum / cultural -1 Diesel generator set, 1 complete system of solar panels, ceiling
center (restoration, securing and fans, computers and computer equipment and office equipment, TOTAL:
realization of architectural structures) and digital cameras and SLR cameras, photographic material (films and € 1,276,683.00
exhibition of artifacts. videotapes, blank and imprinted, etc..).
-supplies, information and advertising
C2 Preservation and recovery of
expression objects of cultural heritage
Konso
C3 Collection ethnographic
C4 Realization of 3 campaigns to raise

awareness on the issues of environmental
education and the value of cultural
heritage Konso.
C5 Realization of a campaign for the

promotion of the tourism product Konso.
D)
D) Training and job placement -1 Expert in training (5 months compl.)
-1 Gender expert (4 months total).
D1 Training of Trainers -1 Expert in co-operative management (6 months total).
-6 Teachers for training (18 months total)
D2 Formation of paintings, young people - Tools and materials for the activities of cooperatives (frames,
and women fabrics, kilns for pottery, etc..).
D3 Support for the creation of 3

cooperatives
VIS Project
Overall To contribute to reinforcing the Substantial reduction of the phenomenon of Periodic reports of Local Authorities
Objective network of protection of vulnerable street children
children and to reducing the problem
of street children through prevention
and rehabilitation measures
Specific To promote the rehabilitation and 1. 60% reduction in the number of children in 1. Research on the phenomenon of street children in Addis 1. Change in the political, social and economic
Objective social reintegration of vulnerable the street in'' area of intervention (% calculated Ababa made in the feasibility stages situation
children at risk of social exclusion in 1000 for street children). 2. Annual reports of the local partner 2. Natural disasters
through prevention activities and 2. 80% increase in the intervention boys who 3. school records 3. Outbreak of conflict in the intervention area
rehabilitation processes aimed at attend courses of education or vocational 4. medical reports of the project
granting access to basic education training or formal (% calculated on 612 street
and health services and to vocational children).
training, facilitating the placement 3. Decrease of 50% of street children in
into employment of skilled young psychological difficulties (% calculated on 350
people boys).
Results to 1. Upgrading of facilities and Quality-made structures and equipment -Reports of the companies that perform the work and provide 1. Poor aprtecipation at the center by children,
be achieved services for the rehabilitation and installed the equipment adolescents and families
reintegration of street children -120 Children received each year -Periodic reports of the project team 2.Poor economic conditions of families due to
-350 Children each year following the various -Record of attendance at the center's activities external causes
activities of recovery and rehabilitation Individual-Dossier street children welcomed in the center 3.Poor conditions of health and hygiene of
proposals from the center. -Record of attendance of courses of education families due to external causes.
-2160 Food bags provided each year in favor of 4.Poor attendance at professional courses and
180 families of origin of street children training and difficulties in accessing to the
integrated into the activities of recovery and labour market.
rehabilitation
-quality of services offered and the degree of
response of the beneficiaries
-350 Children placed in non-formal education
courses
2. Improvement of skills, -40 Social workers who complete their training -Record of attendance of training courses
frameworks -Internal evaluations students / teachers
competencies and knowledge of
-At least 36 social workers who pass the final
the local staff in the field of test to verify the training course
childcare
3. New research conducted on - Level of diffusion of research on street Mailing list of recipients of the research. Review of websites
children where the research has been published
street children
4. Establishment of a system for -1 Professional course of construction started -Periodic reports of the project team
vocational training courses and a Degree of-use and functionality of the -Record of attendance of training courses
path of inclusion in the labour laboratories built and installed equipment -Individual Dossier-street childern welcomed in the center
market for street children. -50 Children who each year participate in non- -Data base of students enrolled in the Employment Office
formal training courses
-At least 45 children each year complete the
path of non-formal vocational training
-At least 50 children placed each year in formal
training courses
-50 Children entered each year to the Office of
Employment Training
-At least 50 young people trained that find jobs
-Type of employment found by the ex-students
of the course
Resources necessary Assumptions
Activities 1. Establishment of a recovery path -Physical and human resources, material and 1.Prtecipation by local authorities
for 350 children and street children machine building, interior design and services 2. Interest and participation of local
and realization educational and -Economic Resources communities in project activities
recreational activities. -Human resources specialist 3.Availability of human, physical and
2. Establishment of a team of experts -Equipment and medical supplies economic resources
for guidance and reintegration of - Recreational and educational material
minors.
3. Creating an infirmary inside the
center.
4. Training social workers
5. New research on the street of
Addis Ababa
6. Construction and equipment of a
laboratory in building and mechanics
for vocational training courses
7. Institution of an Office for Job
research
Evaluation Mission
Meetings
Date Actor Participant contacts

11/02/13 UTL Addis Abeba Alessandra Testoni-NGO and a.testoni@itacaddis.it
Emergency Coordinator
Alessia Cioni-Programme Assistant a.cioni@itacaddis.it
Flaminia Battistelli-Programme f.battistelli@itacaddis.it
Officer
11/02/13 Vis Office Addis Abeba Gloria Paolucci-Country Tel. 0913 343540
Representative VIS Tel. 0924 142676 vis.ethiopia@gmail.com
Chiara Lombardi-Project Manager
12/02/13 Salesians of Don Bosco Don Dino Viviani, Don Angelo Tel. 0910572207 boscochl@ethionet.it
- Bosco Children Regazzo-Bosco Children Managers Tel. 0913146186 melakuangelo@yahoo.com
- Centro St. Josef
12/02/13 Social workers Ato Samuel Getachew Tel. 0910572207 boscochl@ethionet.it

