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IMPACT ASSESSMENT

Finn Church Aid (FCA) Syria Response in Jordan

(2012-2017)

Submitted to:

December 2017

Prepared by:

Nahed Freij

Sr. Consultant

Advance Consulting Services

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Contents

Acknowledgements ......................................................................................................................... 2

List of abbreviations ....................................................................................................................... 3

1. Executive Summary ............................................................................................................... 4

2. Background and Context ...................................................................................................... 8

3. Intervention Description: FCA’s Response to the Syrian Crisis in Jordan ......... 8

4. Purpose and Scope of the Impact Assessment............................................................ 9

5. Methodology ............................................................................................................................ 10

6. Findings ..................................................................................................................................... 13

7. FCA added value and comparative advantage ........................................................... 28

8. Conclusions .............................................................................................................................. 29

9. The way forward .................................................................................................................... 31

10. Annexes ..................................................................................................................................... 33

1. Assessment TOR ................................................................................................................... 33

2. List of people Consulted .................................................................................................... 33

3. List of documents reviewed .............................................................................................. 33

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Acknowledgements

This external Impact Assessment report of FCA’s Response to the Syrian Crisis in Jordan the was prepared

in my capacity as an external consultant.

I would to thank the FCA team in the Jordan and Helsinki offices for their much-valued cooperation and

guidance in informing this assessment, and facilitating my access to projects’ documents and stakeholders.

My special thanks are herein extended to Ms. Pauliina Parhiala, Ms. Tanja Korkalainen, and Ms. Jehan

Zaben for their guidance and valuable support and collaboration during the assessment.

My sincere appreciation is also herein extended to the entire FCA staff in Jordan, who demonstrated never-

wavered commitment to being consulted in this evaluation and coordinating the field visits in all localities.

I would like to equally acknowledge the generous support received from target groups and participants in

the exercise; children and caregivers, young men and women, trainers and teachers as well as donors and

all other stakeholders who made significant efforts and demonstrated strong willingness and openness to

being interviewed for the assessment. Many thanks are therefore extended to every individual listed in

(Annex 2) who took serious interest in sharing experience with me.

The main findings, lessons learnt, and recommendations contained in this report include the inputs

provided by direct and indirect project stakeholders and target groups. I hope that the conclusions, lessons

and recommendations presented in this report will be used to help inform FCA’s future programming in

Jordan, deepen the impact and sustainability potential of the benefits in the future.

Nahed Freij Sr. Consultant- Advance Consulting Services

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List of abbreviations

ALP Accelerated Learning Programme

CBO Community Based Organizations

CfW Cash for Work

ECCD Early Childhood Centers

FCA Finnish Church Aid

FGD Focus Group Discussions

GoJ Government of Jordan

HCY Higher Council for Youth

IA Impact Assessment

IFE Informal Education

MERO Middle East Regional Office

MFA Ministry of Foreign Affairs

MOE Ministry of Education

NGO Non-governmental organizations

PSS Psychosocial Support

PWD People with Disabilities

SSI Semi Structured interviews

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1. Executive Summary

As a response to the growing influx of Syrian refugees fleeing the violent conflict of the

neighboring country, FCA launched a humanitarian operation in Jordan in 2012. Over the

course of 5 years, the program has consisted of 11 projects providing informal1 (i.e. non-

certified) education to conflict-affected young people. The activities provided by the program

can be classified as:

1) basic skills (literacy & numeracy, English, ICT) developing academic skills of the target

group

2) technical skills (e.g. mobile maintenance, hairdressing, agriculture, photography,

handicraft, recycling, more recently also entrepreneurship) aiming to provide

participants with skills needed for income-generation and professional life

3) remedial and Tawhiji classes aiming to connect students with formal education and to

prepare them for the secondary education certificate

4) recreational activities (e.g. sports, circus) striving to support the psycho-social well-

being of young people in vulnerable life situations.

This impact assessment seeks to gather and present a clear understanding of FCA’s track

record in Jordan between 2012-2017 in terms of impact, and to guide further strengthening

of the impact of its program starting from 2018 considering changes in the context and arising

trends. Through assessing the joint impact of the individual projects that FCA has/ is

implementing to date the assessment utilized the Outcome Harvesting methodology to

identify outcomes that were influenced/ contributed to by FCA Syrian crisis response

programme in Jordan. The assessment was performed between November and December of

2017. A mixture of qualitative evaluation methodologies was implemented using literature

review, semi structured interviews (10), and focus group discussions (15) and site visits to

Azraq and Za’tari refugee camps as well as in Amman. A total of 157 participants (48% girls

and women) were consulted in the exercise. Target groups represented 91% of consulted

informants.

Main findings:

Since 2013, the assessment finds that FCA’s interventions have overall contributed to

improving well-being and resilience of the targeted refugee and host community young people

in Jordan. Young boys and girls, men and women are constructively engaging in their settings

and society and pursuing their rights to education and livelihoods. Elements that have

contributed to FCA’s impact have been 1) FCA’s timely presence and response on the ground

with 2) largely relevant, quality and effective activities centered around supporting target

groups’ rights to education and livelihood in complex environment and 3) FCA’s interventions

catalyzing an informal community support system to reinforce participants’ overall wellbeing

and resilience in camps. The main areas of impact that FCA has contributed to are:

1. Young boys and girls, are better prepared and motivated to continue their formal

education and progress further down their educational path: FCA’s timely presence

with combination of Informal education, basic skills and PSS activities as well as

incubating and safe environment through dedicated attention by facilities’ trainers and

teachers proved largely relevant and effective in camp settings to support Syrian

students’ wellbeing and reintegration in schools especially at the peak of the refugee

1 The standard INEE definition of non-formal educations states the following: “Non-formal educational activities do

not correspond to the definition of formal education. Non-formal education takes place both within and outside educational institutions and caters to people of all ages. It does not always lead to certification.” However, in the Jordanian context this type of education is normally referred to as informal education, as non-formal education in Jordan is certified. Therefore, the assessment discusses informal instead of non-formal education.

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influx. The continued (longitudinal) and offering of (progressive/advanced) courses

also positively influence young students’ motivation to continue their formal education

that is facilitated by the ongoing scholarships scheme to Jordanian universities that is

provided by the EU (realistic aspiration). In hosting communities, the impact is reduced

due to late set up of IFE activities, non-application of clear selection criteria to prioritize

those most in need, and FCA center acting more of an Academy; hence most students

are already in schools whereas OOSC are not proactively reached or deliberately

serviced by the FCA programs.

2. Through FCA interventions, young men and women acquired new skills and pursue

utilizing them in employment and income-generation in their immediate surroundings

with sense of dignity. Basic Skills were instrumental to employment of both men and

women Syrian refugees in camps. Vocational skills and entrepreneurship courses were

instrumental to catalyzing business startups and income generation in Camps and

Amman, but gender variances are present in terms of young women utilizing

vocationa/ technical skills in income generation rather than employment pursuit.

3. FCA has contributed to empowering Girls and Young women to challenge traditional

gender norms and refugee-life hardships through more positive engagement in their

households and in public life. This has been enabled by FCA’s women empowerment

approach that consisted of promoting not only their equal access to opportunities, but

also addressing gender norms that hinder their participation. Also, FCA’s deliberately

challenged gender norms and cultural constraints through initiating niche activities

where young girls increasingly took part in other spectrum of activities that promoted

their welling and positively influenced communities’ perception of their role and

participation in public spheres.

Young women are demonstrating increased agency and empowerment and are actively

seeking to reduce their household aid dependency through self-sufficiency and income

generation ventures that were enabled through vocational/ technical skills. Their

participation was also facilitated through introducing ECCD centers that rightly

addressed traditional gender norms. Women are however challenged in terms of

access to start up assets or capital and networks to take stronger and viable ventures.

4. Exercising the right to livelihoods within the Jordanian regulatory framework restricts

refugee vocational opportunities, and especially women that are less mobile. It has

however been magnified through 1) provision of startup assets (in the form of

equipment) and 2) recent application of market-driven approach and provision of

business coaching and matching grants benefiting business startups (albeit outside

camps and not part of its response to the Syrian crisis).

5. FCA’s partnership with Plan international in initiating the ECCD centers created catalyst

partnership model that crowded in other actors to replicate joint programming

partnerships in camps.

6. Aside from participating in group activities that promoted improved wellbeing through

forming new relationships and friendships, participants’ wellbeing, was promoted

through the incubating and receptive environment through dedicated attention by

facilities’ trainers and teachers that attended to their individual PSS needs and

problematics while elevating some FCA volunteers and teachers as local role models

and source of hope and aspiration to the community at large. Also, the recent inclusion

of adult men in some sports activities acted as informal support layer for younger

children in a safe environment.

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7. Sufficient evidence was gathered as to beneficiaries’ participation in some aspects of

FCA’s Projects’ cycles, but these are not systematically applied or structured and not

across the entire cycle. Room remains for further rights-based empowerment for

target groups’ engagement.

8. FCA’s consideration to social differentiation is also found quite remarkable overall. In

host communities, it can be argued that FCA’s interventions were somewhat ‘too

accessible’ in absence of clear targeting and selection strategy and criteria. Inclusion

of PWD has trended a bit weak in terms of participation in activities. FCA is encouraged

to reconsider its approach in proactive reaching and programming including across the

PCM (assessments and design, delivery and M&E).

Main Overarching recommendations:

FCA’s focus on the right to education and right to livelihood remain largely relevant and

appropriate in Jordan’s context. It’s efforts to linking the two as pursued in strengthening it’s

’linking learning to earning’ can be expected to now magnify with the protracted nature of the

crisis and the expectation for some refugees to remain in Jordan with increased poverty and

reverting negative coping strategies and amidst shrinking humanitarian funding. The main

theme for the way forward is for FCA is to continue its focus on its current framework (right

to livelihood and right to education) but with stronger coherent strategy;

1. Amidst shrinking funds and to magnify impact, FCA is highly encouraged to build on its

experience with Plan and pursue partnership with other INGOs in complementary

programming. Likewise, FCA is advised to continue and (leverage higher coordination with

national stakeholders at the level of GoJ) and with existing INGO networks such as INGO

forum and ACT Alliance. This can be operationalized through development of a clear

partnership and communications strategy.

