submitted by - Restless Development

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submitted by
Acknowledgements
This baseline survey for Restless Development is the result of a coordinated team effort by many different
people and institutions.
We would like to thank the sponsors for their support, the Ministry of Education, the hired enumerators,
Colleges of Education, basic Schools as well as Restless Development Monitoring and Learning Unit
staff. They all worked tirelessly to prepare for and carry out the survey enumeration.
We would also like to give our appreciation to the many support lecturers and community leaders who
helped facilitate the field visits.
Finally, we would like to recognize all of the students, community youths, Clinic staff, Traditional and Civic
Leaders, teachers, alumni and Advocates for Action. We are grateful to them for giving their valuable time
to share their thoughts and experiences.
It is difficult to acknowledge each and every person who contributed to this successful endeavour, we
would like to take this opportunity to thank all who were not mentioned but without whom this work would
not have been accomplished. Thank You.
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Table of Contents
Abbreviation and Acronyms ................................................................................................................................................................. 5
1.0 Executive Summary ....................................................................................................................................................................... 6
2.0 Introduction and Background ......................................................................................................................................................... 8
2.1 Purpose of the Baseline ................................................................................................................................................................. 9
2.2 Objectives of the Study .................................................................................................................................................................. 9
2.3 Study Scope and Focus ................................................................................................................................................................. 9
3.0 Review of literature ...................................................................................................................................................................... 10
4.0 Methodology ................................................................................................................................................................................ 11
4.1 Questionnaire Design ................................................................................................................................................................... 11
4.2 Sampling ...................................................................................................................................................................................... 11
4.3 Study Participants ........................................................................................................................................................................ 12
4.4 Quality Control ............................................................................................................................................................................. 12
4.5 Data Management and Analysis................................................................................................................................................... 12
4.6 Ethical Considerations ................................................................................................................................................................. 12
4.7 Study Limitations .......................................................................................................................................................................... 13
5.0 Survey Findings ........................................................................................................................................................................... 13
5.1 Percentage of student teachers adopting safe SRH behaviours ................................................................................................... 13
5.2 Percentage of student teachers accessing friendly SRH services from health centres. ................................................................ 14
5.3 Percentage of Student teachers with increased knowledge and awareness of the Key Acts (KA) ................................................ 17
5.4 Teachers ...................................................................................................................................................................................... 19
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5.4.1 Percentage of teachers implementing National HIV policy. ....................................................................................................... 19
5.5 Teenage Pregnancies .................................................................................................................................................................. 20
5. 5.1 Percentage reduction of teenage pregnancies among young people reached. ......................................................................... 20
5.6 Young People in communities ...................................................................................................................................................... 21
5.6 .1 Percentage of YP adopting safe SRH behaviours .................................................................................................................... 21
5.7 Alumni. ......................................................................................................................................................................................... 24
5.7.1 Percentage of alumni engaged in higher studies or in productive jobs within three years of their position with Restless
Development. ..................................................................................................................................................................................... 24
5.7.2 Percentage of young people receiving professional experience through Restless Development. ............................................... 24
5.7.3 Percentage of young people trained by Restless Development demonstrating core life skills. ................................................... 25
6.0 Private Sector and Civil Society Organisations............................................................................................................................. 25
6.1.1 Percentage of CSOs utilising Restless Development tools to enhance their youth development work ...................................... 25
6.1.2 Financial value (£) of partnerships with private sector organisations providing financial and technical support for
young people across the three goal areas.......................................................................................................................................... 26
7.0 Emerging issues .......................................................................................................................................................................... 26
7.1 Colleges of Education .................................................................................................................................................................. 26
7.2 Community Leaders ..................................................................................................................................................................... 26
7.3
Young people in Communities ................................................................................................................................................. 27
8.0 Key Lessons Learnt ..................................................................................................................................................................... 27
8.1 Student Teachers ......................................................................................................................................................................... 27
8.2 Young people in communities ...................................................................................................................................................... 27
9.0 Recommendations ....................................................................................................................................................................... 27
10.0 Monitoring and Evaluation .......................................................................................................................................................... 29
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APPENDIX 1: Terms Of Reference For Baseline National Strategic Framework Indicators (Selected). ........................................... 31
APPENDIX 2: Questionnaire for Advocate for Action ........................................................................................................................ 33
APPENDIX 3: Questionnaire for Support Lecturer ............................................................................................................................. 34
APPENDIX 4: Questionnaire for the alumni ....................................................................................................................................... 35
APPENDIX 5: Civil Society and Private Sector Organizations questionnaire ...................................................................................... 37
APPENDIX 6: Questionnaire for Health Centre in the survey community ........................................................................................... 39
APPENDIX 8: Questionnaire for community leaders .......................................................................................................................... 41
APPENDIX 9 Questionnaire for community youths ............................................................................................................................ 42
Figures
Figure 1: Percentage of student teachers accessing SRH services from health centres…………………………………………………………... .........14
Figure 2: SRH Benefits as cited by student teachers ………………………………………………………………………………………………………….15
Figure 3: Challenges faced by students in implementing SRH activities……………………………………………………………………………………..16
Figure 4: Knowledge on Key Acts ………………………………………………………………………………………………………………………………..17
Figure 5: Significant changes due to SRH training……………………………………………………………………………………………………………..18
Figure 6: Teenage pregnancies…………………………………………………………………………………………………………………………………..21
Figure 7: Youth participation at community level………………………………………………………………………………………………………………..22
Figure 8: Proportion of students acquiring various skills ……………………………………………………………………………………………………....25
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Abbreviation and Acronyms
A4A
BoZ
BSYS
CATF
CGA
CHEP
CSO
DD
FGD
GoL
IEC
KA
KI
MESTVEE
MOU
NSF
SFH
SP
SPW
SRH
STIs
TAAP
TP
YFC
ZAMISE
ZANACO
Advocates for Action
Bank of Zambia
Building a Strong Youth Sector
Community Aids Task Force
Cashew nut Growers Association of Zambia
Copperbelt Health Education Programme
Civil Society Organisation
Direct Delivery
Focused Group Discussion
Generation of Leadership
Information Education and Communication
Key Acts
Key Informants
Ministry of Education, Science Technical Vocational Training and Early Education
Memorandum of Understanding
National Strategic Framework
Society for Family Health
Support Lecturer
Students Partnership Worldwide
Sexual and Reproduction Health
Sexually Transmitted Infections
Teacher AIDS Action Programme
Teaching Practice
Youth Friendly Corner
Zambia Institute for Special Education
Zambia National Commercial Bank
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1.0 Executive Summary
This baseline evaluation on National Strategic Framework indicators was undertaken on the basis that
Restless Development would use the findings as baseline information to measure outcomes of its work
and review the programme models for the target group, the youth. The exercise was carried out from
May-June 2013.
The study was conducted in 12 National Colleges of Education in Zambia and 7 selected communities,
3 of which are in Central province, where interventions have already started and 4 in Western Province
where Restless Development intends to work. The study participants included student teachers, support
lecturers, clinic staff, Advocates for Action (A4A), community leaders, basic school teachers, out of
school youth, alumni, Civil Society Organisation (CSO) and Restless Development staff.
Primary data was collected using both structured and semi structured data collection instruments. A
literature review was undertaken to triangulate this data and documents looked at included: government
policy documents, reports of previous evaluations, Restless Development quarterly progress reports
and the national strategic framework (NSF).
The table below represents a summary of findings of indicators measured:
Indicator
Percentage of student teachers adopting safe SRH behaviours.
Percentage of student teachers accessing friendly SRHR services from health centres.
Percentage of teachers implementing national HIV policy
Percentage of teachers with increased knowledge and awareness of the key Acts (HIV
and AIDS Policies, Life Skills and Financial Education Strategy))
Percentage increase of teenage pregnancies among young people reached
Percentage of YP adopting safe SRH behaviours.
Percentage of alumni engaged in higher studies within three years of their position with
Restless Development
Percentage of alumni engaged in productive jobs within three years of their position with
Percentage of young people receiving professional experience through Restless
Development
Percentage of young people trained by Restless Development demonstrating core life
skills
Percentage of CSOs utilising Restless Development tools to enhance their youth
development work
Financial value (£) of partnerships with private sector organisations providing financial
and technical support for young people across the three goal areas
Baseline
Values
25%
76%
40%
34%
12%
90%.
55%
61.9%
84.6%
58.8%
50%
0
Table 1: Source survey data
In Colleges of Education only 25% of student teachers are adopting SRH behaviours, out of this
number, 65.4% of the college students are aged between 20-25 years. The average age in all the
surveyed colleges is 23 and the most frequent age recorded at the time of the survey is 21. The
colleges have a presence of young people making them a good platform to implement sexual
reproductive health activities for young people.
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76% of student teachers have access to friendly SRHR services from health centres. These services
are not limited to condoms, STI treatment and STI screening. They are more male than female
student teachers accessing these services, 86% of which were second year students and 67% first
years.
The implementation of the National HIV/AIDS policy is critical in all education institutions as it is the
guide to implementing the five HIV/AIDS minimum standards. The National Education policy on
HIV/AIDs was particularly popular among teachers than the education skills and financial strategies.
Percentage of teachers implementing national HIV policy stands at 40%. In addition, compared to
64% of teachers who are aware of the education policy on HIV/AIDs, only 7.9% of the sampled
teachers seem to be aware of the education skills and financial strategy.
Restless Development works with the support lecturers who support the volunteers in their activities.
The lecturers acknowledged having a copy of the Ministry of Education, Science Technical Vocational
Training, and Early Education (MESTVEE) National HIV policy and some colleges have the HIV/AIDS
work place policy. In addition, 34% of the students confirmed that they had acquired knowledge on
the key Acts, which include the HIV and AIDS Policies, Life Skills and Financial Education Strategy.
The percentage increase of teenage pregnancies among the youths was at 12%.
Restless Development has been tracking its former volunteers (alumni) through networking and
capacity building with the view that after the interaction, the skills that the alumni have developed are
used positively to better their lives and contribute to household income growth. The survey findings
show that 55 % are engaged in higher studies within three years of their position with Restless
Development,
61.9% of the alumni are in gainful employment and contributing to income at household level as a
result of skills acquired from Restless Development. 84.6% alumni attest to the fact that they have
been able to get employed and they know many more of their colleagues who are in stable
employment both in public and private sectors. Of those captured in the survey, 58.8% are
demonstrating the life skills (Advocacy, Financial Literacy, Business/ entrepreneurship, Facilitation
and Governance/ Leadership).
Slightly over 70% of the students acquired skills on self-awareness, critical thinking, decision-making,
problem solving and effective communication. The most frequently mentioned life skill that was
acquired and is being demonstrated in the life of young people is Decision making. Support lecturers
confirmed that they are teaching the life skills promoted by Restless Development. Restless
Development should engage the MESTVEE so that such activities are mainstreamed into the college
curriculum and later on make them examinable.
A derived lesson from these findings is that as the students acquire information on the Restless
Development’s interventions like SRH services, the demand and access for services increases.
Health day events have demonstrated that they are an effective way of strengthening the
dissemination of SRH services especially among the young people in the colleges and communities.
There is need to increase access of reproductive health services to young people as a way of
mitigating challenges related to teenage pregnancies, STIs and HIV and AIDS.
There are two CSOs working with Restless Development, namely, Copperbelt Health Education
Project (CHEP) and Cashewnut Growers Association (CGA). CHEP has been collaborating with
Restless Development and utilizing Restless Development tools and volunteer led approaches
(trainings, Internships and technical advice) to enhance their youth development, CGA has not started
because the partnership is still in its infancy.
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2.0 Introduction and Background
Restless Development is the global leader in youth-led development whose mission is to place young
people at the forefront of change and development. Restless Development inspires, educates, trains
and supports young people to lead development in their countries and communities. It helps young
people make responsible choices about their own lives. Restless Development equips young people
to contribute positively to their societies. Restless Development creates space for young people to
play active roles in policy and decision-making. Restless Development in Zambia has been working to
place young Zambians at the forefront of change and development since 2003. In July 2012, Restless
Development model has been included in the Bank of Zambia’s National Financial Education Strategy
for Zambia, as “a key model for the youth”
Over 1,000 young Zambian school leavers have volunteered on Restless Development programmes
since 2004, with many of these alumni going on to find gainful employment and career opportunities
within Zambia and indeed elsewhere. So far the young people form an ever growing national alumni
network that continues to engage in the work of Restless Development and to receive on-going
support towards career development.
Restless Development developed a National Strategic Framework 2011-2015. The framework is an
anchor to the youth developmental activities. The activities are based on three goal areas, these
being:
 Civic Participation: Young people are significant contributors to development processes,
resulting in government policy and practice that is both beneficial and accountable to young
people and its citizens
 Livelihoods and Employment: Young people are taking up productive livelihood and
employment opportunities that contribute to their household incomes and economy of the
country
 Sexual and Reproductive Health: Young people are engaging in safe sexual and
reproductive practices that lead to healthy lives
To achieve these goals Restless Development Zambia applies five strategic approaches namely
Direct Delivery (DD), Shaping Policy and Practice (SPP), Building a Strong Youth Sector (BSYS),
Sharing and Learning (S&L) and Generation of Leadership (GoL).
To read more about Restless Development and our National Strategic Framework in Zambia 2011-15
please go to: www.restlessdevelopment.org/file/nsf-pr-071210-lowres-pdf or visit our website
www.restlessdevelopment.org/zambia
It is against this background that Restless Development contracted the services of, DMGM Consultants
Limited, to undertake a baseline evaluation of some of the National strategic Framework indicators that
had no baseline findings. The study was conducted in 12 National Colleges of Education and 7
Communities in Zambia where Restless Development has been working. The Colleges of Education
covered in the survey were: Nkurumah, Mongu, Malcom Moffat, Solwezi, Mufurila, Mansa, Kasama,
Kitwe , Copperbelt Secondary Teachers College (COSETCO), Chipata, Livingstone and Zambia
Institute of Special Education (ZAMISE). Seven communities were covered, four in Mongu namely;
Mulambwa, Ikwichi, Mawawa, and Prisons while in Central province three were covered namely Matuka,
Mututu and Nkumbi.
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2.1 Purpose of the Baseline
Restless Development Zambia commissioned a baseline evaluation to collect data that will be used as
baseline information to measure the outcomes of the work of Restless Development in Direct Delivery,
Building a Strong Youth Sector and a Generation of Leaders and review their programme models for
youth work in Zambia. This data will also be used to draw lessons that can help strengthen the work of
Restless Development with colleges, alumni and Civil Society Organizations in Zambia as well as
provide recommendations for improvement.
2.2 Objectives of the Study
This baseline survey will be used to set baseline values for the selected indicators in the NSF which
were not yet measured. It will further be used to:
 To measure outcomes of the DD, BSYS and GoL approaches.
 To draw lessons that can help strengthen Restless Development work with the colleges,
alumni and CSOs.
 To provide recommendations for improvement.
2.3 Study Scope and Focus
In order for the findings to feed into the objectives and ultimately the purpose, the following
constituted the focus of the study:
• Key SRH, Life skills and financial Literacy work in colleges: Baseline data was collected
from sampled students and teachers adopting safe SRH behaviours and assessing friendly
SRH services from health centres.
• Comparison of interventions: Comparisons was drawn on Year 1 students who have not
received the Restless Development intervention with Year 2 students in the same colleges
who have received the intervention and key lessons from these interventions were drawn.
• Alumni tracking: Restless Development works with former volunteers (alumni) in networking
and capacity building. The Alumni were followed up on their life skills, livelihoods and career
development.
• YP trained demonstrating core life skills: Restless Development has trained volunteers,
Advocates for Action (A4A), and other young people in communities and colleges. Different
communities and colleges were visited to determine the percentage of young people trained
and are demonstrating the core life skills.
• Civil Society Organisations (CSOs): Targeted CSOs that are working and utilizing Restless
Development tools and volunteer led approaches (trainings, Internships and technical advice)
to enhance their youth development work were visited. Further, CSOs partnering with
Restless Development to deliver a common advocacy agenda were also explored.
• Private sector: Baseline figures on financial value (£) of partnerships with private sector
organisations providing financial and technical support for young people across the three goal
areas to produce an effect for Restless Development's work was collected from the private
sector partner
The baseline was set out to measure the following performance Indicators:
I.
II.
III.
IV.
V.
VI.
Percentage of student teachers adopting safe SRH behaviours.
Percentage of student teachers accessing friendly SRHR services from health centres.
Percentage of teachers implementing national HIV policy.
Percentage of teachers with increased knowledge and awareness of the key Acts (HIV
AIDS Policies, Life Skills and Financial Education Strategy))
Percentage increase of teenage pregnancies among young people reached.
Percentage of YP adopting safe SRH behaviours.
and
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VII.
VIII.
IX.
X.
XI.
Percentage of alumni engaged in higher studies or in productive jobs within three years of
their position with Restless Development.
Development.
Percentage of young people trained by Restless Development demonstrating core life skills.
Percentage of CSO‘s utilising Restless Development tools to enhance their youth
development work
Financial value (£) of partnerships with private sector organisations providing financial and
technical support for young people across the three goal areas
3.0 Review of literature
It is understood, that though the primary purpose of the assignment is to establish baseline values for
selected indicators in the National Strategic Framework (NSF), Restless Development is already
working with some of the target communities in Central Province. A lot of literature had been gathered
through programme reports, surveys and other sources. Therefore, in order to inform the
development of the baseline instruments, the consultant made use of the available internal and
external resources. The internal source documents include but not limited to:













Restless Development Monitoring and Evaluation plan,
Restless Development Zambia National Strategic Framework,
Restless Development Zambia Impact Briefs,
Restless Development Summary of Approaches,
Restless Development Programme Quality compendium,
Restless Development National Progress Reports,
Restless Development HIV and life skills Monitoring Tool
Restless Development Donor Proposal,
Teacher AIDS Action Programmer Evaluation Report,
The State of the nation in Zambia report
Teenage Pregnancies Desk Review in Zambia.
Restless Development monthly progress reports and
Restless Development alumni database.
The document review provided supporting information on some of the findings on youth participation
in the development, implementation and monitoring of national level policies. Reports from the clinics
also constituted key secondary data.
To determine, the level of youth engagement by CSOs in youth development work such as training,
advocacy, internship and other technical areas aiming at promoting the aspirations of the youths, the
consultant also leveraged on the secondary data available in various CSOs working with the project.
This approach helped in establishing the gaps and developing comprehensive methodology and data
collection tools.
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4.0 Methodology
4.1 Questionnaire Design
The consultation with the Restless Development Monitoring and Learning Unit informed the design of
the questionnaire. This was with a view to enhance the understanding of the scope so that all the
programme baseline needs are captured. The development of the survey instruments also considered
the fact that some sampled target audience had already started receiving project intervention hence
previous study materials of similar nature were also reviewed to broaden the scope and reflect on a
variety of issues under different circumstances. The following tools were developed and adopted for
the exercise:









Colleges of Education administrators (Semi-Structured)
Colleges of Education Students(Semi-Structured)
Volunteers/Alumni ((Structured)
Advocates for Action(Structured)
Health Centres (Structured)
Civil Society Organizations (Semi-Structured)
Basic School Administrators (Structured)
Basic School Teachers (Structured)
Community youth (in and out of school) (Structured)
4.2 Sampling
Restless Development predetermined the sample size in the survey especially for the Colleges of
Education, Alumni and Advocates for Action, Communities and Community Youths. The colleges and
communities were chosen based on where Restless Development currently works and intends to
work.
Restless Development implements its activities in 13 government managed National Colleges of
Education namely: Kasama, Mansa, Malcolm Moffat, Nkrumah, Solwezi, Mufulira, Kitwe, Copperbelt
Secondary Teachers College, Mongu, Livingstone, Chipata and Zambia Institute for Special education
(ZAMISE). National In-service Teachers College (NISTICO) that is being transformed into a university
and hence not included in the study.
A sample size of 240 student teachers was made, 20 from each college, (10 first years and 10
second year). This was to ensure that divergent views were collected from those already on the
programme and those who had not received any interventions at all so that information helps in
decision-making.
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Restless Development works in 10 communities in Central Province and Three of the 10
communities (Matuka, Mututu, Nkumbi) were included in the survey and an additional 4 communities
namely Mulambwa, Mawawa, Ikwichi and prisons in Western Province (Mongu) formed the last part of
the sample where Restless Development intends to roll out activities.
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Which include Kafulamase in Kabwe, Keembe and Mututu communities in Chibombo, Mukonchi and Matuka in
Kapiri district, Nkumbi, Changilo and Chalata in Mkushi district and Chitambo and Mulilima in Serenje .
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4.3 Study Participants
The table below shows the sample size for each category of the survey participants and the actual
number and proportion interviewed.
Participants Category
Sample size
Interviewed
% Interviewed
College Students
240
217
90.4
Support Lecturers
12
15
125
Alumni and Advocates for
Action (Ex-volunteers)
50
40
80
CSOs working with Restless
Development
2
2
100
Community members (youth,
civic and or traditional
leaders)
140
101
72
Basic schoolteachers in the
communities
10
16
160
Clinic staff in the
communities and or colleges
12
12
100
4.4 Quality Control
To ensure reliable data collection, the team leaders worked with the team on a daily basis and carried
out quality checks on the questionnaire. The questionnaires also had quality checks embedded in
them and the teams held daily debriefings to reflect on the day’s work and share experiences on,
what worked well and did not work well and how to avoid repeating the same mistakes while
replicating good experiences in subsequent work. Highly experienced and qualified data collectors,
and entry clerks both with a background of Information Technology and computer literacy were
engaged to enter data. Prior to data entry exercise the data entry clerks were also involved in data
collection. Quality checks were embedded in the data entry masks so that wrong entries were
rejected.
4.5 Data Management and Analysis
After data collection, the data was processed using the Epi-data software version 3.2 analysed using
SPSS version 16.0. The tables were exported to excel 2010, where the data analysed further
synthesised and Graphs and tables generated.
4.6 Ethical Considerations
The minimum age of the respondents in this survey was 18 years old and hence they gave individual
informed consent. The questionnaires were anonymous; the respondents assured of confidentiality
and interviews were conducted in privacy.
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4.7 Study Limitations
The respondents to this survey are adolescents and the majority based in rural areas where cultural
norms play a significant role as discussing sex and reproductive health issues. Therefore, the quality
of data collected in terms of depth is affected as an issue concerning sex becomes very sensitive to
discuss.
The timing of the baseline study collided with the teaching practice for the second year students
hence managed to interview 72% (86 of 120) of the sample size. To achieve this some student
teachers had to be followed to the schools where they were carrying out their teaching practice and
also phoning was another mitigatory measure to ensure that the information was collected from the
respondents.
The situation was no different from communities. The contact persons tried their level best to organize
and mobilise the young people, but the team only interviewed 71% (sample of 140 from the 7
communities) based on the availability.
The alumni are scattered all over the country and therefore were not easy to trace, most of which are
not even found on the addresses registered with the organization. Even for those that are on the
database many could not be reached by phone, as they no longer use the phone numbers indicated
on the database. Nonetheless, the survey team managed to collect data from 40 alumni.
At the time of the visits, data from some participants, especially clinics was not well organized. This
resulted in significant loss of time in an attempt to collect relevant, accurate and updated data as the
survey team had to go back and forth. This situation manifested mainly in Mongu.
In Lusaka, at Zambia Institute for Special education (ZAMISE), the exclusion of the clinic in charge
from the college management board has affected the partnership between the college and the clinic.
The situation is similar at Mansa College of Education where the clinic staff was withdrawn by district
health office to operate from other locations due to staffing challenges at the district office.
5.0 Survey Findings
The baseline study’s main findings are organized according to the indicators. The survey provides
greater content than simply reporting on indicator values, as the survey contains more information
than the indicators defined in the NSF.
5.1 Percentage of student teachers adopting safe SRH behaviours
65.4% of the college students are in the age range of 20-25 years. The average age in all the
surveyed colleges is 23 and the most frequent age recorded at the time of the survey is 21. These
statistics makes colleges to be the most appropriate institutions to implement sexual reproductive
health activities for young people aged 18 to 35 years old.
Restless Development is working with young people in Sexual Reproductive Health Activities.
According WHO (1994), Sexual Reproductive Health implies that people are able to have responsible,
satisfying and safe sex life and that they have the capability to reproduce and the freedom to decide
if, when and how often to do. In line with this definition, the survey findings suggest that one quarter
(25%) of the second year students sampled had used condoms at least in the last 12 months.
Therefore, it can be deduced that 25% of the second year students have adopted one of the safe
SRH behaviours, as condom use was the most frequently used contraceptive. The table below shows
findings on the student teachers indicators.
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Indicators
Results
Percentage of student teachers adopting
safe SRH behaviours
25 %
Percentage of student teachers accessing
friendly Sexual Reproduction Health Rights
services from health centres
76 %
Percentage of teachers implementing
national HIV policy
40%
Percentage of teachers with increased
knowledge and awareness of the Key Acts
(KA)
34%
5.2 Percentage of student teachers accessing friendly SRH services from health
centres.
A full package of SRH services includes access to advice and support, information on STI and
unwanted pregnancy prevention, family planning, VCT and condom use. The statistics show that
approximately 76% of student teachers access friendly SRHR services from health centres. Across
gender more male than female students access SRH services. Among male students, there are more
second year students (86%) than first years (67%) accessing the SRH services and the pattern is the
same among the female folk. The most common SRH service is condoms (38%) followed by STI
Treatment (33%), and STI Screening (29%).
It has been observed from previous works that condom use is affected by cultural hindrances and lack
2
of condom availability . These factors have a direct link to the number of student teachers adopting
safe SRH behaviours like the use of condoms.
When asked about their sexual life in the last 12 months, slightly over half (53.3%) of the students
indicated being sexually active and of these 25% use condoms. In both cohorts combined, the
majority of students 91% are sexually active and usually have sex with their regular partners
(Wife/Husband, steady boy/ girlfriend, and cohabiting) and the rest had sex with people who were not
their long term partners. The table below shows the percentage of student teachers accessing SRH
2
External Evaluation February, 2012 Kasuta etal
14
Figure 1: Percentage of student teachers accessing SRH services from health centres
Students are aware that there are multiple benefits in accessing and using Sexual Reproductive
Health Services. The benefits they cited include awareness creation, prevention of early and
unwanted pregnancies, STI screening, receiving treatment, skills development through training and
access to counselling which helps the students make informed decisions. The figure below shows the
percentage of students who cited the benefits accrued from each of the Sexual Reproductive Health
Service accessed.
Figure 2: SRH Benefits as cited by student teachers
15
The students appreciate most seeking counselling services, followed by enhanced knowledge on
SRH from the IEC materials. Next is prevention of early and unwanted pregnancies and enhanced
skills through training such as on condom use and reading resource materials on SRH. However,
while the students appreciate the importance of accessing the SRH services, there is need to keep
these services available and accessible. The formation of student groups that will advance the SRH
agenda is essential for the sustainability of these gains. Premised on the same, students have noted
significant and positive changes. There is increased awareness among the students in SRH matters
and as such has resulted in reduced pregnancies, bahaviour change and increased use of
contraceptives like condoms. The students attested that they now know more about STI’s and
HIV/AIDS issues and feel very free to access and disscuss SRH issues as demostrated through the
responses in both semistructured interviews and FGDs.
It is observed that in order to attract young people to health centres to access and adopt SRH
services, the location and services of the health centres must be very well publicized. The facility
assessments revealed the need to strengthen the promotion of services. It was observed that there
were no visible signboards in the college or community that would list the hours, location, and SRH
services of the clinic so as to increase awareness of youth-friendly services. Some clinics had no
outreach programmes by peer educators or other community health workers so as to promote SRH
services. During the first needs assessment, the team noted that there were little advocacy and
awareness related activities to promote youth-friendly SRH services.
A principle strategic approach of the project should make Sexual Reproductive Health Services more
accessible and acceptable to youths in the community, the schools and in colleges where Restless
Development operates. This implies making the services youth friendly.
An External Evaluation Report 2011 on teacher tracking mentioned that through TAAP, trainee
teachers in colleges of education are taught SRH and life skills by peer educators. At the time this
survey was being undertaken Restless Development had already trained and deployed volunteers in
MESTVEE Colleges of Education to assist with peer educators. This is in line with the Ministry of
Education HIV/AIDS policy which encourages stakeholders to train peer educators who will use
various communication skills to deliver SRH messages in order to promote and sustain risk reduction
behaviours. The teachers are trained in order for them to be able to deliver, once deployed to schools,
current, relevant and effective support for pupils in areas of Sexual Reproductive Health (SRH) and
critical Life Skills knowledge. On average 30 second year students are directly participating (as peer
educators) in activities promoted by Restless Development. This translates to 38% of the second year
student population.
Though there are notable significant positive changes, there are various factors students think are
posing challenges in implementing SRH activities. Lack of interest was ranked high at 39.6%
followed by inadequate time for students to attend to these activities and IEC materials ( see figure f).
Students feel the school schedule is so tight that they can not find time for curricula activities.
Therefore, since Restless Development has earned recognition and is working very closely with the
MESTVEE there is need to ensure that SRH activities and lessons are examinable. This would
facilitate the school administration to streamline the school calendar and include SRH activities. This
observation is already backed by the HIV/AIDs education policy which stipualates that inservice and
pre-service programmes will effectively integrate HIV messages into the lessons and curriculum , in
accordance with the curriculum policy.
16
Figure 3: Challenges faced by students in implementing SRH activities
5.3 Percentage of Student teachers with increased knowledge and awareness of the
Key Acts (KA)
According to Restless Development indicator reference table, the Key acts include the HIV and AIDS
Policy, Life Skills and Financial Education Strategy.
The study findings show that 34% of student teachers have increased knowledge and awareness of
the Key Acts. The National Education policy on HIV/AIDs is more popular among teachers than the
Education Skills and Financial Strategy paper. Compared to 64% of teachers who are aware of the
education policy on HIV/AIDS, only 7.9% of the sampled teachers seem to be aware of the education
skills and financial strategy paper. The rest have neither seen the education policy on HIV/AIDS nor
the life skills and financial strategy paper.
Additionally, the results show that the dissemination of the HIV/AIDS policy has not been effective as
only 24% of the student teachers included in the survey have had a chance to physically see the
HIV/AIDS policy paper. This has had an effect on the proportion of student teachers who could have
knowledge about the HIV/AIDS policy as only 34% know the content of the HIV policy and of these
9.3% had a privilege to read the policy. The rest either learnt from class or through interactions with
friends. In order to facilitate effective and efficient access to the policy documents like the HIV/AIDs,
Skills and Financial the students suggested that mass distribution of such important documents in
school would help increase awareness of the key education acts.
17
Figure 4: Knowledge on Key Acts
The finding is further supported by the 2008 National Assessment Report which indicates that though
some administrators rarely talk about HIV/AIDS with their teachers and pupils, overall there is an
increase in the proportion of administrators engaging pupils and teachers on the KA particularly
HIV/AIDS.
A high percentage of 80% of students indicate receiving classroom lessons on SRH. Surprisingly
weighted results show that 74% of the sampled first year students compared to 66% of the second
year students indicated receiving SRH lessons in the classroom. When asked about who facilitated
the training the majority 96% among the second years mentioned Restless Development and the first
years did not know which organization was behind the sexual reproductive health interventions. The
lack of knowledge by the first years provides the basis for Restless Development to extend the SRH
interventions to first years. There is an opportunity to sustain this scenario because 93% of the
students said they would continue accessing Sexual Reproductive Health services as they see it to be
of paramount importance to their lives. In addition, the students are willing and ready to encourage
their peers to access the services. However, there is need to strengthen the relationship and linkage
between the clinics and the colleges of education which can be facilitated by Restless Development.
18
Figure 5: Significant changes due to SRH training
The student teachers responded that as a result of the trainings, the main changes that were
observed is the increase in awareness on SRH and reduced unwanted and early pregnancies.
5.4 Teachers
5.4.1 Percentage of teachers implementing National HIV policy.
In 2003, the Ministry of Education and its partners developed an interactive methodologies manual for
HIV/AIDS prevention in Zambian schools. The Manual aimed at facilitating interactive discussions in
and out of class. It caters for all educational levels from lower basic to teacher training colleges and
suggests the use of various teaching and learning aids. The deployment of alumni/volunteers in
Colleges of Education is a good strategy to foster the inclusion of HIV/AIDS in the college curriculum
as well as make students aware of the need to teach the subject in school. Interaction with the
students and support lecturers reveal that though it is a policy of the MESTVEE to inculcate
messages on Psycho-social skills, Gender and Reproductive Health, Sexually Transmitted Diseases,
Alcohol and Drug abuse, HIV/AIDS and Advocacy, these issues receive very little attention as the
issues are not examinable. Efforts made by Restless Development to foster the inclusion of these
issues is appreciated though they are treated as secondary and students have very little or no time to
interact and discuss outside class.
Though most students said that they had not seen a copy of the HIV/AIDs Policy, 11 of the 12 college
support lecturers confirmed having copies of the document. They are applying it in several ways
including drafting the college workplace policy, conducting workshops for students and lecturers and
planning. However, one lecturer regretted that the policy is hardly used because there is no proper
system to support the dissemination and inclusion of the policy contents in the school curriculum. 40%
of the teachers in the schools confirmed implementing the HIV policy.
19
From the Zambia Governance Foundation, endline survey conducted in 2011 in the Copperbelt and
Central provinces, only 16% of young people interviewed had heard of the National Youth policy or
the National Plan of Action, while of those that knew about it, just 3% had read it and only half of
3
these could remember at least one provision.
5.5 Teenage Pregnancies
Indicators
Results
Percentage increase of teenage pregnancies among young
people reached.
12%
5. 5.1 Percentage increase of teenage pregnancies among young people
reached.
In Zambia teenage pregnancy is a source of concern as it can lead to a lot of health, economic and
4
social risks, both for the young girls and their babies, as well as the wider communities they live in .
This is evident, because statistics of young people getting pregnant particularly those in school are
increasing. Ministry of Health in 2009 reported that 30% (3 in 10) of young women in the ages ranging
from 15 to 19 were on record of either giving birth or are carrying a pregnancy.
The survey findings from 12 of the clinics show that in 2010 the clinics recorded 118 pregnancies, the
numbers of recorded pregnancy cases doubled to 242 in 2011, however, the number of pregnancy
cases only increased by 29 in 2012 as show in the figure below. The percentage increase of teenage
pregnancies among young people reached is at 12%
3
4
Restless Development/ ZGF Baseline Evaluation Report, 2011, P11
Teenage Pregnancy Report, Restless Development 2012
20
Figure 6: Teenage pregnancies
5.6 Young People in communities
5.6 .1 Percentage of YP adopting safe SRH behaviours
Indicators
Results
Percentage of YP adopting safe SRH
behaviours.
90 %
The baseline survey has considered young people as those that are found in the upper and
secondary school going age ( 10-18 Years) and, are either participating or they are potential
beneficiaries of interventions targeted at young people. Restless Development is currently working
with young people in central province and wants to extend its work to Mongu in Western province.
Restless Development works in the communities include:
Direct Delivery: This includes classroom activities, out-of-school sessions, youth clubs and resource
centres, public awareness campaigns, peer education and community outreach, health day events –
with the over-arching aim of creating the skills that young people need to engage in policy discourse
and implementation.
Shaping Policy and Practice activities, led by trained young people to reach out to local and national
policy decision makers, through lobbying, campaigning, advocacy, media management, policy
research, alliances and technical support. This invokes debate amongst decision-makers around key
21
issues and youth perspectives on targeted policies within the policy cycle. Decision-makers and their
institutions are then engaged to ensure their understanding and inclusion of young people’s needs
and perspectives and are held accountable for action.
The survey results revealed that young people do meet to discuss developmental issues affecting
their welfare. Of those sampled 49% attested to this factor and 48 % indicated that they were able to
present the issues to the local leadership. 44% of the youths reported that they are involved in
decision making process. 35% said that they invited community leaders during their meetings. 45% of
the youth tabled their developmental issues with relevant authority like the area MPs. This positive
outcome can be alluded to the interventions implemented by the A4A-youth groups which is
promoting Civic Education in the Restless Development target communities. From this information and
with the Civic Education the young people receive, it shows that the youth are able to command a
significant amount of engagement with political and traditional leaders and present issues that affect
their welfare.
60
50
40
Youth Participation at community Level
56
55
55
52
49 51
48
45
44
35
30
20
10
Yes
0
No
Figure 7: Youth participation at community level
The findings correlate positively to the Youth-led Accountability Model, where young people (and
other community members) are trained to use the Community Self-Assessment Tool. In addition,
through the 2011-2012 Tikambe Pilot Programme Campaigning Lobbying Community SelfAssessment Groups, the youth now have the capacity to lobby their local MP to engage the youth in
decision making. The National Youth Policy (2006) advocates for youth participation at all levels of
public and private sector planning in political decision making bodies through close cooperation
between government and non-governmental organisations.
The communities where Restless Development has registered its presence such as Matuka, Mututu
and NKumbi have better indication of youth engagement in decision making than their peers in
Mongu. When asked about the level of interaction, except for Ikwichi, all communities in Mongu
registered less interaction between the youths and the community leadership. Despite the efforts that
the youths make to engage the political leadership 70% of the young people do not feel empowered.