Azeb Woledegiorgis Tel. 0913146186 melakuangelo@yahoo.com
12/02/13 Recovery Programme Beneficiaries Tel. 0910572207 boscochl@ethionet.it
Tel. 0913146186 melakuangelo@yahoo.com
12/02/13 Bureau of Labour and Social Affairs Ato Endashaw
di Addis Abeba
12/02/13 TVET Agency Ato Yasu Meresa, Finance Economic
Office
12/02/13 Bureau of Finance and Economic Ato Eyasu Meressa Tel. 0911472203 meressae@yahoo.com
Development Ato Abeye Hiruy Tel. 0911443565 abiy222@gmail.com
12/03/2013 Addis Abeba Juvenile Prison Dr Yonas Sisay Hailu-Center
Coordinator
13/02/13 Italian Cultural Institute Addis Abeba Dott. Alessandro Ruggera-Director alessandro.ruggera@esteri.it
13/02/13 Salesians of Don Bosco Teresa Lopez-Coordinator Tel. 0916820489 teresalopez57@yahoo.es
Mekanissa Centre
13/02/13 JSO’s Director Mekanissa Tibeb Kagnew Tel. 0911434895
Meeting at CISP Office in Addis Filippo Ascolani-Country Tel. 0116624556 cisp.aa@ethionet.et

Ababa. Representative
14/02/13 Ato Birhanu Chanie-Administrator
CISP
Aynalem Getachew-Project Manager Tel. 0911636812 aynalemg2002@yahoo.com
Pro Pride
Filippo Ascolani, Ato Birhanu Chanie

15/02/13 Study tour in Arada School
Meeting with Pro Pride Pro Pride,
Ato Degafe Feleke-Direttore Pro Pride
Study visit in the School:
Birza Nuru, Zulfa Husen, Elefgne
Parents representatives,
Wolde- Parents representatives
15/02/13 girls club; Admas Association
Tilahun-Programme Officer Admas
Librery students, teachers
Education Association
17/02/13 Travel to Konso

18/02/13 Konso Cultural Centre Study Visit Enrico Castelli- Konso Cultural Tel. 0912214133
Centre Director enrico@konsoculturalcentre.org
Alemitu Abebe-CISS Project Officer alemitu.abebe@libero.it
Matteo Baraldo-Country m.baraldo@cissong.org
Representative CISS
18/02/13 Study visit in Konso preparatory
School
18/02/13 Study visit in Karat primary School
19/02/13 Study visit in Mechelo school

19/02/13 Meeting with Woreda authorities Belachew Guyita-Woreda Chief
Admninistration
Gemada Gewado-BoFED
Gizachew-Culture, tourism and
Government Communication Office
Kurasho Lemita-Water Office
Tesfaye Chare-Education Office
19/02/13 Study visit in Fasha school
20/02/13 Meeting with Debana cooperatives

20/02/13 Debriefing
20/02/13 Travel to Addis Abeba
21/02/13 Meeting with CISP
Asefa Teokalgne Tulu-V. Exceutive

Meeting with Education Office, Head and Education Training Office
Woredas/Districts (Kebele) Aberash Gebre Wolde, Alemsehaye
22/02/13 Meeting with women beneficiaries of Welde Yohannes, Bogalch Hayele-
microcredit activities Beneficiarie microcredito
Debriefing with Pro Pride Senayet Asefa-Community Facilitator
22/02/13 Debriefing presso l’UTL Alessia Cioni

CISP Project
Pro Pride Interview – Local partner What does Prp Pride?
What experience does Pro Pride have in the education sector?
How was the collaboration with CISP?
What were the main concerns? How were resolved?
What activities were carried out?
Which are not? Why?
Which of them have been most successful?Why?
Which have been only partially successful? Why?
How it is managed the problem of the sustainability of the center?
How are carried out the gender awareness-raising activities?
Education Office della Sub City di Addis Ketema Interview What was the relevance of this project in relation to national and local policies? Why?
What was the relevance of this project compared with the government's strategy of
access to education?
What is the current situation of the centers of non-formal education?
How would you rate this project? Why?
How would you deal with the issues related to the granting of buildings and land in the
case of similar initiatives?
Interview to representatives of the parents' committee Do you live in this neighborhood?

How many children do you have?
What old are they?
How many go to school?
What do you think of this school? Why?
What are the positive aspects? Why?
What are the downsides? Why?
What should be improved?
Do you think that the project is useful for the neighborhood?Why?
Interview with a Girl Club participant Have you participated in the girls club? Why?
Where do you met?
And for how long?
Were you happy to participate? What did you do?
Was your family glad you participate?
Do you think it was helpful?
Did you remember one thing you learned?
Do you remember any initiative linked to the project (match mothers-daughters)?
Did you enjoy?
Would you like that there were other similar initiatives? Why?
Teacher inteview What is your educational and professional profile?
How long you been at this school?
What do you do?
Have you participated in training courses?
Have you been pleased to participate? If so, why? If not, why?
Do you think it would be useful to organize similar courses in the future?
What is the level of drop-out in the school?
What caused it?
What is the main problem you encounter in your work?
What is the main problem of this school?
Do you live in this neighborhood?
Are you planning to continue working in this property? Why?
Project Officer Admas Education Interviw How did the association start?
What does it do?
Have you ever run similar structures? How?
Where?
For how long?
How have you ensured and organized the fundraiser?
How will you handle this school?
Women benefit from the activities of access to credit interview What kind of job do you do?
How many members is made up of your family?
What kind of job do they do?
How did you hear about the project?
What activities have you done? Have you attended a course?
What have you learned was useful to you? Why?
What activities do you undertake?
What do you think it would help you to enlarge your business?
CISS Project
Interviw to Enrico Castelli Konso Cultural Centre Director Framing the context Konso and the main issues
Framing the project, the main issues addressed and the current state.
Detailed description and justification of the changing
What activities were carried out?
Which are not? Why?
Which have been most successful?
Why?
Which have been only partially successful? Why?
How it works and how it is supporting the center?
Interviews with representatives of the Konso Special Woreda What was the relevance of this project compared with the government strategies?
What is the current situation?
What are the actions of other donors in the same field?
Were you aware of the activities of the project?
Have you participated in training courses organized by the project?
What was your overall opinion on the project?
How are the relationships with CISS?
Interviews with managers and staff of the schools (teachers and librarians) How long have you been at this school?
What do you do?
Which project activities you participated in?
This activity is still present in your school?
If so, how does it work? If not, why?
Have you been pleased to participate? If so, why? If not, why?
Do you think it would be useful to organize similar courses in the future?
What is the main problem you encounter in your work?
Interviews with representatives of cooperatives What does the cooperative?

When was it formed?
What role do you have in the cooperative?
How many states is it composed? How many men and how many women?
How is the work divided?
How are the proceeds divided?
What happens to the relationship between the partners?
Have you never been in conflicts? If so how do you solve it?
What do you remember?
How do you judge them?
What are the positive aspects of the cooperative? Why?
And the negatives? Why?
What are the main problems? How would you solve?
Does the cultural center supports you in selling products?
VIS project
Interview with the Salesians of Don Bosco - Local partner Framing the project, the main issues addressed and the current state.
At the present time (February, 2013) how many guests have the center?
How many of them attend professional training courses? (between Bosco Children and
outside schools)
How many go to school? How many go to Mekanissa?
How many children in total from 2009 to date have completed the course?
How many have found work?
How many of those who have finished the course are back on the road?
How many have rented home alone?
How many were reunited with their families?
How many cases of boys who reported psychological trauma?
How many boys are enrolled in VET outside of Bosco Children?
How many educators currently employed?
How many social worker?
Who are they and what the other associations dealing with street children do and how
do they address the gender issue?
Why few girls participated? It has been done something to change this situation?
There was an exchange of best practices with staff of other agencies working in the
field?
How is continued participation in the network of NGOs?
Interview with a representative of BoLSA What was the relevance of this project in relation to national and local policies?
What was the relevance of this project compared with the strategy of combating and
prevention of the phenomenon of street children?
What is the current situation?
How do Ethiopians institutions intervene to try to address and resolve this issue?
How are the relations with the Salesians?
Interview with two BoFED Sub Project Manager of City Council What was the relevance of this project in relation to national and local policies?
How is framed this kind of surgery?
Has the contractor complied with the national legislation envisaged?
Was the project efficient in allocating resources?
How are the relations with the Salesians?
Interview with a representative of the TVET Agency Do you know the professional training courses organized at Bosco Children?
How do they frame into national law?
What is their level?
What has been the impact of the project in the neighborhood? (both at the level of
street children that professional education)
What is the level of ownership of the project?
Interview with the Director of the Juvenile Prison in Addis Ababa Description of the situation of juvenile justice in Ethiopia and the structure that directs.
How did you know about the project Bosco Children?
What are the activities carried out together at the moment?
How do you consider this collaboration?
How do you intend to pursue it in the future?
Interviews with social workers and Don Bosco Centre staff What do you do?
How long have you been in the center?
Have you participated in training courses? If yes, what is your opinion?
What the training courses focused on?
Do they gave their skills more effectively?
Interview with head of JSO -Does the office does it work?

-What do you do?
-It has been done research on the labor market and private sectors?
-It 's been updated?
-How many guys get in contact with the center each year?
-How many of these guys did the internship and how many have found jobs?
-What is the relationship the kids have with this office?
On January 18, we held a conference call with Emanuela Chiang, Ethiopia and Middle East Desk
Officer of the VIS NGOs.
Dr. Chiang explained us the project "For the protection of the right of the child: prevention and
rehabilitation programmes for street children in Addis Ababa " AID: N. 8073, having monitored
and managed as a desk officer. It was made a general overview of the rationale of the intervention,
the context in which the project was created, and the goals that had to achieved.
We requested additional documentation to complement the one sent us by the MFA, and in
particular:
- Progress reports for the three year of the project;
- Research on the phenomenon of street children, which updates the study carried out before the
project;
- Documentation on the EU project which completed the intervention carried through the MAE
project.
Together with Dr. Chiang we followed the various stages of the project and the activities carried out
during the three years, focusing on the two changes approved by the MFA.
The second part of the meeting was dedicated to deepen some specific points of the intervention
The project was presented in 2002 and has been approved by the MFA only 3 years later. In this
time discrepancy the Salesians had already started with their own funds the construction of the
dormitory, as originally planned project activities. For this reason, the VIS has required a non cost
change dedicated to the expansion of the laboratory building already planned and the construction
of a second mechanical workshop. The first year of the project was devoted mainly to the
construction of infrastructure and the training of trainers, while the professional courses and the
specific activities were carried out with the boys, especially during the second and third year.
It is also important to emphasize that the project was part of a larger project, consisting of the
funding from the Ministry of Foreign Affairs and EU funding for activities between them
complementary and aimed at achieving the same goal.
Questions:
- How were the centers involved and What activities are carried out in each of them:
The centers involved are three:
- The center of St. Joseph, for the daytime activities and first contact with the boys;
- The Bosco Children Centre, which is the residential center, and that is central to the
activities of the project (construction of laboratories, training of the team, etc.,). The centre
focuses on the activities of rehabilitation of street children. In the Bosco Children Centre
there is the possibility to accommodate 120 children in total. The number of 350
beneficiaries, present in the LF has to be considered as a total in the three-year project.
- The center of Mekanissa that is both formal education (from primary school to high school
and professional), and center for recreational activities and non-formal education, has in part
benefited from the project activities. The center will focus on activities related to the
prevention of the phenomenon of street children. Daily Mekanissa welcomes about 2000
children and young people.
- How many boys are welcomed into the day care center (daily average or total)
200 children
- Were the total 2160 food bursaries handed over?

The food beursaries were handed over by the VIS during the first year. You have to ask for
further clarification to the local partner (SDB).
- Do the educational courses for street children replace the school (accredited courses) or
they are preliminary to the inclusion of street children in the formal school?
The courses are of both types.
The children welcomed to Bosco Children are inserted into a path of recovery that provides
psychological support and educational guidance and working individual. For all are foreseen
paths for educational placement, then if you want, you can be included in professional courses
that have received recognition by the institutions Ethiopians. In any case, the initiative is aimed
at re-entry into formal schooling.
Same courses are foreseen in Mekanissa.
The stage of integration into the labor market is taken care by the Job Service Office (JSO)
opened in downtown Mekanissa. The JSO has conducted research on the labor market (in his
first two years of life), which was then updated. There is a database of all companies active in
the fields of professional courses offered and a database of the children who attend the courses
in order to create internship opportunities for young people in training.
- Is it possible to see the research done on the street children? Has been made a new
research after the end of the project?
The research was sent to us. The VIS has not kept up with projects related to the phenomenon of
street children, while the local partner has been active in this area. It is therefore necessary to
ask the local partner for any new studies.
Update list of actors to meet and establishing direct contact with VIS Ethiopia.
On January 30, we met Paolo Dieci Director of CISP and site representative for the project
"Reinforcing and promoting of basic education and improving social conditions for children and
young people in marginal areas of Addis Ababa " AID: N. 8244
Paolo Dieci explained us the project having monitored and managed as a desk officer. It was made a
general overview of the rationale of the intervention, the context in which the project was created,
and the goals that had to achieved.
We requested additional documentation to complement that sent us by the MFA, and in particular:
- Socio-economic baseline survey on the conditions of the object of the intervention;
Together with Paolo Dieci we retraced the various phases of the project from its identification,
approval, implementation of the activities during the three years, focusing on changes approved by
the MFA and the causes that led to these variations.
The second part of the meeting was dedicated to deepen some specific points of the intervention.
The project stems from a long and CISP's previous collaboration with the NGO Pro Pride and it
was from both formulated between 2004/2005 joining a context, in which Pro Pride was launched
some time ago with an established strategy, aimed at formal system to recover children who had
been excluded for various reasons (eg, multi-failures that result in expulsion) ..
The period elapsing between the presentation of the project and its approval is a period of great
political instability in Ethiopia, followed government elections of 2005.
Specifically, in Addis Ababa, the situation is that is the opposition who win Zenawi’s government,
who, however, refuses to take the job, to "protest" against alleged electoral fraud made by the
party's new president.
This situation causes a change of almost all public offices, and a consequent change of stakeholders
also involved in the project. In particular, there is an unavailability of sites identified for the
realization of the educational centers. At the same time there is a strong inflationary pressure
resulting in a substantial increase in the prices of raw materials.
It also changed the criteria for the award of public spaces in Addis Ababa.
All these factors are to be considered as the main causes of the changes made to the project than its
original plan.
It should also be noted that the role played by public authorities was also an important factor in the
continuation of activities as well as in the conclusion of the project (not solution found for Arada
school, no place in shopping centre for the self-financing).
How was it possible to guarantee an equal number of final beneficiaries and in some cases
even higher than originally planned, despite the decrease of the centers involved?
This has been achieved both by conducting activities within existing centers (Addis Ketema, Addis
Arada, Melkam Ermjachim) or through double shifts. This has ensured that the beneficiaries could
carry out the planned activities and that the new multi-purpose center was able to accommodate the
estimated number of children and young people.
How the beneficiaries were identified?

A committee composed of representatives of Kebele, the Iddir and Pro Pride assessed the requests
on the basis of two criteria: socio-economic status (children of mothers head of the family, low-
income families, etc) and scholastic condition. There has been a great rigor in the selection of
beneficiaries.
Who manages the multi-purpose center now? Did you apply a fee of Birr 5 for each user of
the center?
By Iddir. Regarding the fee, it must be ascertained.
How the teachers were selected?
Also in this case the teachers were chosen along with the Kebele, orienting towards both retired
teachers to aspiring teachers (not yet in possession of official capacity, but with all the
requirements normally required).
Where were set up the girls clubs?