2. FCA is advised to translate its country strategy in a defined Theory of Change and

programs (rather than different individual projects) with a Monitoring and Evaluation

system that is conducive of its programs. The M&E system should distinguish between

intermediate vs. longer term outcomes that get measured and assessed overtime (impact

pathway).

3. FCA is strongly advised to further empower target groups rights-based engagement in its

programming, coordination and advocacy (representation). This can be operationalized

through setting up community committees (that include center staff and community

members). The camp community committee can be thematically organized and would

have an elevated role in managing FCA’s work in camps (design and planning, monitoring,

etc.). One thematic committee can and should be an advocacy committee that is

responsible to assessing and voicing community concerns at higher level in camps (for

example in coordination meetings (if possible) or at least for them to feed FCA’s

participation in them (assessing and raising concerns, being the voice for their

communities, and having the needed information to communicate BACK to their

communities about the plans and coordination updates, etc.)

4. FCA is recommended to further invest in building capacities of trainers and teachers. This

should not only entail advanced technical capacities but also (and within FCA-wider

approach and plan to capacity building), their exchange learning, engagement and role in

supporting target groups’ wellbeing and protection concerns (referral pathway, etc.).

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5. In strengthening its linking learning to earning approach, FCA is advised to develop

programs that support viable start-ups and income generation projects (individual and

collective) and based on market-potential while not restricting these to 30 years of age.

This should entail gender considerate market assessments that distinguish between

employment vs. start up potential in viable sectors in both camps and hosting

communities. FCA is also advised to explore partnership modalities with other actors that

can support vulnerable groups’ access to seed funding (such as MFIs, incubators) to

initiate viable startups. FCA’s business coaches can be instrumental in supporting

beneficiaries not only identify opportunities but also manage their projects and link them

with other support networks to increase chances of their sustained viability and profit

making.

In camps: FCA is advised to continue supporting school and university students through

accelerated and certified learning programs and support set ups.

a. FCA is advised to continue offering English courses but sustain offering the

advancement scheme (levels) and preferably through internationally accredited

certifications.

b. FCA is advised to explore provision of learning spaces outside its course

modality such as a quite study area and library for students.

In hosting communities: FCA is encouraged to consider sustaining local capacities that

continue to support vulnerable communities’ right to education and livelihood while also

promoting social cohesion.

a. Consider partnering with local NGOs and CBOs while (as needed and based on

needs assessments) build their capacities in IFE and/or livelihood support

programming.

b. The above would require FCA’s role to center around quality assurance and

building institutional capacities and for FCA to exhibit organizational capacities

in these fields with strong accountability system and grant compliance

measures.

c. Development of outreach and targeting strategy with clear selection criteria for

participants/ target group.

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2. Background and Context

The conflict in Syria is largely acknowledged as the worst displacement crisis in today’s

world. According to UNHCR, the Syria crisis has displaced 4.81 million Syrian refugees into

Turkey, Lebanon, Jordan, Iraq and Egypt, and there are an estimated 6.1 million internally

displaced people within Syria.

In the crisis’s seventh year, in 2017, Jordan is hosting some 1.266 million Syrians2. According

to the latest national census, the total population of Jordan is estimated around 9.5 million,

including 6.6 million Jordanians. Of the total non-Jordanian population, Syrians, constitute 46

percent of non-Jordanians living in the Kingdom and 13.2 percent of the overall population.

Providing for their needs, without jeopardizing Jordanian people, institutions and systems’

development gains and opportunities, has impacted heavily on Jordan’s finances, increasing

government expenditures on subsidies, public services and security, while further

compounding the negative economic consequences of regional instability. Jordan estimates

the direct cost of hosting Syrian refugees on the Kingdom has totaled USD 8.6 billion from

the start of the Syria crisis till 2016. This includes the costs of education, health services and

subsidies on electricity, water, healthcare services, infrastructure services, municipal services

and other goods, in addition to losses incurred by the transport sector, illegal labor and

security/military costs.

The overall situation for Syrian refugees in Jordan has become more difficult and continue to

face extremely high rates of poverty with 89% living below the poverty line. Refugees in

camps need humanitarian support for shelter, health, water, education and protection

services to ensure that minimum standards are met. Refugees living in host communities

depend more and more on government services and international assistance or rely more and

more upon negative coping strategies, such as limiting food consumption, withdrawing

children from school or taking on informal, exploitative or dangerous employment or accepting

early marriage. However, refugees struggle due to difficulties in formalizing their residency in

non-camp settings and face challenges in obtaining legal work opportunities and providing for

their own basic needs, amidst declining of humanitarian assistance. In parallel, the needs of

vulnerable Jordanian citizens have grown rapidly, with increased competition for resources

straining the national government’s ability to meet the needs of its citizens.

According to the JRP (2017-2019), access to quality education for children, sustainable

livelihoods, particularly for women and youth, as well as access to services for persons with

disabilities and reduced mobility are amongst the key challenges and response priorities.

3. Intervention Description: FCA’s Response to the Syrian Crisis in Jordan

Finn Church Aid (FCA) is the largest Finnish organization for development cooperation and

the second largest provider of humanitarian assistance. FCA operates in around fifteen

countries across four continents, and has over 60 years of experience. FCA specializes in

supporting local communities in three priority areas: Right to Livelihood, Right to Quality

Education and Right to Peace. FCA’s operation includes long-term development

cooperation, humanitarian assistance and advocacy.

As a response to the growing influx of Syrian refugees fleeing the violent conflict of the

neighboring country, FCA launched a humanitarian operation in Jordan in 2012. Over the

2 Government of Jordan, “2015 Jordan Population and Housing Census”, February 2016

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course of 5 years, the program has consisted of various projects providing informal3 (i.e. non-

certified) education to conflict-affected young people.

The activities provided by the program can be classified as:

1) basic skills (literacy & numeracy, English, ICT) developing academic skills of the target

group

2) technical skills (e.g. mobile maintenance, hairdressing, agriculture, photography,

handicraft, recycling, more recently also entrepreneurship) aiming to provide participants with

skills needed for income-generation and professional life

3) remedial and Tawhiji classes aiming to connect students with formal education and to

prepare them for the secondary education certificate

4) recreational activities (e.g. sports, circus) striving to support the psycho-social well-

being of young people in vulnerable life situations.

In parallel to the core educational activities, FCA has complemented its response with

additional components to ensure its successful implementation. These components include

elements such as in-job training of teachers and trainers involved in the courses as well as

provision of early childhood education to ensure that also young mothers have an opportunity

to take part in activities. FCA has also worked to ensure the inclusion of youth with disabilities.

Another notable feature is the recent push to connect education to opportunities in labor

market and business according to the linking learning to earning principle.

Currently the Jordan country program operates in two refugee camps, namely Za’tari and

Azraq, as well as at a youth center serving a host community in East Amman. In the years

prior to 2016, the program was implemented also at King Abdullah Park’s refugee camp as

well as in various Makani centers in central and Northern Jordan. While the geographic scope

of the program has become more compact, its beneficiary group has grown somewhat more

heterogeneous: the initial target group of youth aged 15-24 has been expanded to cover

youth and young adults aged 12-30 and, starting from 2015, the program has served not

only refugees but also local youth in vulnerable life situations. A key role is also played by

teachers and trainers recruited from refugee and host communities on Cash-for-Work basis

to ensure community ownership and availability of context-specific expertise for the program.

As of September 2017, the program has reached approximately 17, 000 beneficiaries.

4. Purpose and Scope of the Impact Assessment

This Impact Assessment (IA) of FCA’s Syria crisis response in Jordan seeks to gather and

present a clear understanding of FCA’s track record in Jordan in 2012-2017 in terms

of impact and to guide further strengthening of the impact of its program starting from 2018

considering changes in the context and arising trends.

As such, through assessing the joint impact of 11 individual projects that FCA has/ is

implementing to date, the IA essentially seeks to answer to the following main evaluation

3 The standard INEE definition of non-formal educations states the following: “Non-formal educational activities do

not correspond to the definition of formal education. Non-formal education takes place both within and outside educational institutions and caters to people of all ages. It does not always lead to certification.” However, in the Jordanian context this type of education is normally referred to as informal education, as non-formal education in Jordan is certified. Therefore, the assessment discusses informal instead of non-formal education.

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questions and sub questions as raised in the assessment Terms of Reference (TOR- Annex

1):

1. Has FCA’s intervention contributed to the overall goal of improving the well-being

and resilience of the targeted refugee and host community youth in Jordan

between 2012 and 2017? If so, how? And further - if so, what were the major

elements leading to the success, and those that could have been improved to

maximize impact?

1. (if) and How have the basic skills courses, the remedial classes and the classes

for Tawhiji students prepared and motivated participants for next future steps

of their educational path?

2. To what extent have participants of the basic and technical skills courses and

students of the entrepreneurial training pilot found use for their new skills in

terms of employment and income-generation?

3. How do participants perceive changes in their emotional and physical well-being

and social relations during and after FCA’s recreational activities? How do their

trainers and family members see these changes and has there been any impact

beyond the individual participant (family or community level)? Is there any

evidence of them applying the acquired skills any further?

4. How do young mothers reallocate their time resources while their children

attend FCA’s early childhood development activities?

5. How do teachers and trainers involved in the activities perceive the benefits of

capacity-building provided by FCA and how do they apply their new skills in

their daily work?

6. How do participants from refugee and host communities perceive inter-

communal relations during and after activities that involve beneficiaries from

both communities?

7. How have the beneficiaries been engaged in the various aspects of the program

cycle and what the impact of the beneficiary involvement have been?

2. Based on the previous question (s) and the related lessons learnt, what are the key

recommendations that can be made for the further development of FCA’s

Jordan country program to ensure its best possible impact (especially in terms of

the new country strategy valid from 2017 and noting also the contextual changes

and stakeholder needs.

5. Methodology

A participatory collaborative approach was adopted in this IA. This approach materialized

in two tiers 1) Collaborating with FCA in the planning and execution of the assessment to

reduce misunderstandings and/or differences of opinion in approach, and to coordinate the

implementation of the field work and 2) Using the stakeholder mapping to identify and consult

both direct and indirect stakeholders involved in different capacities the project activities to

ensure balanced representation of all relevant stakeholders and maintain adherence to key

principles of inclusion, participation and fair power relations.

Outcome Harvesting is designed for situations where decision makers (or harvest users),

are interested in learning about achievements rather than activities, and about effects rather

than implementation. It is especially useful when the aim is to understand the process of

change and how each outcome contributes to this change, rather than simply to accumulate

a list of results. As such, the IA utilized the Outcome Harvesting methodology to identify

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outcomes that were influenced/ contributed to by FCA Syrian crisis response programme in

Jordan.

A mixture of qualitative evaluation methodologies was implemented simultaneously,

using a complex methodological approach that included:

1. Desk review and analysis of secondary documents: These included documents

related to FCA mandate and strategies, project planning, monitoring, management

documents related to the activities and services provided. A Full listing of documents

consulted is listed in Annex 3. Based on document review, an inception report was

prepared by the consultant and shared with FCA Jordan office. The report detailed the full

design of the evaluation. It included preliminary mapping of stakeholders across the

project and objective to determine the informants to be consulted in the evaluation

process, data collection method to be applied and the field mission plan in Azraq and

Za’tari camps as well as Amman.

2. Semi-structured interviews (SSIs): SSIs served as means of gaining in depth

information and as means of assessing FCA interventions according to the TOR questions.

The assessment conducted SSI with senior FCA officials (FCA previous and current

Representatives); key FCA management staff in HQ- Helsinki via Skype and Amman

Middle East Regional Office (MERO); donors including MFA, Plan international, as well as

other actors with whom FCA’s work in Jordan is coordinated such as the Higher Council

for Youth(HCY) and Act Alliance secretariat. Annex 2 lists all stakeholders consulted in

the evaluation.

3. Focus Group Discussions (FGDs): Target groups are the most essential party informing

this IA. The sampling methodology was multistage and stratified. Stratification started

with immediate beneficiaries. In the first stage the following clusters/ Strata according to

following parameters have been defined: Geographical location / setting (refugee, hosting

communities), duration of intervention (continuous work in area) and number of projects

that were/ are implemented. After applying these parameters, Azraq, Za’tari and Amman

were selected. Selection of participants paid considerate attention to cross cutting

elements such as gender, inclusion; disability and power relations, refugee and hosting

community, etc.

The below table demonstrates profile of stakeholders that were consulted and method

(See Annex 2: list of stakeholders consulted)

Stakeholder Method # of

times

method

applied

Location # of Male

participants

# of Female

Participants

FCA SSI 4 Helsinki via Skype - 4

SSI 2 Amman 1 1

Plan International SSI 1 Skype - 2

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Stakeholder Method # of

times

method

applied

Location # of Male

participants

# of Female

Participants

MFA SSI 1 via email - 1

HCY SSI 1 Amman - 2

ACT Alliance Secretariat SSI 1 Amman 1 1

15-25-year-old Previous

and current male and

female beneficiaries

from informal education

(basic skills, remedial

classes, Tawjihi, etc.)

and other activities

FGD 1

2

2

1 FGD Za’tari camp

2 FGD Azraq camp

2 FGD Nuzha youth

center

10

8

13

-

8

5

15-25-year-old Previous

and current male and

female beneficiaries

from technical skills/

entrepreneurial training

and potentially other

activities

FGD 1

2

1 FGD Za’tari camp

2 FGD Nuzha

-

17

11

5

Family members/

caregivers / spouses of

youth benefitting from

education (including

PSS) and livelihood

skills and community

members

FGD 1

1

1 FGD Za’tari camp

1 FGD Nuzha

center-

12

-

-

9

Young Mothers/ fathers

whose children attend

the ECCD and

potentially also

participate in informal

education / livelihood

activities and parenting

sessions

1

1

1 FGD Azraq Camp

1 FGD Nuzha

center

2

-

9

6

Center teachers/

trainers + community

FGD 3 1 FGD Za’tari camp

1 FGD Azraq Camp

5

5

4

5

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Stakeholder Method # of

times

method

applied

Location # of Male

participants

# of Female

Participants

mobilizers and

facilitators/

1 FGD Nuzha

center

7 3

Total FGDs 15 4 Za’tari

4 Azraq

7 Nuzha

79

65

Total SSIs 10 2 11

Limitations and considerations: the below are the limitations that were faced and should

be taken into consideration in reading this report.

1. Lack of overarching M&E system and impact-level indicators: The reviewed 11

projects comprising FCA’s programme in Jordan do not fall under an overarching

program strategy and Monitoring and Evaluation System. Usually such system would

at the bare minimum define the response’s Theory of change (that FCA is now

pursuing) and outcome and output level indicators that capture information on

progress of implementation as well as the effect/ impact at outcome level that is

measured overtime. The individual projects however contain largely (progress level

information) such as beneficiaries reached, numbers of trainings, participants.

Baseline indictors are not uniformly present as they have recently been required in

FCA. Impact level indicators are also lacking at the time being.

2. Gap in Archives and documents: Amidst some personnel turnover that possess

much of the undocumented institutional memory, the reviewed 11 projects do not

uniformly present all needed documents in terms of project documents, progress and

final reports, M&E plans and data. Hence the assessment relied primarily of primary

data gathering that has not consistently been triangulated via secondary sources when

they are not present. The report highlights where such data is missing.

6. Findings

Assessment Question: Has FCA’s intervention contributed to the overall goal of improving

the well-being and resilience of the targeted refugee and host community youth in Jordan

between 2012 and 2017? If so, how? And further - if so, what were the major elements

leading to the success, and those that could have been

improved to maximize impact?

Assessment of impact draws on the outcome harvesting

methodology. This section presents the main areas of

impact (outcomes) that were harvested during the

assessment and were contributed to or influenced by

FCA’s response to the Syrian crisis in Jordan. As such,

Outcomes are “observable change in the

behavior writ large; relationships, actions,

activities, policies, or practices of an individual,

group, community, organization, or institution”

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the presented outcomes in this section do not necessarily follow the sub-questions raised in

the TOR (some of which contain a linear cause-effect questions). Rather, the harvested

outcomes identify the process and drivers for change to assist FCA in its future

programming.

Outcome 1: Bridged and supported Syrian refugee school age children’s

reintegration in formal education

Outcome Description: Young Syrian boys and girls in camps that faced integration

problematics in schools and at risk of dropping out of school, are better prepared

and motivated to continue their formal education and progress further down their

educational path.

FCA Contribution: Syrian refugee school-age children had faced schooling interruption,

extending anywhere from 6 months to 3 years; primarily in-route to Jordan. As gathered from

most consulted groups in Za’tari and Azraq camps, FCA’s provision of basic skills classes

in the form of literacy and numeracy (at the beginning) as well as English upon arriving to

the refugee camps in Jordan, and through dedicated support of teachers and

trainers, helped brining a sense of normalcy to children’s lives and contributed to helping

them catching up on missed learning and bridge their integration in the formal schools.

Projects contributing to this outcome: 11208, 11411, 11462, 11593, 11650 11692

Duration: 2013 through 2017

“I used to watch the teacher blab in class as if she was talking Chinese, I sat in the class as

if I was deaf...I hated going to school and begged my parents to not send me there… now I

understand English much better and can follow the teacher in school better…although she just

dumps information on us, unlike the FCA courses, but I am better tuned to paying attention

and learning than when I first came” young adolescent girl- Azraq Camp

Several elements driving this outcome (drivers of change) have contributed to this outcome:

1. FCA’s timely presence to service new refugee arrivals at the height of the

influx was significant as the formal schools were initially few and with the

overcrowded classes and quality of learning was particularly challenging.

Henceforth, the provision of remedial classes at that time (in specific districts),

arguably more so than now4, was highly relevant and effective in helping bridge their

learning and ease their reintegration.

2. Considering this, FCA’s focused and continued offering of English courses has-

and remains-significant. English is a main subject that most Syrian students struggle

with (due to difference in curricula and limited support that their parents could

provide). Hence, lagging in English comprised a major integration challenge for

students. Many interviewed young people and their caregivers stated that this topic

comprises a source of detraction (a repellant) from school. Improved skills in English

has thus acted as an influencer and source of motivation for students to better

integrate and adjust to the change in the curricula and make up for years lost in

education.

4 Currently other organizations are providing remedial classes and more schools are set up/ or being built. In Za’tari camp for example, SCI, Questscope, Mercy

Corps, NRC and FCA are delivering informal (non-formal) educational services to adolescent and youth. FCA has seized offering remedial classes.

15 | P a g e

” The teacher here has a way to make us like the language. At the camp school, we

don’t get break between classes; they give us 6 topics in 3 hours and we’re expected

to stay focused and concentrate without a break. The English courses here are

different, we are fewer, we get more attention, we had more time to ask and engage

and learn” Young adolescent boy, Za’tari camp

3. The third driver relates primarily to children in secondary grades where both the

English classes and ICDL contributed to not only reintegrate them in school (ICT class

is taught at higher grades) but also enhanced their outlook for higher education

(tertiary). Most consulted youth attending these courses demonstrated strong

aspiration to finish their school education and continue their tertiary education

(primarily in western countries) and Jordan. They stated that having strong English

and computer skills and certifications enhance their chances to being accepted to

and progress in universities. Utilizing computer skills for online studies is however

not evident with refugees limited (if any) access to the internet5. An important

facilitating (external) factor is the scholarships scheme to Jordanian universities that

is provided by the EU for Syrian refugees (making it a realistic and achievable)

aspiration.

” The EU offers full scholarship to Syrian refugee students that pass Tawjihi, very few

of us pass. I am determined to finish school. I want to get a scholarship and immigrate.

I want to raise my family heads up through my education, I want to finish all the way

through university. I have the support to do this from the teachers here”

4. Of no lesser importance is the 4th driver, the incubation environment at FCA’s

facilities and variety of services-including sports and arts- and through the

volunteers and teachers who offer another strong support layer to young

people. This is evident in the much-stated support provided through either dedicating

extra- nonpaid hours to assist them in their education, participating in non-curricular

activities that improve their wellbeing and confidence, or even directly intervening with

children they would see have skipped schools or at risk of dropping out to encourage

them and support them in addressing risks in their immediate surrounding.

” One of the teachers is trusted and credible at the level of the entire camp. He chases

after us if our children are seen out of the school...this used to bother me first because

I thought he was meddling in our family affairs, but I grew to admire this in him…he’s

looking after the best interest of our children because he cares, he’s one of us” Adult

male Syrian Refugee, Za’tari Camp.

In host communities, impact as to bridging students’ education and motivation to continue

education path was captured but at a lesser extent. FCA’s work within UNICEF’s Makani

project in host communities lasted one year. When found, it was in few instances where

adolescent boys and girls had faced extended years of school interruption and did not benefit

from the initiated Accelerated Learning Programme (ALP) in Jordan. No significant impact

could be found from Tawjihi support classes (Jo- Academy) as most were students pursuing

their education and primarily required support in improving their official examination scores.

However, no data revealing improved official exam grades is available.

The limited effect in host communities (Amman- Nuzha center primarily) in this area could be

attributed to a number of factors; 1) the late set up of the FCA center in Amman (since 2016

as compared to the camps 2013 and 2014) hence student were already in schools for periods

5 Syrian Refugees are not formally allowed internet access in camps. The available computer labs are provisioned by INGOs for designated hours and students in

Tawjihi and universities, but accessibility issues are evident.

16 | P a g e

of time by the time they participated , 2) courses there focus on English only and not remedial

classes as compared to camps that included them at the beginning, 3) students coming from

different backgrounds (variance in educational needs) and localities, and amidst this non-

application of clear selection criteria to prioritize those most in need and 5) the ”academy

like” center modality as perceived by most consulted participants which stands in contrast to

the ’ community -wide center’ perception with its support layers that was captured in camps.

Outcome 2: Young men and women participants of the basic and technical skills

courses and students of the entrepreneurial training pilot acquired new skills and

pursue utilizing them in employment and income-generation in their immediate

surroundings in camps and hosting communities

FCA contribution: In camps and Amman, FCA offered basic (English, ICDL) and technical

skills courses for both young men and women (barbershops, hairdressing, weaving,

handcrafts, etc.). The evaluation captured a unanimous evidence in terms of participants

significantly gaining new basic and technical skills. Between April 2015-March 2016

more than 90% of targeted youth reported that they have gained new competencies and

skills. Gaining the Basic and technical skills with recognized certifications (especially ICDL)

are found to have equipped and enabled graduates in providing for their families by working

at FCA and in other agencies in the camps; as data entry, awareness volunteers, amongst

others and being active members of community with an increased sense of personal dignity.

Estimation of the number of young men and women that were hired by other agencies is not

available. However, the below evidences were captured;

• KAP: Two youth were recruited as assistants in SCI in educational classes and 3

barbers and 4 hairdressers continued even after FCA closing activities in the

transitional camp6. The latter was largely enabled by youth’s continued utilization of

FCA's caravans and equipment upon FCA’s leaving.

• Za’tari; As of March 2016, FCA records indicate that 29 youth certified in ICDL were

recruited for data entry by one international agency. Since then, Camp staff and

teachers and previous graduates that are currently employed at other agencies

estimate that at the bare minimum 20% of the graduates from ICDL were able to find

Cash for Work (CfW) opportunities or were promoted in their current positions after

taking ICDL. Also, 60 English graduates were recruited by other NGOs as volunteers

in Za’tari alone. Others were noted to have found employment opportunities as a

result of taking the English courses as some agencies require basic English skills in

positions such as warehousing in order to read basic shipment orders for example.

The most women employment evidences were found at the level of ICDL graduates

whereas from the vocational skills, the found evidences were through women initiating

their own income generation startups from home such as doing hairdressing work.

• Similar estimations from Azraq were also captured from the previous graduates that

found employment and current participants who attested that their motive for

enrollment was observing a significant number of other young men and women finding

employment opportunities in the camp because of taking these courses, especially

ICDL and English.

• In Amman, the most significant effect has been the vocational courses for young

men, primarily through the Mobile Repair training where several young men ventured

to starting out their own mobile repair work (from home and especially through

6 Source: project 11593

17 | P a g e

provision of repair kits at the time) and being employed at mobile repair shops albeit

to a lesser extent.

In the case of women, very little evidence is captured as to their finding employment

opportunities. The few cases that were captured were like women in camps, through

initiating their own income generation activities from home but comparatively speaking

the willingness to venture in income generation appears limited amongst women from

hosting communities. The variance between women in camps and those in Amman is

worth noting nonetheless; Syrian refugee women in camps appear more willing and

determined to starting income generation ventures compared to their peers in Amman

(noted that their primary motive was the learning and self-exploration of interest,

more so than the need to generate income. This could partially be explained by 1)

variance in the needs (the extent to which they are driven by necessity) 2) suitability

and the competitive edge of the offered vocational courses in hosting communities and

3) the extent to which supporting systems and communities are conductive to women

initiating their startups. As such, and while bearing in mind that executing the right to

livelihoods within the Jordanian regulatory framework restricts refugee vocational

opportunities, vocational enhancement can be strengthened in future programming

through application of market-based linking learning to earning which can be

informed through market assessments to identify sectors and professions that are

more likely to support livelihoods and offer income generating opportunities. this

recommendation also stands for camps. Both individual and group income generation

ideas should be explored as the group projects may address women’s fear of starting

out on their own (risk mitigation, group support, etc.) In hosting communities

specifically, while this recommendation also stands, but there is also the need to put

in place clear selection criteria for participants to focus on those in need and more

determined to improve their livelihoods and provide for the families.

In short, the primary drivers for change are found to be:

1. Basic Skills were instrumental to employment in camps: Offering English and

ICDL courses proved more relevant in camps and effective in supporting participants

finding employment opportunities. The offering of ICDL especially has been

instrumental to supporting employment since FCA is one of two agencies in camps

that offer this internationally recognized certification7 that is more demanded

and attractive for employment than organizational certificates.

2. Vocational skills and entrepreneurship courses were instrumental to

catalyzing business startups and income generation in Camps and Amman:

these courses proved effective in terms of participants utilizing them in income

generation opportunities rather than employment. They are also more evidenced in

Men in hosting communities (Amman) especially mobile repair and barbers, and

irrespective of participant background or origin, whereas they are found more effective

for women in camps in supporting their income generation. Women also started out

their own income generation activities from home after receiving technical skills

courses in the fields of hairdressing, handcrafts and accessories, sewing, amongst

others. Around 4/11 interviewed participants in Za’tari camp are doing small scale

hairdressing from home, and 1/ 5 young women in Amman initiated her own accessory

making venture in Amman and sells via social media. Naturally, this data is not

reflective of the entire population of beneficiaries.

7 Other organizations offering the course do offer international certification

18 | P a g e

3. Entrepreneurship support: one of the studied projects (11748) provided for FCA

eventual hiring of hiring two trainees from its 5 trainers that were capacitated

during TOT phase to coach (11) students (7 females and 4 males) of Jordanian,

Palestinian and Iraqi nationalities8. These business coaches were part of a team that

developed, contextualized and refined the entrepreneurship training material and

formulated in a user-friendly and needs-based manner now working with FCA to in

implementing a follow-on entrepreneurship support project in Amman and building on

the pilot lessons learned. t can be safe to say that FCA’s capacity to shift to market

based livelihood support through entrepreneurship has been enhanced. Though the

follow-on project is not subject to this assessment, early signs of business startups

are materializing through its market-based approach and provision of business

coaching and matching grants benefiting business startups of Syrian and host

community youth.

Outcome 3: Girls and Young women are empowered to challenge traditional gender

norms and refugee-life hardships through more positive engagement in their

households and in public life. Young women, especially in camps, are demonstrating

increased empowerment and are actively seeking to reduce their household aid

dependency through self-sufficiency and income generation modalities.

“We are ready to fight anything but just need the chance”

FCA contribution: In refugee camps and in host communities, young women and girls were

constrained to attending to their conventional roles in their now ’new society’ settings. Young

girls were expected to attend school, care for their younger siblings and helping mothers in

the household work. Through initiating niche activities in Za’tari Camp (Circus), sports

activities young girls increasingly took part in other spectrum of activities that are relatively

new and different, to them and their society. Their role and participation in public spheres are

becoming increasingly accepted, and have been even encouraged, overtime.

Young women and mothers, on the other hand were primarily at home and responsible for

caring for their families; fetching water, seeking aid distribution, doing household duties,

attending to health care of family members, etc. Through the basic skills, technical and

vocational skills enhancement trainings (in camps and hosting communities), the vast

majority women demonstrated increased skills and feeling improved self-worth and

esteem and now actively seek to participate in income generation ventures.

However, there is an evident need in terms of access to start up assets or capital to take

stronger ventures now that they have been technically capacitated.

Several drivers have contributed to this outcome:

I. FCA’s bold decision to challenge gender norms: this is evident in the determined

and continued offering of sports and circus activities (alongside all other activities) to

young girls, like those for boys, despite challenges in community acceptance at first

(cultural barriers, general perception of these being of lower priority, etc.). The circus

activity is unique to Za’tari camp and no other agency provides it (hence FCA’s offering

comprises a laudable bold and risky move). As confirmed by most consulted

community members and teachers, provision of such opportunities contributed to

supporting girls’ wellbeing and physical wellbeing, challenging existing cultural mindset

8 The two Syrian women dropped out during the implementation for reasons beyond FCA’s control.

19 | P a g e

and positively influencing communities’ perception on the role and capabilities of young

girls and their equal access to opportunities.

“We’re not used to girls playing circus

performances and competing in football

leagues from where we come from in Syria.

This is all new to us…but now this has

become normal. The girls football team is a

source of pride for us all…they won so many

leagues, even more than the boys team!”

There are other contextual factors

nonetheless that need to be considered.

Retaining older girls -16-year olds and up-

remains challenging amidst general

expectations for girls to focus on their

studies and act more” marriage-fit’ amidst

a much-observed trend of early marriage

amongst young women. This is an area that FCA alongside all other actors will need

to continuously address jointly.

II. Offering CfW employment schemes for women (alongside men) teachers/

volunteers: In camps and in Amman, FCA applied the CFW to hiring women, alongside

men, in a variety of roles; teachers in vocational and basic skills, ECCD teachers and

community mobilizers. In the host community youth training center 25 persons (14

females and 11 males) were employed, while in Azraq camp 37 persons (23 females

and 14 males) were also employed in the Cash for Work initiative9 (including 13 ECCD

teachers that are now integrated under Plan’s CfW.

III. Women’s access to and benefit from basic and technical skills trainings

enabled them to use them in supporting their own family members such as supporting

children and siblings in doing their homework as well as access employment and

income generating activities as earlier presented. The assessment also captured a

good number of women that have started applying the skills they gained in practice in

promoting self-sufficiency and reducing aid dependency. This was primarily evident in

women who are making clothes for their families after participating in sewing, weaving

and crochet making trainings.

“If we go back to Syria, we have a skill that we can put to work easily there”

“We feel ourselves active in the society, that we do something for ourselves and our

families”.

“Generating my own income gives me a say in the financial decisions in my

family”

• The later establishment of ECCD centers in Azraq and Amman10 primarily released

young mothers to attend the FCA trainings and attend to household care duties

(grocery shopping, attending to health appointments, waiting in line for aid

distribution). This was especially relevant and significant for female in household

9 Source: project 11692 10 Over the last two years, FCA rightly responded to a need captured to ease women’s participation in FCA’s activities while their children are

attended and cared for in a protective and learning environment. In Azraq and Amman, through funding from Plan International, FCA

established ECCD centers that took in children age 0-5 years in Azraq and from 3-5 years in Amman.

Reviewed literature and approach reveal that FCA’s women empowerment approach has primarily comprised of:

1- Equal access to opportunities: through outreach by gender balanced teams and equal participation of female and male participants in all IFE recreational and basic skills activities. Also, at times FCA’s deliberate challenging of gender and cultural norms.

2- Consideration to addressing gender-specific challenges that hinder young mothers’ access to opporutnities: through initiating ECCD centers.

3- Conformotive/ conventional consideration to gender norms and culture in topics of vocational and technical

skills .

The assessment finds (3) worth reconsidering so as not to reinforce and reinstate traditional gender hierarchies provided that the work that women are relegated to usually falls under the category of traditional, low status and unskilled jobs, often resulting in lower returns.

20 | P a g e

heading responsibility (female-headed households). Little evidence could be found as

to releasing them to livelihood or economic activities. There are vairnaces that were

captured also;

• In Azraq camp, ECCDs facilitated women’s access to the FCA training

opportunities. The majority of interviewed women and men confirmed that without

young women having access to ECC, they would not have been able to participate

in informal education or livelihood trainings.

• In Amman the effect of the ECCD center to their participation was limited. The

most captured effect in terms of young women’s reallocation of time when their

children are put in ECCD centers has primarily been their ability to attend to other

household and caring responsibilities, more so than enrolling in FCA activities. This

was further reduced or hindered with non-accommodation of 0-3-year-old

(explained due to space limitation and official licensing requirements).

• In Za’tari, FCA does not run a ECCD center. However, interviewed women and

men from there voiced the need for inclusive ECCD centers that are available for

children, irrespective of particular agencies and their respective activities.

Most recently, the effect of ECCD on women’s participation in FCA’s activities in both locations

was challenged considering PLAN International’s assuming direct implementation in the last

months. The two organizations’ endeavor to synergize and complement each other through

exchanging and prioritizing beneficiaries to support each other’s’ activities (ECCD children’s

mothers in FCA activities and vice versa). However, the differing schedules and limited spaces

to absorb the high demand in both locations continue to pose challenges that the two partners

are still working out.

Outcome 4: Improved wellbeing and constructive engagement of young boys and

girls, men and women in the Syrian refugee camps and catalyzed an informal

community support system to reinforce their overall wellbeing and resilience.

FCA contribution: Physical and emotional wellbeing of Syrian refugees was supported

through taking part in relevant informal education and livelihood trainings as well as sports

and arts and ECCD awareness sessions and with strong engagement of the FCA volunteers

and teachers in promoting participants’ overall wellbeing.

Drivers of Change:

1. Younger groups/ children’s wellbeing was supported through participating in

the courses as well as PSS oriented activities such as sports, arts, music, agricultural

activities and the support provided by the volunteers in attending to their wellbeing

and supporting their PSS needs to some extent. This was magnified when

participants took part in multiple activities. Consulted groups spoke highly about

observing more positive behaviour at young children and their improved psychosocial

wellbeing which is consistent with FCA’s reported improvement in emotional and

psychological wellbeing of the targeted beneficiaries’ improvement in individual

projects and FCA’s 2015 internal review11. More specifically they related to their

11 Sources: Project 11593 April 2015-March 2016 progress report shows that “more than 80% of the targeted beneficiaries reported improvement in their

emotional and psychosocial well-being” Internal review of 2015 revealed that of the 143-interviewed youth, more than 60 beneficiaries reported a change in their behaviour that had

become more social and friendlier, hence enhancing the relationship with other people such as family members; at the same time roughly, the

same number of participants mentioned better self-confidence gained after having joint the activities. It is also worth mentioning that 31 beneficiaries reported that participation in the activities offered by the program had helped them to reduce stress. Obvious benefit stemming

from sport activities and circus is the better physical condition reported by 27 participants. Female respondents tended to emphasize

21 | P a g e

children becoming less aggressive, more outspoken and confident, more positively

disciplined and respecting to rules and guidance and using their free time in more

constructive ways.

“Our children needed places and activities that release their stress and help them deal

with their hardships. Otherwise, they are confined to the small caravans or you would

find them playing in the muddy unpaved pathways between the caravans, or subject

to other types of risks in the camp”

2. The participation of older groups of young people (18+) in vocational and

basic education courses was found to have contributed not only skills development.

Rather, these further helped improve their wellbeing as the trainings acted as

platforms for individual exploration and recognition of self-worth and capabilities and

platforms for informal group support amongst participants (especially women).

“If you had seen me before, you’d say I’m a different person now. I was at home all

the time. I could not comprehend what had happened to us back in Syria and our

losses and how we ended up refugees here…I was very stressed and taking it on my

husband and children, I didn’t do anything, nor did I want to do anything...since I

participated in the hairdressing trainings I met new people, I developed relationships

with them…I made new friendships. My improved wellbeing and attitude has reflected

on my entire family”

3. Promoting positive parenting skill through ECCD awareness activities on breastfeeding,

child’s care and development, child protection and behaviour management skills.

4. Also, though to a limited extent, the recent inclusion of older age groups (above

30) in sports activities promoted the formation of informal support layer for

younger children in a safe environment. Adult men are evidently recognizing the

importance of their positive role in their community. This was mainly captured in

Za’tari Camp through the volleyball activities that recently included adult men who

interact with and support younger children.

“we’re one family here, what affects my neighbors’ child affects me...we grew

stronger bonds amongst us and the children through these sports events”

5. The strong relationship and support that the participants received from

volunteers in the centers as attested to by participants with volunteers giving

beyond their CFW compensation; through working extra hours, attending to individual

variances and needs by the participants in their progress and at times intervening in

supporting them in personal issues and problematics. It appears that in the camps,

the FCA centers are perceived to be refugees’ own community centers with all

activities being delivered by their fellow refugees.

“we can’t turn our own people away” FCA trainer

” the teachers here look after our entire wellbeing, here they treat us with respect.

They treat us as equal; no favoritism, no focus on the better performing or talented

participants… if they see us skip school they push us to go back. If they see us acting

out, they guide us. They’re there for us”.

friendlier behaviour and boosted self-confidence as the most important benefits, whereas male respondents highlighted more often reduced stress and better physical condition

22 | P a g e

6. Some FCA volunteers and teachers are acknowledged as local role models. They

became source hope and aspiration especially to young people, as well as a source of

motivation to the community at large.

” My dad tells me all the time to look up to the teacher here…to learn from how he

drew his own path to work from being a trainee all the way to becoming an assistant

teacher...i want to be like him”

” I used to attend the Arabic remedial class in FCA. The teacher there gives me a lot

of attention and helped me a lot. She designated more time for me, before and after

the class. she encouraged me to stay in school when i had doubts about my abilities.

She encouraged me and watched my work in the crafts session as well. She’s my

role model and I come to her for any problem I face.”

FCA’s future programming can amplify the role of the local role models through:

1- Set up and ensure their inclusion in community committees (alongside other

community members). The camp community committee can be thematically organized

and would have an elevated role in managing FCA’s work in camps (design and

planning, monitoring, etc.). One thematic committee can be an advocacy committee

that is responsible to assessing and voicing community concerns at higher level in

camps (for example in coordination meetings (if allowed) or at least for them to feed

FCA’s participation in them (assessing and raising concerns, being the voice for their

communities, and having the needed information to communicate BACK to their

communities about the plans and coordination updates, etc.)

2- Support their development and growth: access to capacity building opportunities

within a defined development path.

FCA’s incubating environment in camps

The incubation environment is found in Syrian refugee camps. There, FCA facilities are

situated in central locations in specific districts. As compared to hosting communities, the

participants are all Syrian (and many come from same areas in Syria, with close ties and

familial relations), living near each other and accessing similar services and activities that

are offered by FCA and other agencies. However, as compared to other agencies in the

camps, and to the Nuzha Center the below are internal factors that characterize the

incubating environment:

1. Not just qualified, but also dedicated staff: this has been enabled by presence of

formal, psychological and culture dimensions in FCA Staff’s personal compact12.

Despite scare employment opportunities in the camps trainers and teachers are not

simply incentivized by the CfW, but also by their ability to service their communities

12 Employees and organizations have reciprocal obligations and mutual commitments, both stated and implied, that define their relationship. The major dimensions of personal compact are formal, psychological, and social. The formal dimension is the most

familiar aspect of the relationship. For an employee, it captures the basic tasks and performance requirements for a job as defined by organization documents such as job descriptions, employment contracts, and performance agreements. In return, managers

convey the authority and resources each individual needs to do his or her job. The psychological dimension addresses aspects of the employment relationship that are mainly implicit. It incorporates the elements of mutual expectation and reciprocal

commitment that arise from feelings like trust and dependence between employee and employer. Though often unwritten, managers expect employees to be loyal and willing to do whatever it takes to get the job done, and they routinely make observations

and assumptions about the kind of commitment their employees display. The terms of a job description rarely capture the importance of commitment, but employees determine their commitment by how hard they have to work, the recognition, financial

reward or personal satisfaction for their efforts, and whether rewards are worth it. Employees’ loyalty and commitment is closely connected to recognize a job well done, and not just with more money. Employees gauge an organization’s culture through

the social dimension of their personal compacts. They note what the organization says about its values in its mission statement and observe the interplay between its practices and management’s attitude toward them. Perceptions about the organization’s

main goals are tested when they evaluate the balance between financial and nonfinancial objectives, and when they determine whether management practices what it preaches. They translate those perceptions about values into beliefs about how the

organization really works- about the unspoken rules that apply to career development, promotions, decision making, conflict resolution, resource allocation, risk sharing, and layoffs, etc. In general, the more homogeneous the culture, the more implicit the

formal dimension of personal compacts is likely to be.

23 | P a g e

and help their fellow community’s wellbeing, resilience and development overall

(personal satisfaction and social recognition)

2. Outreach and retention are integral component of staff’s scope of work: FCA requires

trainers and teachers to perform their own outreach in the camp and to ensure

retention. As such, attention to individual problematics is institutionalized in the

approach.

3. Earned respect overtime: though they come from varying educational and social

backgrounds, staff’s close relationship, attention to individual variables and needs

amongst participants and continued engagement with their fellow community

members have resulted in them earning the respect of the community. Often, this

enabled them to intervene in matters beyond their scope- ‘teacher’ role in classroom/

activity setting- in addressing individual problematics.

4. The continuous presence of the facilities and activities and somewhat more stable

residents, inside the districts allows for longitudinal participation overtime, through a

variety of activities that are/ can be accessed by several members of the same family

(community center).

Outcome 6: Created catalyst partnership model that crowded in other actors to

replicate (especially in camp settings)

FCA contribution: In the Syrian refugee camps, almost all actors (UN, INGOs) operate their

own programs and facilities in servicing Syrian refugees. However, FCA and through funding

from Plan International set up ECCD centers in village 5 and village 3 in Azraq camp and

Nuzha center. FCA managed the centers through imbedding Plan’s personnel to oversee the

work and quality assure it until Plan finalized its office registration in Jordan and eventually

took over the management and direct implementation of ECCD activities. The two

organizations continued their cooperation; with Plan’s ECCD centers being location in FCA

premises and complimenting each other’s’ activities and services. As gathered from Plan, after

seeing the promising results from the first cooperation modality between FCA and Plan in the

camp, another organization (Relief International) also recognized the importance of

working in ECCD and pursued to replicate this first of a kind joint cooperation model

them.

“our partnership with FCA in Azraq is a unique experience. It challenged the status quo

amongst INGO from competition in camps and on funding to a successful partnership model

that encouraged others to follow”

Future programming is thus advised to Capitalize on building mutually reinforcing and

complimentary partnerships with INGOs in camps to promote efficient mobilization of

resources amidst shrinking funds and to further strengthen impact of programs on target

groups.

TOR Question 5: How do teachers and trainers involved in the activities perceive the

benefits of capacity-building provided by FCA and how do they apply their new skills

in their daily work?

Over the years, FCA has organized training for teachers and trainers working with the

beneficiary youth. Trainings have covered a wide range of issues such as pedagogical

methods, inclusive education and working with trauma-affected students. Reviewed projects’

literature provides for teachers and trainers receiving trainings in such as PSS, child

protection, community development, HAP, SOPs for CP and GBV, camp management and

24 | P a g e

coordination, chemical and biological weapons awareness, and project management, etc. In

ECCD centers, facilitators and educations were also on developing child’s cognitive, physical

and socio emotional development through adopting the “learning through play” approach13.

Also, trainers in the circus schools received trainings from Magenta.

Consultations with FCA trainers, teachers and facilitators and as evidenced in the outcomes

confirm their application of skills gained in these areas but to varying extent. It is evident that

skills gained in working with conflict affected populations and inclusive education

are strongly applied as they have primarily supported participants in formal settings (in

sessions) and beyond in supporting their learning and wellbeing. Likewise, evidence was

captured as to application of teachers in ECCDs of the learning through playing approach with

almost all caregivers and parents perceiving FCA centers being more of learning centers as

compared to other organizations that are simply “day care” with no strong focus on developing

child’s cognitive, physical and socio emotional development. In fact, this is causing FCAs/

Plan’s centers to be more preferred by parents and wanting their children to stay enrolled on

annual terms14.

It however appears that continued investment in building trainers’ and teachers’

capacities is still needed. Almost all those consulted from all locations confirmed that

trainings were more “one -off” and project- based (piecemeal) reiterating the need for

continuous enhancement of their capacities in their fields of work and specialties; pedagogical

methods, sports, etc. This was unanimously captured in all visited sites.

The assessment also captured other areas that FCA should further consider strengthening in

future programming;

1. Due to field staff’s close interaction with their communities, they have a wealth of

information and awareness of community needs and alarming trends pertaining to

’hard to reach’ and extremely marginalized and unprotected groups. Hence, they are

well positioned to elevate their/ FCA role as advocates for these groups

through stronger engagement in coordination meetings (at camp coordination and

district meetings at least) and ultimately at national level.

” We expect FCA to deliver our voices to all other responsible and big actors in the

camp such as UNHCR, Save the Children and UNICEF. The issue of child labor has

gotten out of control. Many of these children come from female headed households,

they’re fathers aren’t here or dead, or disabled. They work from 4 am to 6 pm. These

children out of the big organizations’ radar”

2. Also, due to their close interactions, the field staff’s engagement in the existing

referral pathway especially in Case Identification and referral and attention to at risk

children15 needs to become more coordinated and incorporated in systemic fashion.

13 Source 11717 14 Currently, ECCD centers receive children 2-3 days a week for a 3-month period to allow serving increased

number of beneficiaries. 15 In Za’tari, the assessment interacted with one teenage boy at the risk of drop out from school to become a child labourer due to financial

hardships and another 4th grader unable to register in school.

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TOR Question 6: How do participants from refugee and host communities perceive

inter-communal relations during and after activities that involve beneficiaries from

both communities?

Consultations with previous and current participants from refugee and host communities

provide for FCA activities contributing to limited improvement in inter-communal relations.

The improvement, when found, was however restricted to the duration of the activities

that involved beneficiaries from both communities. However, despite seizing the cooperation

with the Higher Council for Youth, some of the Syrian refugees have continued participating

in the centers after FCA’s activities alongside their Jordanian peers and a few have

strengthened their relationship with each other as noted by a HCY center. This can be

explained by contextual factors (beyond FCA’s sole control) as well as some FCA factors in its

approach.

1. Contextual Factors: Persisting Social tensions in the country and complex

regulatory framework for equal access to opportunities and services.

Overall, Jordan and its host population continue to be affected by the strains of the

Syrian crisis and the pressures it applies on the country16. Social tensions are one of

the consequences of this situation and with the crisis lasting, sustaining the social

environment that used to be a good cement at the beginning of the crisis is becoming

more cumbersome and beyond one agency or center’s ability to address

(country-wide issue). As such in FCA’s instance, improved intercommunal

relationships is confined to a limited number individual that are also subject to other

counter-interactions and discrimination in other facets of their lives (at school, work,

neighborhood, etc.).

Also, some of the regulations in place that are relevant to FCA’s work are

systematically non-inclusive and do not promote sustainable intercommunal

relations enhancement. For an example, HCY regular budgets are solely targeting

Jordanian citizens. Opportunities for (continued) engagement of Syrian beneficiaries

in these centers are confined to external resources and projects. Also, although

education and livelihood were the focus of Conference of London (2016)17 some

barriers still foil those new policies to be very effective: documentation issue still

prevent Syrian to apply for work permit, employers are not always keen to regularize

situations. In addition to the insufficient seats in schools, some children are not

enrolled because of lack of documentation, lack of financial resources to afford

transportation and school expenses (stationary, clothes), work restrictions and the 3-

year-rule18.

2. FCA’s programmatic approach: at the end of 2015, FCA started expanding its

operations and extending the activities to hosting communities. Prior to starting out

its own center in Nuzha, it cooperated with CBOs (UNICEF Makani project) and HCY

centers in Zarqa, Irbid and Amman. As earlier mentioned, the current center in Amman

is more of an “academy” than a community center. Hence, participants’ interactions,

including inter-communal ones, are limited to their joint presence in the activities. The

sense of ownership and engagement of trainers and staff and their support to

16 The living conditions and standards have been worsened, impacting both the refugees and host population. Social assistance and social

protection services and infrastructures are under pressure for Jordanians as well, and the national and local mechanisms need to be supported.

