I Intervention name
Youth Empowerment Program in Nigeria
II Region & Country
III Scope and Type of the Intervention
A – What services are provided by this Intervention?
1. Skills Training Services
1.1. Services provided in a non-formal context
- Workplace training (e.g. internships, on-the-job training schemes)
- Non-formal apprenticeship schemes
- Life/ soft skills training (in classroom and at the workplace)
1.2. Services provided in a formal context
- Cooperative technical and vocational education and training (enterprise and other training provider, e.g. school)
1.3. Other services and incentives for skills training
- Access to certification / accreditation
2. Entrepreneurship Promotion
- Entrepreneurship training
3. Employment Services and other Cross-cutting Services
- Search assistance and access to labor market information
- Job placement
4. Services in the context of subsidized employment
5. Reforms of Labour Market Regulations and (anti-discrimination) Legislation
B – Based on the services you identified above, what would you say are the main categories of the Intervention?
Main categories of the Intervention
- Skills training
- Entrepreneurship promotion
- Employment services
Secondary categories of the Intervention
- Employment services
IV Description of the Intervention
A – Nature/Objective of the Intervention
The Youth Empowerment Program (YEP) is a two-year partnership led by the International Youth Foundation (IYF) and Microsoft to improve the employability of disadvantaged African youth in Nigeria between ages 16 to 35. The program, with support from Microsoft,worked with LEAP Africa and local partners to provide demand-driven training in information and communications technology (ICT), life skills, entrepreneurship and employment services.
B – Labor market barriers/failures to be addressed by the Intervention
- Inadequate technical skills
- Inadequate soft/life skills
- Job matching problems
- Lack of labor market information
C – Description of the Intervention
In Nigeria, the program aimed to improve the employability prospects of 2,500 young people throughout the country over a two-year period. The program, in collaboration with its partner recruitment agencies, aimed to place 70% of the participants in jobs, internships, self-employment, or community service. The program also sought to encourage participants to pursue continuing education and training. In addition, it was expected that the program would reach approximately 7,500 indirect beneficiaries within the country.
The program in Nigeria targets youth aged between 16 and 35 years, with a minimum of a secondary school degree. The program mainly trains youth in life and employability skills (40 hours of training in five days). The youth in Kano State and Bauchi State in Northern Nigeria also benefited from ICT training (64 hours in three months). The curricula for both the life skills and ICT courses were developed on the basis of market needs, leveraging the experience of the executing agency and the local implementing partners in the States where ICT training is delivered. Over a two-year period, the program aimed to:
•Train at least 2,500 young people (direct beneficiaries) in Lagos, Kano, Calabar, Uyo and Bauchi States in life and employability skills. The program also aimed to enroll approximately 1,600 of the 2,500 direct beneficiaries in training programs in the Lagos area, 300 in Calabar, and 600 in Kano;
•Place 70% in jobs, internships, self-employment, or community service6; and •Reach approximately 7,500 indirect beneficiaries in the country.
V Status of the Intervention
Year when the Intervention started
Year when the Intervention finished
B – Average duration of the Intervention per cohort / round / batch
A – Age group targeted by the Intervention
B – Age bracket of beneficiaries
C – Total number of beneficiaries of the Intervention
D – Average number of beneficiaries per round or batch
E – Primary location of the Intervention
F – Gender considerations
G – Disability considerations
H – Ethnic considerations
I – Targeting of the Intervention towards low income individuals
J – Targeting of the Intervention towards individuals with low education or out of school
K – Targeting of the Intervention towards individuals at risk
A – Implementing agency, name/s
A 1. Implementing agency Type/s:
- Government agency (e.g. Ministry, Employment Office, Presidency, etc)
- Non-governmental organization (including civil society organization) or Non-profit organization (including charitable organizations)
B – Main source/s of financing of the Intervention
- Individual donor (Foundations, Companies)
IX Evaluation information
A – Type of evaluation available on the Intervention
B – Period covered by this evaluation
C – Results of the evaluation in terms of process
The summary of the report describes the program participants and presents the results of the sample follow-up cohort of 69 participants that were interviewed during the evaluation, six months after program completion. In this regard, a questionnaire was developed so as to gather the opinions and suggestions of participants and employers of participants in the sample follow-up cohort. A focus group was also organized with some participants in order to gather their views on the program and on their overall environment. The analysis also leverages the baseline and exit surveys completed by participants before and after the training.
