Coherence and Cohesiveness Sample Clauses

Coherence and Cohesiveness. How Well Does the Intervention Fit?‌ The activity was designed so that the curriculum would be adopted by the national education system for integration into the nonformal education system and then eventually positioned to be used at scale. The project succeeded in getting the curriculum adopted. It was developed in coordination with the DIVAS and DIVIJEUNESS4 regionally and validated by the relevant ministries at the national level. At the provincial level, division inspectors were trained to become master trainers, positioning them to provide continued support to schools who adopted the curriculum. National scale is thus possible, but rollout requires additional resources in a stronger education system, something that is outside of XXXX’s purview. 4 DIVAS stands for Division des Affaires Sociales (Social Affairs Division), and DIVIJEUNESS stands for Division de la Jeunesse (Youth Division). that resonated with a diverse group of stakeholders. The activity’s ability to invest in cultural events and support more artistic endeavors that celebrated community and tradition was considered to have added value to the intervention. While the curriculum was adapted for each group (CRS, CAPS, etc.) and for accelerated learning, it was too accelerated. One respondent speaking about CAP students noted, “For the young people with great capacities, it was adapted, but for the average and weak young people the duration was too short to allow them to understand the training. The older youth (around 22 years of age) were more adapted to learn the material than the younger youth (around 16 years of age.” Over the course of the project lifetime, some modifications and revisions were made that contributed to uptake. These included providing materials in Swahili, extending the training time, working with CRS and CAPs to sequence the training, and providing refresher trainings to teachers and trainers, all of which contributed to improved uptake and understanding. The addition of tutors available to provide support for the workforce development curriculum and the availability of business mentors to support business planning and start-up also allowed for increased uptake (understanding) for the students, although it also created some duplication in roles between the teachers and tutors. Overall, the activity was very coherent within the USAID-funded education activities.
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