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Technology and Youth Livelihood Strategies: An Impact Study of the Entrepreneurship and

The research team would like to acknowledge the contributions of the following people, without whose support this study could not have been completed:

The current and former G.E.P. students for valuable information they gave.

G.E.P. staff - the East Africa GEP Regional Coordinator, Tammy Palmer, the EETP instructor Robert Waweru, the office assistant Dorcas Wandoe, and the two GEP interns Martha and Mwamburi for their support and commitment during the study.

James Mwapagha, the research assistant who was committed to the study.

All the respondents who agreed to be interviewed during the study.

Last but not least, the officials at Taita Taveta District headquarters who not only gave valuable information but also provided the research team with documents for review purposes.

 

ASAL Arid and Semi Arid Lands

DDO District Development Officer

EETP Entrepreneurship and Employment Training Program

FGD Focus Group Discussion

GDP Gross Domestic Product

GEP Global Education Partnership

GNP Gross National Product

GOK Government of Kenya

ICDL International Computer Driving License

ICT Information and Communication Technology

KSHS. Kenya Shillings

NGO Non-Governmental Organization

SACCO Savings and Credit Cooperative

VCF Venture Capital Fund

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1.0 Introduction and Background Information

 

The move towards globalization is progressing rapidly, thanks to developments in information technology. Societies are adjusting, some more adeptly than others, to technological advancements that directly impact economic and lifestyle choices. In Kenya, where technological "diffusion" has been relatively low, workers still confront new workplace demands that require computer literacy, now a prerequisite for employment in the private sector and increasingly within government as well.

In most cases, employers have borne the cost of training staff, largely in the form of in-house courses. Individuals not trained by employers enroll in private computer colleges. Yet, no matter how they are trained Kenyan professionals realize the importance of information technology and have seriously pursued it.

Following global trends, Kenya has introduced computer education and training in schools, with private institutions and academies at the forefront of this movement. Invariably, the clientele of these schools are urban based and can be classified as middle and upper income earners. Computer training in these private schools is offered either as an elective, for which parents pay additional money, or a compulsory subject in which all pupils must enroll. Unfortunately, such training is available to only a few pupils, though the Government of Kenya (GOK) is attempting to broaden computer access.

In 2004, for example, Kenya allocated Kshs. 450 million (US$5,625,000) towards the computerization of schools. Yet, because of large differences in electrification between urban centers and rural homesteads (only 15% of Kenyan households have electricity – mostly in urban areas), the impact of these funds will be limited in scope. Given this fact, the average Kenyan child does not have a real opportunity to become computer literate, unless he or she is able to complete secondary education and migrate to urban centers. Yet, the most financially rewarding jobs require such literacy. It is against such a background that G.E.P. initiated the Entrepreneurship and Employment Training Program in Kenya’s Taita Taveta District. This course is designed to provide work readiness skills, such as computer training and communication skills, to youth seeking formal sector jobs and entrepreneurship skills for those youth not inclined towards waged employment.

Global Education Partnership (G.E.P.) is a 501(c) (3) non-profit, U.S.A. organization with divisions in Indonesia, Kenya, Guatemala, Tanzania, and the San Francisco Bay Area. G.E.P.’s headquarters are located in Washington, D.C. and the organization was established in 1994. The mission of G.E.P. is "to provide access to educational resources that increase the capacity of young people to become employable and self-reliant in today’s global marketplace." G.E.P. accomplishes its mission by providing entrepreneurship and employment training to youth along with material and capacity-building support to schools.

The organization was co-founded by Tony Silard, an American Peace Corps Volunteer and Percy Hintzen, University of California-Berkeley, Chairperson, African-American Studies Department. While volunteering in Wundanyi, Kenya, Silard began to formulate the G.E.P. model. Since its introduction, G.E.P. Kenya has become a well-established, rural-based institution that focuses on unlocking the economic and leadership potential of youth. To date, over 950 youth have successfully completed the Entrepreneurship and Employment Training Program (EETP) in the Kenya division. Fifty-eight (58) percent (%) of G.E.P.’s clients have been female and forty-two (42) percent (%) male.

The EETP is based on an experiential model that offers instruction for 12 weeks to an average of 20-25 low-income youth per course. The EETP teaches:

Entrepreneurial skills (understanding and preparing business plans, income statements, balance sheets, costing goods, product differentiation, customer service),

 

Computer skills (mastering MS Windows based computer packages [i.e. Word, Excel, Access, PageMaker, etc…] to prepare financial spreadsheets, write business plans, and resumes, and sending e-mails and accessing the Internet;

 

Work readiness skills (developing a resume, job shadowing, and mock interviews),

 

Skills for global awareness and cultural understanding (researching economic, political and cultural information using the Web; communicating via e-mail).

 

In Kenya, classes are now taught in G.E.P.’s facility in Wundanyi, which has its own computer lab with a total of twenty (20) workstations. G.E.P.’s EETP coordinator and instructors conduct courses.

For a complete breakdown of the organization’s structure, please see the flowchart below.

The purpose of this study is to specifically evaluate the impact of the Entrepreneurship and Employment Training Program (EETP) on youth livelihood strategies in Taita Taveta District. The study centers on two groups: waged and non-waged beneficiaries of the EETP program. The segregation of these two groups allowed researchers to examine how ICT skills are applied, valued and demanded within the formal and non-formal economic sectors. The term ‘non-formal sector’ is applied here to mean those beneficiaries whose primary income is derived from self-employment. Because most of these self-employed actors are loosely, if at all, regulated by government institutions designed to oversee private sector enterprises, they have been classified as non-formal. Researchers conducting this study, however, acknowledge, that self-employment is not synonymous with ‘informal’ trading and business operation. Yet, within the G.E.P. context, the overlap between the two is unmistakeable as most beneficiaries belong to both categories. Finally, this study is also an attempt to fill, at least partially, what G.E.P. sees as an information gap concerning the use of ICT skills in the informal sector particularly in rural communities.

To determine the impact of ICT training on youth livelihood strategies, this study is guided by the following research questions:

Do ICT skills among non-waged workers in the informal economy increase the likelihood of success for small-scale entrepreneurs? Illustrative indicators of success include commercial viability of enterprises (profits vs. losses), number of years that the enterprise has been in operation, and/or income derived from the enterprise. Here, the impact of ICT and entrepreneurial training among non-waged workers (entrepreneurs) with ICT and entrepreneurial training was compared with non-waged workers having no training (i.e. control group).

 

Do ICT skills enhance performance for non-waged and waged workers alike? Recognizing that non-wage and waged workers will apply their ICT skills differently in response to the unique demands of jobs, what can we say about the benefits (or lack of benefits) that accrue to them in using ICT skills? In answering this question comparison was made on the impact of ICT skills on waged and non-waged beneficiaries of EETP.

 

What is the relationship between ICT skills accumulation among youth in rural

demand and absorb workers with ICT skills?

The Entrepreneurship and Employment Training Program is a capacity building program for youth that was introduced in May 1998. It is an experiential model that targets beneficiaries between the ages of 15 and 25. The course runs for a period of 12 weeks to an average of 20 youth per session. Logistically, courses are taught in two shifts, in the morning from 9.00 am to 12.00 p.m. and in the afternoon from 1.30 p.m. to 3.30 p.m.

The EETP course is comprised of the following components:

i Entrepreneurial skills (understanding and preparing business plans, income statements, and balance sheets),

 

ii Work readiness skills (developing a resume, job shadowing, and mock interviews),

iii Computer skills (sending e-mails and accessing the Internet; using MS Word and Excel to write office memos, business plans, cover letters, and resumes), and

 

iv Skills for global awareness and cultural understanding (researching

economic, political and cultural information using the Web;

Communicating via e- mail exchange with partner students in Guatemala,

Indonesia, San Francisco Bay Area, and Tanzania).

Computer lessons were first introduced as a part of the employment (work readiness) component. Students, however, perceived these lessons differently from the beginning. For them the course, particularly the ICT component, was a training ground for acquiring technological skills. Thus, they placed far more emphasis on computer skill assimilation than was originally intended by course designers. However, responding to student demand, program coordinators have periodically expanded the course to include additional computer applications. In an unintended, though positive, spillover effect, the EETP now acts as an important intermediary for computer training in this largely rural area.

In terms of entrepreneurship, the program dedicates approximately 5 weeks (i.e. 42% of course time) to business development training. Graduates who demonstrate mastery of the business development curriculum and proficiency in applying business concepts have been eligible to receive what G.E.P. terms "venture capital funds" (VCF). These funds, which can be classified as grants, act as start-up capital for young entrepreneurs. Since its inception in Kenya, G.E.P. has awarded 113 of these grants.

The intended target group of the EETP is economically disadvantaged youth who possess a primary education but who lacked secondary schooling. The actual student profile does not perfectly match the characteristics of the target group. This is largely because the EETP is based on a self-selection principle (i.e. interested beneficiaries register for the program rather than being directly targeted by G.E.P. employees). Provided that beneficiaries meet the age criteria and commit themselves to completing the course, they receive training. As a result, current EETP students have evolved to include high school graduates who oftentimes proceed onto further studies, set up their own businesses, or seek employment after leaving the program. Because of its evolution, the EETP does not exclusively serve the most disadvantaged youth, since students from different socio-economic backgrounds are eligible to receive training.

The EETP has been in existence in Taita Taveta District for the past six years. Initially, G.E.P. staff visited primary and secondary schools in the district to advertise the program and encourage students to join. At that time, the EETP program had an after school shift attended mostly by upper primary school pupils. Program beneficiaries "spread the word" about the EETP and GEP staff responded by expanding the course time and hours of operation. To date, the course continues to be advertised through minimal publicity, like posters and word of mouth, and is sufficiently popular to generate a waiting list after each enrollment period. Part of reason for the program’s high demand is that students do not pay fees for training but instead contribute a "commitment fee" of Kshs. 1000 ($12.5). This fee is intended to ensure that students will complete the training once they begin.

In 2003, G.E.P. Kenya introduced a savings and credit cooperative program (SACCO) in Wundanyi. The program is intended to provide business capital for youth who are unable to access credit from traditional financial institutions or intermediaries in Taita Taveta. Under the SACCO, youth essentially form groups with guidance from EETP coordinators who have received training in implementing the SACCO model. These groups then establish for themselves the conditions under which they save and lend. The majority of SACCO members are EETP graduates, though membership is open to any youth in the area. After saving a predetermined amount of money stipulated by the group, each youth can borrow funds to establish a business or expand an existing enterprise. Currently, the SACCO has a membership of eleven (11) individuals, four (4) females and seven (7) males. Please see Appendix II for additional information on the SACCO.

2.0 Contextual Background

2.1 Taita Taveta District Profile

Taita Taveta District is one of seven in the Coast province and is situated to the South West. It borders the Tana River, Kitui and Makueni districts to the North, Kwale and Kilifi districts to the East, Kajiado district to the North West, and the Republic of Tanzania to the South and South West.

The district covers an area of 17,128.3 Km² and is divided into six divisions, namely Voi, Mwatate, Wundanyi, Tausa, Taveta and Mwabirwa

There are three local authorities in the district. These are the Voi Municipal Council, Taveta Town Council, and Taita Taveta County Council.

The altitude of the district varies between 481m above sea level in the lowlands to 2,200m above sea level in the highlands, producing two distinct climatic characteristics. The average temperature in the district is 23º C.

The district is divided into three major topographical zones. These are the upper zone, lower zone, and volcanic foothills. The upper zone is suitable for horticultural farming. Precious gem stones are found and mined in the lower plain while the volcanic foothills covering the Taveta Division produces underground springs that emanate from Taita hills.

The major rivers in the district are the Tsavo, Voi, and Lumi and two lakes - Jipe and Challa - can be found in Taita Taveta division. The district is generally dry, except for high catchment areas in the hills, and experiences two rainy seasons. The long rains occur between the months of March and May and the short rains between November and December. Rainfall distribution is uneven in the district, with the highlands receiving more rainfall than the lowlands areas. This, coupled with the cooler temperatures, makes the highlands more productive in terms of farming of horticultural crops, maize and beans. The lowland areas, which are mainly arid and semi arid lands (ASAL), are only suitable for planting of crops with short gestation periods like sorghum, millet, and some maize varieties. Tsavo East and Tsavo West National Parks, home to various types of wild animals, occupy a large portion of the lowlands. The presence of these national parks has improved the welfare of the people who live nearby, particularly those engaged in tourism activities.

2.1.2 Settlement Patterns in the District

According to the Population and Housing Census (1999), the district had a total population of 246,671 people. In terms of density, the most densely populated division is Mwabirwa followed by Taveta and Wundanyi. The population distribution across the six divisions is shown in Table 2.2

Pockets of poverty are scattered across the district. However, the poorest are in Tausa (marginal farming areas), Taveta (squatters in sisal estates), Voi (semi-urban, squatters) and Mwatate (landless and marginal farming areas).

In absolute figures, the population has been increasing steadily from 110,742 in 1969 to 246,671 in 1999. According to the 2003 District Fact Sheet, the total population now stands at 264,449. Out of this population, 67,412 (26%) are youth between the ages of 15 to 25. Looking specifically at the labor force, 142,269 individuals were of working age (15-64) in 1999 and this figure is expected to rise to 159,349 by 2008, with women entering the labor force at a greater rate than men.

The most populous divisions are Mwatate, Wundanyi, Voi, and Taveta. This can be attributed to the high agricultural potential in the areas, especially Wundanyi and Taveta Divisions. Tausa and Mwabirwa, the least populated divisions, are in the lowlands and experience inadequate rainfall.

Population increases present several challenges for the district in terms of economic activity. One, due to a static industrial base, unemployment will continue to increase with the population growth rate, especially as agriculture recedes in economic importance. Two, in a district where the absolute poverty rate is already 66 percent (ten percentage points above the national average), more people will be forced below the poverty line. Three, given that women are entering the labor force at a faster rate than men, job creation will need to include more opportunities for women. Finally, the population increase will exert additional pressures on agricultural land. This is important because agriculture has been the economic backbone of the district. It is anticipated that with the population increase the average farm size is likely to decrease from the current 0.4 hectares to even smaller farming units that cannot sustain a household.

Examining both the primary and secondary age group in the chart above, it is noticeable that secondary school enrollment rates are lower than primary school rates. This statistic underscores the fact that more than half of those enrolled in primary schools do not proceed to secondary schools. The majority of these students do not get jobs due to their limited level of education and also limited job opportunities in the district. As a result, the youth dependency in the district is very high.

2.1.3 Youth Groups in Taita Taveta District

The district has more than 3,500 youth groups. Eight hundred (800) are legally registered but only about 200 are active. The general aim of these groups is to attract funding for such activities as agriculture projects, mining, sports, drama and entertainment. However, when funding delays occur, most of them become defunct.

The biggest challenge facing youth groups is sustainability. When officials of the group leave, either because of training or relocation to other towns, most groups disintegrate due to weak internal structures. Ten (10) is the minimum number of individuals required for a youth group to be registered under the Ministry of Culture and Social Services.

The Department of Social Services plays an advisory role for youth groups and supports youth activities. In the 2003 budget, Kshs. 400,000 (US$5,000) was allocated for youth groups in Taita-Taveta District.

3.0 Study methodology

 

The focus of this study is the beneficiaries of the EETP, all of whom received computer and entrepreneurial training. These beneficiaries are spread throughout Taita Taveta district and were interviewed. For comparison purposes, a control group of Wundanyi youth, both waged and non-waged, were incorporated into the study. Respondents were identified according to three categories, namely: non-waged earners with entrepreneurial and ICT training, waged earners with entrepreneurial and ICT training, and a control group of youth in Wundanyi (non-beneficiaries of the G.E.P. program). An attempt was made to reach a representative number of female and male graduates based on GEP enrollment rates. A total of 114 females and 83 males were interviewed in this study. Out of this group, 150 were GEP beneficiaries and 47 were control. As a result, 15.8 % of EETP graduates were interviewed. In terms of the control group, 25 were female and 22 male.

 

Category	Male	Female	Total
GEP Beneficiaries	64	86	150
Control Group	22	25	47

The study was conducted using both quantitative and qualitative research methods. The primary data collection tool was a questionnaire, which researchers and the G.E.P. Regional Coordinator designed and later researchers administered to the study group. A ‘snowballing technique’ was effectively used to reach disbursed graduates.

In addition, qualitative techniques were applied in the form of focus group discussions (FGDs). These focus groups allowed researchers to explore in more detail crosscutting issues such as migration patterns among youth. The focus groups were homogenous, meaning waged beneficiaries comprised one group and non-waged beneficiaries or self-employed beneficiaries comprised another group. Observations from group discussions were used to supplement questionnaire data.

Key informant interviews were also conducted during the course of the study. These interviewees included the East Africa Regional Coordinator, the EETP instructor, and the chairperson of the G.E.P. Board of Directors. In addition, the District Social Development Officer (DDO) in charge of youth programs was also interviewed.

A review of existing project documents provided background information on the EETP program. Documents reviewed included bi-monthly reports, G.E.P. project proposals, EETP course syllabi documents, and G.E.P.’s From Vision to Action training modules. Also reviewed were documents from the district statistician, such as the Taita Taveta District Development Plan 2002-2008, the Taita Taveta Poverty Reduction Strategy Paper, and the Taita Taveta Fact Sheet 2003.

The fieldwork covered a period of twelve days between the 19^th of July and the 2^nd of August. Ten (10) days were spent in Taita Taveta District and two (2) days in Nairobi. Prior to the commencement of the study, researchers devoted four (4) days to performing a literature review in Wundanyi and also mapped the parameters of the study. An additional ten (10) days were used to analyze and code data and four months were spent writing and revising the report.

The study focused on Taita Taveta District with more concentration in Wundanyi and surrounding towns since most beneficiaries were from this geographical location. To be specific, surrounding towns included Mwatate, Mghange, Shigharo and Bura. The study also included outlying areas such as Taveta Division, Voi Division, and Nairobi (the country’s capital city) to capture students not living within the primary coverage area

3.4 Study Limitations

Due to high cost implications, the study did not include G.E.P. graduates who migrated to Mombassa, where a significant number of graduates were reported to be living.

Employers in Taita Taveta, who are important consumers of G.E.P.’s training, were not included in the study. This was overlooked in the initial planning of the study.

 

Chapter Four

4.0 Study Findings

The Taita Taveta District Development Plan 2002-2008 indicates that the total number of youth aged 15 to 25 in the district is 67,412. As this study will indicate, these youth are highly dependant, economically speaking, on adults living in the household. This observation can mainly be attributed to the limited sources of viable economic opportunities in the district. Generally throughout the district, four major sectors contribute to household income: agriculture (95 percent), rural-self employment (0.5 percent), wage employment (2 percent), and urban self-employment (1.0 percent).

The primary livelihood strategy for youth in Taita Taveta is casual labor. Whereas some youth form groups that are contracted by private employers, like farmers, others work without compensation on family plots. (Source: Focus Group Discussion (FGD) non-waged EETP beneficiaries). Youths also earn their living as porters carrying containers from warehouses to market centers for traders. Still others fetch water for the aged. Homes in Wundanyi are built on steep hills, making it difficult for the elderly to gather water from the slopes. Fetching a twenty-liter container of water will earn youths ten shillings (approximately US $0.13). Most can fetch as many as ten (10) containers a day, earning one hundred shillings or US$1.25. (Source: FGD: non-waged and unemployed beneficiaries).

Discussions with non-waged beneficiaries revealed that both male and female youth are employed as "house helpers" (i.e. maids) and gardeners, at a monthly salary that averages one thousand shillings a month ($12.5). In productive farm areas like Wundanyi, youth also plant horticultural crops such as tomatoes and vegetables. Still other youth are involved in small-scale businesses. They sell videocassettes for entertainment purposes, hawk foodstuffs like peanuts and boiled eggs, and shine shoes for a living. A small percentage own power saws, which they use to cut trees and produce timber. Others take advantage of the rocky environment and mine and cut building stones from rocks. Mining of precious stones was reported to be a booming business in Mwatate. Finally, some Wundanyi youth are employed in the transport industry as bus conductors.

Youth also engage in illegal activities to earn income. Some sell and produce what is popularly known as "mnzai brew" (i.e., a non-licensed, distilled liquor) while others grow marijuana in nearby forests and sell it. Petty theft of local farm produce is also done. In Wundanyi, it was reported that a small percentage of girls engage in prostitution as a source of income, whereas in Voi, the percentage was much higher.

Field observations and focus group discussions with waged graduates indicated that youth are mostly employed as shop attendants in second hand clothes businesses and video shops, waiters and waitresses in hotels, delivery messengers for schools, and instructors in computer bureaus and training institutions.

Since the introduction of EETP, over 950 youths have graduated from the program. The table below is a summary of EETP data as of June 2004.

The beneficiaries of the program have unique characteristics as outlined below.

During EETP training, youth are between 15 to 24 years of age. The figure below illustrates the ages of beneficiaries at the time of interview. The average age of respondents was 22.

The education level of beneficiaries included in the survey ranged from secondary school form four graduates (high school) to university graduates. Form Four graduates accounted for the majority of EETP students, with 94 % of respondents belonging to this category

While the EETP was designed for economically disadvantaged youth, the socio-economic composition of respondents varied greatly. Currently, any youth who takes the initiative to register for the EETP and contributes the Kshs.1000 (US$12.50) commitment fee is allowed into the program, provided there is space. This outcome can perhaps be attributed to the fact that "self-targeting" is the primary method used to recruit students. In the last three years, only five youth were trained without payment of the commitment fee. This may indicate that the Kshs. 1000 commitment fee is affordable to most of the youth. It might also indicate that most GEP students are not the most economically disadvantaged members of the community, as few respondents commented on the program cost.

In terms of household characteristics, a significant number of beneficiaries came from single-parent households. Among respondents, 22.8 percent (%) lived in single-mother households while undergoing training and 4.6 percent (%) came from single-father households. Moreover, 3.6 percent (%) of respondents were orphans. Beneficiaries with both parents accounted for the remaining 69 percent (%) of respondents. The graph below illustrates the distribution of household types.

The average household size of respondents was seven. This average is slightly higher than the district average of six. The graph below illustrates the size of households for beneficiaries interviewed in the study. Most beneficiaries (59.9%) live in a household with five to eight individuals.

In terms of regional representation, the majority of respondents, approximately 80 percent (%), came from Taita Taveta District, the rest (20%) were from varied districts like Siaya, Central, and Kakamega and were in Taita Taveta by virtue of their parents working there. Out of those from Taita Taveta district, 50 percent (%) were living in Wundanyi division, five percent (%) in Tausa, 20 percent (%) in Voi, and five percent (%) in Taveta. At the time of training, all the beneficiaries lived in Wundanyi and its surroundings.

Most past and current beneficiaries walked to G.E.P. to receive training. Time spent walking ranged from five minutes, for those living within Wundanyi, to one and a half hours for those living in Mghange and Werugha (please refer to figure 2.1 map of Taita Taveta). More specifically, 80 percent (%) of beneficiaries walked while only 20 percent (%) used public transportation to access G.E.P’s learning center. It is important to note that all beneficiaries from Taveta division (the farthest divsion from Wundanyi) rented houses during their study period. Similarly, those from Voi lived with relatives or friends who had homes in Wundanyi. .

In an analysis of household members it was observed that if one youth attended the EETP, there was a strong likelihood that other youth within the same household would also receive training. In some families, it became a routine that after completion of high school (Form Four), the youth would be enrolled in the EETP.

As noted in section 1.2, venture capital funds (VCF) are start-up grants given to EETP graduates. VCF grants ranged from Kshs. 2800 (US$35) to Kshs. 9000 (US$112.5). To qualify for the grant, a graduate was required to present a viable business plan, which was assessed by G.E.P.’s divisional director and the EETP instructor. The grant amount was awarded in three equal installments of approximately Kshs. 3000 (US$37.5) each. G.E.P.’s Follow Up Services (FUS) coordinator, who advised graduates on how to improve their businesses, provided close monitoring. In this study, 10 male VCF recipients and 11 females were interviewed. The figure below graphically illustrates the percentage of recipients who received grants ranging from amounts of Kshs 2000 to Kshs 9000 ($25 to $112.5). Between year 2000 and 2003, a total of US$ 6920 was disbursed. Out of this, $2040 (29.5 %) was awarded to males and $ 4,880 (70.5%) to females.

The control group had similar household sizes to the beneficiaries, averaging at 7 per house.

Almost all control group members were from Taita Taveta district. One exceptional case was that of a youth selling shoes who had migrated to Wundanyi from Oloitoktok in Kajiado District.

Members of control group interviewed were between 16 and 25 years of age. The average age of control group members interviewed in the study was 21.

There was significant difference in the education level of the control group and the beneficiaries. 77% of control group members had completed secondary school education while 22% had only completed primary education. In comparison, all GEP beneficiaries interviewed in the study had completed secondary education.

The status of EETP beneficiaries can be classified according to four groups: formally employed graduates, self-employed graduates, current EETP students, and graduates who are neither working nor running any business. The graph below illustrates the distribution of beneficiaries who participated in the aforementioned study.

Some graduates received VCF funds while others did not. Out of 950 total graduates, 113 received venture capital funds during the period between 1999 and 2001. This section will first discuss self-employed graduates who received VCF then turn to those graduates who did not.

The table below outlines VCF recipients interviewed in this study and when they received business capital.

Upon receipt of venture capital funds, EETP graduates invested in the business of their choice. Types of investments included small-scale grocery shops, popularly known as kiosks, buying farm inputs for agricultural activities, and investments in animal husbandry.

The figure below summarizes the types of investment made by beneficiaries. A total of sixty-one percent of recipients invested in income generating activities, as opposed to investments in education or further training.

As indicated here, not all recipients used their grants to fund enterprises. Thirty-nine percent, which is a significant number, used the funds to pursue further study

Some beneficiaries who did not receive venture capital funds, but were interested in entrepreneurship, sought capital from relatives, borrowed from friends, or saved from their casual labor earnings to start businesses. Twelve of the 40 self-employed graduates interviewed in this study used money from their casual earnings to capitalize their businesses.

The table below illustrates types of businesses operated by GEP respondents in this study.

Overall, businesses established by self-employed respondents have been in existence between one and ten years. Over half of these businesses, however, have existed for less than three years. The figure below details the lifespan of graduate businesses for both VCF and non-VCF beneficiaries.

Figure 4.9 Period of Businesses’ existence

While some businesses are still "up and running" their long-term prospects for growth are uncertain. For example, one beneficiary who received a VCF grant of Kshs. 3000 ($37.5), invested in a fruit and vegetable stand in 2001. While she was still operating the produce business, at the time of the field study (2004), it was evident from her inventory that the business was not worth more than Kshs. 500 ($6.25).

Respondents located businesses either at their homes, by the roadside, or within Wundanyi town. Factors reported to have influenced the location of businesses included ability to pay rent, availability of market, demand for goods in the area, local competition, and availability of supplies.

Profit margins among respondents ranged from Ksh 500 ($6.25) to Ksh 28,000 ($350) per month. For less successful businesses, monthly losses fell in the range between Ksh 500 to Ksh 15,000 ($6.25-$187.5) per month. According to G.E.P.’s EETP instructor, personal attributes such as hard work, aggressiveness, and acumen in the business greatly contributed to either success or failure of the business.

Out of the 40 self-employed graduates interviewed, 35 responded to the question on profit and loss presented in the survey. Seven of them (i.e. 20%) indicated that were incurring losses while the remaining respondents made monthly profits. The charts below illustrate the performance of these businesses.

Note: The above graph represents losses incurred by seven self-employed graduates

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The majority of businesses have not expanded since their establishment. There are two notable exceptions to this general observation: one a dairy outlet and the other a small-scale grocery store. The small-scale grocer was in business prior to receiving EETP training. The business is well stocked and the average monthly income is reported at approximately Kshs. 9000 ($112.5). This graduate acknowledged that he benefited from the EETP in terms of record keeping skills, planning for business expansion, and calculating profits and losses. Unlike other businesses visited during the study, this business was noticeably well stocked in terms of inventory. A cashbook was in place and receipts and expenditure were recorded on a daily basis.

The dairy operator is another example of business success. The proprietor borrowed in order to expand his business assuming a loan from K-REP Bank-a leading micro finance institution in Kenya. He was also a beneficiary of VCF having received a grant of Kshs. 3000 (US$37.5) in 1999. At the time of study, he was selling dairy products locally in Wundanyi as well as exporting products to Mombasa, the largest urban center in that part of the country. In total, he employs three people in his business at an average salary of Kshs. 1,000 (US$12.5) per month. The success of the two graduates at least partially, can be attributed to their ability to apply skills learnt in EETP training.

In response to the question "do EETP skills improve your efficiency in productivity?" 33 out of 34 (97.5% respondents stated "yes". The figure below illustrates which skills were valued most among self-employed graduates. As the chart indicates, 84 percent ranked entrepreneurial training as the most important component of the EETP.

In an analysis of how skills gained had improved the graduates’ efficiency and productivity, "good record keeping" was cited by 33.3 % of the graduates as contributing to success, "better work planning and organization" was cited by 41.67 %, "market awareness" was cited by 13.8 % and "enhanced job search" by 5.6 %. "Internet communication" skills were said to improve efficiency and productivity by 2.8% of respondents. Overall, skills attained during the EETP training were applied in planning, advertising, communicating via e-mail, preparing budgets, writing job applications and writing letters. However, only a few graduates have access to and utilize computer; the majority of them have to perform the tasks manually.

The least popular skill amongst the self-employed was the "skill for global awareness and cultural understanding." In total, 71.8% of the respondents confirmed that they have never applied the skill since training, 15.5 % applied it weekly, and 10.2% monthly, and only 2.5 % applied it on a daily basis.

In ranking skills received in the EETP, self-employed respondents noted that entrepreneurial training was the most important skill gained in the course. This training was said to be effective in prompting students to look for opportunities within their own environments and encouraging them to establish small-scale businesses.

Interestingly, even though self-employed respondents ranked computer skills low, in terms of importance in their daily work, their personal computer usage is quite significant. Over half of respondents (53%) stated that they used computers daily and a further 16% used computers weekly. Only 5% of self-employed graduates claimed to "never" use computers.

Computer skills were reportedly applied in communication through email, preparation of budgets, job applications, and record keeping

Skills acquired in ICT training by non-waged workers are applied across a spectrum of both personal and professional activities. In response to a specific question on how non-waged graduates applied ICT skills learnt in their day-to-day work, the following answers were provided.

One graduate operating a bookshop reported that she ordered her stock from suppliers in Nairobi through e-mail. She also recorded business transactions on the computer.

Another interesting example of self-employed graduates applying computer skills is that of a computer technician operating in Voi. Although his business was only two months old at the time of the EETP field study, a visit to his premises revealed that there was significant growth potential. After receiving EETP training, the youth completed a course in computer maintenance and established a business in Voi. He now has several clients in Voi Town to whom he offers computer maintenance services. One of his clients is World Vision - U.S. affiliated non-government organization.

For members of the control group, however, their use of computers was non-existent in business. As indicated by the study questionnaire, none of the self-employed control group members reported applying computer skills in their businesses. While this fact is significant in terms of suggesting the importance of G.E.P. as an intermediary in introducing ICT in this rural area, it does not satisfy the question about how important ICT training and business skill development are to creating successful youth enterprises. To answer this question, one must look at specific indicators of business success such as profit and loss. Unfortunately, most control group members opted not to answer the question on business profitability contained within the study questionnaire. Only ten control group members provided information on average monthly profits, but no business records were provided to verify this information.

Kinds of businesses operated by the non-GEP beneficiaries included selling of second hand clothes and shoes, snacks, hides and skins, and grains and vegetables in the Wundanyi market.

When comparing G.E.P. beneficiaries to the control group what can be said is that G.E.P. beneficiaries are engaged in a wider diversity of activities, most of which are off-farm. This fact is particularly important because of the potential to generate rural employment. Several self-employed G.E.P. graduates noted that they employed one to three persons in addition to themselves in their business. In contrasts, within the agricultural sector, family members supply additional manpower as needed. Rarely do subsistence farmers pay labors on a consistent basis to perform on-farm activities.

In analyzing the period between graduation and businesses establishment, the majority of self-employed youth established businesses within the first two years after graduation. A few youth had setup enterprises before joining G.E.P. Twenty-three of the graduates established their businesses between zero months and one year after graduation, nine within a period of one to two years, and eight after a period of four years or more.

According to respondents, the most significant challenge they faced as entrepreneurs was lack of business capital. Under most circumstances, parents cannot afford to lend capital to enterprising graduates and earnings from casual labor are limited. Moreover, even when micro-finance institutions (MFIs) are available in local communities, youth are either hesitant to assume the responsibility of loans (due to fears of repayment failure) or are marginalized by MFIs which view youth as credit risks.

Limited business opportunities and market saturation pose another challenge for youth entrepreneurs. Viable small-scale businesses in the district are limited. These businesses would include second hand clothes stalls, second-hand and new shoes outlets, grocery kiosks, and produce stands. Unfortunately, for business-minded youth, these businesses already exist in large numbers, making entry into the market unprofitable for latecomers.

Additionally, youth wanting to invest in agriculture encounter unique and specific problems that plague the sector. First, the high cost of chemicals needed to protect crops from diseases and pests is prohibitive. Second, transporting produce directly to market is a major problem due to the lack of affordable transportation services. As a result, many agricultural suppliers resort to transporting goods on foot. Furthermore, farming systems in East Africa, including Kenya, are still dominated by rain-fed agricultural practices. Consequently, the risk of crop failure is great as farmers rely almost entirely on increasingly unpredictable weather patterns. In other words, when the rains fail, so do the crops.

In an attempt to address some of these challenges, youth form collectives to buy relatively expensive inputs like pesticides, hence making these goods more affordable. In addition, youths also participate in groups as G.E.P.s savings and credit society to capitalize their business.

With respect to the study sample, 34 of the respondents engaged in formal employment. Approximately 20.4 % of study respondents are formally employed. The majority of waged workers using computer skills "on the job" were employed in computer bureaus and computer training colleges as instructors and typesetters. Other EETP graduates work as bakers and sales persons in video rental shops, for example. An interview with G.E.P’s instructor revealed that EETP graduates are rated higher than other youth looking for jobs in the information and communication technology sector. The instructor reported to have been approached by employers who wanted him to recommend some of the graduates for employment. A complete list of waged respondents and their occupations are provided below.

 

Type of work	No. Of Respondents
Computer Instructor	4
Cashier	2
Typing bureau attendant	4
Evangelist	1
Sales persons (shop, video library, hardware)	4
Accounts clerk	1
Secretary	1
Baker	1
Extension worker	1
Not specified	15
Total	34

In response to a question on whether EETP training contributed to their getting employment, 82.8 % answered positively. The figure below illustrates the skills considered most important by waged employment respondents. The majority (44%) of the respondents cited computer skills, followed by work readiness (39%), entrepreneur skills (13%) and lastly global awareness skills (4%.) as the most important for waged workers.

Looking at computer usage, specifically in terms of MS Word applications, 33.3 percent (%) of formally waged workers used the popular computer program daily, 10% on a weekly basis, 3.3% fortnightly, 30 % monthly, 10 % rarely, and 13.3% never. There was improved application of the "skills for global awareness" amongst the formally employed in comparison to the self-employed. For the employed, 6.6% applied the skill daily, 10% weekly, 3.3% fortnightly, and 3.3% annually, 10%, rarely and 66.7% never applied the skill in their work.

With respect to the Internet, formally employed graduates demonstrated consistent use of this information tool. At least 13.3% applied the skill daily, a further 13.3% weekly, 3.3% fortnightly, 16.6%, monthly, 3.3% bi-annually, 6.6% annually, 10% rarely, and 33.3 % never. This can be explained by the fact that most were employed in computer bureaus and training colleges where the skills were applied.

There are limited job opportunities in Wundanyi and its surrounding areas. Very few EETP graduates can be absorbed into the job market. Yet, when graduates migrate to Mombassa and Nairobi, they face competition from more qualified youth. Hence, many graduates are prompted to undergo further training, but only if they can afford this option.

Formally employed graduates earn salaries ranging form Ksh. 1000 (US12.5) to Kshs. 4500 (US$56.25) per month. The highest earning formally employed graduates are those working as computer instructors in colleges and the two interns at GEP centre. Those working in bakeries and video shops earn a salary of between Ksh. 1000 and 2500 a month.

The majority of formally employed EETP graduates did express their desire for further training in ICT and believed that such training would improve their employment prospects. Below is an analysis of additional training needs, as communicated by respondents. According to this analysis, the most desired training was desktop publishing/ applications, desired by 55% of respondents, followed by business management at 19%. Computer maintenance was ranked third, with 10% of respondents desiring training in this field.

Discussions with youth revealed that most who immigrate do so after completing high school. According to those interviewed in focus group discussion, the most common cause of migration was family relocation, not job related opportunities. Some of the other "push factors" associated with migration include limited career opportunities in Wundanyi and surrounding areas, monotonous daily life, and an urge to discover and visit larger towns.

In focus group discussions with graduates holding jobs, these respondents confirmed that the majority of the youth who emigrate from Taita Taveta go to Mombassa, the nearest major city. Some youth migrate to Nairobi, but to a much lesser extent. Popular conceptions about urban life greatly contributed to the desire to emigrate to urban centers. Youth often referred to urban lifestyles as interesting and more entertaining than rural ones. In speaking about the significant desire to migrate, the EETP instructor referred to a common saying in Taita Taveta. "When a child dies in Wundanyi, parents do not mourn over the death but are more grieved that the child has died before having been to Mombassa."

In Nairobi, those interviewed during the study migrated mainly to undertake training at the University of Nairobi, Kenya College of Communications, and the Kenya Medical Training centre.

There is limited rural to rural migration. Until two years ago, youth from Taveta division migrated to Wundanyi to take advantage of EETP training. Here, they rented rooms for the three months of training. In an interview with Taveta EETP beneficiaries, it was revealed that the cost of undertaking the training at Wundanyi had become quite expensive due to the total cost of rent, food, and transport. Also, given the fact that most youth are still unemployed after receiving the training others have been discouraged from making the financial sacrifice.

A few beneficiaries have migrated to Voi. A former EETP student has set up a computer maintenance center and works with organizations and offices in there. In Bura, a former EETP graduate is the computer trainer at a local polytechnic, having undergone further studies in computer hardware and software maintenance after the EETP course.

Youth migrate mainly because there are few opportunities in their communities and would migrate even more in the absence of the GEP program. However, the greatest impact that the EETP has contributed to migration is through the awareness that students gain upon receiving the training. Essentially, they realize their potential, broaden their thinking, gain confidence, and are able to look for more training opportunities and work elsewhere.

Another contributing factor to migration is job preferences. Youth in the district still prefer white-collar jobs to self-employment. In fact, there is a negative attitude towards self-employment. To some extent, EETP training has encouraged youth to appreciate self-employment as a viable career option. Though they may no longer reject self-employment outright and some have ventured into it, there is still a high preference for white-collar jobs. Because these jobs are not readily available in the district, those seeking them are forced to migrate to cities.

Study findings indicate that, on average, waged workers apply ICT skills more than the non-waged. This fact can be attributed how each group works. As indicated earlier, a significant number of waged workers are employed as instructors in computer training colleges, in computer bureaus, and in bookshops. With few exceptions such as the bookshop owner who uses email to order supplies and the computer technician in Voi, most self-employed graduates do not need to use computers on a daily basis, though they do use them frequently. As can be observed in the diagrams on the next page, entrepreneurial skills are ranked highest (84% of respondents) among self-employed graduates. In comparison, computer skills are ranked highest among the waged beneficiaries (44% of respondents), followed by work readiness (39 %).

Looking specifically at earnings, as was noted in Section 4.4.3, self employed graduates made profits ranging from Kshs. 500 to Kshs. 28,000 shillings a month while the salary range for waged beneficiaries in the study was between Kshs. 2000 to 4,500 per month. Though white-collar jobs or waged employment may be the preferred career route for Taita Taveta youth, self-employment, it appears from these respondents, is more lucrative in this rural area. While self-employed youth have greater income variability than employed youth, the median income (discounting the earning of the lowest and highest grossing self-employed graduates) is still well-above employed graduates. G.E.P.’s focus on expanding youth livelihoods through self-employment is well-supported by study data on youth earnings.

5.1. Strengths of EETP

5.1.1. Program Focus

The greatest strength of the EETP program is its targeting of youth. Currently, the program serves secondary school graduates in Taita Taveta. After secondary school, these youth usually take a period of 1 to 3 years before they join college or university. Of course, this only applies to those who are able to afford college. For youth who enrol in the program, the EETP serves as an "eye opener." Not only do EETP students learn practical work readiness and entrepreneurial skills but they also begin to identify non-traditional careers options, such as computer maintenance, and their own ability to fill these jobs. During this study, many respondents stated that the EETP helped them to develop their confidence in pursuing these careers. As a result, those who could afford to proceeded onto further training in colleges such as the Mombasa Polytechnic, where they received substantive training in computer technologies. After graduating from these institutions, they were able to secure employment. To date, the EETP program is the only one in Taita Taveta District that exclusively targets youths.

 

Though unintended, the survey established that a significant number of youths in the program were from single headed households.

 

The EETP is offered at no direct cost to students, though students are asked to contribute a "commitment fee" of Kshs. 1000 (approximately $12.50) upon joining the program. This is a negligible amount considering that the cost of training one student is approximately Kshs.15, 000 ($187.5), which includes the total cost of training materials (i.e. folders, clipboard, calculators, diaries pens and student manuals), training fees, field trips, and community service projects. Youth from disadvantaged families can afford the training; in addition, those who are very needy do not even pay the commitment fee though these are very few. Since its inception, it was reported that only 5 youths had been trained without payment of the commitment fee. This demonstrates that the program is affordable. To give an approximate market valuation of the training provided in the EETP, one can examine what commercial colleges within the district charge for similar computer instruction. Private colleges in Taita Taveta charge between Kshs. 1,500 –2,000 ($18.75-$25) per package (i.e. Microsoft Word, Access, Excel and PowerPoint would count as four separate packages), which are covered in a period of three weeks for two hours a day. The EETP, by comparison, offers a total of four packages covered over a period on three months. In addition, the youth are learning entrepreneurial skills and other work readiness and skills.

 

After graduation from the program, alumni are offered free practice sessions every Wednesday and Friday afternoon. During these sessions, the graduates can send and receive emails while practising their computer skills.

5.1.3 Program Content

EETP program is very rich in content. The course offers not only classroom instruction in computer and entrepreneurial skills but also hands on experience in the business environment. Every class is exposed to "real world business" practices via field trips to commercially active town centres. In terms of computer training, youth practice how to prepare business and office documents but also learn to assemble business plans for their small-scale enterprises. Use of the Internet for information gathering and communication is also covered in the program. Finally, EETP students are introduced to their GEP counterparts in other parts of the world and are encouraged to communicate with them. This component is aimed at giving students knowledge of the world beyond their immediate communities and countries.

5.1.4 Certification

 

On completion of the 12 weeks training course, graduates receive a certificate from GEP. This certification has enabled graduates to get employment, as employers have come to recognize it as a credential. According to the EETP instructor, EETP graduates are employed as trainers in computer training colleges in the district. Those employed in both the formal and informal sectors presented their certificates during the time of employment.

 

5.1.5 Graduates Program

 

EETP graduates are allowed to visit GEP offices to practice computer skills and to send e-mail. Thus, they have continual access to information. The graduate program also provides an opportunity for graduates to connect with former GEP graduates.

 

5.2 Challenges Facing EETP Program

5.2.1 Personnel

The performance of any program is significantly determined by the personnel steering it. The greatest weakness of the EETP is insufficient personnel. Currently, the program has two full time employees, i.e. the EETP instructor and the administrative assistant. The EETP instructor also acts as the divisional director since the former director left the position in March 2004. Consequently, the instructor not only teaches classes but also serves as the chief program administrator in Wundanyi. The result is that students do not receive adequate attention from the instructor. Two interns do assist. However, they do not have the capacity to teach the material and therefore their role must necessarily be limited to assisting individual students on a tutorial-like basis.

Furthermore, although Wundanyi is rich in resource persons who can be invited as guest speakers for the EETP, G.E.P. has not sufficiently mobilized these individuals, as most were not aware of the EETP. The staff has failed to perform this role adequately. Networking and collaboration with potential development partners, which has been weak, should be strengthened.

Taita Taveta is vast while the EETP program is only in Wundanyi. Although the program has also been serving Voi and Taveta divisions, students from these areas have had to bear significant financial costs to attend the program. Youth who cannot afford to rent rooms for the period of training, and cater for their day to day expenses, or do not have relatives to stay with, are left out of the program.

 

Initially, the program offered computer skills in Microsoft Word, Excel and Access. However, the training has now expanded but the overall time devoted to computer training has not increased. Consequently, students felt that the course was rather "squeezed"; too much was offered over a very short period.

 

Additionally, most of the beneficiaries interviewed expressed a desire to have more computer training. Of particular interest was training in computer maintenance, Quick Books (computerized accounting package), graphic design, and also a course that allowed them to attain the International Computer Driving Licence.

 

Currently, only one office computer is connected to the Internet. Although this is due to the high cost of Internet communication, many students have not adequately learnt e-mail and Internet skills as a result. Graduates who visit G.E.P. for designated practice sessions also have limited use of Internet. However, according to G.E.P., plans were said to be underway to ensure greater Internet connectivity via a satellite system for which the organization recently received funding.

 

5.2.5 Equipment

 

Although the EETP classroom can comfortably accommodate 30 students, admission is limited to the number of computers available. Breakdown of computer equipment is very regular and the cost of repair is exacerbated by the distance a maintenance technician has to travel to reach Wundanyi. According to the EETP instructor, G.E.P. often has to wait for a number of computers to break down before calling the technician in order to cut down costs.

5.2.6 Limited Exposure to the Business World

 

Since the program’s beginnings, students are taken to commercial business centres, oftentimes to Voi, located close to G.E.P.’s office. However, businesses thriving in Voi are limited to certain sectors like bookshops, the hotel industry, and "hawking" (selling of merchandise in small quantities by the road side, door to door, or in the streets). Voi may not be an ideal place to take students for business trip. Exposure to larger business towns like Mombasa and Nairobi might serve different needs of more students, exposing them to a variety of businesses.