The 5 girls clubs have been set up at the Kebele.
How did the idea of microcredit came out and how it was handled the activity? Did it give a
good response?
This activity was part of a sector previously managed by Pro Pride.
Some courses to accompany the creation of small businesses were created. At the end of each
course focus groups were organized aimed precisely to assess the usefulness of the course itself and
the knowledge gained.
The expansion of the school Melkam Eriakim, which had to be moved to the school ARADA,
was it made?
Even for this activity it was the problem of not granting authorization by the Community institutions
and it has not been possible to make the relocation of the school.
On January 31, we held a conference call with Margaret Maniscalco, Ethiopia desk officer for the
NGO CISS:
Dr. Maniscalco explained us the project " Social and economic development, promoting and
protecting cultural heritage of Konso Special Woreda” AID No. 8242, having monitored and
managed as a desk officer. It was made a general overview of the rationale of the intervention, the
context in which the project was created, and the goals that had to achieved.
We requested additional documentation to complement that sent us by the MFA, and in particular:
- Additional monitoring reports
- Additional literature
- Feasibility study on the source of Karat
Together with Dr. Maniscalco we followed the various stages of the project and the activities
carried out during the three years, focusing on changes approved by the MFA and the causes that
led to these variations.
The second part of the meeting was dedicated to deepen some specific points of the intervention.
Source of intervention:
the project has been identified as early as 2002, following a feasibility study and an analysis
conducted by Prof. Enrico Castelli, CISS’ anthropologist already present in Ethiopia and in Konso.
A first version of the project was presented to the MFA in 2004, reintroduced in 2005 and approved
in 2006. The first tranche of funding came in 2007. The idea of the Museum for the Konso culture
was born from a share made with the general population and the local authorities. However, the
time between the identification and approval of the project meant that the context was changed: the
French Embassy was already funding a project that Konso Museum, was necessary to modify the
design of the CISS project. Right from the first year we have tried to modify this activity by
replacing the Museum with a Cultural Centre.
The time elapsed between identification and the beginning of the project meant that it was
necessary to recalibrate also other activities provided by the project itself, for which the CISS asked
for a no cost change (for 2nd and 3rd year) that was going to change almost all other activities
(educational component, retention, training).
Among the causes can be identified:
- Changes in local authorities, the Konso has no longer the status of Special Woreda and have
changed many administrative heads
- Changes in society Konso, place extremely dynamic in recent years (from 2011 Konso has been
recognized by UNESCO as a Common Heritage of Humanity)
- With regard to the water component WaterAid had already started a new project, and it has
changed the activity of the CISS
- Difficulty of the CISS to complete the registration process. Often the Ethiopian legislation
concerning NGOs is subject to change for which NGOs must renew their registration with the local
authorities. This procedure is lengthy and cumbersome.
The same goes for projects, which must be registered with the authorities.
Currently how the centre is sustained? And who is managing it?

The center was opened only at the end of the project and with no forecast of possible activities
oriented to financial self-sustainability. MAE project has created a cooperative that runs the center.
At the same time the property of the centre is public, while the space on which it was built belongs
to the partner KDA. Currently the center is funded through a project financed by EU. Note to
emphasize that while the museum is currently closed (open only in the event of external visitors)
Cultural Centre conducts "daily" activities related to the spread of the Konso culture (Eg exhibition
organized in 2012 by the Italian Institute of Culture in Addis Ababa). It must be recorded that it is
working to develop mechanisms for self-financing. The internet has come only a few months ago. It
has been used mostly by local administrators (surcharge).
How many and which cooperatives were formed and remained active?
Five cooperatives were formed and active in the sale of craft products. They were helped in their
early stage of formalization, identification of common goals.
Regarding the cooperative that manages the center see above.
There is also a more general discussion on the subject of cooperatives for cultural services, which
at present are not yet recognized in Ethiopia.
In general it should be noted that being an integrated project, there were no resources and
attention in order to follow in depth each component.
How the project has contributed to the increase in tourism?

Tourism is a strategic component of the project. Between 2002 - 2005, in the process of
identification, tourist numbers were insignificant. Later, however, between 2007 and 2011, the
streams rose, following the opening of a new road to Kenya.. There was therefore the increase of
people who offer themselves as tourist guide in the villages. However, the increase of this type of
tourism in Konso is controversial and has had a negative impact. It increased the number of people
who beg, a phenomenon not previously exist, while there has been no lasting positive effects. The
CISS has therefore identified the need to change strategy, from a tourism promotion tout-court
(especially of a nature and landscape) to promote the visibility of culture and of Konso cultural
actors (traditions, art, sculpture). In support of this strategy a great impact comes from UNESCO
recognition in 2011.
Water component:
The feasibility study has been realized and well received by the authorities. Subsequently, for the
changes that have occurred in the same authority personnel, the study was shelved. Currently the
water sector continues to require degrees of interventions.
Educational component:
Schools are organized in different complexes and the project has contributed to the restructuring of
some of them (although in the meantime the activities continue to take place).
There was an increase in the number of children?

It is not possible to identify a direct relationship between the new buildings and the number of
children. However it should be noted a positive relationship with respect to the component of
gender.
MINISTRY OF FOREIGN AFFAIRS
Directorate General for Development Cooperation office IX
Evaluation section
TERMS OF REFERENCE
EX POST EVALUATION FOR NGO ETHIOPIA
NGOs: CISP
" Reinforcing and promoting of basic education and improving social conditions for children and
young people in marginal areas of Addis Ababa” AID No. 8244"
NGOs: CISS
• " Social and economic development, promoting and protecting cultural heritage of Konso
Special Woreda” AID No. 8242
NGOs: VIS
• " For the protection of the right of the child: prevention and rehabilitation programmes for
street children in Addis Ababa” AID No. 8073
MINISTRY OF FOREIGN AFFAIRS
DIRECTORATE GENERAL FOR DEVELOPMENT COOPERATION
PROJECT TITLE: " Reinforcing and promoting of basic education and improving social
conditions for children and young people in marginal areas of Addis Ababa” AID No. 8244
PLACE: Ethiopia, Addis Ababa
LANGUAGE: Italian and English
Executing Agency: NGO CISP
DURATION: 36 months
BUDGET: EURO 1,082,898.00
DCGS SHARE: EURO 758,028.00
CISP SHARE : EURO 162,435.00
LOCAL NGO "PRO PRIDE" SHARE : EURO 162,435.00
DONOR: Italian Government
PROJECT TITLE: "Social and economic development, promoting and protecting cultural
heritage of Konso Special Woreda” AID No. 8242
PLACE: Ethiopia, Konso region
LANGUAGE: Italian
Executing Agency: CISS - International Cooperation South South
KDA - Konso Development Association
DURATION: 36 months
DGCS SHARE: EURO 731,203.00
NGOs SHARE: EURO 192,200.00
LOCAR PARTNER SHARE: EURO 446,280.00
PROJECT TITLE: “For the protection of the right of the child: prevention and rehabilitation
programmes for street children in Addis Ababa” AID No. 8073
PLACE: Ethiopia
LANGUAGE: Italian and English
Executing Agency: VIS
DURATION: 36 months
DIVIDED IN:
DGCS: EURO 706,007.00
(plus social security and insurance 72.000,00 Euro)
VIS: EURO 302,574.00
Objectives of the project " Reinforcing and promoting of basic education and improving
social conditions for children and young people in marginal areas of Addis Ababa "
The project " Reinforcing and promoting of basic education and improving social conditions for
children and young people in marginal areas of Addis Ababa " has been implemented by the
International Committee for the Development of Peoples, with the participation of a Local Non-
Governmental Organization "Pro Pride ".
The main objective of the project is the cooperation between Italian and Ethiopian Government, in
the context of overall strategies for poverty reduction, in order to improve the living conditions of
children and adolescents in the marginal areas of Addis Ababa, with particular reference to the
administrative units of Kabele 06, 07, 08, 09 and 10, and the Woreda and Woreda 2.
The specific objective of the project, however, is an appreciable increase in the access and quality
of educational services provided, in order to facilitate concrete improvements in the lives of
children and poor families in selected areas through integrated actions aimed at achieving:
- The rehabilitation and equipping of five pre-school education centers, intervening to the
redevelopment of disused and with maintenance, thus becoming suitable to accommodate at least 3
classes of 40 children divided by age (4, 5 and 6 years), also ensuring the equipment of these
facilities;
- The selection and the inclusion of at least 1,600 children between 7 and 14 years in Non-formal
Education Centres during the three years, taking into account the social and economic situation of
households, with a percentage of female users of 40%, to ensure social equity;
- The opening of 5 centers and in-depth teaching of reading, providing for the purchase of books
and materials, as well as the start of a library service;
- The organization of 5 "Girls Club" to prevent acts of domestic violence against women, to raise
awareness of the opportunities of school integration, professional and access to credit, to raise
awareness for the prevention of communicable diseases;
- Training of staff of the Woreda, arranging internships for each year of study directed at least 10
operators;
- The identification of families at risk from the point of view of the abandonment of children,
selecting at least 300 of them to be supported in starting income-generating activities, by including
also some members in vocational training programs oriented to 'learning skills for the development
of handicrafts.
This project was divided into three phases, was launched on 01/07/2007, following two extensions
was completed in 2011.
Objectives of the project " Social and economic development, promoting and protecting
cultural heritage of Konso Special Woreda "
The project " Social and economic development, promoting and protecting cultural heritage of
Konso Special Woreda " is implemented by the NGO CISS.
The project stems from a study of a population Cushitic resident in the African Rift Valley: the
Konso, Ethiopia's population living in an area between the rivers Omo and Sagan, on the border
with Kenya, which UNESCO has proposed to declare World Heritage Conservation Area for the
particular architecture of the villages and the famous tombs.
As in most of Ethiopia, Konso’s economy is based on subsistence agriculture. The territory is one
of the poorest in the country, although not devoid of natural and water resources. The levels of
educational attainment and literacy are among the lowest in the country, and the population
participates marginally to the proceeds of the recent development of tourism.
The intervention was aimed at contributing to the improvement of their social and economic
conditions, in particular relating to the environmental education and healthcare, through the specific
enhancement of natural and cultural resources.
The initiative was given to the entire community of eight Konso villages (14,000 people) and is
divided into the following interventions:
- Interventions in education: update and training for teachers (80 beneficiaries), rehabilitation of
school infrastructure;
- Interventions in the environmental and health: the restructuring of two wells and feasibility study
for the source of Fujuja;
- Interventions for the promotion and enhancement of cultural and environmental heritage: technical
capacity building of cultural heritage management, implementation of awareness campaigns natural
and cultural heritage and the village museum (450 beneficiaries);
- Measures for training and starting work: support for start-up and management of cooperatives in
the tourism sector (60 beneficiaries, with the prevalence of young people and women).
The activities were carried out in collaboration with Government agencies and other organizations,
such as the Ethiopian Ministry of Culture and the Council of the Konso Special Woreda, local
authorities, the Italian Cultural Institute in Addis Ababa, the University of Perugia , the National
Authority Arts and Popular Traditions of Rome, the Documentation Center Drum speaking of
Montone (PG).
The program officially began its activities September 1, 2007, concluding the first year August 30,
2009. The second year began September 1, 2009 following the 4-month extension granted by the
DGDC. A further extension of three months has led to the conclusion of the second year in March
2010.
Objectives of the project " For the protection of the right of the child: prevention and
rehabilitation programmes for street children in Addis Ababa "
The project " For the protection of the right of the child: prevention and rehabilitation programmes
for street children in Addis Ababa " has been implemented by the NGO VIS - International
Volunteer Service for Development and the local partner Salesians of Don Bosco.
The main objective of the project was finalized intervention of recovery and social reintegration of
children and street children, their literacy and vocational training for inclusion into society and the
labor market.
The initiative is to be framed in the strategies of the Ministry of Labour and Social Affairs
(MOLSA) of Ethiopia and has used decades of experience of the Salesians, as the local counterpart,
which has made available its institutes, staff teaching and technical equipment.
In particular, the project was divided into:
- A course of recovery for 350 children and teens, including both the reception day and night for
those without family ties;
- The establishment of a counseling center and the creation of a guide for use by families of
children;
- The creation of a medical center and hygiene;
- The training of 40 social workers;
- The realization of a research on children in the street of Addis Ababa;
- The realization of a laboratory building and the organization of courses of professional training
(carpentry, electrical, masonry, etc ...);
- The establishment of a Bureau of Education-Labour to facilitate and accompany the integration of
young people into the labor market (following the acquisition of vocational training).
The initiative was launched on 1 March 2006 and completed on 28 February 2009. During the
realization it was subjected to two no-cost changes. The percentage of contribution required (70%)
exceed 50% of the total cost of the project commonly recognized by the DGDC to co-finance
projects promoted by NGOs. However, it is found suitable in consideration of the interest that the
industry and the country play in the Italian Cooperation.
Scope of the evaluation
Scope of the evaluation is as follows:
- To report to the various external stakeholders (Parliament and public opinion) on the activities
carried out through a cognitive outcomes achieved;
- Sharing experiences acquired in order to be able to address future funding in the sector in
Ethiopia.
The purpose of evaluation

The evaluation should
• express an opinion on the relevance of the objectives and their level of achievement;
• express an opinion on efficiency, effectiveness, impact and sustainability of the project;
• examining the project in its entirety, to identify good practices and lessons learned in order to use
them as a knowledge base for developing future packages of technical assistance;
• analyze the strategies and how to implement, how to provide recommendations to be integrated
into the program of decentralization of culture and education and training in the Federal Democratic
Republic of Ethiopia, with particular reference to marginal areas of Addis Ababa, as well as give
direction to enter into the program of education and in the promotion and enhancement of cultural
heritage, adding to them the plan for the tourism sector for the region of Konso, and finally provide
recommendations be incorporated into the recovery, training and the world of work street children
in Addis Ababa;
• take into account the factors of sustainability and the impact that the implementation of this
program will have on the educational and cultural conditions of the country;
• estimate the results and effectiveness of the pilot programs at the district level, their questionable,
as well as the actual ability of management by local authorities.
In particular, the following specific objectives are set out for each of the three initiatives:
For the CISP project:
- Evaluate the effectiveness and impact of the technical assistance and training provided and
of the tools used for this purpose;
- Assess the functioning of preschool education centres, non-formal education centres and
extra-curricular support services;
For the project CISS:

- Evaluate the participation in the training programme and the placement into employment of
young people and women;
- Assess the level of acquisition of technical skills for managing cultural heritage;
For the VIS project:

- Evaluate the effectiveness of the prevention interventions;
- Evaluate the functioning of the vocational training courses and assess the degree of
inclusion of the trainees in the job market;
Analytical framework suggested
The evaluation team may include other aspects in line with the purpose of the evaluation.
The evaluation criteria are based on the following aspects:
• Relevance: The evaluator should verify the degree to which the projects take into account the
context and the administrative problems of the country. The evaluation will review the extent to
which the objectives of the projects are consistent with the requirements and needs of the
beneficiaries. The evaluation will estimate if the approach is strategic, and the extent to which
resources have been used for the implementation of projects. In assessing the importance of this
initiative must take into account: i) the extent to which the objectives of the initiative are valid, ii)
the extent to which the objectives of the initiatives are consistent, iii) the perception of the utility of
the initiative by the recipient .
• Validity of the design of the project: The evaluation will review the extent to which the design of
the projects was logical and consistent.
• Efficiency: Analysis of optimizing the use of resources to achieve the results of the projects. In
assessing the efficiency will be useful to consider: i) if the results have been achieved with the
expected costs, ii) if the results have been achieved in the allotted time, iii) If the alternative used
was the most efficient (lower costs or lower times) than the other. The assessment will tell you how
the resources and inputs been converted into results.
• Effectiveness: The evaluation will measure the degree and extent of achievement of the objectives
of the programs. In evaluating the effectiveness of the projects will be useful: i) to consider whether
the objectives, general and specific projects have been identified and quantified, ii) to verify
whether the design features are consistent with the overall goals and specific objectives, iii)
examine to what extent the general objectives have been achieved, iv) analyze the main factors
which influenced the achievement of objectives.
• Impact: The evaluation will measure the direct and indirect effects caused by projects in the
context of reference. In assessing the impact you will have to take into account what real changes,
the initiative has resulted in the community. The evaluation will estimate the strategic orientation of
the projects in relation to their contribution.
• Sustainability: We will evaluate the ability of projects to produce and reproduce benefits over
time. In assessing the sustainability of the projects will be useful: i) to consider the extent to which
project benefits continue even after it has ceased the help of DGCS ii) verify the main factors that
influenced the achievement or non-achievement of sustainability of projects.
Outputs
The outputs of the evaluation will be:
• A final report in English and Italian with the results and recommendations to address the above-
mentioned key criteria of evaluation.
• Two pages of summary of the Project Evaluation Report in English and Italian.
Methodology
The activity of ex-post evaluation must determine that the estimated impact have actually occurred
and to identify the causes of deviations. The evaluation will be carried out through the 'analysis of
various information sources and surveys of data resulting from the monitoring activities of the
different sectors such as culture, education and training. The methodological principles will be
indicated by the evaluator.
Governance arrangements, work plan and time frame
1. Desk Analysis Review of project documentation. 10 working days
2. Field Visit The evaluation team visited the sites of 15 working days
projects, interview stakeholders,
beneficiaries and collects additional
information.
3. Evaluation Report Draft evaluation report 10 working days
4. Stakeholder comments The first draft of the evaluation report is 7 working days
and feedback circulated to stakeholders for comments
and feedback. These are consolidated and
sent to the evaluation team.
5. Workshop Workshop on presentation of the draft 4 working days
evaluation report with the involvement of
interested parties within the DGCS
6. Evaluation Report final The evaluation team finalizes the 4 working days
evaluation report incorporating the
version
comments.
It is expected that the evaluator will lead consultations and meetings with representatives of the
following institutions:
For the project promoted by the CISP:

- Ministry of Education
- Ministry of Labour
- Ministry of Social Affairs
- Federal Level
- Region City Council in Addis Ababa
- Districts Woredas
- Kebeles
- International Committee for the Development of Peoples: CISP
- Non-Governmental Organization "Pro Pride"
For the project implemented by the CISS:

- Ethiopian Ministry of Culture
- Council of the Konso Special Woreda
- Local authorities Ethiopians
- Italian Cultural Institute in Addis Ababa
- University of Perugia
- National Arts and Popular Traditions of Rome
- Documentation Center of Talking Drum Montone (PG)
- Teachers who have been trained
- The employees of the sectors concerned
- End users of cultural services, education, training and beneficiaries of the infrastructure built and /
or renovated
For the project promoted by Vis:

- The Bureau of Labour and Social Affairs in Addis Ababa
- The Salesians of Don Bosco in Addis Ababa
- Children who were involved in the recovery path
- Children and families in the community affected by the program
- The boys beneficiaries of vocational training and work placement
- Social workers trained in the issues of street children
- The employees of the sectors concerned
Profile of the evaluator

- Excellent knowledge of evaluation sector in the projects for development cooperation
- Master's degree
- Experience in interviews, documented research, editing and writing reports
- Excellent analytical skills and synthesis
- Excellent communication skills and writing
- Excellent command of the English language
SUGGESTED FORMAT FOR THE EVALUATION REPORT
The file on the first page will be provided by the

Cover Office IX of DGCS
1. Executive Summary General framework that highlights the strengths and
weaknesses of the project. Max 4 pages, focusing on
lessons learned and recommendations
2. Project Background - Contry Situation
- Brief description of the need for the project
intended to meet
- Analysis of the logical framework
- State of realization of assets and the estimated
time of completion of the project
3. Purpose - Type of evaluation.
- Description of the purpose of the evaluation.
4. Theoretical and methodological framework - Evaluation purpose
- Evaluation criteria
- The methodological approach and the principles
adopted
- Sources of data: interviews, focus groups, site
visits
- The methodological difficulties encountered
5. Implementation analysis Check the main stages of the project.
6. Results presentation
7. Conclusions Conclude the evaluation result from making findings
and the main communications.
8. Raccomandation The recommendations should be aimed at improving
future plans and strategies of DGCS.
9. Lesson learned Observations, insights and reflections generated by
the assessment, not exclusively related to the scope of
the project, but originated from the findings and
recommendations.
10. Annexes Must include the TORs, the list of persons contacted
and any other information / documentation relevant.

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Office IX

NGO Projects in Ethiopia

BoFED Bureau of Finance and Economic Development

Table 1 - Initiatives under evaluation

• Assess the relevance of the objectives and their level of achievement;

For the VIS project:

2.1 Evaluation phases

The assessment was divided into the following phases:

3. Quantitative and qualitative analysis phase of the information collected;

2.2 Guidance questions

Criterion 2: Quality of the project design

“REINFORCING AND PROMOTING OF BASIC EDUCATION AND IMPROVING

AID: No. 8244

Donor Italian Government

PAID BY CISP: EURO 162,435.00

Local counterpart Pro-Pride

A. Infrastructure component: refurbishment and equipping of five preschool education

a.2.2 Summary of the mission

a.2.3 Analysis of the project implementation

The initiative underwent five no-cost changes:

a.3 Summary of results achieved

Photo 1 - Teaching room of the multi-purpose centre

Result 5 - increased skills of representatives of local institutions in managing and

ITEMS OF EXPENDITURE Expected Cost Actual Cost

Period of 2007-2008 2008-2009 2009-2010 2010-2011 Expected Actual

Preschool 166 145 138 128 600 577

Access 102 165 145 236 1600 648

Tutorial 912 626 632 0 670 2170

Period of reference 2011/2012 2012/2013

Preschool + Access 141 157

a.6.2 For the CISP

“SOCIAL AND ECONOMIC DEVELOPMENT, PROMOTING AND PROTECTING

Donor Italian Government

PAID BY CISS: EURO 192,200.00

Local counterpart LOCAL NGO “Konso Development Association” (KDA)

b.2.1 Brief summary of the project

b. 2.2 Summary of the mission

The following facilities were visited:

b.2.3 Analysis of the project implementation

The initiative was subject to two extensions:

“Cultural Promotion” support component:

b.3 Summary of results achieved

Result 1 - Enhancing the role of basic education as an element of social development.

Result 3 - Promotion and enhancement of cultural and environmental heritage

Result 4 - Training and job placement

Table 5 - Comparison between activities planned and actually achieved

Activities Planned Activities Achieved

5- A promotional campaign carried out in order to promote the

3- A cooperative for the activities related to the management of

4- A women’s cooperative established and supported that deals

5- A cooperative established and supported that deals with the

b.4 Analysis of evaluation criteria

b.4.2 Quality of the Logical Framework design

ITEMS OF EXPENDITURE Expected Cost Actual Cost

b.6.2 For the CISS

Donor Italian Government

PAID BY THE VIS: EURO 302,574.00

Project Results Programme Activities Activities Funded by the MAE

c.2.2 Summary of the mission

c.2.3 Analysis of MAE project implementation

The initiative underwent two no-cost changes:

c.3 Summary of results achieved

c.4.2 Quality of the Logical Framework design