The trend is the same in both the new communities in Mongu and those where Restless Development
had taken their interventions in central province. The table 6, below shows the results of the baseline
values for data captured in 4 communities and 3 clinics in Mongu Western province.
22
Indicators
% of young people (YP) adopting safe SRH
behaviours
Baseline value
90%
% of youth accessing friendly SRHR services
from health centres
83%
% reduction in reported STI symptoms among
young people
86%
% reduction of teenage pregnancies among
young people reached
5%
Indicator
% of young people (YP) adopting safe
SRH behaviours
% of youth accessing friendly SRHR
% reduction in reported STI symptoms
among young people
% reduction of teenage pregnancies
among young people reached
% of young people (YP) adopting safe
SRH behaviours
Western province
communities
90%
Central province
communities
71%
83%
81%
14%
21%
6%
77%
90%
92%
The existence of youth friendly corners and professional counsellors may be the reason youths in
targeted communities are encouraged to visit the clinics in Mongu. The proportion of young people
visiting the clinic for various reasons stands at 74%. Among the services/products the youth’s access
includes family planning services, condoms and STI Treatment. Despite, 90% of the youths indicating
that they access condoms the ratio of youths accessing STI treatment is high (86%), which is an
indication that youth are sexually active. This could further be an indication that youth either do not
use the condoms or they are improperly applying them. The high proportion of youths seeking STI
treatment is further supported by the data from three surveyed clinics which shows that pregnancy
cases between 2010 and 2011, almost tripled (From 39 cases in 2010 to 111 cases in 2011).
Between 2011 and 2012, there was a marginal decline by 5%. This is an indication that there is need
for awareness creation on the use of condoms. In addition, Restless Development should leverage on
existence of the youth friendly corners and the placement of counsellors to strengthen service
provision in SRHR activities in the target communities.
23
5.7 Alumni.
5.7.1 Percentage of alumni engaged in higher studies or in productive jobs
within three years of their position with Restless Development.
The indicator captures two important variables one on engagement of alumni in higher studies and
the other in productive jobs in the last 12 months. It is recommended that the two variables be
separated as suggested in the table below to avoid the risk of measuring one variable and leaving out
the other.
Indicator
Baseline Value
Percentage of alumni engaged in higher studies within three years of
their position with Restless Development
55 %
Percentage of alumni engaged in productive jobs within three years
of their position with Restless Development
61.9%
Percentage of young people receiving professional experience
through Restless Development.
84.6%
Percentage of young people trained by Restless Development
demonstrating core life skills.
58.8%
In his speech to National Assembly in 2011 the Republic President Mr Michael Chilufya Sata, said “…
the majority of our Youth have poor Education, lack formal skills and consequently remain without
5
jobs which would enable them to earn a living and hence contribute to national development’’ .
Restless Development is alive to the challenges facing the youths and is tracking its former volunteers
(alumni) through networking and capacity building with the view that after the interaction, the skills
that the alumni have developed are used positively to better their lives and contribute to growth at
household and national development. The survey findings show that 61.9% of the alumni included in
the survey are in gainful employment hence contributing an income at household level.
As a result of skills acquired from Restless Development 84.6% Alumni attest to the fact that they
have been able to get employed and they know many more of their colleagues who are in stable
employment both in public and private sectors. On average each Alumni was able to mention at least
six of the cohorts who after interacting with Restless development has been able to get employed. Of
those captured in the survey, 58.8% are of the opinion that the skills acquired from Restless
Development helped them get employed. Therefore, 58.8% of those sampled are demonstrating the
life skills which include communication, facilitation and decision making.
5.7.2 Percentage of young people receiving professional experience
through Restless Development.
Volunteer Peer Educators (VPEs) build the capacity of fellow young people, communities, and local
groups in comprehensive SRHR education. Crucially, VPEs will build understanding of the relevant
polices and health services available to them so communities themselves can demand their delivery
and implementation from local-decision markers.
5
President’s Speech to National Assembly (2011)
24
5.7.3 Percentage of young people trained by Restless Development
demonstrating core life skills.
Both first and second year students confidently said that they have acquired different life skills in the
last 12 months that they have been at the college. Slightly over 70% of the students acquired skills on
Self-awareness, Critical thinking, Decision making, Problem Solving and Effective communication.
Support lecturers confirmed that they are teaching the life skills promoted by Restless Development.
However, it appears that skills development facilitated by the lecturers are considered to be cocurricular rather than the mainstream college curriculum as the majority of the lecturers indicate heavy
workloads, money, non-availability of space and rooms as the key constraints in implementing these
activities. It is therefore, important for Restless Development to engage the Ministry of Education so
that such activities are mainstreamed into the college curriculum and later on make them examinable
Figure 8: Proportion of students acquiring various skills
6.0 Private Sector and Civil Society Organisations
6.1.1 Percentage of CSOs utilising Restless Development tools to enhance
their youth development work
There are two CSOs working with Restless Development, CHEP and Cashew Growers Association
(CGA). As opposed to CHEP, CGA has not yet started implementing the activities hence have not
applied any of the tools promoted by Restless Development to enhance youth development. However,
CHEP has found the self-assessment tool very useful and indicated that the tool has helped in
strengthening some of their activities. The tool has helped in establishing the needs for behavioural
change and formation, youth community outreach, HIV & AIDS interventions among other youth
related activities.
25
The Cashewnut Growers Association (CGA) has been interacting with Restless Development
specifically through workshops organised by the Zambia Governance Foundation (ZGF) which funds
both organisations in specific activities. The survey findings show that the CGA has well developed
structures in the communities that Restless Development can use to reach their target audience. CGA
has government recognition and has a budgetary allocation every year. One of the critical activities
that CGA would want to collaborate with Restless Development to complement its capacity building
programmes/initiatives is where Restless Development would focus on with youths to ensure that
young people are not disadvantaged or left out in community development matters.
6.1.2 Financial value (£) of partnerships with private sector organisations
providing financial and technical support for young people across the
three goal areas
Though Restless Development has made some strides in sourcing funds from private sector
organisations, like Zambia National Commercial Bank and is strengthening their relationship with
Bank of Zambia, there is need to create synergies and collaborate even more with the private sector.
The Public Private Partnership and participation in any developmental work cannot be over
emphasised, as it will help strengthen exit strategies for Restless Development.
7.0 Emerging issues
7.1 Colleges of Education




The volunteer programme which commence in the third term when the target audience
(students) are busy preparing for the examinations hence it becomes difficult to get them
involved in the project activities. Whenever, the students have chance for project activities,
the activities are implemented in a hurry hence affecting the quality and effectiveness of the
activities.
The Support lecturers appreciate and acknowledge the technical support provided by the
volunteers but appealed to Restless Development to post the volunteers to colleges of
Education in good time to allow them time to interact and save the students.
The Support Lecturers appealed to Restless Development to improve on its communication
and consultation process during implementation of the interventions. A concern was raised
regarding inadequate communication from Restless Development. For instance there was an
inquiry on when the next volunteers would be sent to colleges as they have been waiting the
whole of the first term, whether the programme had come to an end. Another request from SL
and A4As is that that they need some motivation in form of T-shirts as identification to
associate themselves with Restless Development programmes.
The Volunteers/Alumni feel the upkeep allowance is inadequate and request Restless
Development review it upwards. In addition operational fund are equally inadequate and the
threshold should be increased. This will to enable the volunteer to execute the programmes
effectively. A request is being made to Restless Development to be sending the volunteers in
pairs (male and female) in order to effectively provide counselling services as there may at
times be highly confidential and sensitive matters.
7.2 Community Leaders
Civic leaders in some communities such as Nkumbi and Mututu are very instrumental in supporting
and motivating the youth in their enterprise development initiatives. Traditional leaders in Mawawa
are supportive to youths that are into vegetable production by ensuring that they have access to
customary land. However the youth reported a challenge of expanding their gardens beyond the plots
handed over to them through family lineage. It is difficult to use land outside one’s family heritance
26
7.3
Young people in Communities
Though the SRH issues are being addressed, a holistic approach will best address the health needs
of the youth, taking cognizance of their physical, mental and social wellbeing; therefore Restless
Development should consider running integrated SRH programmes that include management of
youth SRH needs, promotion of health development, the prevention of SRH problems, as well as the
response to specific SRH needs.
8.0 Key Lessons Learnt
8.1 Student Teachers
1. The point to note is as messages on Sexual Reproductive health reach out to more students
the demand for and access to Sexual Reproductive services increases.
2. Most Colleges do not have space where students promoting Restless Development activities
hold meetings
3. The alumni and A4A attest that Health day events have demonstrated an effective way of
strengthening the dissemination of SRH services especially among the young people in the
colleges and surrounding communities. These can be through continued staging drama
performance and organising sports activities
8.2 Young people in communities
1. There is need to increase access to youth friendly reproductive health services for young
people as a way of mitigating challenges related to teenage pregnancies, STIs and HIV and
AIDS
9.0 Recommendations
Increased youth participation in policy and developmental issues at community level:
Increase the engagement with local leaders (traditional and civic) and the youth on key policies that
aim to protect and advance the development interest of the youth. For example policies that protect
girls from teenage pregnancy (SRH), policies that support youth entrepreneurship (livelihoods),
policies that support youth participation in decision making process (governance and civic
participation). This will contribute to achieving the three goal areas of Restless Development as the
youth will be less vulnerable to SRH risks, the youth will be economically empowered and young
people will be able to lead development initiatives.
The Tikambe model and using the Direct Delivery programming is one that can help greatly to
achieve youth participation.Restless Development must ensure that Youth involvement in design and
continuing feedback is promoted to ensure programme sustainability.
Increase SRH awareness among student teachers and community young people
In order to attract young people to health centres to access SRH services, the location of the health
centres must be very well publicized. For example there should be visible signboards in the college or
community listing the hours, location, and SRH services provided at the clinic so as to increase
awareness of youth-friendly services. Additionally, advocacy and awareness related activities should
be enhanced to promote youth-friendly SRH services.
27
The methodology of using students, A4A, and Volunteers as peers to disseminate the SRH to the
whole student populous appears to be working. Restless Development should leverage on the current
numbers (about 38%) of year two and or three students (about 30 per college) to disseminate the
information on SRH to the rest of the students at the colleges. This will increase the impact of SRH on
the students. Further, the awarenes on SRH can be increased and achieved if the activity coverage to
all the college populace is incresed by seriously mainstreaming SRH activities in the college
curriculum.
Some alumni suggest that the scheduling of activities must change so that they begin in the first term
than the third term as it might allow a fair share with academic time. In addition the volunteers indicate
that more students would appreciate and participate in the activities promoted by Restless
Development if there was a prior interaction with the students to explain the importance of taking part
in the activities. There is also need for Restless Development to make frequent visits to the
administration and support lecturers to ensure that the activities receive the much needed support.
Addressing such gaps using the suggested methods may significantly increase the awareness of the
services among the student teachers.
Increase distribution of Information, Education and Communication materials on SRH
and Life skills
The objective is to raise the current levels of awareness on HIV/AIDs, STIs and unwanted
pregnancies. The distribution and dissemination of IEC materials on HIV/AIDs, STI Counselling and
treatment, including Life Skills should be up scaled. Restless Development should work closely with
the clinics and District Medical Officers to enhanced outreach services and strengthen youth friendly
corners. IEC Materials such as posters, brochures and videos can be posted in schools and clinics.
Regarding the KAs, they will have an impact if the Ministry of Education Science, Vocational Training
and Early Education ensures that there is constant communication between the Head teachers,
teachers and pupils and are constantly discussing the contents of the policy. This will help create
demand among pupils to learn about the key acts so that the teachers and administrators are
encouraged to talk about the HIV/AIDS, Life Skills and Financial Literacy.
Continue networking or explore new networks with identified partners like CSO and
private sector
Under the Public Private Sector partnership the government encourages organisations to form
partnerships for effective and efficient delivery of services. The approach helps organisations to
leverage on each other’s strengthens, in this regard Restless Development created partnerships with
a number of donors who are financing their activities and also formed with CSOs, private sector and
youth networks with the aim of combining efforts to increase awareness and access to SRH services.
From the survey, partnerships with organisation like Society for Family Health, ZAPP, Planned
Parenthood Association of Zambia, and the respective colleges has the potential to effectively bring
SRH services to the young people. In addition, there is goodwill from the private financial sector like
Standard Chartered Bank and ZANACO to partner with Restless Development on Financial Education
and also Corporate Social Responsibilities targeted to the youth. It is therefore, recommended that
Restless Development continue identifying and strengthening relationships with the private sector. In
addition, Restless Development should leverage on Ministry of Health and Education community
structures to advance the youth agenda.
28
Promoting and supporting livelihoods and entrepreneurship initiatives
While the Alumni and A4A felt that the training and field experience received from Restless
Development has increased their capacity to facilitate, communicate, negotiate and built their
confidence to the extent that some have secured jobs which help them contribute to household
income, most community youth indicated that they do not feel economically empowered to be
independent. Thus, there is need for Restless Development to introduce youth tailored
entrepreneurship and resource mobilization skills, for instance savings groups and linkages to
financial support.
In order to move the enterprise initiatives forward, it is recommended that access to financial
institutions to support their growth should be facilitated by Restless Development. In addition,
Restless Development should secure additional funding from private sector or other donors to enable
the organization to reach as many youths as possible.
Visibility amongst the volunteers and support lecturers
Branding and Marking through IEC materials is very important. During the field visits, it was difficult to
notice that Restless Development is collaborating with colleges of education, clinics, communities and
schools. Consequently, Restless Development should consider putting aside a budget to cover costs
for visibility. This will facilitate the branding and marking of all materials like T-shirts, brochures,
leaflets developed with the support from the organisation. Mounting billboards at the entrance of each
community and colleges of education would also improve visibility.
After Placement Support to Alumni
Though the Alumni find the skills they acquire beneficial those who do not find jobs or employment
after serving feel dejected, therefore, there is need for Restless Development to design a better after
service programme that would ensure that Alumni were empowered and supported after their
placement.
10.0 Monitoring and Evaluation
Monitoring and Evaluation is a very important department in any given project or institution. The
objectives are to work very closely with program staff and ensure that all activities are logically
supporting the results framework from output to impact level. In this regard, the Monitoring and
Evaluation unit have a well-documented and integrated Monitoring and Evaluation Plan. Analyses of
various project documents show the following:
10.1 Indicators
All the indicators are well thought through and are suitable to address the various issues that youths
are facing. The linkages between the activities and indicators at various levels are very strong. The
operational indicators provide this linkage and synergy between lower and high level objectives. The
assumption that the operational indicators form part and completes the indicator definitions is very
good, but key words such as adoption, increased knowledge and awareness, professional
experience, core skills, key acts should be clearly defined in the Logical framework monitoring and
evaluation plan.
The indicator ‘Percentage of alumni engaged in higher studies or in productive jobs within three years
of their position with Restless Development’ is good indicator and well positioned to track youth
empowerment. It will help the project track progress on how Restless Development stimulate the
desires of young people to take up higher studies and measure skills acquired by the youths and how
they help them in their lives. Nonetheless, the indicator lacks the SMART principle hence introduces a
risk to the project as one may choose to measure only one aspect of it and leave out the other
henceforth it is recommended that indicator be split to read as follows :
29
Indicator
Percentage of alumni engaged in higher studies within three years of their position with Restless
Development
Percentage of alumni engaged in productive jobs within three years of their position with Restless
Development
10.2 Database
Restless development has a very good record of the people they are working with for instance it has
an excel spread sheet of most of its volunteers/ Alumni and Advocates for Action. However, the
findings reveal that though the support lecturers keep records Restless Development does not keep
track of project participants in Colleges of Education and the community. If such a database existed it
would have been easy to provide a sample frame of any group of project participants or follow them
up during monitoring and evaluation activities. In addition, the project should consider developing an
access based database with unique identifiers which would help minimise the possibility of beneficiary
double counting.
10.3 Routine Monitoring of activities
Generally, routine monitoring of project activities need to be systematic and recurrent. There is a
general perception among the support lecturers that it would be an incentive if Restless Development
officials visited the Colleges of Education to appreciate some of the implementation challenges.
Similarly, A4A’s feel that the presence of the project official during the youth and community
leadership meetings would add value and encourage leaders to be more committed to the course of
the youths.
30
APPENDIX 1:
TERMS OF REFERENCE FOR BASELINE NATIONAL STRATEGIC
FRAMEWORK INDICATORS (SELECTED).
1.0 Introduction to Restless Development
Restless Development is the global leader in youth-led development; whose mission is to place young
people at the forefront of change and development.
Restless Development is currently implementing a three year National Strategic Framework (NSF)
with three main strategic outcomes under the three goal areas:
1. Civic Participation: Young People (YP) in Zambia will lead development initiatives at all
levels.
2. Livelihoods and Employment: YP in Zambia are economically empowered.
3. Sexual and Reproductive Health: YP in Zambia are less vulnerable to Sexual Reproductive
Health Right (SRHR) risks.
The above outcomes will be achieved through our five approaches of; Direct Delivery(DD), Shaping
Policy and Practice(SPP), Building a Strong Youth Sector(BSYS), Sharing and Learning(S&L) and
Generation of Leadership(GoL). To know further about these approaches, please visit our website
www.restlessdevelopment.org
2.0 Purpose of the Baseline.
Restless Development Zambia would like to commission a Baseline evaluation contributing to our
programmes being implemented for the programmes using the approaches - DD, BSYS and GoL.
The data collected will be used as baseline information to measure outcomes of our work and review
our programme models for youth
Study sites: The study will be conducted in 13 National Colleges of Education and 10
Communities in Zambia where Restless Development has been working.
2.1 Objectives of the study:
• To measure outcomes of our work in DD, BSYS and GoL.
• To draw lessons that can help strengthen our work with colleges, alumni and CSO’s
• To provide recommendation’s for improvement.
3.0 Scope and focus
Key SRH, Life skills and financial education work in colleges: The consultant will get baseline
data from sampled student and teachers adapting safe SRH behaviors and assessing friendly SRH
services from health centers.
Comparison of interventions: The consultant will also draw a comparison on Year 1 students who
may not have received the Restless intervention with students in the same colleges who have
received the intervention and draw key lessons from these intervations.
Alumni tracking: Restless development works with former volunteers (alumni) in networking and
capacity building. The consultant will follow up on their life skills, livelihoods and career development
and share lessons learnt and recommendations from these findings.
YP trained demonstrating core life skills: Restless development has trained volunteers, Advocates
for Action (A4A’S), Actions for Change (A4C’s) and other young people in communities and colleges.
The consultant will visit the different communities and colleges to determine the percentage of young
people trained and are demonstrating the core life skills.
Civil Society organisations(CSO‘s): This will look at targeted CSO’s that are working and utilizing
Restless Development tools and volunteer led aprroaches (trainings, Internships and technical
advice) to enhance their youth development work: It will further look at CSOs partnering with
Restless Development to deliver a common advocacy agenda.
31
3.1 Performace indicators to be measured:
The information collected will provide a baseline for the following outcome indicators.
I.
Percentage of student teachers adopting safe SRH behaviors.
II.
Percentage of student teachers accessing friendly SRHR services from health centers.
III.
Percentage of teachers implementing national HIV policy.
IV.
Percentage of teachers with increased knowledge and awareness of the key Acts.
V.
Percentage increase of teenage pregnancies among young people reached.
VI.
Percentage of YP adopting safe SRH behaviors.
VII.
Percentage of alumni engaged in higher studies or in productive jobs within three years of
their position with Restless Development.
VIII.
Development.
IX.
Percentage of young people trained by Restless Development demonstrating core life skills.
X.
Percentage of CSO‘s utilising Restless Development tools to enhance their youth
development work
XI.
Financial value (£) of partnerships with private sector organisations providing financial and
technical support for young people across the three goal areas
4.0 Methodology
The consultant in submission of a full proposal will suggest a methodology that may not be limited to;
•
Use of both quantitative and qualitative methodologies.
•
Structured Interview questionnaire based survey forms to be administered with college students
•
Use of participatory techniques of data collection like focus group discussions Secondary data
analysis, including review of relevant documents and obtaining relevant data from Restless
development information systems for alumni tracking.
•
Direct observations especially on trained YP demonstrating core life skills
Study Participants:
1. College Students
2. Alumni
3. Advocates for Action.
4. CSO’s
5.1 Time frame
The Evaluation will take 31days.
5.2 Deliverables
The following deliverables must be produced by the consulting Agency.
•
An Evaluation work plan with clear timeframes as well as process and output milestones.
•
A detailed methodology of how the evaluation will be done, including identifying the sample
size of the study
•
Developing, testing and printing of study instruments and guidelines for qualitative research
• Preliminary submission of top line findings prior to delivering the draft report.
• A draft report, in both hard copy and electronic format for feedback by the management
committee.
• A comprehensive final report and a presentation in both hard copy and electronic format
6.0 Application Process
All candidates are invited to submit full proposals, which include the methodology, budget, proposed
work plan and references of previous work done. Only shortlisted candidates will be contacted.
All proposals, questions and clarifications must be addressed to: [email protected]
32
APPENDIX 2: Questionnaire for Advocate for Action
Identifiers For Action
Province
District
Name of the college
Name of the respondent
Age of Respondent
Training Received
Year Graduated
Telephone Number
Questions
When were you engaged as an Advocate for Action?
(Tick)
How were you identified?
(Tick)
Did you receive any training upon engagement? (Tick)
What was the purpose of being engaged by RD?
What benefits are you getting for being A4A?
What topics were taught during the training?
(Tick whichever is applicable)
What activities are you implementing as A4A?
(Tick whichever is applicable)
Which groups or individuals are you working with?
Are the activities relevant and useful to the target
audience?
Which activities are easy to implement?
Why do you think they are easy to implement?
Which activities is difficulty to Implement?
Why do you think they are difficulty to implement?
What do you think should be done to make the difficult
activities to implement easy to implement?
Did you work with any partners during your course of
implementation of the activities?
Which are these partners?
What did the partners contribute to the implementation
of the activities?
Do you think these activities will continue?
Can you remember any core skills which RD imparted
on you?
Is RD helping you with any professional experience?
Responses
1.
2.
3.
4.
1.
2.
2010
2011
2012
2013
My friend or relative recommended
I applied after seeing the advert in the
media
3. Any other specify
____________________________
1. Yes
2. No
To help out youth in the community top know
more about the policies and how they can
advocate for a better change
1. Advocacy and Policy Engagement (skills
focusing on the six Minimum Standards
of the Ministry of Education HIV
Strategic Plan and the Re-entry Policy)
2. Civic and Advocacy lesson
3. Self-assessment processes.
4. Health Day Events conducted
5. Any Other specify
6. ____________________________
1. Yes
2. No
33
APPENDIX 3: Questionnaire for Support Lecturer
INTRODUCTION
My name is ___________________ and I am from working with RESTLESS development
Zambia. RESTLESS is youth-led development Agency We are conducting a baseline survey on
the different services and programmes provided by RESTLESS. We would very much appreciate
your participation in this exercise. The discussion will take about 1 hour to complete. Please feel
free to express your opinions and views, as there are no wrong answers. All views are
confidential. Your participation will help in understanding the status, the achievements in the
youth led development programs and identify strategies to improve services and community
participation. It will also help us to collect information that will be used to guide future
programmes for Restless
Identifiers
Province
Objective
District
Name of college
Name of
Interviewer
Date of Interview
Indicators
% of student
teachers adopting
safe SRH
behaviours
% of student
teachers accessing
friendly SRHR
services from
health centres
% of teachers with
increased
knowledge and
awareness of the
key Acts
% of teachers
implementing
national HIV policy
Name of Respondent
Position in the College
Age
Sex
Tel number
Questions
Q1. Are you aware about friendly SRH? 1.Yes 2. No
Q2. How did you get to know about it?
1. Through the clinic within the college
2. Through clinic/ hospital outside the college
3. People from restless came to conduct an awareness workshop
4. Not sure
Q3. Do you have access to friendly SRH services? 1. Yes 2. No If so,
where, circle that apply?
1. Through the clinic within the college
2. Through clinic/ hospital outside the college
3. People from restless came to conduct an awareness
workshop
4. Not sure
Q4. Do you copies about the national HIV policy in the college? 1. Yes 2.
No
Q5. How are you utilising it?
Efficiency
Q6. How many students in year 2 are you teaching?
Q7. Of the year 2 students how many are interacting with RESTLES
development?
Q8 Are you teaching the core life skills promoted by RESTLESS? 1. Yes
2. No
Q9. Currently do you have enough resources to effectively implement SRH
and life skills programmes?
1. Yes 2. No
34
Q10. Do you receive technical support to effectively implement SRH and
life skills programmes?
1. Yes 2. No
Q11. How and when did you first come into contact with RD?
•
How long in year? 1. Less than 1 year 2. 1 year 3. Over 1 year
Q12. Has your knowledge on SRH increased with RD intervention? 1. Yes
2. No
Q13. Give us two challenges that you face in implementing SRH in your
colleges?
Q14. Do you have any suggestions on how best RD programmes can be
improved?
Q15. Are there positive results that you feel came as a result of
implementation of SRH activities among the student teachers? 1. Yes 2.
No
Sustainability
Q16. If yes, what are the two positive results?
Q17. What plans does the college have to continue with the activities after
RD support is withdrawn? 1. Yes 2. No
Q18. Mention some of the activities that you think would continue?
APPENDIX 4: Questionnaire for the alumni
INTRODUCTION
My name is ___________________ and I am working with RESTLESS development Zambia. RESTLESS is youthled development agency. We are conducting a baseline survey on the different services provided by RESTLESS.
We would very much appreciate your participation in this exercise. The discussion will take about 1 hour to
complete. Please feel free to express your opinions and views, as there are no wrong answers. All views are
confidential. Your participation will help in understanding the status and the achievements in the youth led
development programs and identify strategies to improve services and community participation
Identifiers
Province
______________
District
______________
Name of Interviewer
______________
Date of Interview
______________
Indicators
% of young people trained by
demonstrating core life skills
Name of Respondent___________________________________
Age_________________________________________________
Sex__________________________________________________
Name of the college____________________________________
Training received: ______________________________________
Year graduated ________________________________________
Tel number____________________________________________
Questions
1. Are you aware about RESTLESS Development? 1. Yes 2. No
2. How did you get to know RESTLESS Development?
a. Through a friend
b. Through the Tikambe Radio programmes
c. Through my neighbors
d. Daily tabloids
e. Through the College
f. Any other specify
35
% of alumni engaged in
higher studies or in productive
jobs within three years of their
position with Restless
Development
# of Restless Development
alumni supported in career
development
3. When did enroll with RESTLESS Development?
4. What life skills did you have before you enrolled with RESTLESS
Development?
a. ________________________________________
b. ________________________________________
c. _________________________________________
5. What skills did you acquire as a result of interacting with RESTLESS
Development?
a. Advocacy skills
b. Financial Literacy
c. Business/entrepreneurship Skills
d. Facilitation skills
e. Governance/ Leadership skills
6. Are the skills that you acquired useful? 1. Yes 2. No
7. How are they useful? 1. I now run my own business 2. I am now employed
3. Not applicable 4. Any other specify
8. Would you then say that RESTLESS Development has helped you achieve
your career goal? 1. Yes 2. No
9. What real difference has RD made to you or your career progression in
general?
a. I now have a job
b. I now run my own business
c. Both a and b
d. Any other specify_______________________________
10. Tell us about your future plans?
1. I intend to upgrade my qualification
2. Continue to expand my business
11. Are you currently studying?
1. Yes 2. No if No skip to Q16
12. Is it a higher qualification? 1. Yes 2. No
13. Are your studies line with the skills obtained from the training received from
RESTLESS Development? 1. Yes 2. No
14. Are you currently receiving any support from RESTLESS Development? 1.
Yes 2. No
15. What Kind of support?
a. ________________________________________
b. ________________________________________
c. _________________________________________
16. Are you currently working? 1. Yes 2. No
17. Is the job in line with the skills obtained from the training received from
RESTLESS Development? 1. Yes 2. No
18. If you did not receive any training from Restless Development, do you
think you could have been in employment or doing any business? 1. Yes 2.
No 3. Not sure
19. Are you aware of anyone of your colleagues who after training have been
employed or doing any business? 1. Yes 2. No 3. Not sure
20. If yes how many?
21. Tell us one area where you think RESTLESS Development should
improve?_
36
APPENDIX 5: Civil Society and Private Sector Organizations questionnaire
Indicator
Identifiers
Percentage of
CSO‘s utilizing
Restless
Development tools
to enhance their
youth development
work
Questions
Name of the Organization
Funders (List all of them)
Responses
Provide a Full List of their
source of Funds
Year started working with RD
Core Business
1. What is the objective/s of your organization?
2. How these objectives complementing or
supporting the work of Restless Development
work fit within your objectives?
3. Mention some of the activities that are
targeted at youth development
4. Which tools are you using to enhance your
youth development work
5. Who developed the tool?
6. What was the input from your organization?
7. What was Restless’ Development’s
contribution?
Indicator
Questions
8. Do you have a sustainability strategy in
place?
9. Share with me some of the key activities that
look sustainable and can stand without
support from any donor?
10. Share with me some of the key activities you
are doing which will continue after Restless’
project comes to an end?
11. Which of these activities were implemented by
your organization even before partnering with
Restless’ project?
12. Why do you think these activities will continue
without the support from restless?
13. How difficult will it have been to run some of
these activities if you did not partner with
Restless?
14. How bad of a problem would it have been to
finance or carry out these activities if you did
Responses
a. Very difficult
b. Somewhat
difficult
c. Not difficult at
all.
d. Don’t Know /
Won’t say
a. Very bad
problem
b. Somewhat bad
37
not partner or consult with Restless
problem
Not a bad
problem at all
d. Don’t Know /
Won’t say
c.
15. What youth activities are you implementing
with the support from RD?
16. Which ones in your view are making a
difference young people?
Indicator
Financial value (£)
of partnerships with
private sector
organizations
providing financial
and technical
support for young
people across the
three goal areas
Questions
17. What are some of the emerging needs and
priorities that the work of Restless could
address?
18. Apart from support from Restless
development, do you receive any support
from the other donors?
19. If yes kindly, mention them?
20. Which Goals or objectives are they supporting
Responses
1. Yes 2. No
1.
2.
3.
1. Building Strong Youth
Sector
2. Direct Delivery
3. Shaping policy and
practice
38
APPENDIX 6: Questionnaire for Health Centre in the survey community
Province: _________________________________
District: __________________________________
Name of Community: _____________________
Name of Clinic: _______________________________
% of youth
accessing friendly
SRHR services
from health centers
Name of Interviewer: _______________
Name of Respondent:________________
Sex of the respondent 1. Male 2. Female
Age of the respondent: _________________
Respondent Tel number: _______________
Date of Survey: ________________________
Q1. Which of the following
Sexual Reproductive Health
Services are you Offering to
Youths?
STI Screening
Condoms
STI Treatment
VCT
ART Programme/Support
Counseling
Short term family planning methods
Long term family planning methods
Male Circumcision
Pregnancy testing
Cervical Cancer Screening
Breast Cancer Screening
Support domestic violence victims
Support for Sexual violence victims
Safe abortion services
Post Abortion Care
Other (specify):________________
Q.2 Which of the following
Services (None Contraceptive)
are offered at this health center?
Abortion
HIV/AIDS
STI/RTI
Gynaecological
Obstetrics
Urological
Infertility
Counseling - violence
All Other SRH medical
Other SRH counseling
Oral contraceptives
IUD
Condoms
Injectable
Sterilization
Implants
All Other hormonal methods - rings, patches
Q3. Which of the following
Services (Contraceptive) are
offered at this health center?
Other barrier methods:
Emergency contraception
Contraceptive counselling
39
APPENDIX 7: Questionnaire clinics
2010
Q1. How many pupils by grade got Pregnant
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Total
Q2. Do you have copies of the HIV/AIDs policy in school?
Q3. Do you have a copy that you refer to for your work?
Q4. Have you been trained how to use it?
Q5. Were you trained by RESTLESS Development?
Q6. Are you applying or using the policy during lessons?
2011
2012
1. Yes 2. No
1. Yes 2. No
1. Yes 2. No
1. Yes 2. No
1. Yes 2. No
APPENDIX 7: Questionnaire Schools in the survey communities
Youth friendly corners
Q4. Do you have a YFC at this clinic?
1. Yes 2. No
Q4a. If yes , describe
1. A Room 2.
Space 3. A
Corner 4.
Any other
specify
Q5. What recreational activities are available for young people at the clinic/youth
friendly health corner?
Q6. What sexual and reproductive health IEC materials are available/visible?
Q7. Are new young people in the area regularly coming to the clinic to use the
corner?
Q8. What attracts them?
Q9. How do they hear about the corner?
Q10. What are the outcomes or benefits of the YFC?
Q11. Are there any challenges in implementing the Youth Friendly corner services?
1. Yes 2. No
Youth Outreach activities
Q12 Did you do any youth outreach program at this clinic.
1. Yes 2. No
if no go to
Q 13
Q13. How have the outreach activities gone this quarter?
Q14. What are the 2 major outcomes or impact of the outreaches?
Q15. What are the 2 major successes of Youth outreaches?
Q16. What are the 2 major challenges faced conducting Youth outreaches?
1.
2.
1.
2.
Q17. Have you seen an increase in youth accessing SRH services?
Q18. # of condoms distributed by clinic and youth friendly
corner in this quarter
Q19. Please identify at least 3 significant/important changes
(expected and unexpected) resulting from implementing the
outreach activities
1. Yes 2.
No
# of condoms distributed by peer
educators/through outreaches in this
quarter
1.
2.
3.
40
Pregnancies and STIs
Q21. How many Young adolescents (Age group 10-15) Pregnancies did you
record in the year?
Q22. How many youth (16-28years) pregnancies did you record in the Year?
Q21. How many Young adolescents (Age group 10-15) STIs did you record in
the year?
Q22. How many youth (16-28years) STIs did you record in the Year?
Q23. How many members of staff do you have this Clinic?
Q23. How many staff are trained to provide the Youth Friendly services?
2010
2011
2012
APPENDIX 8: Questionnaire for community leaders
1. Name
2. Position
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
SHR
How many youths are in this community
Are you aware about friendly SRH? 1.Yes 2. No
How did you get to know about it?
Do you the youth have access to friendly SRH services? 1. Yes 2. No If so, How many and
where, circle that apply?
How and when did you first come into contact with RD?
Has your knowledge on SRH increased with RD intervention? 1. Yes 2. No
Give us two challenges that you face in implementing SRH in your community?
Are there positive results that you feel came as a result of implementation of SRH activities
among the student teachers? 1. Yes 2. No
If yes, what are the two positive results?
Do you have any suggestions on how best RD programmes can be improved?
What plans does the college have to continue with the activities after RD support is
withdrawn? 1. Yes 2. No
Mention some of the activities that you think would continue?
Livelihoods
1. How many youths are engaged in entrepreneurship? What type
2. How many youths do think are contributing to household Income (%)
3. About how much per month is the contribution?
4. What activities would you recommend from RD to support the livelihoods of youth
Generation of Leadership
1. Are youths actively participating in governance issues within the community
2. If yes what are the numbers in terms of percentages
3. What positions to they participate or hold
4. What activities would you recommend from RD to support do you think should be provided by
RD to support youth participation in leadership
41
APPENDIX 9 Questionnaire for community youths
INTRODUCTION
My name is ___________________ and I am working with RESTLESS development Zambia.
RESTLESS is youth-led development agency . We are conducting a baseline survey on the different
services provided by RESTLESS. We would very much appreciate your participation in this exercise.
The discussion will take about 1 hour to complete. Please feel free to express your opinions and
views, as there are no wrong answers. All views are confidential. Your participation will help in
understanding the status and the achievements in the youth led development programs and identify
strategies to improve services and community participation
Province
Name of the respondent
District
Date of the Interview
Name of Community
Name of constituency
Name of the
enumerator
Section A. Community Health Service Awareness
01
Have you visited the hospital/health centre in the last 6 months?
1.YES
2.NO
02
Do you have the youth friendly corner in the clinic?
1.YES
2.NO
03
Is there a trained counsellor at the clinic to deal with youth related issues?
1.YES
2.NO
04
Do young people access treatment for STIs?
1.YES
2.NO
05
Do young people access antenatal care at the clinic?
1.YES
2.NO
06
Do young people have access to family planning services i.e. contraception?
1.YES
2.NO
6b
Who is providing this service to you?
07
Do young people access condoms freely from the local clinic?
1.YES
2.NO
08
Do young people with special needs access reproductive health services?
1.YES
2.NO
42
Policy awareness and engagement
09
10
11
12
13
14
15
16
17
Do you have access to the youth policy?
Where do you access it from?
What is the level of interaction with the community leader?(Please
provide a brief explanation of the type of activities)
Have you presented any issues that you have listed above to the
relevant authorities?
Do young people in the community discuss issues affecting them to
the local leaders?
1.YES
2.NO
1.YES
2.NO
1.YES
2.NO
Are young people involved in decision making process in the
community?
Have you as young people in the community met to discuss
development issues in the community?
Have you ever invited a community political or traditional leader to
discuss such matters?
How does the political leadership support young people in this
community?
1.YES
2.NO
1.YES
2.NO
1.YES
2.NO
43

submitted by - Restless Development

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