By January 2010, the program had trained 2,487 participants. The average age group of participants is between 25 and 30 years old, with 68.65% of the participants having completed some college / university level education. The evaluation revealed the following findings:
•The evaluation of the 69 participants in the sample follow-up cohort revealed a placement rate of 26.09%7. Participants who were placed after the training stated that they were either involved in an internship (5.56%), worked in a job (44.44%) or independently (44.44%), or performed community service (5.56%), or in many cases, a combination of these activities. Another 28.98% of respondents or 20 respondents only continued with their studies after the training. A total of 22 respondents continued their studies after the training, including two respondents who worked at the same time. All together, 55.07% of the respondents were employed, self-employed, participated in an internship or community service, or continued their studies after the training.
• These findings may be partially due to the few employment opportunities in Bauchi, in a context where several potential employers contacted by the Community Resource Center (CRC), LEAP Africa’s local partner in Bauchi, are considering reducing their staffing levels. The job market and resulting placement rates in Lagos and other States where the program was implemented may be different, however, evaluation resources did not permit follow-up interviews with participants from cohorts in those areas.
• The evaluation revealed that six participants in the sample follow-up cohort voluntarily shared their experiences on the YEP program with other members of their communities. The evaluators opted not to count these activities in the placement rate as they were not supervised nor structured. Only one respondent was engaged in a structured volunteering activity as a volunteer trainer at a polytechnic, which was included in the placement rate.
• During the focus groups discussions, some participants also expressed their wish to receive training in entrepreneurship to promote and encourage business creation. Entrepreneurship training could potentially contribute to increased participant activity after the training. • The participants had a very positive appreciation of the quality of the training. This explains the fact that 94.2% of the program participants would recommend the program to other young people. They appreciated the clarity of the training and the comprehensiveness of the workshops. However, the local implementing partner considered the training modules to be too short, and would gain from being extended in terms of time so as to result in stronger outcomes.
• Participants perceived an impact on their competencies and life skills, which were strengthened. They indicated that the training provided them with the necessary tools and skills to better face the employment market. The analysis of the respondents’ self-assessments at baseline and at the time of the evaluation shows that there is statistical significance (p is below or equals 0.05 or a 5% margin of error) in the positive evolution of the ability to communicate with others and the ability to manage conflicts. Regarding the ability to communicate with others, for most of the respondents, it was the first time that they were in the same course as respondents from the opposite gender. Further, although there is no statistical significance in the evolution of the other skills and abilities, during the evaluation some participants stated they were more responsible than before. This is because some respondents started to share their experience from the program with other members of their communities, and are now referred to as role models. This developed their sense of responsibility.
• The impact is all the more important since 91.3% indicated that their perception of their future and that of their family was better from before the training to after the training.
• Young women may benefit from more life skills training in self-confidence, ability to communicate with others, ability to manage conflicts and ability to take initiative. The evaluation showed that the male participants rated themselves higher in those skills as compared to women.
• An important outcome of the program, although anecdotal, is the participants’ very strong sense of community and of nation, which was developed through the program. The feedback was often related to how youth intend to contribute to the development of Nigeria, and to turning the image of the country around. Several of the participants developed a strong sense of community, and used the training materials to teach their families and communities about life skills.
• The analysis shows that the ICT training had a strong impact on participants’ perceptions of their future prospects. Over 78% of the respondents in the sample follow-up cohort confirmed that the ICT training had improved their employment prospects. They indicated that this was because ICT skills are important selection criteria in the job market.
• The evaluators also noted an increase in the use of computers. Out of the 69 respondents in the follow-up cohort, 21 provided baseline information on how often they use computers. Out of the 21 respondents, the number of those who used computers about two or three times a week went from three respondents before the training to ten respondents after the training. The number of those who never used a computer went from 11 before the training to none after the training.
• Concerning the implementation of the program, interviews with the focus group, employers and stakeholders revealed a lack of sufficient information on the program and all the services it offers. Suggestions were made to better market the program in order to increase the visibility of its offerings.
D – Evaluation design
E – Does the evaluation have a baseline survey?
E – Baseline survey sample size
F – As of today, does the evaluation have a follow-up survey?
G – Period between the end of the intervention AND the follow-up survey
H – Outcome indicators: