Youth unemployment and underemployment is a major development challenge around the world and particularly in Kenya which has one of the highest rates of youth unemployment globally. This case explores the CLA approach of Kenya Youth Employment and Skills Program (K-YES), a five-year program funded by USAID that enhances employment opportunities for unemployed and underemployed Kenyan youth (aged 18-35) who have not completed secondary education.
The case presented here demonstrates how allocation of time and resources at the outset of the activity to better understand the context, and continued reflection and evaluation with multiple stakeholders throughout the activity cycle, underscores and informs effective collaboration and intervention designs to strengthen a self-managed system of essential service delivery.
Within the past few years RTI has focused internally on intentionally growing our efforts to share and learn from each other across the organization, using a CLA approach to guide us.
This case reflects on how the partnership generated lessons and evidence on what’s happening and what’s working in a collaborative learning space to provide impetus for collaboration, learning and adapting.
Sabal utilized the CLA approaches of "M&E for Learning," "Pause and Reflect," and "Adaptive Management" to identify sustainability strategies, assess the level of self-reliance among community groups, tailor interventions based on the data, and gain consensus and buy-in among internal staff, consortium partners, and the local government.
USAID operates in a politically, economically and socially complex environment in South Sudan.
This form details how USAID/AFR and IBTCI managed the EPII MEL Activity actively using CLA techniques to: (a) implement a two-phase evaluation where the first informed the second; (b) increase its focus on knowledge management & learning (KML) activities; (c) and capture its impact on self-reliance.
USAID/Bangladesh signed a cooperative agreement, called Strengthening Political Landscape (SPL), with Democracy international (DI) with $10 Million in funding from the Department for International Development (DFID). The activity is a flagship five-year collaborative activity to promote tolerance in politics and mitigate conflict. USAID chose to build the CLA methodology into the design because of the fluid and complex political environment in Bangladesh and recognizing the need to adapt and adjust the interventions within the life of the activity.
To be able to grasp women’s status and gender issues in the country, USAID/Lebanon needed to have gender-specific data in hand.
Lecture Pour Tous (LPT) is a technical assistance program funded by the United States Agency for International Development (USAID)/Senegal and implemented by Chemonics International.