Waiting list for in needs Jordanian are inflating and the local institutions are not in capacity anymore to serve even the most vulnerable. Refugees living in host communities are still struggling to regularize their registration and documentation situation, especially those who left

the camps. As the crisis persists, they are also exhausting their savings and resources, becoming more vulnerable, and are increasingly at risk

of resorting to negative coping strategies 17 The Government of Jordan, following the conference, waived work permit fees for Syrians: They can apply for free work permit in mainly 4

sectors: agriculture, construction, service industry and cleaning. In addition, the Ministry of Education announced the construction of new

schools and additional double shifts to respond to the high school drop-out. 18 If a child has been out of school for more than 3 years, the MoE will not accept to enroll him/her in public school. However, he/she can enrol in

non-formal education programs which are mainly MoE programs.

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participants from host community and refugees is found limited as compared to those

in camps. The assessment finds it important to challenge FCA’s decision to run its

own center in host communities. Rather, FCA is encouraged to reconsider

partnership with local but relevant CBOs as a mechanism to promote sustainability of

services and capacities as well as social cohesion beyond the Agency or project-level

interventions. This would in turn require FCA’s role in quality assurance and building

institutional capacities and for FCA to exhibit organizational capacities in these fields

and strong accountability system and grant compliance measures.

TOR Question 7: How have the beneficiaries been engaged in the various aspects of

the program cycle and what the impact of the beneficiary involvement have been?

Beneficiary Participation

Sufficient evidence was gathered as to beneficiaries’ participation in some aspects of FCA’s

Projects’ cycles;

• Assessments and Project design: While there are no formal needs assessments

and baselines established prior to designing the projects and activities, evidences

captured provide for most of the evolution in FCA’s programs to have risen from

consultations with beneficiaries over the years. This has been primarily the case in

inclusion/ addition of some activities (such as specific livelihood and technical skills)

or advancing the existing IFE activities (adding advanced Excel to complement ICDL

path, and higher level of English courses (from 1-3 level to 6 levels at the peak of

providing them all). These are captured to have primarily risen from consultations with

target groups, especially in camps, which they validated.

FCA is the best organization when it comes to treatment and inclusion…in other

organizations if we have something to say, we have to tell their Syrian volunteers

that take up to another level and then another and then it reaches Amman and by

the time your voice reaches, you’re exposed…no privacy and it takes forever to solve

the issue...the chain of command here in FCA is level...we’re one family here”

It can also be argued that while some of the activities have risen from the beneficiaries

they were ’too demand driven’. This is particularly the case of livelihood/ technical

skills courses that are not based on market feasibility, or arguably ’saturated’ in their

context/ market (weaving and sewing in hosting communities, etc.). As such, FCA’s

role is encouraged to build technical/ vocational skills based on informed market

assessment to increase the likely effect of these in terms of viable utilization to support

their right to livelihood. The assessment does however, take note of FCA’s approached

new entrepreneurship promotion programming in hosting communities, a step in the

right direction to support the right to livelihood based on market potential. This can

certainly be scaled in camp settings as well.

• Project/ activity implementation: target groups participate in activity

implementation through the CfW modality and hiring host community members to

implement activities in the camps and host communities. Almost all consulted

participants attested to the strong qualifications of the trainers and teachers and

praised FCA’s transparent hiring practices. It was found that beyond activity-level

implementation, trainers and teachers’ role is limited especially in aspects pertaining

to overall annual planning and decision making. Beyond communicating beneficiaries

feedback and needs to FCA field officers, trainers and teachers ‘engagement appear

less aware of how decision-making process takes place and rather await decisions to

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come back to them. The simplest example is the recognized need for improving the

English placement tests19 that is still pending decisions from higher up at FCA. There

is certainly room for empowering facility staff and volunteers from a stronger rights-

based approach; to take part across all the project cycle stages, to engage in voicing

community concerns and representation and with an elevated decision-making role in

the project management functions; planning-including financial planning and

management, M&E functions, etc.

• Monitoring and evaluation: FCA has utilized activity mid and end evaluations in

which beneficiaries participate. A consolidated analysis of the findings is not available

the assessment validates some of their aspects in terms of satisfaction and gaining of

skills and improved wellbeing. Also, there are two main milestones in which

beneficiaries have participated so far in FCA’s M&E, the first was in the internal review

back in 2015, and during this exercise.

In 2015, FCA introduced the complaints mechanism (and at Jordan level was a pilot

for FCA-Wide roll-out). Since launching it, FCA field officers and staff encouraged

beneficiaries to utilize the box or a phone number as mechanisms of receiving their

feedback, suggestions and complaints with confidentiality. A consolidated assessment

of what these have revealed is not available. However, it appears that beneficiaries

are less motivated to use it now as compared to before20. Most of beneficiaries that

were consulted stated that they had given their suggestions, but they were not taken

into consideration, so they stopped referring to it. As such, limiting beneficiaries’

participating in M&E to this mechanism is ineffective due to its piecemeal outlook, lack

of clarity on what the box should serve, when to use it, and clarity back to

beneficiaries as to FCA’s response. Utilizing the complaints mechanism must not

backfire but appears to have been the case with beneficiaries not wanting to voice

their concerns in order not be further discouraged in instances of non-accommodation

(negative unintended impact).

” It’s better that you don’t ask for our suggestions if you can’t deliver on them”

“not all of us know how to express our ideas in writing”

” They tell us to write in the box, but nothing happens”.

This all calls the need for FCA to reconsider its approach in beneficiaries’

participation in monitoring and evaluating of its actions and much beyond a box

(i.e. in a more systematic manner). However, this would require FCA to build a

comprehensive M&E system first and foremost.

Inclusion

The assessment finds FCA’s consideration to social differentiation quite remarkable

overall. As gathered from interviewed previous and current participants and community

members, FCA’s activities have been accessible to participants from different backgrounds,

Syrian refugees and host community from Jordanians, Palestinians and also Iraqi refugees in

Jordan. Participants are young men and women, boys and girls of varying levels of skills and

psychosocial wellbeing. These groups have been included over the years with FCA’s extending

access to younger children and youth up to 30 years of age. Most refugees in camps however,

both men and women, recommended that FCA extends the opportunities to older groups

including TOT opportunities.

19 previously some teachers requested change in the placement tests, they need to be empowered to do it not just

request it. 20 The assessment observed that the boxes are mostly blank with no supporting papers and pens.

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Gender considerations were also particularly taken into consideration not merely through

inclusion of and designating some technical skills activities to girls and women but rather

taking into consideration gender roles; young mothers and female headed households. This

has particularly been enabled through initiating the ECCD centers to facilitate their equal

access to its activities.

Another aspect of inclusion is the way participants are engaged. FCA projects appear to be

best medium for women to gain empowerment because they exist within the realm of

traditional gender roles (hand crafts, hairdressing, etc.) and afford women the possibility to

work while still fulfilling their domestic duties. Nevertheless, the orientation towards such

activities could reinforce and reinstate traditional gender hierarchies provided that the work

that women are relegated to usually falls under the category of traditional, low status and

unskilled jobs, often resulting in lower returns. The productivity and employability of

vulnerable and poor women in general, and refugee women more specifically could be

increased with well-tailored training and skills enhancement interventions that are demand-

driven. However, this reflects the impact of credentials in improving an individual’s chances

of winning the competition for every scarce opportunity (queuing effect). The usual

problem is a general and persistent inadequacy of demand for labor on the part of employers

in Jordan as obvious in high unemployment rate in the country and stagnation in real wages,

which provides further evidence that there is no generalized constraint on the supply side of

the labor market. Again, this is why FCA’s recent approach in entrepreneurship promotion

and business startup support (RDDP) becomes significant as it positions both men and women

in creating their own employment and income especially within the regulatory framework that

constrains refugee employment.

In 2016, FCA built on recommendations from its internal review to strengthen inclusion of

PwD in its programming. All the visited sites have in fact been adapted to facilitate access of

people with mobile disability (ramps, bathrooms, etc.). However, while internal adaptations

were made the Nuzha center, the location is elevated on the second floor making it extremely

challenging for PwD to reach the center in the first place via staircase. The activities have so

far had only a limited number of participants with disabilities. FCA is thus encouraged to look

beyond facility adaptations and integrate inclusion of PWD throughout its

Programme Cycle; in its outreach activities to identify and reach out to PwD considering the

cultural and social barriers and stigma that PwD face in their society, in program design and

M&E. This can be operationalized through partnerships with relevant INGOs (such as CBM in

Azraq Camp)21and through the camp coordination meetings and utilizing the existing

participants for more proactive outreach to PwD in host communities. This however would

entail FCA to also consider provision of transportation within the camp and in host community

for PwD. Also, FCA can consider exploring the potential for designating specific IFE and

technical skills enhancement benefitting PwD.

7. FCA added value and comparative advantage

In refugee camps, several, and often larger agencies also delivery IFE and technical/

vocational skills and PSS activities. Comparatively speaking, FCA is possibly one the smallest

and less resourced. Nonetheless, despite limited handouts (equipment, etc.) almost all

participants (including other agencies and donors) in the assessment attested that despite

21 CBM is an international Christian development organization, committed to improving the quality of life of people

with disabilities in the poorest communities of the world. (http://www.cbm.org/) In Azraq Camp, CBM is implementing a project benefitting refugees from Syria, to lead a life of increased mobility and independence through having gained access to rehabilitative services in the form of examinations, treatment and the adjustment of aids and assistive devices.

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its size, FCA’s interventions are widely recognized for their high quality. In fact, the

reputation of high quality of FCA activities are found to have been its’ most effective outreach

strategy that draws participants to enroll after seeing the benefits and impact on others.

Participants, especially those that had participated or even now work with other agencies,

drew distinct comparisons across a variety of activities; ICDL with FCA being one of two

agencies offering it in the Za’tari and Azraq camps, hairdressing with FCA delivering the course

in a salon for 3 months and on daily bases while offering participants to learn the skills through

hands-on practice and progressive methodology, in English the focus is to gain the skill and

conversation rather than remedial class set up that others are active in. Circus being an

activity that only FCA offers in Za’tari.

” FCA aims for us to gain the skill that we can put in practice wherever we end up. I had

participated in another agency’s hairdressing training, but they were theoretical! We didn’t

hold scissors and cut hair or color it…we learned hair cutting in one week, another for color

and same for style. here we learn by doing in order master the skill, we spent a month on

each topic… but the others give more equipment!”

Likewise, participants from host communities (previous and current) attested to FCA’s focus

on quality. For example, the Karate’ classes delivered through HCY in Amman was highly

appreciated for its high quality by the center there. Participants from Nuzha, both Syrians and

Jordanians also confirmed FCA’s focus on quality in its activities:

” FCA is strong here compared to others. They focus on quality and it earns them the

reputation that brings people from all over Jordan not just Amman!”

While the above is quite laudable, the assessment still encourages FCA to apply selection

criteria and beneficiary assessment in order to filter those most in need in Amman or in host

communities. Availing these courses free of charge could also be influencing participants

coming from other governorates to attend its activities.

Lastly, participants also drew comparisons related to FCA’s reliability and credibility in all

locations as evident in trainers and teachers adhering to the hours and the programs and not

calling off trainings as compared to some other agencies. Recently however, and due to

financial limitations, FCA scaled down the provision of startup equipment in the technical/

vocational trainings (mobile repair kits22, hair dressing equipment, etc.). Most participants

voiced this to have challenged their pursuit of livelihood support ventures upon graduation.

As such, FCA is encouraged to explore other modalities of supporting participants’ access to

assets and capital. This can be operationalized through facilitating loans by Micro-Finance

Institutions (MFIs) with conducive/ lenient terms or even zero interest loans (like FCA’s

Women’s Bank).

8. Conclusions

Since 2013, FCA’s interventions have overall contributed to improving well-being and

resilience of the targeted refugee and host community young people in Jordan; young boys

and girls, men and women are constructively engaging in their settings and society and

pursuing their rights to education and livelihoods. Elements that have contributed to FCA’s

impact have been 1) FCA’s timely presence and response on the ground with 2) largely

relevant, quality and effective activities centered around supporting target groups’ rights to

education and livelihood in complex environment and 3) FCA’s interventions catalyzing an

informal community support system to reinforce participants’ overall wellbeing and resilience

(in camps). The main impact findings from FCA’s interventions are:

22 FCA used to award mobile repair equipment to best performing 5 students.

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9. Young boys and girls, are better prepared and motivated to continue their

formal education and progress further down their educational path: FCA’s

timely presence with combination of Informal education, basic skills and PSS activities

as well as incubating and safe environment through dedicated attention by facilities’

trainers and teachers proved largely relevant and effective in camp settings to support

Syrian students’ wellbeing and reintegration in schools especially at the peak of

the refugee influx. The continued (longitudinal) and offering of (progressive/advanced)

courses also positively influences young students’ motivation to continue their formal

education that is facilitated by the ongoing scholarships scheme to Jordanian

universities that is provided by the EU (realistic aspiration). In hosting communities,

the impact is reduced due to late set up of IFE activities, non-application of clear

selection criteria to prioritize those most in need, and FCA center acting more of an

Academy; hence most students are already in schools whereas OOSC are not

proactively reached or serviced by the FCA programs.

10. Young men and women acquired new skills and pursue utilizing them in

employment and income-generation in their immediate surroundings with

sense of dignity; Basic Skills were instrumental to employment of Syrian refugee

men and women in camps as compared to hosting communities. Vocational skills and

entrepreneurship courses were instrumental to catalyzing business startups and

income generation in Camps and Amman but gender variances; in camps, Syrian

refugee women appeared more willing and determined to starting income generation

ventures compared to their peers in Amman. Women there initiated their own income

generation start-ups from home whereas in Amman, the most significant effect has

been the vocational/ technical courses for young men.

11. Girls and Young women are empowered to challenge traditional gender

norms and refugee-life hardships through more positive engagement in their

households and in public life: FCA’s took a bold decision to challenge gender norms

through initiating niche activities in Za’tari Camp (Circus) where young girls

increasingly took part in other spectrum of activities that promoted their welling and

positively influencing communities’ perception of their role and participation in public

spheres.

12. Young women are demonstrating increased empowerment and are actively seeking to

reduce their household aid dependency through self-sufficiency. Young women’s

participation promoted their wellbeing and ’Agency’ to work and start their own income

generating activities. Their participation was also facilitated through introducing ECCD

centers that rightly addressed traditional gender norms. Women are however

challenged in terms of access to start up assets or capital and networks to take

stronger ventures.

13. Exercising the right to livelihoods within the Jordanian regulatory framework restricts

refugee vocational opportunities, and especially women that are less mobile. It has

however been magnified through 1) provision of startup assets (in the form of

equipment) and 2) applying market-driven approach and provision of business

coaching and matching grants benefiting business startups (albeit outside camps nor

part of its response to the Syrian crisis).

14. Aside from participating in group activities that promoted improved wellbeing through

forming new relationships and friendships, participants’ wellbeing, and especially in

camps was promoted through the incubating and receptive environment through

dedicated attention by facilities’ trainers and teachers that attended to their individual

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PSS needs while elevating some FCA volunteers and teachers are as local role

models and source hope and aspiration especially to young people, as well as a source

of motivation to the community at large. Also, the recent inclusion of adult men in

some sports activities acted as informal support layer for younger children in a safe

environment.

15. Sufficient evidence was gathered as to beneficiaries’ participation in some aspects of

FCA’s Projects’ cycles, but these are not systematically applied or structured and not

across the entire cycle. Room remains for further rights-based empowerment for

target groups’ engagement.

16. FCA’s consideration to social differentiation is also found quite remarkable overall. In

host communities, tt can be argued that FCA’s interventions were somewhat ‘too

accessible’ in absence of targeting and selection strategy and criteria. Inclusion of PWD

has trended a bit weak in terms of participation in activities and FCA is encouraged to

reconsider its approach in proactive reaching and programming including across the

PCM (assessments and design, delivery and M&E).

9. The way forward

FCA’s focus on the right to education and right to livelihood remain largely relevant and

appropriate in Jordan’s context. It’s efforts to linking the two as pursued in strengthening

it’s ’linking learning to earning’ can be expected to now magnify with the protracted nature

of the crisis and the expectation for some refugees to remain in Jordan with increased

poverty and reverting negative coping strategies and amidst shrinking humanitarian

funding.

The main theme for the way forward is for FCA to continue its focus on its current

framework (right to livelihood and right to education) but with stronger coherent strategy;

Overarching recommendations:

6. Amidst shrinking funds and to magnify impact, FCA is highly encouraged to build on

its experience with Plan and pursue partnership with other INGOs in complementary

programming. Likewise, FCA is advised to continue and (leverage higher coordination

with national stakeholders at the level of GoJ) and with existing INGO networks such

as INGO forum and ACT Alliance. This can be operationalized through development of

a clear partnership and communications strategy.

7. FCA is advised to translate its country strategy in a defined Theory of Change and

programs (rather than different individual projects) with a Monitoring and Evaluation

system that is conducive of its programs. The M&E system should distinguish between

intermediate vs. longer term outcomes that get measured and assessed overtime.

8. FCA is strongly advised to further empower target groups rights-based engagement in

its programming, coordination and advocacy (representation). This can be

operationalized through setting up platforms for their engagement (such as community

and youth committees) that can take an active role in programming design (needs

assessment and acting as reference points/ representatives for their peers),

monitoring that can also feed advocacy and representation at higher level, and have

an elevated role in FCA decision making and learning writ large.

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9. FCA is recommended to further invest in building capacities of trainers and teachers.

This should not only entail advanced technical capacities but also (and within FCA-

wider approach and plan to capacity building), their exchange learning, engagement

and role in supporting target groups’ wellbeing and protection concerns (referral

pathway, etc.).

10. In strengthening its linking learning to earning approach, FCA is advised to develop

programs that support viable start-ups and income generation projects (individual and

collective) and based on market-potential while not restricting these to 30 years of

age. This can entail exploring partnership modalities with other actors that can support

vulnerable groups’ access to seed funding (such as MFIs, incubators) to initiate viable

startups. FCA’s business coaches can be instrumental in supporting beneficiaries not

only identify opportunities but also manage their projects and link them with other

support networks to increase chances of their sustainable viability and profit making.

In camps:

2. Continue supporting school and university students through accelerated and

certified learning programs and support set ups.

a. FCA is advised to continue offering English courses but sustain offering the

advancement scheme (levels) and preferably through internationally accredited

certifications.

b. FCA is advised to explore provision of learning spaces outside its course

modality such as a quite study area and library for students.

In hosting communities:

2. FCA is encouraged to consider sustaining local capacities that continue to support

vulnerable communities’ right to education and livelihood while also promoting social

cohesion.

a. Consider partnering with local NGOs and CBOs while (as needed and based on

needs assessments) build their capacities in IFE and/or livelihood support

programming.

b. The above would require FCA’s role to center around quality assurance and

building institutional capacities and for FCA to exhibit organizational capacities

in these fields with strong accountability system and grant compliance

measures.

c. Development of outreach and targeting strategy with clear selection criteria for

participants/ target group.

The assessment also gathered other recommendations from target groups such as increasing

the age cap, trainings in photography and other ICT (graphic design, website design,

computer programming), incentives for sports activities such as uniforms and music

instruments, complimenting hairdressing with makeup trainings, amongst others. However,

FCA is advised to consider these in light of the above recommendations and within a wider

programming design approach (including needed assessments).

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10. Annexes

1. Assessment TOR

2. List of people Consulted

3. List of documents reviewed