 

5.2.7 Lack of Follow-Up Services

 

Because the Follow-Up Services (FUS) position has gone unfilled, few activities are offered. Lack of coordinated FUS means that G.E.P cannot adequately track EETP alumni. Thus, it becomes difficult to monitor their progress and to evaluate long-term program impact.

 

5.2.8 Unmet Demand of EETP Training

 

The demand for EETP training is far above the program’s supply. An interview with the former Divisional Director revealed that at no time is there not a list of students awaiting admission.

 

5.2.9 Sustainability

 

Since the founding of G.E.P. in 1995, the organization has solely depended on donor funding. Fundraising has primarily been done from headquarters in the United States. With the regional coordinator, fundraising is also taking place in the countries of operation, i.e. Kenya and Tanzania. Overall, the Wundanyi office lacks the capacity to fundraise. Moreover, there is over reliance on donor funding. No sustainability mechanisms have been put in place to maintain the programs in case of donor withdrawal.

 

5.2.10 Limited Community Involvement in Management of EETP

 

G.E.P.’s board of directors has not been active for the past three years. An interview with the former chairperson of the board revealed that the board last met over three years ago. The board played an advisory role in the organization and was made up of officials from the District Education Office and staff from the district’s administration office. The founder of G.E.P appointed the Chairperson.

 

 

In order to improve on the EETP program, the consultants have the following recommendations, which are classified as short and long term interventions.

6.1.1. Restructuring EETP and Improving Targeting

EETP is essentially a work-readiness program that "increases employability and self-reliance of youth in preparation for today’s global market place". In its current form, the ICT component has overshadowed the entrepreneurship aspects. There is need therefore to split the EETP program in order to target effectively and separately. Youth already in non-waged employment from those that need traditional employment training. ICT skills training should be optional for the non-waged youth, and "entrepreneurship" training could be more flexible and last a shorter period of time. Mobile school training could be easily adopted for this component.

 

The EETP could also initiate a program specifically targeting primary school graduates, thus re-focusing on the original program mission to reach the most disadvantaged youth. The program could adopt the GEP Tanzania model whereby primary school graduates are encouraged to develop small-scale enterprises in a shortened program based on the EETP model. Program restructuring should be comprehensive and needs to include a strategic plan, which outlines objectives, activities and strategies to be applied to achieve the vision and objectives. A log frame (a diagrammatic representation of an implementation plan) will aid in monitoring implementation as it outlines the objectives, activities, persons responsible and output indicators.

 

6.1.2. Capacity Building

G.E.P. should recruit additional EETP staff and also build capacity of current staff members. Performance of instructors or trainers depends significantly, among other things, on their knowledge of the subject. As such instructors ought to be trained or retrained in order to be at the cutting edge of entrepreneurship and ICT. Comprehensive training program for EETP instructors should be put in place to supply this training. In addition there is need for EETP to train one of their personnel in computer maintenance so as to keep the computers working at all times.

 

 

6.1.3. Enhancing The Information and Communication Technology Training

In line with fast changing IT needs in the market place, the ICT component of the EETP should be scaled up. Some of the packages that could be introduced include Page Maker, QuickBooks and ICDL. Constant curriculum review, especially for ICT, would ensure that the EETP remains relevant and keeps pace with changing youth needs.

ICT field is very dynamic. New computer packages are always emerging. If one has to be competent in the field, he/she has to keep in touch with the new programs. Students should be updated on new developments in the field.

 

6.1.4. Improving Training Facilities

There is need to provide more state of the art computers and sufficient training room. This suggestion would include an additional computer laboratory. The additional lab could cater for graduates who come to practice their computer skills, thus allowing them to practice on a daily rather than biweekly basis, as is the current case. Equally important will be networking of computers to allow more Internet access. This suggestion of course has enormous cost implications

 

 

6.1.5. Reintroduce Follow-Up Services and Form GEP Alumni Association

The importance of follow-up services cannot be underscored. Re-introduction of follow up services would ensure that GEP not only monitors the long-term progress of students but also creates a feedback loop where graduate information can inform future program design. Follow Up Services should have a strong monitoring component.

 

Graduates also felt that a GEP Alumni Association would enable graduates to share experiences and information pertaining to their field of work. The alumni would have scheduled dates for meetings. The alumni could have branches established in Wundanyi, Voi and Taita Taveta towns, from which the majority beneficiaries come.

 

6.1.6. Documentation, Monitoring and Evaluation Mechanism

Documentation, monitoring, and evaluation of the EETP was largely weak. Lack of clear documentation, especially qualitative/narrative reports, limited information sharing and limited monitoring of this unique program model. Most glaringly, the program had not conducted a baseline prior to initiation.

 

There is need therefore to enhance documentation, monitoring and evaluation and information sharing within G.E.P. and outside to important stakeholders. Being an on-going program, periodic reviews, both internal (that could be done through the envisaged quarterly tracking system) and external (completed every two years) should be incorporated. EETP could make use of newsletters as a way of documentation. The Follow Up Services (FUS) program should also be revamped as a critical component of program monitoring.

6.1.7. Resource Persons

The program should take advantage of resource persons within Wundanyi who are in the business world. Guest speakers can be sourced from K-Rep, Jamii Bora and Kenya Women Finance Trust, all within Wundanyi. These are micro finance institutions that offer credit facilities. While Kenya Women Finance Trust finances women only, the other two finance both men and women. Terms and conditions of loan issuing and repayment vary from one institution to another. These organizations could offer advice on savings and credit facilities. Youth should be exposed, as much as possible, to practical experiences on the ground. As such EETP program should exploit both existing and potential networks to enhance training experience.

 

6.1.8. Confidential Suggestion Box

Respondents expressed the need for a suggestion box to be placed outside the office through which students would give their suggestions. Researchers felt that with a suggestion box students would be able to report on issues in the program, which in turn would be used to improve decisions. This would allow students to be proactively involved in program decision-making.

 

 

6.1.9. Rolling out EETP

The EETP model by its design is a unique and effective model that is easily replicable. The program needs to be rolled out to other parts of the district to make it more easily accessible to youth in those regions. By offering the program only in Wundanyi, youth from other regions are technically locked out due to distance and/or accommodation costs. If the program is to meet the high demand, there is need for expansion of the current Wundanyi center into other parts of the district and in other regions in Kenya. Rolling out the program would maximize the benefits of this experiential after-school program. A good starting point could be Taveta, where a number of youth have expressed interest, but find Wundanyi inaccessible.

 

6.1.10. Mobilizing Economic and Social Capital For EETP Youths

Initial start up capital is important for youth who wish to engage in self-employment. Even for those who are already self-employed, additional capital for expansion would make them more competitive. As such, graduates of the program should be assisted to access loans that meet their situations. This can be done by equipping youths with knowledge of credit facilities available and processes of application

Encouraging youth to form groups, such as the innovative "Nguvu Town" savings and credit society is critical for mobilizing both social and economic capital and should be ongoing.

6.1.11. Community Involvement in Local Level Management

Community involvement in management and decision-making should be strengthened. This will ensure that, among other things, the program is more community-led.

 

Greater identification with the program and better use of community resources will be the likely result of such involvement. Re-instituting the defunct Advisory Board would be one way of enhancing community involvement and participation. The Board should however have representation from relevant government departments and stakeholders, including EETP graduates. As such, board members should be drawn from the Ministry of Culture and Social Services, the Local Government Authority, officials from the District Education Office and a representative of teachers. The EETP Divisional Director should serve as a secretary to the board. He/She should be in charge of organizing meetings, setting agenda, recording and distribution of minutes. The board should play a decision-making role in recruitment procedures, timings of the class, and internship allocation under the leadership of a chairperson. Decision-making however should be participatory.

 

 

6.1.12. Increasing Networks and Collaborations

The EETP program should exploit both existing and potential networks to enhance training experiences and enhance information sharing. The program should seek out other organizations working with youth and identify possible collaborators. World Vision, in particular, should be contacted as they are already working within the district. In addition, the program should consider soliciting for attachments in various organizations for students so that they can gain on the job training

 

 

 

6.2.12 Ensuring sustainability

Currently, EETP in Wundanyi depends entirely on external donor funding. In the event of donor withdrawal, the program would collapse, as there are no sustainability mechanisms in place. In addition to building the staff capacity in local fundraising, sustainability mechanisms should be put in place. Consultations should be held with the board to discuss suitability of the project and instill a sense of ownership by the community.

 

 

 

 

 

 

 

ANNEX I: Study Instruments.

. INSTRUMENT NO.I

Name of respondent: ………………………………..

Gender (i) Male…… (ii) Female ………………….

District………… (b) Village/ Location …………..Town ……………

Age ………..

Education Level…………

Type of household (I) single parent (mother) ………..(II) Single parent (father)……..Both parents…………..

With whom do you live with?…………………

Are you renting a house?……………

How many are you in the family? (household size) ………….

How many members of your family have ICT skills? …………

Parent’s occupation: Mother ……… Father…………..

Category of respondent (a) GEP beneficiary ……..

(b) Non GEP beneficiary

GEP Enrollment: Year…………. Month of enrolment ……….

Graduation month ……………..

(b) I. How do you get to GEP? ( walk, matatu, bus etc.)

(b) Ii. How long does it take you to get to GEP? ………….

Current status

I. GEP student

II. Graduate with formal employment

III. Self employed graduate

IV. Graduate but not working/ no business

(b) Nature of business/ work (I) Waged earner formally employed …………………...

(ii) Non waged/ self employed …………………………..

 

15.(a)) Did you receive venture capital fund? (VCF) ………………………………...

(b) If yes: (I) When ……………………………………………………………………

(ii) How much? ………………………………………………………….

(c) How did you invest the money? ………………………………………………………………………………………………………………………………………………………………………………

(a) How did you learn of GEP? ………………………………………………………………………………………

Of the following skills acquired in EETP, state in the last column how frequently you apply them (e.g. daily, weekly, monthly, annually e.t.c)

 

 

 

Skill	Components	Frequency of application
Entrepreneurial skills	I. Understanding and preparing business plans II. Preparing income statements III. Preparing balance sheets
Work Readiness	I. Developing a resume II. Job shadowing III. Mock interviews
Computer Skills	I. Sending emails and accessing internet II. Using Ms word and excel to write business plans, cover letters, resumes
Skills for global awareness and cultural understanding	I. Researching using the web II. Email communication with GEP partner students in other countries.

(b) Among the skills listed above, which ones do you consider most important in your day-to-day work? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(c) How do you apply the skills enumerated in (b) above in your day to day work?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

18 (a) In your own view, have these skills improved your efficiency and productivity?

YES……………….. NO……………….

(b) If yes, please explain how

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

19

(a) If you are in formal employment, did the skills acquired in EETP play a significant role in helping you secure your current job?

YES.NO………………….

(b) If yes, which skills in particular?

………………………………………………………………………………………………………………………………………………………………………………………………

(C) If no, please explain why

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

20. How adequate are the skills you acquired from EETP in your job or business? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(b) Have you felt the need for further training in ICT and entrepreneurship skills?

YES……………. NO………………….

(c) If yes, which ones? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(d) Which other skills have you acquired on top of EETP training? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(d) From where did you acquire these skills?………………………………………………………………………………………………………………………………………………………………………………………

21 (a) do you desire ICT skills? ……….

If so why? …………………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

(d) Do you currently posses ICT skills? …………….

If so, which ones and how do you use them?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

(e) Where did you attain your ICT skills?………………………………………………………………………………………

22. (a) Business background

Location of business …………………………………………………………

Factors influencing location of business/employment? …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Year when business started.

Source of capital.

23. (b) Have you expanded your business from the time you started?

YES …………….. NO…………

(c) What specific expansion have you done? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

24. What challenges do you face in your current job/ business?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

25.(b) What strategies have you put in place to address these challenges? ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

26.. Profitability: Please provide the following information

Average monthly expenditure ……………………………………………….

Average monthly income ………………………………………………………

Number of employees if any …………………………………………………..

27. In your own opinion what do you think are the strengths and weaknesses of EETP?

Strengths ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

Weaknesses………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

28. What do you think could be done to improve EETP? …………………………………………………………………………………………

Participants: Men……………….. Women……………………

Nature of business/Occupation

Requisite skills

Skills acquired in EETP (Enumerate)

Skills applied in current job/ business (Probe by nature or type of business; probe for impediments to application of skills)

Livelihood strategies (Probe for what youths do for a living)

Migration patterns (Probe for factors influencing migration, direction, by education and training status)

ICT in rural areas ( are there any initiatives to bring ICT to rural areas, what are the benefits perceived in ICT)

Demand for ICT skills in Wundanyi and surrounding areas?

Business returns ( probe for average earnings, profits/ losses)

Plans for business expansion ( Collective action?)

Impact of ICT on employment (probe for increase in employment opportunities)

Ability to access credit (probe for loans applied for and other sources of funding)

Profit use ( probe for what they do with their profits)

 

Participants: Men……………….. Women……………………

Nature of employment

Requisite skills

Skills acquired in EETP (Enumerate)

Skills applied in current job/ business ( Probe by nature or type of business; probe for impediments to application of skills)

Livelihood strategies ( Probe for what youths do for a living)

Migration patterns ( Probe for factors influencing migration, direction, by education and training status)

ICT in rural areas ( are there any initiatives to bring ICT to rural areas, what are the benefits perceived in ICT)

Demand for ICT skills in Wundanyi and surrounding areas?

Business returns ( probe for average earnings, profits/ losses)

What do you do with your earnings?

 

How did you find your current job? (Newspaper advert etc)

How do you get to GEP? ( walk, matatu etc)

 

 

Name ……………………………Gender…………………………

Position………………………… No of years experience…………

Why did you focus on the youth for the EETP program?……………………..

What activities do the youth in Wundanyi engage in for a livelihood?

Whom do you partner, collaborate or network with in EETP/ ( Probe for nature of partnership, collaboration/ networking)

What is your assessment of skill acquisition among the target group? ( Probe for strengths and weaknesses of the program, effective targeting, gender balance, productivity enhancement )

What are your perceptions on the performance of the waged and non-waged graduates after training? ( probe for success in starting business, profitability and expansion, employability etc)

Has EETP influenced rural urban migration in any way? If yes, how?

b)How many people have migrated from their original homes as a result of EETP? ( probe for places they migrate to, factors promoting migration to these areas. push and pull factors , magnitude of migration)

What is your assessment of the demand for ICT services among the rural and urban segments of the people ( probe for demand in the formal and informal sectors of the economy)

How adequately do you think you have addressed the demand for ICT in Wundanyi and surrounding areas?

What do you see as the major obstacles facing EETP graduates in both formal and self-employment?

What are the major challenges you have faced in the implementation of EETP?

What could be done to improve EETP ( probe for measures on graduates and the programs)

 

The SACCO, named "Nguvu Town" operates in cycles under a unique model. Every cycle is 10 months. Members meet every Friday and contribute shares. Each share is Kshs. 50 ($0.65) but one can only buy a maximum of 150 shares.

Loans are given twice the number of member’s shares, with a grace period of one month. Repayment period is 2 months.

The SACCO is governed by Bylaws. A fine of Kshs. 20 ($0.25) is charged for absenteeism and another Kshs. 10 ($0.125) for lateness. During the meetings, contributions are kept in a safe, which is locked with three padlocks. Three members of the group have each a key for different padlocks. They open the safe in front of the members. Although the treasurer carries the safe, he has no key. Deposits are counted at the beginning and at the end of the meeting. There are three money counters, each counting independently to ensure accuracy.

The "Nguvu Town" model is friendly to the youth, as it does not require a minimum deposit to open an account. Members have similar interests. However, the youth are not confident in borrowing, due to fear of credit. The biggest challenge they face is retaining membership. While some leave to join colleges, some migrate to other areas.